Lesson Plans and Homework 2013-2014

Thursday, May 29, 2014

Individual Presentations / Graphic Novels due

Friday, May 23, 2014

Group Presentations

Wednesday, May 21, 2014

Theme (Otherness and the Other) in Graphic Novels

Homework: Be sure that your graphic novel includes a strong sense of theme that is apparent to readers. Bring revised version to class. Complete the final draft of your graphic novel. Be prepared to share it with the class.

For more information about this project, see Graphic Novel in Handouts section.

Monday, May 19, 2014

Literary Devices in Graphic Novels

Homework: Decide which literary devices will be used in your graphic novel. Integrate them into your draft.

For more information about this project, see Graphic Novel in Handouts section.

Thursday, May 15, 2014

Graphic-Text Interplay in Graphic Novels:

Graphic Novel Reading, Notes, and Discussion based on questions on handout

Computer based Graphic Novel creation tools

http://www.pixton.com/
http://www.toondoo.com/
MakeBeliefsComix.com
http://superherosquad.marvel.com/create_your_own_comic
http://stripgenerator.com/strip/create/
http://www.pikistrips.com/user/login
http://www.scholastic.com/graphix/createcomic.htm

Homework: Use the ideas generated in your group discussion and “Tips for Writing Your Own Graphic Novel” to revise your plans. Be sure to consider the way in which dialogue, thoughts and sounds work together with images and their layout to create plot, mood and tone. Bring your progress with you to class.

For more information about this project, see Graphic Novel in Handouts section.

Tuesday, May 13, 2014

Intro to ... Graphic Novel Unit!

Group selection based on top three choices

SSW: Letter to Roy

How are you? (in life and in English class?)
What do you need? (in life and in English class?)
What are you reading?
Reflect back on our drama unit. What did you learn about acting, about yourself, about life? How can you apply these lessons to your life? How did you contribute to your group? What suggestions do you have for future students and for me to improve the drama unit?

Learning the Language of Graphic Novels:
1. As a group, read and discuss the handout that contains the vocabulary of graphic novels. Find an example or two of each. Record the page numbers where each example is found.
2. Read the first section of your graphic novel silently.

HW:
Begin work on your graphic novel excerpt. Read and consider "Tips for Writing Your Own Graphic Novel". Come up with a concept and tentative story line. Bring an outline or set of preliminary sketches that can act as a rough draft for what you will create.

For more information about this project, see Graphic Novel in Handouts section.

Finish Letter to Roy.

Friday, May 9, 2014

Ms. Roy is downtown for teacher of the year interview; Ms. B______ will sub.

Whole class read aloud of scene from William Shakespeare's Macbeth , stopping briefly to discuss key points / clarify

Viewing of scenes from adaptations of Macbeth

Your mission: A movie producer has heard about your great success acting and analyzing dramas. She wants you to create an original adaptation of the play that you performed. You need to present a pitch to your colleagues and the producer. This will happen the last fifteen minutes of class today. Note that while some adaptations are fresh re-imaginings of the essential themes and conflicts of a work of literature, others serve as critical commentary on the originals.

You will have several decisions to make about your adaptation:

statement of theme (either same as the original or a commentary on the original) You might choose to reinforce the original theme or undermine or update it.
characters (original names or variations that fit your adaptation, but call the originals to mind)
What essential elements from the play do you need to incorporate in your adaptation?
allusions to the original
setting (place and time period)
genre
target audience

Work together with your play group to address the above issues and prepare your pitch which you will present the last fifteen minutes of class.

Your presentation must be persuasive. Your goal is for the producer to hand you millions of dollars to green light your vision. A producer will only do that if your ideas are original and convincing.

Last fifteen minutes of class: Each group has three minutes to present for a grade based on creativity and persuasiveness.

Wednesday, May 7, 2014

most students out for algebra EOC

independent reading and writing

HW: independent reading

Monday, May 5, 2014

Performance in front of the audience of 6th and 7th graders, parents, and administrators

HW: Celebrate your success.

Thursday, May 1, 2014

Performances in front of the class

HW:
Improve your performances
Remind your guests
Monday, May 5, 2014 - Performance in front of audience

Tueday, April 29, 2014

Dress Rehearsal

HW:
Improve your performances
Remind your guests
Thursday, May 1, 2014 - Performance for Class
Monday, May 5, 2014 - Performance in front of Audience

Monday, April 21, 2014

SSW: Memorization quiz: On a clean sheet of paper to turn in. Write your first twenty lines from memory. After you finish, check your lines against the book and grade your quiz. One point per line.

Costumed rehearsal off book

HW: Continue to rehearse your lines
Remember to pack your book for the STAAR test so that you can practice afterwards
We also need an invitation by next class

Wednesday, April 16, 2014

Costumed rehearsals

Costume grade

Conference on six week's grade and Offiicial-A Handshakes

HW: rehearse and memorize all lines

Monday's rehearsal is off book

Finishing touches on costumes and props

Monday, April 14, 2014

SSW and Participation Self-Evaluation

On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks

Title your paper Sacred Silent Writing and Participation Self-Evaluations

Next to the title, make a box and write the grade that you earned based on the criteria listed below.

Justify your grade in a persuasive paragraph.

Rubric for Sacred Silent Writing

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation self evaluation with rubric

Participation: # (in a box) 2nd box: grade divided by 2 out of 50

Write a persuasive paragraph with evidence about why you deserve this grade.

95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

Grading period ends THURSDAY - all late work due by Office Hours tomorrow

Write lines from memory

Rule of two-thirds:
To learn something, spend 1/3 of your time studying/reading and 2/3 testing yourself actively

Readers' Gallery: letter to charity

Drama Rehearsals

blocking

HW: continue to memorize lines (minimum 20 lines by next class)

full costumes and props by next class

invite families to public performance: Monday, May 5, 15 minutes into class, regular schedule, no advisory

extra credit: make an invitation

Thursday, April 10, 2014

Drama Day Four

Reader's Theatre

Final Analysis

Read the LAST fourth of your drama book

Small Group Discussion

Discuss essay questions with your table.

Scene selection and casting

HW:

1.5 pp typed double spaced essay on Final Analysis
· Post to forum
overdue drama $: $7
straggling money collection for Readers' Gallery of Art
start memorizing lines
bring costumes and props in a pillowcase next class

Tuesday, April 8, 2014

Drama Day Three

Reader's Theatre

The Human Connection

Read the last third or so of your drama book

Small Group Discussion

Discuss essay questions with your table.

Mark your calendars / invite your families:

Dress Rehearsal: Thursday, May 1st: final grade for play

Drama Performances for classes, parents, administrators: Monday, May 5th

HW:

1.5 pp typed double spaced essay on human connection

· Post to forum
overdue drama $: $7
straggling money collection for Readers' Gallery of Art

Friday, April 4, 2014

Drama Day Two

Reader's Theatre

Analysis

Read the second third of your drama book

Small Group Discussion

Discuss essay questions with your table.

HW:

1.5 pp typed double spaced essay on analysis

· Post to forum
overdue drama $: $7
straggling money collection for Readers' Gallery of Art

Wednesday, April 2, 2014

STAAR Testing

Monday, March 31, 2014

Drama Day One

Add self-reflection with a score from the rubric to your author's note. Annotate dialogue and figurative language.

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

STAAR pep talk: What is your motivation to score commended?

Due today:

$7 for play

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   Quote text

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

· Post to forum
overdue drama $: $7
straggling money collection for Readers' Gallery of Art

Thursday, March 27, 2014

Due today: revised, polished parental narrative
drama money: $7

Dear Readers,

Welcome to our first on-line class discussion.

In order to deal with the volume of quickly-changing posts, please clearly label each of your subject lines with the category AND specific info about your question or observation. Refer to the table below.

Please follow the same guidelines you would follow in a face-to-face class discussion:

·       Support your assertions with specific evidence from the text including direct quotes, paraphrases and page numbers.

·       Be sure to go beyond merely identifying elements of the text.

o      Analyze their impact on the story.

·       Proofread your posts before sending them.

·       Use proper academic English. No texting.

