What due? What did we do?
September 22, 2010 31 days
Collect worksheets, SSR, get flint lighter count from block 3
Ladders Reading Lesson 1, Author's Purpose
September 24, 2010 30 days
Collect worksheets
Go to hearing screenings, then to library
Teach theme with Bearenstain Bears.
Write about theme, rough draft due on Tuesday, September 28
Title
October 14, 2010 24 days
SSR, return papers to students
Grade PSAT preparation with document camera.
Write a summary of each of the 12 points of Deep Survival.
Review vocabulary, test on Monday. It will be about To Build a Fire and Deep Survival, vocabulary, and literary terms.
Novembder 17 2010
11-15-10 14 days
SSR, introduce protagonist as if telling a friend about him/her, evaluate SSR writings
For Wednesday, do Lesson 6 Writing, Complete Sentences.
Tell your disaster story to a classmate, possibly (5 minutes)
Read pages 265-266 aloud. Do pages 267-269 Write your disaster story OR some other incident that you learned something from or realized an important truth from. Unacceptable choices are telling about a day of fun, such as at an amusement park or getting your driver’s license (if you have it already) Writing prompt is at the top of the right column p. 267.
For Wednesday, the prewriting sections (the 4 part chart and the senses) from p. 267 are due. Do what is helpful to you on p. 268, then write the rough draft. Do what is on page 269 to your rough draft.
11-17-10 13 days
Collect prewriting and rough drafts, SSR, write what is happening in the story right now.
Grade Lesson 6
Return rough drafts, Go BACK over the assignment for the narrative on pages 267-269. Due Friday: final draft with everything done to it shown on page 269, rough draft with prewriting, 10% bonus for typed.
Do a quick lesson on cultural awareness and references about time: timeline, AD and BC, BCE and CE. Caesar died in 44 BCE, and came to power in 55 BCE. Now we use BCE and CE since we are a one-world kind of culture. Start Julius Caesar with the Issue Analysis—students talk to each other. Keep to use on Friday.
Novvember 18, 2010
11-19-20
go to library; essays, with prewriting and rough drafts. I’ll be looking for the following, so mark it as noted: circle narrative hook, underline sensory details, bracket why it matters to you.
Get out issue analysis to discuss in seminar-type discussion.
Extra Credit for Tuesday: Read the article about Shakespeare starting on p. 1082 and write a 3-2-1—discuss (several sentences with thought involved) 3 things you found interesting, discuss 2 things you'd like to know more about, discuss 1 thing you don't think anybody else will write about.
Agenda Content goes here
11-23-2010 11 days
Collect extra credit, no excuses/left at home/etc...
SSR; write about the antagonist
Review time, discuss setting and characters with fill-in-the-blank sheet.
11-30-2010 7 days
SSR, no writing, do issues opinions on big sheets of paper?
Finish character list, show Trailer about issues.
Start Julius Caesar by listening and following along, writing notes
12-2-2010 6 days
Library, Continue in JC, finish Act 1, scenes 1 and 2 and do study questions 2-13. Complete Educated Guesses wkst.
Julius
Agenda Content goes here
Julius Caesar
A
12-6-10 5 days
SSR? Questions 2-13 due on Act 1, Educated Guesses due
Go over answers to questions and Educated Guesses
Cohorts to read? To be done by Wednesday: Shmoop summary and note line #s, answer Act 2 questions
Wednesday, above due, quiz over Acts 1and 2
12-8-10
Collect Acts 1 and 2, quiz over both.
Cast list:
Caesar
Soothsayer
Artemedorius
Decius
Publius
Cassius
Popillus
Brutus
Cinna
Metellius
Casca
Antony
1st Plebian
2nd Plebian
3rd Plebian
4th Plebian
genda Content goes here
12-10-10
Take Act 3 quiz, read Act 4 and answer questions. For Tuesday, turn in worksheet at the beginning of class, take Act 4 quiz.
Spring 2011 Semester
January 4, 2011 47 days
Get binder and book if you have one in here. Go to library to shop for books. SSR every day.
Attendance, letter to parents. Your parent MUST email me for your points, even if done the first semester, to make it fair for all students not in here first semester. Binder discussion.
You need paper and something to write with, as rough draft for now. With the dictionary on your desk, find the section for the letter that starts your first name. What part of speech is your name? Noun What describes a noun? Adjective. Choose two or three adjectives that start with the same letter or sound and write them down. For example, I could be Calm Christine or Kind Christine. Write it in the upper corner of your rough-draft. List books you've read and could recommend to someone else—appropriate for your age now, along with a sentence about the book. It can be about the content, a recommendation, or something you learned from the book. This is part of what is due on Thursday.
Decide on two truths and a lie that describe you. The lie must be plausible. All statements must be “and” statement; make a statement, AND a related statement. Jot it down on your rough draft paper, can use a partner to help you think. As a model, show mine (with two lies).
1. I have a daughter and a son, AND both are excellent students (so far).
2. I have three dogs AND their names are Ginger, Samson, and
Sheba.
3. I'm something of a gym rat AND I usually do back-to-back Step and Pilates classes.
4. I have loved teaching for 23 years AND I love catching cheaters 5. My mother is quite elderly AND so is my mother-in-law.
6. I am a cheapskate AND proud of it!
For Thursday, you need to write two OR three truths and one lie, in the form of AND statements. Two truths and one lie becomes 6 stmts
Writing assignment for Thursday: In letter form, discuss three or more things you learned during first semester. It can be content (what you learned about English), something you learned about how to be an effective student, something you learned by observation, a conclusion you came to or a truth you discovered, etc… Then, discuss two or three goals for yourself for this coming semester. Think of this similar to New Year's Resolutions. Optional: life goal discussion. Address it to me, 1350 W 2nd Street, Seymour, IN 47274, with your return address on it, write the letter, conclude it, and sign it. Show letter form on board—return address at the top on the right, address it's going to, salutation, body, conclusion and signature.
For Thursday: Adjective for name, book title list, truths and lie, letter.
SSR for rest of class time, and any sponge time.
January 6, 2011 46 days
Collect adj/name, book titles, truth and lie, and letters—see below
Write your adjective and name (supersize) on paper, and block #, then list books you’d recommend to someone else. Give the title, the author if you can, and a sentence or two of who would like it or what it’s about. Hang on wall after crediting students.
FCAs go in upper left corner of letter: presentation form, 3 things learned, 2 goals, GUMS.
FCAs for truths and lies: 3 “and” statements, plausible, GUMS
Write FCAs on paper, discuss, collect.
SSR,Title a piece of paper SSR, today’s date, and your book title. Write down the page # you start on and the page number where you stop. Write two things you know about the book so far.
Email discussion
Read out loud the story called Jaws about Todd Hardwick, the alligator hunter in the August 2006 RD, so they can answer WWWWW and H as a summarization. Open textbook to p. 1253 to see how to do a bibliography entry for a magazine. Each student gets an RD to select a hero or survivor story to read and summarize, and write the bibliography for. Bookmarks with names go into the magazines, then onto each class’ shelf. We’ll continue on Monday.
1-10-2011 45 days
Spring Semester 2011
January 4, 2011 47 days
Get binder and book if you have one in here. Go to library to shop for books. SSR every day.
Attendance, letter to parents. Your parent MUST email me for your points, even if done the first semester, to make it fair for all students not in here first semester. Binder discussion.
You need paper and something to write with, as rough draft for now. With the dictionary on your desk, find the section for the letter that starts your first name. What part of speech is your name? Noun What describes a noun? Adjective. Choose two or three adjectives that start with the same letter or sound and write them down. For example, I could be Calm Christine or Kind Christine. Write it in the upper corner of your rough-draft. List books you've read and could recommend to someone else—appropriate for your age now, along with a sentence about the book. It can be about the content, a recommendation, or something you learned from the book. This is part of what is due on Thursday.
Decide on two truths and a lie that describe you. The lie must be plausible. All statements must be “and” statement; make a statement, AND a related statement. Jot it down on your rough draft paper, can use a partner to help you think. As a model, show mine (with two lies).
1. I have a daughter and a son, AND both are excellent students (so far).
2. I have three dogs AND their names are Ginger, Samson, and
Sheba.
3. I'm something of a gym rat AND I usually do back-to-back Step and Pilates classes.
4. I have loved teaching for 23 years AND I love catching cheaters 5. My mother is quite elderly AND so is my mother-in-law.
