Tuesday, May 14, 2013 to Tuesday, June 5, 2013
Graphic Novel Unit
Lessons and homework are listed on graphic novel handouts. I'm having technical difficulties posting the handouts, so swing by and see me if you were absent.
Friday, May 10, 2013
Drama performance for sixth and seventh grade English classes, parents, grandparents, teachers, staff and administrators
Wednesday, May 8, 2013
Dress rehearsal for major grade
HW: remind your families to come to our encore performance on Friday, May 10, 2013 15 minutes into class period
HW: remind your families to come to our encore performance on Friday, May 10, 2013 15 minutes into class period
Tuesday, April 30, Thursday, May 2, and Monday May 6, 2013
Rehearsals in full costume with all lines memorized
Workshop scenes, getting feedback from peers and Ms. Roy
Practice performing louder, slower, with more emotion, and more variety
HW: rehearse, add variety, emotions
extras: invitations and programs
Workshop scenes, getting feedback from peers and Ms. Roy
Practice performing louder, slower, with more emotion, and more variety
HW: rehearse, add variety, emotions
extras: invitations and programs
Monday, April 22nd and Friday, April 26, 2013
SSW: On a clean sheet of paper, write down at least 20 of your lines from memory. Turn in for a quiz grade.
Rehearse in costumes, with props
Perform for another group and give another feedback
HW: Continue memorizing and rehearsing
Make sure you've invited your family to the Friday, May 10th performance
You should have all lines memorized by Monday, April 29th
invitations for extra credit
Rehearse in costumes, with props
Perform for another group and give another feedback
HW: Continue memorizing and rehearsing
Make sure you've invited your family to the Friday, May 10th performance
You should have all lines memorized by Monday, April 29th
invitations for extra credit
Thursday, April 18, 2013
SSW: Describe what your favorite actors do to convincingly portray their characters.
Discussion: Characteristics of good acting
Ways to ping one word per line
At least one section of lines should be memorized today
Rehearsal
Costume and prop refinement
HW:
Rehearse
Memorize your next chunk of lines
Gather additional costumes and props
Drama performances will be F 5-10. Invite your parents, grandparents, neighbors, now.
Dress rehearsal for final grade W 5-8.
Make invitations for extra credit. Bring paper and electronic copies next class.
Discussion: Characteristics of good acting
Ways to ping one word per line
At least one section of lines should be memorized today
Rehearsal
Costume and prop refinement
HW:
Rehearse
Memorize your next chunk of lines
Gather additional costumes and props
Drama performances will be F 5-10. Invite your parents, grandparents, neighbors, now.
Dress rehearsal for final grade W 5-8.
Make invitations for extra credit. Bring paper and electronic copies next class.
Tuesday, April 16, 2013
SSW and participation and Readers' Gallery of Art oral presentation during the gallery (20 points) self-evaluation
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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 two as this is a 50 point grade
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 Report.
Full Name:
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
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
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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 two as this is a 50 point grade
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 Report.
Full Name:
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
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
April Drama Unit
See drama handout for lesson plans and homework.
drama_handout.pdf | |
File Size: | 230 kb |
File Type: |
Thursday, April 4, 2013
Drama Day 1
SSW: Respond to the following quote from the 1762 New Hampshire House of Representatives: (Plays have a) “peculiar influence on the minds of young people and greatly endanger their morals by giving them a taste for intriguing, amusement and pleasure.” Agree? Disagree? Does this have relevancy today? Did it hold true at the time? Should we be exposing you to drama? Why or why not?
SSW sharing
Readers' Gallery of Art Debriefing
Committee Grades
Feedback from guests
Collecting bids
The Tiger's Wife Debriefing
Annotation Check
Due today:
Intro to Reader’s Theatre
HO
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
SSW: Respond to the following quote from the 1762 New Hampshire House of Representatives: (Plays have a) “peculiar influence on the minds of young people and greatly endanger their morals by giving them a taste for intriguing, amusement and pleasure.” Agree? Disagree? Does this have relevancy today? Did it hold true at the time? Should we be exposing you to drama? Why or why not?
SSW sharing
Readers' Gallery of Art Debriefing
Committee Grades
Feedback from guests
Collecting bids
The Tiger's Wife Debriefing
Annotation Check
Due today:
- Play or $7
Intro to Reader’s Theatre
HO
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
Tuesday, April 2, 2013
My English classes will not meet because of STAAR testing for sixth graders.
HW: Notify your high bidder, collect money and bring to class on Thursday, April 4, 2013.
We will start reading the plays in class on Thursday, April 4, 2013.
If you have not paid for your book, remember to bring $7.
HW: Due to the delay in getting the books, I am cancelling the homework of reading the beginning third of the play. However, it will benefit you to read any introductory materials and be familiar with the characters in the play. Make sure you bring your copy of the play (or your $7) to class every day for the near future.
HW: Notify your high bidder, collect money and bring to class on Thursday, April 4, 2013.
We will start reading the plays in class on Thursday, April 4, 2013.
If you have not paid for your book, remember to bring $7.
HW: Due to the delay in getting the books, I am cancelling the homework of reading the beginning third of the play. However, it will benefit you to read any introductory materials and be familiar with the characters in the play. Make sure you bring your copy of the play (or your $7) to class every day for the near future.
Thursday, March 28, 2013
Readers' Gallery of Art
5th period: the Ronald McDonald House of Austin
7th period: KIVA
HW: Notify your high bidder, collect money and bring to class next Thursday.
5th period: the Ronald McDonald House of Austin
7th period: KIVA
HW: Notify your high bidder, collect money and bring to class next Thursday.
Tuesday, March 26, 2013
Readers' Gallery of Art Rehearsal and Grading of Art and Artist's Statements
HW: Remind your guests to attend the Readers' Gallery of Art next class period
HW: Remind your guests to attend the Readers' Gallery of Art next class period
Friday, March 22, 2013
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?
Things that must get done TODAY:
invitations:
get another group to proof and edit
ask Ms. Vanderford, Mr. Webster's student teacher, to do a final edit and to approve
print invitation on front and charity blurb on back
make copies on colored paper (Ms. Vanderford will help)
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 Ms. Vanderford, Mr. Webster's student teacher, 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 (5th only)
have another group and Ms. T and / or Ms. Vanderford proofread
have another group and Ms. T / or Ms. Vanderford profread your charity blurb
make sure blurb is copied on the back of the invitations
scheduling classes and adults
· 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
post schedule on forum
· 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
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
o Don’t forget apostrophe in artist’s statement (title)
Visual representation of the structure of The Tiger's Wife
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 Obreht 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
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 Obreht's novel.
Make a rough draft first and then a final draft on unlined paper
Remember: next class is our Readers' Gallery of Art Rehearsal
make sure that before you come to class 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:
Things that must get done TODAY:
invitations:
get another group to proof and edit
ask Ms. Vanderford, Mr. Webster's student teacher, to do a final edit and to approve
print invitation on front and charity blurb on back
make copies on colored paper (Ms. Vanderford will help)
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 Ms. Vanderford, Mr. Webster's student teacher, 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 (5th only)
have another group and Ms. T and / or Ms. Vanderford proofread
have another group and Ms. T / or Ms. Vanderford profread your charity blurb
make sure blurb is copied on the back of the invitations
scheduling classes and adults
· 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
post schedule on forum
· 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
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
o Don’t forget apostrophe in artist’s statement (title)
Visual representation of the structure of The Tiger's Wife
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 Obreht 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
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 Obreht's novel.
Make a rough draft first and then a final draft on unlined paper
Remember: next class is our Readers' Gallery of Art Rehearsal
make sure that before you come to class 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:
- bring $7 for drama book on Tuesday
- get an adult edit for artist's statement: comments and signature on the rubric
- Art and Artist's Statement due Tuesday, March 26th
- Readers' Gallery of Art Thursday, March 28th
- Make sure you have people coming to see and bid on your art: parents, grandparents, neighbors, etc.
- Committee work, if not finished in class
Wednesday, March 20, 2013
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
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?
Selection of drama texts and groups
ordering books
Committee Meetings for Readers' Gallery of Art
HW:
- 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
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?
Selection of drama texts and groups
ordering books
Committee Meetings for Readers' Gallery of Art
- Use msroy.freeforums.net to communicate and save rough and final drafts of documents
- Seek my approval before publication and distribution
- Writing and editing your artists’ statement
HW:
- Finish writing your artist's statement before next class; be ready to peer edit next class
- Art and Artist's Statement due Tuesday, March 26th
- Readers' Gallery of Art Thursday, March 28th
- Make sure you have people coming to see and bid on your art: parents, grandparents, neighbors, etc.