·       Be respectful of one another’s insights.

·       Post in a variety of different categories.

·       Enjoy.

Categories

Other info to include in the SUBJECT LINE

Info to Include in the BODY of the post

Deep ?

your deep, discussion-generating question

Clarifying ?

your I-don’t-get-it ?

Motif or Symbol

the specific motif

explain the meaning of the motif and analyze how it supports the theme and how it functions in the story

Favorite Passage

brief description of passage

quote from the passage and include the page number. Explain why you like this passage

Connections

brief description of the connection you are making

explain and analyze the connection.

Characterization

name the character and the aspect of their characterization that you wish to discuss

explain your analysis of the character

Style to Emulate

label the stylistic and/or literary devices

analyze how the stylistic device impacts the reader and how emulating it will impact your writing

Foreshadowing

identify the foreshadowing element

analyze how one event foreshadows another and how the foreshadowing impacts the story

Background Info

name the specific contextual issue you want to discuss

state your specific comment or question about the historical or geographical issues related to the text

Life Lessons

provide a key word or two to explain what you learned

explain what you learned from the book and analyze why

Theme

state key issue

state your interpretation of the theme; justify your answer with evidence from the text and from other sources

Rubric for online discussion

47 a multitude of deep, insightful comments and questions; comments and questions generate further discussion; specific citations of the text in most responses; understands question before answering; expresses thoughts in complete sentences; moves conversation forward; makes connections between ideas; resolves apparent contradictory ideas; considers others’ viewpoints, not only his/her own; avoids bad logic.

42 several comments; responds rather than initiating threads; comments show an appreciation for the text but not an appreciation for the subtler points within it; comments are logical but not connected to other speakers; ideas interesting enough that others respond to them; cites the text in some responses

37 fewer comments; responds to questions but may not start new threads; has read the text but not put much effort into forming questions and ideas for the discussion; comments take details into account but may not flow logically in forum; does not specifically and meaningfully cite text.

Collection of Readers' Gallery money

Peer editing of parental narrative

Presentation of visuals for ELIC

HW: polished parental narrative due next class
Adult edit: signature on rubric and written comments due Monday
final, polished parental narrative plus all drafts, peer edits + author's note due Monday
$7 for drama play

Tuesday, March 25, 2014

Drama Preparation and Selection and Readers' Gallery of Art and ELIC Wrap Up and Debriefing

SSW 1: Evaluation of the Reader’s Gallery (on clean paper to turn in)

§ What did you learn?

§ What did you like / dislike?

§ Suggestions for improvement

§ Should we do this again next year and / or similar events this year? Why?

·         2 Self-evaluations of your 1) presentation of art during the Gallery 2) Committee work

Be specific and persuasive about what you did for each.

·         19 amazing; leader in committee; product is polished and effective; explained art articulately and enthusiastically to everyone; all deadlines met or early for committee; minimal corrections needed

·         17 solid; participated well in committee; presented art to those who asked; effective product; deadlines met; some corrections needed

·         15 weak; had to be prompted to work in committee; contributed slightly less than fair share; spoke about art w/ less detail; wandering focus; multiple correct

SSW 2: Self-Evaluation of Parental Narrative using the rubric

Readers' Gallery of Art Debriefing

             Committee Grades

             Feedback from guests

             Collecting bids

Extremely Loud and Incredibly Close Debriefing

             Annotation Check

Presentations of Group Visual Representations from last class

Peer Editing of Parental Narrative

HW: polished parental narrative due next class
Adult edit: signature on rubric and written comments due Monday
final, polished parental narrative plus all drafts, peer edits + author's note due Monday
$7 for drama play

Friday, March 21,2014

Review Parental Narrative Rubric (conveniently located on the buffet table)

          Q and A

                 Ask students to help each other figure out answers to questions

            See Mr. Webster to answer any tough questions

SSW: Continue writing your Parental Narrative.

Visual representation of the structure of Extremely Loud and Incredibly Close

structure

First you

experiences

memories

legend

truth

representation

We will present next class
After going over instructions, on your feet to review theme chant

Peer editing of Parental Narrative

HW: Contact your winning bidder and collect the check made out to your charity (A1: Make-A-Wish Foundation, A3: Child's Play); bring to class on Tuesday so that we can mail checks to our charities

Finish your parental narrative; completed and polished draft (1-2 pages, typed double spaced) due next class for peer edit

reminder: Think about what play you want to read and perform; we will form groups of six or so next class and order books next class; bring money $7-10 to order a drama book

InkBlot would like to publish some Readers' Gallery Artist's Statements: submit today as it is already past their regular deadline

Wednesday, March 19, 2014

IT'S TIME!
Readers' Gallery of Art

1A - Readers' Gallery of Art - Make-a-Wish Foundation, 7:40-9:00
3A - Reader's Gallery of Art - Child's Play, 11:05-12:30

HW:
Finish reading and annotating Extremely Loud and Incredibly Close by Friday, March 21, 2014
First typed double spaced page of rough draft of Parent Narrative by Friday, March 21, 2014
Contact your winning bidder and collect the check made out to your charity (A1: Make-A-Wish Foundation, A3: Child's Play)

Monday, March 17, 2014

Rehearsal for Readers' Gallery of Art
Set everything up the way it will actually be:

Placard
Bid Sheet
Art
Artist's Statement
Book (optional)
Excerpt
Rubric, scored

Due:
Art and Revised Artist's Statement

Scheduling committee needs to go talk to classes about Readers' Gallery of Art
If your committee is done, help set up and ambience.

Teacher Conferences and Grading of Art and Artist's Statement

Introduce drama unit; discuss criteria for selecting a play for your group

HW:
Read and annotate pages 285 - 326 (to finish the book by Friday, March 21, 2014)
First typed double space page of rough draft of Parental Narrative due Friday
Decide what play you want to read and perform; bring money ($7-10) on Tuesday to order a drama book

Thursday, March 6, 2014

SSW: How is our novel structured? Why did Foer make these structural decisions about point of view and order of the narrative?

Readers' Gallery Q and A / check in:
art, artist's statement, committee work

Reading check

Oral storytelling of parent's or other adult's story of community in the wake of tragedy

Visual representation of the structure of Extremely Loud and Incredibly Close

structure

First you

experiences

memories

legend

truth

representation

Remember

next class is our Readers' Gallery of Art Rehearsal

make

polished

printed

all

get an adult edit for artist's statement: comments and signature on the rubric

Art and revised Artist’s Statements due; Gallery rehearsal Monday, March 17, day we return from spring break
Readers’ Gallery of Art on Wednesday, March 19
Make sure you have people coming to see and bid on your art: parents, grandparents, teachers, neighbors, etc.

Reading and annotating or taking notes: pp.234-284

Reminder: InkBlot submissions are due to InkBlot by Friday, March 7th; submit to the box in my room or submit electronically to kealinginkblot@gmail.com

Tuesday, March 4, 2014

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 producer and me to do a final edit
print invitation on front and charity blurb on back
make copies on colored paper
make sure every student gets a copy or two to distribute to their family members and to the school adults that they are inviting
publicity:
    get another group to proof and edit announcement for the hornet herald
ask producer and me to do a final edit and to approve
email the announcement to the hornet herald, cc: me
ambience:
  finalize your plan for the use of space; make sure you have a diagram and instructions to clearly and quickly communicate plan to the class at the beginning of the rehearsal
  get other groups to help you with decorations as needed
charity contact:
email and / or phone your charity
have another group and producer proofread your charity blurb
make sure blurb is copied on the back of the invitations

·         Bidding/Donations/Money Collection
  get another group to edit bid sheet
  print copy and leave for me to make copies
  set up spreadsheet for keeping track of money collected

·         Inviting School Adults and Classes   finish scheduling classes; master schedule is on the s: drive; prioritize 7th and then 6th magnet English
  post schedule on forum
  email schedule to teachers and give them a print copy
  speak to classes, educating them about the auction and your charity
·         Live Music
  finish scheduling musicians
  post schedule on forum

Name placards:
  make a google form for artist's placards
info needed:
Artist's Name:
Title of Artist's Work
Author of Literary Text:
Title of Literary Text:
figure out how to format so all of that info is neat and the placard can be folded and self-standing

Teacher-student-producer conferences on committee work

Committee meetings

Peer editing of artist's statement

get at least two peer edits with meaningful and specific comments

      Make sure that topic sentence contains

Author’s name
Title in “” for short stories and poems
Title italicized for novels
Title of art in “”s

Don’t forget

apostrophe

artist’s statement

Extremely Loud and Incredibly Close

structure

First you

experiences

memories

legend? truth?

representation

make

polished

printed

all

get an adult edit for artist's statement: comments and signature on the rubric

Art and revised Artist’s Statements due; Gallery rehearsal Monday, March 17, day we return from spring break
Readers’ Gallery of Art on Wednesday, March 19
Make sure you have people coming to see and bid on your art: parents, grandparents, teachers, neighbors, etc.
Read and annotate pages 208-233 "Why I'm not Where you are" "The Sixth Burrow" " My feelings"
Interview notes

Friday, February 28, 2014

Artist’s statement for Readers' Gallery of Art

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

·         Why?

