Thursday, May 28, 2015 (B6 is long and B7 is short)
Individual Presentations / Graphic Novels due
Tuesday, May 26, 2015 (B6 is short and B7 is long)
Group Presentations
Friday, May 22, 2015
Theme (Otherness and the Other) in Graphic Novels
Homework: Be sure that your graphic novel includes a strong sense of theme that is apparent to readers. Bring revised version to class. Complete the final draft of your graphic novel. Be prepared to share it with the class.
For more information about this project, see Graphic Novel in Handouts section.
Homework: Be sure that your graphic novel includes a strong sense of theme that is apparent to readers. Bring revised version to class. Complete the final draft of your graphic novel. Be prepared to share it with the class.
For more information about this project, see Graphic Novel in Handouts section.
Wednesday, May 20, 2015
Literary Devices in Graphic Novels
Homework: Decide which literary devices will be used in your graphic novel. Integrate them into your draft.
For more information about this project, see Graphic Novel in Handouts section.
Homework: Decide which literary devices will be used in your graphic novel. Integrate them into your draft.
For more information about this project, see Graphic Novel in Handouts section.
Monday, May 18, 2015
Graphic-Text Interplay in Graphic Novels:
Graphic Novel Reading, Notes, and Discussion based on questions on handout
Computer based Graphic Novel creation tools
http://www.pixton.com/
http://www.toondoo.com/
MakeBeliefsComix.com
http://superherosquad.marvel.com/create_your_own_comic
http://stripgenerator.com/strip/create/
http://www.pikistrips.com/user/login
http://www.scholastic.com/graphix/createcomic.htm
Homework: Use the ideas generated in your group discussion and “Tips for Writing Your Own Graphic Novel” to revise your plans. Be sure to consider the way in which dialogue, thoughts and sounds work together with images and their layout to create plot, mood and tone. Bring your progress with you to class.
For more information about this project, see Graphic Novel in Handouts section.
Graphic Novel Reading, Notes, and Discussion based on questions on handout
Computer based Graphic Novel creation tools
http://www.pixton.com/
http://www.toondoo.com/
MakeBeliefsComix.com
http://superherosquad.marvel.com/create_your_own_comic
http://stripgenerator.com/strip/create/
http://www.pikistrips.com/user/login
http://www.scholastic.com/graphix/createcomic.htm
Homework: Use the ideas generated in your group discussion and “Tips for Writing Your Own Graphic Novel” to revise your plans. Be sure to consider the way in which dialogue, thoughts and sounds work together with images and their layout to create plot, mood and tone. Bring your progress with you to class.
For more information about this project, see Graphic Novel in Handouts section.
Thursday, May 14, 2015
SSW: Congratulations on your amazing performances. What did you learn from participating in our drama unit? How will you apply what you learned? What advice would you give to next year's eighth graders? What changes, if any, would you make to improve the drama unit?
Leaders: B6: Mamie and Elena
B7: Margaret and Paul
Leaders, announce graphic novel groups (on yellow paper)
Leaders, help people who were absent last time pick out a graphic novel that they'll love (some groups may already be full)
Everyone, review day one assignment and graphic novel handouts
Complete activity one while browsing through your book for examples. Each student needs to write down notes and examples.
Read silently the first third of your graphic novel. As you read, find more examples of various graphic novel techniques and components. Resist the temptation to read past the first third. If you have time, you may want to read the first section twice. Some people tend to read first for the text, others for the images. Switch your focus on the second reading.
Last twenty minutes, as a group, brainstorm ideas for your INTERACTIVE teaching activity about your group's graphic novel. Remember you need to entertain and educate. You need to keep your audience from thinking about summer vacation and immerse them in an activity that makes the time fly by and teaches and/or reviews important literary and graphic novel concepts. You also want to introduce people to your group's graphic novel and compel people to read it.
Last few minutes, send one person from your group to return the graphic novels. Leaders check the inventory. Make sure all books are collected before class is dismissed.
HW: Start on your graphic novel excerpt. You may use any and all high tech or low tech tools and materials. Come to class with a written pitch of your idea (genre, concept, literary devices, graphic novel devices, style, tools and materials, characters, plot, theme, etc.) and some sketches.
Leaders: B6: Mamie and Elena
B7: Margaret and Paul
Leaders, announce graphic novel groups (on yellow paper)
Leaders, help people who were absent last time pick out a graphic novel that they'll love (some groups may already be full)
Everyone, review day one assignment and graphic novel handouts
Complete activity one while browsing through your book for examples. Each student needs to write down notes and examples.
Read silently the first third of your graphic novel. As you read, find more examples of various graphic novel techniques and components. Resist the temptation to read past the first third. If you have time, you may want to read the first section twice. Some people tend to read first for the text, others for the images. Switch your focus on the second reading.
Last twenty minutes, as a group, brainstorm ideas for your INTERACTIVE teaching activity about your group's graphic novel. Remember you need to entertain and educate. You need to keep your audience from thinking about summer vacation and immerse them in an activity that makes the time fly by and teaches and/or reviews important literary and graphic novel concepts. You also want to introduce people to your group's graphic novel and compel people to read it.
Last few minutes, send one person from your group to return the graphic novels. Leaders check the inventory. Make sure all books are collected before class is dismissed.
HW: Start on your graphic novel excerpt. You may use any and all high tech or low tech tools and materials. Come to class with a written pitch of your idea (genre, concept, literary devices, graphic novel devices, style, tools and materials, characters, plot, theme, etc.) and some sketches.
April - early May: Drama Unit
Prompt books due April 4th
Graded dress rehearsal on Wednesday, May 6
Performance for other classes, parents, grandparents, friends and neighbors on Tuesday, May 12 (15 minutes into class; non advisory schedule; see invitations for details
Graded dress rehearsal on Wednesday, May 6
Performance for other classes, parents, grandparents, friends and neighbors on Tuesday, May 12 (15 minutes into class; non advisory schedule; see invitations for details
Tuesday, April 14, 2015
SSW and Participation Self-Evaluation
Readers' Gallery of Art Committee Self-Evaluation
Be specific and persuasive about what you did.
· 19 amazing; leader in committee; product is polished and effective; all deadlines met or early for committee; minimal corrections needed
· 17 solid; participated well in committee; effective product; deadlines met; some corrections needed
· 15 weak; had to be prompted to work in committee; contributed slightly less than fair share; wandering focus; multiple corrections needed
Grading period ends THURSDAY - all late work due by Office Hours today
Write lines from memory
Rule of two-thirds:
To learn something, spend 1/3 of your time studying/reading and 2/3 testing yourself actively
Readers' Gallery: letter to charity
Drama Rehearsals
blocking
HW: continue to memorize lines (minimum 20 lines by next class)
full costumes and props by next class
invite families to public performance: Monday, May 4, 15 minutes into class, regular schedule, no advisory
extra credit: make an invitation
- On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing and Participation Self-Evaluations
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation: # (in a box) 2nd box: grade divided by 2 out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Readers' Gallery of Art Committee Self-Evaluation
Be specific and persuasive about what you did.
· 19 amazing; leader in committee; product is polished and effective; all deadlines met or early for committee; minimal corrections needed
· 17 solid; participated well in committee; effective product; deadlines met; some corrections needed
· 15 weak; had to be prompted to work in committee; contributed slightly less than fair share; wandering focus; multiple corrections needed
Grading period ends THURSDAY - all late work due by Office Hours today
Write lines from memory
Rule of two-thirds:
To learn something, spend 1/3 of your time studying/reading and 2/3 testing yourself actively
Readers' Gallery: letter to charity
Drama Rehearsals
blocking
HW: continue to memorize lines (minimum 20 lines by next class)
full costumes and props by next class
invite families to public performance: Monday, May 4, 15 minutes into class, regular schedule, no advisory
extra credit: make an invitation
Friday, April 10, 2015
Drama Day Four
Reader's Theatre
Final Analysis
Read the LAST fourth of your drama book
Small Group Discussion
Discuss essay questions with your table.
Scene selection and casting
HW:
1.5 pp typed double spaced essay on Final Analysis
· Post to forum
overdue drama $: $7
straggling money collection for Readers' Gallery of Art
start memorizing lines
bring costumes and props in a pillowcase next class
Reader's Theatre
Final Analysis
Read the LAST fourth of your drama book
Small Group Discussion
Discuss essay questions with your table.
Scene selection and casting
HW:
1.5 pp typed double spaced essay on Final Analysis
· Post to forum
overdue drama $: $7
straggling money collection for Readers' Gallery of Art
start memorizing lines
bring costumes and props in a pillowcase next class
Wednesday, April 8, 2015
Drama Day Three
Hello Actors, I'm out today to write and revise papers for my National Board Recertification. Please be amazing for Ms. Vires, a former Kealing teacher, who is your sub.
Leaders who know the plan and will teach the class:
B6: Claire and Allison
B7: Cadyn and Perry
Essay 2 should already be posted to the forum. If it's not, quickly post at the beginning of acting time.
Read over day 3 discussion questions to prepare for today's reading.
Share effective acting tips.
Leaders will collect straggling money for plays and give to Mr. Webster. They will also mark off with a circled check students who pay; students may NOT borrow a book without paying for it. Students may bring me money tomorrow to buy a book.
Readers' Theater Day Three
Use voice, body language, facial expressions, and gestures to impart emotion and meaning.
Stop periodically to discuss what's happening in the play.
Pull emergency cord and figure it out if anyone is confused.
If possible, finish the play today or get close so that you can finish within 30 minutes next class.
If you need to collect money for Readers' Gallery of Art, quickly take care of that and give the money to finance committee.
Finance: make sure the money is marked off and locked up. (Ask Mr. Webster to help you.)
last 10-15 minutes of class: discussion questions and note-taking for essay number 3
HW: Post essay number 3 to the forum
start thinking about what 10-15 minute scene you’d like to perform for your audience and why
Leaders who know the plan and will teach the class:
B6: Claire and Allison
B7: Cadyn and Perry
Essay 2 should already be posted to the forum. If it's not, quickly post at the beginning of acting time.
Read over day 3 discussion questions to prepare for today's reading.
Share effective acting tips.
Leaders will collect straggling money for plays and give to Mr. Webster. They will also mark off with a circled check students who pay; students may NOT borrow a book without paying for it. Students may bring me money tomorrow to buy a book.
Readers' Theater Day Three
Use voice, body language, facial expressions, and gestures to impart emotion and meaning.
Stop periodically to discuss what's happening in the play.
Pull emergency cord and figure it out if anyone is confused.
If possible, finish the play today or get close so that you can finish within 30 minutes next class.
If you need to collect money for Readers' Gallery of Art, quickly take care of that and give the money to finance committee.
Finance: make sure the money is marked off and locked up. (Ask Mr. Webster to help you.)
last 10-15 minutes of class: discussion questions and note-taking for essay number 3
HW: Post essay number 3 to the forum
start thinking about what 10-15 minute scene you’d like to perform for your audience and why
Monday, April 6, 2015
Drama Day Two
Read over day 2 discussion questions to prepare for today's reading.
Share effective acting tips.
Reader's Theatre
Analysis
Read the second third of your drama book
Small Group Discussion
Discuss essay questions with your table.
HW:
overdue drama $: $7
straggling money collection for Readers' Gallery of Art
Share effective acting tips.
Reader's Theatre
Analysis
Read the second third of your drama book
Small Group Discussion
Discuss essay questions with your table.
HW:
- 1.5 pp typed double spaced essay on analysis
overdue drama $: $7
straggling money collection for Readers' Gallery of Art
Wednesday, April 1, 2015
Drama Day One
Due today:
Intro to Reader’s Theatre
Read and discuss drama handout
Break play into thirds
Select parts for the day
Reader’s Theatre
Acting
On your feet
In character
Body Language
Facial Expressions
Small Group Discussion
Introduction and Plot
· Tips for drama essays
o Be specific
o Be analytical
o Strong TS w/ title and author and thesis
HW:
overdue drama $: $7
straggling money collection for Readers' Gallery of Art
- $7 for play
Intro to Reader’s Theatre
Read and discuss drama handout
Break play into thirds
Select parts for the day
Reader’s Theatre
Acting
On your feet
In character
Body Language
Facial Expressions
Small Group Discussion
Introduction and Plot
· Tips for drama essays
- Thesis
o Be specific
o Be analytical
o Strong TS w/ title and author and thesis
HW:
- 1.5 pp typed double spaced essay on intro and plot
overdue drama $: $7
straggling money collection for Readers' Gallery of Art
Monday, March 30, 2015
No class due to STAAR testing
Thursday, March 26, 2015
Readers' Gallery of Art
Tuesday, March 24, 2015
Welcome back, artists
Set everything up the way it will actually be:
Rehearsal
Conferences with Ms. Roy on art and artist's statement
Committee Follow Up
Drama selection
HW: if needed, revise your artist's statement
take care of any last minute committee details
remind your guests to come to the gallery next class, ten minutes into class; B7 will take A-lunch
Set everything up the way it will actually be:
- Placard
- Bid Sheet
- Art
- Artist's Statement
- Book (optional)
- Excerpt
- Rubric, scored
Rehearsal
Conferences with Ms. Roy on art and artist's statement
Committee Follow Up
Drama selection
HW: if needed, revise your artist's statement
take care of any last minute committee details
remind your guests to come to the gallery next class, ten minutes into class; B7 will take A-lunch
Friday, March 13, 2015
Artist's Statement
Due at beginning of class on Tuesday, March 24
Print everything before you get to class:
Artist's statement
One page excerpt from the text
Art
Book (optional)
Scored Rubric, with appropriate bullets checked off
Self-evaluation justifying the score
Make sure all committee work is printed and ready to go
Decide what play you want to read and perform; bring money ($7-10) on Tuesday to order a drama book
Due at beginning of class on Tuesday, March 24
Print everything before you get to class:
Artist's statement
One page excerpt from the text
Art
Book (optional)
Scored Rubric, with appropriate bullets checked off
Self-evaluation justifying the score
Make sure all committee work is printed and ready to go
Decide what play you want to read and perform; bring money ($7-10) on Tuesday to order a drama book
Wednesday, March 11, 2015
Digital Storytelling: Extremely Potent, Incredibly Short
read handout, discuss expectations, randomly assign groups and constraints
Blue Man Exhibit 13 video
Digital storytelling work time
Upload your digital story to youtube before next class
U: kealingenglish8
P: 8thgradeenglish
(note: u and p are all lowercase)
after class UPDATE: if you have trouble uploading, please just upload to your youtube channel (everyone who has a gmail has a youtube channel) or to somewhere that you can access in class to present your video
HW: work on your art
revise your artist's statement
get adult edit on artist's statement if you haven't already
invite everyone to the gallery (print invitations are ready)
read handout, discuss expectations, randomly assign groups and constraints
Blue Man Exhibit 13 video
Digital storytelling work time
Upload your digital story to youtube before next class
U: kealingenglish8
P: 8thgradeenglish
(note: u and p are all lowercase)
after class UPDATE: if you have trouble uploading, please just upload to your youtube channel (everyone who has a gmail has a youtube channel) or to somewhere that you can access in class to present your video
HW: work on your art
revise your artist's statement
get adult edit on artist's statement if you haven't already
invite everyone to the gallery (print invitations are ready)
Monday, March 9, 2015
SSW: Review your rubric for the Readers’ Gallery of Art. What do you still need to do to finish / improve your art and your artist’s statement? What does your committee still need to do?
Preparation for digital storytelling project which we will do next class:
interview a parent about the days after a tragedy that they experienced (could be Sept. 11th, Hurricane Katrina, a death or illness of a family member or friend, etc.)
Focus your interview NOT on the event, but on the time after the event
How did your parent recover from and/or accept the tragedy? How did they build community?