- Committee work, if not finished in class
- bring money for drama book
Monday, March 18, 2013
Introduce drama unit; discuss criteria for selecting a play for your group
Readers' Gallery of Art Committee Meetings
Annotation Check and / or Reading Quiz on Ch. 8-11
Discussion of The Tiger's Wife
Reminder: last chance to submit to InkBlot = today
HW:
Readers' Gallery of Art Committee Meetings
Annotation Check and / or Reading Quiz on Ch. 8-11
Discussion of The Tiger's Wife
Reminder: last chance to submit to InkBlot = today
- everyone needs to submit one work for a grade; extra submissions = extra credit
HW:
- Read and annotate Ch. 12 and 13 and epilogue
- Decide what play you want to read and perform; bring money to order a drama book
- Art and Artist's Statement due Tuesday, March 26th
- Readers' Gallery of Art Thursday, March 28th
- Make sure you have people coming to see and bid on your art: parents, grandparents, neighbors, etc.
Happy Spring Break!
Thursday, March 7, 2013
SSW Part I: 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?
SSW Part II: What charity do you want to raise money for w/ the Readers’ Gallery of Art? Why? Which committee do you want to work on? Why?
Readers’ Gallery of Art Committees:
Sign up on msroy.freeforums.net today
· Charity contact and info
· Invitations
· Set-Up and Ambience
· Bidding/Donations/Money Collection
· Inviting School Adults and Classes
· Publicity
· Live Music
Gallery Planning
Charity Selection
Committee sign-up
Committee work time
· Use msroy.freeforums.net to communicate written documents and plans with one another and with me and with other groups
Due today:
Announcements:
Submit to InkBlot by Friday (one submission for a grade; extra submissions for extra credit)
Want to go to Germany, Austria, Salzberg, and Switzerland June 12-21, see Mr. Webster
In-class reading: start Ch. 10
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?
SSW Part II: What charity do you want to raise money for w/ the Readers’ Gallery of Art? Why? Which committee do you want to work on? Why?
Readers’ Gallery of Art Committees:
Sign up on msroy.freeforums.net today
· Charity contact and info
· Invitations
· Set-Up and Ambience
· Bidding/Donations/Money Collection
· Inviting School Adults and Classes
· Publicity
· Live Music
Gallery Planning
Charity Selection
Committee sign-up
Committee work time
· Use msroy.freeforums.net to communicate written documents and plans with one another and with me and with other groups
Due today:
- Annotation check The Tiger's Wife
- Ekphrastic poetry based on art from the museum
- Museum activities
Announcements:
Submit to InkBlot by Friday (one submission for a grade; extra submissions for extra credit)
Want to go to Germany, Austria, Salzberg, and Switzerland June 12-21, see Mr. Webster
In-class reading: start Ch. 10
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 Ch.10 and 11
- Artist’s Statement due Friday, March 22
- Finish The Tiger's Wife Friday, March 22
- Art and revised Artist’s Statements due; Gallery rehearsal Tuesday, March 26
- Readers’ Gallery of Art on Thursday, March 28
Tuesday, March 5, 2013
SSW: Review your annotations for reading quiz. Write questions for discussion.
Reading quiz
Discussion
Reading and annotating
HW: Read and annotate Ch. 8 and 9; work on Readers' Gallery of Art project; reminder: ekphrastic poetry based on art from the museum is due next class
Reading quiz
Discussion
Reading and annotating
HW: Read and annotate Ch. 8 and 9; work on Readers' Gallery of Art project; reminder: ekphrastic poetry based on art from the museum is due next class
Friday, March 1, 2013
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
Writing poetry about art: Ekphrasatic Poetry
Sharing of Reader's Gallery of Art pitches and sketches
Discussion of The Tiger's Wife
HW:
· Read and annotate Ch. 7;
· pick a charity for the Reader's Gallery of Art and be prepared to lobby for its selection next class
· start planning and gathering materials for Readers’ Gallery
· start making your art
· be prepared to pitch charity idea next class
Discussion of museums and works of art
Writing poetry about art: Ekphrasatic Poetry
Sharing of Reader's Gallery of Art pitches and sketches
Discussion of The Tiger's Wife
HW:
· Read and annotate Ch. 7;
· pick a charity for the Reader's Gallery of Art and be prepared to lobby for its selection next class
· start planning and gathering materials for Readers’ Gallery
· start making your art
· be prepared to pitch charity idea next class
Wednesday, February 27, 2013
Museum fieldtrip
Monday, February 25, 2013
Good morning, Museum-goers,
SSW: Select a scene from our last reading assignment. Emulating Obreht's style, continue (or alter) the scene.
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 ProceduresBring: Write this down:
At 7:15 a.m. find your group in the cafeteria 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:
· Read Ch.5
Wednesday’s HW:
• Pitch and Sketch for Readers’ Gallery of Art Project
• Read Ch. 6
SSW: Select a scene from our last reading assignment. Emulating Obreht's style, continue (or alter) the scene.
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 ProceduresBring: 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 in the cafeteria 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:
· Read Ch.5
Wednesday’s HW:
• Pitch and Sketch for Readers’ Gallery of Art Project
• Read Ch. 6
Reading Calendar for Tea Obreht's The Tiger's Wife
Feb. 22/25: Chapter 4 DUE (30 pp)
Feb. 26/27: Chapter 5 DUE (25 pp)
Wednesday, Feb 27: FIELDTRIP TO SAN ANTONIO
Feb 28/Mar 1: Chapter 6 DUE (40 pp) Read on the fieldtrip bus!
Mar 4/5: Chapter 7 DUE (38 pp)
Mar 6/7: Chapters 8 & 9 DUE (10 pp and 20 pp)
Mar 8/18: Chapters 10 & 11 DUE (8 pp and 27 pp)
March 19/20: Chapters 12 & 13 DUE (20 pp and 8 pp)
March 21/22: Epilogue DUE (6 pp)
Feb. 26/27: Chapter 5 DUE (25 pp)
Wednesday, Feb 27: FIELDTRIP TO SAN ANTONIO
Feb 28/Mar 1: Chapter 6 DUE (40 pp) Read on the fieldtrip bus!
Mar 4/5: Chapter 7 DUE (38 pp)
Mar 6/7: Chapters 8 & 9 DUE (10 pp and 20 pp)
Mar 8/18: Chapters 10 & 11 DUE (8 pp and 27 pp)
March 19/20: Chapters 12 & 13 DUE (20 pp and 8 pp)
March 21/22: Epilogue DUE (6 pp)
Thursday, February 21, 2013
SSW: Incorporate Obreht's lines, "But something like this--this is yours. It belongs only to you. And to me. Only to us," (56) into your own writing.
Discussion of ch. 2:
key issues:
reliability of the narrator?
realism vs. magical realism
oral or silent reading, annotation, and discussion of ch. 3
HW: read and annotate ch. 4; reminder: fieldtrip to San Antonio on Wednesday: parents need to pick up at 4:30 or take late bus
Discussion of ch. 2:
key issues:
reliability of the narrator?
realism vs. magical realism
oral or silent reading, annotation, and discussion of ch. 3
HW: read and annotate ch. 4; reminder: fieldtrip to San Antonio on Wednesday: parents need to pick up at 4:30 or take late bus
Tuesday, February 18, 2013
SSW: SSW and Participation Self-Evaluations
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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 two as this is a 50 point grade
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 Report.
Full Name:
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
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
Reminder: all late/absent work due today by 4 pm; office hours today and every Tuesday
MOY II: District reading benchmark test
Read and annotate the rest of chapter two
HW: Read and annotate the rest of chapter two
On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the 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 two as this is a 50 point grade
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 Report.
Full Name:
Participation: # (in a box) 2nd box: Divide grade by two as this is a 50 point grade
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
Reminder: all late/absent work due today by 4 pm; office hours today and every Tuesday
MOY II: District reading benchmark test
Read and annotate the rest of chapter two
HW: Read and annotate the rest of chapter two
Thursday, February 14, 2013
SSW: How does one recover from war?
Discussion of chapter one: "The Coast"
motifs
questions
literary devices
insights
Powerpoint with background info on Obreht and on the Balkans
Oral reading, annotation, and discussion of chapter two: "The War"
HW: read and annotate through p. 57 "he told me about the deathless man."
Discussion of chapter one: "The Coast"
motifs
questions
literary devices
insights
Powerpoint with background info on Obreht and on the Balkans
Oral reading, annotation, and discussion of chapter two: "The War"
HW: read and annotate through p. 57 "he told me about the deathless man."
Tuesday, February 12, 2013
Big picture questions: How do our earliest memories shape our later stories? How does choice of perspective and tense impact a story?