·         How? What should you do and not do?

·         Note: embed at least one quote in your artist’s statement

Review recipe for an analytical essay

Recipe physical routine

Paired creation of a concrete detail, commentary, commentary set about your art
Artist's statement topic sentence:
title of art
title of text
author of text
focusing lens

Individual Analysis:

What quote(s) from the text will you highlight in your art and your artist’s statement? If you are using a novel as inspiration, what excerpt (1 page) will you display along with your art?

SSW: Revision of artist's statement

Write down five key issues from ELIC

Readers' Gallery of Art Committee meetings
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

Things that must get done by next class at the latest:
invitations:
get another group to proof and edit
ask producer and me to do a final edit
print invitation on front and charity blurb on back
make copies on colored paper
make sure every student gets a copy or two to distribute to their family members and to the school adults that they are inviting
publicity:
    get another group to proof and edit announcement for the hornet herald
ask producer and me to do a final edit and to approve
email the announcement to the hornet herald, cc: me
ambience:
  finalize your plan for the use of space; make sure you have a diagram and instructions to clearly and quickly communicate plan to the class at the beginning of the rehearsal
  get other groups to help you with decorations as needed
charity contact:
email and / or phone your charity
have another group and producer proofread your charity blurb
make sure blurb is copied on the back of the invitations

·         Bidding/Donations/Money Collection
  get another group to edit bid sheet
  print copy and leave for me to make copies
  set up spreadsheet for keeping track of money collected

·         Inviting School Adults and Classes   finish scheduling classes; master schedule is on the s: drive; prioritize 7th and then 6th magnet English
  post schedule on forum
email schedule to teachers and give them a print copy
speak to classes, educating them about the auction and your charity
·         Live Music
  finish scheduling musicians
  post schedule on forum

Name placards:
  make a google form for artist's placards
info needed:
Artist's Name:
Title of Artist's Work
Author of Literary Text:
Title of Literary Text:
figure out how to format so all of that info is neat and the placard can be folded and self-standing

Teacher-student-producer conferences on committee work

Writing and editing your artists’ statement

HW:

Artist's Statement, typed and polished, due next class, Tuesday, March 4 for peer edit

Committee work, if not finished in class

Show your parents the letter about the interview activity.

Interview a parent or another adult about the building of community after September 11th or another another tragedy or difficult situation. Listen, but do not take notes until after the interview.

Interview notes are due on Thursday, March 6, 2014

Read and annotate OR use discussion reading note format for pages 174-207, "My Feelings," "Happiness, Happiness"

Readers' Gallery of Art Dates:
Artist’s Statement due Tuesday, March 4
Art and revised Artist’s Statements due; Gallery rehearsal Monday, March 17, day we return from spring break
Readers’ Gallery of Art on Wednesday, March 19
Make sure you have people coming to see and bid on your art: parents, grandparents, teachers, neighbors, etc.

Wednesday, February 26, 2014

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: Which committee do you want to work on? Why?

Readers’ Gallery of Art Committees:

Sign up on msroy.freeforums.net today

Producer

·         Charity contact and info

·         Invitations and Announcements

·         Set-Up and Ambience

Placards

·         Bidding/Donations/Money Collection

·         Inviting School Adults and Classes

·         Publicity

·         Live Music

Gallery Planning

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 notes on ILEC

Announcements:

Submit to InkBlot by Friday before spring break (one submission for a grade; extra submissions for extra credit)

Silent Voicing of Questions and Insights on ELIC

In-class reading: “The Only Animal”

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 pp 142-173

Artist’s Statement due Tuesday, March 4
Art and revised Artist’s Statements due; Gallery rehearsal Monday, March 17, day we return from spring break
Readers’ Gallery of Art on Wednesday, March 19

Monday, February 24, 2014

SSW: Using only 140 characters, answer one of the following:

·         What’s the most trouble you’ve ever been in?

·         Tell about a time when you were wrong.

·         Tell about a time when you were misjudged.

In class discussion: in small groups, list the different characters and their experiences with and reactions to letters

o Read and discuss Kurt Vonnegut's letter to students.

o   “I like words.” talk about being able to control words, why that is important, etc.

·         Taylor Mali poem, "Conviction."

·          http://www.youtube.com/watch?v=OEBZkWkkdZA

In-class writing:
Write a letter:

·         To someone that is important to you (close friend, family, etc)

·         Could be about something specifically meaningful, or could just be a thoughtful “thinking of you” letter.

Class discussion of novel using homework / notes form:

·         Talk briefly at tables about what passage you chose.

·         As a table, pick one that you would like to hear the whole class discuss.

·         Talk about the chosen passages as a class.

Homework: Read pp 86-141 and take notes (be sure to pick up a fresh note form)

                   “The Only Animal”

                   “Why I’m Not Where You Are”

Thursday, February 20, 2014

SSW: Imagine what your life would be like if you were silent. Describe your life (actions, thoughts, interactions) in vivid detail in either poetry or prose. What does it mean to have a voice?

SSW sharing and discussion

Partners: Analysis of the voice of Oskar and Thomas

Small group discussion: "Save the last word for me" based on "Passage to discuss in class" from homework notes

Whole class discussion based on reading notes

HW: Read and take notes up to pp 35-85
“Googolplex” and "My Feelings"

gather materials for Readers' Gallery of Art

create museum-quality art for Readers' Gallery of Art

Tuesday, February 18, 2014

SSW and Participation Self-Evaluation

On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks

Title your paper Sacred Silent Writing and Participation Self-Evaluations

Next to the title, make a box and write the grade that you earned based on the criteria listed below.

Justify your grade in a persuasive paragraph.

Rubric for Sacred Silent Writing

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation self evaluation with rubric

Participation: # (in a box) 2nd box: grade divided by 2 out of 50

Write a persuasive paragraph with evidence about why you deserve this grade.

95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

Grading period ends FRIDAY - all late work due by Office Hours today

Two neat stacks on front table:
SSW and participation evaluation
Museum handouts

SSW: Jot down a few defining characteristics for a character: age, gender, interests, something they've done that day, etc.

Feed those characteristics to a neighbor. Take your neighbor's character. Write from that character's point of view in stream of consciousness.

Revised Readers' Gallery of Art pitches

follow up teacher conferences as needed

Intro Novel

o Discuss the first three pictures before the novel begins

-          What are the pictures of?

-          Why are they there? Does it add anything?

o Read the first paragraph together

o In partners, break it down, try and figure it out together (10-15 min)

o Go over what they found

o Read second paragraph.

o As a class, answer:

-          How is it the same/different?

-          Who is he speaking to?

-          Does he tell us everything or just pieces? Why? To what effect?

(5 min)

Reading Notes

o Pass out reading notes (explained) and reading notes (blank)

o Explain what is expected (due for every reading assignment, go over rubric, etc)

(5 min)

Closure:

o On back of first reading notes, answer:

-          What is your first impression of the novel?

-          Two predictions to what will happen in the course of the novel.