6. I am a cheapskate AND proud of it!
For Thursday, you need to write two OR three truths and one lie, in the form of AND statements. Two truths and one lie becomes 6 stmts
Writing assignment for Thursday: In letter form, discuss three or more things you learned during first semester. It can be content (what you learned about English), something you learned about how to be an effective student, something you learned by observation, a conclusion you came to or a truth you discovered, etc… Then, discuss two or three goals for yourself for this coming semester. Think of this similar to New Year's Resolutions. Optional: life goal discussion. Address it to me, 1350 W 2nd Street, Seymour, IN 47274, with your return address on it, write the letter, conclude it, and sign it. Show letter form on board—return address at the top on the right, address it's going to, salutation, body, conclusion and signature.
For Thursday: Adjective for name, book title list, truths and lie, letter.
SSR for rest of class time, and any sponge time.
January 6, 2011 46 days
Collect adj/name, book titles, truth and lie, and letters—see below
Write your adjective and name (supersize) on paper, and block #, then list books you’d recommend to someone else. Give the title, the author if you can, and a sentence or two of who would like it or what it’s about. Hang on wall after crediting students.
FCAs go in upper left corner of letter: presentation form, 3 things learned, 2 goals, GUMS.
FCAs for truths and lies: 3 “and” statements, plausible, GUMS
Write FCAs on paper, discuss, collect.
SSR,Title a piece of paper SSR, today’s date, and your book title. Write down the page # you start on and the page number where you stop. Write two things you know about the book so far.
Email discussion
Read out loud the story called Jaws about Todd Hardwick, the alligator hunter in the August 2006 RD, so they can answer WWWWW and H as a summarization. Open textbook to p. 1253 to see how to do a bibliography entry for a magazine. Each student gets an RD to select a hero or survivor story to read and summarize, and write the bibliography for. Bookmarks with names go into the magazines, then onto each class’ shelf. We’ll continue on Monday.
1-10-2011 45 days
Title
1-25-11
Collect homework from "Man in the Water"
SSR, truth and lies, go on with story
1-27-2011 41 days
SSR and library
Discuss terms: Prediction- a guess about what will happen next based on information already given
Generalization--to come to a broad conclusion based on specific information already given
Inference-a determination a reader makes based on information and evidence provided
Conclusion--an overall opinion or decision about what is happening; can be based on one or more inferences
Continue reading the story until finished; show pictures on projector of Manhatten Island, Hudson River, Subtreasury Building, Washington, the Biltmore Hotel, Grand Central Station and the subway
Do Ladders Lesson R 10 about Inferences and Conclusions
1-31-11
SSR
Define terms on sheet given in class
Do fill-in-the-blank worksheet over "By the Waters of Babylon", given in class
Title
2-2-11
SSR, page numbers, write two questions you asked yourself
Grade Lesson 10; Waters worksheet
Discuss summaries: Two grades appear out of 10—one for the bibliography entry, the other for the summary itself. Then, you have a total grade out of 20. You should have duplicated the form of the bibliography from p 1253, shouldn’t be difficult. The summary was an impression after reading the article, then your summary. Most of you left out the excitement…and that’s usually reasonable for a summary. Now, I want to you to write a bit more, and you MUST turn your original summary back in with your new writing in the magazine. Discuss why the main character in your story is a hero, based on your notes about heroes.
2-3-11 39 days
SSR, write two questions you asked yourself when reading or ask now.
Collect R Lesson 10, give a few terms to define, then correct. Look over cloze worksheet. Return hero summaries with two grades, go to library to correct as needed and write about a definition of a hero and how a person in your article fits that description. Finish cloze for Monday.
2-7-11 38 days
SSR, go to library on Wednesday, write 2-3 sentences about why or why not you’re going to finish the book you are reading.
Terms quiz—put all 16 terms on projector, select five to define.
While students do this, check and mark Waters worksheets.
Return R Lesson 10 after marking who’s done what, and discuss what only answering the multiple choice does to the grade. Students may revise or finish and score them. Finish Waters worksheets because it’s absolutely necessary that they are done completely.
2-9-2011
2-9-2011 37 days
You need on your desk at beginning of class: Library book, paper, pencil, textbook
SPEED Day—go to library and return as quickly as possible; copy the terms definitions as quickly as possible onto a new terms list—DON’T put in binder; take home to study for quiz tomorrow, which will be terms other than the first five you chose
Keep terms quizzes but give grades, Lesson 10, and take up the rest of the Babylon worksheets. Assign extended day to those who are still aren’t done.
Make a 3 column chart labeled: Time of Day, what seems ordinary, what seems unusual
Read “There Will Come Soft Rains” poem on p. 698—written as an anti-war response to WW1. Nature would go on quite happily and not care that humankind had vanished. Then, read the story, p. 306 with a choice of how to read: on your own—you, your book, your chart; in a very small group with a peer reader and you follow along; or I’ll read and you follow along.
For Friday: finish reading and do chart; terms quiz
Agenda Content goes here
Title
2-1-2011 36 days
SSR: one sentence--This book is getting good because, etc...
Terms quiz: return original quiz, then select five different terms
Grade "Waters" worksheets
Soft Rains: Making Meaning worksheet with a partner
2-15-2011
2-15-2011 35 days
Collect the Making Meanings worksheet
Go to library to do quizlet on 20 vocabulary words: make flashcards, then play the games
Return terms quizzes, make a list of the six you haven’t yet defined; then define them.
Return Making Meanings (finish if not done) and Waters worksheets; discuss briefly
Test over Soft Rains and Waters on Thursday, Lesson 7 due
Finish Soft Rains worksheets.
Agenda Content goes here
1-27-2011
2-17-2011
Collect W Lesson 7
Test, essay, then SSR
For Monday: write examples from either of the two stories of:
4. inference; 6. narrator; 7. first person narrator; 8. third person narrator; 9. naive narrator; 10. fantasy; 11. allusion; 12. irony; 14. metaphor and simile; 15. personification
Projects: (Subject to modification)
1. Design, draw detailed plans for, and build a new toy or labor-saving device. There may be some technology yet to be developed, which is acceptable, but that technology MUST be logical and you must explain it along with your product. Find out how a new product becomes available—in other words, how it goes from an idea to something people have and tell it is done, and what products have been successfully launched in the last several years and how.
2. Design and draw detailed plans for a house of the future. It must be significantly different from our current houses, along with in-depth explanations of its benefits and limitations. Include pictures of your imagined house to help your audience understand what you mean. Find out how someone goes from having a house in mind to moving in, what kinds of work is needed, how those people are hired, what has to be purchased, costs involved, and what legal work must to be done to build a house here in this part of Indiana.
3. Find out about the house that Microsoft founder and billionaire Bill Gates built in the Seattle, Washington area. What will computers do for that house? How is it similar to the house described in “There Will Come Soft Rains “? How is “smart” technology being incorporated into houses and public buildings today, and what is projected for the near future?
4. Find out about nuclear technology. Get at least two expert opinions whether it is possible that a bomb could destroy all human life on the planet. How accurate is Bradbury’s description of the effects of the bomb, especially the idea that the blast could be so intense that it would burn the images of the people into the side of the house? What would be the actual effects of such a bomb? What forms of life are likely to continue? Discuss what happened in places where nuclear technology has been unleashed, either accidentally or intentionally.
5. These are for students who have the knowledge, equipment, and technology to do this…because your teacher does NOT have said knowledge! You should be able to see, in your mind’s eye, also known as your imagination, both stories. Make a presentation of the story, but you will probably not want to videotape “actors”. This will likely be pictures and narration
a. If you select “There Will Come Soft Rains”, you will need to find out what the actual effects of a nuclear bomb are likely to be on the technology in place, the people and animals.
b. If you select “By the Waters of Babylon”, you may use the actual places discussed in the story and enhance photographs so they appear to have survived a war OR transfer the idea to another place and use enhanced photographs from there—it could be Indianapolis, Louisville, or even Seymour. You will need to determine what the actual effects of a nuclear bomb are likely to be.
6. Discover what life is predicted to be like in the future by experts in the field. You will need to find detailed opinions from at least four experts about life on the planet, in the United States, in the United States, as it involves technology and new applications for it, and social and personal life. This is an involved field of research and study, and it just might surprise you!
7. Do you have another idea? If so, pitch it me for approval. What I’ll be looking for is that you must gain a significant amount of information from other sources besides your textbook and your own knowledge and you will need to document that knowledge to prove its credibility. You will use it to create something valuable to share with your fellow students that you, and they, did not know before.