Things that must get done TODAY:
invitations:
get another group to proof and edit
ask producer and me to do a final edit
print invitation on front and charity blurb on back
make copies on colored paper
make sure every student gets a copy or two to distribute to their family members and to the school adults that they are inviting
publicity:
get another group to proof and edit announcement for the hornet herald
ask producer and me to do a final edit and to approve
email the announcement to the hornet herald, cc: me
ambience:
finalize your plan for the use of space; make sure you have a diagram and instructions to clearly and quickly communicate plan to the class at the beginning of the rehearsal
get other groups to help you with decorations as needed
charity contact:
email and / or phone your charity
have another group and producer proofread your charity blurb
make sure blurb is copied on the back of the invitations
· Bidding/Donations/Money Collection
get another group to edit bid sheet
print copy and leave for me to make copies
set up spreadsheet for keeping track of money collected
· Inviting School Adults and Classes finish scheduling classes; master schedule is on the s: drive; prioritize 7th and then 6th magnet English
post schedule on forum
email schedule to teachers and give them a print copy
speak to classes, educating them about the auction and your charity
· Live Music
finish scheduling musicians
post schedule on forum
Name placards:
make a google form for artist's placards
info needed:
Artist's Name:
Title of Artist's Work
Author of Literary Text:
Title of Literary Text:
figure out how to format so all of that info is neat and the placard can be folded and self-standing
Teacher-student-producer conferences on committee work
Committee meetings
Peer editing of artist's statement
get at least two peer edits with meaningful and specific comments
Make sure that topic sentence contains
Preparation for digital storytelling project which we will do next class:
interview a parent about the days after a tragedy that they experienced (could be Sept. 11th, Hurricane Katrina, a death or illness of a family member or friend, etc.)
Focus your interview NOT on the event, but on the time after the event
How did your parent recover from and/or accept the tragedy? How did they build community?
Things that must get done TODAY:
invitations:
get another group to proof and edit
ask producer and me to do a final edit
print invitation on front and charity blurb on back
make copies on colored paper
make sure every student gets a copy or two to distribute to their family members and to the school adults that they are inviting
publicity:
get another group to proof and edit announcement for the hornet herald
ask producer and me to do a final edit and to approve
email the announcement to the hornet herald, cc: me
ambience:
finalize your plan for the use of space; make sure you have a diagram and instructions to clearly and quickly communicate plan to the class at the beginning of the rehearsal
get other groups to help you with decorations as needed
charity contact:
email and / or phone your charity
have another group and producer proofread your charity blurb
make sure blurb is copied on the back of the invitations
· Bidding/Donations/Money Collection
get another group to edit bid sheet
print copy and leave for me to make copies
set up spreadsheet for keeping track of money collected
· Inviting School Adults and Classes finish scheduling classes; master schedule is on the s: drive; prioritize 7th and then 6th magnet English
post schedule on forum
email schedule to teachers and give them a print copy
speak to classes, educating them about the auction and your charity
· Live Music
finish scheduling musicians
post schedule on forum
Name placards:
make a google form for artist's placards
info needed:
Artist's Name:
Title of Artist's Work
Author of Literary Text:
Title of Literary Text:
figure out how to format so all of that info is neat and the placard can be folded and self-standing
Teacher-student-producer conferences on committee work
Committee meetings
Peer editing of artist's statement
get at least two peer edits with meaningful and specific comments
Make sure that topic sentence contains
- Author’s name
- Title in “” for short stories and poems
- Title italicized for novels
- Title of art in “”s
- get an adult edit for artist's statement: comments and signature on the rubric
- Art and revised Artist’s Statements due; Gallery rehearsal Tuesday, March 24, day we return from spring break
- Readers’ Gallery of Art on Thursday, March 26
- Make sure you have people coming to see and bid on your art: parents, grandparents, teachers, neighbors, etc.
- Interview a parent about a time after a tragedy; come to class with a one sentence powerful quote
- Keep working on your art; get it done before spring break (unless that's really when you are choosing to work on it)
o Don’t forget apostrophe in artist’s statement (title)
Remember:class after next class is our Readers' Gallery of Art Rehearsal
make sure that before you come to class on Wednesday you have
polished and printed your artist's statement
printed your literary text or excerpt
all committee work is done and clearly communicated to everyone involved
I will be grading both your art and artist's statement during the rehearsal
HW:
Tuesday, March 3,2015
Artist’s statement for Readers' Gallery of Art
· How? What should you do and not do?
· Note: embed at least one quote in your artist’s statement
Review recipe for an analytical essay
Individual Analysis:
What quote(s) from the text will you highlight in your art and your artist’s statement? If you are using a novel as inspiration, what excerpt (1 page) will you display along with your art?
SSW: Writing of artist's statement
Presentation of Graphic Representations of ELIC
Discussion of ELIC
Readers' Gallery of Art Committee meetings (not enough time today; we'll meet next class)
Committee Meetings for Readers' Gallery of Art
HW:
Homework: Read and annotate or take discussion notes pp 285-326 (finish book)“A Simple Solution To An Impossible Problem”“My Feelings” “Beautiful and True”
[Readers' Gallery of Art Mar 25-26]
- What is it?
- What is its purpose?
- How can a great artist statement help us achieve our goals?
- What writing techniques can you use to strengthen your writing?
- Review embedding quotes
· How? What should you do and not do?
· Note: embed at least one quote in your artist’s statement
Review recipe for an analytical essay
- Recipe physical routine
- Paired creation of a concrete detail, commentary, commentary set about your art
- Artist's statement topic sentence:
- title of art
- title of text
- author of text
- focusing lens
Individual Analysis:
What quote(s) from the text will you highlight in your art and your artist’s statement? If you are using a novel as inspiration, what excerpt (1 page) will you display along with your art?
SSW: Writing of artist's statement
Presentation of Graphic Representations of ELIC
Discussion of ELIC
Readers' Gallery of Art Committee meetings (not enough time today; we'll meet next class)
Committee Meetings for Readers' Gallery of Art
- Use roynovelidea.pbworks.com to communicate and save rough and final drafts of documents
- Seek my approval before publication and distribution
HW:
Homework: Read and annotate or take discussion notes pp 285-326 (finish book)“A Simple Solution To An Impossible Problem”“My Feelings” “Beautiful and True”
[Readers' Gallery of Art Mar 25-26]
- Work on your art
- Artist's statement due Monday, March 9
- Art and revised Artist’s Statements due; Gallery rehearsal Tuesday, March 24, day we return from spring break
- Readers’ Gallery of Art on Thursday, March 26
- Make sure you have people coming to see and bid on your art: parents, grandparents, teachers, neighbors, etc.
Friday, February 27, 2015
SSW: How is our novel structured? Why did Foer make these structural decisions about point of view and order of the narrative?
Readers' Gallery Q and A / check in:
art, be ready to write artist's statement next class, committee work
Reading check
Visual representation of the structure of Extremely Loud and Incredibly Close
Reading and annotating or taking notes: pp.234-284
Reminder: InkBlot submissions are due to InkBlot by Friday, March 13th; submit to the box in my room or submit electronically to [email protected]; everyone needs to submit at least one piece of writing for a grade; extra submissions=extra credit
Readers' Gallery Q and A / check in:
art, be ready to write artist's statement next class, committee work
Reading check
Visual representation of the structure of Extremely Loud and Incredibly Close
Working in groups of 2 or 3, create a visual representation of the structure of the novel.
First you will need to review / figure out / analyze :
Who is narrating which sections?
Which stories are happening in the present and which in the past?
Which stories are oral stories?
Which stories are experiences? memories? legend? truth?
How does Foer combine folktales, legends, oral stories, memories, and experiences?
What function does each genre of story play in the novel?
Then you will need to figure out some creative and meaningful way to clearly communicate the insights prompted by the above questions.
Finally, figure out what the theme is and decide how to include that into your visual representation.
Your representation should help readers come to a clearer and deeper understanding of Foer's novel.
Make a rough draft first and then a final draft on unlined paper
- HW:
- Work on your art; take photos to show next class for feedback
- Artist's statement due Thursday, March 5
- Revised artist statement due Monday, March 9
- Art and revised Artist’s Statements due; Gallery rehearsal Tuesday, March 24, day we return from spring break
- Readers’ Gallery of Art on Thursday, March 26
- Make sure you have people coming to see and bid on your art: parents, grandparents, teachers, neighbors, etc.
Reading and annotating or taking notes: pp.234-284
Reminder: InkBlot submissions are due to InkBlot by Friday, March 13th; submit to the box in my room or submit electronically to [email protected]; everyone needs to submit at least one piece of writing for a grade; extra submissions=extra credit
Wednesday, February 25, 2015
SSW: What's your raison d'etre?
Readers' Gallery of Art Committee meetings
Committee Meetings for Readers' Gallery of Art
Things that committees will do:
invitations:
get another group to proof and edit
ask producer and me to do a final edit
print invitation on front and charity blurb on back
make copies on colored paper
make sure every student gets a copy or two to distribute to their family members and to the school adults that they are inviting
publicity:
get another group to proof and edit announcement for the hornet herald
ask producer and me to do a final edit and to approve
email the announcement to the hornet herald, cc: me
ambience:
finalize your plan for the use of space; make sure you have a diagram and instructions to clearly and quickly communicate plan to the class at the beginning of the rehearsal
get other groups to help you with decorations as needed
charity contact:
email and / or phone your charity
have another group and producer proofread your charity blurb
make sure blurb is copied on the back of the invitations
· Bidding/Donations/Money Collection
get another group to edit bid sheet
print copy and leave for me to make copies
set up spreadsheet for keeping track of money collected
· Inviting School Adults and Classes
finish scheduling classes; master schedule is on the s: drive; prioritize 7th and then 6th magnet English
post schedule on forum
email schedule to teachers and give them a print copy
speak to classes, educating them about the auction and your charity
· Live Music
finish scheduling musicians
post schedule on forum
Name placards:
make a google form for artist's placards
info needed:
Artist's Name:
Title of Artist's Work
Author of Literary Text:
Title of Literary Text:
figure out how to format so all of that info is neat and the placard can be folded and self-standing
Producer: coordinate with each group and Ms. Roy; make sure everything is done well and on time
Teacher-student-producer conferences on committee work
Group work:
For each letter in the novel, list: (1) page number, (2) to, (3) from, (4) type, (5) tone.
Pay attention to what Jonathan Safroen Foer is doing with the careful crafting of these letters. How do they impact the reader?
Teacher-student conferences on Readers' Gallery of Art pitches and sketches.
Write a letter to someone significant to you. Before writing, select a type of letter and tone. Use Vonnegut and Foer and his characters as inspiration to write a carefully crafted letter. Write a first draft, revise. Send the final draft on nice paper in a real envelope.
HW: Read and take discussion notes on pp 208-233“Why I’m Not Where You Are”“The 6th Borough” “My Feelings”
Work on RGA project
Readers' Gallery of Art Committee meetings
Committee Meetings for Readers' Gallery of Art
- Use roynovelidea.pbworks.com to communicate and save rough and final drafts of documents
- Seek my approval before publication and distribution
Things that committees will do:
invitations:
get another group to proof and edit
ask producer and me to do a final edit
print invitation on front and charity blurb on back
make copies on colored paper
make sure every student gets a copy or two to distribute to their family members and to the school adults that they are inviting
publicity:
get another group to proof and edit announcement for the hornet herald
ask producer and me to do a final edit and to approve
email the announcement to the hornet herald, cc: me
ambience:
finalize your plan for the use of space; make sure you have a diagram and instructions to clearly and quickly communicate plan to the class at the beginning of the rehearsal
get other groups to help you with decorations as needed
charity contact:
email and / or phone your charity
have another group and producer proofread your charity blurb
make sure blurb is copied on the back of the invitations
· Bidding/Donations/Money Collection
get another group to edit bid sheet
print copy and leave for me to make copies
set up spreadsheet for keeping track of money collected
· Inviting School Adults and Classes
finish scheduling classes; master schedule is on the s: drive; prioritize 7th and then 6th magnet English
post schedule on forum
email schedule to teachers and give them a print copy
speak to classes, educating them about the auction and your charity
· Live Music
finish scheduling musicians
post schedule on forum
Name placards:
make a google form for artist's placards
info needed:
Artist's Name:
Title of Artist's Work
Author of Literary Text:
Title of Literary Text:
figure out how to format so all of that info is neat and the placard can be folded and self-standing
Producer: coordinate with each group and Ms. Roy; make sure everything is done well and on time
Teacher-student-producer conferences on committee work
Group work:
For each letter in the novel, list: (1) page number, (2) to, (3) from, (4) type, (5) tone.
Pay attention to what Jonathan Safroen Foer is doing with the careful crafting of these letters. How do they impact the reader?
Teacher-student conferences on Readers' Gallery of Art pitches and sketches.
Write a letter to someone significant to you. Before writing, select a type of letter and tone. Use Vonnegut and Foer and his characters as inspiration to write a carefully crafted letter. Write a first draft, revise. Send the final draft on nice paper in a real envelope.
HW: Read and take discussion notes on pp 208-233“Why I’m Not Where You Are”“The 6th Borough” “My Feelings”
Work on RGA project
- Readers' Gallery of Art Dates:
- Artist’s Statement due Monday, March 9
- Art and revised Artist’s Statements due; Gallery rehearsal Tuesday, March 24, day we return from spring break
- Readers’ Gallery of Art on Thursday, March 26
- Make sure you have people coming to see and bid on your art: parents, grandparents, teachers, neighbors, etc.
Monday, February 23, 2015
SSW: Consider the text that you selected as inspiration for your Readers’ Gallery of Art. Why did you select this text? What makes this text great literature? Why does it resonate so powerfully with you? What is the message you carry forth from the text? How will you represent the message in your art? How will you represent the author’s style in your art? What do you want your audience to see in your art and in the original text? How will you make your art a window into the text? How will you make your art an analytical commentary on the text? Describe your artistic decisions in vivid detail. Review the rubric and assignment to make sure you’re on track.
Sharing and discussion of SSW
· Paired share and problem solving about Readers’ Gallery Art Project
o How can you and your partner add symbolism, analysis, depth, theme and commentary to your art?
o What artistic elements can you use in your art to create meaning and add depth?
Charity Selection
Due today:
Announcements:
Submit to InkBlot by Friday before spring break (one submission for a grade; extra submissions for extra credit)
Silent Voicing of Questions and Insights on ELIC
In-class reading: “My Feelings”
Readers’ Gallery Due Dates: Write down in yr agenda on the date they are due. Start inviting your families to the Readers’ Gallery today.
· By now, you should have selected your text, presented a plan to me, including a sketch, and gathered your materials and started on your Readers’ Gallery art
Sharing and discussion of SSW
· Paired share and problem solving about Readers’ Gallery Art Project
o How can you and your partner add symbolism, analysis, depth, theme and commentary to your art?
o What artistic elements can you use in your art to create meaning and add depth?
Charity Selection
Due today:
- Annotation notes on ELIC
Announcements:
Submit to InkBlot by Friday before spring break (one submission for a grade; extra submissions for extra credit)
Silent Voicing of Questions and Insights on ELIC
In-class reading: “My Feelings”
Readers’ Gallery Due Dates: Write down in yr agenda on the date they are due. Start inviting your families to the Readers’ Gallery today.
· By now, you should have selected your text, presented a plan to me, including a sketch, and gathered your materials and started on your Readers’ Gallery art
- Finish reading and annotating
- Read pp 174-207“My Feelings” “Happiness, Happiness”
- Artist’s Statement due ? a week or two before spring break
- Art and revised Artist’s Statements due; Gallery rehearsal Tuesday, March 24, class we return from spring break
- Readers’ Gallery of Art on Thursday, March 26
Thursday, February 19, 2015
SSW: Which museum was your favorite? Why? Which works of art do you especially want to remember? Why? What surprised you? What did you learn? Which works of art did you want to take home with you? Why? What questions do you have about the art and the museum? What would you like to discuss today about the art and the museums? What did you learn about art that you can apply to your Readers' Gallery of Art project?