HW: Read pp. 1-34 of Jonathan Safran Foer's Extremely Loud & Incredibly Close;
complete first page of reading notes
revise your proposal for RGA, if necessary

Friday, February 14, 2014

SSW: Which museum was your favorite? Why? Which works of art do you especially want to remember? Why? What surprised you? What did you learn? Which works of art did you want to take home with you? Why? What questions do you have about the art and the museum? What would you like to discuss today about the art and the museums? What did you learn about art that you can apply to your Readers' Gallery of Art project?

Discussion of museums and works of art

Sharing of Reader's Gallery of Art pitches and sketches

Thank you cards for chaperones

HW:

Revised, annoted sketch for RG with the following things labelled or listed:
Title of text:
Author of text:
Focusing lens:
Medium and materials:
Rough dimensions:
Visual sketch with annotations
symbolism
artistic decisions (color, materials, lines, style, school of art, etc.) and WHY
Quote from the text that you will include in your artist's statement that connects strongly with your art

Gather materials for Readers' Gallery of Art and start creating a museum-quality work or art based on a literary text that resonates with you; review the rubric and assignment

Bring Extremely Loud and Incredibly Close every class, starting on Tuesday

Monday, February 10, 2014

Good morning, Museum-goers,

SSW: First, describe in detail the painting by William H. Johnson. Second, list the elements of art the artist’s uses (line, color, shape, etc.). Third, analyze the artist’s use of elements of art to create meaning.

Steps of art analysis

Museum Etiquette

Fieldtrip Procedures

Bring: Write this down:

Lunch
Pencil cannot bring pens into the museum
Writing surface – notebook or clipboard
Yr brain
Open mind

Make sure you know the # and letter of your group + the name of your chaperone.

At 7:15 a.m. find your group and have a seat with your group.

Make sure you have made arrangements for your parent to pick you up by 4:30 in the front of the school or to take the late bus.

Museum preview slideshow

Readers’ Gallery of Art Intro and Rubric

HW:

Tonight's hw: select a text for your Readers' Gallery of Art project; select a quote to use in your artist's statement; begin planning and gathering materials

due Friday:

• Pitch and Sketch for Readers’ Gallery of Art Project

Wednesday, February 5, 2014

SSW: Write a brief, persuasive paragraph about why our class should give to your charity. Use ethos, pathos, and logos in your writing.

Art History and Art Analysis

Selection of Readers' Gallery of Art Choice Charity.

Has everyone turned in your field trip permission slips?

HW: Remind your parents to pick you up at 4:30pm on Thursday, February 13th, and turn in any and all late permission slips.

Get a copy of Extremely Loud and Incredibly Close by Jonathan Safran Foer before Tuesday, February 18th. You can buy a book or bring me $10 if you want me to order you one off of Amazon.

Time to check in: Write me a letter answering the following three questions: How are you doing (in life and in English class)? What do you need (in life and in English class)? What are you reading?

Monday, February 3, 2014

SSW: Prepare for open mike. Complete your self-evaluation and author's note. Make sure you have annotated literary and poetic devices.

Loose on top: completed rubric and annotated final copy to give to emcee to give to me when it's your turn for open mike
staple together:
unannotated final copy
author's note+self-evaluation based on the rubric
all drafts and edits from newest to oldest

Open Mike

Coming Attractions:

Drumroll please: Our next novel is Extremely Loud and Incredibly Close by Jonathan Safran Foer.

Has everyone turned in your field trip permission slips?

HW: Share some poetry.

Bring our novel to class every day, starting on Tuesday, February 18th.

Research a charity for your class' Readers' Gallery of Art and be prepared to lobby the class next time.

Thursday, January 30, 2014

SSW: Write a great line of poetry to start a poem which you will pass to a colleague to continue. Use your poetic muscles. Play with words.

Who's turned in your field trip permission slip to science?

Review rubric for poem of choice

Self edit with rubric

Peer conferencing

HW: final, polished draft of poem of choice for open mike / coffeehouse next class
turn in next time: all drafts, self-evaluation, 2 macroedits and 2 microedits

Monday, January 27, 2014

SSW: Select a favorite or intriguing work of literature. Rewrite as a poem. You may use the same title. Then write "After " and the name of the author. Then put your own spin on the work of art. If you need inspiration, consider your novel idea choice or a poem from our packet.

Poem of Choice rubric q and a

Poem of Choice peer conferences

Poems for two voices performances

Preview of possible novels for eighth grade study

HW: Select a poem from our unit, or write a new one, and begin polishing it for your poem of choice; rough draft for macro and micro editing due next class

Wednesday, January 22, 2014

SSW: Pick a person. Could be someone that you know and love. Could be someone that you would like to meet someday. Could be someone that you admire. Could be someone that you disdain. Could be someone who lives and breathes amongst us, someone from history, someone alive in the pages of a book. Write a poem from their perspective. Play with language. Exercise your creative muscles.

Performance of Poems from Two Voices

Field Trip Permission Slips
Mark and clear your calendars for our amazing trip to the Witte, the McNay and the SAMA on Thursday, February 13th from 7:30 am to 4:30 p.m.
All students are expected to attend
Turn in to your science teacher by Feb. 1st

Assign Poem of Choice
Read Rubric
Q and A
Rough draft for peer editing on Thursday, January 30th
Final copy due Tuesday, February 11th

Peer conferences to select poem of choice

Preview of possible novels for eighth grade study: Elegance of the Hedgehog, The Golem and The Jinni, One Hundred Years of Solitude

COIN career inventory with Ms. Garcia

HW: Select a poem from our unit, or write a new one, and begin polishing it for your poem of choice

Friday, January 17, 2014

SSW: Write a poem inspired by song lyrics. Consider incorporating a line from a song that resonates with you. Use your poetic muscles. Think about rhyme, rhythm, meter, structure, sound devices, literary devices. You're getting stronger and more flexible.

Sharing of sonnets and SSW poems

Mark scansion and rhyme scheme on your sonnet and turn in in alphabetical order to the table

Paul Fleishman's "Poems for Two Voices" Performances

Novel selections?

With a partner, write a poem for two voices

Brainstorm dynamic or diametric duos

What literary, poetic, and sound devices will you employ?

Review literary devices on page 11 of poetry packet

HW: finish and polish poem for two voices; Happy Martin Luther King, Jr. Day

Wednesday, January 15, 2014

Novel Idea #3 due today

SSW: Write a love poem. It may be to a person, thing, or concept.

Sonnets

Sonnet reading, structure, and analysis (page 10 of the poetry packet)

Sonnet writing

On-line discussion of Novel Idea #3: write at least two meaningful comments in response to others' postings; indicate by name whose posting you are responding to; distribute comments across our two classes so that each writer gets two comments

HW: Finish writing a 14-line sonnet, Petrarchan or Shakespearean; bring the lyrics from a song that resonates with you

Monday, January 13, 2014

SSW: Create a constraint for yourself to give yourself the structure and freedom to write a poem. Challenge yourself to work on a particular literary device and/or topic.

SSW and HW sharing

Presentation on Japanese culture: origami and calligraphy

Scansion and meter

Write a poem inspired by the Japanese cultural lesson; focus on scansion and meter

HW: finish poem; novel idea #3 due next class

Thursday, January 9, 2014

SSW: Write a poem about water. Or write a poem about something that you wonder about.

SSW poetry and HW Ekphrastic poetry sharing

Poetic Structure

Japanese Haiku and Tanka lesson

"Sestina" by Elizabeth Bishop

Brainstorm six words that double as nouns and verbs to serve as a foundation for a sestina

Due today: Novel Idea #2

Commenting on Novel Idea #2

HW: Write a sestina (or the first three stanzas)
Novel Idea #3 due W1-15

Tuesday, January 7, 2014
Happy New Year and Welcome Back!

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?

SSW Sharing

Confirm showcase volunteers

I sent all high school recs in before winter break

"Girl Writing a Letter"

Rd, Annotate and Discuss
poetry vs. prose; what makes this a poem?
enjambment?
Review Poetic Terms
http://www.gardnermuseum.org/resources/theft
Ekphrasis definition

Wr WS: Sts. select work of visual art; write an ekphrastic poem; use all of your poetry-writing muscles

Update and troubleshooting on Novel Idea #1 posting; Novel Idea #2 due next class

Post Novel Ideas #1 and 2 in the appropriate sections of our forum: http://msroy.freeforums.net/index.cgi;
post your 2nd entry as a reply to the same thread of your first entry. Be sure to label it as Novel Idea #2. Include your name and heading in the body of the post so that I can search for and grade your work.