Agenda Content goes here
Title
2-21-2011 33 days
Collect examples of the terms; SSR; write summary; library tomorrow
Distribute project sheets, (see below); go to computer lab
Examples of these terms are due for late credit tomorrow: inference; narrator; first person narrator; third person narrator; naive narrator; fantasy; allusion; irony; metaphor and simile; personification
Projects for English 10, Huffman, Spring, 2011 Name _____________________________
1. Design, draw detailed plans for, and build a new toy or labor-saving device. There may be some technology yet to be developed, which is acceptable, but that technology MUST be logical and you must explain it along with your product. Select a product currently on the market, and find out who invented it, how they got the idea, and how it grew from the idea into something people have. What products have been successfully launched in the last several years and how?
2. Design and draw detailed plans for a house of the future. This is your opportunity to put anything you’ve ever dreamed of into your house! Include pictures of your imagined house to help your audience understand what you mean. Find out how someone goes from having a house in mind to living in their dream house and what your dream house will cost. Don’t forget the cost of the land to build on.
3. Find out about the house that Microsoft founder and billionaire Bill Gates built in the Seattle, Washington area. What will computers do for that house? How is it similar to the house described in “There Will Come Soft Rains “? How is “smart” technology being incorporated into houses and public buildings today, and what is projected for the future? What is reasonable to predict, and what is wishful thinking? A few ways these technologies might be used are in the areas of security, safety, customer service, and conveniences.
4. Find out about nuclear technology. Get at least two expert opinions whether it is possible that a bomb could destroy all human life on the planet. How accurate is Bradbury’s description of the effects of the bomb, especially the idea that the blast could be so intense that it would burn the images of the people into the side of the house? What would be the actual effects of such a bomb? What forms of life are likely to continue? Discuss what happened in places where nuclear technology has been unleashed, either accidentally or intentionally. Three Mile Island, Japan, and Chernobyl are a few of these places; Marble Hill (Indiana) is somewhat different but quite surprising. How and where are nuclear and other weapons tested and developed?
5. These are for students who have the knowledge, equipment, and technology to do this…because your teacher does NOT have said knowledge! You should be able to see, in your mind’s eye, also known as your imagination, both stories. Make a presentation of the story, but you will probably not want to videotape “actors”. This will likely be pictures, music, and narration in the form of a slideshow, or something similar. Your creativity is a useful resource!
a. If you select “There Will Come Soft Rains”, you will need to find out what the actual effects of a nuclear bomb are likely to be on the technology in place, the people and animals and incorporate that into your presentation. Plot alternations are acceptable and creativity is encouraged.
b. If you select “By the Waters of Babylon”, you may use the actual places discussed in the story and enhance photographs so they appear to have survived a war OR transfer the idea to another place and use enhanced photographs from there—it could be Indianapolis, Louisville, or even Seymour. You will need to determine what the actual effects of a nuclear bomb are likely to be and incorporate that into your presentation. Plot alternations are acceptable and creativity is encouraged.
6. Discover what life is predicted to be like in the future by experts in the field. You will need to find detailed opinions from several experts about life on the planet and in the United States, as it involves technology and new applications for it, and social and personal life. This is an involved field of research and study, and it just might surprise you! This project will need to be expanded considerably, driven by what you find, beyond a repetition of predictions. The direction this may take is to examine what was predicted long ago and what actually came true, and what is predicted and may be reasonable.
7. Do you have another idea? If so, pitch it to me for approval. What I’ll be looking for is that you must gain a significant amount of information from other sources besides your textbook and your own knowledge and you will need to document that knowledge to prove its credibility. You will use it to create something valuable to share with your fellow students that you, and they, did not know before.
2-22-2011 32 days
Collect homework, library, then computer lab last hour to continue
2-24-2011 31 days
Blocks 1 and 4—library first half, computer lab second half; Block 3, computer lab all hour
March 23, 2011
A
March 23, 2011 24 days
Collect assignments.
SSR; write by telling an example one of the terms in your book.
Go over rubrics as to how I will evaluate, p. 52 and 53, write the essay for #10. For Friday, write the essay with intro, body, conclusion in rough draft form to have ready to type. Due at end of class on Friday.
Return two truths and a lie, and goal letters.
Give one of the articles with questions. Your task is first to read it and mark what is important. For questions, start vocabulary by marking those words in the article, then define, making sure the definition fits the article. Then, answer the questions in complete sentences. Part of the evaluation is the presentation. Some students are turning stuff in that looks like second grade work. You will have one hour in the computer lab on Friday to do the essay and answer the questions, so you will have to have the thinking done and just to process in the lab.
March 25, 3011 23 days
SSR; write by telling another example of one of the terms in your book.
Go to computer lab. When finished with questions about the article, go to my website to go to the original article so you can write the Works Cited, exactly as shown on p. 1253 of textbook. You havfe not completed the work until you have done the Works Cited correctly. Doneness counts!
Some are links, some are copy-n-paste. Find your article title, go the original, write the Works Cited, use p. 1253 of the textbook as example. These are newspaper articles!
Let Kids Rule the School
http://www.nytimes.com/2011/03/15/opinion/15engel.html?_r=2&nl=todaysheadlines&emc=tha212
GPS tracks Truants
http://www.latimes.com/news/local/la-me-0225-gps-kids-20110225,0,5243827.story
Reaching for the Kill Switch
http://www.economist.com/node/18112043
Staying In Touch with Home, For Better or For Worse
http://www.nytimes.com/2011/02/17/us/17soldiers.html
Six Legged Meat of the Future
http://online.wsj.com/article/SB10001424052748703293204576106072340020728.html?KEYWORDS=insects
You may do this when, and only when, the work is complete and turned in. See if you can beat Watson, the computer created for the Jeopardy challenge! He beat Mrs. Huffman soundly...see if you can do better.
Jeopardy/Watson Challenge
http://www.nytimes.com/interactive/2010/06/16/magazine/watson-trivia-game.html?ref=magazine
Agenda Content goes here
3-29-2011
All classes to library first half of the block. Upon return to class, underline and number each of the two exemplars in your SARS essay. Use IN 51 for help. If revision is needed, I will accept all essays and all article Q and As on Thursday at the beginning of class
Start reading the information about medieval romance, pages 960 and 1010-1011. Answer questions on worksheet. Due Thursday.
4-4-2011
SSR, write summary, library
Do worksheet over The Crowning of Arthur.
Articles questions and essay returns, assign Extended Day as needed, rewrites due Wednesday OR Friday, NO EXTENSIONS!
Agenda Content goes here
4-6-2011
SSR
Writing, April Fools Day successful prank (that won't embarrass me or you) this year; in a previous year; that you've heard about from someone else; or summarize your book. 16 year old who told a family member she'd been mugged and shot, called police, fined $100 for false police report, $50 for truancy, in trouble at school.
King Arthur work,(vocab, Romance Lit, Analysis of KA). Give 5 qualities of an ideal knight and 6 characteristics of medieval romance to write on Terms for Spring 2011, from p. 1011. Read Sir Launcelot, p. 1018 out loud. During work time, they submit the KA work and finish the reading.
Agenda Content goes here
4-14-2011
SSR, Collect Sir Launcelot work. Low point value on homework for higher performance indication on tests, as real-world does it. Homework is to learn by doing, tests are the performance.
Add hyperbole to your list, define it: extreme exaggeration
Do terms work: On list of terms: 1. NA 2 Predict something that likely to happen now that Arthur has become King of England 3. Make one about knights 4 and 5 Make one or the other about one of the stories. Be sure to tell which one it is 6. Who is narrator for each story? 7-8 Which for each story. Tell how you know this 9 NA 10 Give an example for how each story is one 11 NA 12 give an example from one of the stories 13 same as 12 14 NA 15 NA 16 State one for each and tell how it is a reasonable theme 17 Give three examples of hyperbole
For test on Thursday, you may use on index card, and a 3X5 piece of paper, NOT a regular piece of paper, on which you may write anything except the definitions of the vocabulary words to use on the test. It MUST be done when you come into the room. You may NOT write it in in the last few minutes or seconds before the bell rings. That defeats the purpose.
4-
Agenda Content goes here
Title
4-14-2011 16 days
Test, SSR
4-18-2011 15 days
Library, go to computer lab last hour to work on hero project
Ex credit: can send up to 5 instances of a regionalism, like buck for dollar, soda/pop/soft drink/coke/fizzy
4-20-2011 14 days
Block 1, give syllabus sheet. Discuss how to cite an interview and how to do parenthetical citations. Look over materials while students read.
Start Dragonsong, mention regionalisms by email.
4-14
4-18 Computer time, bring materials to class
4-20 Materials to class, learn in-text parenthetical citations and how to cite interviews, regionalisms
4-22 Work on paper over the weekend
Finish intro with block 1, do Key Characters, People and Places, read
Agenda Content goes here
The following is the assignment, timeline, and rubric for The Hero Project.