SSW: Write about one of your earliest childhood memories, or an early memory with a grandparent, or an early memory with a book, or a childhood trip to the zoo.
SSW sharing
Read aloud, annotate, and discuss the prologue to The Tiger's wife
Begin listing motifs in the front of your book
Open Mike make-ups
HW: Read and annotate chapter one: "The Coast"
SSW: Write about one of your earliest childhood memories, or an early memory with a grandparent, or an early memory with a book, or a childhood trip to the zoo.
SSW sharing
Read aloud, annotate, and discuss the prologue to The Tiger's wife
Begin listing motifs in the front of your book
Open Mike make-ups
HW: Read and annotate chapter one: "The Coast"
Friday, February 8, 2013
SSW: Prepare for open mike. Add a self-evaluation to your author's note. Make sure you have annotated literary and poetic devices.
Open Mike
HW: Share some poetry. Bring The Tiger's Wife to class every day, starting on Tuesday.
Open Mike
HW: Share some poetry. Bring The Tiger's Wife to class every day, starting on Tuesday.
Wednesday, February 6, 2013
Due today:
poem of choice polished for peer editing
$12 for The Tiger's Wife if you asked me to order it for you
late fieldtrip permission slips + $24
let me know if you want the school to supply your lunch on the day of the fieldtip; if so, I need your name and student number
review poem of choice rubric
q and a
Peer editing of poems of choice using rubric
Independent reading
HW: polish and rehearse performance of poem of choice for open mike next class: bring two copies of your poem: one that is annotated for me to grade and one for you to read
straggling $12 next class for novel
bring The Tiger's Wife starting on Tuesday, February 12th
reminder: fieldtrip is Wednesday, February 27th from 7:30 to 4:30; work out arrangements for your folks to pick you up at 4:30 or to take the late bus
bring some poetic song lyrics to analyze next class
poem of choice polished for peer editing
$12 for The Tiger's Wife if you asked me to order it for you
late fieldtrip permission slips + $24
let me know if you want the school to supply your lunch on the day of the fieldtip; if so, I need your name and student number
review poem of choice rubric
q and a
Peer editing of poems of choice using rubric
Independent reading
HW: polish and rehearse performance of poem of choice for open mike next class: bring two copies of your poem: one that is annotated for me to grade and one for you to read
straggling $12 next class for novel
bring The Tiger's Wife starting on Tuesday, February 12th
reminder: fieldtrip is Wednesday, February 27th from 7:30 to 4:30; work out arrangements for your folks to pick you up at 4:30 or to take the late bus
bring some poetic song lyrics to analyze next class
Monday, February 4, 2013
SSW: What is the greatest unsolved mystery? Craft a few lines of poetry about it.
Drum roll please: we will be reading and studying Tea Obreht's The Tiger's Wife
sign up if you want me to order you a book; if so, bring me $12 next class
otherwise, obtain your own copy and start bringing it to class next Tuesday
sharing of highlights of persuasive essays and poems on why we should read
The Tiger's Wife
Read and learn about line breaks from p. 8 and 9 of the packet
Line Breaks Activity: transform the first paragraph of a famous novel into a poem
HW: polish, extend, revise a poem to meet the requirements of the rubric; we will peer edit next class and share in an open mike on Friday;
if you have NOT turned in your permission slip and money for the fieldtrip, you MUST turn it in next class
bring $12 if you want me to order a book for you or get your own copy of The Tiger's Wife
Drum roll please: we will be reading and studying Tea Obreht's The Tiger's Wife
sign up if you want me to order you a book; if so, bring me $12 next class
otherwise, obtain your own copy and start bringing it to class next Tuesday
sharing of highlights of persuasive essays and poems on why we should read
The Tiger's Wife
Read and learn about line breaks from p. 8 and 9 of the packet
Line Breaks Activity: transform the first paragraph of a famous novel into a poem
HW: polish, extend, revise a poem to meet the requirements of the rubric; we will peer edit next class and share in an open mike on Friday;
if you have NOT turned in your permission slip and money for the fieldtrip, you MUST turn it in next class
bring $12 if you want me to order a book for you or get your own copy of The Tiger's Wife
Thursday, January 31, 2013
Turn in: essays about which novel we should read
SSW: Write a poem about water.
SSW sharing
Sharing of poems about which novel we should read
Further lobbying for books based on following criteria:
Mentor text: what will we learn as writers from the author’s style?
Theme
Topics for discussion
Topics for writing, projects, and activities
Relevancy
Resonance
How it will change our lives and our thinking
Depth
Challenge us as readers, writers, human beings
Fulfills our need for story, characters, plot
Immersive
Enjoyable
HW: post novel idea 3
Make two or more comments on each of the assignments (5th period: 2 comments / assignment; 7th period: 3 or 4 / assignment)
Write an amazing poem (free choice)
SSW: Write a poem about water.
SSW sharing
Sharing of poems about which novel we should read
Further lobbying for books based on following criteria:
Mentor text: what will we learn as writers from the author’s style?
Theme
Topics for discussion
Topics for writing, projects, and activities
Relevancy
Resonance
How it will change our lives and our thinking
Depth
Challenge us as readers, writers, human beings
Fulfills our need for story, characters, plot
Immersive
Enjoyable
HW: post novel idea 3
Make two or more comments on each of the assignments (5th period: 2 comments / assignment; 7th period: 3 or 4 / assignment)
Write an amazing poem (free choice)
Tuesday, January 29, 2013
Debriefing about week with sub:
work that should have been turned in last week that I will still take today:
listing exercises from 1-23
poem based on listing excercises due 1-25
due today: sonnet
Discussion about what novel we should read as a class
SSW: I Sing America
Crowdsourced Inagural Poem
Write one line for an inagurual poem beginning with the line below; we will edit it together next class
A People's Poem for the Inauguration
activity from NPR's
Say "nation." In the wake of quarrels, say "hope."Be not divisive nor divided.
HW:
research books that we talked about as options for us to read, study, and discuss together
write a one page typed persuasive essay arguing for a particular book; you may include a second and third choice; be sure to analyze and defend your choice; discuss what criteria we should focus on in selecting a work to study
extra challenge: write it in the form of a poem
work that should have been turned in last week that I will still take today:
listing exercises from 1-23
poem based on listing excercises due 1-25
due today: sonnet
Discussion about what novel we should read as a class
SSW: I Sing America
Crowdsourced Inagural Poem
Write one line for an inagurual poem beginning with the line below; we will edit it together next class
A People's Poem for the Inauguration
activity from NPR's
Say "nation." In the wake of quarrels, say "hope."Be not divisive nor divided.
HW:
research books that we talked about as options for us to read, study, and discuss together
write a one page typed persuasive essay arguing for a particular book; you may include a second and third choice; be sure to analyze and defend your choice; discuss what criteria we should focus on in selecting a work to study
extra challenge: write it in the form of a poem
Wednesday, January 16, 2013
SSW: Think about your favorite food. Write some lines of poetry about your favorite food. Use sound devices and metaphors and similes.
SSW Sharing
Poetry HW sharing
Girl Writing a Letter
Wr WS: Sts. select work of visual art with a character and write a poem about that character; use all of your poetry-writing muscles
Peer Edit Novel Ideas #1 and 2
Post Novel Ideas #1 and 2 in the appropriate sections of our forum: http://msroy.freeforums.net/index.cgi
Coming soon: Spring Novel Selection:
options:
· Mister Pip
· The Tiger’s Wife
Vonnegut
Kafka
HW:
SSW Sharing
Poetry HW sharing
Girl Writing a Letter
- Rd, Annotate and Discuss
- Review Poetic Terms
- http://www.glyphs.com/art/vermeer/ladymaid.jpg
Wr WS: Sts. select work of visual art with a character and write a poem about that character; use all of your poetry-writing muscles
Peer Edit Novel Ideas #1 and 2
Post Novel Ideas #1 and 2 in the appropriate sections of our forum: http://msroy.freeforums.net/index.cgi
Coming soon: Spring Novel Selection:
options:
· Mister Pip
· The Tiger’s Wife
Vonnegut
Kafka
HW:
- finish / revise poem
- optional / extra credit: join Kealing group on goodreads
- work on novel idea
Monday, January 14, 2013
SSW: Write a poem about a topic that poets often neglect.