Discussion of museums and works of art
Sharing of Reader's Gallery of Art pitches and sketches
Thank you cards for chaperones
HW:
Revised, annoted sketch for RG with the following things labelled or listed:
Title of text:
Author of text:
Focusing lens:
Medium and materials:
Rough dimensions:
Visual sketch with annotations
symbolism
artistic decisions (color, materials, lines, style, school of art, etc.) and WHY
Quote from the text that you will include in your artist's statement that connects strongly with your art
Gather materials for Readers' Gallery of Art and start creating a museum-quality work or art based on a literary text that resonates with you; review the rubric and assignment
Bring Extremely Loud and Incredibly Close every class
Discussion of museums and works of art
Sharing of Reader's Gallery of Art pitches and sketches
Thank you cards for chaperones
HW:
Revised, annoted sketch for RG with the following things labelled or listed:
Title of text:
Author of text:
Focusing lens:
Medium and materials:
Rough dimensions:
Visual sketch with annotations
symbolism
artistic decisions (color, materials, lines, style, school of art, etc.) and WHY
Quote from the text that you will include in your artist's statement that connects strongly with your art
Gather materials for Readers' Gallery of Art and start creating a museum-quality work or art based on a literary text that resonates with you; review the rubric and assignment
Bring Extremely Loud and Incredibly Close every class
Wednesday, February 18, 2015: Art field trip to San Antonio
Tuesday, February 17, 2015
Good morning, Museum-goers,
SSW: First, describe in detail the painting by William H. Johnson. Second, list the elements of art the artist’s uses (line, color, shape, etc.). Third, analyze the artist’s use of elements of art to create meaning.
Steps of art analysis
Museum Etiquette
Fieldtrip Procedures
Bring: Write this down:
At 7:15 a.m. find your group and have a seat with your group.
Make sure you have made arrangements for your parent to pick you up by 4:30 in the front of the school or to take the late bus.
Museum preview slideshow
Readers’ Gallery of Art Intro and Rubric
HW:
Tonight's hw: select a text for your Readers' Gallery of Art project; select a quote to use in your artist's statement; begin planning and gathering materials
due Thursday:
• Pitch and Sketch for Readers’ Gallery of Art Project
SSW: First, describe in detail the painting by William H. Johnson. Second, list the elements of art the artist’s uses (line, color, shape, etc.). Third, analyze the artist’s use of elements of art to create meaning.
Steps of art analysis
Museum Etiquette
Fieldtrip Procedures
Bring: Write this down:
- Lunch
- Pencil cannot bring pens into the museum
- Writing surface – notebook or clipboard
- Yr brain
- Open mind
At 7:15 a.m. find your group and have a seat with your group.
Make sure you have made arrangements for your parent to pick you up by 4:30 in the front of the school or to take the late bus.
Museum preview slideshow
Readers’ Gallery of Art Intro and Rubric
HW:
Tonight's hw: select a text for your Readers' Gallery of Art project; select a quote to use in your artist's statement; begin planning and gathering materials
due Thursday:
• Pitch and Sketch for Readers’ Gallery of Art Project
Thursday, February 12, 2015
SSW: Using only 140 characters, answer one of the following:
· What’s the most trouble you’ve ever been in?
· Tell about a time when you were wrong.
· Tell about a time when you were misjudged.
SSW sharing
Discussion: Big I-don't-get-it-and-I-cannot-enjoy-and-understand-this-novel-until-someone-explains-to-me questions.
In class discussion: in small groups, list the different characters and their experiences with and reactions to letters
o Read and discuss Kurt Vonnegut's letter to students.
http://www.huffingtonpost.com/2014/03/14/kurt-vonnegut-xavier-letter_n_4964532.html
o “I like words.” talk about being able to control words, why that is important, etc.
· Taylor Mali poem, "Conviction."
· http://www.youtube.com/watch?v=OEBZkWkkdZA
In-class writing: (not enough time today because of benchmarks, put bring stationary and and an envelope for letter writing on Thursday)
Write a letter:
· To someone that is important to you (close friend, family, etc)
· Could be about something specifically meaningful, or could just be a thoughtful “thinking of you” letter.
Class discussion of novel using homework / notes form:
· Talk briefly at tables about what passage you chose.
· As a table, pick one that you would like to hear the whole class discuss.
· Talk about the chosen passages as a class.
Homework: Read pp 86-173 and take notes (be sure to pick up a fresh note form) due Thursday, February 19th (larger chunk of reading because we'll be preparing for the art museum field trip next class; decide when you want to do this
“The Only Animal”
“Why I’m Not Where You Are”
Bring stationary and envelope for letter writing on Thursday
Vonnegut's homework (secret 6 line, rhymed poem torn up and deposited in multiple trash receptacles)
+ make art, well or badly, not for money or fame (or a grade) but to become and grow your soul
· What’s the most trouble you’ve ever been in?
· Tell about a time when you were wrong.
· Tell about a time when you were misjudged.
SSW sharing
Discussion: Big I-don't-get-it-and-I-cannot-enjoy-and-understand-this-novel-until-someone-explains-to-me questions.
In class discussion: in small groups, list the different characters and their experiences with and reactions to letters
o Read and discuss Kurt Vonnegut's letter to students.
http://www.huffingtonpost.com/2014/03/14/kurt-vonnegut-xavier-letter_n_4964532.html
o “I like words.” talk about being able to control words, why that is important, etc.
· Taylor Mali poem, "Conviction."
· http://www.youtube.com/watch?v=OEBZkWkkdZA
In-class writing: (not enough time today because of benchmarks, put bring stationary and and an envelope for letter writing on Thursday)
Write a letter:
· To someone that is important to you (close friend, family, etc)
· Could be about something specifically meaningful, or could just be a thoughtful “thinking of you” letter.
Class discussion of novel using homework / notes form:
· Talk briefly at tables about what passage you chose.
· As a table, pick one that you would like to hear the whole class discuss.
· Talk about the chosen passages as a class.
Homework: Read pp 86-173 and take notes (be sure to pick up a fresh note form) due Thursday, February 19th (larger chunk of reading because we'll be preparing for the art museum field trip next class; decide when you want to do this
“The Only Animal”
“Why I’m Not Where You Are”
Bring stationary and envelope for letter writing on Thursday
Vonnegut's homework (secret 6 line, rhymed poem torn up and deposited in multiple trash receptacles)
+ make art, well or badly, not for money or fame (or a grade) but to become and grow your soul
Tuesday, February 10, 2015
SSW: Imagine what your life would be like if you were silent. Describe your life (actions, thoughts, interactions) in vivid detail in either poetry or prose. What might you regret not being able to say? What does it mean to have a voice?
SSW sharing and discussion
Partners: Analysis of the voice of Oskar and Thomas
Small group discussion: "Save the last word for me" based on "Passage to discuss in class" from homework notes
Whole class discussion based on reading notes
HW: Read and take notes up to pp 35-85
“Googolplex” and "My Feelings"
SSW sharing and discussion
Partners: Analysis of the voice of Oskar and Thomas
Small group discussion: "Save the last word for me" based on "Passage to discuss in class" from homework notes
Whole class discussion based on reading notes
HW: Read and take notes up to pp 35-85
“Googolplex” and "My Feelings"
Friday, February 6, 2015
SSW: Jot down a few defining characteristics for a character: age, gender, interests, something they've done that day, etc.
Feed those characteristics to a neighbor. Take your neighbor's character. Write from that character's point of view in stream of consciousness.
Intro Novel
o Discuss the first three pictures before the novel begins
- What are the pictures of?
- Why are they there? Does it add anything?
o Read the first couple of pages aloud
What is our narrator like? How do you know?
What do you know about September 11th?
What other dates mark a turning point in American history?
What changed after 9-11?
Reading Notes
o Pass out reading notes (explained) and reading notes (blank)
o Explain what is expected (due for every reading assignment, go over rubric, etc)
HW: Read pp. 1-34 of Jonathan Safran Foer's Extremely Loud & Incredibly Close;
complete first page of reading notes (remember to include citations);
submit to InkBlot
Feed those characteristics to a neighbor. Take your neighbor's character. Write from that character's point of view in stream of consciousness.
Intro Novel
o Discuss the first three pictures before the novel begins
- What are the pictures of?
- Why are they there? Does it add anything?
o Read the first couple of pages aloud
What is our narrator like? How do you know?
What do you know about September 11th?
What other dates mark a turning point in American history?
What changed after 9-11?
Reading Notes
o Pass out reading notes (explained) and reading notes (blank)
o Explain what is expected (due for every reading assignment, go over rubric, etc)
HW: Read pp. 1-34 of Jonathan Safran Foer's Extremely Loud & Incredibly Close;
complete first page of reading notes (remember to include citations);
submit to InkBlot
Reading Schedule for Extremely Loud and Incredibly Close
Day One (Friday, February 6): Homework: Read pp 1-34 “What the?" “Why I’m Not Where You Are”
Day Two (Feb 9, 10):Homework: Read pp 35-85“Googolplex”
Day Three (Feb 11, 212):Homework: Read pp 86-173 (Due Feb 20-23)“The Only Animal”“Why I’m Not Where You Are”“Heavier Boots”
Day Four (Feb 20, 23):Homework: Read pp 174-207“My Feelings” “Happiness, Happiness”
Day Five (Feb 24, 25):Homework: Read pp 208-233“Why I’m Not Where You Are”“The 6th Borough” “My Feelings”
Day Six (Feb 26, 27):Homework : Read pp. 234-284 “Alive and Alone” “Why I’m Not Where You Are”
Day Seven (Mar 2,3):Homework: Read pp 285-326 (finish book)“A Simple Solution To An Impossible Problem”“My Feelings” “Beautiful and True”
[Readers Gallery of Art Mar 25-26]
Day Two (Feb 9, 10):Homework: Read pp 35-85“Googolplex”
Day Three (Feb 11, 212):Homework: Read pp 86-173 (Due Feb 20-23)“The Only Animal”“Why I’m Not Where You Are”“Heavier Boots”
Day Four (Feb 20, 23):Homework: Read pp 174-207“My Feelings” “Happiness, Happiness”
Day Five (Feb 24, 25):Homework: Read pp 208-233“Why I’m Not Where You Are”“The 6th Borough” “My Feelings”
Day Six (Feb 26, 27):Homework : Read pp. 234-284 “Alive and Alone” “Why I’m Not Where You Are”
Day Seven (Mar 2,3):Homework: Read pp 285-326 (finish book)“A Simple Solution To An Impossible Problem”“My Feelings” “Beautiful and True”
[Readers Gallery of Art Mar 25-26]
Wednesday, February 4, 2015
SSW: Prepare for open mike. Complete your self-evaluation and author's note. Make sure you have annotated literary and poetic devices.
Loose on top: completed rubric and annotated final copy to give to emcee to give to me when it's your turn for open mike
staple together:
unannotated final copy
author's note+self-evaluation based on the rubric
all drafts and edits from newest to oldest
Open Mike
Coming Attractions:
Drumroll please: Our next novel is Extremely Loud and Incredibly Close by Jonathan Safran Foer.
Has everyone turned in your field trip permission slips?
HW: Share some poetry.
Bring our novel to class every day, starting on Tuesday, February 18th.
Research a charity for your class' Readers' Gallery of Art and be prepared to lobby the class next time.
Loose on top: completed rubric and annotated final copy to give to emcee to give to me when it's your turn for open mike
staple together:
unannotated final copy
author's note+self-evaluation based on the rubric
all drafts and edits from newest to oldest
Open Mike
Coming Attractions:
Drumroll please: Our next novel is Extremely Loud and Incredibly Close by Jonathan Safran Foer.
Has everyone turned in your field trip permission slips?
HW: Share some poetry.
Bring our novel to class every day, starting on Tuesday, February 18th.
Research a charity for your class' Readers' Gallery of Art and be prepared to lobby the class next time.
Monday, February 2, 2015
B6 leaders: Mamie and Elena
B7: Ella and Nathan
SSW: Write a great line of poetry to start a poem which you will pass to a colleague to continue. Use your poetic muscles. Play with words.
Share poems
Hold on to permission slips and money until I return next class:$25 for fieldtrip and $3 for book
Review rubric for poem of choice; Q and A (ask Mr. Webster if not sure)
Self edit and annotation with rubric
Peer conferencing (2 macros and 2 micros to turn in with final)
Respond to at least two writers' novel ideas
HW: final, polished draft of poem of choice for open mike / coffeehouse next class
turn in next time: 2 final copies (one of which is annotated to give to Ms. Roy and one to read from), all drafts, self-evaluation, 2 macroedits and 2 microedits
Bring signed permission slip +$25 for fieldtrip (cash or checks made out to Kealing)
+ $3 for Extremely Loud and Incredibly Close (cash or checks made out to Sharon Roy)
Keep adding to and studying vocab to know and love
B7: Ella and Nathan
SSW: Write a great line of poetry to start a poem which you will pass to a colleague to continue. Use your poetic muscles. Play with words.
Share poems
Hold on to permission slips and money until I return next class:$25 for fieldtrip and $3 for book
Review rubric for poem of choice; Q and A (ask Mr. Webster if not sure)
Self edit and annotation with rubric
Peer conferencing (2 macros and 2 micros to turn in with final)
Respond to at least two writers' novel ideas
HW: final, polished draft of poem of choice for open mike / coffeehouse next class
turn in next time: 2 final copies (one of which is annotated to give to Ms. Roy and one to read from), all drafts, self-evaluation, 2 macroedits and 2 microedits
Bring signed permission slip +$25 for fieldtrip (cash or checks made out to Kealing)
+ $3 for Extremely Loud and Incredibly Close (cash or checks made out to Sharon Roy)
Keep adding to and studying vocab to know and love
Thursday, January 29, 2015
SSW: Respond to at least two writers' Novel Ideas. Select writers who do not yet have two responses so that everyone will get two responses.
Permission slips
Current forum located at www.roynovelidea.pbworks.com
Leaders to help sub next class
Finish poem presentations
Poem of Choice Rubric and q and a
HW: work on your poem of choice
bring permission slips back
Permission slips
Current forum located at www.roynovelidea.pbworks.com
Leaders to help sub next class
Finish poem presentations
Poem of Choice Rubric and q and a
HW: work on your poem of choice
bring permission slips back
Tuesday, January 27, 2015
SSW: Select a favorite or intriguing work of literature. Rewrite as a poem. You may use the same title. Then write "After " and the name of the author. Then put your own spin on the work of art. If you need inspiration, consider your novel idea choice or a poem from our packet.
Posting of Novel Idea #1 and #2
Review of Literary Devices in Poetry
Sharing of favorite poems
prepare to give a dramatic reading and teaching of your selected poem
identification of literary devices, sound devices, effective line breaks
present: give us a dramatic reading, call on folks to say what they admire about the poem, tell us why you selected the poem and share your insights
HW: Post Novel Idea #1 and #2 if you haven't done so
Write, polish and post Novel Idea #3
Bring $3 for Extremely Loud and Incredibly Close
Remind your parents about the S.A. field trip on Wednesday, February
Posting of Novel Idea #1 and #2
Review of Literary Devices in Poetry
Sharing of favorite poems
prepare to give a dramatic reading and teaching of your selected poem
identification of literary devices, sound devices, effective line breaks
present: give us a dramatic reading, call on folks to say what they admire about the poem, tell us why you selected the poem and share your insights
HW: Post Novel Idea #1 and #2 if you haven't done so
Write, polish and post Novel Idea #3
Bring $3 for Extremely Loud and Incredibly Close
Remind your parents about the S.A. field trip on Wednesday, February
Friday, January 23, 2015
SSW: Pick a person. Could be someone that you know and love. Could be someone that you would like to meet someday. Could be someone that you admire. Could be someone that you disdain. Could be someone who lives and breathes amongst us, someone from history, someone alive in the pages of a book. Write a poem from their perspective. Play with language. Exercise your creative muscles.
Haiku and SSW sharing
Sneak Preview:
Field Trip:
Mark and clear your calendars for our amazing trip to the the McNay and the SAMA on Wednesday, February 18th from 7:30 am to 4:30 p.m.
