April 23-27Rehearsals and Star Testing Monday, April 30, 2012 / Tuesday, May 1, 2012SSW: Describe what your favorite actors do to convincingly portray their characters. Discussion: Characteristics of good acting Ways to ping one word per line Lines should be memorized today Rehearsal Costume and prop planning HW: Rehearse Gather costumes and props Drama performances will be W 5-9 for B-day and Th 5-10 for A-day. Invite your parents, grandparents, neighbors, now. Dress rehearsal for final grade M 5-7 /T 5-8 Make invitations for extra credit. Bring paper and electronic copies next class. Monday, April 16 / Tuesday, April 17Drama Day 1 SSW: Respond to the following quote from the 1762 New Hampshire House of Representatives: (Plays have a) “peculiar influence on the minds of young people and greatly endanger their morals by giving them a taste for intriguing, amusement and pleasure.” Agree? Disagree? Does this have relevancy today? Did it hold true at the time? Should we be exposing you to drama? Why or why not? SSW sharing Due today:
HW: read any introductory material about play Intro to Reader’s Theatre HO Break play into thirdsSelect parts for the day Reader’s Theatre Acting On your feet In character Body Language Facial Expressions Small Group Discussion Introduction and Plot · Tips for drama essays
o Quote text o Be specific o Be analytical o Strong TS w/ title and author and thesis HW:
· Post to forum · Invite parents to performances on Th 5-10 / F 5-11 Mister Pip Day Nine Thurs, April 12 / Friday, April 13, 2012Online discussion of Mister Pip - Follow instructions and formatting guidelines in handout o Under handouts section of my Kealing.org page § Online discussion categories and instructions for Mister Pip § Keep this document open while you are posting and check that you are doing so correctly HomeworkReminder: Parental Narrative (with author’s note) and adult edit due next class · Make sure that you include everything that is listed on the back of the rubric
Bring $7 for drama book - Tuesday, April 10, 2012 / Wednesday, April 11, 2012Mister Pip Day EightDear writers, SSW: State rules of dialogue writing. Use Mister Pip as a model. Think about style and grammar and function.
SSW sharing
HW:
Due next time / Th / F · $7 for drama book · revised parental narrative · adult edit of parental narrative: comments and signature on rubric · Completed reading and annotation of Mister Pip Due M / T: · Final parental narrative including everything detailed on rubric Note: all late work / missing work is due by end of office hours on Tuesday; all quizzes must be made up by 4th period on Wednesday Extra Learning/extra credit
Participation Report. Full Name: Participation: # (in a box) 2nd box: grade / 2 out of 50
Write a persuasive paragraph with evidence about why you deserve this grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence; Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas clocking Revision Exercise Partner #1: Dialogue Partner Name:_____________
Partner #2: Theme Partner Name:___________Read the entire parental narrative.
Partner #3: Effective Writing TechniquesPartner Name:____________Circle and label effective writing techniques within the narrative. In the margins, explain how each technique enhances the narrative.
Partner #4: Micro edit for grammar Partner Name:__________Eradicate ROs and FRAGs.
Partner #5: Lead Partner Name:__________ What makes a good lead? Why?
Partner #6: ConclusionPartner Name:____________ · What makes a great conclusion? · Does the author have an impressive conclusion? Why or Why not? · Along with the author, come up with an even better conclusion. The conclusion should end with a bang and reveal the theme. Write the new and improved conclusion in the space provided. Use any remaining time for revision. Mister Pip Day 6 M4-2 / T 4-3-12 Due today:
SSW: We are in a one-room schoolroom on an island. We’ve been studying Mr. Bradbury’s Fahrenheit 451. The only copy on the island has been destroyed. Recreate, from memory, the story. Capture as many of Mr. Bradbury’s words as you can. Collect the fragments. Pair sharing Discussion: · What do you notice about what you did and did not remember? · What do you believe is the function for stories? · What connection can you make b/n how you use stories and what you remembered? Szymborska’s “Joy of Writing” · Disc: what does this poem have to do w/ you and writing yr parent’s story? Form Drama Groups, sign up and turn in money for plays to Ms. Roy · Piano Lesson · Rhinoceros
· Arcadia
· Raisin in the Sun · Our Town o Mikayla, 1A · Night Thoreau Spent in Jail o Ink, Neil, Kiernen !A · Shakespeare o As You Like It
o A Midsummer Night's Dream
o King Lear 1A § Tabitha, Luca, Nicole, Asena, Gisela · Gogol’s Inspector General o 1A Odalis, Ryan, Anna, Roberto, Cara, Rebekah o A4 - Tony, Alex, Jennifer, Alondra, Hugh, Chloe · Cyrano de Bergerac o 1A Hannah, Jacob, Sam, Michael, Keishaun Disc: Mister Pip Rubric for parental narrative / wisdom story Peer editing of parental narrative / wisdom story Writing time or reading and annotating time Annotations check / conference HW:
Th3-29/F3-30Mister Pip Day 5 Take notes on definition of motif on yr literary devices page motif (moh-TEEF): a recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements in a work, such as good and evil. In the Book of Genesis, we see the motif of separation again and again throughout the story. In the very first chapter, God separates the light from the darkness. Abraham and his descendants are separated from the rest of the nation as God's chosen people. Joseph is separated from his brothers in order that life might be preserved. Another motif is water, seen in Genesis as a means of destroying the wicked and in Matthew as a means of remitting sins by the employment of baptism. Other motifs in Genesis and Matthew include blood sacrifices, fire, lambs, and goats. A motif is important because it allows one to see main points and themes that the author is trying to express, in order that one might be able to interpret the work more accurately. See A Handbook to Literature, The Concise Oxford Dictionary of Literary Terms. Robert Bean, Student, University of North Carolina at Pembroke MOTIF: A conspicuous recurring element, such as a type of incident, a device, a reference, or verbal formula, which appears frequently in works of literature. For instance, the "loathly lady" who turns out to be a beautiful princess is a common motif in folklore, and the man fatally bewitched by a fairy lady is a common folkloric motif appearing in Keats' "La Belle Dame sans Merci." In medieval Latin lyrics, the "Ubi sunt?" [where are . . .?] motif is common, in which a speaker mourns the lost past by repeatedly asking, what happened to the good-old days? ("Where are the snows of yesteryear?" asks Francois Villon.) The motif of the "beheading game" is common in Celtic myth, and so on. Frequently, critics use the word motif interchangeably with theme and leit-motif. See also folkloric motif. (moh-TEEF) In literature, art, or music, a recurring set of words, shapes, colors, or notes. In the poem “The Raven,” by Edgar Allan Poe, for example, the word nevermore is a motif appearing at the end of each stanza. Likewise, the first four notes of the Fifth Symphony of Ludwig van Beethoven are a motif that is developed and reshaped throughout the work. SSW: Using yr book and annotations, write about the motifs in Mister Pip. Start yr focus on Ch. 8. Reflect on the motifs associated w/ Pip and w/ Dolores. Be prepared for a discussion prep activity and discussion over Ch 8-15. Discussion Prep Ch 8-15 Discussion Prep Grading and Discussion of Mister Pip Disc: Options for Drama Groups · Piano Lesson · Raisin in the Sun · Night Thoreau Spent in Jail · Shakespeare · Gogol’s Inspector General · Cyrano de Bergerac · Pygmalion · Our Town · Select a challenging play and be ready to persuade a group of your colleagues to join you in reading, analyzing and performing it; bring $ for drama book on M/T Read and annotate Mister Pip HW:
Friday, March 3-23/ Monday, March 3-26 Mister Pip Day 4SSW: What character(s) have you befriended as Matilda
befriends Pip? What did the characters
have in common w/ you? What impact did
they have on your life, emotionally and intellectually? Explain.
What’s it like to have a friend from a book? How is that the same and how is that
different from other friendships? SSW Disc Oral storytelling of parental narrative Criteria for writing story · 1st person narrator = parent or grandparent who told you the story · Extensive dialogue · Fictionalized version · Remain true to theme and essential truth / emotional truth
Examples of motifs to add to story Discussion Prep: Reviewing yr book and yr annotations, write questions for today’s lively discussion. Write two categories of questions: 1) questions that have specific and definite answers that are alluding you / confusing you and 2) open-ended, deep-probing questions that will carry our discussion in interesting and profound directions. Be sure to include ?s about the conflict on the island and about Great Expectations.Lively discussionHW:
· start writing wisdom story: 2 page typed double spaced due class after STAAR, 2nd draft, Th 3-29 / Fri 3-30 · study for a quiz on ch. 8 -15 W3-21/Th 3-22Mister Pip Day Three SSW: What is the difference between wisdom and education? How are these concepts dealt with in Mister Pip? In your own life, who has served as a source of wisdom? How? Who has supported your education? How? Have you ever faced a conflict like Matilda and Dolores faced over folk wisdom versus formal education? Do you find these concepts at odds? Why / why not? Do you value one over the other? Why? Examples? SSW sharing and discussion of Mister Pip Printing and Signing of Letters to Charities Mailing of Letters and Checks Story telling challenge: Talk to your parents and ask them to tell you a story about a time in their lives when they had an epiphany or gained some wisdom. The epiphany / wisdom may come from an event, an experience, or from listening to a story that someone else told them; do NOT write anything down; be prepared to tell the story next class Independent work time:
HW:
Mister Pip Day Two Monday, March 19/ Tuesday, March 20SSW: Prepare for a quiz and discussion on the first 4 chapters of Mr. Pip. Write down what you want to discuss, both in terms of questions and insights and parts that you admire as a fellow writer. Reading Quiz on Ch 3-4 Grading of Quiz and Disc of Ch 3-4 Reading and Annotating Read and annotate Ch 5-6 Research / familiarize yourself with background info for Mister Pip
Portfolios on extended deadline due today
Readers’ Gallery of Art · Final call for money · Letter to charities Number chapters of Mister Pip HW: finish reading and annotating Ch 5-6; study for quiz Thursday, March 8, 2012/ FRIDAY :) March 9, 2012Mister Pip Day One SSW: You find yourself on a small, isolated island. You are asked to become the new schoolteacher. What one book will you teach to the children who know little of the outside world? Why? What will you want them to learn from the book? Disc SSW Oral Reading and Annotation of Mr. Pip, Ch 1-2 Collect bids from Readers’ Gallery HW: Read and annotate Ch 3 and 4; prepare for a challenging quiz: talk to someone about your reading: your dog, a colleague, or your imaginary friend; List of things to annotate for and think about: · Fixed vs. growth mindset · Attitude of islanders towards white people · Cultural norms · Literary devices · Vocab to know and love If you didn’t turn in your portfolios today, they are do next time. If electronic, post link on forum. Turn in your rubric when you turn in your portfolio, Also turn in your adult edit and metacognitive letter self-edit. Tuesday, March 6, 2012 / Wednesday, March 7, 2012Updates:
HW: revise metacognitive letter and table of contents
Th 2-23 / F 2-24
I have gone to Houston to be with my cousin and her daughter at Texas Children’s Hospital. Please be as amazing and wonderful as you always are. Please see Mr. Webster or Ms. Hart or a neighboring teacher if you have a question or a problem. Please help the sub and help each other. Thanks, Ms. Roy SSW sharing
prepare to peer edit art essay
bring a final printed copy to class to turn in
next class fill out forms and submit to box watch more of art dvd
already in computer (A-day students continue from where left off; B-day
students start at beginning) · post polished art essay on forum · bring $11 or Mister Pip · submit to InkBlot · study vocab to know and love
Tuesday, February 21, 2012/ Wednesday, February 22, 2012Welcome back, Museum-Goers Tuesday, February 21, 2012/ Wednesday, February 22, 2012
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? Discussion of museums and works of art Writing about art · Review Rubric · Review Analytical Writing Recipe Announcements: · Need a letter to the charities about Readers’ Gallery of Art to go w/ check · Final draft of writing about art due next class · Museum activities due today (keep to help with writing and turn in with final next time) · Thank you notes for chaperones · Collect all of your major writing for the year and plan to bring to class after spring break o Electronic copies are fine · Bring $11 next class for Mister Pip by Lloyd Jones or your own copy o Note: we are switching from The Tiger’s Wife to Mister Pip; I'll explain in class Thursday, February 16thMUSEUM TRIP HW: Finish museum packet Tuesday, February 14, 2012 / Wednesday, February 15, 2012Good morning, Museum-goers, Hey kiddos, jot down the key words from the journal, so I can switch to projecting the art. Thanks J: 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 Museum preview slideshow HW:
2-13-12 (A-day only)SSW: If you had a completely free day and could do anything that you wanted, what would you do? Poetry or prose. Poetry Open Mike Readers’ Gallery of Art Collection and Reminders to Bidders Novel Selection input Vocab to Know and Love HW: · Collect $ for Readers’ Gallery of Art · Vocab to know and love · Late novel ideas due by 1 pm. Tuesday · All other late work due by end of the day on Tuesday Thursday, February 9, 2012 / Friday, February, 10, 2012If turning in late (or absent) art, please set-up yr art and artist’s statement and self-evaluation of your art and your rubric so that I may grade it. We also need a volunteer to photograph art.
SSW: 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 · 17 solid; participated well in committee; presented art to those who asked; effective product; deadlines met · 15 weak; had to be prompted to work in committee; contributed slightly less than fair share; spoke about art w/ less detail; wandering focus
Poetry self evaluation w/ rubric annotate
Poetry open mike
Class novel input
HW: collect bids; deliver art AFTER money is turned in; post poem and 2 comments to forums;
Friday, February 3, 2012 / Monday, February 6, 2012SSW: If you could take a trip anywhere with anyone where would you go? What would you do? What would you see? Craft a poem. Announcements: · Wislawa Szymborska, my favorite poet, and Nobel Laureate died on Wednesday · InkBlot o Everyone will get a grade for submitting one piece of great writing to InkBlot o Extra credit for each additional piece of great writing Readers’ Gallery Prep · Is there anything left to do? · Finish grading art and artist’s statements · Photography · Make sure everything is printed before you get to class · Day of Gallery: set up 6 things: o Art o Artist’s statement o Poem, short story, or novel excerpt o Pen o Bid sheet o placard Spring Novel Selection Input InkBlot selection and entries Poetry revision and editing Poetry grazing · Poetry180 and poets.org HW:
Wednesday, February 1, 2012/Thursday, February 2, 2012SSW: What does your committee still need to do before the Readers’ Gallery of Art? What do you need to do ? Also, use your rubric to evaluate your art. Check off the criteria that you met and use that to determine your grade. Write a brief written defense of your evaluation. Committee Reports Committee Meetings
Readers’ Gallery Rehearsal Teacher conferences Next class:
Class after next: Tues, Feb. 7 / Wed. Feb. 8: Readers’ Gallery Class after that: Thursday, Feb 9 / Friday, Feb. 10: Poetry Cafe Monday, January 30, 2012 / Tuesday, January 31, 2012SSW: Reflect back on yr poems. Which one do you want to polish up for yr poem of choice to read at our Open Mic / Poetry Café on Feb 9/10? Why? What do you want to do to polish it up. Make sure you are referring to the rubric. Reminder: first bike club ride on Thursday Instructions: Everyone needs to take out artist’s statement and notes: things to always get right. At the start of each round, pass paper to left. Each time you get a new paper, write # of round and yr name. Quickly and silently mark yr edits. This needs to move quickly and silently. · Round 1: lead and title. (about 90 seconds) o Title (Artist’s Statement for ____________ and byline o First sentence should have: § Author’s name § Title in “” for short stories § Title italicized for novels § Title of art in “”s o Don’t forget apostrophe in artist’s statement · Round 2: (about 5-7 minutes) o Clear and detailed explanation of art? What else should the artist explain? Comment on anything that is not clear or needs further elaboration. Stay seated, but look at the person’s art, what did they leave out of their explanation? · Round 3: punctuation (about 5 mins) o Commas after introductory clauses o Quotations correctly punctuated and cited o NO ROS nor FRAGs · Round 4: (about 5 mins) o Get out your notes on things to always get right; check for these things (it’s/its, their/there/they’re) · Round 5: (about 4 mins) o Conclusion: How strong is the artist’s conclusion about her art and her interpretation of the story? What does she need to add? Return papers to artists; quickly check that you understand comments Input on spring novel selection · Lloyd Jones’ Mister Pip · Mariel Barbery’s The Elegance of the Hedgehog · Tea Obreht’s The Tiger’s Wife If you checked out a book from me and are finished with it, please return it If you need a book to read, please check out a new one Sonnet writing and editing Poem of choice revising and editing Committee meetings as needed HW: put the finishing touches / revisions on · art · artist’s statement · both are due next class / W / Th · invite family and school adults to Gallery · permissions slips must be turned in next class · return books borrowed for novel idea W 1-26 / Th 1-27-12
Poems about English for yearbook Our yearbook staff would like to feature some short poems by students on the English page of the yearbook. Here are the guidelines: Poem should be no more than 12 lines Poem may rhyme, but does not have to Recommended forms include (but aren't limited to) Haiku, Limerick, Sonnet Poem must be about English at Kealing, could be about a specific project, teacher, class, or just the subject of English education in general. We will pick as many as 5 (depending on variety, etc.) Please tell students to submit their work via email to yearbook.kealing@gmail.com. Please ask them to include the subject line "Poem submission" and make sure they've included their full name with the entry. Submissions are due by this Friday, 1/27, end of day. Peer editing with electronic comments of artist’s statement Make sure that topic sentence contains § Author’s name § Title in “” for short stories and poems § Title italicized for novels § Title of art in “”s o Don’t forget apostrophe in artist’s statement (title) Sonnets From your poetry packet, read p.7 about sonnets. Mark the rhyme scheme on the 2 sonnets: start w/ the letter a and label the end of lines based on rhyme scheme. Introduce a new letter for each new rhyme. Pay attention to the rhythm of the sonnet. Mark the rhythm. An iambic foot is an unstressed syllable followed by a stressed syllable. The rhythm can be written as:
A line of iambic pentameter is five iambic feet in a row:
It's possible to notate this with a '˘'(Breve) mark representing an unstressed syllable and a '/'(Forward Slash) mark representing a stressed syllable[1]. In this notation a line of iambic pentameter would look like this:
The following line from John Keats' Ode to Autumn is a straightforward example:[2] To swell the gourd, and plump the hazel shells We can notate the scansion of this as follows:
We can mark the divisions between feet with a |, and the caesura (a pause) with a double vertical bar ||. Sonnet writing Committee meetings for Reader’s Gallery Planning for indiv art projects Novel Idea commenting HW:
T 1-24 / W 1-25-12
OR Write a poem about English class to submit to the Kealing yearbook for extra credit. They need it by this Friday. No more than 12 lines.