Rd and discuss “Eating Poetry”
Learn Sound Devices from packet
Work w/ a partner
Classwork / HW:
Sharing about Books
Post responses to Novel Idea #1
Work on novel idea #2
Vocab to Know and Love quizzes
HW:
Rd and discuss “Eating Poetry”
Learn Sound Devices from packet
Work w/ a partner
Classwork / HW:
- brainstorm activity or object you enjoy
- brainstorm verbs that are not normally associated w/ the activity/object/idea, i.e. Mark Strand’s “Eating Poetry”
- singing swimming eating breathing flying
- craft into a poem
- sprinkle liberally w/ sound devices
- label each device
Sharing about Books
Post responses to Novel Idea #1
Work on novel idea #2
Vocab to Know and Love quizzes
HW:
- finish sound devices / strange verbs poem a la “Eating Poetry”
- Work on novel idea and vocab to know and love
Thursday, January 10, 2013
Hello, poets!
SSW: What are your reading goals for this year? What changes would you like to make to your reading habits? To your reading diet? If you want to do a reading challenge, like I do, what categories would you like to do? Titles? Authors? Types of books that you want to read this year? What do you want to get out of your reading?
Sharing of SSW and HW metaphor poems
Presentation: Japanese kanji and Japanese poetry
Write a poem inspired by the Japanese poems:
two options:
write a poem using dialogue
or pick one of your core beliefs / philosophies and write a poem that conveys your messsage
(for a third option: combine dialogue and your philosophy)
Peer conferencing on poems
Peer editing of novel idea #1
study for Vocab to Know and Love quizzes
HW:
SSW: What are your reading goals for this year? What changes would you like to make to your reading habits? To your reading diet? If you want to do a reading challenge, like I do, what categories would you like to do? Titles? Authors? Types of books that you want to read this year? What do you want to get out of your reading?
Sharing of SSW and HW metaphor poems
Presentation: Japanese kanji and Japanese poetry
Write a poem inspired by the Japanese poems:
two options:
write a poem using dialogue
or pick one of your core beliefs / philosophies and write a poem that conveys your messsage
(for a third option: combine dialogue and your philosophy)
Peer conferencing on poems
Peer editing of novel idea #1
study for Vocab to Know and Love quizzes
HW:
- Work on novel idea and vocab to know and love; be ready for quiz starting next class
- Finish poem with dialogue and / or philosophical message
- Bring your Novel Idea book to class from now on
Tuesday, January 8, 2013
Happy New Year!
Presentation on Japanese culture from guest teacher
A: need tech aids for B4
Need volunteers for magnet showcase next Thursday 6-8
Read Billy Collins' “Introduction to Poetry”
SSW: Carefully consider the poem. What is Mr. Collin’s 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
Novel idea reminders
Presentation on Japanese culture from guest teacher
A: need tech aids for B4
Need volunteers for magnet showcase next Thursday 6-8
Read Billy Collins' “Introduction to Poetry”
SSW: Carefully consider the poem. What is Mr. Collin’s 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
Novel idea reminders
- First: should have finished in class last day before Dec; we will set up boards and post this week
- Second: Wednesday 1-16-13
- Polish before you come to class
- You will have 10 minutes to peer edit and post in class
- Third: Friday 1-25
- 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
- Review old list and be ready for quiz starting next class
- Start new list 25 new words w/ definitions and sources
Monday, December 17, 2012
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
Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 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 ?s; 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 ?s 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; interrupts others; negative attitude or influence;
Sacred Silent Writing: box out of 100; 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
Introduction of Novel Idea (see handouts section)
Silent reading of challenging novel
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.
HW:
Bring challenging novel to read
Be prepared to write Novel Idea #1 in class and turn it at end of class
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
Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 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 ?s; 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 ?s 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; interrupts others; negative attitude or influence;
Sacred Silent Writing: box out of 100; 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
Introduction of Novel Idea (see handouts section)
Silent reading of challenging novel
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.
HW:
Bring challenging novel to read
Be prepared to write Novel Idea #1 in class and turn it at end of class
Thursday, December 13, 2012
SSW: 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
Clocking Research Paper
Completed rough draft of body paragraphs should already be done; finish and improve as needed
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
Clocking Research Paper
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 the day paper is due, but you need to get it early enough to make revisions
- Make yr apt early to keep yr adult cheery
- Final paper inc works cited is due next time Monday, 12-17
- remember: lack of proper citations and or works cited = plagiarism = 0
- adult edit: comments and signature on rubric
Tuesday, December 11, 2012
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.
Start writing yr 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
HW: finish writing all body paragraphs
body paragraphs should be 3+ pps typed
(intro and conclusion and works cited should already be done, so you should come to class next time with a completed rough draft including works cited)
- What are people doing well?
- What needs improvement?
- What ?s do you have?
Start writing yr 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
HW: finish writing all body paragraphs
body paragraphs should be 3+ pps typed
(intro and conclusion and works cited should already be done, so you should come to class next time with a completed rough draft including works cited)
Friday, December 7, 2012
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
HW:
· 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
HW:
- rough draft of one Roman numeral from yr outline (this should be about a page typed double spaced)
- Works Cited, if did not do when assigned
- make an appt TODAY w/ an adult for edit of your paper due M 12-17. You need to get the adult edit early enough to make changes.
- make some time to relax read your challenging novel
Wednesday, December 5, 2012
Reading benchmarks
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 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
o 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
HW:
make any necessary revisions and additions to outline and thesis
finish intro and conclusion paragraphs
get adult edits on your thesis statements and outlines
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 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
o 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
HW:
make any necessary revisions and additions to outline and thesis
finish intro and conclusion paragraphs
get adult edits on your thesis statements and outlines
Monday, December 3, 2012
SSW: What questions do you have about the research process, note cards, bib cards, thesis statements, outlines, etc? What do you need help with? What do you need to work on / improve? How is everything going? What have you done to put yourself on the path to autopilot? Are you ready to turn on the autopilot or do you need to go back and work on previous steps? Explain.
HW Wave:
first half of outline
Read Parenthetical Documentation and Sample Paper
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
Resist the powerful urge to start writing your research paper. I will give you an amazing recipe for how to write an easy A research paper on Friday.
Finish writing your outline
Peer edit your outline and thesis statement
Revise
Teacher conference on revised thesis and outline
HW:
HW Wave:
first half of outline
Read Parenthetical Documentation and Sample Paper
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
Resist the powerful urge to start writing your research paper. I will give you an amazing recipe for how to write an easy A research paper on Friday.
Finish writing your outline
Peer edit your outline and thesis statement
Revise
Teacher conference on revised thesis and outline
HW:
- get adult edit(s) on yr thesis and outline by next class
- Works Cited
- make an appt TODAY w/ an adult for edit of your paper due T 12-15
- make some time to relax read your challenging novel
Thursday, November 29, 2012
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 yr 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
· Disney buying Star Wars and making new movies
· Year round school
· Change minimum age for driving
Q and A on thesis statements
Lesson: Outling
· Read and Discuss “Outlines” p. 6 of packet
Workday:
· Thesis statement revisions
· Outlining
· Researching
Today in class: · Conference w/ Roy on thesis statement
· Organize your note cards into outline order
· Type your outline of entire 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 documentatio in your outline
o Outline for entire paper
Parenthetical documentation notes ·
Every sentence in your paper that has info from a notecard 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#).
Outline
I.
A.
1.
2.
3.
B.
1.
2.
a.
i.
ii.
b.
i.
ii.
Teacher conference / grade: thesis statement
HW:
· Finish at least first half of outline (at least 1.5 pps typed single spaced)
· Finish all research: 5-8 bib cards; 30-80 notecards
· Revise thesis
SSW: Get ready to have a 60 second meeting w/ President Obama summarizing your research. To do so, review yr 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
· Disney buying Star Wars and making new movies
· Year round school
· Change minimum age for driving
Q and A on thesis statements
Lesson: Outling
· Read and Discuss “Outlines” p. 6 of packet
Workday:
· Thesis statement revisions
· Outlining
· Researching
Today in class: · Conference w/ Roy on thesis statement
· Organize your note cards into outline order
· Type your outline of entire 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 documentatio in your outline
- a good outline will be 2-3 pps. singlespaced
o Outline for entire paper
Parenthetical documentation notes ·
Every sentence in your paper that has info from a notecard 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#).
Outline
I.
A.
1.
2.
3.
B.
1.
2.
a.
i.
ii.
b.
i.
ii.
Teacher conference / grade: thesis statement
HW:
· Finish at least first half of outline (at least 1.5 pps typed single spaced)
· Finish all research: 5-8 bib cards; 30-80 notecards
· Revise thesis
Tuesday, November 27, 2012
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 yr plan for completing yr research?
Introduce 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
· 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 yr plan for completing yr research?
Introduce thesis from map of the land handout (p. 7 in research packet)
- 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
· Research to minimum of 20 note cards
Thanksgiving Break, Wednesday, November 21 - Sunday, November 25
Eat, read, sleep, enjoy time with family, friends, and nature.