All students are expected to attend
Permission slips coming soon
Open Mike Poetry Coffeehouse (Wednesday, February 4, 2015)
Start Extremely Loud and Extremely Close (Friday, February 6, 2015)
Art Analysis (Monnesday, February 16, 2015)
San Antonio Museum field trip (Wednesday, February 18, 2015)
"Louder than a Poem" Choral Activity
Rehearsal w/ project due (Wednesday, March 11, 2015)
Reader's Gallery (Friday, March 13, 2015)
Peer Edit Novel Idea 1 and 2
Post Novel Idea 1 and 2 on forum today; Novel Idea Number 3 due Thursday
Line Breaks Learning and Activities with a partner
Sonnet practice
HW: Read great poetry; bring in a poem that you love with great line breaks to share with the class;
Write a poem, paying particular attention to line breaks
Practice your sonnet memorization
Haiku and SSW sharing
Sneak Preview:
Field Trip:
Mark and clear your calendars for our amazing trip to the the McNay and the SAMA on Wednesday, February 18th from 7:30 am to 4:30 p.m.
All students are expected to attend
Permission slips coming soon
Open Mike Poetry Coffeehouse (Wednesday, February 4, 2015)
Start Extremely Loud and Extremely Close (Friday, February 6, 2015)
Art Analysis (Monnesday, February 16, 2015)
San Antonio Museum field trip (Wednesday, February 18, 2015)
"Louder than a Poem" Choral Activity
Rehearsal w/ project due (Wednesday, March 11, 2015)
Reader's Gallery (Friday, March 13, 2015)
Peer Edit Novel Idea 1 and 2
Post Novel Idea 1 and 2 on forum today; Novel Idea Number 3 due Thursday
Line Breaks Learning and Activities with a partner
Sonnet practice
HW: Read great poetry; bring in a poem that you love with great line breaks to share with the class;
Write a poem, paying particular attention to line breaks
Practice your sonnet memorization
Wednesday, January 21, 2015
SSW: Write a poem inspired by song lyrics. Consider incorporating a line from a song that resonates with you. Use your poetic muscles. Think about rhyme, rhythm, meter, structure, sound devices, literary devices. You're getting stronger and more flexible.
Sharing of sonnets and SSW poems
Mark scansion and rhyme scheme on your sonnet and turn in in alphabetical order to the table
Guest lecture and activity: Japanese haiku
Review literary devices on page 11 of poetry packet
HW: finish and polish haiku for poetry contest
write and polish Novel Idea #2
bring electronic copies of Novel Idea #1 and 2 to post at beginning of class on Friday
*Upcoming Events*
Japanese Poetry- Ken T (Wednesday, January 21, 2015)
Open Mike Poetry Coffeehouse (Wednesday, February 4, 2015)
Start Extremely Loud and Extremely Close (Friday, February 6, 2015)
Art Analysis (Wednesday, February 18, 2015)
San Antonio Museum field trip (Wednesday, February 18, 2015)
"Louder than a Poem" Choral Activity
Rehearsal w/ project due (Wednesday, March 11, 2015)
Reader's Gallery (Friday, March 13, 2015)
Sharing of sonnets and SSW poems
Mark scansion and rhyme scheme on your sonnet and turn in in alphabetical order to the table
Guest lecture and activity: Japanese haiku
Review literary devices on page 11 of poetry packet
HW: finish and polish haiku for poetry contest
write and polish Novel Idea #2
bring electronic copies of Novel Idea #1 and 2 to post at beginning of class on Friday
*Upcoming Events*
Japanese Poetry- Ken T (Wednesday, January 21, 2015)
Open Mike Poetry Coffeehouse (Wednesday, February 4, 2015)
Start Extremely Loud and Extremely Close (Friday, February 6, 2015)
Art Analysis (Wednesday, February 18, 2015)
San Antonio Museum field trip (Wednesday, February 18, 2015)
"Louder than a Poem" Choral Activity
Rehearsal w/ project due (Wednesday, March 11, 2015)
Reader's Gallery (Friday, March 13, 2015)
Friday, January 16, 2015
Novel Idea #1 due today; You can have about 10 minutes to polish your work; be ready to post an electronic copy next class; start thinking about Novel Idea #2 which will be due next week
SSW: Write a love poem. It may be to a person, thing, or concept.
Work together to learn "Scansion and Meter" on page 10 and 11 of your poetry packets
Sonnet reading, structure, and analysis (page 10 of the poetry packet)
Learn about the structure and then read the sonnets aloud, marking the scansion.
Sonnet writing: Transform your love poem from today's SSW or pick a new topic. Traditionally, sonnets are about love, but you can be rebellious and break tradition or you can join Shakespeare and Petrarch in the fun. You could write a love sonnet about an unconventional love.
HW: Finish writing a 14-line sonnet, Petrarchan or Shakespearean;
bring the lyrics from a song that resonates with you
find a famous sonnet (Shakespearean or Petrarchan) that you want to memorize; recruit someone else from class to memorize the same sonnet; bring the sonnet with you next class so that we can start memorizing
poetry.eserver.org/sonnets/
http://www.sonnets.org/petrarch.htm
SSW: Write a love poem. It may be to a person, thing, or concept.
Work together to learn "Scansion and Meter" on page 10 and 11 of your poetry packets
Sonnet reading, structure, and analysis (page 10 of the poetry packet)
Learn about the structure and then read the sonnets aloud, marking the scansion.
Sonnet writing: Transform your love poem from today's SSW or pick a new topic. Traditionally, sonnets are about love, but you can be rebellious and break tradition or you can join Shakespeare and Petrarch in the fun. You could write a love sonnet about an unconventional love.
HW: Finish writing a 14-line sonnet, Petrarchan or Shakespearean;
bring the lyrics from a song that resonates with you
find a famous sonnet (Shakespearean or Petrarchan) that you want to memorize; recruit someone else from class to memorize the same sonnet; bring the sonnet with you next class so that we can start memorizing
poetry.eserver.org/sonnets/
http://www.sonnets.org/petrarch.htm
Wednesday, January 14, 2015
SSW: Write a poem inspired by one of the following quotations. Or select a quote from your challenging novel and respond with a poem.
"Anything that's authentic, that's real, comes in the form of a gift. Even if by accident."
Jose Saramago
"The doctor's wife said, We all have our moments of weakness, just as well that we are still capable of weeping, tears are often our salvation, there are times that we would die if we could not weep."
Jose Saramago, Blindness, p. 96.
Share SSW and HW poems
Annotate and turn in ordinary--> extraordinary poem
Rd and discuss “Eating Poetry”
In-class Writing: Novel Idea #1;
come to class next time ready to
Peer edit and post novel idea #1
http://msroy.freeforums.net
HW: finish crafting poem; remember to annotate for sound and literary devices
bring an electronic copy of your novel idea #1 ready to peer edit and post
"Anything that's authentic, that's real, comes in the form of a gift. Even if by accident."
Jose Saramago
"The doctor's wife said, We all have our moments of weakness, just as well that we are still capable of weeping, tears are often our salvation, there are times that we would die if we could not weep."
Jose Saramago, Blindness, p. 96.
Share SSW and HW poems
Annotate and turn in ordinary--> extraordinary poem
Rd and discuss “Eating Poetry”
In-class Writing: Novel Idea #1;
come to class next time ready to
Peer edit and post novel idea #1
http://msroy.freeforums.net
- brainstorm verbs that are not normally associated w/ a particular activity/object/idea, i.e. Mark Strand’s “Eating Poetry”
- singing swimming eating breathing flying
- craft into a poem that in some way introduces an element of strangeness and ambiguity into the ordinary
- sprinkle liberally w/ sound devices and metaphors
- label each device
HW: finish crafting poem; remember to annotate for sound and literary devices
bring an electronic copy of your novel idea #1 ready to peer edit and post
Monday, January 12, 2015
SSW: Respond to the following quote: "I do not agree with what you have to say, but I will defend to the death your right to say it," Voltaire
Sharing of HW and SSW poems
Annotate and turn in your sound devices poem
Making the Ordinary Extraordinary
Reading and analyzing poems from page three of packet
HW: Craft a thoughtful poem which comments profoundly on an ordinary occurrence; be ready for novel idea #1 next class; bring your novel to class and ideas for novel idea #1; novel idea #1 will be due Friday
Sharing of HW and SSW poems
Annotate and turn in your sound devices poem
Making the Ordinary Extraordinary
Reading and analyzing poems from page three of packet
HW: Craft a thoughtful poem which comments profoundly on an ordinary occurrence; be ready for novel idea #1 next class; bring your novel to class and ideas for novel idea #1; novel idea #1 will be due Friday
Thursday, January 8, 2015
SSW: Write about your favorite sound.
Sharing SSW poems and HW metaphor poems
Learn Sound Devices from packet
Work w/ a partner
Vocab to Know and Love Quizzes
Classwork / HW:
HW:
Sharing SSW poems and HW metaphor poems
Learn Sound Devices from packet
Work w/ a partner
Vocab to Know and Love Quizzes
Classwork / HW:
- craft a poem
- sprinkle liberally w/ sound devices
- label each device
HW:
- finish sound devices poem
- Novel idea #1 due next week on W or F (TBA on Mond)
- Start new vocab to know and love lists
Tuesday, January 6, 2015
SSW: Happy New Year, Writers. "There are years that ask questions and years that answer," Zora Neale Hurston, Their Eyes Were Watching God. Let Hurston's quotation soak in. Do something with it.
Straggling Foray into Science Fiction presentations
Announcements:
Need tech aids and student aids for next semester during A2, A4, B5, or B8
Need volunteers for magnet showcase Thursday, January 15, from 5:30-6:30
Read Billy Collins' “Introduction to Poetry”
SSW Round Two: Carefully consider the poem. What is Mr. Collins' message about poetry? Do you agree or disagree? Why?
What should we do with poetry during the upcoming unit? Why? What would you like to do and learn?
A: Abstract / metaphor poem due next time
Disc “Introduction to Poetry” and students’ reactions
Disc in gps: Define poetry
Class disc and notetaking: Defn poetry
Brainstorm concepts learned in 8th grade
Practice writing random metaphors with table
Study for vocab to know and love quizzes
Vocab to know and love quizzes at long last: today or next class (your pick)
Conferences on self-evalutions of Foray into Science Fiction projects and presentations
HW:
Straggling Foray into Science Fiction presentations
Announcements:
Need tech aids and student aids for next semester during A2, A4, B5, or B8
Need volunteers for magnet showcase Thursday, January 15, from 5:30-6:30
Read Billy Collins' “Introduction to Poetry”
SSW Round Two: Carefully consider the poem. What is Mr. Collins' message about poetry? Do you agree or disagree? Why?
What should we do with poetry during the upcoming unit? Why? What would you like to do and learn?
A: Abstract / metaphor poem due next time
Disc “Introduction to Poetry” and students’ reactions
Disc in gps: Define poetry
Class disc and notetaking: Defn poetry
Brainstorm concepts learned in 8th grade
Practice writing random metaphors with table
Study for vocab to know and love quizzes
Vocab to know and love quizzes at long last: today or next class (your pick)
Conferences on self-evalutions of Foray into Science Fiction projects and presentations
HW:
- Brainstorm abstract concepts studying in other courses
- Write a poem using 4-8 metaphors about an abstract concept
- Work on vocab to know and love
- Start new list 25 new words w/ definitions and sources
- vocab quiz on old lists next class
Thursday, December 18, 2014/Last Day of the Fall Semester
Rehearse for your presentations. You have 10 minutes.
Foray into Science Fiction Presentations
Vocab to Know and Love Quizzes
HW: read your challenging novel; write analysis of unplugging-while-doing-homework experiment for extra credit; study for vocab quiz if you didn't take today
Foray into Science Fiction Presentations
Vocab to Know and Love Quizzes
HW: read your challenging novel; write analysis of unplugging-while-doing-homework experiment for extra credit; study for vocab quiz if you didn't take today
Tuesday, December 16, 2014
SSW check for 3rd Six Weeks – self evaluation with rubric
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing Self-Evaluation
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing:
SSW: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Discussion: Impact of extra-credit assignment: unplugging during homework time
Update on media/technology/time goals
Foray into Science Fiction project work time
remember to review rubric as you work
HW:
Finishing touches for sci fi project
read challenging novel
vocab to know and love quizzes next class
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing Self-Evaluation
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing:
SSW: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Discussion: Impact of extra-credit assignment: unplugging during homework time
Update on media/technology/time goals
Foray into Science Fiction project work time
remember to review rubric as you work
HW:
Finishing touches for sci fi project
read challenging novel
vocab to know and love quizzes next class
Friday, December 12, 2014
SSW: Write about your ideas for your Foray into Science Fiction. How will you get your message across? How will you impress use with your creative and artistic talents?
Review rubric for Foray into Science Fiction
Work time for Foray into Science Fiction group project
HW: Finishing touches for sci fi project; read challenging novel
Watch Coin PPT and fill out 8th grade Coin Record Sheet (This is for the counselors, but will be taken as an English grade. Make sure you have it done and in class on Tuesday the 16th!)
Review rubric for Foray into Science Fiction
Work time for Foray into Science Fiction group project
HW: Finishing touches for sci fi project; read challenging novel
Watch Coin PPT and fill out 8th grade Coin Record Sheet (This is for the counselors, but will be taken as an English grade. Make sure you have it done and in class on Tuesday the 16th!)
Wednesday, December 10, 2014
SSW: Review our theme chant. What do you think is the theme for F451? Defend your answer with evidence from the text. Make sure that your theme meets all of the criteria of our chant. Do you agree or disagree with Bradbury? Why?
cancelled to give you a break during finals: Quiz on Section III
Write down your SMART goal regarding media and technology and your use of time. Draw a picture of yourself successfully making your SMART goal a habit.
Discussion on F451
Group work time on Foray into Science Fiction
review rubric
Teacher conference and approval of:
societal issue
artistic medium
challenging book
Novel Idea assignment handout and sample NYT book review of Life of Pi
long class: video clips on social issues
Turn in today (make sure your name is clearly marked on everything)
HW: start reading and enjoying your challenging, life-changing book
Gather ideas and materials for your "Foray into Science Fiction" Project
cancelled to give you a break during finals: Quiz on Section III
Write down your SMART goal regarding media and technology and your use of time. Draw a picture of yourself successfully making your SMART goal a habit.
Discussion on F451
Group work time on Foray into Science Fiction
review rubric
Teacher conference and approval of:
societal issue
artistic medium
challenging book
Novel Idea assignment handout and sample NYT book review of Life of Pi
long class: video clips on social issues
Turn in today (make sure your name is clearly marked on everything)
- smart goal on an index card
- time sheet
- annotated 451
HW: start reading and enjoying your challenging, life-changing book
Gather ideas and materials for your "Foray into Science Fiction" Project
Monday, December 8, 2014
Big picture questions: What role does science fiction play in society?
How do literary devices enrich our writing?
How can we use art to impact societal issues?
SSW: Imagine you are looking at a picture of yourself in 2034. Describe the picture in great detail. Who is in the picture? What are you doing? Where are you? Use Bradbury as a model for vivid writing. Hint: target some of the literary devices that Bradbury eloquently employs.
SSW sharing
Drumroll please....Introduce culminating project for F451
What is the function of science fiction?
What are some current societal issues that could become a problem in the future?
If you could create a work of art with any genre with a group of gifted scholars to raise awareness about a societal issue, what would you make? Why?
Brainstorm societal issues
Brainstorm genres of products/presentations
Discussion on TV, media, technology and our daily lives
Small group discussion/analysis of time charts ==> Whole class discussion
What are your and your family’s media habits? Amount? When? Together / separately? What do you watch? Policies for media and homework, media and food. Also reflect on your time log. What would Bradbury think about the way you are spending your time? What do you think about the way you are spending your time? Did anything on the log surprise you?