Novel Idea commenting HW:
Friday, January 20, 2012 / Monday, January 23, 2012Welcome, artists, philanthropists, writers, Objective / Big Picture Questions: · How can you create deep and meaningful visual art that demonstrates your interpretation of a text? · What are the steps and techniques of writing an analytical essay explaining your artistic interpretation of the text that you selected? Turn in permission slips for our fieldtrip to the San Antonio museums on Th. February 16 SSW: Consider the text that you selected as inspiration for your Readers’ Gallery of Art. Why did you select this text? What makes this text great literature? Why does it resonate so powerfully with you? What is the message you carry forth from the text? How will you represent the message in your art? How will you represent the author’s style in your art? What do you want your audience to see in your art and in the original text? How will you make your art a window into the text? How will you make your art an analytical commentary on the text? Describe your artistic decisions in vivid detail. Review the rubric and assignment to make sure you’re on track. Poem of the day 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? Artist’s statement
· 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
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? Committee meetings
Teacher-students conferences on art projects and on committee work Post Novel Idea 3 to royenglish.proboards.com if you haven’t already done so HW:
Wednesday, January 18, 2012 / Thursday, January 19, 2012SSW: What charity do you want to raise money for w/ the Readers’ Gallery of Art? Why? Which committee do you want to work on? Why? Readers’ Gallery of Art Committees: Sign up on royenglish.proboards.com today· Charity contact and info · Invitations · Set-Up and Ambience · Bidding/Donations/Money Collection · Inviting School Adults and Classes · Publicity · Live Music Gallery Planning Charity SelectionCommittee sign-up Committee work time · Use proforum to communicate written documents and plans with one another and with me and with other groups Peer edit Novel Idea 3 Novel Idea, Poetry, and 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 poem and gathered your materials and started on your Readers’ Gallery art · Today Novel Idea 3 due for peer edit · Revise and post on royenglish.proboards.com by next class · Fri 1-20/M1-23 Novel Idea 3 posted o + 2 comments on Novel Idea 1 or 2 § post on someone’s who has less than 2 comments
Friday, Jan. 13/ Tuesday, Jan. 17SSW: What is the greatest unsolved mystery? Craft a few lines of poetry about it. Line Breaks Activity Conference / Approval of Text and Art Concept for Readers’ Gallery of Art Video Clip: Akira Kurosawa’s Dreams: “The Peach Orchard” Write a poem inspired, directly or indirectly by Dreams, paying close attention to line breaks; polish and finish for hw Research: What charity do you want to raise money for w/ the Readers’ Gallery of Art? Why? HW: · start planning and gathering materials for Readers’ Gallery · start making your art · be prepared to pitch charity idea next class · bring Novel Idea #3 completed and polished to class next time for peer edit and posting · finish poem of the day · ongoing: vocab to know and love January W 11 / Th 12, 2012SSW: Think about your favorite food. Write some lines of poetry about your favorite food. Use sound devices and metaphors and similes. SSW Sharing Poetry HW sharing Girl Writing a Letter
Intro Readers’ Gallery of Art
Coming soon: Spring Novel Selection: · Mister Pip · Elegance of the Hedgehog · The Tiger’s Wife HW:
Monday Jan. 9/ Tuesday Jan. 10Hello, poets! SSW: What are your reading goals for this year? What changes would you like to make to your reading habits? To your reading diet? If you want to do a reading challenge, like I do, what categories would you like to do? Titles? Authors? Types of books that you want to read this year? What do you want to get out of your reading? Sharing of SSW and HW poems Rd and discuss “Eating Poetry” Learn Sound Devices from packet Work w/ a partner Classwork / HW:
Revised due dates: Second due today Third due Sharing about Books Peer editing and posting of novel idea #2 Vocab to Know and Love quizzes Discussion about novel to read in spring: · Mister Pip · The Tiger’s Wife · The Elegance of the Hedgehog HW:
Thursday, 1-5-12 / Friday, 1-6-12Happy New Year! SSW: Describe in vivid detail the food you cooked over the vacation. A: need tech aids for B4 Need volunteers for magnet showcase next Thursday 6-8 Read Billy Collin’s “Introduction to Poetry” Carefully consider the poem. What is Mr. Collin’s message about poetry? Do you agree or disagree? Why? What should we do with poetry during the upcoming unit? Why? What would you like to do and learn? A: Abstract / metaphor poem due next time Disc “Introduction to Poetry” and students’ reactions Disc in gps: Define poetry Class disc and notetaking: Defn poetry Brainstorm concepts learned in 8th grade Practice writing random metaphors with table Novel idea reminders
HW:
Due next class
Mon. 12-20 / Tues. 12-21-11Career Counseling with Ms. Miloy Poetry Slam with Mr. Webster and Ms. Hart’s Classes first grade of next six weeks absent students need to present first class next semester Novel Idea #1 Posting and Responses Reminder: Novel Idea #2 is due the second class of the new year: M1-9/ T 1-10 Novel Idea #3 is due W1-18/Th1-19. HW: With a family member, prepare a dish for a family dinner Bonus A-day / A-day only/ Friday 12-16-11Post novel Idea #1 on forums Respond to other readers’ posts (make sure to read the posting guidelines first) Read challenging novel Work on extra credit Work on poems for poetry slam next time Wednesday, December 14, 2011 / Thursday, December 15, 2011Participation Report. Full Name: Participation: # (in a box) 2nd box: grade / 2 out of 50 Write a persuasive paragraph with evidence about why you deserve this grade 95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence; Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas Viewing “Louder than a Poem” Poetry Slam Documentary Posting Novel Idea 1 if forums are ready? All extra credit due BEFORE Monday at 7 a.m. · Cultural event or museum analysis · November Thirty Days to Change Media Goals Poetry Workshop: Write a poem about your research topic to present in a poetry slam next time Mr. Webster and Ms. Hart’s class HW: finish, polish, and practice poem for the slam Bring challenging novel to read Bring your novel idea 1 electronically to post on the forum Monday, Dec 12/ Tuesday Dec 13Congratulations, Researchers, on your completed research paper 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 Reminder: How to Ask for a Teacher Recommendation · Ask Politely · Ask at a good time for the teacher · Explain your goals · Complete a Self Evaluation o Copy the rec form o Student fills it out § Reminds me how wonderful you are § Tell me amazing things I don’t know about you that are relevant § Fill everything out § Not the time to be humble · Ask early; I’d like all recs the first week of December · If it’s an AISD school, I’ll send it school mail and do not need an envelope · Otherwise, please provide an addressed and stamped envelope · Fill out any and all basic, identifying info: your NAME, grade, class grades for each six week, school, student #, etc. HW: · finish novel idea #1 if you didn’t finish in class · Get peer or adult edit on novel idea #1 Thursday 12-8-11 / Friday 12-9-11Congratulations, Researchers, on your completed research paper Benchmarks Optional extension: You may turn your research paper in today or you my chose to continue to work on it and turn it in next time with no penalty. Ceremonial Turning in of Research Papers Adult Edit Grade Extension: Novel Idea Writing Part 1 will be due at the end of next class (not at the beginning). HW: · Recharge yourself after all of your hard work on the research paper · OR optional extension: improve your research paper · Be ready to do Novel Idea 1 in class next time o You should have at leasat 1/3 of book read. o Bring your book for reading and writing time. Tues 12-6 / Wed. 12-7-11SSW: 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? (Remember to track yr participation.) Take notes: \Plagiarism conditions: · Missing all or part of your works cited · Missing any citations for paraphrases · Missing any citations for direct quotes · Missing any quotation marks for direct quotes · Everything from a source must be cited. · If in doubt, cite it. Plagiarism results: 1. Zero on paper a. Major drop / failing for six weeks 2. Crying 3. Parent / teacher / director conference 4. Loss of trust 5. Loss of reputation 6. Guilt 7. Loss of ethics / integrity Genre conventions for nonfiction, formal, scholarly research paper: · Less emphasis on imagery (exception intro and conc) · Matter of fact · Logical · Formal o Avoid slang, contractions o Conversational language · Avoid you or I / my or we o Exception: intro or concl · Cut: “I believe that”/”I think that” · Practical and focused · Clear and concise · Not the time for figurative language · Be sure to specify who “we” is o Which govt and which level o Corporations o Individuals o Charitable organizations Introductions (1 paragraph / .5 page): · Hook reader · Powerful thesis –last sentence of intro · Intriguing or powerful quote · Cool or alarming fact; attention-getting · Set tone and scope of issue · Create strong visual in reader’s mind · Why should reader care? o Make a connection · Background info – give context about scope of issue Conclusion (1 paragraph / .5 page) · Restate (rephrase) thesis (usually at beg. of conclusion) · Thought-provoking · Call to action o Urge reader to get involved o Explain how they can be part of solution · Profound “quote” · Summarize paper; problem and solutions Clocking Research Paper Finish writing intro and conclusion paragraphs àCompleted rough draft of body paragraphs should already be done; finish and improve as needed
Due next time:· final paper, 3-5 pps, typed double-spaced + works cited
Friday, 12-2 / Monday, 12-5-11SSW: Review the recipe for an easy A on a research paper. Label the parts of your first body paragraph: TS, cd, cm., and CS. Self-edit your first body paragraph. Start writing yr second body paragraph Peer edit Q and A
Wr WS: Write the rest of the body paragraphs of your paper. Teacher Conference / Grade:
HW: finish writing all body paragraphs (everything but intro and conclusion)
Wed. 11-30-11 / Thursday 12-1-11SSW: What questions do you have about the research process, note cards, bib cards, thesis statements, outlines, etc? What do you need help with? What do you need to work on / improve? How is everything going? What have you done to put yourself on the path to autopilot? Are you ready to turn on the autopilot or do you need to go back and work on previous steps? Explain. HW Wave:
Read Parenthetical Documentation and Sample PaperParenthetical 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
EVERYTHING needs to support thesis · If NOT, cut it All evidence / facts needs to be followed by ANALYSIS and COMMENTARY NOT writing a REPORT 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 Peer edit Revise Teacher conference on revised thesis and outline Extra Credit:
For 6th, 7th, and 8th grade writers December 10, 10 a.m. to 12 p.m. Writers work tirelessly with words, hoping to create a vivid image in the reader’s mind. But in this workshop, it’s the images that bring the stories to life. You’ll learn how graphic artists conceive of both the visual and the written elements of storytelling, and you’ll create your own stories in graphic form. Jeff Pethybridge, a long-time teacher and writer who runs a wonderful reading series here in Austin, will be teaching this workshop. All of our Saturday writers are invited to submit their work for publication in our online journal, Unbound (www.badgerdog.org/Unbound). These workshops are pay-what-you-can, and you can checkout more information on our website: http://badgerdog.org/youthprograms/saturday-workshops HW:
M 11-28/T 11-29-11SSW: Get ready to have a 60 second meeting w/ President Obama summarizing your research. To do so, review yr notecards. Look for patterns. Divide them into three stacks. Then, summarize the findings from each stack into one sentence. This should lead to you stating the three most important things that Pres. Obama needs to know about your topic. Make sure that you include your stand and solutions.Share w/ a colleague Practice thesis statements · Student of the month · Year round school · Change minimum age for driving Q and A on thesis statements Lesson: Outling · Read and Discuss “Outlines” p. 6 of packet Workday: · Thesis statement revisions · Outlining · Researching Today in class:· Conference w/ Roy on thesis statement · Organize your note cards into outline order · Type your outline of entire paper o Get to at least lowercase letters in some areas o Consistently reach numbers o Remember to include front and back of notecards
· Due next time: o Outline for entire paper Parenthetical documentation notes· Every sentence in your paper that has info from a notecard needs parenthetical documentation. o Includes direct quotes o Includes paraphrases · At the end of the sentence add (first key word from the bib source page#). OutlineI. A. 1. 2. 3. B. 1. 2. a. i. ii. b. i. ii.