Tuesday, November 20, 2012
Eighth grade fieldtrips: Enjoy your hiking on the greenbelt and your walking tour of the eastside.
Friday, November 16, 2012
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 review and check
Topic Approval
Research / create bib and note cards
Focus on:
· problem and solution
· how the issue impacts society
· This is NOT a report
· But an analytical paper
Due at end of class today:
2 bib and 5 notecards
HW:
HW for next week: Glynn Owens Memorial HW Assignment: Cook something for Thanksgiving dinner. Collaborate with a family member.
Continue (or start) reading challenging novel.
SSW sharing
Note card and bib card review and check
Topic Approval
Research / create bib and note cards
Focus on:
· problem and solution
· how the issue impacts society
· This is NOT a report
· But an analytical paper
Due at end of class today:
2 bib and 5 notecards
HW:
- 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
HW for next week: Glynn Owens Memorial HW Assignment: Cook something for Thanksgiving dinner. Collaborate with a family member.
Continue (or start) reading challenging novel.
Wednesday, November 14, 2012
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?
Disc
Write a bib card and 3 note cards from yr social issues article.
Lesson: How to ask for a teacher recommendation
• If you want a teacher rec from me,
o tell people
o post your goals
o do it!
o Enjoy
Disc
- 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
- Bib cards
- Note cards
- Credible sources
- Objectivity
- Civility
Write a bib card and 3 note cards from yr social issues article.
Lesson: How to ask for a teacher recommendation
• If you want a teacher rec from me,
- Make a copy of the form and fill out a self-evaluation
- This is not the time to be humble
- Remind me of all of the wonderful things about you
- Tell me about all the wonderful things I don’t know about you
- Pitch yourself
- Bring me your form, your self evaluation and politely ask for a recommendation
- If the rec is for an AISD school, I do not need an envelope; I will send it school mail.
- Otherwise, please included a stamped, addressed envelope.
- Topic and back-up topic
- Gather and bring hard copies of research materials
- Get index cards
o tell people
o post your goals
o do it!
o Enjoy
Monday, November 12, 2012
Holiday for students, meetings for teachers. Enjoy. Read, write, play.
Friday, November 9, 2012
Participation: # (in a box); box 2: out of 50 Justify yr grade in a persuasive paragraph.
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time
85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting;
Sacred Silent Writing: box out of 100; 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
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?
Quiz on Section III
Discussion on F451
HW: Find a challenging book to read; see me if you want a recommendation or want to check out a book from my library
Bring in a print copy of a current events article about a social issue that you care about
Vocab to Know and Love quizzes start next class
Read "The Myth of Multitasking" (posted in handouts section)
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time
85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities
75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting;
Sacred Silent Writing: box out of 100; 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
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?
Quiz on Section III
Discussion on F451
HW: Find a challenging book to read; see me if you want a recommendation or want to check out a book from my library
Bring in a print copy of a current events article about a social issue that you care about
Vocab to Know and Love quizzes start next class
Read "The Myth of Multitasking" (posted in handouts section)
Wednesday, November 7 2012
SSW: Write about you and your family’s TV and 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?
Discussion on TV, media, technology and our daily lives
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?
SMART goals
Discussion of first half of section III.
Vocab to Know and Love Practice and Studying
HW:
Finish reading and annotating Fahrenheit 451, including the afterward
Study for a quiz over section 3
Work on vocab to know and love; quizzes start next week
Start your smart goal
Discussion on TV, media, technology and our daily lives
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?
SMART goals
Discussion of first half of section III.
Vocab to Know and Love Practice and Studying
HW:
Finish reading and annotating Fahrenheit 451, including the afterward
Study for a quiz over section 3
Work on vocab to know and love; quizzes start next week
Start your smart goal
Monday, November 5 2012
SSW: Review your annotations for quiz
Quiz: Sections 1 and 2
Discussion of Sections 1 and 2, springboarded by quiz
Share and discuss technology articles
HW:
Time Log
Read and annotate through 139 "...and he was swept away in the dark." (page 133 in some editions)
Reminder: all late, absent, redo, extra credit work due at end of office hours, 4 p.m. on Tuesday
Quiz: Sections 1 and 2
Discussion of Sections 1 and 2, springboarded by quiz
Share and discuss technology articles
HW:
Time Log
Read and annotate through 139 "...and he was swept away in the dark." (page 133 in some editions)
Reminder: all late, absent, redo, extra credit work due at end of office hours, 4 p.m. on Tuesday
Thursday, November 1, 2012
SSW: Write a scary story using your vocab to know and love. Or free choice with vocab.
Reading and Sharing of Technology Articles
· Posted on handouts section of my website in F451 Technology and Media Articles folder
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 the end of section 2; p.110
· Study for reading quiz on sects 1 and 2
Reading and Sharing of Technology Articles
· Posted on handouts section of my website in F451 Technology and Media Articles folder
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 the end of section 2; p.110
· Study for reading quiz on sects 1 and 2
Tuesday, October 30, 2012
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
· Posted on handouts section of my website in F451 Technology and Media Articles folder
Annotation check
Hw: Read and annotate through p. 91: “Montag was in the dark street again, looking at the world.”
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
· Posted on handouts section of my website in F451 Technology and Media Articles folder
Annotation check
Hw: Read and annotate through p. 91: “Montag was in the dark street again, looking at the world.”
Friday, October 26, 2012
SSW: Imagine you are looking at a picture of yourself in 2030. 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: incorporate metaphors, similes, and symbols and use imagery.
At yr tables, select major points/epiphanies that you want to share with the class.
Wh cl sharing /discussion
Reading and annotating
Vocab to know and love
Hw: Read and annotate through page 71, finish Part I (page 65 in some editions)
At yr tables, select major points/epiphanies that you want to share with the class.
Wh cl sharing /discussion
Reading and annotating
Vocab to know and love
Hw: Read and annotate through page 71, finish Part I (page 65 in some editions)
Wednesday, October 24, 2012
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.”
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.”
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 October 19th.
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 October 19th.
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.
Monday, October 22, 2012
Big picture question: How does knowing the rules of grammar and the language of our discipline improve our writing?
Turn in your Short Stories and Top Ten Correction Checklist and Grammar Gladiator Sentences
Short Story
ORDERING
1. Rubric with blanks filled, unstapled on top
2. Final Draft
a. Underline all examples of characteristic of effective writing
3. Self-Evaluation / Analysis based on rubric and fully justifying score / give specific evidence as support
4. Author’s Note
5. All previous drafts, from newest to oldest
6. Brainstorming, notes, etc.
7. Evidence of revision (clocking sheets, macro/micro edits
peer responses, etc.)
Corrections checklist
· Staple all:
· 1. Corrections checklist
· 2.Rubric
· 3.. Corrected copy
· 4. Original final
· 5. Rough drafts, etc
Two neat stacks, alphabetical order by last name
SSW: Write something using your vocab to know and love
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.
Thursday, October 18, 2012
SSW: Author’s Note and Self- Evaluation for short story. On clean sheet of paper to turn in tomorrow, write your Author’s Note.
In the Author’s Note, you will reflect on the process and experience of writing a piece, and explain the
writing itself. Be clear and concise.
Discuss what you were trying to accomplish with the piece.
Explain the theme of the piece and how you communicated it.
Discuss your problems, frustrations, surprises, and successes.
Discuss any new things that you tried as a writer, and reflect on the process and experience.
Tell which, if any, vocabulary words you used in the piece.
Discuss the strengths and weaknesses of the piece.
Tell me anything else I should know about the piece or process.
ORDERING
1. Rubric with blanks filled, unstapled on top
2. Self-Evaluation / Analysis based on rubric and fully justifying score / give specific evidence as support
3. Author’s Note
4. Final Draft with your annotations of your characteristic of effective writing and other aspects of the rubric
5. All previous drafts, from newest to oldest
6. Brainstorming, notes, etc.
7. Evidence of revision (clocking sheets, macro/micro edits
peer responses, adult edits etc.)
Due today:
Announcements:
Prep / Research / Teaching for Grammar Gladiators
Grammar Gladiators
Self Micro edits
Peer micro edits--
Need two peer + 1 adult edit
HW: revise / polish short story
In the Author’s Note, you will reflect on the process and experience of writing a piece, and explain the
writing itself. Be clear and concise.
Discuss what you were trying to accomplish with the piece.
Explain the theme of the piece and how you communicated it.
Discuss your problems, frustrations, surprises, and successes.
Discuss any new things that you tried as a writer, and reflect on the process and experience.