Think about what you want for your best self in terms of how you spend your time. Think about Bradbury’s critique of media and technology. Think about how, ideally, you want to spend your time. Think about how and when and why you want to interact with media and technology and with people and nature. How will you allow yourself time for daydreaming, exercise, socializing, homework, family, hobbies, beliefs, and everything that is important to you? What habits do you want to develop know so that you can be how you want to be in that 2034 photo.
SMART goals
Write your SMART goal on an index card and post outside our classroom.
Extra credit opportunity: unplug during homework and write a reflection
Vocab to Know and Love Practice and Studying
HW:
Work on vocab to know and love; quizzes start later this week
Polish and start your smart goal
Find a challenging, life-changing book to read; see me if you want a recommendation or want to check out a book from my library; bring to class next time
Gather ideas and materials for your "Foray into Science Fiction" Project
Be ready for quiz on Fahrenheit 451 next class
How do literary devices enrich our writing?
How can we use art to impact societal issues?
SSW: Imagine you are looking at a picture of yourself in 2034. Describe the picture in great detail. Who is in the picture? What are you doing? Where are you? Use Bradbury as a model for vivid writing. Hint: target some of the literary devices that Bradbury eloquently employs.
SSW sharing
Drumroll please....Introduce culminating project for F451
What is the function of science fiction?
What are some current societal issues that could become a problem in the future?
If you could create a work of art with any genre with a group of gifted scholars to raise awareness about a societal issue, what would you make? Why?
Brainstorm societal issues
Brainstorm genres of products/presentations
Discussion on TV, media, technology and our daily lives
Small group discussion/analysis of time charts ==> Whole class discussion
What are your and your family’s media habits? Amount? When? Together / separately? What do you watch? Policies for media and homework, media and food. Also reflect on your time log. What would Bradbury think about the way you are spending your time? What do you think about the way you are spending your time? Did anything on the log surprise you?
Think about what you want for your best self in terms of how you spend your time. Think about Bradbury’s critique of media and technology. Think about how, ideally, you want to spend your time. Think about how and when and why you want to interact with media and technology and with people and nature. How will you allow yourself time for daydreaming, exercise, socializing, homework, family, hobbies, beliefs, and everything that is important to you? What habits do you want to develop know so that you can be how you want to be in that 2034 photo.
SMART goals
Write your SMART goal on an index card and post outside our classroom.
Extra credit opportunity: unplug during homework and write a reflection
Vocab to Know and Love Practice and Studying
HW:
Work on vocab to know and love; quizzes start later this week
Polish and start your smart goal
Find a challenging, life-changing book to read; see me if you want a recommendation or want to check out a book from my library; bring to class next time
Gather ideas and materials for your "Foray into Science Fiction" Project
Be ready for quiz on Fahrenheit 451 next class
Thursday, December 4, 2014
SSW: Sound the alarm.
Quiz: Sections 1 and 2
At yr tables, select major points/epiphanies from your reading that you want to share with the class.
Wh cl sharing /discussion
Discussion of Sections 1 and 2, springboarded by quiz
Discussion of first half of section III.
HW: Time Log for one school day + one weekend day
Finish book. Some editions have an afterward, which you are encouraged to read.
Study for a quiz over section III
Quiz: Sections 1 and 2
At yr tables, select major points/epiphanies from your reading that you want to share with the class.
Wh cl sharing /discussion
Discussion of Sections 1 and 2, springboarded by quiz
Discussion of first half of section III.
HW: Time Log for one school day + one weekend day
Finish book. Some editions have an afterward, which you are encouraged to read.
Study for a quiz over section III
Tuesday, December 2, 2014
SSW: Imagine Bradbury has been spying on you this past week. Imagine what he would think about your use of media and technology over the past week. Write from Bradbury's perspective about your recent interaction with media and technology.
Annotation check
Study for quiz
o Predict what will be on the quiz
o Discuss your annotations and insights with other readers
Hw: Read and annotate through 139 "...and he was swept away in the dark." (page 133 in some editions)
· Study for reading quiz on sects 1 and 2
Annotation check
Study for quiz
o Predict what will be on the quiz
o Discuss your annotations and insights with other readers
Hw: Read and annotate through 139 "...and he was swept away in the dark." (page 133 in some editions)
· Study for reading quiz on sects 1 and 2
Tuesday, November 25, 2014
8th grade greenbelt hike
HW: Read and annotate through the end of section 2; p.110
· Study for reading quiz on sects 1 and 2
Thanksgiving HW: Glynn Owens Memorial HW Assignment: Cook something for Thanksgiving dinner. Collaborate with a family member.
HW: Read and annotate through the end of section 2; p.110
· Study for reading quiz on sects 1 and 2
Thanksgiving HW: Glynn Owens Memorial HW Assignment: Cook something for Thanksgiving dinner. Collaborate with a family member.
Friday, November 21, 2014
SSW: Although many readers, critics, publishers, and educators talk and write about Fahrenheit 451 as a book about censorship, Bradbury claims the book is not about censorship. If we trust Bradbury that the book is not about censorship, what is it about? Provide evidence from the text. Integrate quotes.
Read “Fahrenheit 451 Misinterpreted” from the L.A. Times
http://www.laweekly.com/2007-05-31/news/ray-bradbury-fahrenheit-451-misinterpreted/
Reading and Sharing of Technology Articles (B6 read articles last class, finishing for homework if needed, to prepare for shortened class)
· Posted on handouts section of my website in F451 Supplemental articles section
Presentations of Technology/Reading Articles
Annotation check
Hw: Read and annotate through p. 91: “Montag was in the dark street again, looking at the world.”Note: All late, absent, and extra credit work due by 4 pm on Tuesday, November 5th because the six weeks ends on Friday, November 8th
Read “Fahrenheit 451 Misinterpreted” from the L.A. Times
http://www.laweekly.com/2007-05-31/news/ray-bradbury-fahrenheit-451-misinterpreted/
Reading and Sharing of Technology Articles (B6 read articles last class, finishing for homework if needed, to prepare for shortened class)
· Posted on handouts section of my website in F451 Supplemental articles section
Presentations of Technology/Reading Articles
Annotation check
Hw: Read and annotate through p. 91: “Montag was in the dark street again, looking at the world.”Note: All late, absent, and extra credit work due by 4 pm on Tuesday, November 5th because the six weeks ends on Friday, November 8th
Wednesday, November 19, 2014
SSW: Review your annotations for quiz
Quiz: Day 1 and 2
Discussion of Day 1 and 2, springboarded by quiz
Reading and annotating
Vocab to know and love
Hw: Read and annotate through page 71, finish Part I (page 65 in some editions)
Thanksgiving HW: Glynn Owens Memorial HW Assignment: Cook something for Thanksgiving dinner. Collaborate with a family member.
Quiz: Day 1 and 2
Discussion of Day 1 and 2, springboarded by quiz
Reading and annotating
Vocab to know and love
Hw: Read and annotate through page 71, finish Part I (page 65 in some editions)
Thanksgiving HW: Glynn Owens Memorial HW Assignment: Cook something for Thanksgiving dinner. Collaborate with a family member.
Monday, November 17, 2014
SSW: Write about your reaction to Fahrenheit 451 so far. Look at your annotations for tips. Be sure to include the three lenses: literary, literal, and thematic. Talk about plot developments, literary devices, and the overall message/connection to the real world. Write down any I-don’t-get-it-questions and write a couple of deep, philosophical questions that will generate discussion and debate.
Discussion of Fahrenheit 451 in small table groups
· I don’t get it ?s
· Vocab to know and love
· Generate deep, philosphical questions for whole class discussion
Wh Cl Disc
Reading and Annotating
Vocab to Know and Love Quizzes
HW: by next class, read and annotate through p. 48 “ He did not open the window.”
start new vocab to know and love quiz
Discussion of Fahrenheit 451 in small table groups
· I don’t get it ?s
· Vocab to know and love
· Generate deep, philosphical questions for whole class discussion
Wh Cl Disc
Reading and Annotating
Vocab to Know and Love Quizzes
HW: by next class, read and annotate through p. 48 “ He did not open the window.”
start new vocab to know and love quiz
Fahrenheit 451 Reading Schedule
This reflects the day the reading is ASSIGNED. So, "Day 3" means the reading is assigned on the 3rd day of the unit, and reading and annotations are due on the 4th day. Page numbers are based on the small, mass-market paperback from Ballentine/Del Rey publishing.
Roy's classes began on Thursday, November 13th.
Day 1: To page 32, "But it was late, and the arrival of his train put a stop to his plan," which precedes, "The flutter of cards..." (page 29 in some editions)
Day 2: To page 48, "He did not open the window." (page 45 in some editions)
Day 3: To page 71, finish Part I (page 65 in some editions)
Day 4: To page 91, "Montag was in the dark street again, looking at the world." (page 88 in some editions)
Day 5: To page 110, finish Part II. (page 106 in some editions)
Day 6: To page 139 "...and he was swept away in the dark." (page 133 in some editions)
Day 7: Finish book. Some editions have an afterward, which you are encouraged to read.
Roy's classes began on Thursday, November 13th.
Day 1: To page 32, "But it was late, and the arrival of his train put a stop to his plan," which precedes, "The flutter of cards..." (page 29 in some editions)
Day 2: To page 48, "He did not open the window." (page 45 in some editions)
Day 3: To page 71, finish Part I (page 65 in some editions)
Day 4: To page 91, "Montag was in the dark street again, looking at the world." (page 88 in some editions)
Day 5: To page 110, finish Part II. (page 106 in some editions)
Day 6: To page 139 "...and he was swept away in the dark." (page 133 in some editions)
Day 7: Finish book. Some editions have an afterward, which you are encouraged to read.
Thursday, November 13, 2014
SSW: Write a scary story using your vocab to know and love.
Theme chant:
Theme is the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable.
Reminder: How to Ask for a Teacher Recommendation
· Ask Politely
· Ask at a good time for the teacher
· Explain your goals
· Complete a Self Evaluation
o Copy the rec form
o Student fills it out
§ Reminds me how wonderful you are
§ Tell me amazing things I don’t know about you that are relevant
§ Fill everything out
§ Not the time to be humble
· Ask early; I’d like all recs the first week of December
· If it’s an AISD school, I’ll send it school mail and do not need an envelope
· Otherwise, please provide an addressed and stamped envelope
· Fill out any and all basic, identifying info: your NAME, grade, class grades for each six week, school, student #, etc.
What should we ban? activity
sorting of topics to ban
discussion
jot down in your SSW:
How does it feel to ban? Why?
jot down:
How could we build on this? B6 wants to make this into an advocacy group project
photo what you are going to ban?
Fahrenheit 451
Whole class reading, annotating and discussion of Fahrenheit 451
· Annotate for 4 lenses:
o Literal: Major plot and character developments
o Literary: Figurative language / allusions / characteristics of effective writing (metaphors, similes, show don’t tell, hyperbole, personification, anthropomorphism, repetition, parallelism
o Thematic: Message / Theme / Connection to our world
o Vocab to Know and Love
HW: Read & annotate to page 32.
Theme chant:
Theme is the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable.
Reminder: How to Ask for a Teacher Recommendation
· Ask Politely
· Ask at a good time for the teacher
· Explain your goals
· Complete a Self Evaluation
o Copy the rec form
o Student fills it out
§ Reminds me how wonderful you are
§ Tell me amazing things I don’t know about you that are relevant
§ Fill everything out
§ Not the time to be humble
· Ask early; I’d like all recs the first week of December
· If it’s an AISD school, I’ll send it school mail and do not need an envelope
· Otherwise, please provide an addressed and stamped envelope
· Fill out any and all basic, identifying info: your NAME, grade, class grades for each six week, school, student #, etc.
What should we ban? activity
sorting of topics to ban
discussion
jot down in your SSW:
How does it feel to ban? Why?
jot down:
How could we build on this? B6 wants to make this into an advocacy group project
photo what you are going to ban?
Fahrenheit 451
Whole class reading, annotating and discussion of Fahrenheit 451
· Annotate for 4 lenses:
o Literal: Major plot and character developments
o Literary: Figurative language / allusions / characteristics of effective writing (metaphors, similes, show don’t tell, hyperbole, personification, anthropomorphism, repetition, parallelism
o Thematic: Message / Theme / Connection to our world
o Vocab to Know and Love
HW: Read & annotate to page 32.
Monday, November 10, 2014
Research Paper Evaluation Using the Rubric
SSW: Reflection on research process
· What did you love about the process?
· What are you proud of?
· Are you prepared for a life of scholarly research? How so?
· What did you learn about research?
· What will you do differently next time you research?
· What do you suggest I do differently next time?
· How did research change yr thinking?
· What are you going to do with your new found expertise?
Disc on research papers
Ceremonial Turning in of Research Papers
Adult Edit Grade
The Return of a Roy tradtion: Grammar Gladiators
HW: Vocab to know and love quiz on Monday, November 17;
bring Fahrenheit 451 every class starting next time
SSW: Reflection on research process
· What did you love about the process?
· What are you proud of?
· Are you prepared for a life of scholarly research? How so?
· What did you learn about research?
· What will you do differently next time you research?
· What do you suggest I do differently next time?
· How did research change yr thinking?
· What are you going to do with your new found expertise?
Disc on research papers
Ceremonial Turning in of Research Papers
Adult Edit Grade
The Return of a Roy tradtion: Grammar Gladiators
HW: Vocab to know and love quiz on Monday, November 17;
bring Fahrenheit 451 every class starting next time
Tuesday, November 4, 2014
SSW check for 2nd Six Weeks – self evaluation with rubric
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing Self-Evaluation
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing:
SSW: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
SSW Round 2: Become the building inspector. Read the rubric (in your research packet). Review notes on parenthetical documentation, recipe for body paragraph, plagiarism, things to always get right, etc. Jot down any questions you have about writing a research paper and / or about the rubric. Read your builder’s draft and give yourself a building inspection self edit using the rubric and things to always get right notes . Write down your feedback. Be sure to include what you did well and what you need to improve.
Class discussion about any ?s students have about research paper with other students answering based on notes. What do you need to improve? What are you doing well?
Review plagiarism definition and consequences
questions and answers
Color code the shared, electronic copy of your paper
blue (true blue, light of your thesis, depth of the ocean) for thesis
green (for go) for TS
grey (for concrete) for c.d.
purple (for wise and magnificent commentary) for comm
red (for stop) for CS
Clocking Research Paper
Thesis: clear and profound
Title
Grammar inc parenthetical documentation
Organization: Staying on Topic, Concise, Transitions, follows recipe
Commentary
Completed rough draft of body paragraphs should already be done; finish and improve as needed
Vocab to know and love quiz on Friday, November 14
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks
Title your paper Sacred Silent Writing Self-Evaluation
Next to the title, make a box and write the grade that you earned based on the criteria listed below.
Justify your grade in a persuasive paragraph.
Rubric for Sacred Silent Writing:
SSW: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Participation self evaluation with rubric
Participation: # (in a box) 2nd box: divide grade by 2 to get a grade out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
SSW Round 2: Become the building inspector. Read the rubric (in your research packet). Review notes on parenthetical documentation, recipe for body paragraph, plagiarism, things to always get right, etc. Jot down any questions you have about writing a research paper and / or about the rubric. Read your builder’s draft and give yourself a building inspection self edit using the rubric and things to always get right notes . Write down your feedback. Be sure to include what you did well and what you need to improve.
Class discussion about any ?s students have about research paper with other students answering based on notes. What do you need to improve? What are you doing well?