Teacher conference / grade: thesis statement
HW: · Finish Outline · Finish all research: 5-8 bib cards; 30-80 notecards · Revise thesis Thursday, 11-17-11/ Friday, 11-18-11SSW: (followed by Disc): Joy of Research What cool info have you found? Have you found the joy of research? Explain. What’s yr plan for completing yr research? Introduce thesis from map of the land handout (p. 7 in research packet)
Review bib and note cards Peer edit of bib and note cards Disc common mistakes-tell students to take notes about what they need to improve Teacher conference: Take a grade out of 20 points on their bib and note cards; spot check one or two cards and make sure they are meeting the criteria in the packet; leaders can help you with this if you like · 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 Tuesday, 11-15-11/ Wed., 11-16-11SSW: 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 Announcements: Performances next time:
Note card and bib card review and check Topic Approval Research / create bib and note cards Focus on: · problem and solution · how the issue impacts society · This is NOT a report · But an analytical paper Due at end of class today: 2 bib and 5 notecards HW:
Thursday, 11-10-11 / Monday, 11-14-11SSW: What is the issue that is dealt w/ in yr article? What are some possible solutions? Why? What would you have to find out / know to discover if the solutions are feasible? How would you find out? How would these solutions change our world for the better? Disc
Lessons
Write a bib card and 3 note cards from yr social issues article. Lesson: How to ask for a teacher recommendation • If you want a teacher rec from me,
HW:
Tuesday, November 8, 2011 / Wednesday, November 9, 2011SSW: Participation: # (in a box); box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas SSW Round 2: Letter to Roy: How are you doing? What do you need? What are you reading? Answer about both English class and about life? TED Talk Video: Pick something you’ve always wanted to do and do it for thirty days S.M.A.R.T. goals check in Reading of Challenging Novel Hw: Bring a current events article (hard copy) about a current social issue that you care about. Friday, November 04, 2011 / Monday, November 7, 2011SSW: You may only ask three questions for the next year. You may repeat the questions and ask a a variety of people. What will you ask? Why? To whom will you address your questions? SSW sharing Poetry Moment Sci Fi Presentation Rehearsals: 10 minutes Sci Fi Presentations Reading of Challenging Novel HW: · Read your challenging novel · Keep up your S.M.A.R.T. goals
Extra credit opportunities: · HRC exhibit: Banned Books · Cactus Café, Monday night: lecture on censorship · Austin ISD Pow Wow at Burger Center on Saturday Wednesday, 11-2-11 / Thursday, 11-3-11SSW: Write about your experience the past two days with your SMART media goals. Due today: Corrections Checklist for short story Post SMART media goals on index card in the hallway See me for a book rec if you haven’t picked a challenge novel yet Kealing Writing Manual
Tech and media article presentations and discussions Science Fiction Project Workday HW:
Monday, October 31/ Tuesday, November 1 2011SSW: 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? Discussion Class Commitment? Reading and Sharing of Technology Articles · Posted on handouts section of my website in F451 Technology and Media Articles folder Science Fiction Project Work Time · Review Criteria · Teacher Approval of Topic and Product Peer Check of Corrections Checklist for Short Story · Turn in if perfect · Fix and turn in next time if it needs improvement HW: · work on your science fiction project; bring whatever materials you and your group need to work on it in class next time; presentations will be F/M · fix your corrections checklist · read your group’s assigned technology article and take notes; be ready to present key ideas to class · start on SMART media goals o tell people o post your goals o do it! o Enjoy · Last day for extra credit / late work / make up work is next Tuesday. 11-8 · Study vocab to know and love; be ready next week Thursday, October 27/ Friday, October 28 2011SSW: Review our theme chant. What do you think is the theme for F451? Defend your answer with evidence from the text. Make sure that your theme meets all of the criteria of our chant. Do you agree or disagree with Bradbury? Why? Quiz on Section III Discussion on F451 Science Fiction Project Fahrenheit 451 Culminating Project Bradbury wrote Fahrenheit 451 because he was concerned that media was having a mind-numbing impact on society. Now it’s your turn to select an aspect of society that you are concerned about and provide a science fiction or satirical critique. Work in a group with 2 or 3 colleagues who share your concerns. You will present your project on Friday, 11-4/Mon. 11-7 Criteria:
· Brainstorming · Grouping · Work time HW: · work on your science fiction project; bring whatever materials you and your group need to work on it in class next time; presentations will be F/M · Find a challenging book to read; see me if you want a recommendation or want to check out a book from my library · Corrections Checklist for short story due next class Tuesday, Oct.25/Wed., Oct. 26, 2011SSW: Write about you and your family’s TV and media habits? Amount? When? Together / separately? What do you watch? Policies for media and homework, media and food. Also reflect on your time log. What would Bradbury think about the way you are spending your time? Discussion on TV, media, technology and our daily lives Discussion of first half of section III. Vocab to Know and Love Practice and Studying HW: · Finish reading and annotating F451; · Study for a quiz over section 3 · Work on vocab to know and love · Mull it over: Do you want to make any changes (big or small) in the ways in which you consume media and/or the amount of time that you spend consuming media? What do you want to do instead? Let's All Go to the Texas Book Fest (an extra credit opportunity)Hey Reading Hornets,
This Saturday and Sunday is the Texas Book Festival at the State Capitol.
It's free and has many cool events that you and your family might enjoy: readings and panels by adult and young adult authors, live music, book signings, fair food, cooking demonstrations, books vendors, activities and readings for children. Google's going to have a variety of e-readers that people can test out.
This video recap from a couple of years ago gives students a good sense of the scope of the festival and shows a diverse group of teenagers enjoying the activities: http://www.youtube.com/watch?v=0hgDtorsSNs.
Here's the schedule of events: http://www.texasbookfestival.org/Calendar.php
The list of authors: http://www.texasbookfestival.org/Authors.php
The Statesman's recommendations: http://www.statesman.com/life/books/critics-picks-for-the-texas-book-festival-1921830.html
I'm excited about Colson Whitehead (The Illusionist, Sag Harbor), Amitav Ghosh (Sea of Poppies), Butch Hancock of the Flatlanders, Russell Banks (The Sweet Hereafter), Alan Hollinghurst (The Line of Beauty), Susan Orlean (New Yorker columnist, The Orchid Thief), Chad Harbach (The Art of Fielding), Jaimy Gordon (Lord of Misrule), neuroscientist David Eagelman and the moonlight tour of the Texas State Cemetery.
Prominent young adult authors I noticed on the list: Jay Asher, Libba Bray, Louis Sachar, John Szieska, David Rice, and Kathy Reichs. I know there are many more.
Several Sat. night events, Lit Crawl, on the eastside, mainly for adults, but there's also "A Convergence of Souls" with about 20 young adult authors at the State Cemetery at 9:00 p.m.
Hope to see you at the book fest.
Take care,
Sharon Roy
8th Magnet English Academic Mentor Video Game Production Kealing Middle School Friday, October 21, 2011 / Monday, October 24, 2011SSW: Review your annotations for quiz Quiz: Sections 1 and 2 Discussion of Sections 1 and 2, springboarded by quiz Explore Texas Book Festival opportunities HW:
Wednesday, October 19/Thursday, October 20SSW: 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. Graded discussion of SSW and the novel Read “Fahrenheit 451 Misinterpreted” from the L.A. Times http://www.laweekly.com/2007-05-31/news/ray-bradbury-fahrenheit-451-misinterpreted/ 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 Monday 10/17-Tuesday 10/18SSW: Imagine you are looking at a picture of yourself in 2030. Describe the picture in great detail. Who is in the picture? What are you doing? Where are you? Use Bradbury as a model for vivid writing: incorporate metaphors, similes, and symbols and use imagery. At yr tables, select major points/epiphanies that you want to share with the class. Wh cl sharing /discussion Debate Reread last paragraph on p. 59 about why the fireman burn books Prepare arguments for a debate about burning offensive books Hw: Read and annotate through p. 91: “Montag was in the dark street again, looking at the world.” Thursday, October 13 / Friday, October 14, 2011Dear Readers and Writers, I am out sick today. Please be amazing for the sub and for each other. Please select two students who have recently demonstrated leadership in discussion to lead the class activities and discussions. Thank you. Enjoy your discussions. Take care, Ms. Roy 10 minutes The English dept wants your help selecting new electives for next year. (This is real, not an exercise. I will share your ideas with the department and Ms. Cooper.) Brainstorm at your table ideas for English or interdisciplinary electives at KMS. Each student then choose one idea that they SERIOUSLY recommend. Place name and period on a clean sheet of paper with Cool name for elective Sentence describing what students would study/explore in elective Sentence describing why students would want to take elective Collect papers and turn in to class's bin. 15-20 minutes Small group discussion at your tables:
Whole class discussion:
If there is any time remaining (there shouldn't be if the discussion has been lively and thorough), read and annotate and work on learning vocab to know and love HW:
Tuesday, October 11/Wednesday, October 12, 2011SSW: 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 Wh Cl Disc Reading and Annotating Vocab to Know and Love Requiz Grammar Gladiator Tie Breakers HW: by next class, read and annotate through p. 48 “ He did not open the window.” Thursday, October 6 / Friday, October 7, 2011Turn in your Short Stories and Top Ten Correction Checklist and Grammar Gladiator Sentences Short Story ORDERING 1. Rubric with blanks filled, unstapled on top 2. Final Draft a. Underline all examples of characteristic of effective writing 3. Self-Evaluation / Analysis based on rubric and fully justifying score / give specific evidence as support 4. Author’s Note 5. All previous drafts, from newest to oldest 6. Brainstorming, notes, etc. 7. Evidence of revision (clocking sheets, macro/micro edits peer responses, etc.) Corrections checklist · Staple all: · 1. Corrections checklist · 2.Rubric · 3.. Corrected copy · 4. Original final · 5. Rough drafts, etc Two neat stacks, alphabetical order by last name 3rd stack: grammar gladiator sentences, do not need to be alphabetized
Grammar Gladiators Fahrenheit 451 Whole class reading, annotating and discussion of Fahrenheit 451 · Annotate for 3 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 4, 2011 / Wednesday, October 5, 2011SSW: Author’s Note and Self Evaluation for short story. On clean sheet of paper to turn in tomorrow, write your Author’s Note. In the Author’s Note, you will reflect on the process and experience of writing a piece, and explain the writing itself. Be clear and concise. Discuss what you were trying to accomplish with the piece. Explain the theme of the piece and how you communicated it. Discuss your problems, frustrations, surprises, and successes. Discuss any new things that you tried as a writer, and reflect on the process and experience. Tell which, if any, vocabulary words you used in the piece. Discuss the strengths and weaknesses of the piece. Tell me anything else I should know about the piece or process. ORDERING 1. Rubric with blanks filled, unstapled on top 2. Self-Evaluation / Analysis based on rubric and fully justifying score / give specific evidence as support 3. Author’s Note 4. Final Draft 5. All previous drafts, from newest to oldest 6. Brainstorming, notes, etc. 7. Evidence of revision (clocking sheets, macro/micro edits peer responses, etc.) Due today:
Announcements:
· Texas Book Festival: Sat 10-22 and Sun 10-23
Prep / Research / Teaching for Grammar Gladiators
Grammar Gladiators
Self Micro edits
Peer micro edits— Need two peer + 1 adult edit
HW: revise / polish short story
Bring Fahrenheit 451 every day starting next class
Friday, 9-30 / Mon., 10-3, 2011SSW: It’s time for a grammar intervention. Review your feedback from me on the Top 10. Consider that, as well as other feedback you have received about your writing. What are your grammatical strengths and weaknesses? What grammar rules do you need to learn and or review? What aspects of your writing do you want to improve, grammatically and / or stylistically speaking? What is your plan for doing so? Add to editing notes: Agr agreement T tense You don’t use you when you mean I Wdy wordy I italics Reminders:
Happy Second Six Weeks · New seats · Grades · A-handshakes Grammar Research · Use Webster grammar site on left column of my web page · Use Writer’s, Inc. or Writesource 2000 Top 10 corrections Start in class; finish for h.w., if you don’t finish in class Follow all instructions carefully: Note italics at bottom of page Short Story Clocking / Macroediting / Conferencing HW:
Wed 9-28 / Thurs 9-29Welcome, writers Read rubric for short story Announcement: Teen Book Fest this weekend for extra creditScott Westerfield SSW: Work on your short story. Go where you need to go to construct. Attic. Architect’s office. Building site. Invite the building inspector only if you’re ready.Participation Report. Full Name: Participation: # (in a box) 2nd box: grade / 2 out of 50Write a persuasive paragraph with evidence about why you deserve this grade 95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence; Read and discuss handout on leads and in medias res Book Talks HW:
Monday, September 26 / Tuesday, September 27, 201Welcome, annotating readersPhase one: Madwoman in the attic: · She’s a little crazy · She doesn’t care what anyone thinks · She doesn’t care how she looks · She’s just rocking out, letting her crazy thoughts spill out on paper or in your ear · She doesn’t care about rules. She forbids you to think about grammar. · She doesn’t care about how things turn out. She forbids you think about how good the story will be as a finished product. · She’s free · She has many stories to tell Become the mad woman in the attic and write about an interesting place and/or a unique character. Or ask the mad woman to tell you a story you’ve always wanted to know or write. You can be the mad woman or just listen to her and write down the story she tells you. Remember to stay in mad woman mode. If you end up going in another direction, go with it. Phase two: The architect · She’s a designer · She thinks big · She looks at the raw materials and site that the madwoman offered and brainstorms what could be built there · She sees potential · She thinks about what needs to be added and subtracted · She is a bold visionary · She plans (but does not build) a structure · She offers multiple possible plans As the architect, create a few design proposals based on the madwoman’s raw materials and site. You may collaborate with another architect. Write yr plans down. Consider elements such as theme, characters, mood, plot, setting, special features, style, point of view, genre. Turn to neighbor and share architectural proposals Phase three: the builder
Phase four: The building inspector.
Continuation of discussion of Steven Millhauser’s “The Other Town” · Share themes that you wrote for homework · Building on those themes, how does “The Other Town” function as social commentary? What does the other town symbolize? · HW: Become the builder. Make a story out of the architect’s plans and the madwoman’s raw materials. Go back to the architect and the madwoman as needed. Build about 2 pages typed double spaced of a max. 4 page typed double spaced story. Thursday, September 22 / Fri, September 23, 2011Welcome, annotating readersSSW: Review your annotations of Stephen Millhauser’s “The Other Town.” Make a list of the key issues of the story. Pick one of those key issues to focus on. What do you think is Millhauser’s message to the reader about that issue?Write in agenda, HW:
Add to literary terms notes: · Magical realism: Art or literature with a kind of heightened reality in which elements of the miraculous could appear while seeming natural and unforced.
Close re-reading and annotation sharing and analysis of “The Other Town” in expert groups
Jigsaw groups Theme chant Wh Cl Discussion: “The Other Town” and Magic Realism Theme chant Wh Cl Discussion: “Old” and Magic Realism Introduction of Old Woman in the Attic and the problems she solves for writers HW: Go into the attic. Listen to the madwoman. Spill out in writing some ideas for a story or two or three in which something magical or supernatural is treated in an everyday, nonchalant fashion. You are not allowed to worry about spelling, grammar, where the story is going, if it’s good. If you do the madwoman may flee or throw you out of the attic or she may bite you.Tuesday, Sept. 20 / Wed., Sept. 21, 2011SSW: 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 5 minutes rehearsal / set-up Creative Presentations of one of Top 10 Influential Stories Read and annotate Steven Millhauser’s “The Other Town” Booktalks HW: read and annotate Steven Millhauser’s “The Other Town” If you haven’t yet done your booktalk, be prepared to go next time. Friday, September 16, 2011 / Monday, September 19, 2011SSW: Top 10 Self-Evaluation: Using your rubric, evaluate your Top 10. What are you doing well? What will you improve? How will you improve it? On a clean sheet of paper that you will turn in today, evaluate your sacred silent writing performance for the six weeks. Sacred Silent Writing: box 1: out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas Teaching assistances collect papers and turn in to your
class’ bin.