All students got this during class, but another copy appears here to use as needed.
ero Project Name _________________________
English 10
Assignment: write a resource-based paper of at least 600 words using a minimum of two sources, writing about a minimum of two heroes. More points for more words, more sources, and more heroes!!
Topic: Write about two or three heroes. One hero must be a literary hero from something you have read from our textbook or something else. One hero must be real, about whom there is published material. If you write about a third hero, it can be one of your choice, including someone you know that meets the criteria.
Organization: This paper will not be a report of what your heroes accomplished, although that is a small part of the project. The intent is that you tell briefly about what they did in a short paragraph if needed. The focus of your essay is to be about how they fit the Hero’s Journey pattern for the literary hero, and how your real hero either fits the pattern or fits the list of what a hero is from the beginning of the semester.
Expectations: Bring your materials to class every day, and any questions you have. You are expected to do most work outside of class, because we will be working on something else in class. Use the syllabus for due dates.
Syllabus: Turning in work late deducts 5 points from the grade for each day it is late. Turning in incomplete work will be counted as late, so complete it! Doneness counts!
4-20 Materials to class, learn in-text parenthetical citations and how to cite interviews
4-22 Work on paper over the weekend
4-25 Rough draft with Works Cited page (bonus points!)
4-27 Rough draft with Works Cited page
4-29 Essay due with Title page, paper with parenthetical cits, Works Cited (!)
5-3 Essay due with Title page, paper with parenthetical cits, Works Cited page
Rubric for Hero Project Name _____________________
Requirements: Project may be submitted when all requirements are met.
600 or more words, 2 or more sources, in-text parenthetical citations, Works Cited page
Presentation: double-spaced, neat and easy to read
handwritten 9 points typed 15 points ________/15
Sources:
two sources three sources four or more
8 points 12 points 15 points ________/15
Word Count
600 words 800 words 1000 or more
8 points 12 points 15 points ________/15
2 heroes (1 literary AND 1 real) 8 – 12 points
3 heroes (1 literary AND 1 real AND 1 your choice) 12 - 15 points _______/15
Parenthetical Citations used correctly
1 - 15 points ______/15
Language Convention evaluation includes: run-on sentences or sentence fragments, paragraphing, grammar, word usage, spelling, punctuation, and capitalization.
1 - 75 points ________/75
Writing Applications evaluation includes: accomplishing the task by presenting the main idea of discussing two or more heroes by discussing how closely they adhere to the hero pattern and what they have done to achieve “hero” status, with ample information and minimal “reporting” of the facts; that the paper is organized logically with an introduction, body, and conclusion, with smooth transitions between sentences and paragraphs; vocabulary appropriate for the task
1 - 100 points ______/100
On time? ( 5 points deduction for each class late) -______
Total _______/250
4-29-3011
Essay due with Title page, paper with parenthetical cits, WC for bonus points. Discuss DS, go to library
ALL essays MUST: (1) be neatly written or typed, double-spaced (2) have a Title Page (3) have parenthetical citations (4) have a Works Cited Page (5) have a minimum of 600 words and 2 sources (6) Discuss each hero in terms of the Hero’s Journey pattern OR the list of hero’s characteristics—in other words not a report about them (7) have a conclusion that discusses the similarities amongst the heroes (8) have a Word Count at the end of the text of the essay
5-3-2011
Collect all research papers, talk with each student, assign Ext Day as needed, remind that there are 6 class days, which is 17 actual days, to do essay. You may come back after school to check out a Dragonsong book to take home to read if you like. All reading, Q and As, and tests must be done by the end of school.
5-5 Star Testing
5-12-11
All library books due 5-13
Choices for Dragonsong:
Read the entire book, then answer questions and take tests OR Read Chapters 1-6, answer questions, take test, then read and answer as you read for Chapters 7-13 OR
Read Chapters 1-6, answer questions and take test, then read Chapters 7-13, then answer questions and take test.
You are responsible for doing all the reading, answering all the questions, and taking both tests! You may check out a book to take home.
All worksheets and tests are going to be posted on STI until the work has been done and graded. The placeholders for the work yet to be done shows up as zeros. When the work is complete, the zero will change to the grade earned.
Link for Star Reading Assessment
Wesite for Star Reading Assessment
Heros Journey
The Hero's Journey Outline Name ___________________________
The Hero’s Journey is a pattern of narrative identified by the American scholar Joseph Campbell that appears in __literature_, myths, ___ritual____, and ___psychological_ development. It describes the typical adventure of the archetype known as The __Hero___, the person who goes out and achieves great deeds on behalf of the __group___, tribe, or ___civilization___.
Its stages are:
1. THE ____ORDINARY____ WORLD. The hero is introduced sympathetically so the audience can identify with the situation or dilemma. Something in the hero’s life is pulling in ___different___ directions.
2. THE __CALL__ TO __ADVENTURE__. Something __changes__ the situation, so the hero must face the beginnings of change.
3. __REFUSAL__ OF THE CALL. The hero feels the fear of the __unknown__ and tries to turn away from the adventure, __briefly__.
4. __ MEETING__ WITH A __MENTOR__ or __HELPER__. The hero __finds__ a mentor who gives him or her training, equipment, or __advice__ that will help on the journey. Or, the hero ___discovers__ a source of courage and wisdom within __themselves__..
5. CROSSING THE THRESHOLD. The hero __leaves__ the Ordinary World and enters a new ___unfamiliar__ region or condition with different __rules__ and values.
6. __TESTS__, ALLIES AND ENEMIES. The hero is ___tested__ and sorts out ___who__ and what is __positive__ and what is __dangerous__ in this new world.
7. __APPROACH__. The hero and newfound allies prepare for the major ___challenges__ and ___temptations __.
8. THE __ORDEAL__. Near the middle of the story, the hero ___confronts___ death or faces his or her greatest __fear__. Out of the moment of death comes new __ energy__.
9. THE __REWARD__. The hero takes possession of the __treasure__ won by facing death. There may be celebration, but there is also __danger__ of losing the treasure again.
10. THE __ROAD__ BACK. About three-fourths of the way through the story, the hero is __driven__ to complete the adventure, leaving the Special World to be sure the treasure is brought __home__. Often a chase scene signals the __urgency__ and danger of the mission.
11. THE __RESURRECTION__. At the climax, the hero is severely __tested__ once more on the threshold of home. By the hero’s action, the __conflict__ at the beginning is finally resolved.
12. RETURN WITH THE __TREASURE__ The hero returns home or continues the journey, bearing some element of the treasure that has the power to __transform__ the world as the __hero__ has been transformed.
September 26, 2012
Professionally recorded examples of This I Believe essays. Attachment is below to the page to record your impressions.
Trait Explanation and examples, Attachment is below to that information.
This I Believe assignment sheet is attachment below. It is the same assignment that appears on www.thisibelieve.org, under essay submission. It will be up to you to decide if you wish to submit your essay to National Public Radio!
Final draft of the essay is due either at the end of class on 9-28 OR at the beginning of class on October 2.
October 2, 2012
10-02-2012
SWT 13 Read newspaper article (about father shooting his adopted son, who was dressed and acting as a housebreaker, at 1 a.m.) and respond to it.
Get out essay, checklist and rubric. Go through each, but from what I've seen, many students are not using the information given. You are expected to make your essay align with what's on the checklist!
Underline hook in pink
Underline strong verbs in first paragraph in blue
Underline belief statement in green
Bracket personal story in yellow
Bracket reflection in purple
Bracket conclusion in pink
Last hour of blocks 1 and 2 to Room 308, block 3 to library. Make any final changes to essay, present it to me. Can do Language Activity 7 if time, or as homework if not. Type last paragraph. All essays are to be turned in to me today, or at the beginning of class Monday if absolutely necessary to extend work time.
Ocdtober 8, 2012
During class today: Language lesson 7 and This I Believe essay due if not already turned in, due at the beginning of class.
In class, do Lesson 39, Lesson 40, and Practice Worksheet 40, with a partner. When finished, read pages 333-370 in yellow textbook, and complete worksheet as you read with partner. While that work in happening, I will confer with individuals about TIB essay and with groups about PSA.
For Wednesday, TIB essay can be turned in as one day late, or two days late on Friday. No submissions after Friday.
Lessons 39 and 40, and pracdtice worksheet due on Wednesday.
October 10, 2012
Turn in an SWT of your choice, with thinking/reflective process marked, from 9-14.
Lesson 39 and 40 due in class.
Complete Great Expectations activity and Language Network (yellow book) worksheet, from pages 333-370 for Friday
October 12, 2012
SWT 15 quote "Look at the big picture, for a fragment is never the whole truth."
All This I Believe essays MUST be turned in today. It's the end of the grading period!