Review plagiarism definition and consequences
questions and answers
Color code the shared, electronic copy of your paper
blue (true blue, light of your thesis, depth of the ocean) for thesis
green (for go) for TS
grey (for concrete) for c.d.
purple (for wise and magnificent commentary) for comm
red (for stop) for CS
Clocking Research Paper
Thesis: clear and profound
Title
Grammar inc parenthetical documentation
Organization: Staying on Topic, Concise, Transitions, follows recipe
Commentary
Completed rough draft of body paragraphs should already be done; finish and improve as needed
- Don’t forget works cited
- Make an appointment for an adult edit if you have not already done so
- Adult edit is due next class, but you need to get it early enough to make revisions
- Make your appt. early to keep your adult cheery
- Completed paper inc works cited is due next time, Thursday, 11-6
- because of extension, we will do one more round of peer edits next class, bring a polished, completed paper to class
- remember: lack of proper citations and or works cited = plagiarism = 0
- turn in color coded, electronic copy with all edits and revisions
- rubric with adult edit signature
- all bib and note cards
- outline already turned in electronically
- adult edit: comments and signature on rubric
- reminder: obtain a copy of Ray Bradbury's Fahrenheit 451 to read, annotate, and discuss after the research paper unit
Vocab to know and love quiz on Friday, November 14
Friday, October 31, 2014
Happy Halloween!
SSW: Review the recipe for an easy A on a research paper. Label the parts of your first body paragraph: TS, cd, cm., and CS. Self-edit your first body paragraph.
Take notes:
Plagiarism conditions:
· Missing all or part of your works cited
· Missing any citations for paraphrases
· Missing any citations for direct quotes
· Missing any quotation marks for direct quotes
· Everything from a source must be cited.
· If in doubt, cite it.
Plagiarism results:
1. Zero on paper
a. Major drop / failing for six weeks
2. Crying
3. Parent / teacher / director / student conference
4. Loss of trust
5. Loss of reputation
6. Guilt
7. Loss of ethics / integrity
Genre conventions for nonfiction, formal, scholarly research paper:
· Less emphasis on imagery (exception intro and conc)
· Matter of fact
· Logical
· Formal
o Avoid slang, contractions, figures of speech
o Avoid conversational language
· Avoid you or I / my or we
o Exception: intro or concl
· Cut: “I believe that”/”I think that”
· Practical and focused
· Clear and concise
· Not the time for figurative language
· Be sure to specify who “we” is
o Which govt and which level
o Corporations
o Individuals
o Charitable organizations
Introductions (1 paragraph / .5 page):
· Hook reader
· Powerful thesis –last sentence of intro
· Intriguing or powerful quote
· Cool or alarming fact; attention-getting
· Set tone and scope of issue
· Create strong visual in reader’s mind
· Why should reader care?
o Make a connection
· Background info – give context about scope of issue
Conclusion (1 paragraph / .5 page)
· Restate (rephrase) thesis (usually at beg. of conclusion)
· Thought-provoking
· Call to action
o Urge reader to get involved
o Explain how they can be part of solution
· Profound quote
· Summarize paper; problem and solutions
Write intro and conclusion paragraphs
Start writing your second body paragraph
Peer edit
Q and A
Wr WS: Write the rest of the body paragraphs of your paper.
Teacher Conference / Grade:
first body paragraph
Classwork: finish writing paper: body paragraphs two and three; intro and conclusion; works cited
HW: finish writing introduction and conclusion
completed rough draft
works cited
Vocab to know and love quiz on Thursday, November 13
reminder: obtain a copy of Ray Bradbury's Fahrenheit 451 to read, annotate, and discuss after the research paper unit; bring to class on Monday, November 10, 2014
SSW: Review the recipe for an easy A on a research paper. Label the parts of your first body paragraph: TS, cd, cm., and CS. Self-edit your first body paragraph.
- What are you doing well?
- What needs improvement?
- What ?s do you have?
Take notes:
Plagiarism conditions:
· Missing all or part of your works cited
· Missing any citations for paraphrases
· Missing any citations for direct quotes
· Missing any quotation marks for direct quotes
· Everything from a source must be cited.
· If in doubt, cite it.
Plagiarism results:
1. Zero on paper
a. Major drop / failing for six weeks
2. Crying
3. Parent / teacher / director / student conference
4. Loss of trust
5. Loss of reputation
6. Guilt
7. Loss of ethics / integrity
Genre conventions for nonfiction, formal, scholarly research paper:
· Less emphasis on imagery (exception intro and conc)
· Matter of fact
· Logical
· Formal
o Avoid slang, contractions, figures of speech
o Avoid conversational language
· Avoid you or I / my or we
o Exception: intro or concl
· Cut: “I believe that”/”I think that”
· Practical and focused
· Clear and concise
· Not the time for figurative language
· Be sure to specify who “we” is
o Which govt and which level
o Corporations
o Individuals
o Charitable organizations
Introductions (1 paragraph / .5 page):
· Hook reader
· Powerful thesis –last sentence of intro
· Intriguing or powerful quote
· Cool or alarming fact; attention-getting
· Set tone and scope of issue
· Create strong visual in reader’s mind
· Why should reader care?
o Make a connection
· Background info – give context about scope of issue
Conclusion (1 paragraph / .5 page)
· Restate (rephrase) thesis (usually at beg. of conclusion)
· Thought-provoking
· Call to action
o Urge reader to get involved
o Explain how they can be part of solution
· Profound quote
· Summarize paper; problem and solutions
Write intro and conclusion paragraphs
Start writing your second body paragraph
Peer edit
Q and A
Wr WS: Write the rest of the body paragraphs of your paper.
Teacher Conference / Grade:
first body paragraph
Classwork: finish writing paper: body paragraphs two and three; intro and conclusion; works cited
HW: finish writing introduction and conclusion
completed rough draft
works cited
Vocab to know and love quiz on Thursday, November 13
reminder: obtain a copy of Ray Bradbury's Fahrenheit 451 to read, annotate, and discuss after the research paper unit; bring to class on Monday, November 10, 2014
Wednesday, October 29, 2014
SSW: If you had to cook dinner to impress an important guest, what would you make? How would you ensure that your cooking was a success?
What is your favorite recipe to cook? Or what recipe would you like to master?
Recipe for great body paragraph for an easy A research paper
· Topic Sentence (TS) (The umbrella that covers your entire paragraph)
o DO NOT refer to yrself or to the paper
o Simply state the overview of the paragraph.
o Provide transition b/n topics
· Concrete detail(c.d) (smoothing the way to the thesis with facts)
o Fact from research
o Info from front of yr notecards
o () citation
· Commentary (comm.) (punching the fact home with analysis)
o your analysis of the c.d.
o explanation of how c.d. supports your thesis
o should already be on back of your note cards
o guide your reader to come to same conclusions you came to
o this is where you use your power
· commentary
· repeat c.d/comm./comm. 3X
· concluding sentence – persuasive summation of paragraph (duct tape that connects back to the umbrella and connects to the next umbrella and reinforces the point of the paragraph)
o include transition to next paragraph
Fill in gaps; revise thesis and outline so you can go on autopilot
Write your first body paragraph using the recipe and your outline
Peer edit
Revise
Teacher conference on revised thesis and outline
Use your outline and the recipe to write your body paragraph
Read Parenthetical Documentation section of your writing manual
Parenthetical documentation notes
· Every sentence in your paper that has info from a note card needs parenthetical documentation.
o Includes direct quotes
o Includes paraphrases
· At the end of the sentence add (first key word from the bib source page#).
· If you have 2 sources w/ same author, you’ll need to add more info to distinguish sources (Roy, Cycling 37) and (Roy, Garlic and Poetry 478).
· 2 citations in a row from same source, for 2nd one, skip first key word and go right to p #
o If no p#, restate first key word
· Do not put a url in the () citation in place of p#
· Blah blah blah (Webster 35) and blah blah blah (Hart 42).
2-3 embedded quotes in EACH body paragraph
Do NOT quote entire sentences
EVERYTHING needs to support thesis
· If NOT, cut it
All evidence / facts needs to be followed by ANALYSIS and COMMENTARY
NOT writing a REPORT
Fill in gaps in your outline and your research; revise thesis and outline so you can go on autopilot
Straggling teacher conferences on revised thesis and outline
HW:
What is your favorite recipe to cook? Or what recipe would you like to master?
Recipe for great body paragraph for an easy A research paper
· Topic Sentence (TS) (The umbrella that covers your entire paragraph)
o DO NOT refer to yrself or to the paper
o Simply state the overview of the paragraph.
o Provide transition b/n topics
· Concrete detail(c.d) (smoothing the way to the thesis with facts)
o Fact from research
o Info from front of yr notecards
o () citation
· Commentary (comm.) (punching the fact home with analysis)
o your analysis of the c.d.
o explanation of how c.d. supports your thesis
o should already be on back of your note cards
o guide your reader to come to same conclusions you came to
o this is where you use your power
· commentary
· repeat c.d/comm./comm. 3X
· concluding sentence – persuasive summation of paragraph (duct tape that connects back to the umbrella and connects to the next umbrella and reinforces the point of the paragraph)
o include transition to next paragraph
Fill in gaps; revise thesis and outline so you can go on autopilot
Write your first body paragraph using the recipe and your outline
Peer edit
Revise
Teacher conference on revised thesis and outline
Use your outline and the recipe to write your body paragraph
Read Parenthetical Documentation section of your writing manual
Parenthetical documentation notes
· Every sentence in your paper that has info from a note card needs parenthetical documentation.
o Includes direct quotes
o Includes paraphrases
· At the end of the sentence add (first key word from the bib source page#).
· If you have 2 sources w/ same author, you’ll need to add more info to distinguish sources (Roy, Cycling 37) and (Roy, Garlic and Poetry 478).
· 2 citations in a row from same source, for 2nd one, skip first key word and go right to p #
o If no p#, restate first key word
· Do not put a url in the () citation in place of p#
· Blah blah blah (Webster 35) and blah blah blah (Hart 42).
2-3 embedded quotes in EACH body paragraph
Do NOT quote entire sentences
- Use ellipses to trim wds from mid quote
EVERYTHING needs to support thesis
· If NOT, cut it
All evidence / facts needs to be followed by ANALYSIS and COMMENTARY
NOT writing a REPORT
Fill in gaps in your outline and your research; revise thesis and outline so you can go on autopilot
Straggling teacher conferences on revised thesis and outline
HW:
- Flipped lesson: Intro and Conclusion
- Rough Draft of one Roman numeral from outline and works cited
Monday, October 27, 2014
SSW: Taking stock and making a plan for research joy and success: How is your research going? What's going well? What do you need to improve on? What do you need to do to stay on, or get on, the easy path to writing your paper on auto-pilot? What do you need help with? What do you need to spend your time on today during class and for homework?
Teacher conference on outline and thesis statement
Research work time
HW: Two flipped lessons: 1. Recipe for an Easy A Research Paper and 2. Parenthetical Documentation and Works Cited
finish, if not done in class, entire outline (no need to outline intro and conclusion)
Teacher conference on outline and thesis statement
Research work time
HW: Two flipped lessons: 1. Recipe for an Easy A Research Paper and 2. Parenthetical Documentation and Works Cited
finish, if not done in class, entire outline (no need to outline intro and conclusion)
Thursday, October 23, 2014
Big picture question: How does a good thesis statement function in a research paper? How do we craft a powerful thesis statement?
SSW: Get ready to have a 60 second meeting w/ President Obama summarizing your research. To do so, review your notecards. Look for patterns. Divide them into three stacks. Then, summarize the findings from each stack into one sentence. This should lead to you stating the three most important things that Pres. Obama needs to know about your topic. Make sure that you include your stand and solutions. Share w/ a colleague.
Practice thesis statements
· lhow to reduce automotive fatalities
·
Q and A on thesis statements and outlines
· Read and Discuss “Outlines” p. 6 of packet
Workday:
· Thesis statement revisions
· Outlining
· Researching
Today in class: · Peer conferences on thesis statement
· Organize your note cards into outline order
· Type your outline of one entire Roman numeral (a third of your paper_
o Get to at least lowercase letters in some areas
o Consistently reach numbers
o Remember to include front and back of notecards
include parenthetical documentation in your outline
o Outline for one Roman numeral of paper (does not have to be the first one; pick the one you have the most research for)
Teacher conference: thesis statements
HW:
· Finish outline
· Finish all research
· Revise thesis
· Watch flipped lesson on Embedded Quotes
SSW: Get ready to have a 60 second meeting w/ President Obama summarizing your research. To do so, review your notecards. Look for patterns. Divide them into three stacks. Then, summarize the findings from each stack into one sentence. This should lead to you stating the three most important things that Pres. Obama needs to know about your topic. Make sure that you include your stand and solutions. Share w/ a colleague.
Practice thesis statements
· lhow to reduce automotive fatalities
·
Q and A on thesis statements and outlines
· Read and Discuss “Outlines” p. 6 of packet
Workday:
· Thesis statement revisions
· Outlining
· Researching
Today in class: · Peer conferences on thesis statement
· Organize your note cards into outline order
· Type your outline of one entire Roman numeral (a third of your paper_
o Get to at least lowercase letters in some areas
o Consistently reach numbers
o Remember to include front and back of notecards
include parenthetical documentation in your outline
- a good outline for the entire body of the paper will be 2-3 pps., typed singlespaced
- so, outline for one Roman numeral needs to be one page typed, singlespaced
o Outline for one Roman numeral of paper (does not have to be the first one; pick the one you have the most research for)
Teacher conference: thesis statements
HW:
· Finish outline
· Finish all research
· Revise thesis
· Watch flipped lesson on Embedded Quotes
- Teacher conference / grade: revised thesis statement and outline next class
Tuesday, October 21, 2014
Big picture question: How does a good thesis statement function in a research paper?
SSW: (followed by Disc): Joy of Research
What cool info have you found?
Have you found the joy of research? Explain. What’s your plan for completing your research?
Share thesis activity from flipped lesson
Review thesis from map of the land handout (p. 7 in research packet)
Peer edit of bib and note cards
Disc common mistakes-take notes about what you need to improve
Teacher conference:
· Bib and note cards
· Thesis starting pt
Research time and thesis writing and revising time
HW due next time:
· Revise thesis
· Watch Flipped Lesson on Outlining
· Research to minimum of 20 note cards
SSW: (followed by Disc): Joy of Research
What cool info have you found?
Have you found the joy of research? Explain. What’s your plan for completing your research?
Share thesis activity from flipped lesson
Review thesis from map of the land handout (p. 7 in research packet)
- Practice thesis writing in groups: Write a thesis about raising or lowering the driving age.
- W/ table partners rate sample thesis statements 1-5
- Make notes of roman numerals and how to improve
- Wh cl disc
- What does thesis remind you of?
- Thesis courtroom analogy
Peer edit of bib and note cards
Disc common mistakes-take notes about what you need to improve
Teacher conference:
· Bib and note cards
· Thesis starting pt
Research time and thesis writing and revising time
HW due next time:
· Revise thesis
· Watch Flipped Lesson on Outlining
· Research to minimum of 20 note cards
Thursday, October 16, 2014
SSW: What issue did you select to research? Why? What do you hope to find out? What do you already know? What is your burning question? Who can you consult to see if your topic is appropriately broad and to recommend outstanding resources?
SSW sharing
Note card and bib card writing, review and check
At your table, give each other a ruthless peer edit on your bib and note cards
Discuss common details
Research / create bib and note cards
Focus on:
· problem and 3 solutions or a 3 part solution
· how the issue impacts society
· This is NOT a report; you will go beyond gathering facts
· But an analytical paper; you must take a stand and use your research to prove the efficacy of your stand
Have a colleague check your bib and note cards to make sure you have all parts and are making useful notecards
Due 15 minutes before the end of class today:
2 bib and 5 notecards: Student leaders and students that they delegate will grade and record a 20 point grade
HW: (write in your agenda at the beginning of class)
SSW sharing
Note card and bib card writing, review and check
At your table, give each other a ruthless peer edit on your bib and note cards
Discuss common details
Research / create bib and note cards
Focus on:
· problem and 3 solutions or a 3 part solution
· how the issue impacts society
· This is NOT a report; you will go beyond gathering facts
· But an analytical paper; you must take a stand and use your research to prove the efficacy of your stand
Have a colleague check your bib and note cards to make sure you have all parts and are making useful notecards
Due 15 minutes before the end of class today:
2 bib and 5 notecards: Student leaders and students that they delegate will grade and record a 20 point grade
HW: (write in your agenda at the beginning of class)
- flipped lesson on thesis
- bring research materials to class next time;
- min of 10 notecards from at least 2 sources due
- end of next class, at least 20 notecard + 3 bib total (you will have some time in class next time to work on this, but it will be less than half the period)
Tuesday, October 14, 2014
Narrative scene final copy due with annotations
Rubric loose on top; make sure everything is filled out: Name, theme, characteristics of effective writing, signature for adult edit
Final annotated copy
Author's note
Drafts may be turned in printed or electronically
note on top of rubric for any electronic drafts and edits: file name and email
Top-Secret, Amazing, Life-Changing Project starting on this date...Drumroll, please!