and self-evaluation all drafts from newest on top to oldest on the bottom amazing, entertaining presentation of one of your Top 10 Entries Due time after next:
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 · paragraphs Take notes: Corrections to Common MistakesThings 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; effect = result o I can affect my students by assigning homework; the effect of this action is that they will get smarter. · Citations end w/ a period. · Italicize titles of books and long works · Shorter works, put titles in “ ”s · Capitalize all key words in a title · A lot is two words and is a weak phrase. Use only sparingly, only in dialogue. · Its = ownership · it’s = it is · to = preposition · too = also, excessive · two =2 · their = ownership · there = place · they’re = they are · Punctuate Dialogue o Jane said, “Blah blah.” o “Blah blah,” Jane said. · A à an before a vowel · Independent clause = phrase that stands alone as a complete sentence · Ex. I rode my bike to school. · Dependent clause = phrase that modifies (or is added to) an independent clause · Ex. In the morning, I rode my bike to school. · Introductory clause introduces the sentence; provides extra info. · ; to combine 2 closely related independent clauses · I rode my bike to school; I don’t have my car today. · ; to separate items in complex lists · : works as an = · Ms. Finklea gave me a copy of my favorite book: East of Eden. · ! use incredibly sparingly · commas in list (I am buying eggs, bread and milk. ) · Last, First. “Title.” As told to the author. Roy, Rose. “Stories My Mother Told Me.”As told to the author. Oral Story. · Remember to use the updated MLA citations and state medium at end (i.e. print, oral story, film, etc.) · End punctuation to citation. Don’t forget the period at the end of the citation. · Reverse indent citations. Alphabetize entries by first key word of citation. Single space your analytical blurbs, skipping a space b/n each citations and each entries. Do not number the entries. Do not indent the paragraphs. · Most important: o No more Run-Ons o No more Sentence Fragments · Check out the grammar website link on my kealing.org page · Guide to Grammar o http://grammar.ccc.commnet.edu/grammar/ o It has explanations and quizzes for all kinds of grammar issues o Please use if you are having trouble with R.O.s, Frags, or commas Take notes and use these editing comments today and forever after. Editing comments K akward P punctuation C capitalization Sp spelling Gd good R.O. run-on Frag frag
1. SSW: Brain (August 22) 2. SSW: Poem, who we are (August 24) 3. SSW: Advice for parent (8/26) 4. SSW: Cloning (August 28) 5. SSW: Biggest Problem 9/1 6. SSW: Best Friend (9/6 7.HW: Revised Best Friend or Character Sketch 9/8 8. SSW: Stories (9/10) 9.HW: Top Ten List With One Analytical Explanation9/12 10. SSW: Passionate topic (9/14) 11. SSW: Super Power (9/16) Top Ten Peer Edits Get at least two peer micro edits. Read and Annotate Steven Millhauser’s “The Other Town” by Th 9-22/Fri9-23
W9-14/Th9-15-11Welcome, writers. Agenda out. HW out. SSW: If you could have any superpower what would it be? Why? What would you do with it? A:
1. SSW: Brain (August 22) 2. SSW: Poem, who we are (August 24) 3. SSW: Advice for parent (8/26) 4. SSW: Cloning (August 28) 5. SSW: Biggest Problem 9/1 6. SSW: Best Friend (9/6 7.HW: Revised Best Friend or Character Sketch 9/8 8. SSW: Stories (9/10) 9.HW: Top Ten List With One Analytical Explanation9/12 10. SSW: Passionate topic (9/14) 11. SSW: Super Power (9/16) 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
Peer EditingSelf Editing Self Eval w Rubric Student-Teacher Conference on one entry for a grade Revision Research Citations Mon., 9-12-11/ Tues., 9-13-11Students as Teachers: A1: Jacob and Odalis A4: Morgan and Zach SSW: Free write for 10 minutes about something that you feel passionately about. Enjoy. Poetry moment: Read and
briefly discuss a poem from Poetry180 SSW sharing / discussion HW wave:
Bib Citation Mini-Lesson· review HO · Q & A Wr. Workshop · Review Rubric and Ms. Roy’s “Top Ten”
· Check against above criteria · Give feedback
Write HW in agenda book
Writing Workshop: Work on blurbs and citations
When there’s about 35 minutes left in class, Discussion of “Menagerie”
Last 10 minutes, 4 Booktalks Pick 4 people to booktalk next time HW: Top 10 rough draft due next time
Thurs 9-8-11/Friday 9-9-11SSW: What role do stories play in your life? In society? Why? Use examples to illustrate your explanation. (In other words, why do we tell stories, listen to them, read them, watch them, etc.) Poetry moment SSW sharing / discussion HW Wave: character sketch Discussion – compare 2 versions Odds and Ends: · Educating the T letters · 4 Book Talks · progress reports · progress check _____’s Vocab to Know and Love Wr WS/ HW: Creating Top 10 List 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 Project overview- a list of story citations with explanations of how story influenced 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 HW due next time:
Recommended reference site: Bartleby.com Handouts conveniently located in the handout section:
Tues 9-6/Wed 9-7-11SSW: Write about your best friend from second grade (or thereabouts). Describe them in vivid detail. Poetry moment SSW sharing / discussion annotation lesson Read and annotate “Salvador Late or Earlly" Disc of “Salvador” · Notes: Characteristics of Effective Writing · Notes: Literary Devices · 4 Book Talks Wr WS/ HW: Write a character sketch. (It could be a revision of your SSW about childhood friend or it could be something else.) Include some of the characteristics of effective writing that Cisneros modeled. Check the handout section of this website for:
Thursday, September 1, 2011 / Fri., September 2, 2011SSW: Write about the biggest problem facing you or the world. Problem solving · Book talk Criteria 2 o 1 sentence summary o a few sentences of analysis of writing and story o why people should read the book o who would like 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
Schedule Book talks 10 mins prep and rehearsal for Presidential Committee Presentation Presidential Panel HW: READ. Select something for independent reading. Enjoy. Prepare for your book talk.
Tuesday, August 30 / Wednesday, August 31, 2011Greetings, readers. Review ethos, pathos, logos. SSW: Take a stand for or against cloning. Use ethos, pathos, and logos. Straggling Intro Poem Presentations HoS discussion Creation of President’s Panels Create policy for Matt; Be persuasive: use ethos, pathos, logos HW: · Bring HoS to class next time · Prepare for President’s Panel F/M 8/26-8-27/11REMEMBER: key to happy teacher = 10 minutes of Sacred Silent Writing. Thank you. The Management.
Out: agenda, hw, paper or journal for SSWSSW: 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 i. Final draft on top of ii. First draft
Announcements: Loose ends: o Restroom o Tardies o Office Hours: Tuesday o No Assignment Sheets o Syllabus
· Adds/ drops: openings in software design o Recruiting more girls o Tech aids · Bring House of Scorpions next class for activity; review the book and your annotations
Intro Poem Completion and Revision
Practice Names
Preferences Sharing
HW:
Wednesday, August 24, 2011 / Thursday, August 25, 2011Welcome, Writers
Poem of the Day: Wislawa Szymborska’s “Possibilities” HAPPY SACRED SILENT WRITING
SSW: Listen to “Possibilities” by Wislawa Symboska. Then, write a poem to share w/ the class that shows us who you are to help us get to know you and to keep us entertained.
TAKE OUT: · Agenda books · Educating the Teacher pre-writing and rough draft · Ed Tchr HO · House of Scorpions summer reading assignment
HANDOUTS:
Write in your Agenda: Due Next Time: · final copy + drafts of Ed T
o letter o syllabus o rules
HW wave:
No Assignment Sheets
SSW sharing
Read and discuss (if not finished)
Educating the Teacher · Review mission · Questions? · Brainstorm suggestions for revision · notes
Q&A on Class Procedures
HW: · Educ T letter due tomorrow, first draft + revised draft · House of Scorpions annotations · Straggling commitment letters
Materials: Day One HOs No Assignment sheets or NB
If extra time, Student info sheet
Monday, August 22, 2011/ Tuesday, August 23, 2011SSW: Write about your brain.
Reading: Robert Fulghum's "The Brain"
Individual Reflection
Sharing and Discussion
Names Game
Course Letter
Syllabus
Rules and Procedures
HW: Educating the Teacher: first draft due next class/W/Th, second/final draft due F/M; bring House of Scorpion annotations starting F/M May 24, 2011 – May 25, 2011
·
Group
Presentations
· Individual Presentations May 20, 2011 – May 23, 2011
·
Group
Presentations
· Individual Presentations May 18, 2011 – May 19, 2011
·
Graphic Novel Unit HW: · 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. May 16, 2011 – May 17, 2011
·
Graphic Novel Unit HW: · Decide which literary devices will be used in your graphic novel. Integrate them into your draft. May 12, 2011 – May 13, 2011
·
Graphic Novel Unit HW: · 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. May 10, 2011 – May 11, 2011
·
Graphic Novel Unit HW: · Begin to 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. Friday May 6, 2011 – Monday May 9, 2011· Grammar Gladiators · Independent Reading · Poetry in a Pocket HW: · Independent Reading · Study for dialogue quiz Wednesday May 4, 2011 – Thursday May 5, 2011· Portfolios due · Portfolio show case
HW: 3B’s HW – · three typed sentences for grammar gladiators · Independent reading o Bring book to read 4B’s HW – · Independent reading o Bring book to read · Select and prepare poem for dramatic reading
Monday May 2, 2011 – Tuesday May 3, 2011SSW: Metacognitive self-edit using handout Portfolio peer editing Portfolio revision Revise any lingering 8th grade pages Last chance to turn in perfect 8th grade page:Tuesday, May 3, 2010 at 7:30 Due next class: · Portfolio · Rubric with grade and self-evaluation · Adult edit and at least 2 peer edits o Name, signature and comments Thursday April 28, 2011- Friday April 29, 2011· Work on Portfolios · Conference with peer about progress · Conference with Ms. Roy
Homework: · Pretend( have it finished by, but not actually due) portfolios are due Monday/Tuesday o Bring final copy for peer editing · Final Copy due Wednesday May 4, 2011/Thursday May 5, 2011 · Revise magnet opus sheet and bring to Ms.Roy by 7:30 am Friday · Adult edit Metagognative Letter and Table of Contents Monday/Tuesday: April 17/18 2011· Final Dress Rehearsal HW: · Improve your performance · Remember to invite at least 1 person to your play Wednesday/ Thursday: April 19/20 2011· Day of Performance HW: Bring metacognitive letter and portfolio to peer editFriday April 15 2011SSW: What is your character feeling and thinking during your scene? How will you show that? · Submit film to the film festival to Mr. Webster · Inviting teachers · Performance April 21st Thursday · Next time; Last Dress rehearsal · Invite at least one person to be in the audience who knows and loves you in the audience · Dress Rehearsal
HW: · Improve your performance Text BoxWelcome, actors.
Wed., April 13/Thurs., April 14
Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 2 out of 50
Write a persuasive paragraph with evidence about why you deserve this grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence;
Readers’ Theatre and Rehearsals
Give yourself a grade in a box out of 20. Justify yr grade in a persuasive paragraph.
19 group leader; enthusiastically performing; full on acting and projecting; always focused; gesturing; encouraging others; offering suggestions and explanations 17 solid reading; some acting; focused 14 mainly reading; occasionally wavering focus
Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Rehearsals
HW: · Distribute invitations · Memorize ALL lines and cues · Act · Plan guestures, body language, movements, changes in voice, tone, volume, pacing, pauses, etc. Monday, April 11, 2011 / Tuesday, April 12, 2011
SSW: Write your lines down from memory
Brainstorm ways to ping important words and phrases.
Brainstorm ways to add variety to your acting.
Write down your plan for pinging your lines.
Rehearsals
Memory check
HW: rehearse; when you come to class next, not only should your lines be fluidly memorized, but you should have your pings, your pauses, your gestures and your movements down Thursday April 7th/ Friday April 8th· · April 20th/21st: we will perform the plays for an audience of parents, student, teachers, and administrators.
· Monday April 18th/ Tuesday April19th : Final dress rehearsal o Final grade for performances
· Thursday 14th/Friday 15th : dress rehearsal
· Tonight’s homework : o April 20th/April 21st : invite relatives o Finish memorizing your lines o Bring props and costumes in cloth bag or pillow case
· Monday 11th/ Tuesday 12th: All late work and missing work will be due · If you post something late on Google groups, let Ms. Roy know, so she can grade it · Portfolios are on the backburner
· On April 26th/ 27th : be ready to peer edit metacognitive letters and portfolios
Rehearsals Friday: 04/01/11Friday: 04/01/11 o Drama day 4 o Finish acting out the play HW: Character choice and why o Post by Sunday 4:00 p.m o Scene selection: Persuasive paragraph about which scene you should act out in your play § Due by Saturday 10:00 p.m o Drama essay 4 postponed § Work on portfolios o Vocab to know and love check on Tuesday Wednesday: 03/30/11- Thursday:03/31/11SSW: Work On Portfolios · Drama day 3: § Reading § Discussion HW: § Drama Day 3 Essay
§ Post on Google Groups
· Work on Portfolio Monday: 03/28/11 – Tuesday: 03/29/11SSW: Work on Portfolios Due today: · Vocab to know and love (except 4th period) · Straggling money for drama books · Drama Essay #1 o Post on google groups § Group posts by your play and class period Drama Day 2 HW: · Drama Essay #2 o Post on Google groups · Work on your portfolio, esp. metacognitive letter and table of contents blurbs Thursday3/24/11-Friday3/25/11Due today: Parental Narrative 1. Rubric, filled out and loose on top 2. Author’s Note stapled on top 3. Final draft 4. All drafts newest to oldest 5. Clocking at back · Annotations for Mister Pip Loose end: Letter to charity Continue online discussion · Make sure you are posting in a variety of categories · Provide evidence of your analysis of the book Portfolio Work Time Distribute drama books for $6 Start Drama: Day 1 HW: · Work on portfolios · Drama essay #1 due at beginning of next class Tuesday, March 22, 2011 / Wednesday, March 23, 2011Portfolio Assignment - Handout - Rubric - Purpose Online discussion of Mister Pip - Follow instructions and formatting guidelines in handout o Under handouts section of my Kealing.org page § Online discussion categories and instructions for Mister Pip § Keep this document open while you are posting and check that you are doing so correctly Homework: March 22, 2011 - Reminder: Parental Narrative (with author’s note) due next class - Work on portfolio - Start rough draft of metacognitive letter due - Bring $6 for drama book - Bring materials for portfolio; I will give you time to work on it next class Friday, March 11, 2011 / Monday, March 21, 2011
Dear writers,
SSW: State rules of dialogue writing. Use Mister Pip as a model. Think about style and grammar and function.
SSW sharing
HW:
Due at end of class (Friday only): · Submit to Ink Blot Due next time: · $6 for drama book · collection of yr writing from this year; from Eng, outside classes, independent ·
NO new homework over spring break · Completed reading and annotation of Mister Pip Due Th/F after spring break: · Final parental narrative
Extra Learning/extra credit
Clocking Revision Exercise
Partner #1: DialoguePartner Name:_____________
Partner #2: ThemePartner Name:___________
Partner #3: Effective Writing TechniquesPartner Name:____________
Partner #4: Micro edit for grammarPartner Name:__________
Partner #5: Lead Partner Name:__________
Partner #6: ConclusionPartner Name:____________
· What makes a great conclusion? · Does the author have an impressive conclusion? Why or Why not? · Along with the author, come up with an even better conclusion. The conclusion should end with a bang and reveal the theme. Write the new and improved conclusion in the space provided.
Use any remaining time for revision.
Wed. 3-9/Thurs 3-10M 3-7/ T 3-8Due today: Annotations Museum activities Art analysis essay SSW: We are in a one-room schoolroom on an island. We’ve been studying Mr. Bradbury’s Fahrenheit 451. The only copy on the island has been destroyed. Recreate, from memory, the story. Capture as many of Mr. Bradbury’s words as you can. Collect the fragments. Pair sharing Discussion: What do you notice about what you did and did not remember? What do you believe is the function for stories? What connection can you make b/n how you use stories and what you remembered? Szymborska’s “Joy of Writing” Disc: what does this poem have to do w/ you and writing yr parent’s story? Disc: Options for Drama Groups Piano Lesson Raisin in the Sun Night Thoreau Spent in Jail Shakespeare Gogol’s Inspector General Cyrano de Bergerac Announcements: Need straggling auction $ turned in Letter to charity Thank you cards for chaperones Turn in books you borrowed from me for novel idea; check out new books for spring break; look at google groups novel ideas for ideas Submit to Inkblot before Friday Select a challenging play and be ready to persuade a group of your colleagues to join you in reading, analyzing and performing it Disc: Mister Pip Writing time or reading and annotating time Annotations check / conference Turn in: Museum handouts Essay HW: Read and annotate through p. 210 / end of ch 23 Next class: completed rough draft ready to peer edit Write story in first person from parent’s p.o.v. Maintain the essential and emotional truth and theme Do not worry about accuracy Change, add, omit to create a work of literature Create dialogue Add motifs Add figurative language Research and ruminate about which play you want to perform Thursday, March 3, 2011 / Friday, March 4, 2011Welcome back, Museum-Goers 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? Discussion of museums and works of art Drama Options and Selection · August Wilson’s Piano Lesson · Edmund Rostand’s Cyrano de Bergerac · Gogol’s Inspector General · Shakespeare · Loraine Hainsberry’s Raisin in the Sun Writing about art
Dialogue Announcements:
Wed 3-2-11 A-day onlyWed., 3-2-11 A-day only SSW: What character(s) have you befriended as Matilda befriends Pip? What did the characters have in common w/ you? What impact did they have on your life, emotionally and intellectually? Explain. What’s it like to have a friend from a book? How is that the same and how is that different from other friendships? SSW Disc Readers’ Gallery Collection SSW: 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? · Self-evaluation of your 1) participation in Gallery and 2)its preparation / committees · 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 · 17 solid; participated well in committee; presented art to those who asked; effective product; deadlines met 15 weak; had to be prompted to work in committee; contributed slightly less than fair share; spoke about art w/ less detail; wandering focus Oral telling of parent’s stories HW: start writing wisdom story: 2 page typed double spaced · 1st person narrator = parent or grandparent who told you the story · Extensive dialogue · Fictionalized version · Motifs · Remain true to theme and essential truth / emotional truth Tues., 3-1-11Fieldtrip to McNay, SAMA and Witte Museums in San Antonio Friday, February 25, 2011 / Monday, February 28, 2011Good morning, Museum-goers, Hey kiddos, jot down the key words from the journal, so I can switch to projecting the art. Thanks 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 Museum preview slideshow Oral telling of parent's story HW: nothing new: make sure you can tell your parent’s story and that you have a good motif and that you’re caught up w/ Mr. Pip and everything else For class after museum fieldtrip: have 2 pages typed of rough draft of parent’s story W / Th 2-22/23Take notes on definition of motif on yr literary devices page motif (moh-TEEF): a recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements in a work, such as good and evil. In the Book of Genesis, we see the motif of separation again and again throughout the story. In the very first chapter, God separates the light from the darkness. Abraham and his descendants are separated from the rest of the nation as God's chosen people. Joseph is separated from his brothers in order that life might be preserved. Another motif is water, seen in Genesis as a means of destroying the wicked and in Matthew as a means of remitting sins by the employment of baptism. Other motifs in Genesis and Matthew include blood sacrifices, fire, lambs, and goats. A motif is important because it allows one to see main points and themes that the author is trying to express, in order that one might be able to interpret the work more accurately. See A Handbook to Literature, The Concise Oxford Dictionary of Literary Terms. Robert Bean, Student, University of North Carolina at Pembroke
MOTIF: A conspicuous recurring element, such as a type of incident, a device, a reference, or verbal formula, which appears frequently in works of literature. For instance, the "loathly lady" who turns out to be a beautiful princess is a common motif in folklore, and the man fatally bewitched by a fairy lady is a common folkloric motif appearing in Keats' "La Belle Dame sans Merci." In medieval Latin lyrics, the "Ubi sunt?" [where are . . .?] motif is common, in which a speaker mourns the lost past by repeatedly asking, what happened to the good-old days? ("Where are the snows of yesteryear?" asks Francois Villon.) The motif of the "beheading game" is common in Celtic myth, and so on. Frequently, critics use the word motif interchangeably with theme and leit-motif. See also folkloric motif.