For Tuesday, do 10 "Show Me" sentences.
October 16, 2012
10-16-2012 Tuesday
SWT 16 All Swts are to be on these quotes. Start your writing with the quote and underline it. Then write about it. Ten Show Me sentences due.
“Who aims at excellence will be above mediocrity; who aims at mediocrity will be far short of it.”
"Aim high. If you aim at the moon and land among the stars,,,all to the good."
Do Wordweave activity in computer lab
October 18, 2012
“The more you extend kindness to yourself, the more it will become your automatic response to others.”
“He who asks is a fool for five minutes, but he who does not ask remains a fool forever.” Chinese Proverb
Go back to computer lab to continue work on the writings--some students already done! They can mark in the colors, as shown on the assignment.
Take bucket with markers for colors, remind students to do as the assignment sheet says.
You will need your yellow textbook, do Vocabulary Development-Text-
Read pg.546, 548-552
Complete pg. 550 1-10, 552 1-10
Work on making cover page accuragte for Wordweave
1-22-12
SWT 18
“All our dreams can come true—if we have the courage to pursue them.” Walt Disney
Your goals are the road maps that guide you and show you what is possible for your life.
All descriptive writing and homework should be ready at the beginning of period. Grade, do suffixes, word boxes. Do 2 as assignment, can do 2 more as bonus.
Redo headers by giving them a cover sheet for essay. It’s a requirement that you name the technique you used, then show it with the colors. The point is that you recognize what the techniques are and that you intentionally use one of them, rather than just throwing some stuff into the essay and hoping it sort of works. Until you have named it, you do not have a completed assignment10-24-12
SWT 19- “Imagination is more important than knowledge.” Albert Einstein
“The future belongs to those who believe in the beauty of their dreams.” Eleanor Roosevelt
I wake up every morning and tell myself I'm the best, and it turns out I'm still the best. Stephen Holt
Homework should be done from p. 553, grade it and homework from previous class, p. 550 and 552 in blocks 2 and 3.
Return all Wordweaves, collect all 2-days late
Go to links for language study and fill in Study guide as we go. Circle all language techniques in pink on Wordweave. Homework, to lead to better descriptive writing.
Links for concrete nouns, do language study together, then write definitions and examples for imagery through onomatopoeia Quiz Friday
10-26-12
SWT 20, quiz, surveys
10-30-12
Lesson 44 Student Summary
DO: Reteaching Worksheet
DO: Four sections Practice B
SWT 21--quotes in the document on the right
November 1, 2012
Make a list of pet peeves, Go over public grooming article
EL.11.5.1 2006
Write fictional, autobiographical, or biographical narratives that:
• narrate a sequence of events and communicate their significance to the audience.
• locate scenes and incidents in specific places.
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings.
• pace the presentation of actions to accommodate changes in time and mood.
EL.11.5.9 2006
Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis
Select an article from the Complaint Box series to answer questions about it
Pet Peeves
http://learning.blogs.nytimes.com/2009/11/16/cant-complain-writing-about-pet-peeves/November 5, 2012
Collect dialogue corrections and Opening the Complaint Box answers.
On their own copy of the Public Grooming essay, copy these things: concrete noun, abstract noun, action verb, adjective, hyperbole. Underline each in a different color, then underline examples in the essay.
Discuss on what “worked” in Lion Calandra’s essay and what makes essays like this one interesting to read in general. Consider vivid description, colorful language, strong imagery, specific examples and details, dialogue, etc. Consider structure. Ask: How does the writer “hook” the reader from the beginning? How does the middle of the essay proceed? How does the author end the piece?
Return to the pet peeve list and mark their top ten. Choose one and do some more writing about it, using the following prompts:
- Write a few descriptive sentences about why this particular thing really irks you.
- Think of one to three examples of times when you observed someone engaging in this behavior. When did it happen? Where did it take place? What exactly did the person do? Describe the scene as vividly as you can.
- Have you ever addressed the person doing this thing directly? If so, what did you say, and what happened? If not, why not?
- What are some reasons why people engage in this behavior? Are they aware that it is bothersome to others?
- What factors might foster this behavior? How might people be dissuaded from engaging in this behavior?
Go to computer lab and start writing. Your essay, in which you discuss the observation of a pet peeve, needs to be 350-500 words, must include a hook (Ask a question, make a list, use a quote, powerful image, or onomatopoeia--a sound word) include sensory details--sights, sounds, smells, texture, taste as appropriate, include dialogue and at least one of the devices from the back of the Language Study worksheet. RD due Wednesday.
November 7, 2012
11-7-12 Wednesday
SWT 23
Rather than waste time and energy worrying, use that time and energy to constructively deal with whatever is causing the worry.
Nothing is worse than wasted time. It's the one thing you can't get back.
Rough Draft due at the beginning of class.
Get out Lesson 44 Student Summary to use as reference material. Go through Reteaching Worksheet with Rule designations, and Practice Worksheet A.
Look over RDs. Designate your "hook" by which technique you have used. No essay has these things: (This really irritates me…I'm writing about…any name)
Go to computer lab to continue to write. Further RD due on Friday, to be peer-evaluated.
November 9, 2012
350-500 words
hook (Ask a question, make a list, use a quote, powerful image, or onomatopoeia--a sound word)
sensory details--sights, sounds, smells, texture, taste as appropriate
dialogue
Figurative Language and/or sound device
Work with a partner and follow the directions on peer revision sheet.
If time, go to computer lab to start revising, essay due BOC on Tuesday!
November 13, 2012
11-13-12 Tuesday
Essays due at the beginning of class, preferably with Peer Revision Sheet. Sensory details underlined in pink/purple, and figurative language/sound device in green/ blue.
Give complete sentence and runon sheet, Lessons 1 and 2, and read them. Give practice, give quiz (pages 3 and 4). Complete Page 5 as homework, if not finished in class, Techniques for Writing,: Writing Topic Sentences for Paragraphs.November 15, 2012
Start research paper: Shopping!! You will need notecards, 50 +, and a folder.
State Standards for this project appear in the right column of pageDocs.
The document, given in class today, appears in the right column of pageDocs, called "Starting the Project, student handout"
Potential topics include those that have potential solutions: NOT world peace, elimination of poverty, disease, war , or crime
Brainstorm problems in society today that have possible solutions:
Possible topics: gasoline prices, recycling, obesity/childhood obesity, dress codes, identity theft, performance-enhancing drugs/drug issues w famous athletes (Lance Armstrong), eating disorders, any disease or other medical issue, smoking (in public places), reduction of waste products, prison overpopulation
You will define or identify the problem and why it matters; research the pros and cons of three possible solutions, and decide on the one you have the most evidence for. Your paper will be a paragraph of introduction that identifies the problems and its causes and effects, solution 1 and its pros and cons, solution 2 and its pros and cons, and discusses your chosen solution and the supporting details. Do NOT write about any negative aspects of your chosen solution. The requirements include bibliography cards, about 50 notecards, and about 1500 words for an A. Less work = lower grade. You must submit a reasonable attempt at a research paper to be eligible for a grade for this class. No reasonable attempt equals an F or and Incomplete grade
To do for Monday: come to class with a researched topic and three solutions for bonus points. Due during class on Monday
Calendar:
Assign paper on 11-15;
11-19 topic approval, research in class, cause and effect lesson, thesis statement lesson
11-26 Bibliography cards due, paraphrasing and summarizing lesson
11-28 Notecards due, avoiding plagiarism lesson
11-30 OR 12-4 Rough Draft due
12-4 OR 12-6 Paper due
Do pages 120, 137, and 140
November 19, 2012
Talk very briefly about the Dialogue/Pet Peeve writings. Made me laugh and laugh, the very best writing of the semester! Read "Booty".
Ask for those with a topic ready to present: The problem and three solutions must be written to turn in. I might approve it verbally if you want to run it by me, but the procedure for credit is that it must be written.
Go over p. 120, 137, and 140 about paragraphs. Create folder for transport of all materials during this unit. If you have no folder with you today, I will give you one.
Today, you must get a topic approved by the end of class, but you are not finished when the topic is approved. Go on to research and making bibliography cards. Save on number, and flash drive. As you work, save every couple of lines. Really!
Today, in here, we are going to talk about how to write a bibliography card, so you can get busy immediately when we get to Room 308 and maximize your time.
MLA Citations sheet, and look specifically at magazines, both hard copy and online. You are unlikely to use anything as lengthy as a book for this project, but you need to know how to do a citation. Remind of how to get citation for articles on the databases. Lessons 12 and 13 about Paraphrasing and Summarizing.
Students should have turned in a topic for approval in class today. Bibliography cards due Monday in class.