SSW: What is the issue that is dealt w/ in yr article? What are some possible solutions? Why? What would you have to find out / know to discover if the solutions are feasible? How would you find out? How would these solutions change our world for the better?
Discussion
Topic approval
HW:
Rubric loose on top; make sure everything is filled out: Name, theme, characteristics of effective writing, signature for adult edit
Final annotated copy
Author's note
Drafts may be turned in printed or electronically
note on top of rubric for any electronic drafts and edits: file name and email
Top-Secret, Amazing, Life-Changing Project starting on this date...Drumroll, please!
SSW: What is the issue that is dealt w/ in yr article? What are some possible solutions? Why? What would you have to find out / know to discover if the solutions are feasible? How would you find out? How would these solutions change our world for the better?
Discussion
- SSW Sharing
- What is research?
- Why is it amazing?
- Why have some people had a bad experience w/ research?
- How to conquer the world
- How to write yr paper on auto pilot
- Testimonials
- Credible sources
- Objectivity
- Civility
Topic approval
HW:
- Flipped lessons: Bib and Note cards; fill out sample bib card in packet: front and back
- Topic and back-up topic
- Gather and bring paper or electronic copies of research materials (at least two sources)
- Get index cards
Friday, October 10, 2014
Micro and Macro editing of revised narrative scene
Discuss Stephen Millhauser's "The Other Town"
Feedback on Top Ten
HW: adult edit: signature on rubrics + comments (can be written by the adult or spoken by the adult and written by the writer)
final draft due Wednesday, 10-15
be sure to fill out rubric: name, theme, characteristic of effective writing
annotate final copy (characteristics of effective writing)
bring in a current events article on a social issue that you care about
Note: next Monday is a staff development day/student holiday
Discuss Stephen Millhauser's "The Other Town"
Feedback on Top Ten
HW: adult edit: signature on rubrics + comments (can be written by the adult or spoken by the adult and written by the writer)
final draft due Wednesday, 10-15
be sure to fill out rubric: name, theme, characteristic of effective writing
annotate final copy (characteristics of effective writing)
bring in a current events article on a social issue that you care about
Note: next Monday is a staff development day/student holiday
Wednesday, October 8, 2014
Peer conferencing on narrative scene
SSW: Revise narrative scene
Poetry moment
Read, annotate, and discuss Sherman Alexie's "Idolatry"
HW: Read and annotate Stephen Millhauser's "The Other Town"
revise narrative scene
SSW: Revise narrative scene
Poetry moment
Read, annotate, and discuss Sherman Alexie's "Idolatry"
HW: Read and annotate Stephen Millhauser's "The Other Town"
revise narrative scene
Monday, October 6, 2014
SSW: Continue revising your narrative scene. Incorporate your vocab to know and love.
Learn theme chant
Theme: the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable
practice theme chant
write a theme for Vonnegut's "Harrison Bergeron" and prepare for discussion
Discussion of Vonnegut's "Harrison Bergeron"
Self-evaluation of book talk
Grade conference and A-handshake
HW: continue revising narrative scene:
completed rough draft due next class for peer conferencing
polished draft due Friday, 10-10 for peer editing
final draft due Wednesday, 10-15
Note: next Monday is a staff development day/student holiday
Learn theme chant
Theme: the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable
practice theme chant
write a theme for Vonnegut's "Harrison Bergeron" and prepare for discussion
Discussion of Vonnegut's "Harrison Bergeron"
Self-evaluation of book talk
Grade conference and A-handshake
HW: continue revising narrative scene:
completed rough draft due next class for peer conferencing
polished draft due Friday, 10-10 for peer editing
final draft due Wednesday, 10-15
Note: next Monday is a staff development day/student holiday
Thursday, October 2, 2014 (Ms. Roy will be at jury duty; Ms. P_____ will sub; be as amazing and wonderful as always)
SSW: Write something, anything with a focus on setting. Chose a tone to convey. Emulate Banana Yoshimoto and the other writers we have studied. Refer to your list of characteristics of effective writing for inspiration.
Sharing with colleagues who will identify tone
Discussion of Banana Yoshimoto's "Kitchen"
discuss your reactions and insights as both readers and writers
focus on tone and mood
What is the tone? mood?
How do you know? Provide evidence from the text?
How does Yoshimoto establish tone?
When and how does the tone shift?
Read and discuss Rubric for Narrative Scene
Pitch your two story ideas to your group; select the best one to develop
Writing time: develop one of your story ideas; focusing on mood and tone and other characteristics of effective writing from our list
Read aloud and annotate the beginning of Kurt Vonnegut's "Harrison Bergeron"
HW: Finish reading and annotating Kurt Vonnegut's "Harrison Bergeron"
Sharing with colleagues who will identify tone
Discussion of Banana Yoshimoto's "Kitchen"
discuss your reactions and insights as both readers and writers
focus on tone and mood
What is the tone? mood?
How do you know? Provide evidence from the text?
How does Yoshimoto establish tone?
When and how does the tone shift?
Read and discuss Rubric for Narrative Scene
Pitch your two story ideas to your group; select the best one to develop
Writing time: develop one of your story ideas; focusing on mood and tone and other characteristics of effective writing from our list
Read aloud and annotate the beginning of Kurt Vonnegut's "Harrison Bergeron"
HW: Finish reading and annotating Kurt Vonnegut's "Harrison Bergeron"
Tuesday, September 30, 2014 (all late/absent/redone work must be turned in by the end of office hours on this date)
SSW: Write something from the point of view of an outsider.
Vocab to Know and Love
questions?
progress check
Discussion of George Saunders "Sticks" and "Commencement Address"
focus on point of view
Start characteristics of effective writing and literary devices list
Make plans for two story ideas:
premise
setting
point(s) of view
characters
name
age
description
tone
theme
Pre-write for both stories.
Read, annotate and discuss Sherman Alexie's "Idolatry"
HW: Read and annotate Banana Yoshimoto's "Kitchen"
Vocab to Know and Love
questions?
progress check
Discussion of George Saunders "Sticks" and "Commencement Address"
focus on point of view
Start characteristics of effective writing and literary devices list
Make plans for two story ideas:
premise
setting
point(s) of view
characters
name
age
description
tone
theme
Pre-write for both stories.
Read, annotate and discuss Sherman Alexie's "Idolatry"
HW: Read and annotate Banana Yoshimoto's "Kitchen"
Friday, September 26, 2014
Turn in your Top Ten
rubric, filled out and loose on top
staple everything else together
in order from top to bottom:
self-evaluation
final draft with three entries starred for focused feedback
drafts and edits, newest
to oldest
Five minutes set-up and rehearsal
Creative presentations of Top Ten
Whole class discussion of George Saunders' "Sticks"
Self-Evaluation of Book Talk
Looking Ahead: You will need a copy of Ray Bradbury’s Fahrenheit 451 to read and annotate later this semester. Beat the rush. Get a copy now. Tell your folks today.
HW: watch Vocab to Know and Love flipped lesson and get started: 25 new words that you now know and love due near the end of the second six weeks
Read George Saunders' commencement speech and watch the video; be prepared to write about it and discuss it next class.
Here is the link to the speech:
http://6thfloor.blogs.nytimes.com/2013/07/31/george-saunderss-advice-to-graduates/?_php=true&_type=blogs&_php=true&_type=blogs&_r=2
And Here is the link to the animated video of the speech:
http://time.com/76602/watch-an-animated-version-of-george-saunders-amazing-commencement-speech/
rubric, filled out and loose on top
staple everything else together
in order from top to bottom:
self-evaluation
final draft with three entries starred for focused feedback
drafts and edits, newest
to oldest
Five minutes set-up and rehearsal
Creative presentations of Top Ten
Whole class discussion of George Saunders' "Sticks"
Self-Evaluation of Book Talk
Looking Ahead: You will need a copy of Ray Bradbury’s Fahrenheit 451 to read and annotate later this semester. Beat the rush. Get a copy now. Tell your folks today.
HW: watch Vocab to Know and Love flipped lesson and get started: 25 new words that you now know and love due near the end of the second six weeks
Read George Saunders' commencement speech and watch the video; be prepared to write about it and discuss it next class.
Here is the link to the speech:
http://6thfloor.blogs.nytimes.com/2013/07/31/george-saunderss-advice-to-graduates/?_php=true&_type=blogs&_php=true&_type=blogs&_r=2
And Here is the link to the animated video of the speech:
http://time.com/76602/watch-an-animated-version-of-george-saunders-amazing-commencement-speech/
Wednesday, September 24, 2014
SSW: Using your rubric, evaluate your final product. Check off the items on the rubric that you did well. Give your final top ten a score (1-5) based on the rubric. On a clean sheet of paper that you will turn in today, write an analytical paragraph justifying that score. Remember to stay focused on the rubric criteria. Star three entries on which you would especially like feedback from me.
On a separate clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the six weeks.
Sacred Silent Writing: box 1: out of 100; divide that number by two and place in box 2: out of 50
Justify yr grade in a persuasive paragraph.
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Grading period ends next week - all late work due by Office Hours Tuesday
George Saunders' "Sticks"
Homework Wave:
Due next time:
HW:
On a separate clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the six weeks.
Sacred Silent Writing: box 1: out of 100; divide that number by two and place in box 2: out of 50
Justify yr grade in a persuasive paragraph.
95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate
85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing
75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
- Participation self evaluation with rubric
Participation: # (in a box) 2nd box: grade divided by 2 out of 50
Write a persuasive paragraph with evidence about why you deserve this grade.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others
85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence
Grading period ends next week - all late work due by Office Hours Tuesday
George Saunders' "Sticks"
Homework Wave:
- final draft of Top Ten
Due next time:
- amazing, entertaining presentation of one of your Top 10 Entries
HW:
- present/explain yr interpretation and analysis of one of your top ten influential stories on F 9-26
- need an amazing handmade/ homemade visual, auditory or interactive performance
- if you are taking an extra day to edit and revise your Top Ten have that ready to turn in with your self-evaluation at the beginning of next class; remember to star three entries
Monday, September 22, 2014
Welcome, writers.
Agenda out.
HW out.
SSW: Top 10 Self-Evaluation: Using your rubric, evaluate your Top 10. What are you doing well? What will you improve? How will you improve it?
HW:
Top Ten Mistakes to Avoid
· A lot
· You
· Intro clause, ________.
· ;
· :
· sp: definitely
· really
· its/it’s
· it/ this --? Unclear pronoun
· citation punctuation
· do NOT place a comma before “because”
Take notes:
Corrections to Common Mistakes Things to Always Get Right
· Italicize and capitalize titles of books and of long works
· “ “ and capitalize titles of shorter works
o not just in citations, but also in text
· It’s = it is; its = possessive
· Comma after introductory clause
o Ex: In English class, I learned to use commas properly. When providing extra information at the beginning of a sentence, set it off with a comma.
· Comma between two independent clauses joined by coordinating conjunction: and, but, so
o I taught my students well, so they became great writers. I taught my students about citations, but they still forgot the end punctuation.
· Affect / effect
o Affect = action (verb); effect = result (noun)
o I can affect my students by assigning homework; the effect of this action is that they will get smarter.
· Citations end w/ a period.
· A lot is two words and is a weak phrase. Use only sparingly, only in dialogue.
· to = preposition
· too = also, excessive
· two =2
· their = ownership
· there = place
· they’re = they are
· an before a vowel
· Independent clause = phrase that stands alone as a complete sentence
· Ex. I rode my bike to school.
· Dependent clause = phrase that modifies (or is added to) an independent clause
· Ex. In the morning, I rode my bike to school.
· Introductory clause introduces the sentence; provides extra info.
· ; to combine 2 closely related independent clauses
· I rode my bike to school; I don’t have my car today.
· ; to separate items in complex lists
· : works as an =
· Ms. Finklea gave me a copy of my favorite book: East of Eden.
· ! use incredibly sparingly
· commas in list (I am buying eggs, bread and milk. )
· Last, First. “Title.” As told to the author.
Roy, Rose. Stories My Mother Told Me. As told to the author. Oral Story.
· Remember to use the updated MLA citations and state medium at end (i.e. print, oral story, film, etc.)
· End punctuation to citation. Don’t forget the period at the end of the citation.
· Reverse indent citations. Alphabetize entries by first key word of citation. Single space your analytical blurbs, skipping a space b/n each citations and each entries. Do not number the entries. Do not indent the paragraphs.
· Most important:
o No more Run-Ons
o No more Sentence Fragments
· Check out the grammar website link on my kealinghornets.org page
· Guide to Grammar
o http://grammar.ccc.commnet.edu/grammar/
o It has explanations and quizzes for all kinds of grammar issues
o Please use if you are having trouble with R.O.s, Frags, or commas
Take notes and use these editing comments today and forever after.
Editing comments
K awkward
P punctuation
C capitalization
Sp spelling
Gd good
R.O. run-on
Frag frag
Top Ten Peer Edits
Q & A
Self Eval w Rubric
Student-Teacher Conference on one entry for a grade
Revision
Research Citations
Discussion: Characteristics of Effective Writing of "Falling Girl"
Agenda out.
HW out.
SSW: Top 10 Self-Evaluation: Using your rubric, evaluate your Top 10. What are you doing well? What will you improve? How will you improve it?
HW:
- Full draft of Top Ten citations and blurbs for microedit due today
- final draft of Top Ten due on T9-26
- present/explain yr interpretation and analysis of one of your top ten influential stories on T 9-26
- need an amazing handmade/ homemade visual, auditory or interactive performance
Top Ten Mistakes to Avoid
· A lot
· You
· Intro clause, ________.
· ;
· :
· sp: definitely
· really
· its/it’s
· it/ this --? Unclear pronoun
· citation punctuation
· do NOT place a comma before “because”
Take notes:
Corrections to Common Mistakes Things to Always Get Right
· Italicize and capitalize titles of books and of long works
· “ “ and capitalize titles of shorter works
o not just in citations, but also in text
· It’s = it is; its = possessive
· Comma after introductory clause
o Ex: In English class, I learned to use commas properly. When providing extra information at the beginning of a sentence, set it off with a comma.
· Comma between two independent clauses joined by coordinating conjunction: and, but, so
o I taught my students well, so they became great writers. I taught my students about citations, but they still forgot the end punctuation.
· Affect / effect
o Affect = action (verb); effect = result (noun)
o I can affect my students by assigning homework; the effect of this action is that they will get smarter.
· Citations end w/ a period.
· A lot is two words and is a weak phrase. Use only sparingly, only in dialogue.
· to = preposition
· too = also, excessive
· two =2
· their = ownership
· there = place
· they’re = they are
· an before a vowel
· Independent clause = phrase that stands alone as a complete sentence
· Ex. I rode my bike to school.
· Dependent clause = phrase that modifies (or is added to) an independent clause
· Ex. In the morning, I rode my bike to school.
· Introductory clause introduces the sentence; provides extra info.
· ; to combine 2 closely related independent clauses
· I rode my bike to school; I don’t have my car today.
· ; to separate items in complex lists
· : works as an =
· Ms. Finklea gave me a copy of my favorite book: East of Eden.
· ! use incredibly sparingly
· commas in list (I am buying eggs, bread and milk. )
· Last, First. “Title.” As told to the author.
Roy, Rose. Stories My Mother Told Me. As told to the author. Oral Story.