(moh-TEEF) In literature, art, or music, a recurring set of words, shapes, colors, or notes. In the poem “The Raven,” by Edgar Allan Poe, for example, the word nevermore is a motif appearing at the end of each stanza. Likewise, the first four notes of the Fifth Symphony of Ludwig van Beethoven are a motif that is developed and reshaped throughout the work.
SSW: Using yr book and annotations, write about the motifs in Mister Pip. Start yr focus on Ch. 8. Reflect on the motifs associated w/ Pip and w/ Dolores. Be prepared for a discussion prep activity and discussion over Ch 8-15.
Discussion Prep Ch 8-15
Discussion Prep Grading and Discussion of Mister Pip
Read and annotate Mister Pip
Before students begin independent work, announce homework and remind them to write it in their agendas HW:
Thursday, February 17, 2011 / Tuesday, February 22, 2011Mister Pip Day 4 SSW: What is the difference between wisdom and education? How are these concepts dealt with in Mister Pip? In your own life, who has served as a source of wisdom? How? Who has supported your education? How? Have you ever faced a conflict like Matilda and Dolores faced over folk wisdom versus formal education? Do you find these concepts at odds? Why / why not? Do you value one over the other? Why? Examples? SSW sharing and discussion of Mister Pip Story telling challenge: Talk to your parents and ask them to tell you a story about a time in their lives when they had an epiphany or gained some wisdom. The epiphany / wisdom may come from an event, an experience, or from listening to a story that someone else told them; do NOT write anything down; be prepared to tell the story next class
Independent work time:
HW: Talk to your parents and ask them to tell you a story about a time in their lives when they had an epiphany or gained some wisdom. The epiphany / wisdom may come from an event, an experience, or from listening to a story that someone else told them; do NOT write anything down; be prepared to tell the story next class Read and annotate through Chapter 15 (page 122 in the paperback edition) by W/Th T2-15-11/W2-16-11SSW: What character(s) have you befriended as Matilda befriends Pip? What did the characters have in common w/ you? What impact did they have on your life, emotionally and intellectually? Explain. What’s it like to have a friend from a book? How is that the same and how is that different from other friendships? SSW Disc Readers’ Gallery Collection Post Poems on front wall Participation Report. Full Name: Participation: # (in a box) 2nd box: grade / 2 out of 50 Write a persuasive paragraph with evidence about why you deserve this grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence; Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Discussion Prep: Reviewing yr book and yr annotations, write questions for today’s lively discussion. Write two categories of questions: 1) questions that have specific and definite answers that are alluding you / confusing you and 2) open-ended, deep-probing questions that will carry our discussion in interesting and profound directions. Be sure to include ?s about the conflict on the island and about Great Expectations.
Lively discussionReminder: all misssing work and extra credit is due by end of day, Tuesday, 2-15-11 HW:
Friday 2-11/ Mon 2-14Mister Pip Day Two
SSW: Prepare for a quiz and discussion on the first 4 chapters of Mr. Pip. Write down what you want to discuss, both in terms of questions and insights and parts that you admire as a fellow writer.
Reading Quiz on Ch 3-4
Grading of Quiz and Disc of Ch 3-4
Reading and Annotating
Google groups
· Post responses and new comments · Look for books to read next · Post poem o Post 2 comments on others’ poems
Ink Blot submissions · Each student needs to submit at least one amazing piece of writing (poetry or prose) · Extra credit for every submission after first of amazing writing
Post clean hard copy w/ name of poem on the wall next class
Read and annotate Ch 5-6
Research / familiarize yourself with background info for Mister Pip
Collect bids from Readers’ Gallery
HW: finish reading and annotating Ch 5-6; study for quiz; all late/absent work and extra credit due by Tuesday afternoon
Monday, February 7, 2011 / Tuesday, February, 8, 2011Happy Life-After-Snow-Day! If turning in late (or absent) art, please set-up yr art and artist’s statement and self-evaluation of your art and your rubric so that I may grade it. We also need a volunteer to photograph art. SSW: 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? · Self-evaluation of your 1) participation in Gallery and 2)its preparation / committees · 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 · 17 solid; participated well in committee; presented art to those who asked; effective product; deadlines met · 15 weak; had to be prompted to work in committee; contributed slightly less than fair share; spoke about art w/ less detail; wandering focus Poetry self evaluation w/ rubric Poetry open mike New Google Groups: sign up today Google groups: read comments to novel ideas and add new comments HW: collect bids; deliver art AFTER money is turned in; bring Mr. Pip to class every day; post novel ideas 1,2, and 3 to new google groups (if you have any problems just bring an electronic copy to next class; Tues. 2/01/11 - Wed. 2/02/11SSW: What does your committee still need to do before the Readers’ Gallery of Art? What do you need to do? Also, use your rubric to evaluate your art. Check off the criteria that you met and use that to determine your grade. Write a brief written defense of your evaluation. Committee Reports Committee Meetings
Readers’ Gallery Rehearsal Teacher conferences Last call: orders for Mr. Pip = $12 Next class: Readers’ Gallery M/T: poem is due for open mike; start bringing Mister Pip to class; don’t start reading yet; also Novel Idea #3 is due on M/T – bring an electronic copy; I’ll set up a new system for posting
Friday, January 28, 2011 / Monday, January 31, 2011SSW: Reflect back on yr poems. Which one do you want to polish up for yr poem of choice to read at our Open Mic / Poetry Café on Feb 7/8? Why? What do you want to do to polish it up. Make sure you are referring to the rubric. Review recipe for nonfiction paragraph. Think back to the research paper.
Peer Edit Artist’s Statement
Committee meetings
HW: put the finishing touches / revisions on · art · artist’s statement · both are due next class / T /W · invite family and school adults to Gallery W 1-26-11 / Th 1-27-11Good morning, artists, philanthropists, writers, readers,
W 1-26-11 / Th 1-27-11
Review criteria and rubric for art and artist’s statement for Readers’ Gallery
Review Embedded “”s
Q and A
Revist the text and yr annotations that your art is based on. Look for inspiration for adding nuance and depth and complexity. Also find at least 2-3 great “”s to embed in your artist’s statement.
SSW: Write your artist’s statement. Explain your art. Explain your interpretation of the story. Explain your artistic decisions. Select 2 or 3 quotes from the story you read to embed in your artist’s statement. Build on what you wrote last week. Review Poem of Choice Rubric
Poem of Choice Selection and Editing
Committee meetings
Repost Novel Idea 2 to Google Groups · I know there was a problem; not sure why; seems to be working now; let’s try again · All my posts / comments on your work were lost
Reminder: Due dates:
· W1-26/Th1-27 Novel Idea 2 due o + 2 comments on Novel Idea 1 § post on someone’s who has less than 2 comments
· Fri 1-28 / M 1-30 Artist’s Statement due · T1-31/W2-1 Art and revised Artist’s Statements due; Gallery rehearsal · Th2-3/F 2-4 Readers’ Gallery of Art M2-7 / T 2-8 Novel Idea 3 due · Mon 2-7/ T2-8 Poem of Choice; Open Mic/Poetry Cafe; Start bringing Lloyd Jones’ Mr. Pip to class everyday
M 1-24 / T 1-25M 1-24 / T 1-25SSW: Write a poem about something that you want to do, or something that you would never do, or something that you regret doing or not doing.From your poetry packet, read p.7 about sonnets. Mark the rhyme scheme on the 2 sonnets: start w/ the letter a and label the end of lines based on rhyme scheme. Introduce a new letter for each new rhyme. Pay attention to the rhythm of the sonnet. Mark the rhythm. An iambic foot is an unstressed syllable followed by a stressed syllable. The rhythm can be written as:
A line of iambic pentameter is five iambic feet in a row:
It's possible to notate this with a '˘'(Breve) mark representing an unstressed syllable and a '/'(Forward Slash) mark representing a stressed syllable[1]. In this notation a line of iambic pentameter would look like this:
The following line from John Keats' Ode to Autumn is a straightforward example:[2] To swell the gourd, and plump the hazel shells We can notate the scansion of this as follows:
We can mark the divisions between feet with a |, and the caesura (a pause) with a double vertical bar ||.
Planning for indiv art projects Novel Idea 1 commenting HW:
Thursday, January 20 / Friday, January 21SSW: What makes your text that you selected to create your art for the Readers’ Gallery of Art amazing literature? Why did you select this text? 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? Describe your artistic decisions in vivid detail. 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. Review the rubric and assignment to make sure you’re on track. Paired share and problem solving Post Novel Idea 1 to Google Groups Committee meetings
HW: Committee Work Art project for Readers’ Gallery see dates in agenda from last class
Tuesday, January 18, 2011 / Wednesday, January 19, 2010SSW: What charity do you want to raise money for w/ the Readers’ Gallery of Art? Why? Which committee do you want to work on? Why? Readers’ Gallery of Art Committees: Sign up on yr class’s google doc today· Charity contact and info · Invitations · Set-Up and Ambience · Bidding/Donations/Money Collection · Inviting School Adults and Classes · Publicity · Live Music
Gallery PlanningCharity SelectionCommittee sign-up Committee work time · Google aps: docs and groups orientation and guidelines · Peer edit Novel Idea 1
Novel Idea, Poetry, and 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 poem and gathered your materials and started on your Readers’ Gallery art · Th 1-20/Fri 1-21Novel Idea 1 due o Revise and post on google groups · W1-26/Th1-27 Novel Idea 2 due o + 2 comments on Novel Idea 1 § post on someone’s who has less than 2 comments
· Fri 1-28 / M 1-30 Artist’s Statement due · T1-31/W2-1 Art and revised Artist’s Statements due; Gallery rehearsal · Th2-3/F 2-4 Readers’ Gallery of Art M2-7 / T 2-8 Novel Idea 3 due · Mon 2-7/ T2-8 Poem of Choice; Open Mic/Poetry Cafe; Start bringing Lloyd Jones’ Mr. Pip to class everyday
Thursday, Jan. 13/ Friday, Jan. 14SSW: What is the greatest unsolved mystery? Craft a few lines of poetry about it. Line Breaks Activity Video Clip: Akira Kurosawa’s Dreams: “The Peach Orchard” Write a poem inspired, directly or indirectly by Dreams, paying close attention to line breaks; polish and finish for hw Research: What charity do you want to raise money for w/ the Readers’ Gallery of Art? Why? HW: · start planning and gathering materials for Readers’ Gallery · be prepared to pitch charity idea next class · bring electronic copy of rough draft of Novel Idea next class · finish poem of the day · get a poem or text for Readers’ Gallery · get Mr. Pip or bring me $12 January T 11 / W 12, 2010SSW: Think about your favorite food. Write some lines of poetry about your favorite food. Use sound devices and metaphors and similes. SSW Sharing Girl Writing a Letter
Intro Readers’ Gallery of Art
Wr WS: Sts. select work of visual art and write a poem inspired, directly or indirectly; use all of your poetry-writing muscles
HW:
January F 07 / M 10, 2011Hello, poets! SSW: What are your reading goals for this year? What changes would you like to make to your reading habits? To your reading diet? If you want to do a reading challenge, like I do, what categories would you like to do? Titles? Authors? Types of books that you want to read this year? What do you want to get out of your reading? Sharing of SSW and HW poems Rd and discuss “Eating Poetry” Learn Sound Devices from packet Work w/ a partner Classwork / HW:
Revised due dates: First Response due W1-19 / Th 1-20 Second due T1-26/ W1-27 Third due M2-7/T2-8 Sharing about Books
HW:
Do you want me to order book for you? Bring $12 next week.
Wednesday, 1-5-11/Thursday, 1-6-11
Happy New Year!
SSW: What is your tech / media use resolution for the next 30 days? What will you do with your extra time?
Read Billy Collin’s “Introduction to Poetry” 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
Gather gmails for google groups
Novel idea reminders
HW:
Due next class
Tuesday 1-4-2010KIVA investing Novel Idea Reading Friday, December 10, 2010 / Monday, December 13, 2010Participation Report. Full Name: Participation: # (in a box) 2nd box: grade / 2 out of 50Write a persuasive paragraph with evidence about why you deserve this grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence; Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas Work on your science fiction projects. We will present next class. You will have 15 minutes to pull things together, polish and rehearse. Turn in annotations today if you have not already done so. All missing work due today. Wednesday, December 8/ Thursday, December 9, 2010SSW: 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? Discussion Class Commitment? Science Fiction Project · Rubric · Brainstorming · Grouping · Work time HW: work on your science fiction project; bring whatever materials you and your group need to work on it in class next time; presentations will be W/ThMonday, December 6 / Tuesday, Dec. 7SSW: Write about your and your families’ TV habits? Amount? When? Together / separately? What do you watch? Policies for TV and homework, TV and food. Also reflect on your time log. What would Bradbury think about the way you are spending your time? Discussion on TV, media, technology and our daily lives Reading quiz: Burning Bright Discussion of section III. HW: Read and take notes on the article your group was assigned. Be prepared to teach your article’s key points to the class. Articles are on my Kealing.org site under HANDOUTS section, listed by title of article. Thursday, Dec. 2 /Fri, Dec 3Reading Benchmarks Advice for reading quizzes Stop every few pages and talk to pet or person, real or imaginary. Write and exchange quiz questions. High school self-evals for teacher recs I’d like all teacher recs this week Hw: Finish reading, annotating, and think about 451. Anticipate quiz ?s. Study for quiz next time. Track your time for 1 school day and weekend day: What are you doing for 2 24 hour periods? Fill out forms. Tues, Nov.30 / Wed. Dec 1stSSW: In vivid Bradburian detail, write about preparing the food for Thanksgiving. Reading Quiz Discussion HW: Read, annotate and think about up to p. 145, break mid-page, “…where he was walking now.”