November 26, 2012
Bibliography cards due today
In computer lab:
Two student groups: half goes to computers to work on research project, half meets for lesson on comparison contrast essay, then immediately writes and submits. Groups rotate. All students work on both, paper submitted during class, bibliography cards submitted during class. See Comparison Contrast Essay sheet on pageDocs
November 30, 2012
Reminders about research paper:
Turned in so far: Topic, Bibliography cards, Note cards.
Outline and Thesis statement today during class
Learn or review how to do in-text citations, link here http://www.youtube.com/watch?v=drk5mM1rnEs&feature=bf_next&list=PL80781D024FDEB997&lf=plpp_video
Work time to do outline and thesis statement approval during class, go on with writing the paper. Due 12-4 OR 12-6
December 4, 2012
Submit resume and cover letter during class today. Work continues on research paper, due today OR Thursday.
State Standards for the above are:
EL.11.5.5 2006
Write job applications and resumes that:
• provide clear and purposeful information and address the intended audience appropriately.
• use varied levels, patterns, and types of language to achieve intended effects and aid comprehension.
• modify the tone to fit the purpose and audience.
• follow the conventional style for that type of document (a resume or cover letter of application) and use page formats, fonts (typeface), and spacing that contribute to the readability and impact of the document.
Example: Write a resume outlining job experience, extracurricular activities, and other skills. Format the document so that the information is clearly represented for the intended audience
Gentle Reminders for research paper:
Cover page includes title, your name, date, and block number. KISS: Keep it simple, students
Essay is written in 3rd person (DON'T use I, me, my, mine your, your, yours or similar 1st or 2nd person pronouns) It must include in-text citations, which you can review using the link above. Use MLA presentation style: 12 point, Times New Roman, 1 inch margins.
Works Cited page is titled as such, in alphabetical order, no numbered items, single space with a double space between.
Information for research paper can be found above or in the pageDocs on the right side of this page. If that fails, email me.
December 6, 2012
Resume and Cover Letter were due during class yesterday; since I had to grade from screen, I will do so in the computer lab. Finish research paper and I will evaluate during class. If anything needs to be revised, you will have time to do so. Due BteoC.
When finished and turned in, I will provide you with the next step.
December 10, 2012
Start Lord of the Flies by William Golding. Fill in and discuss the guided study sheet, available in the right column. State standards also in the right column. Essential questions: 1. Is human nature evil? 2. Is fear necessary to insure civilized behavior?
Reading groups: on your own; with a partner; listening
Read through Chapter 4 for Wednesday
December 12, 2012
Write about the first 4 chapters, and complete the persuasive section. Continue with reading, to finish Chapter 8 for Friday.
December 14, 2012
Turn in the homework, review for final, finish the book. Homework was questions over the book, and the persuasive essay.
December 18 and 20, 2012
Block 2 will take final. Blocks 1 and 3 will take final next time; write and submit literary analysis today. Reverse for Thursday.
January 7, 2013
Guidelines and Expectations, also below
Communication Study
Interest Inventory, due 1-9-13, also below
January 9, 2013
STAR Test, Punctuation Pretest
Block 2, Anticipation Guide
January 11, 2013
Finish work from January 9m if not done yet. Then read the power point and answer the questions on the worksheet. Then do the vocabulary work using any online dictionary. My preference is Merriam-Webster, at
http://www.merriam-webster.com/, but you may use a different one if you prefer.
January 14, 2013
Submit Background worksheet and Vocabulary worksheet done in class on Friday. Another review look at William Golding here:
Do Guided Study in class, attached below and Anticipation Guide, also attached below.
For Thursday, write 5 or more accepted Rules of Society. These are things we all do; there may be a law or a rule, but we do them simply because it is the accepted thing to do. One example, which you may not use for your list is "We wear clothes." There is a law against public indecency, but that's not why we wear clothes. Your task is to write 5 or more things we do, because that's just how it is.
Also for Thursday, complete Anticipation Guide.
January 17, 2013
Rules of Society, with a partner and collectively
Anticipation Guide discussion
Chapter 1, no homework.
See you all on Monday for Parent-Teacher conferences, 10:00-1:30
January 22, 2013
Read Chapters 1 and 2 for Thursday. I've heard, although never used myself, that you can get the text read aloud on YouTube, if you prefer an auditory study.
January 24, 2013
Questions to answer for Chapters 1 and 2 are attached.
The vocabulary sheet for Chapter 3 is attached.
Read Chapter 3.
All of the above is due during class, or if not finished in class, at the beginning of the next class.
January 28, 2012
Due today: Worksheet Chapters 1 and 2, and vocabulary Chapter 3.
Keep notes on your assigned character throughout the study of the book.
Do for Wednesday: Answer questions for Chapter 3, below, Vocab for Chapter 4 and blocks 1 and 3 only, read Chapter 4.
January 30, 2013
Chapter 4 questions
Chapter 4 Symbols
Chapter 5 vocabulary
February 5, 2013
Blocks 1 and 3
Submit Chapter 4 questions and symbols work, Do sentence work on Chapter 5 vocabulary, do Literary Analysis on Chapter 5 and do Vocabulary work for and read Chapter 6.
Block 2
Submit Chapter 4 questions. Do symbols work in class, do Literary Analysis on Chapter 5, to submit next class.
February 7, 2013
Take vocab quiz in class. If you were absent, come get it!
Blocks 1 and 3. Write a summary and analysis of Chapter 6, according to the attached Analysis page. Use the model of Chapter 5 as a guide.
Block 2 Turn in Chapter 4 questions, symbols work, Chapter 5 vocabulary, and Chapter 5 Analysis.
In class, read in Chapter 6, do Vocabulary work for Monday
February 11, 2013
Blocks 1 and 3:
Essays will be evaluated according to the following FCAs:
More analysis than summary
3+ integrated quotes
GUMS
Do vocabulary for Chapters 7 and 8, read chapters 7, 8, and 9 for Wednesday
Block 2
Vocabulary quiz
Turn in Vocabulary Chapter 6
Read Chapters 6 and 7 for Wednesday, and do Chapter 6 analysis questions for Wednesday
The link for the online text is here:
February 13, 2013
February 15, 2013
Blocks 1 and 3
Finish work on essay. When done, printed, proofread, and turned in, you may do the following:
Gapfill, Chapter 7
http://www.dukeofdefinition.com/LOTF_07_summaryquiz.htmGapfill,Chapter 8:
http://www.dukeofdefinition.com/LOTF_08_summaryquiz.htmChapter 9
http://www.dukeofdefinition.com/LOTF_09_summaryquiz.htmChapter 10
http://www.dukeofdefinition.com/LOTF_10_summaryquiz.htmChapter 11
http://www.dukeofdefinition.com/LOTF_11_summaryquiz.htmChapter 12
http://www.dukeofdefinition.com/LOTF_12_summaryquiz.htmBlock 2
Finish Chapter 6 essay and turn it in, or be prepared to turn it in at the beginning of class on Wednesday. CComplete Vocabulary Chapters 7-8. Read Chapters 7 and 8 for Wednesday.
February 20, 2013
Blocks 1 and 3
Final discussion notes, complete Anticipation Guide from Golding's point of view.
Meet with character group, select a partner froom any other group, and write the final essay with that partner, using your characters as subject matter for the essay. We have computer time on Friday.
Block 2
Chapter 6 essay is due at the beginning of class, if you haven't already submitted it.
Do Chapters 7 and 8 Study Guide, read Chapters 9 and 10 for Friday.
February 22, 2013
Blocks 1 and 3 Work with a partner from a different character group to write the in-class essay. State Standards are below:
EL.11.4.1 2006 Organization and Focus: Discuss ideas for writing with classmates, teachers, and other writers.
EL.11.4.10 2006 Evaluation and Revision:
Review, evaluate, and revise writing for meaning, clarity, achievement of purpose, and mechanics.
EL.11.4.11 2006 Edit and proofread one's own writing
EL.11.4.12 2006 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and form of writing.
EL.11.4.13 2006 Integrate quotations and citations into a written text while maintaining the flow of ideas.
EL.11.5.2 2006 Write responses to literature that analyze the use of imagery, language, universal themes, and unique aspects of the text, support statements with evidence from the text.
EL.11.5.9 2006 Write academic essays that develops a thesis., • creates an organizing structure appropriate to purpose, audience, and context, makes valid inferences, supports judgments with relevant and substantial evidence and well-chosen details, provides a coherent conclusion.
EL.11.6 2006 - WRITING: English Language Conventions Students write using Standard English conventions
Block 2 Submit Chapter 7 and 8 if you have not done so already. Complete Vocabulary 9-12 and Chapter 9, both below.