· Remember to use the updated MLA citations and state medium at end (i.e. print, oral story, film, etc.)
· End punctuation to citation. Don’t forget the period at the end of the citation.
· Reverse indent citations. Alphabetize entries by first key word of citation. Single space your analytical blurbs, skipping a space b/n each citations and each entries. Do not number the entries. Do not indent the paragraphs.
· Most important:
o No more Run-Ons
o No more Sentence Fragments
· Check out the grammar website link on my kealinghornets.org page
· Guide to Grammar
o http://grammar.ccc.commnet.edu/grammar/
o It has explanations and quizzes for all kinds of grammar issues
o Please use if you are having trouble with R.O.s, Frags, or commas
Take notes and use these editing comments today and forever after.
Editing comments
K awkward
P punctuation
C capitalization
Sp spelling
Gd good
R.O. run-on
Frag frag
Top Ten Peer Edits
Q & A
- Top Ten
- Rubric
- Presentations
- Citations
Self Eval w Rubric
Student-Teacher Conference on one entry for a grade
Revision
Research Citations
Discussion: Characteristics of Effective Writing of "Falling Girl"
Thursday, September 18, 2014
Start literary devices page:
SSW: What is the allegorical message of the Sneetches? Is Suess' use of allegory effective? Why or why not? When you watched this as a kid, what message did you get out of it?
SSW sharing / discussion
Feedback: Character sketches: overall great stuff; no annotations, no grade; please add annotations and resubmit for a grade. You may use your one day extension; write "one day extension/no penalty" or write "-20 percent." Resubmit by next class please.
HW wave:
· review HO
· Q & A
Review Top Ten Assignment, Rubric, and Sample
Project overview- a list of story citations with explanations of how story influenced you
§ do not open with “I chose this b/c...”
· notice criteria for each score
· genre
§ books, films, oral stories, music
§ open to visual art/ music w/o words
§ not events
Wr. Workshop
· Review Rubric and Ms. Roy’s “Top Ten”
· Give feedback
Wr WS:
Work on blurbs and citations
Read and annotate "Falling Girl"
last 5 completed, typed blurbs with citations
follow format of my sample
- al·le·go·ry noun \ˈa-lə-ˌgȯr-ē\: a story in which the characters and events are symbols that stand for ideas about human life or for a political or historical situation
plural al·le·go·ries
Full Definition of ALLEGORY1
: the expression by means of symbolic fictional figures and actions of truths or generalizations about human existence;also : an instance (as in a story or painting) of such expression
2
: a symbolic representation : emblem 2
See allegory defined for English-language learners »
See allegory defined for kids »
Examples of ALLEGORY- the long poem is an allegory of love and jealousy
- a writer known for his use of allegory
- Luther dismissed this mystical reading of the creative act as mere “allegory.” But for Augustine the six days are not just a rhetorical trope. They are unlike the figurative language of the curse on the snake. To say that Christ is a shepherd is a metaphor; but to say that he is light is literal, since physical light is a “shadow” of the real light spoken of in Genesis. —Garry Wills, Under God, 1990
- [+]more
Origin of ALLEGORYMiddle English allegorie, from Latin allegoria, from Greekallēgoria, from allēgorein to speak figuratively, from allosother + -ēgorein to speak publicly, from agora assembly — more at else, agoraFirst Known Use: 14th century
Related to ALLEGORYSynonymsapologue, fable, parable[+]more
Other Literature Termsapophasis, bathos, bildungsroman, bowdlerize, caesura,coda, doggerel, euphemism, poesy, prosody
Rhymes with ALLEGORYa priori, amatory, auditory, bedtime story, cacciatore,castratory, category, con amore, cover story, crematory,damnatory, decretory, dil...[+]more
allegory noun (Concise Encyclopedia)
Work of written, oral, or visual expression that uses symbolic figures, objects, and actions to convey truths or generalizations about human conduct or experience. It encompasses such forms as the fable and parable. Characters often personify abstract concepts or types, and the action of the narrative usually stands for something not explicitly stated. Symbolic allegories, in which characters may also have an identity apart from the message they convey, have frequently been used to represent political and historical situations and have long been popular as vehicles for satire.Edmund Spenser's long poem The Faerie Queen is a famous example of a symbolic allegory.
SSW: What is the allegorical message of the Sneetches? Is Suess' use of allegory effective? Why or why not? When you watched this as a kid, what message did you get out of it?
SSW sharing / discussion
Feedback: Character sketches: overall great stuff; no annotations, no grade; please add annotations and resubmit for a grade. You may use your one day extension; write "one day extension/no penalty" or write "-20 percent." Resubmit by next class please.
HW wave:
- Top Ten 5 entries with citations
- Fill out a no assignment log if you are missing anything
· review HO
· Q & A
Review Top Ten Assignment, Rubric, and Sample
Project overview- a list of story citations with explanations of how story influenced you
- purpose:
- bib and expressive writing skills
- good get to know you/vivid picture of you
§ do not open with “I chose this b/c...”
· notice criteria for each score
· genre
§ books, films, oral stories, music
§ open to visual art/ music w/o words
§ not events
Wr. Workshop
· Review Rubric and Ms. Roy’s “Top Ten”
- what did you notice?
- personal, specific, deep
- show what’s most important to Ms. Roy
- NO SUMMARY
- Analytical
- A few well-integrated quotes
- When writing your blurbs, focus on:
- Hook
- Have a good lead
- Do not write: “I chose this story because…” or “This story influenced me to …”
- Details (rich and interesting)
- Depth (of connection, influence)
- Clarity & Conciseness
- No summary
- Peer Editing of five entries
· Give feedback
Wr WS:
Work on blurbs and citations
Read and annotate "Falling Girl"
- As you discuss, keep a running list of Characteristics of Effective Writing
last 5 completed, typed blurbs with citations
follow format of my sample
Tuesday, September 16, 2014
SSW: What role do stories play in your life? In society? Why? Use examples to illustrate your explanation. (In other words, why do we tell stories, listen to them, read them, watch them, etc.)
SSW sharing / discussion
Reminders:
progress reports
Introduction of Top Ten
Brainstorm: List of Top Ten Influential Stories
o Brainstorm genres
· Brainstorm long list
· Select ten
· Variety of genres
· At least 5 books
Explain in a well-written paragraph the influence one story has had on you
Pick one of the “stories” on your list and write about WHY you chose it. Do NOT summarize the story. Rather, explain the connection between the story and your life. How did the story influence you? change your point of view?
Present Top Ten Assignment
Rubric, and Sample
Project overview- a list of story citations with explanations of how story influenced you
HW: Half of Top 10 rough draft due next time
5 completed, typed blurbs with citations
follow format of my sample
Recommended reference site: Bartleby.com
SSW sharing / discussion
Reminders:
progress reports
Introduction of Top Ten
Brainstorm: List of Top Ten Influential Stories
o Brainstorm genres
· Brainstorm long list
· Select ten
· Variety of genres
· At least 5 books
Explain in a well-written paragraph the influence one story has had on you
Pick one of the “stories” on your list and write about WHY you chose it. Do NOT summarize the story. Rather, explain the connection between the story and your life. How did the story influence you? change your point of view?
Present Top Ten Assignment
Rubric, and Sample
Project overview- a list of story citations with explanations of how story influenced you
- purpose:
- bib and expressive writing skills
- good get to know you/vivid picture of you
HW: Half of Top 10 rough draft due next time
5 completed, typed blurbs with citations
follow format of my sample
Recommended reference site: Bartleby.com
Friday, September 12, 2014
Note: Progress reports are due Tuesday; see me if you have any missing work
Summer Reading Essay Quiz
Book Talks
"Salvador" and AP terms
small expert groups presenting to the class
Character sketch sharing
HW: Read something that challenges and motivates you
Summer Reading Essay Quiz
Book Talks
"Salvador" and AP terms
small expert groups presenting to the class
Character sketch sharing
HW: Read something that challenges and motivates you
Wednesday, September 10, 2014
SSW: Write about the biggest problem facing you or the world.
Finish Presidential Panels
Feedback on Educating the Teacher
growth mind set: yet
creativity
outside interests
voice
italicize book titles
capitalize languages: English class
review formatting for dialogue
start vocab to know and love: personalized list of 25 words each six weeks that you want to know and love
collect words from classes, reading, listening
Why annotate? (see class notes section of website)
Annotations check: House of Scorpions
Read and annotate Sandra Cisneros' "Salvador Late or Early"
HW: Character sketch: Write your own character sketch. You may write about a real person, or make up a character. Focus on one of the AP analytical strategies in your own writing. You may choose, for example, to employ strong DICTION or perhaps stunning FIGURATIVE LANGUAGE. For a real challenge, begin with TONE or MOOD and allow the other strategies to support that.
Annotate your character sketch for that device.
Know definitions of literary devices on the "Salvador" handout. Add them to literary devices.
Bring House of Scorpion annotations.
Be prepared for quiz and book talk on independent summer reading choice
Finish Presidential Panels
Feedback on Educating the Teacher
growth mind set: yet
creativity
outside interests
voice
italicize book titles
capitalize languages: English class
review formatting for dialogue
start vocab to know and love: personalized list of 25 words each six weeks that you want to know and love
collect words from classes, reading, listening
Why annotate? (see class notes section of website)
Annotations check: House of Scorpions
Read and annotate Sandra Cisneros' "Salvador Late or Early"
HW: Character sketch: Write your own character sketch. You may write about a real person, or make up a character. Focus on one of the AP analytical strategies in your own writing. You may choose, for example, to employ strong DICTION or perhaps stunning FIGURATIVE LANGUAGE. For a real challenge, begin with TONE or MOOD and allow the other strategies to support that.
Annotate your character sketch for that device.
Know definitions of literary devices on the "Salvador" handout. Add them to literary devices.
Bring House of Scorpion annotations.
Be prepared for quiz and book talk on independent summer reading choice
Monday, September 8, 2014
SSW: What advice do you have for your parents? Use ethos, pathos, and logos.
20 mins prep and rehearsal for Presidential Committee Presentation
Presidential Panels
Straggling Intro Poems
Post any missing poems on the wall
HW:
READ. Select something for independent reading. You are welcome to check out a book from my classroom library. Enjoy.
Be prepared for quiz, either next class or the class after that, and book talk on independent summer reading choice.
20 mins prep and rehearsal for Presidential Committee Presentation
Presidential Panels
Straggling Intro Poems
Post any missing poems on the wall
HW:
READ. Select something for independent reading. You are welcome to check out a book from my classroom library. Enjoy.
Be prepared for quiz, either next class or the class after that, and book talk on independent summer reading choice.
Thursday, September 4, 2014
Greetings, readers.
Review ethos, pathos, logos.
SSW: Take a stand for or against cloning. Use ethos, pathos, and logos.
Intro Poem Presentations
Post poems on wall
HoS discussion
Creation of President’s Panels
Create policy for Matt; Be persuasive: use ethos, pathos, logos
HW:
· Bring HoS to class next time
· Prepare for President’s Panel
Review ethos, pathos, logos.
SSW: Take a stand for or against cloning. Use ethos, pathos, and logos.
Intro Poem Presentations
Post poems on wall
HoS discussion
Creation of President’s Panels
Create policy for Matt; Be persuasive: use ethos, pathos, logos
HW:
· Bring HoS to class next time
· Prepare for President’s Panel
Tuesday, September 2, 2014
Take out:
HAPPY SACRED SILENT WRITING: Write a poem to share w/ the class that shows us who you are to help us get to know you and to keep us entertained.
REMEMBER: key to happy teacher = 10 minutes of Sacred Silent Writing.
Thank you. The Management.
Announcements:
Loose ends:
Lively discussion of Wislawa Szymborska's "Possibilities"
· Bring House of Scorpions next class for activity; review the book and your annotations
Turn in Education the Teacher with final draft stapled on top of rough drafts, brainstorming, planning, etc.
Intro Poem Completion and Revision
Practice Names
Poem Sharing
HW:
bring polished copy of intro poem to post in room
- annotations of Wislawa Szymborska's "Possibilities"
- Educating the Teacher final + brainstorming / planning
- final draft stapled on top, newest -->oldest
- agenda
- paper or journal for SSW
HAPPY SACRED SILENT WRITING: Write a poem to share w/ the class that shows us who you are to help us get to know you and to keep us entertained.
REMEMBER: key to happy teacher = 10 minutes of Sacred Silent Writing.
Thank you. The Management.
Announcements:
Loose ends:
- Restroom pass
- Tardies
- Office Hours: Tuesday
- No Assignment Sheets
- Syllabus
- Adds/ drops: openings in software design
- Recruiting more girls
- Tech aids
- ok to eat fruit in class; no processed or messy foods
- website
- my credentials
Lively discussion of Wislawa Szymborska's "Possibilities"
· Bring House of Scorpions next class for activity; review the book and your annotations
Turn in Education the Teacher with final draft stapled on top of rough drafts, brainstorming, planning, etc.
Intro Poem Completion and Revision
Practice Names
Poem Sharing
HW:
bring polished copy of intro poem to post in room
- study HoS text and annotations in preparation for discussion and activity next class
Thursday, August 28, 2014
Materials:
Day One HOs
No Assignment Sheets Notebook
Handouts:
Welcome, Writers
TAKE OUT:
Write in your Agenda:
Due Next Time:
· final copy + drafts of Ed T
No Assignment Log
Q and A on Educating the Teacher
SSW: Crafting your Educating the Teacher writing assignment.
Let me know how I can help you.
Read and discuss (if not finished)
Q&A on Class Procedures
HW:
· Educating the Teacher due next class, first draft (should have completed in class) + revised (final) draft
Watched flipped lesson: Wislawa Symborska's "Preferences"; annotate "Preferences" and prepare for discussion
· Summer Reading: House of Scorpions annotations
· show parents syllabus and letter
Day One HOs
No Assignment Sheets Notebook
Handouts:
- Poem of the Day: Wislawa Szymborska’s “Possibilities” for tonight's flipped lesson
Welcome, Writers
TAKE OUT:
- Agenda books
- Educating the Teacher brainstorming and planning
- Ed Tchr HO
- course letter
- syllabus
Write in your Agenda:
Due Next Time:
· final copy + drafts of Ed T
- show parent(s)
- course letter
- syllabus
- Watched flipped lesson: Wislawa Symborska's "Preferences"; annotate "Preferences" and prepare for discussion
- House of Scoripions summer reading due on Tuesday, September 2nd
- Names Quiz next week on F
- brainstorming of literary devices to use in Educating the Teacher
- rough draft of content
- ideas for crafting
No Assignment Log
Q and A on Educating the Teacher
- Review mission
- Questions?
- Share brainstorming of literary devices
- Share suggestions for crafting
SSW: Crafting your Educating the Teacher writing assignment.
Let me know how I can help you.
Read and discuss (if not finished)
- Course letter
- Syllabus
- Rules and Procedures
- Computer Policies
Q&A on Class Procedures
HW:
· Educating the Teacher due next class, first draft (should have completed in class) + revised (final) draft
Watched flipped lesson: Wislawa Symborska's "Preferences"; annotate "Preferences" and prepare for discussion
· Summer Reading: House of Scorpions annotations
· show parents syllabus and letter
Tuesday, August 26, 2014
Sacred Silent Writing: Write about your brain.
Reading: Robert Fulghum's "The Brain"
Individual Reflection
Sharing and Discussion
Names Game
Course Letter
Syllabus
Rules and Procedures
Flipping lessons
access homework presentations on youtube; links on my website
Flipped HW:
Educating the Teacher assignment:
Reading: Robert Fulghum's "The Brain"
Individual Reflection
Sharing and Discussion
Names Game
Course Letter
Syllabus
Rules and Procedures
Flipping lessons
access homework presentations on youtube; links on my website
Flipped HW:
Educating the Teacher assignment:
- watch the video
- take notes
- brainstorming and planning due next class, Thursday, August 27
- final draft due Tuesday, September 2