Wednesday/Thursday Nov. 17th/ 18th
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. Discussion of Fahrenheit 451 in small table groups Reading and Annotating Next class: 7th grade monologues and 1950s presentations HW: by Monday, 11-29 / Tuesday, 11-30, read and annotate all of section 1 and section 2, through 110 Thanksgiving homework: Cook something with/ for a family member. It does not have to be on Thanksgiving Day. Monday, November 15, 2010 / Tuesday, November 16, 2010SSW: Tell me everything you know about the 1950’s in the U.S.A. Fahrenheit 451 background
Whole class reading, annotating and discussion of Fahrenheit 451 · Annotate for 3 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 Research on the 1950’s · The Cold War : Cris, Amy · The Second Red Scare: Lydia, Quinn · McCarthyism: Kameron, Alex S · Korean War: Lien Fon, Joann · Nuclear Power and Weapons: Daniel, Terannce · Reconstruction after WWII: Kevin, · Fashion: Mansa, Laura · Gender Equality: Sophia, Willow · Social Changes: Francisco · Economics: Hernan, Ethan · Racial Issues / Civil Rights Movements: Bobbie, Katie Rae · Literature: Eryl, Pia · Movies: Lilliana, Chris · Music: Johnny, Leah Elena · Science and Technology: Tripi, Jacob o Space Program · Foreign Affairs and Politics: Fabian · Education: Dhruv, Alex C. · World Events: Nick · Entertainment: Charlotte, Leyla · Social Classes: Inga, Favio · Baby Boom: Evan, John · Suburbs: Audrey, Sammy · Middle Class · GI Bill: Veteran’s College Benefits: Justin · Television: Manvi, Hope · Household Appliances: Gwyneth, · Rock and Roll / Pop Music · Cars/ Transportation: Basab · Futurism: David HW: Read and annotate through middle of p. 32 up to “The flutter of cards”
Thursday 11-12-10/ Friday 11-13-10Congratulations, Researchers, on your completed research paper 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
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.
Artistic Interpretation of Research
Research Presentations
Intro to Fahrenheit 451 · No Spoilers Oath
· Fahrenheit 451 book check; put your name on spine NOW
HW: · Recharge yourself after all of your hard work on the research paper · Get teacher rec stuff together and do self-eval by end of Nov. · Bring Fahrenheit 451 or $ · Finish artistic representation, if you didn’t finish in class Tuesday, Nov. 9 / Wed., Nov. 10Dear researchers, SSW: Reflect on your research and paper-writing process, as well as your thesis, outline, and rough draft and rubric. How is everything going? What are you pleased with? What are you struggling with? What are you confused about? What do you need to accomplish today in class? What do you need to accomplish by next class? How will you do so? Q and A Peer Editing · Intro and conclusion · Parenthetical docs and wc · Recipe: cd. Comm., TS, CS Revision Due next time:· final paper, 3-5 pps, typed double-spaced + works cited
Thurs 11-4 / Fri 11-5-2010Participation Report. Full Name: Participation: # (in a box) 2nd box: grade / 2 out of 50 Write a persuasive paragraph with evidence about why you deserve this grade 95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence; Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas Sacred Silent Writing: 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? (Remember to track yr participation.)
Take notes:
Genre conventions for nonfiction, formal, scholarly research paper: · Less emphasis on imagery (exception intro and conc) · Matter of fact · Logical · Formal o Avoid slang, contractions o Conversational language · Avoid you or I / my or we o Exception: intro or concl · Cut: “I believe that”/”I think that” · Practical and focused · Clear and concise · Not the time for figurative language · Be sure to specify who “we” is o Which govt and which level o Corporations o Individuals o Charitable organizations
Introductions (1 paragraph / .5 page): · Hook reader · Powerful thesis –last sentence of intro · Intriguing or powerful quote · Cool or alarming fact; attention-getting · Set tone and scope of issue · Create strong visual in reader’s mind · Why should reader care? o Make a connection · Background info – give context about scope of issue
Conclusion (1 paragraph / .5 page) · Restate (rephrase) thesis (usually at beg. of conclusion) · Thought-provoking · Call to action o Urge reader to get involved o Explain how they can be part of solution · Profound “quote” · Summarize paper; problem and solutions
HW due next time:
àCompleted rough draft of body paragraphs should already be done; finish and improve as needed
Peer editing thesis and body paragraphs 5 peer edits w/ 5 different students for: (10-15 minutes for each round) 1) clear and concise; word choice 2) follows recipe (review notes as a class); label cd and commentary and TS and CS 3) micro edit for top ten mistakes (review notes as a class); eradicate all run-ons and frags; commas after intro classes 4) everything supports and proves thesis 5) correct parenthetical documentation and appropriate genre conventions Sentence (Bouska 34).
Revise thesis and body paragraphs
Write intro and conclusion paragraphs
Tues 11-2 / Wed 11-3SSW: Review the recipe for an easy A on a research paper. Label the parts of your first body paragraph: TS, cd, cm., and CS. Self-edit your first body paragraph. Start writing yr second body paragraph
Peer edit
Q and A
· What are people doing well? · What needs improvement? · What ?s do you have?
Wr WS: Write the rest of the body paragraphs of your paper. HW: finish writing all body paragraphs (everything but intro and conclusion) · Should be 3+ pps typed · Stragglers: order Fahrenheit 451 or ask me to order one
Th 10-28 / Friday 10-29SSW(A-day only): What questions do you have about the research process, note cards, bib cards, thesis statements, outlines, etc? What do you need help with? What do you need to work on / improve? How is everything going? What have you done to put yourself on the path to autopilot? Are you ready to turn on the autopilot or do you need to go back and work on previous steps? Explain.
HW Wave: · Outline
Return and Discuss Corrections Checklist
Read Parenthetical Documentation and Sample Paper
Parenthetical documentation notes· Every sentence in your paper that has info from a note card needs parenthetical documentation. o Includes direct quotes o Includes paraphrases · At the end of the sentence add (first key word from the bib source page#). · If you have 2 sources w/ same author, you’ll need to add more info to distinguish sources (Roy, Cycling 37) and (Roy, Garlic and Poetry 478). · 2 citations in a row from same source, for 2nd one, skip first key word and go right to p # o If no p#, restate first key word · Do not put a url in the () citation in place of p# · Blah blah blah (Webster 35) and blah blah blah (Hart 42).
2-3 embedded quotes in EACH body paragraph · Do NOT quote entire sentences · Use ellipses to trim wds from mid quote
EVERYTHING needs to support thesis · If NOT, cut it
All evidence / facts needs to be followed by ANALYSIS and COMMENTARY
NOT writing a REPORT
Recipe for great body paragraph for an easy A research paper · Topic Sentence (TS) 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) o Fact from research o Info from front of yr notecards o () citation · Commentary (comm.) o yr analysis of the c.d. o explanation of how c.d. supports yr thesis o should already be on back of your note cards o guide yr rdr 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 o include transition to next paragraph
Fill in gaps; revise thesis and outline so you can go on autopilot
Write
Peer edit
Revise
Teacher conference on revised thesis
HW: · get adult edit(s) on yr thesis and outline · rough draft of one Roman numeral from yr outline and Works Cited (fix mistake in packet) · make an appt TODAY w/ an adult for edit due 11-2/11-3 · Fahrenheit 451 should have been ordered by now; tell me today if you need me to order a copy and/or if you need a scholarship
W10-27 B-day onlySSW: What questions do you have about the research process, note cards, bib cards, thesis statements, outlines, etc? What do you need help with? What do you need to work on / improve? How is everything going? What have you done to put yourself on the path to autopilot? Are you ready to turn on the autopilot or do you need to go back and work on previous steps? Explain.
HW Wave: · Outline
Return and Discuss Corrections Checklist
HW: · revised thesis statement · adult(s) edit your thesis statement and outline · revised (at least) 2 page, typed, single-spaced outline · one day extension on rest of project
M 10-25 / T 10-26-10Dear B-day students,I’m sorry that I can not be here with you today. I’ve had to leave this afternoon to attend a funeral service. Please be amazing and work hard on your outlines. Please help each other out w/ your thesis statements and outlines. I will be back tomorrow and will hold office hours on Tuesday. Please attend office hours if you need some help with your research. I look forward to seeing you soon. Take care, Ms. Roy SSW: Get ready to write have a 60 second meeting w/ President Obama summarizing your research. To do so, review yr notecards. Look for patterns. Divide them into three stacks. Then, summarize the findings from each stack into one sentence. This should lead to you stating the three most important things that Pres. Obama needs to know about your topic. Make sure that you include your stand and solutions. Share w/ a colleague Q and A on thesis statements Lesson: Outling · Read and Discuss “Outlines” p. 7 of Workday: · Thesis statement revisions · Outlining · Researching Teacher conference / grade: thesis statement B-day students: please peer conference on your thesis statements; review the criteria in the packet; offer suggestions HW: · Finish Outline · Finish all research: 5-8 bib cards; 30-50 notecards · Revise thesis · You should have ordered Ray Bradbury’s Fahrenheit 451 and Lloyd Jones’ Mr. Pip by now. Th 10-21/F10-22SSW (followed by Disc): Joy of Research What cool info have you found? Have you found the joy of research? Explain. What’s yr plan for completing yr research?
Introduce thesis from map of the land handout · W/ partner rate sample thesis statements · 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 critique of bib and note cards
Teacher conference: · Bib and note cards · Thesis starting pt
Research time
HW due next time:
· Revise thesis · Research to minimum of 20 note cards · Order Fahrenheit 451; need to have it in class on 11-11/11-12; order Lloyd Jones’ Mr. Pip for spring
Tuesday, 10-19-10/ Wed., 10-20-10SSW: What issue did you select the issue 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
Notecard and bibcard review and check
Topic Approval
Research / create bib and note cards
Focus on: · problem and solution · how the issue impacts society · This is NOT a report · But an analytical paper
Due at end of class today:
· 2 bib and 5 notecards
HW: · bring research materials to class next time; · min of 10 notecards from at least 2 sources due · end of next class, at least 20 notecard + 3 bib total
Thursday, October 14 / Friday, October 15, 2010SSW1 (B-day only): SSW: Assemble your short story. Rubric loose on top. From top to bottom: final, building inspector, drafts from oldest to newest, prewriting. Make sure your rubric is completely filled out. Check your theme against the theme chant. Annotate your story on the final copy for the characteristic of effective writing. Turn in in alpha order.
TURN IN:
SSW2 (all students): What is the issue that is dealt w/ in yr article? What are some possible solutions? Why? What would you have to find out / know to discover if the solutions are feasible? How would you find out? How would these solutions change our world for the better?
Disc
Lessons
Write a bib card and 3 note cards from yr social issues article.
Select leaders for next week
HW:
A-day only: · Turn in learning comments
B-day only: Small group discussion: Flannery O’Connor’s “A Good Man is Hard to Find” · I-don’t-get-it ?s · Irony examples · Color imagery · Catholic allusions Wh cl disc: · Epiphanies · Theme
Wednesday, 10-13-10, A-day onlySSW: Halloween stories SSW: Assemble your short story. Rubric loose on top. From top to bottom: final, building inspector, drafts from oldest to newest, prewriting. Make sure your rubric is completely filled out. Check your theme against the theme chant. Annotate your story on the final copy for the characteristic of effective writing,
TURN IN:
Small group discussion: Flannery O’Connor’s “A Good Man is Hard to Find”
Wh cl disc: · Epiphanies · Theme
Grammar Gladiator Face Off
HW: Remember to bring article about a current event or issue that you feel passionately about
Friday, October, 08 / Monday, October, 11, 2010
Writers, please be as amazing and hard-working as always. Please ensure that Ms. Hare has an enjoyable day.
SSW: On a clean sheet of notebook paper, so you can turn it in next class. Meet with your building inspector. Ask her to prepare a thorough and insightful inspection report of your construction. Remind her to heed the buyer’s criteria (rubric), best practices w/in the industry (characteristics of effective writing) and building codes (grammar and language conventions, esp Things to Always Get Right).
HW: WRITE in AGENDA BOOKS
Book talks: everyone who has not presented needs to go today
Microedits from 3 different people Rotate papers at tables; about 8 minutes per round Round 1: R.O’s and Frags Round 2: Commas (esp. intro clauses) Round 3: General Grammatical Edit or Writer’s Choice: Writer can specify grammatical weakness and editor can look for that
Oral Reading and Discussion of Flannery O’Conner’s · Read Flannery O’Connor’s “A Good Man is Hard to Find”; read again and annotate for (write these items on top margin of text) · Irony · Imagery · colors · Symbolism (esp. religious / Catholic) · Allusions (esp. Catholic) · Add to your Vocab to Know and Love
Thursday, October 7, 2010 / Tuesday, October 12, 2010
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?
Due today:
Announcements:
· Hispanic Futures Conference on Sat. 10-23 sponsored by City of Austin · Texas Book Festival: Sat 10-16 and Sun 10-17
Prep / Research / Teaching for Grammar Gladiators
Grammar Gladiators
Self Micro edits
HW: revise / polish short story
Tuesday Oct 5, Wednesday Oct 6 2010
SSW: It’s time for a grammar intervention. Review your feedback from me on the Top 10. Consider that, as well as other feedback you have received about your writing. What are your grammatical strengths and weaknesses? What grammar rules do you need to learn and or review? What aspects of your writing do you want to improve, grammatically and / or stylistically speaking? What is your plan for doing so?
Add to editing notes: Agr agreement T tense You don’t use you when you mean I Wdy wordy I italics Happy Second Six Weeks
Grammar Research · Use Webster grammar site on left column of my web page · Use Writer’s, Inc. or Writesource 2000
Top 10 corrections
Start in class; finish for h.w., if you don’t finish in class Follow all instructions carefully: Note italics at bottom of page
Short Story Macroediting / Conferencing
HW:
Top 10 Corrections
Tuesday Oct 5, Wednesday Oct 6 2010SSW: It’s time for a grammar intervention. Review your feedback from me on the Top 10. Consider that, as well as other feedback you have received about your writing. What are your grammatical strengths and weaknesses? What grammar rules do you need to learn and or review? What aspects of your writing do you want to improve, grammatically and / or stylistically speaking? What is your plan for doing so?
Add to editing notes: Agr agreement T tense You don’t use you when you mean I Wdy wordy I italics Happy Second Six Weeks
Grammar Research · Use Webster grammar site on left column of my web page · Use Writer’s, Inc. or Writesource 2000
Top 10 corrections
Start in class; finish for h.w., if you don’t finish in class Follow all instructions carefully: Note italics at bottom of page
Short Story Macroediting / Conferencing
Top 10 Corrections
Friday, Oct 1, 2010 / Monday, October 4, 2010Greetings, Writers
SSW: Go to the architect’s office. State the theme of your short story. Explain how you are supporting that theme. Decide what else you need to do to support the theme. Decide what you need to cut. Plan to cut anything that does not support the theme.
Theme Chant Memorize
Discussion of Themes
Clocking Short Story
Discuss Angela Carter’s “The Tiger’s Bride”
Book Talks
HW: Revise your short story. Go back to mad woman, architect, builder, and building inspector as needed. Story should be completely polished and publication ready for the beginning of class. We will be doing micro edits. Fill out top of yr rubric: · Theme · Characteristics of effective writing—select one that you want to work on and polish your story to focus on that characteristic.
Tues 9-28 / Wed 9-29
Welcome, writers
Read rubric for short storySSW: Work on your short story. Go where you need to go to construct. Attic. Architect’s office. Building site. Invite the building inspector only if you’re ready
Open Note Quiz: Eudora Welty’s “Why I Live at the P.O.”
Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 2 out of 50
Write a persuasive paragraph with evidence about why you deserve this grade 95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence;
Teach leads and in medias res
Oral Reading, annotating and discussion of “Tiger’s Bride”
Book Talks
HW: · Completed rough draft of the short story you’ve selected to polish; work w/ madwoman, architect, and builder to get it ready for the building inspector at the beginning of next class · Rewrite lead so it’s in medias res · Finish reading and annotating “Tiger’s Bride” · Add to vocab to know and love from “Tiger’s”
Monday, September 27 / Tuesday, September 28Welcome, annotating readers
Phase one: Madwoman in the attic: · She’s a little crazy · She doesn’t care what anyone thinks · She doesn’t care how she looks · She’s just rocking out, letting her crazy thoughts spill out on paper or in your ear · She doesn’t care about rules · She doesn’t care about how things turn out · She’s free · She has many stories to tell
Become the mad woman in the attic and write about an interesting place and/or a unique character. Remember to stay in mad woman mode. If you end up going in another direction, go with it.