Coming soon: Spring Novel Selection:

options:
· Mister Pip

· The Tiger’s Wife

Vonnegut
Kafka

HW:

finish / revise poem
work on novel idea; post before class on Thursday

Friday, December 20, 2013

SSW: What is the greatest unsolved mystery? Craft a few lines of poetry about it.

Share SSW and HW poems

Read and learn about line breaks from p. 8 and 9 of the packet

Line Breaks Activity: transform the first paragraph of your challenging novel into a poem

Sharing

Post responses to novel idea #1, time and technology permitting

HW: read, eat, run around outside; challenging novel should be finished by second class back

Wednesday, December 18, 2013

SSW: Write a poem inspired by one of the following quotations. Or select a quote from your challenging novel and respond with a poem.

"Anything that's authentic, that's real, comes in the form of a gift. Even if by accident."

Jose Saramago

"The doctor's wife said, We all have our moments of weakness, just as well that we are still capable of weeping, tears are often our salvation, there are times that we would die if we could not weep."

Jose Saramago, Blindness, p. 96.

Share SSW and HW poems

Rd and discuss “Eating Poetry”

Peer edit and post novel idea #1

http://msroy.freeforums.net

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 that in some way introduces an element of strangeness and ambiguity into the ordinary
sprinkle liberally w/ sound devices and metaphors
label each device

HW: finish crafting poem; remember to annotate for sound and literary devices

Monday, December 16, 2013

SSW, the prosaic: 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

SSW, the poetic: Write about a favorite (or least favorite) food. Exercise your metaphor muscles and your sound device muscles.

Sharing of HW and SSW poems (sound devices with or without food)

Making the Ordinary Extraordinary

Reading and analyzing poems from page three of packet

HW: Craft a thoughtful poem which comments profoundly on an ordinary occurence; novel idea #1 due next class

Thursday, December 12, 2013

SSW: Write a poem about a topic that poets often neglect.

Sharing SSW poems and HW metaphor poems

Learn Sound Devices from packet

Work w/ a partner

Classwork / HW:

craft a poem
sprinkle liberally w/ sound devices
label each device

Progress Check: Independent Reading

HW:

finish sound devices poem

Novel idea #1 due next week on W or F (TBA on Mond)
Start new vocab to know and love lists

Tuesday, December 10, 2013

Straggling Foray into Science Fiction presentations

Announcements:

Need tech aids and student aids for next semester during A2 and B6

Need volunteers for magnet showcase Thursday, January 9th, 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

Study for vocab to know and love quizzes

Vocab to know and love quizzes

Conferences on self-evalutions of Foray into Science Fiction projects and presentations

HW:

Brainstorm abstract concepts studying in other courses
Write a poem using 4-8 metaphors about an abstract concept

Due next class

Work on vocab to know and love

Start new list 25 new words w/ definitions and sources

Friday, December 6, 2013

Rehearse for your presentations. You have 10 minutes.

Foray into Science Fiction Presentations

Vocab to Know and Love Quizzes

HW: read your challenging novel; write analysis of unplugging-while-doing-homework experiment for extra credit; study for vocab quiz if you didn't take today

Wednesday, December 4, 2013

SSW: "There are years that ask questions and years that answer" Zora Neale Hurston, Their Eyes Were Watching God. Let Hurston's quotation soak in. Do something with it.

SSW sharing

Discussion: Impact of extra-credit assignment: unplugging during homework time

Update on media/technology/time goals

Foray into Science Fiction project work time
remember to review rubric as you work

HW:
Finishing touches for sci fi project
read challenging novel
vocab to know and love quizzes next class

Monday, December 2, 2013

SSW: Describe in vivid detail the meal that you helped prepare for Thanksgiving dinner.

Review rubric for Foray into Science Fiction

Work time for Foray into Science Fiction group project

We'll present next class; you'll have ten minutes at the beginning of class to pull together finishing touches and to rehearse

HW: Finishing touches for sci fi project; read challenging novel

Tuesday, November 26, 2013

SSW: Write about your ideas for your Foray into Science Fiction. How will you get your message across? How will you impress use with your creative and artistic talents?

Write your SMART goal on an index card and post outside our classroom.

Novel Idea handouts

Group work time on Foray into Science Fiction
review rubric

Teacher conference and approval of:
societal issue
artistic medium
challenging book

HW: start reading and enjoying your challenging, life-changing book

Glynn Owens Memorial HW Assignment: Cook something for Thanksgiving dinner. Collaborate with a family member.

Thursday, November 21, 2013

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

When you finish your quiz, on your cover sheet, write down your SMART goal regarding media and technology and your use of time. Draw a picture of yourself successfully making your SMART goal a habit.

Discussion on F451

Introduce culminating project for F451

HW:
Find a challenging, life-changing book to read; see me if you want a recommendation or want to check out a book from my library; bring to class next time

Gather ideas and materials for your "Foray into Science Fiction" Project

Continue to work on your smart goal and your extra credit unplugging-during-homework assignment

Vocab to Know and Love quizzes start after Thanksgiving

Tuesday, November 19, 2013

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? What do you think about the way you are spending your time? Did anything on the log surprise you?

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 III

Work on vocab to know and love; quizzes start near end of the six weeks

Start your smart goal

Friday, November 15, 2013

SSW: Review your annotations for quiz

Quiz: Sections 1 and 2

Discussion of Sections 1 and 2, springboarded by quiz

HW: Time Log for one school day + one weekend day

Read and annotate through 139 "...and he was swept away in the dark." (page 133 in some editions)

Wednesday, November 13, 2013

SSW: Imagine Bradbury has been spying on you this past week. Imagine what he would think about your use of media and technology over the past week. Write from Bradbury's perspective about your recent interaction with media and technology.

Presentations 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

Friday, November 8, 2013

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.”Note: All late, absent, and extra credit work due by 4 pm on Tuesday, November 5th because the six weeks ends on Friday, November 8th

Wednesday, November 6, 2013

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.

SSW check for 2nd Six Weeks – self evaluation with rubric

On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for this six weeks

Title your paper Sacred Silent Writing Self-Evaluation

Next to the title, make a box and write the grade that you earned based on the criteria listed below.

Justify your grade in a persuasive paragraph.

Rubric for Sacred Silent Writing

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate; emulating literary devices and styles from mentor texts

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your
writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Participation self evaluation with rubric

Participation: # (in a box) 2nd box: grade divided by 2 out of 50

Write a persuasive paragraph with evidence about why you deserve this grade.

95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask questions; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others

85 occasionally volunteer; answer questions when called on; always listen and take notes;completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation

75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupt others; negative attitude or influence

Turn into the front table in alphabetical order by last name.

At yr tables, select major points/epiphanies from your reading 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)

Monday, November 4, 2013

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.”

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 31st.

Day 1: To page 32, "But it was late, and the arrival of his train put a stop to his plan," which precedes, "The flutter of cards..." (page 29 in some editions)

Day 2: To page 48, "He did not open the window." (page 45 in some editions)

Day 3: To page 71, finish Part I (page 65 in some editions)

Day 4: To page 91, "Montag was in the dark street again, looking at the world." (page 88 in some editions)

Day 5: To page 110, finish Part II. (page 106 in some editions)

Day 6: To page 139 "...and he was swept away in the dark." (page 133 in some editions)

Day 7: Finish book. Some editions have an afterward, which you are encouraged to read.

Thursday, October 31, 2013

SSW: Write a scary story using your vocab to know and love.

Theme chant:

Theme is the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable.

Discussion of homework: themes of Vonnegut's "Harrison Bergeron"

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.

Tuesday, October 29, 2013

Welcome, annotating readers
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 a few questions for a lively discussion of Vonnegut's short story. Include I-don't-get-it questions, questions that will help us to be better writers and deep, philosophical questions (to help us to be better human beings).