Tell which, if any, vocabulary words you used in the piece.
Discuss the strengths and weaknesses of the piece.
Tell me anything else I should know about the piece or process.
ORDERING
1. Rubric with blanks filled, unstapled on top
2. Self-Evaluation / Analysis based on rubric and fully justifying score / give specific evidence as support
3. Author’s Note
4. Final Draft with your annotations of your characteristic of effective writing and other aspects of the rubric
5. All previous drafts, from newest to oldest
6. Brainstorming, notes, etc.
7. Evidence of revision (clocking sheets, macro/micro edits
peer responses, adult edits etc.)
Due today:
- Corrections checklist
Announcements:
- Extra Credit Opportunities:
Prep / Research / Teaching for Grammar Gladiators
Grammar Gladiators
Self Micro edits
Peer micro edits--
Need two peer + 1 adult edit
HW: revise / polish short story
- If needed, make corrections to corrections checklist
- Make sure you have the following ready to turn it at the beg. of class tomorrow
- Self evaluation
- 2 peer micro edits w/ comments and names and signatures
- 1 adult micro edit w/ comments and names and signatures
- all three rounds of clocking
- rubric completely filled out
- characteristic of effective writing
- underline evidence of that within the story
- theme
- meets our theme chant
- author’s note
- bring Fahrenheit 451 to class every day starting next class
Tuesday, October 16, 2012
SSW: It’s time for a grammar intervention. Review your feedback from me on the Top 10. Consider that, as well as other feedback you have received about your writing. What are your grammatical strengths and weaknesses? What grammar rules do you need to learn and or review? What aspects of your writing do you want to improve, grammatically and / or stylistically speaking? What is your plan for doing so?
Add to editing notes:
P punc
C cap
K akward
R.O. run-on
FRAG fragment
Agr agreement
T tense
You don’t use you when you mean I
Wdy wordy
I italics
Reminders:
· Use Webster grammar site my web page
· Use Writer’s, Inc. or Writesource 2000
Top 10 corrections
Start in class; finish for h.w., if you don’t finish in class
Follow all instructions carefully:
Note italics at bottom of page
Vocab to Know and Love Quizzes
Short Story Clocking / Macroediting / Conferencing
HW:
Add to editing notes:
P punc
C cap
K akward
R.O. run-on
FRAG fragment
Agr agreement
T tense
You don’t use you when you mean I
Wdy wordy
I italics
Reminders:
- Bring Fahrenheit 451 every day starting next class
· Use Webster grammar site my web page
· Use Writer’s, Inc. or Writesource 2000
Top 10 corrections
Start in class; finish for h.w., if you don’t finish in class
Follow all instructions carefully:
Note italics at bottom of page
Vocab to Know and Love Quizzes
Short Story Clocking / Macroediting / Conferencing
HW:
- Top 10 Corrections
- Bring it for Grammar Gladiators next class—study website
- Revise your short story; micro edit next class
- Schedule an adult edit of your short story
- Extension: final + adult edit due M 10-22
Friday, October 12, 2012
Welcome, writers
Guiding questions:
How can we write without allowing perfectionism or a critical voice to interfere with our creativity?
How can we use different roles to accomplish the various steps of brainstorming, drafting, revising, polishing, and editing?
Read rubric for short story
Pay most attention to 4
Q and A
SSW: Work on your short story. Go where you need to go to construct. Attic. Architect’s office. Building site. Invite the building inspector only if you’re ready.
SSW sharing
Read and discuss handout on leads and in medias res
Annotate why each lead is good
Star favorite 3
Discuss in small groups why leads are good
Write hw in agenda
Writing time
HW:
Guiding questions:
How can we write without allowing perfectionism or a critical voice to interfere with our creativity?
How can we use different roles to accomplish the various steps of brainstorming, drafting, revising, polishing, and editing?
Read rubric for short story
Pay most attention to 4
Q and A
SSW: Work on your short story. Go where you need to go to construct. Attic. Architect’s office. Building site. Invite the building inspector only if you’re ready.
SSW sharing
Read and discuss handout on leads and in medias res
Annotate why each lead is good
Star favorite 3
Discuss in small groups why leads are good
Write hw in agenda
Writing time
HW:
- Completed rough draft of the short story you’ve selected to polish; work w/ madwoman, architect, and builder to get it ready for the building inspector at the beginning of next class
- Rewrite lead so it’s in medias res
- Extension: add/ to and use vocab to know and love; be ready to have it graded any time now
- Final short story due on Th 10-18
- Get a copy of Ray Bradbury’s Fahrenheit 451 by next week, Th 10-18; let me know if you need me to get you a copy. I will order books on Monday. Bring me $11 cash by advisory on Monday if you would like me to order you a book. Let me know if you would like a scholarship.
Wednesday, October 10, 2012
Welcome, annotating readers
Guiding questions:
How can we write without allowing perfectionism or a critical voice to interfere with our creativity?
How can we use different roles to accomplish the various steps of brainstorming, drafting, revising, polishing, and editing?
New six weeks: new seats
Vocab to know and love quiz: be ready at any time, will call students individually starting today
Keep studying
Also start new list of 25 for this six weeks
Need leaders for next class
Phase one: Madwoman in the attic:
· She’s a little crazy
· She doesn’t care what anyone thinks
· She doesn’t care how she looks
· She’s just rocking out, letting her crazy thoughts spill out on paper or in your ear
· She doesn’t care about rules. She forbids you to think about grammar.
· She doesn’t care about how things turn out. She forbids you think about how good the story will be as a finished product.
· She’s free
· She has many stories to tell
Become the mad woman in the attic and write about an interesting place and/or a unique character. Or ask the mad woman to tell you a story you’ve always wanted to know or write. You can be the mad woman or just listen to her and write down the story she tells you. Remember to stay in mad woman mode. If you end up going in another direction, go with it.
Phase two: The architect
· She’s a designer
· She thinks big
· She looks at the raw materials and site that the madwoman offered and brainstorms what could be built there
· She sees potential
· She thinks about what needs to be added and subtracted
· She is a bold visionary
· She plans (but does not build) a structure
· She offers multiple possible plans
As the architect, create a few design proposals based on the madwoman’s raw materials and site. You may collaborate with another architect. Write yr plans down. Consider elements such as theme, characters, mood, plot, setting, special features, style, point of view, genre.
Turn to neighbor and share architectural proposals
Phase three: the builder
· Share themes that you wrote for homework
· Building on those themes, how does “The Other Town” function as social commentary? What does the other town symbolize?
· HW:
· Become the builder. Make a story out of the architect’s plans and the madwoman’s raw materials. Go back to the architect and the madwoman as needed. Build about 2 pages typed double spaced of a max. 4 page typed double spaced story.
Guiding questions:
How can we write without allowing perfectionism or a critical voice to interfere with our creativity?
How can we use different roles to accomplish the various steps of brainstorming, drafting, revising, polishing, and editing?
New six weeks: new seats
Vocab to know and love quiz: be ready at any time, will call students individually starting today
Keep studying
Also start new list of 25 for this six weeks
Need leaders for next class
Phase one: Madwoman in the attic:
· She’s a little crazy
· She doesn’t care what anyone thinks
· She doesn’t care how she looks
· She’s just rocking out, letting her crazy thoughts spill out on paper or in your ear
· She doesn’t care about rules. She forbids you to think about grammar.
· She doesn’t care about how things turn out. She forbids you think about how good the story will be as a finished product.
· She’s free
· She has many stories to tell
Become the mad woman in the attic and write about an interesting place and/or a unique character. Or ask the mad woman to tell you a story you’ve always wanted to know or write. You can be the mad woman or just listen to her and write down the story she tells you. Remember to stay in mad woman mode. If you end up going in another direction, go with it.
Phase two: The architect
· She’s a designer
· She thinks big
· She looks at the raw materials and site that the madwoman offered and brainstorms what could be built there
· She sees potential
· She thinks about what needs to be added and subtracted
· She is a bold visionary
· She plans (but does not build) a structure
· She offers multiple possible plans
As the architect, create a few design proposals based on the madwoman’s raw materials and site. You may collaborate with another architect. Write yr plans down. Consider elements such as theme, characters, mood, plot, setting, special features, style, point of view, genre.
Turn to neighbor and share architectural proposals
Phase three: the builder
- She does the heavy lifting.
- She takes the architect’s plans and the madwoman’s raw materials and builds something that will appeal to a buyer. She takes into account the city’s building codes. She employees innovative and ecofriendly building practices.
- If the builder rejects the plans of the architect and/or the raw materials of the madwoman, she must go back and ask the madwoman and/or architect for some new raw materials and / or plans. Warning: do NOT criticize the madwoman; she will bite you and put you in a paralyzing choke hold.