February 26, 2013
Blocks 1 and 3 Anticipation Guide from Golding's point of view, Biblical Allusions.
Write Literary Analysis paragraph discussing one of the five themes. Assignment Sheet and Themes attached below. Read the PDF on Coherence in Paragraphs before writing.
In the computer lab, finish your essay with your partner, then work on your own literary analysis. Compare/Contrast essay due by the end of class today, Literary Analysis due at beginning of class tomorrow.
Block 2 All past work due without penalty at the beginning of class. Work with Chapter 9 literal questions. Evaluate Chapter 9 using Themes and Theme Analysis Sheet, attached below. Read the rest of the book for Thursday.
February 28, 2013
Blocks 1 and 3
Submit Literary Analysis. Discuss Anticipation Guide and Biblical allusions. Review Elements of Narrative and briefly write them in for LotF, and the The Shelter when we finish, which will be on Monday.
Block 2
Discuss themes as demonstrated in Chapter 9. Listen to Chapter 10 and answer question as homework. Due at the beginning of class on Monday, bonus for those who don't have to scramble.
March 4, 2013
The only day of the year that is an imperative sentence!!
Blocks 1 and 3
Sentence Study
Discuss denoument and deus ex machina by definition and by application
Watch Twilight Zone and conclude Elements of Narrative study
Block 2
Submit Chapter 10 questions
Sentence Study
Listen to Chapter 11, submit questions at beginning of next class
March 8
Blocks 1 and 3
Continue Sentence Study, quiz over sentences one of the next two class days, that was postponed because of Wednesday''s snow day.
We have been reading about ficitonal savages as a demonstration of the negative side of human nature. The video link below will take you to some work one with a tribe of genuine savages, whose rules of society are very different from our own. You are to investigate some topic within this general subject matter that you are particularly interested in. Some idea starters are as follows:
Saint Family mission (Nate, Steve, and Jamie Saint)
Jim Elliott
Auca Territory
Waorani People
Maverick Car (used for reaching remote people, not the sports car)
Itec Usa and their projects
Other work done with indegenous people
Local, State, or Natioanl work done with the underprivileged
Difference between a civilized person and a savage
Special needs--here, state wide, internationally, poverty-stricken
Poverty
Special Olympics
Fund-raising--keep the fun in it, for tax advantages, etc….
Human trafficking
Angel Tree
Big Brothers Big Sisters
Salvation Army
Week of Hope
Effects of Modern intervention to Native Tribes
Come to classs on Tuesday with something you have learned about this that is different from what you saw in the video. Lots of work is done with reaching those who need help, so find something that piques your interest!
Link to video that we watched in class:
RULES OF SOCIEY: Watch Youtube about some non-fiction, genuine savages at
Block 2
Chapter 11 due at the beginning of class
Continue with Sentence Study, today's quiz postponed until one of the net two class periods
Listen to Chapter 12 and answer questions.
March 12, 2013
Blocks 1 and 3
Sentence quiz, progress reports.
Read the lesson on Limiting or Expanding a Topic Model and on Limiting or Expanding a Topic, and complete Step 2 for Thursday.
March 12
Block 2
Sentence Quiz
Finish Chapter 12 work and submit. This is attached below as the first attachment. It is the only one that is for March 12. All the rest are for March 14.
MARCH 14
Start of Final Literary Analysis Essay about the theme of Lord of the Flies. Assignment sheet is attached, as are the discussion sheets. None of the pages below state the themes as a sentence. Your job is to select one of the themes that you can prove by evidence from the book. Your topic sentence needs to include what theme you are proving for Lord of the Flies, and it is your job to put the theme idea you select into a sentence.
For example, the page below that discusses "Civilization" is not a sentence; you can't write that the theme of the book is "Civilization." That doesn't make sense. You might write something like the following as a topic sentence: William Golding's Lord of the Flies shows that civilization is a necessity to protect people from themselves, or others. Another example is the discussion of "The Weak and the Strong"; obviously not a sentence, but it's obvious in the book that there are weak characters, and strong ones, and that their interaction is indicative of human nature. This is similar for each of the themes, so enjoy proving the one you select by using evidence from the book!
Use the header, attached below, to type - and double-space! - your essay. Be sure to give it an inventive title (NOT Lord of the Flies, or one of the theme names), a topic sentence that discusses the theme, proof of that theme, and use your best grammar and spelling. DON'T use "I", as in "I think", or "I believe", or "you".
March 14
Blocks 1 and 3Due: Step 2 from yesterday's Limiting or Expanding a Topic
Comma Splice Study and worksheet in class.
Idea Swap, aka Brainstorming: Find a Need, Fill a Need
Community Gardens
Prisoners training dogs
Drug and bomb sniffing dogs
Search n rescue dogs
Cancer diagnosing dogs
Rehabilitation programs (drug and alcohol addictions, prison, traumatic events)
Biotechnology
World Vision
Compassion International
New Song Mission in Brown County
Topic Proposal in class today
For next class: Two or three bibliography entries and 10-15 notes
March 18
Blocks 1 and 3
Comma Splice work
Due today: 2-3 Bibliography entries, 10-15 notes
Choosing Relevant Information and Bibliography Examples
Search for infromation on the problem or issue that brought about your agency, movement, organization, or idea.
Due next class: 10-15 more notes and matching bibliography entries.
Block 2
Comma splice work
Literary Analysis Writing
March 20
The first day of Spring!
Blocks 1 and 3
Comma splices and Fused Sentences work
Due: (New) 2-3 Bibliography Entries and 10-15 notes about the problem that led to the agency or organization. In other words, research the need being filled. For example, if you are researching the Red Cross Blood Drive, find out how many people need blood , nationally or internationally, during a year and why.
The goal before Spring Brek is that you turn in something that organizes your information so you can come back after Spring Break and be ready to write your paper, without having to review or do any more research and just use your organizer and notes. It can be in the form of an outline, a mind map, a flow chart, etc.
Block 2
Comma Splice and Fused Sentence work, then finish Literary Analysis.
March 22
Blocks 1 and 3
Turn in organizer as described above, and any other rounds not yet completed.
Block 2
Do Elements of Narrative Study
April 1: Happy April Fool's Day!!
Blocks 1 and 3
Language Study
Parenthetical Citations: discussion and video demonstrations at
http://www.youtube.com/watch?v=drk5mM1rnEs&feature=bf_next&list=PL80781D024FDEB997&lf=plpp_video
Work on research project; rubric attached below
Block 2
Language Study
Start research project, "Find A Need, Fill A Need"
Video at
April 2
Blocks 1 and 3
ECA Review, then go to computers to work on writing paper. I will look 0ver your rough drafts on Thursday.
Block 2
Starting the Project, then go to continue researching.
April 4
Block 1 and 3
Sentence Study, Introductions and Conclusions, p. 321
Today: Rough Draft with parenthetical citations and thesis statement, and Works Cited in class. Paper due Monday for 5 (early) bonus points or Wednesday.
Block 2
Sentence Study, Works Cited page, Research work
April 8
Blocks 1 and 3
ECA Preparation
Continue work of Research paper, due Wednesday
Block 2
Work on Research Assignment
April 10
Blocks 1 and 3
Essays due, presentations
Common Core State Standards
EL.11.7.17 2006
Deliver oral reports on historical investigations that:
• use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
EL.11.7.19 2006
Deliver multimedia presentations that:
• combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.
• select an appropriate medium for each element of the presentation.
Block 2
How to Cite a source, and practice. The document below is an example of how to cite, and the next document is a practice. Fill in the type of information required, then write a document to submit with six citations, one for each type of source shown, correctly citing each.
April 12
Blocks 1 and 3--Continue presentations
Block 2
Set up account of Junior Parchment
Research another cause and the need for that cause. Attachment of potential topics appears below. We will continue next class.
April 18
Blocks 1 and 3
ECA prep, commonalities among projects, common themes among projects and interconnectedness
What if we could actually make a difference for one of these organizations that fill a need presented by society?
For Monday, bring a book for SSR time, and a list of everyone your family knows who has been touched by cancer--a survivor or not, or has had a cancer scare.
Block 2
Sentence quiz, select your research project from the two "Find a Need, Fill a Need" pieces yhou have done, locate another source for the problem, and another source for the solution, and start taking notes.
April 22
Blocks 1 and 3
Library, and to become well-acquainted with Relay For Life; come with ideas about these types of writing tasks and the project: narrative, cause and effect, persuasive, informative, dialogue, and descriptive.
Block 2
Fix the frags
Research paper assignment, attached below. The expectation is that you start writing and organizing notes with sources noted.