Discussion of "Harrison Bergeron"

Add to literary terms notes:

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

Theme: the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable

Study vocab to know and love

Write in agenda, HW:

Reminder: all late, missing, revised for regrade, and extra credit assignments due by the end of the day on Tuesday, 11-5, as that is the last week of six weeks
Vocab to know and love –20 words due M 11-4

HW: study vocab to know and love; quizzes start on Monday
write a statement of theme for "Harrison Bergeron"
be sure to bring Fahrenheit 451 every class; we will start reading next class

Friday, October 25, 2013

If you took the free extension, turn in your research paper to me.

Grammar Gladiators

HW: Read and annotate Kurt Vonnegut's "Harrison Bergeron"
bring Ray Bradbury's Fahrenheit 451

Wednesday, October 23, 2013

Research Paper Evaluation Using the Rubric

SSW: Reflection on research process

·         What did you love about the process?

·         What are you proud of?

·         Are you prepared for a life of scholarly research? How so?

·         What did you learn about research?

·         What will you do differently next time you research?

·         What do you suggest I do differently next time?

·         How did research change yr thinking?

·         What are you going to do with your new found expertise?

Disc on research papers

Ceremonial Turning in of Research Papers

Adult Edit Grade

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.

The Return of a Roy tradtion: Grammar Gladiators

HW: top secret; will be revealed during class

choose your own adventure homework:
option one: turn in your amazing paper in on time
rewards: 20 out of 20 on an extra homework grade
and your homework is to do something to recharge yourself after your hard work on the research paper
option two: if you need to spend more time on your paper, then give yourself a free extension until next class
reward: extra time to improve your paper without penalty

Monday, October 21, 2013

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
Thesis: clear and profound
Title
Grammar inc parenthetical documention
Organization: Staying on Topic, Concise, Transitions, follows recipe
Commentary

Completed rough draft of body paragraphs should already be done; finish and improve as needed

Don’t forget works cited

Make an appointment for an adult edit if you have not already done so

Adult edit is due the day paper is due, but you need to get it early enough to make revisions
Make your apt early to keep your adult cheery

Final paper inc works cited is due next time Wednesday, 10-23

Due next time:final paper, 3-5 pps, typed double-spaced + works cited

remember: lack of proper citations and or works cited = plagiarism = 0
adult edit: comments and signature on rubric
reminder: obtain a copy of Ray Bradbury's Fahrenheit 451 to read, annotate, and discuss after the research paper unit

Thursday, October 17, 2013

SSW: Free write.

Take notes:

Plagiarism conditions:

·         Missing all or part of your works cited

·         Missing any citations for paraphrases

·         Missing any citations for direct quotes

·         Missing any quotation marks for direct quotes

·         Everything from a source must be cited.

·         If in doubt, cite it.

Plagiarism results:

1.      Zero on paper

a.       Major drop / failing for six weeks

2.      Crying

3.      Parent / teacher / director / student conference

4.      Loss of trust

5.      Loss of reputation

6.      Guilt

7.      Loss of ethics / integrity

Genre conventions for nonfiction, formal, scholarly research paper:

·         Less emphasis on imagery (exception intro and conc)

·         Matter of fact

·         Logical

·         Formal

o   Avoid slang, contractions

o Avoid conversational language

·         Avoid you or I / my or we

o   Exception: intro or concl

·         Cut: “I believe that”/”I think that”

·         Practical and focused

·         Clear and concise

·         Not the time for figurative language

·         Be sure to specify who “we” is

o   Which govt and which level

o   Corporations

o   Individuals

o   Charitable organizations

Introductions (1 paragraph / .5 page):

·         Hook reader

·         Powerful thesis –last sentence of intro

·         Intriguing or powerful quote

·         Cool or alarming fact; attention-getting

·         Set tone and scope of issue

·         Create strong visual in reader’s mind

·         Why should reader care?

o   Make a connection

·         Background info – give context about scope of issue

Conclusion (1 paragraph / .5 page)

·         Restate (rephrase) thesis (usually at beg. of conclusion)

·         Thought-provoking

·         Call to action

o   Urge reader to get involved

o   Explain how they can be part of solution

·         Profound quote

·         Summarize paper; problem and solutions

Write intro and conclusion paragraphs

HW: make any necessary revisions and additions to body paragraphs and thesis
finish intro and conclusion paragraphs
get adult edits on your thesis statements and body paragraphs

reminder: obtain a copy of Ray Bradbury's Fahrenheit 451 to read, annotate, and discuss after the research paper unit

Tuesday, October 15, 2013

SSW: Review the recipe for an easy A on a research paper. Label the parts of your first body paragraph: TS, cd, cm., and CS. Self-edit your first body paragraph.

What are you doing well?
What needs improvement?
What ?s do you have?

Start writing your second body paragraph

Peer edit

Q and A
Wr WS: Write the rest of the body paragraphs of your paper.

Teacher Conference / Grade:

first body paragraph

HW: finish writing all body paragraphs
body paragraphs should be 3+ pps typed
(Works cited should already be done, so you should come to class next time with a completed rough draft including works cited; The only thing that should be left to write is your intro and conclusion which we will work on next class.)

reminder: obtain a copy of Ray Bradbury's Fahrenheit 451 to read, annotate, and discuss after the research paper unit

Thursday, October 10, 2013

SSW: If you had to cook dinner to impress an important guest, what would you make? How would you ensure that your cooking was a success?
What is your favorite recipe to cook? Or what recipe would you like to master?

HW Wave:

revised and completed outline

Recipe for great body paragraph for an easy A research paper

·         Topic Sentence (TS) (The umbrella that covers your entire paragraph)

o   DO NOT refer to yrself or to the paper

o   Simply state the overview of the paragraph.

o   Provide transition b/n topics

·         Concrete detail(c.d) (smoothing the way to the thesis with facts)

o   Fact from research

o   Info from front of yr notecards

o   () citation

·         Commentary (comm.) (punching the fact home with analysis)

o   your analysis of the c.d.

o   explanation of how c.d. supports your thesis

o   should already be on back of your note cards

o   guide your reader to come to same conclusions you came to

o   this is where you use your power

·         commentary

·         repeat c.d/comm./comm. 3X

·         concluding sentence – persuasive summation of paragraph (duct tape that connects back to the umbrella and connects to the next umbrella and reinforces the point of the paragraph)

o   include transition to next paragraph

Fill in gaps; revise thesis and outline so you can go on autopilot

Write your first body paragraph using the recipe and your outline

Peer edit

Revise

Teacher conference on revised thesis and outline

Use your outline and the recipe to write your body paragraph

Read Parenthetical Documentation section of your writing manual

Parenthetical documentation notes

·         Every sentence in your paper that has info from a note card needs parenthetical documentation.

o   Includes direct quotes

o   Includes paraphrases

·         At the end of the sentence add (first key word from the bib source page#).

·         If you have 2 sources w/ same author, you’ll need to add more info to distinguish sources (Roy, Cycling 37) and (Roy, Garlic and Poetry 478).

·         2 citations in a row from same source, for 2nd one, skip first key word and go right to p #

o   If no p#, restate first key word

·         Do not put a url in the () citation in place of p#

·         Blah blah blah (Webster 35) and blah blah blah (Hart 42).

2-3 embedded quotes in EACH body paragraph
Do NOT quote entire sentences

Use ellipses to trim wds from mid quote

EVERYTHING needs to support thesis

· If NOT, cut it

All evidence / facts needs to be followed by ANALYSIS and COMMENTARY

NOT writing a REPORT

Fill in gaps in your outline and your research; revise thesis and outline so you can go on autopilot

Straggling teacher conferences on revised thesis and outline

HW:

rough draft of one Roman numeral from yr outline (this should be about a page typed double spaced)
Works Cited
make an appt TODAY w/ an adult for edit of your paper due Monday, 10/21. You need to get the adult edit early enough to make changes.