- She checks that everything is safe and stable and well-built. She does an energy audit. She identifies any problems with the structure. She makes sure that all construction is solid. She identifies and orders a fix for anything that is dangerous, leaking energy, aesthetically unappealing, inefficient, etc. She makes sure that the architectural plan is being followed, that the city building codes are followed, that the madwoman’s resources are well used, that the buyer will be happy.
· Share themes that you wrote for homework
· Building on those themes, how does “The Other Town” function as social commentary? What does the other town symbolize?
· HW:
· Become the builder. Make a story out of the architect’s plans and the madwoman’s raw materials. Go back to the architect and the madwoman as needed. Build about 2 pages typed double spaced of a max. 4 page typed double spaced story.
- Completed short story due on Tuesday, 10-16
- Final, revised short story due on Thursday, 10-18
- Reminder: Get a copy of Ray Bradbury’s Fahrenheit 451 by next week, Tuesday, 10-16; let me know if you need me to get you a copy. I will order books on Thursday, 10-11. Bring me $11 cash by advisory on Monday if you would like me to order you a book. Let me know if you would like a scholarship.
Monday, October 8, 2012
Study for vocab to know and love quiz.
Theme chant
Discuss themes of Flannery O'Connor's "A Good Man is Hard to Find."
Read and annotate Stephen Millhauser's "The Other Town."
HW:
Study vocab to know and love
Make plans for two story ideas:
premise
setting
point(s) of view
characters
name
age
description
tone
theme
Pre-write for both stories.
Theme chant
Discuss themes of Flannery O'Connor's "A Good Man is Hard to Find."
Read and annotate Stephen Millhauser's "The Other Town."
HW:
Study vocab to know and love
Make plans for two story ideas:
premise
setting
point(s) of view
characters
name
age
description
tone
theme
Pre-write for both stories.
Thursday, October 4, 2012
SSW: Participation report
Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 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 ?s; 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 ?s 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; interrupts others; negative attitude or influence;
Book talks: final call: last day of six weeks
Theme chant
Discussion of themes of Vonnegut's "Harrison Bergeron"
Discussion of O'Connor's "A Good Man is Hard to Find"
HW: Study for vocab to know and love quiz next class
Write a statement of theme for O'Connor's "A Good Man is Hard to Find"
Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 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 ?s; 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 ?s 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; interrupts others; negative attitude or influence;
Book talks: final call: last day of six weeks
Theme chant
Discussion of themes of Vonnegut's "Harrison Bergeron"
Discussion of O'Connor's "A Good Man is Hard to Find"
HW: Study for vocab to know and love quiz next class
Write a statement of theme for O'Connor's "A Good Man is Hard to Find"
Tuesday, October 2, 2012
SSW: Write a story that incorporates your vocab to know and love.
Discussion of Vonnegut's "Harrison Bergeron"
Theme chant
Theme: the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable
Theme chant
Learn vocab to know and love; write a theme for "Harrison Bergeron"; review / reread "A Good Man is to Hard to Find"; come with written questions + puzzling ?s
Discussion of Vonnegut's "Harrison Bergeron"
Theme chant
Theme: the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable
Theme chant
Learn vocab to know and love; write a theme for "Harrison Bergeron"; review / reread "A Good Man is to Hard to Find"; come with written questions + puzzling ?s
Friday, September 28, 2012
Welcome, annotating readers Fri, September 28, 2012 SSW: Review your annotations of Kurt Vonnegut’s “Harrison Bergeron” Make a list of the key issues of the story. Pick one of those key issues to focus on. What do you think is Vonnegut’s message to the reader about that issue? Write in agenda, HW:
HW: Read and annotate Flannery O’Connor’s “A Good Man is Hard to Find”
Look for and annotate colors and a burial motif. What do the colors and burial motif mean?
- Reminder: all late, missing, revised for regrade, and extra credit assignments due by the end of the day on Tuesday, 10-2, as that is the last week of six weeks
- Vocab to know and love –20 words due T10-8
- Theme: the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable
- Omniscient: all-knowing; a type of 3rd person narration
- Mood: state of mind or emotions of characters
- Tone: the implied attitude of the writer toward the subject and the characters
- Diction: Vocabulary choices made by an author to create nuanced meaning
- Irony: incongruity b/n what is expected and what actually happens
HW: Read and annotate Flannery O’Connor’s “A Good Man is Hard to Find”
Look for and annotate colors and a burial motif. What do the colors and burial motif mean?
Wednesday, September 26, 2012
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. Write an analytical paragraph justifying that score. Remember to stay focused on the rubric criteria.
Turn in Top Ten:
Rubric w/ name on it LOOSE on top
STAPLE everything w/ FINAL on TOP from NEWEST to OLDEST
Place your self evaluation right after your FINAL
Include rough drafts
Peer edits
One paragraph
List
Brainstorming
STAR 3 entries that you especially want feedback on
STACK alpha order by last name on front table
Q and A: Creative Presentations of one of Top 10 Influential Stories
Looking Ahead: You will need a copy of Ray Bradbury’s Fahrenheit 451 to read and annotate starting on October 18, 2012. Beat the rush. Get a copy now. Tell your folks today.
Booktalks scheduled for today and last time (B5)
Vocab to Know and Love due first week of new six weeks: 25 new words that you now know and love
Discussion of “Falling Girl”
Connotation vs. Denotation
Diction and Syntax
HW: read and annotate Kurt Vonnegut’s “Harrison Bergeron”
Turn in Top Ten:
Rubric w/ name on it LOOSE on top
STAPLE everything w/ FINAL on TOP from NEWEST to OLDEST
Place your self evaluation right after your FINAL
Include rough drafts
Peer edits
One paragraph
List
Brainstorming
STAR 3 entries that you especially want feedback on
STACK alpha order by last name on front table
Q and A: Creative Presentations of one of Top 10 Influential Stories
Looking Ahead: You will need a copy of Ray Bradbury’s Fahrenheit 451 to read and annotate starting on October 18, 2012. Beat the rush. Get a copy now. Tell your folks today.
Booktalks scheduled for today and last time (B5)
Vocab to Know and Love due first week of new six weeks: 25 new words that you now know and love
Discussion of “Falling Girl”
Connotation vs. Denotation
Diction and Syntax
HW: read and annotate Kurt Vonnegut’s “Harrison Bergeron”
Monday, September 24, 2012
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?
On a 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; 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
Teaching assistances collect papers and turn in to your class’ bin.
Homework Wave:
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.
· Italicize titles of books and long works
· Shorter works, put titles in “ ”s
· Capitalize all key words in a title
· A lot is two words and is a weak phrase. Use only sparingly, only in dialogue.
· Its = ownership
· it’s = it is
· to = preposition
· too = also, excessive
· two =2
· their = ownership
· there = place
· they’re = they are
· Punctuate Dialogue
o Jane said, “Blah blah.”
o “Blah blah,” Jane said.
· A à 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 kealing.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 akward
P punctuation
C capitalization
Sp spelling
Gd good
R.O. run-on
Frag frag
Top Ten Peer Edits
SSW Check
Read and Annotate “Falling Girl”
On a 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; 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
Teaching assistances collect papers and turn in to your class’ bin.
Homework Wave:
- revised draft of Top Ten
- organized, labeled and dated SSW and HW for grade check
- final Top 10
- with rubric
- and self-evaluation
- all drafts from newest on top to oldest on the bottom
- Reading and annotation of “Falling Girl”
- amazing, entertaining presentation of one of your Top 10 Entries
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.
· Italicize titles of books and long works
· Shorter works, put titles in “ ”s
· Capitalize all key words in a title
· A lot is two words and is a weak phrase. Use only sparingly, only in dialogue.
· Its = ownership
· it’s = it is
· to = preposition
· too = also, excessive
· two =2
· their = ownership
· there = place
· they’re = they are
· Punctuate Dialogue
o Jane said, “Blah blah.”
o “Blah blah,” Jane said.
· A à 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 kealing.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 akward
P punctuation
C capitalization
Sp spelling
Gd good
R.O. run-on
Frag frag
Top Ten Peer Edits
SSW Check
Read and Annotate “Falling Girl”
Thursday, September 20, 2012
Welcome, writers.
Agenda out.
HW out.
SSW: If you could have any superpower what would it be? Why? What would you do with it?
A:
2. SSW: Poem of introduction / Preferences
3. SSW: Advice for parent
4. SSW: Cloning
5. SSW: Biggest Problem
7.HW: Character Sketch
8. SSW: Stories
9.HW: Top Ten List With One Analytical Explanation
10. SSW: Passionate topic
11. SSW: Super Power
P.S. Homework and SSW will both be checked so make sure that you have both.