Phase two: The architect · She’s a designer · She thinks big · She looks at the raw materials and site that the madwoman offered and brainstorms what could be built there · She sees potential · She thinks about what needs to be added and subtracted · She is a bold visionary · She plans (but does not build) a structure · She offers multiple possible plans
As the architect, create a few design proposals based on the madwoman’s raw materials and site. You may collaborate with another architect. Write yr plans down. Consider elements such as theme, characters, mood, plot, setting, special features, style, point of view, genre.
Turn to neighbor and share architectural proposals
Phase three: the builder
Phase four: The building inspector.
Add to literary terms notes: Tone: the implied attitude of the writer towards the subject and the characters
Mood: state of mind or emotion of the characters
Eudora Welty’s “Why I Live at the P.O.” Review Annotations for tone and key issues; start thinking about theme In your table groups, discuss: · “I-don’t-get-it” ?s · Decide what Welty’s tone is and back up your decision w/ evidence · Find key issues · Use key issues as building blocks; write statements of theme · Identify and take notes on characteristics of effective writing that you could emulate · Discuss the architectural decisions she made and how they create meaning; take notes
· HW: Become the builder. Make a story out of the architect’s plans and the madwoman’s raw materials. Go back to the architect and the madwoman as needed.
Thursday, September 23 / Fri, September 24Welcome, annotating readersSSW: Review your annotations of “Old Man.” Make a list of the key issues of the story. Pick one of those key issues to focus on. What do you think is Marquez’ message to the reader to about that issue?Group work: As a 2 table group, answer one another’s I-don’t get-it ?s from yesterday’s SSW? Wh Cl Disc of deep ?s and key issues Add to literary terms notes: · Magical realism: Art or literature with a kind of heightened reality in which elements of the miraculous could appear while seeming natural and unforced. · Theme: the author’s main message about a key issue or idea; a universal truth; a complete sentence; beyond plot; debatable
Write and polish a statement of theme from “Old”; check against our defn; Read biography of Gabriel Garcia Marquez at: http://www.biblio.com/authors/625/Gabriel_Garcia_Marquez_Biography.html Reminder: all late, missing, revised for regrade, and extra credit assignments due by the end of the day on Tuesday, 9-30, as that is the last week of six weeks. Theme chant Whole Class Discussion: “Old” and Magic Realism Introduction of Old Woman in the Attic and the problems she solves for writers HW: Go into the attic. Listen to the madwoman. Spill out in writing some ideas for a story or two or three in which something magical or supernatural is treated in an everyday, nonchalant fashion. You are not allowed to worry about spelling, grammar, where the story is going, if it’s good. If you do the madwoman may flee or throw you out of the attic or she may bite you.Tuesday, September 21, 2009 / Wed, Sept. 22
SSW: Review your annotations for Marquez’ “A Very Old Man with Enormous Wings.” Prepare for discussion by writing both “I-don’t-get-it” questions and deep, open-ended discussion-generating questions. Also, write down the most important insights that you made as a reader that you want to share. Turn in Top Ten:
Rubric w/ name on it LOOSE on top
STAPLE everything w/ FINAL on TOP from NEWEST to OLDEST Include rough drafts Peer edits One paragraph List Brainstorming
STACK alpha order by last name on front table
5 minutes rehearsal / set-up
Creative Presentations of one of Top 10 Influential Stories
Discuss Marquez’ “Very Old Man w/ Enormous Wings”
Booktalks
HW: read and annotate Eudora Welty’s “Why I live at the P.O.” Friday, September 17, 2010 / Monday, September 20, 2010
SSW: Top 10 Self-Evaluation
Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Due today:
Due next time:
Top Ten Mistakes to Avoid · A lot · You · Intro clause, ________. · ; · : · sp: definitely · really · its/it’s · it/ this --? Unclear pronoun · citation punctuation · paragraphs
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; effect = result o I can affect my students by assigning homework; the effect of this action is that they will get smarter. · Citations end w/ a period.
· Italicize titles of books and long works · Shorter works, put titles in “ ”s · Capitalize all key words in a title
· A lot is two words and is a weak phrase. Use only sparingly, only in dialogue.
· Its = ownership · it’s = it is
· to = preposition · too = also, excessive · two =2
· their = ownership · there = place · they’re = they are
· Punctuate Dialogue o Jane said, “Blah blah.” o “Blah blah,” Jane said.
· A à an before a vowel
· Independent clause = phrase that stands alone as a complete sentence · Ex. I rode my bike to school.
· Dependent clause = phrase that modifies (or is added to) an independent clause · Ex. In the morning, I rode my bike to school.
· Introductory clause introduces the sentence; provides extra info.
· ; to combine 2 closely related independent clauses · I rode my bike to school; I don’t have my car today.
· ; to separate items in complex lists
· : works as an = · Ms. Finklea gave me a copy of my favorite book: East of Eden. · ! use incredibly sparingly
· commas in list (I am buying eggs, bread and milk. )
· Last, First. “Title.” As told to the author. Roy, Rose. “Stories My Mother Told Me.” As told to the author. Oral Story.
· Remember to use the updated MLA citations and state medium at end (i.e. print, oral story, film, etc.)
· End punctuation to citation. Don’t forget the period at the end of the citation.
· Most important:
o No more Run-Ons o No more Sentence Fragments · Check out the grammar website link on my kealing.org page · Guide to Grammar o http://grammar.ccc.commnet.edu/grammar/ o It has explanations and quizzes for all kinds of grammar issues o Please use if you are having trouble with R.O.s, Frags, or commas
Editing K akward P punctuation C capitalization Sp spelling Gd good R.O. run-on Frag frag
Reference materials: dictionary, thesaurus, guides to mythology, etc.
1. SSW: Brain (August 8/23) 2. SSW: Poem, who we are (August 8/25) 3. SSW: Advice for parent (8/27) 4. SSW: House Of The Scorpion Questions (August 8/31) 5. SSW: What it is: Dreams (9/2) 6. SSW: Best Friend (9/7) 7.HW: Revised Best Friend 8. SSW: Stories (9/9) 9.HW: Top Ten List With One Summary 10. SSW: Passionate topic (9/13) 11. SSW: Super Power (9/15)
Top Ten Peer Edits
SSW Check
Read and Annotate Gabriel Garcia Marquez’s
Research Magic Realism W9-15/Th9-16-10Welcome, writers. Agenda out. HW out. SSW: If you could have any superpower what would it be? Why? What would you do with it? A:
1. SSW: Brain (August 8/23) 2. SSW: Poem, who we are (August 8/25) 3. SSW: Advice for parent (8/27) 4. SSW: House Of The Scorpion Questions (August 8/31) 5. SSW: What it is: Dreams (9/2) 6. SSW: Best Friend (9/7) 7.HW: Revised Best Friend 8. SSW: Stories (9/9) 9.HW: Top Ten List With One Summary 10. SSW: Passionate topic (9/13) 11. SSW: Super Power (9/15)
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
Peer Editing
Self Editing
Self Eval w Rubric
Student-Teacher Conference on one entry for a grade
Revision
Research Citations
Monday, September 13, 2010 / Tuesday, September 14, 2010SSW: Free write about something that you feel passionately about. Enjoy. Poetry moment SSW sharing / discussion A:
Present Top Ten Assignment, Rubric, and Sample Project overview- a list of story citations with explanations of how story influenced 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
Bib Citation Mini-Lesson· review HO · Q & A · Revise to meet new MLA guidelines
(35) Wr. Workshop
Peer Editing of list and paragraph · Check against above criteria · Give feedback
Wr WS: Work on blurbs and citations Discussion of “First Day” HW: Top 10 rough draft due next time
Thurs 9-9/Friday 9-10SSW: What role do stories play in your life? In society? Why? Use examples to illustrate your explanation. (In other words, why do we tell stories, listen to them, read them, watch them, etc.) Poetry moment SSW sharing / discussion HW Wave: Revised childhood memory Discussion – compare 2 versions
Odds and Ends: · Educating the T letters · 3 Book Talks · 451 annotations · intro poems · info sheets · commitment sheets · progress reports next time
·
Wr WS/ HW: Creating Top 10 List (30)
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
Notes: Characteristics of Effective Writing 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 Tues 9-7/Wed 9-8-10SSW: Write about your best friend from second grade (or thereabouts). Poetry moment SSW sharing / discussion annotation lesson Read and annotate “Lucy” Disc of “Lucy” · Notes: Characteristics of Effective Writing · Notes: Literary Devices Odds and Ends: · Educating the T letters · 3 Book Talks · HoS annotations · intro poems · info sheets · commitment sheets Wr WS/ HW: Revise SSW about childhood friend; include some of the characteristics of effective writing that Cisneros modeled
Thursday, September 2, 2010 / Fri., September 3, 2010SSW: Write about dreams. Inspired by What It Is by Lynda Barry
· Book talk Criteria o 1 sentence summary o a few sentences of analysis of writing and story o why people should read the book o who would like 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
Schedule Book talks
10 mins prep and rehearsal for Presidential Committee Presentation
Presidential Panel
HW: READ. Select something for independent reading. Enjoy.
Tuesday, August 31 / Wednesday, September 1, 2010Greetings, readers.
SSW: Write 3 open-ended (level 3) questions that you want to discuss today about House of Scorpions. Also jot down any level 1 and 2 questions that you need answered.
Straggling Intro Poem Presentations
HoS discussion
Creation of President’s Panels
HW: · Bring HoS to class next time · Prepare for President’s Panel
F/M 8/27-8-28/10REMEMBER: key to happy teacher = 10 minutes of Sacred Silent Writing. Thank you. The Management.
Out: agenda, hw, paper or journal for SSW(10) 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 (10)
Take out: · Agenda book · Educating the Teacher Letter i. Final draft on top of ii. First draft
(5) Announcements: Loose ends: (5) o Restroom o Tardies o Office Hours: Tuesday o No Assignment Sheets o Syllabus · Signed commitment sheets / student info sheets · Adds/ drops: openings in software design o Recruiting more girls o Tech aids · Bring summer reading next class for activity; review the book and your annotations
Intro Poem Completion and Revision
Practice Names (5)
Preferences Sharing
HW:
Wednesday, August 25 / Thursday August 26Welcome, Writers
HAPPY SACRED SILENT WRITING:
Poem of the Day: Wislawa Szymborska’s “Possibilities”
SSW: Write a poem to share w/ the class that shows us who you are and that you can share w/ the class to help us get to know you and to keep us entertained TAKE OUT: · Agenda books · Educating the Teacher pre-writing and rough draft · Ed Tchr HO · House of Scorpions summer reading assignment HANDOUTS: · commitment sheet
Write in your Agenda: Due Next Time: · final copy + drafts of Ed T
o letter o syllabus o rules
HW wave:
No Assignment Sheets
SSW sharing
Read and discuss (if not finished)
Educating the Teacher · Review mission · Questions? · Brainstorm suggestions for revision o notes
Q&A on Class Procedures HW: · Educ T letter due tomorrow, first draft + revised draft · House of Scorpions annotations · Straggling commitment letters
Materials: Day One HOs No Assignment sheets or NB
If extra time, Student info sheet Monday, August 23, 2010 / Tuesday, August 24, 2010SSW: Write about your brain.
Reading: Robert Fulghum's "The Brain"
Individual Reflection
Sharing and Discussion
Names Game
Course Letter
Syllabus
Rules and Procedures
HW: Educating the Teacher; signed commitment letter; bring House of Scorpion annotations Tuesday, May 4, 2010 / Wednesday, May 5, 2010May the 4th be with you! SSW: 1st only: writing about images and past inspired by Lynda Barry’s What it is? 4th and 5th: review and write about literary devices you learned this year SSW sharing Next class: Laying the Foundations test for a grade Review game for laying the foundation Lit mag editor selection HW: study literary terms for LTF; perfect your lit mag piece Good sites for LTF review http://www.tnellen.com/cybereng/lit_terms/ http://www.apstudynotes.org/english/rhetorical-terms/Friday, April 30 / Monday, May 3, 2010SSW: inspired by Lynda Barry’s What it is?; write about past, imagination, and images SSW sharing Poem in Your Pocket Sharing and explanation of why Lit Mag overview HW: bring electronic and paper copy of perfected piece for lit mag April 15, 16, 19Drama Performances HW: select piece for lit mag April 20-23TAKS M 4-12 / T 4-13Notes on acting Rehearsals HW: memorize first half of lines, get costume Wed., April 14 / Thurs., April 15Welcome, actors. Participation Report.
Full Name:
Participation: # (in a box) 2nd box: grade / 2 out of 50
Include Summary Total per Category of Table of Participation Marks for this six weeks
Write a persuasive paragraph with evidence about why you deserve this grade
95 always volunteer; contribute brilliant thoughts; build on the ideas of others; ask ?s; act as a leader in small group activities; always focused; always maximize effective use of time; actively support and encourage learning and participation of others 85 occasionally volunteer; answer ?s when called on; always listen and take notes; completely focused on topic and activity; participate fully in small group activities; do not interfere with others’ learning and participation 75 rarely participate in whole class discussion, but follow along and take notes; wavering focus: sometimes distracted and/or distracting; interrupts others; negative attitude or influence;
Readers’ Theatre and Rehearsals
Give yourself a grade in a box out of 20. Justify yr grade in a persuasive paragraph.
19 group leader; enthusiastically performing; full on acting and projecting; always focused; gesturing; encouraging others; offering suggestions and explanations 17 solid reading; some acting; focused 14 mainly reading; occasionally wavering focus
Sacred Silent Writing: box out of 100; box 2: out of 50 Justify yr grade in a persuasive paragraph. 95 always writing; producing valuable writing; putting full thought and energy into writing; exercising your creative muscles; struggling; pushing yourself beyond; intense; focused; passionate 85 usually writing for most of the time; occasionally off-task; occasionally stopping early; putting most of your thought and energy into your writing 75 not maximizing writing time; distracted and or distracting; putting minimal thought and energy into your writing; conventional; complacent; maintaining rather than struggling and growing; stop writing when out of ideas
Rehearsals
HW: · Distribute invitations · Memorize ALL lines · Act · Plan guestures, body language, movements, changes in voice, tone, volume, pacing, pauses, etc. Thursday, April 8 / Friday April 9Welcome back from TAKs
SSW: Work on Drama Essay 3
Due now:
Disc and notetaking on what makes a good scene
Finish readers’ theatre performance of play
Start writing scene pitch
HW: · Post Drama Essay 3 · Post a persuasive proposal about what scene you should perform and what role you should play; make sure you have convincing reasons · We need invitations (extra credit)
April 6 / April 7TAKs Math / TAKs Reading -- Get commended on both Thursday, April 1 / Monday, April 5, 2010
Review portfiolio handouts and rubrics
Q and A on portfolios
Portfolio peer editing
Drama Day 3: read and act
HW:
Tuesday, March 30, 2010/Wednesday, March 31, 2010SSW: Metacognitive Letter Self Edit Use the form on Kealing.org (Attachment is located under the "Handouts" section found in the sidebar to the left.)
Due now: post drama day 1 essay to google groups if you have not already done so
Drama Day 2: read and act
HW: portfolio extension in order to achieve greater quality: Tonight: work on metacognitive letter and portfolio Next class we will peer edit metacognitive letters and portfolios In order to allow you to focus your time and energies on your portfolio, I will postpone drama essay 2. Drama performances will be Thursday, April 22 / Friday, April 23. Invite your parents, grandparents, neighbors, now. Make invitations for extra credit. Bring paper and electronic copies next class.Fri 3-26 / Mon 3-29SSW: Portfolios Drama Day 1: See handout HW: post drama essay 1 on google groups; one thread per group work on portfolios; we'll edit portfolios next class and turn in at end of week Wednesday, March 24, 2010 / Thursday, March 25, 2010
SSW: Author’s Note for Parental Narrative including self-evaluation using rubric
Turn in parental narrative
Work on portfolio
Drama handout Overview and calendar
Reader’s Theatre
HW: work on portfolio, especially metacognitive letter Bring $6 for drama book Monday, March 22, 2010 / Tuesday, March 23, 2010Welcome back, writers, from Spring Break
SSW: Reflect on the amazing amount of money that you and your colleagues raised for your charity. How do you think your fundraising for donations impacted others? What charitable works do you aspire to do in the future?