Tuesday, October 8, 2013

SSW: Taking stock and making a plan for research joy and success: How is your research going? What's going well? What do you need to improve on? What do you need to do to stay on, or get on, the easy path to writing your paper on auto-pilot? What do you need help with? What do you need to spend your time on today during class and for homework?

Teacher conference on outline and thesis statement

Teacher conference on six weeks grades and official A handshakes

Research work time

HW: revise first part of your outline and finish detailed outline for entire paper (2-3 pp. typed, single spaced with parenthetical documentation)

Friday, October 4, 2013

Big picture question: How does a good thesis statement function in a research paper? How do we craft a powerful thesis statement?

SSW: Get ready to have a 60 second meeting w/ President Obama summarizing your research. To do so, review your notecards. Look for patterns. Divide them into three stacks. Then, summarize the findings from each stack into one sentence. This should lead to you stating the three most important things that Pres. Obama needs to know about your topic. Make sure that you include your stand and solutions. Share w/ a colleague.

Practice thesis statements

·         Miley Cyrus and the VMAs

·         Year-round school

· Government shutdown

Q and A on thesis statements

Lesson: Outling

·         Read and Discuss “Outlines” p. 6 of packet

Parenthetical documentation notes ·
    Every sentence in your paper that has info from a notecard needs parenthetical documentation in your paper and in your outline.

o   Includes direct quotes

o   Includes paraphrases

·         At the end of the sentence add (first key word from the bib source and page#).

Outline
I.

            A.

                        1.

                        2.

                        3.

            B.

                        1.

                        2.

                                    a.

                                                i.

                                                ii.

                                    b.

                                                i.

                                                ii.

Workday:

·         Thesis statement revisions

·         Outlining

·         Researching

Today in class: · Peer conferences on thesis statement

·         Organize your note cards into outline order

·         Type your outline of one entire Roman numeral (a third of your paper_

o   Get to at least lowercase letters in some areas

o   Consistently reach numbers

o   Remember to include front and back of notecards

include parenthetical documentation in your outline

a good outline for the entire body of the paper will be 2-3 pps., typed singlespaced
so, outline for one Roman numeral needs to be one page typed, singlespaced

·         Due next time:

o   Outline for one Roman numeral of paper (does not have to be the first one; pick the one you have the most research for)

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

Teacher conference / grade: thesis statement next class

Wednesday, October 2, 2013

Big picture question: How does a good thesis statement function in a research paper?

SSW: (followed by Disc): Joy of Research

What cool info have you found?

Have you found the joy of research? Explain. What’s your plan for completing your research?

Introduce thesis from map of the land handout (p. 7 in research packet)

Practice thesis writing in groups: Write a thesis about raising or lowering the driving age.
W/ table partners rate sample thesis statements 1-5
Make notes of roman numerals and how to improve
Wh cl disc
What does thesis remind you of?
Thesis courtroom analogy

Review bib and note cards

Peer edit of bib and note cards

Disc common mistakes-take notes about what you need to improve

Participation self evaluation with rubric

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 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

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

Monday, September 30, 2013

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

At your table, give each other a ruthless peer edit on your bib and note cards

Discuss common details

Research / create bib and note cards

Focus on:

·         problem and 3 solutions or a 3 part solution

·         how the issue impacts society

·         This is NOT a report; you will go beyond gathering facts

·         But an analytical paper; you must take a stand and use your research to prove the efficacy of your stand

Have a colleague check your bib and note cards to make sure you have all parts and are making useful notecards

Due 15 minutes before the end of class today:

2 bib and 5 notecards: Student leaders and students that they delegate will grade and record a 20 point grade

HW: (write in your agenda at the beginning of class)

bring research materials to class next time;

min of 10 notecards from at least 2 sources due
end of next class, at least 20 notecard + 3 bib total (you will have some time in class next time to work on this, but it will be less than half the period)

Thursday, September 26, 2013

Top-Secret, Amazing, Life-Changing Project starting on this date...Drumroll, please!

SSW: What is the issue that is dealt w/ in yr article? What are some possible solutions? Why? What would you have to find out / know to discover if the solutions are feasible? How would you find out? How would these solutions change our world for the better?

Discussion

SSW Sharing

What is research?
Why is it amazing?
Why have some people had a bad experience w/ research?
How to conquer the world
How to write yr paper on auto pilot
Testimonials

Lessons

Bib cards
Note cards
Credible sources
Objectivity
Civility

Write a bib card and 3 note cards from yr social issues article.

Topic approval

Expectations for and helping the sub on M and F; volunteers to lead lesson

HW:

Topic and back-up topic
Gather and bring hard copies of research materials
Get index cards

Note: The end of the six weeks is rapidly approaching...

Reminder: all late, missing, revised for regrade, and extra credit assignments due by the end of the day on Tuesday, October 4th, as that is the last week of six weeks
Vocab to know and love: 20 words due T 10-8

Tuesday, September 24, 2013

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

Creative presentations of Top Ten

Looking Ahead: You will need a copy of Ray Bradbury’s Fahrenheit 451 to read and annotate starting in mid October 2013. Beat the rush. Get a copy now. Tell your folks today.

Booktalks scheduled for today

Vocab to Know and Love due first week of new six weeks: 25 new words that you now know and love

HW: find a current events article about a social issue that you care deeply about

Friday, September 20, 2013

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; divide that number by two and place in box 2: out of 50

Justify yr grade in a persuasive paragraph.

95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate

85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing

75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas

Homework Wave:

revised draft of Top Ten
organized, labeled and dated SSW and HW for grade check

Due next time:

final Top 10

with rubric
and self-evaluation
all drafts from newest on top to oldest on the bottom

amazing, entertaining presentation of one of your Top 10 Entries

Make a new section / page in your English notebook (near lit devices, etc.) and take notes:

Top Ten Mistakes to Avoid

·         A lot

·         You

·         Intro clause, ________.

·         ;

·         :

·         sp: definitely

·         really

·         its/it’s

·         it/ this --? Unclear pronoun

·         citation punctuation

·         do NOT place a comma before “because”

Take notes:

Corrections to Common Mistakes Things to Always Get Right

·         Italicize and capitalize titles of books and of long works

·         “ “ and capitalize titles of shorter works

o   not just in citations, but also in text

·         It’s = it is; its = possessive

·         Comma after introductory clause

o   Ex: In English class, I learned to use commas properly. When providing extra information at the beginning of a sentence, set it off with a comma.

·         Comma between two independent clauses joined by coordinating conjunction: and, but, so

o   I taught my students well, so they became great writers. I taught my students about citations, but they still forgot the end punctuation.

·         Affect / effect

o   Affect = action (verb); effect = result (noun)

o   I can affect my students by assigning homework; the effect of this action is that they will get smarter.

·         Citations end w/ a period.

·         A lot is two words and is a weak phrase. Use only sparingly, only in dialogue.

·         to = preposition

·         too = also, excessive

·         two =2

·         their = ownership

·         there = place

·         they’re = they are

· an before a vowel

·         Independent clause = phrase that stands alone as a complete sentence

·         Ex. I rode my bike to school.

·         Dependent clause = phrase that modifies (or is added to) an independent clause

·         Ex.  In the morning, I rode my bike to school.

·         Introductory clause introduces the sentence; provides extra info.

·         ; to combine 2 closely related independent clauses

·         I rode my bike to school; I don’t have my car today.

·         ; to separate items in complex lists

·         : works as an =

·         Ms. Finklea gave me a copy of my favorite book: East of Eden.

·         ! use incredibly sparingly

·         commas in list (I am buying eggs, bread and milk. )

·         Last, First. “Title.” As told to the author.

Roy, Rose. Stories My Mother Told Me. As told to the author. Oral Story.

·         Remember to use the updated MLA citations and state medium at end (i.e. print, oral story, film, etc.)

·         End punctuation to citation. Don’t forget the period at the end of the citation.

·         Reverse indent citations. Alphabetize entries by first key word of citation. Single space your analytical blurbs, skipping a space b/n each citations and each entries. Do not number the entries. Do not indent the paragraphs.