April 24
Blocks 1 and 3
SSR, the project:
Letter Writing Format at
http://owl.english.purdue.edu/owl/resource/653/01/· letters for permission--what do we want to do? How can we raise funds at school? Are we allowed to sell something? When? Can parent volunteers handle the money, or can we? Can we bake something to sell, or does it have to be prepackaged?
· letter asking to join the high school team;--how many people to expect, what can we do to contribute in addition to money, T-shirt?
· letter to businesses to ask for donations; -how is money to be used, how to donate, tax-deductible?
· letter to cancer patient asking for permission to tell story; how it will be used/published—find out if any stories online
· letter to Relay for Life mgmt asking what we can do to be helpful; how many people, make suggestions of what we can do, do we need parents to help at Relay, before, or after
· letter to parents asking for financial and volunteer support
· letter asking for pledges for time/laps walked, or just straight donations—Facebook?
Fund Raising Ideas http://relay.acsevents.org/site/PageServer?pagename=RFL_CA_Home_Fundraising_TipsBlock 2
GHather information, take notes for your project. Assignment posted above. Common Core State Standards:
EL.11.4.7 2006
Research Process and Technology:
Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.
EL.11.4.8 2006
Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.
EL.11.4.9 2006
Use a computer to integrate databases, pictures and graphics, and spreadsheets into word-processed documents.
EL.11.5.10 2006
Research Application:
Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations.
• synthesizes information gathered from a variety of sources, including technology and one's own research, and evaluates information for its relevance to the research questions.
• demonstrates that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesizing information.
• demonstrates that sources have been evaluated for accuracy, bias, and credibility.
• incorporates numeric data, charts, tables, and graphs.
• organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one's own ideas from the ideas of others, and includes a bibliography (Works Cited).
EL.11.5.9 2006
Write academic essays, such as an analytical essay, a persuasive essay, a research report, a summary, an explanation, a description, or a literary analysis that:
• develops a thesis.
• creates an organizing structure appropriate to purpose, audience, and context.
• includes accurate information from primary and secondary sources and excludes extraneous information.
• makes valid inferences.
• supports judgments with relevant and substantial evidence and well-chosen details.
• uses technical terms and notations correctly.
• provides a coherent conclusion.
EL.11.6.1 2006
Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.
EL.11.6.2 2006
Produce writing that shows accurate spelling and correct punctuation and capitalization.
April 26
Blocks 1 and 3
ECA prep, Submit letters
Cancer Patients:
Or here:
link for Google Doc: Please add your ideas for Relay For Life
https://docs.google.com/document/d/1LIlrfkAymS2j_GViiZ31mWZKTUzRkUXaqTY-2qUiCYI/edit?usp=sharing&pli=1Block 2
How to write parenthetical citations by video instruction, then continue work of research project. Rough draft, a minimum of four paragraphs by Tuesday.
Video explanation: http://www.youtube.com/watch?v=drk5mM1rnEs&feature=bf_next&list=PL80781D024FDEB997&lf=plpp_video
April 30
Blocks 1 and 3
Rough Draft of Narrative due today during class
Write a survey explaining it. Colors are listed below. Post to Google Doc AND email it to Mrs. Huffman today.
link for Google Doc: Please add your ideas for Relay For Life
https://docs.google.com/document/d/1LIlrfkAymS2j_GViiZ31mWZKTUzRkUXaqTY-2qUiCYI/edit?usp=sharing&pli=1
Colors:
During the week of May 13-17th, each day will have a designated color for the students to wear in order for them to learn a little more about prevention and awareness.
Monday - Blue (Colon Cancer)
Tuesday - Black (Skin Cancer)
Wednesday - Gold (Childhood Cancers)
Thursday - Pink (Breast Cancer)
Purple - Celebrate the Survivors and Wear your Purple to Relay!
May 2
Blocks 1 and 3
Study on punctuating dialogue; practice on written work and on writing your own.
All narratives need dialogue, a minimum of several lines of back-and-forth conversation.
Block 2 Rough drafts due today for full credit. Final essays can be turned in on Monday for bonus points, due on Wednesday.
Checklist for paper:
"I am going to write about...This paper will tell you...This topics I will discuss..." or similar will be a stopper; that is, I will stop reading and return it to you for corrections.
Use 4-5 sources
4 double-spaced pages is the goal
Uses parenthethical citations--a stopper without
Works Cited page, correctly written--a stopper without
Written in 3rd person (No "I" or "yous")
Include a cover page with your name, the date, and the title of your essay. It can be as plain or as pretty as you want it to be!
May 6
Blocks 1 and 3 ECA Test
Block 2 Research paper rough draft due if not already submitted; Paper can be submitted for bonus points.
Rough draft due on Wednesday for 15 points. Final draft due Wednesday or Friday, no penalty for late work.
In class, start narrative: Engaging Openings and Potential Topics, as attached
May 8
Blocks 1 and 3
ECA Test Session 2
We need to design a door flyer that includes Color Week information
Monday--blue for Colon Cancer awareness
Tuesday--black for skin cancer awareness
Wednesday--yellow for childhood cancer awareness
Thursday--pink for breast cancer awareness
Friday--purple for Relay for Life
Tell students that there will be a different banner each day at the snack bar during lunch to show how many people we know who have had that type of cancer.
Invite students to dedicate a luminary in honor of someone for $10, available at snack bar on Tuesday and Thursday of next week.
Invite students to make a small donation at the snack bar during lunch
Invite students to join the SWAT team (Students Walking for Awareness Today for Relay for Life, May 17 at 6:00 to May 18 at 11:30
Block 2
Work on resarch paper, rough draft due today. Final draft due Friday, without late penalty. Work turned in after Friday is reduced by 10 points per class day. Come to class on Friday with an idea for your narrative.
May 9, even though we don't have class!
I'm sure you have noticed that there are a few flyers posted around the school that we worked on yesterday. I intentionally didn't put up very many so we can put more up tomorrow. Please continue to submit designs--not an assignment, but an opportunity to do so.
We also need to tell people that they may take part in making a paper chain with their name and their cancer patient's name on it at the snack bar at lunch on Tuesday and Thursday. If you can check to make sure that the time spent at Relay will count as volunteer hours for National Honor Society, that needs to go on flyers too.
If you see a flyer in the halls with the two gray boxes and white letters, please take it down. I made a typo on the information I posted on the web page, and my typo made it onto that flyer. Thanks!
May 10
Blocks 1 and 3
I'm sure you have noticed that there are a few flyers posted around the school that we worked on yesterday. I intentionally didn't put up very many so we can put more up tomorrow. Please continue to submit designs--not an assignment, but an opportunity to do so.
We also need to tell people that they may take part in making a paper chain with their name and their cancer patient's name on it at the snack bar at lunch on Tuesday and Thursday. If you can check to make sure that the time spent at Relay will count as volunteer hours for National Honor Society, that needs to go on flyers too.
Take your rough draft of your narrative to a final, publishable draft, due Tuesday.
Block 2 Research essays due at the beginning of class.
May 14
Blocks 1 and 3
Narrative essays due at the beginning of class on Thursday if you haven't already turned it in; you may start on resume. Parent letter is attached. Please show it to them, email it to them, and pick one up in class on Thursday, if you didn't already do so.
Block 2
Narrative essays due at the beginning of class on Thursday; you may start on the resume.
May 16
Blocks 1 and 3
Invitation to go to other teams while at Relay for Life
What needs to go on invitation: Come to the high school team’s tent, SWAT to participate in a paper chain activity: write your name and the name of a cancer victim(s) you know on a link of the chain that will hang on the fence around the track. Some of the high school students have written stories about cancer victims, either from online sources or their own experience. We hope you will stop by the tent to read them
Narratives to be in folders and in sheet protectors today, to be available for other Relayers to read.
Banners will be displayed at Relay
Next class, we will write the resume and cover letter if not already complete, review for the final, and have a reading festival as a celebration for a very successful project. What are you going to bring to share with the class? It can be a favorite children's story, a joke, something to think about, something important to you, something funny, etc... You must bring it on Monday! Don't forget!!
Write resume and cover letter. See attachments!
.
Block 2
Review for final, finish and submit narrative, if not already done. Write resume and cover letter.
May 20
Blocks 1 and 3
Review for final. Finish work: narratives, resumes, and cover letters. Celebrate the VERY successful project!!
Block 2 Do well on the final.
May 22
Blocks 1 and 3 Do well on the final.
Block 2 Finish any work still to do.
May 23...and beyond
Enjoy summer!!
If you are looking for Health class information, go to the Health tab. See you there!
If you are looking for Health class information, please go to the Health tab at the top. See you there!