Portfolio introduction
Portfolio work day
Drama book distribution ($6)
Peer editing of portfolio work and parental narratives
Ink Blot is extending deadline: · Continue to submit
HW:
Thursday, March 11, 2010 / Friday, March 12, 2010
SSW: State rules of dialogue writing. Use Mister Pip as a model. Think about style and grammar and function.
SSW sharing
HW: Due now: · Museum activity Due at end of class: · Submit to Ink Blot Due next time: · $6 for drama book · collection of yr writing from this year; from Eng, outside classes, independent NO Homework over spring break Due W/ Th after spring break: Final parental narrative Extra Learning/extra credit
Clocking Revision Exercise
Partner #1: DialoguePartner Name:_____________
Partner #2: ThemePartner Name:___________
Partner #3: Effective Writing TechniquesPartner Name:____________
Partner #4: Micro edit for grammarPartner Name:__________
Partner #5: Lead Partner Name:__________
Partner #6: ConclusionPartner Name:____________
· What makes a great conclusion? · Does the author have an impressive conclusion? Why or Why not? · Along with the author, come up with an even better conclusion. The conclusion should end with a bang and reveal the theme. Write the new and improved conclusion in the space provided.
Use any remaining time for revision.
Tuesday, March 9 / Wednesday, March 10, 2010SSW: You have been asked to share your wisdom with Mr. Watts’ class. What will you share with the class?
Due now: Analytical Writing about Art posted to Google Groups
Review Mr. Pip for culminating oral discussion
Discussion
Reminder: Bring all your significant writing from the year next class Submit to Ink Blot
HW: Polish Parental Narrative
Friday, March 5, 2010 / Monday, March 8, 2010Welcome back, Museum-Goers 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?
Discussion of museums and works of art
Drama Options and Selection · August Wilson’s Piano Lesson · Edmund Rostand’s Cyrano de Bergerac · Gogol’s Inspector General · Shakespeare · Loraine Hainsberry’s Raisin in the Sun
Writing about art
Dialogue
Announcements:
Monday, March 1 / Tues, Mar. 2, 2010Good morning, Museum-goers,
Hey kiddos, jot down the key words from the journal, so I can switch to projecting the art. Thanks
J: 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
Museum preview slideshow How to think about and enjoy modern art
HW: revise parental narrative
· Bring all art handouts and notes to museum and to next class Tues 2-23/24-10Parental Narrative Progress Check and Q and A
SSW: Become the architect. Write a plan for your parental narrative that allows you to push yourself as a writer, will provide a challenge for you to struggle with, and will meet the requirements of the rubric. Remember you need to honor the emotional truth of your parent’s story. Also remember what Szymborska wrote about in the “Joy of Writing:” You have the “power of preserving,” but also not a thing will happen unless “you say so.”
Pair Share
SSW Disc
Writing WorkshopParental Narrative Grade conference
Mister Pip ?s: Pair Share
Mister Pip Reading and annotation
HW: · finish reading and annotating Mister Pip · finish rough draft of parental narrative · if you have outstanding money for Reader’s Gallery, turn in ASAP · if you haven’t turned in your permission slip to yr math teacher, turn in ASAP · comment on grades from you and from a parent W / Th 2-17/18Take notes on definition of motif on yr literary devices page
motif (moh-TEEF): a recurring object, concept, or structure in a work of literature. A motif may also be two contrasting elements in a work, such as good and evil. In the Book of Genesis, we see the motif of separation again and again throughout the story. In the very first chapter, God separates the light from the darkness. Abraham and his descendants are separated from the rest of the nation as God's chosen people. Joseph is separated from his brothers in order that life might be preserved. Another motif is water, seen in Genesis as a means of destroying the wicked and in Matthew as a means of remitting sins by the employment of baptism. Other motifs in Genesis and Matthew include blood sacrifices, fire, lambs, and goats. A motif is important because it allows one to see main points and themes that the author is trying to express, in order that one might be able to interpret the work more accurately. See A Handbook to Literature, The Concise Oxford Dictionary of Literary Terms. Robert Bean, Student, University of North Carolina at Pembroke
MOTIF: A conspicuous recurring element, such as a type of incident, a device, a reference, or verbal formula, which appears frequently in works of literature. For instance, the "loathly lady" who turns out to be a beautiful princess is a common motif in folklore, and the man fatally bewitched by a fairy lady is a common folkloric motif appearing in Keats' "La Belle Dame sans Merci." In medieval Latin lyrics, the "Ubi sunt?" [where are . . .?] motif is common, in which a speaker mourns the lost past by repeatedly asking, what happened to the good-old days? ("Where are the snows of yesteryear?" asks Francois Villon.) The motif of the "beheading game" is common in Celtic myth, and so on. Frequently, critics use the word motif interchangeably with theme and leit-motif. See also folkloric motif.
(moh-TEEF) In literature, art, or music, a recurring set of words, shapes, colors, or notes. In the poem “The Raven,” by Edgar Allan Poe, for example, the word nevermore is a motif appearing at the end of each stanza. Likewise, the first four notes of the Fifth Symphony of Ludwig van Beethoven are a motif that is developed and reshaped throughout the work.
SSW: Using yr book and annotations, write about the motifs in Mister Pip. Start yr focus on Ch. 8. Reflect on the motifs associated w/ Pip and w/ Dolores. Be prepared for a discussion and quiz over Ch 8-15.
Discussion Prep Ch 8-15
Discussion Prep Grading and Discussion of Mister Pip
Read and annotate Mister Pip
Before students begin independent work, announce homework and remind them to write it in their agendas HW:
Thursday, February 11, 2010 / Tuesday, February 16, 2010Thursday, February 11, 2010 / Tuesday, February 16, 2010 Mister Pip Day 4
SSW: What is the difference between wisdom and education? How are these concepts dealt with in Mister Pip? In your own life, who has served as a source of wisdom? How? Who has supported your education? How? Have you ever faced a conflict like Matilda and Dolores faced over folk wisdom versus formal education? Do you find these concepts at odds? Why / why not? Do you value one over the other? Why? Examples?
SSW sharing and discussion of Mister Pip
Story telling challenge: Talk to your parents and ask them to tell you a story about a time in their lives when they had an epiphany or gained some wisdom. The epiphany / wisdom may come from an event, an experience, or from listening to a story that someone else told them; do NOT write anything down; be prepared to tell the story next class
Independent work time:
HW: Talk to your parents and ask them to tell you a story about a time in their lives when they had an epiphany or gained some wisdom. The epiphany / wisdom may come from an event, an experience, or from listening to a story that someone else told them; do NOT write anything down; be prepared to tell the story next class
Read and annotate through Chapter 15 (page 122 in the paperback edition) by W/Th Friday 2-5 / Mon 2-8Sub plans for Roy / BoltonFriday 2-5 / Mon 2-8 Mister Pip Day Two
SSW (10 mins): In honor of counselor’s week, write Ms. Miloy a note of appreciation. Deliver your note on your way to lunch or leave for me to deliver. OR free write.
Reading Quiz on Ch 3-4
Grading of Quiz and Disc of Ch 3-4 · Shuffle papers and redistribute, without revealing names on back, to grade and discuss: write on front: Graded by … Total correct / 16 · During discussion, students should refer to text for evidence Finish poetry open mic
Announcements followed by work time:
Research / familiarize yourself with background info for Mister Pip
Google groups
· Post responses and new comments · Look for books to read next · Post poem o Post 2 comments on others’ poems
Ink Blot submissions · Each student needs to submit at least one amazing piece of writing (poetry or prose) · Extra credit for every submission after first of amazing writing
Post clean hard copy w/ name of poem on lowest track of corkboard on the walls
Read and annotate Ch 5-6
HW: finish reading and annotating Ch 5-6; study for quiz and discussion
T2-09 / W 2-09-10SSW: What character(s) have you befriended as Matilda befriends Pip? What did the characters have in common w/ you? What impact did they have on your life, emotionally and intellectually? Explain. What’s it like to have a friend from a book? How is that the same and how is that different from other friendships?
SSW Disc
Readers’ Gallery Collection
Discussion Prep: Reviewing yr book and yr annotations, write questions for today’s lively discussion. Write two categories of questions: 1) questions that have specific and definite answers that are alluding you / confusing you and 2) open-ended, deep-probing questions that will carry our discussion in interesting and profound directions. Be sure to include ?s about the conflict on the island and about Great Expectations.
Lively discussion
HW:
W2-03-10/Th2-04-10
SSW: You find yourself on a small, isolated island. You are asked to become the new schoolteacher. What one book will you teach to the children who know little of the outside world? Why? What will you want them to learn from the book?
Disc SSW
Oral Reading and Annotation of Mr. Pip, Ch 1-2
Background info on Bouganville and copper mining and all places listed in book and civil war
Read and annotate Ch 3 and 4
Due today: gradesheets w/ 2 comments
Gallery of Art Money Collection and Art Distribution
Next class: Ms. Bolton is subbing while I attend memorial service in Indianapolis; please be amazing, hard-working, and helpful; need 2 teaching assistants
HW: finish reading and annotating Ch 3-4; study for quiz Mon 2-1 / Tues 2-2If turning in late art, please set-up yr art and artist’s statement and self-evaluation of your art and your rubric so that I may grade it. We also need a volunteer to photograph art.
SSW: 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? · Self-evaluation of your 1) participation in Gallery and 2)its preparation / committees · 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 · 17 solid; participated well in committee; presented art to those who asked; effective product; deadlines met · 15 weak; had to be prompted to work in committee; contributed slightly less than fair share; spoke about art w/ less detail; wandering focus
Poetry self evaluation w/ rubric
Poetry open mike
HW: collect bids; deliver art AFTER money is turned in; bring Mr. Pip to class every day; Signed and commented gradesheet
Tues 1-26 / Wed 1-27Readers' Gallery of Art Rehearsals Finishing Touches Student / Teacher Conferences on Art and Artist's Statements HW: remind guests about gallery if needed, make corrections / improvements to artist's statement poem of choice due M / T bring Mr. Pip starting on M / T Friday, January 22, 2010 / Monday, January 25, 2010Friday, January 22, 2010 / Monday, January 25, 2010
SSW:
SSW: Reflect back on yr poems. Which one do you want to polish up for yr poem of choice to read at our Open Mic on Feb 1st/2nd? Why? What do you want to do to polish it up. Make sure you are referring to the rubric.
Review recipe for nonfiction paragraph. Think back to the research paper.
Peer Edit Artist’s Statement
Committee meetings
HW: put the finishing touches / revisions on · art · artist’s statement · both are due next class / T /W · invite family and school adults to Gallery W 1-21-10 / Th 1-22-10Good morning, artists, philanthropists, writers, readers,
Review criteria and rubric for art and artist’s statement for Readers’ Gallery
Review Embedded “”s
Q and A
Revist the text and yr annotations that your art is based on. Look for inspiration for adding nuance and depth and complexity. Also find at least 2-3 great “”s to embed in your artist’s statement.
SSW: Write your artist’s statement. Explain your art. Explain your interpretation of the story. Explain your artistic decisions. Select 2 or 3 quotes from the story you read to embed in your artist’s statement. Build on what you wrote last week. Poem of Choice Rubric
Poem of Choice Selection and Editing
Committee meetings
Reminder: Due dates: · W 1-20 / Th 1-21 Novel Idea 3 due
F 1-15 / T 1-19
SSW: From your poetry packet, read p.7 about sonnets. Mark the rhyme scheme on the 2 sonnets: start w/ the letter a and label the end of lines based on rhyme scheme. Introduce a new letter for each new rhyme. Pay attention to the rhythm of the sonnet. Mark the rhythm. An iambic foot is an unstressed syllable followed by a stressed syllable. The rhythm can be written as:
A line of iambic pentameter is five iambic feet in a row:
It's possible to notate this with a '˘'(Breve) mark representing an unstressed syllable and a '/'(Forward Slash) mark representing a stressed syllable[1]. In this notation a line of iambic pentameter would look like this:
The following line from John Keats' Ode to Autumn is a straightforward example:[2] To swell the gourd, and plump the hazel shells We can notate the scansion of this as follows:
We can mark the divisions between feet with a |, and the caesura (a pause) with a double vertical bar ||.
Planning for indiv art projects
Novel Idea 2 commenting
HW:
W 1-13/-10 / Th 1-14-10SSW: What makes your text amazing literature? Why did you select this text? 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? Describe your artistic decisions in vivid detail. 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. Review the rubric and assignment to make sure you’re on track.
Paired share and problem solving
Committee meetings
HW: Committee Work Art project for Readers’ Gallery see dates in agenda from last class
Monday, January 11, 2010 / Tuesday, January 12, 2010Monday, January 11, 2010 / Tuesday, January 12, 2010
SSW: What charity do you want to raise money for w/ the Readers’ Gallery of Art? Why? Which committee do you want to work on? Why?
Readers’ Gallery of Art Committees · Charity contact and info · Invitations · Set-Up and Ambience · Bidding/Donations/Money Collection · Inviting School Adults and Classes · Publicity · Concessions for Charity · Live Music
Gallery PlanningCharity SelectionCommittee sign-up Committee work time
· Post a comment on Google Groups about 2 other people’s Novel Idea one
Novel Idea, Poetry, and Readers’ Gallery Due Dates
· W1-13/Th1-14 Novel Idea 2 due · M1-18 MLK day; no school · W 1-20 / Th 1-21 Novel Idea 3 due
Th 1-7 / F 1-8Salutations, poets. Sacred Silent Writing: List and describe images triggered by one (or more) of the following words: struggle, spaceship, sludge, or stream or a word of your choice. After developing a robust list, craft yr response into a poem. Integrate sound devices. SSW sharing Peer editing of Novel Idea Part I Posting of Novel Idea Part I to Google Groups Poetry Inspired by Art Poetry to Inspire your Art for Reader’s Gallery of Art Readers' Gallery of Art Overview and Rubric Handouts Q and A HW: o If you didn’t finish in class, finish / polish poem inspired by art o If you didn’t post in class, post novel idea #1 o Find poem or text for Reader’s Gallery of Art if you haven’t already done so o Make sketch o Start gathering materials for your art
Tues. Jan. 5 / Wed. Jan 6January T 05 / W 6, 2010 Welcome back, writers. Happy New Year!
New Seats
SSW: In what area of your life do you want to experience growth? What one word or concept do you want to focus on in 2010? Pick a word that will guide your year, your growth, your mindset. Brainstorm a list of possibilities. Select one. Write about how your life will be in 2010 as you use this word as a touchstone to guide your life.
SSW Sharing
Progress Check: Independent Reading First Response due Th 1-7 / Fri 1-8 Second due W 1-13/ Th 1-14 Third due W1-21/ Th 1-22 Sharing about Books
Google groups for Novel Idea
Get personal reading copy of Mr. Pip Girl Writing a Letter
Wr WS: Sts. select work of visual art (from art cards or bookmarked museum sites) with a character and write a poem about that character; use all of your poetry-writing muscles
HW:
Thursday 12-10 / Friday 12-11Thursday, December 10, 2009/ Friday, December 11, 2009
Good morning, counselors, witnesses, and members of the jury.
Finish trials
SSW: Read Billy Collin’s “Introduction to Poetry” 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
HW:
Due next class
Tuesday 12-8 / Wednesday 12-9Trial Prep (10 minutes) Trials HW: select challenging novel, get teacher and parent approval, start reading W 12- 2 / Th 12 -3Finish benchmarks Finish Steinbeck Writing Contest OMM Discussion HW: letter to Roy How are you doing (in life and in English class)? What are you reading? What do neeed (in life and in English class)? Mon 11-30 / Tues 12-1Welcome back. SSW (1st period only): Describe in vivid detail the dish you helped make for Thanksgiving. 4th and 5th periods turn in: Harvest Gypsy response Character notes casting reader response style analysis Steinbeck writing contest HW: student and parent comment on grades and learning write 3-5 thought-provoking questions for discussion of OMM Th / F 11-18Reading Benchmarks 7th grade monologues HW: none (unless behind on OMM assignments) |