·         Most important:

o   No more Run-Ons

o   No more Sentence Fragments

·         Check out the grammar website link on my kealinghornets.org page

·         Guide to Grammar

o   http://grammar.ccc.commnet.edu/grammar/

o   It has explanations and quizzes for all kinds of grammar issues

o   Please use if you are having trouble with R.O.s, Frags, or commas

Take notes and use these editing comments today and forever after.

Editing comments

K         awkward

P          punctuation

C         capitalization

Sp        spelling

Gd       good

R.O. run-on

Frag     frag

Top Ten Peer Edits

SSW Check

HW:

final draft of Top Ten due on T9-24

present/explain yr interpretation and analysis of one of your top ten influential stories on T 9-24

need an amazing handmade/ homemade visual, auditory or interactive performance

Wednesday, September 18, 2013

Welcome, writers.

Agenda out.

HW out.

SSW: If you could have any superpower what would it be? Why? What would you do with it?

HW:

Half draft of Top Ten list for microedit due today

Completed revised draft due next class, F9-20, polished and ready for microedits
final draft of Top Ten due on T9-24

present/explain yr interpretation and analysis of one of your top ten influential stories on T 9-24

need an amazing handmade/ homemade visual, auditory or interactive performance

SSW / HW check next class:

1. SSW: Brain
2. SSW: Poem of introduction / Preferences
3. SSW: Advice for parent
4. SSW: Cloning
5. SSW: Biggest Problem
6.HW: Character Sketch
7. SSW: Stories
8.HW: Top Ten List With One Analytical Explanation
9. SSW: Passionate topic
10. 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

Peer Editing Self Editing

Self Eval w Rubric

Student-Teacher Conference on one entry for a grade

Revision

Research Citations

Discussion: Characteristics of Effective Writing of "Falling Girl"

Monday, September 16, 2013

SSW: Free write about something that you feel passionately about. Enjoy.

Poetry moment

SSW sharing / discussion

Book talks

HW wave:

Top Ten paragraph

Fill out a no assignment sheet if you are missing anything

Bib Citation Mini-Lesson · review HO

· 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

·         style

§ 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

·         Check against above criteria

·         Give feedback

Wr WS:

            Work on blurbs and citations

Read and annotate "Falling Girl"

As you discuss, keep a running list of Characteristics of Effective Writing

HW: Half of Top 10 rough draft due next time

5 completed, typed blurbs with citations
follow format of my sample

Thursday, September 12, 2013

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.)

Book talks

Poetry moment

SSW sharing / discussion

Reminders:
    progress reports
    Start _____’s Vocab to Know and Love

HW wave: character sketch

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

HW due next time: Pick one of the “stories” on your list and write about WHY you chose it. Do NOT summarize the story. Rather, explain the connection between the story and your life. How did the story influence you? change your point of view?

Recommended reference site: Bartleby.com

Tuesday, September 10, 2013

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

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.

Friday, September 6, 2013

10 mins prep and rehearsal for Presidential Committee Presentation

Book talks

Presidential Panels

HW:

READ. Select something for independent reading. You are welcome to check out a book from my classroom library. Enjoy.

Prepare your book talk.

Wednesday, September 4, 2013

Book talk guidelines and scheduling
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

Friday, August 30, 2013

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

Announcements:

Loose ends:

Restroom pass
Tardies
Office Hours: Tuesday
No Assignment Sheets
Syllabus
Adds/ drops: openings in software design
o Recruiting more girls
Tech aids
ok to eat fruit in class; no processed or messy foods
website
my credentials

· Bring House of Scorpions next class for activity; review the book and your annotations

Turn in Education the Teacher with final draft stapled on top of rough drafts, brainstorming, planning, etc.

Intro Poem Completion and Revision

Practice Names

Poem Sharing

HW:
bring polished copy of intro poem to post in room

study HoS text and annotations in preparation for discussion and activity next class

Wednesday, August 28, 2013

Materials:

Day One HOs

No Assignment Sheets Notebook

Handouts:

Student info sheet

Poem of the Day: Wislawa Szymborska’s “Possibilities”

Welcome, Writers

Listen to “Possibilities” by Wislawa Symboska.

Reread and annotate "Possibilities; jot down comments and questions for a lively discussion

Lively discussion

TAKE OUT:

·        Agenda books

·        Educating the Teacher brainstorming and planning

·        Ed Tchr HO

·        House of Scorpions summer reading assignment

HANDOUTS:

letter
syllabus

Write in your Agenda:

Due Next Time:

· final copy + drafts of Ed T

show parent(s)

o letter

o syllabus

Due soon:

House of Scoripions summer reading due on Wednesday, September 4th
Names Quiz next week on F

HW wave:

rd of ed t

No Assignment Sheets

SSW sharing

Read and discuss (if not finished)

Course letter
Syllabus
Rules and Procedures
Computer Policies

Educating the Teacher

·         Review mission
·         Questions?
·         Brainstorm suggestions for revision
·         notes

Q&A on Class Procedures

HAPPY SACRED SILENT WRITING: write a poem to share w/ the class that shows us who you are to help us get to know you and to keep us entertained.

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

Monday, August 26, 2013

Sacred Silent Writing: Write about your brain.

Reading: Robert Fulghum's "The Brain"

Individual Reflection

Sharing and Discussion

Names Game

Course Letter

Educating the Teacher assignment

Syllabus

Rules and Procedures

HW: Educating the Teacher: brainstorming and planning due next class / W, final draft due F; bring House of Scorpions annotations starting F

Thursday, May 29, 2014

Friday, May 23, 2014

Wednesday, May 21, 2014

Monday, May 19, 2014

Thursday, May 15, 2014

Tuesday, May 13, 2014

Friday, May 9, 2014

Wednesday, May 7, 2014

Monday, May 5, 2014

Thursday, May 1, 2014

Tueday, April 29, 2014

Monday, April 21, 2014

Wednesday, April 16, 2014

Monday, April 14, 2014

Thursday, April 10, 2014

Tuesday, April 8, 2014

Friday, April 4, 2014

Wednesday, April 2, 2014

Monday, March 31, 2014

Thursday, March 27, 2014

Tuesday, March 25, 2014

Friday, March 21,2014

Wednesday, March 19, 2014

Monday, March 17, 2014

Thursday, March 6, 2014

Tuesday, March 4, 2014

Friday, February 28, 2014

Wednesday, February 26, 2014

Monday, February 24, 2014

Thursday, February 20, 2014

Tuesday, February 18, 2014

Friday, February 14, 2014

Monday, February 10, 2014

Wednesday, February 5, 2014

Monday, February 3, 2014

Thursday, January 30, 2014

Monday, January 27, 2014

Wednesday, January 22, 2014

Friday, January 17, 2014

Wednesday, January 15, 2014

Monday, January 13, 2014

Thursday, January 9, 2014

Tuesday, January 7, 2014Happy New Year and Welcome Back!

Friday, December 20, 2013

Wednesday, December 18, 2013

Monday, December 16, 2013

Thursday, December 12, 2013

Tuesday, December 10, 2013

Friday, December 6, 2013

Wednesday, December 4, 2013

Monday, December 2, 2013

Tuesday, November 26, 2013

Thursday, November 21, 2013

Tuesday, November 19, 2013

Friday, November 15, 2013

Wednesday, November 13, 2013

Friday, November 8, 2013

Wednesday, November 6, 2013

Monday, November 4, 2013

Fahrenheit 451 Reading Schedule

Thursday, October 31, 2013

Tuesday, October 29, 2013

Friday, October 25, 2013

Wednesday, October 23, 2013

Monday, October 21, 2013

Thursday, October 17, 2013

Tuesday, October 15, 2013

Thursday, October 10, 2013

Tuesday, October 8, 2013

Friday, October 4, 2013

Wednesday, October 2, 2013

Monday, September 30, 2013

Thursday, September 26, 2013

Top-Secret, Amazing, Life-Changing Project starting on this date...Drumroll, please!

Note: The end of the six weeks is rapidly approaching...

Tuesday, September 24, 2013

Friday, September 20, 2013

Wednesday, September 18, 2013

Monday, September 16, 2013

Thursday, September 12, 2013

Tuesday, January 7, 2014
Happy New Year and Welcome Back!