P.P.S SSW entries need to be approximately 1 page long.
Q & A
Self Eval w Rubric
Student-Teacher Conference on one entry for a grade
Revision
Research Citations
Discussion: Characteristics of Effective Writing "Menagerie"
Agenda out.
HW out.
SSW: If you could have any superpower what would it be? Why? What would you do with it?
A:
- Half draft of Top Ten list for microedit due today
- Completed revised draft due M9-24
- final draft of Top Ten due on W9-26
- present/explain yr interpretation and analysis of one of your top ten influential stories on F9-28
- need an amazing handmade/ homemade visual, auditory or interactive aidàa performance
- SSW / HW check next class:
2. SSW: Poem of introduction / Preferences
3. SSW: Advice for parent
4. SSW: Cloning
5. SSW: Biggest Problem
7.HW: Character Sketch
8. SSW: Stories
9.HW: Top Ten List With One Analytical Explanation
10. SSW: Passionate topic
11. SSW: Super Power
P.S. Homework and SSW will both be checked so make sure that you have both.
P.P.S SSW entries need to be approximately 1 page long.
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 "Menagerie"
Tuesday, September 18, 2012
SSW: Free write about something that you feel passionately about. Enjoy.
Poetry moment
SSW sharing / discussion
Book talks
HW wave:
· Q & A
Present 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
5 completed, typed blurbs with citations
follow format of my sample
Read and annotate "Menagerie"
Poetry moment
SSW sharing / discussion
Book talks
HW wave:
- Top Ten paragraph
- Fill out a no assignment sheet if you are missing anything
· Q & A
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
§ 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 list and paragraph
· Give feedback
Wr WS:
Work on blurbs and citations
- As you discuss, keep a running list of Characteristics of Effective Writing
5 completed, typed blurbs with citations
follow format of my sample
Read and annotate "Menagerie"
Friday, September 14, 2012
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.)
Poetry moment
SSW sharing / discussion
Reminders:
progress reports
Start _____’s Vocab to Know and LoveWr WS
HW wave: character sketch
B7: Feedback on educating the teacher
Small group activity: AP literary terms and "Salvador"
Presentation of literary devices
HoS annotations feedback
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
Present Top Ten Assignment
Rubric, and Sample next class
Project overview- a list of story citations with explanations of how story influenced you
Recommended reference site:
Bartleby.com
Book talks
Poetry moment
SSW sharing / discussion
Reminders:
progress reports
Start _____’s Vocab to Know and LoveWr WS
HW wave: character sketch
B7: Feedback on educating the teacher
Small group activity: AP literary terms and "Salvador"
Presentation of literary devices
HoS annotations feedback
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
Present Top Ten Assignment
Rubric, and Sample next class
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
Recommended reference site:
Bartleby.com
Book talks
Wednesday, September 12, 2012
SSW: Write about the biggest problem facing you or the world.
Finish Presidential Panels
Book talks
Feedback on Educating the Teacher
growth mind set: yet
creativity
outside interests
voice
italicize book titles
capitalize languages: English class
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
start literary devices list
allusion: cultural reference from literature, music, or art
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.
Finish Presidential Panels
Book talks
Feedback on Educating the Teacher
growth mind set: yet
creativity
outside interests
voice
italicize book titles
capitalize languages: English class
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
start literary devices list
allusion: cultural reference from literature, music, or art
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.
Monday, September 10, 2012
Book talk Criteria
o 1 sentence summary; no more
o a few sentences of analysis of writing and story
o why people should read the book
o who would like it
o what you got out of the book
o no major spoilers
o pick one brief passage to read to hook us and to anchor yr discussion
o 90 seconds total of high energy persuasion of why we should read the book
Schedule Book talks
10 mins prep and rehearsal for Presidential Committee Presentation
Presidential Panels
HW:
READ. Select something for independent reading. Enjoy.
Prepare your book talk.
o 1 sentence summary; no more
o a few sentences of analysis of writing and story
o why people should read the book
o who would like it
o what you got out of the book
o no major spoilers
o pick one brief passage to read to hook us and to anchor yr discussion
o 90 seconds total of high energy persuasion of why we should read the book
Schedule Book talks
10 mins prep and rehearsal for Presidential Committee Presentation
Presidential Panels
HW:
READ. Select something for independent reading. Enjoy.
Prepare your book talk.
Thursday, September 6, 2012
Greetings, readers.
Review ethos, pathos, logos.
SSW: Take a stand for or against cloning. Use ethos, pathos, and logos.
Straggling Intro Poem Presentations
Post poems on wall
Book talk guidelines and scheduling
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.
Straggling Intro Poem Presentations
Post poems on wall
Book talk guidelines and scheduling
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 4, 2012
REMEMBER: key to happy teacher = 10 minutes of Sacred Silent Writing.
Thank you. The Management.
Out: agenda, hw, paper or journal for SSW SSW: What advice would you like to give your parents (ie. about life, raising their child(ren), books to read, music to listen to)? Explain.
SSW sharing
Take out:
· Agenda book
· Educating the Teacher Letter
· Final draft on top of
· First draft
· House of Scorpions
Announcements:
Loose ends:
o Restroom
o Tardies
o Office Hours: Tuesday
o No Assignment Sheets
o Syllabus
· Adds/ drops: openings in software design
o Recruiting more girls
o Tech aids
my credentials
· Bring House of Scorpions next class for activity; review the book and your annotations
Intro Poem Completion and Revision
Practice Names
Poem Sharing
HW:
bring polished copy of intro poem to post in room
Thank you. The Management.
Out: agenda, hw, paper or journal for SSW SSW: What advice would you like to give your parents (ie. about life, raising their child(ren), books to read, music to listen to)? Explain.
SSW sharing
Take out:
· Agenda book
· Educating the Teacher Letter
· Final draft on top of
· First draft
· House of Scorpions
Announcements:
Loose ends:
o Restroom
o Tardies
o Office Hours: Tuesday
o No Assignment Sheets
o Syllabus
· Adds/ drops: openings in software design
o Recruiting more girls
o Tech aids
my credentials
· Bring House of Scorpions next class for activity; review the book and your annotations
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 30, 2012
Materials:
Day One HOs
No Assignment sheets or NB
Handouts:
SSW: Listen to “Possibilities” by Wislawa Symboska. Then, 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.
TAKE OUT:
· Agenda books
· Educating the Teacher pre-writing and rough draft
· Ed Tchr HO
· House of Scorpions summer reading assignment
HANDOUTS:
Due Next Time:
· final copy + drafts of Ed T
o syllabus
o rules
SSW sharing
Read and discuss (if not finished)
· Review mission
· Questions?
· Brainstorm suggestions for revision
· notes
Q&A on Class Procedures
HW:
· Educ T letter due tomorrow, first draft + revised draft
· House of Scorpions annotations
show parents syllabus and letter
If extra time,
Student info sheet
Day One HOs
No Assignment sheets or NB
Handouts:
- Student info sheet
- Poem of the Day: Wislawa Szymborska’s “Possibilities”
SSW: Listen to “Possibilities” by Wislawa Symboska. Then, 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.
TAKE OUT:
· Agenda books
· Educating the Teacher pre-writing and rough draft
· Ed Tchr HO
· House of Scorpions summer reading assignment
HANDOUTS:
- letter
- syllabus
Due Next Time:
· final copy + drafts of Ed T
- show parent(s)
o syllabus
o rules
- House of Scoripions summer reading
- Names Quiz next week on Th/F
- rd of ed t
SSW sharing
Read and discuss (if not finished)
- Course letter
- Syllabus
- Rules and Procedures
- Computer Policies
· Review mission
· Questions?
· Brainstorm suggestions for revision
· notes
Q&A on Class Procedures
HW:
· Educ T letter due tomorrow, first draft + revised draft
· House of Scorpions annotations
show parents syllabus and letter
If extra time,
Student info sheet
Tuesday, August 28, 2012
SSW: Write about your brain.
Reading: Robert Fulghum's "The Brain"
Individual Reflection
Sharing and Discussion
Names Game
Course Letter
Syllabus
Rules and Procedures
HW: Educating the Teacher: first draft due next class / Th, second/final draft due T; bring House of Scorpion annotations starting T
Reading: Robert Fulghum's "The Brain"
Individual Reflection
Sharing and Discussion
Names Game
Course Letter
Syllabus
Rules and Procedures
HW: Educating the Teacher: first draft due next class / Th, second/final draft due T; bring House of Scorpion annotations starting T