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Join me on Remind.
Join me on Remind.
IMG_3350.jpgIMG_3271.jpgBackground notes on Shakespeare and Elizabethan England in slideshow below:
Background notes on Shakespeare and Elizabethan England in slideshow below:
Learning target: I understand and can identify the parts of a Shakespearean sonnet.
Learning target: I understand and can identify the parts of a Shakespearean sonnet.
- There are 14 lines in a Shakespearean sonnet.
- It is written in iambic pentameter (more on this in a little bit).
- The first twelve lines are divided into three quatrains with four lines each.
- The rhyme scheme of the quatrains is abab cdcd efef.
- In the three quatrains the poet establishes a theme or problem.
- The problem is resolved in the final two lines, called the couplet.
- Meter: a regular pattern of stressed and unstressed syllables in a poem.
- Poetic foot: consists of one stressed syllable and one or two unstressed syllables
- Iamb: an unstressed syllable followed by a stressed syllable
- Iambic Pentameter: metrical pattern of five feet, or units, (unstressed then stressed)
- Blank verse: unrhymed poetry written in iambic pentameter
Reading poetry requires both the poet and the reader to think about how many syllables are in each word and/or line, how each word is pronounced, and where in each word and/or line the emphasis is placed.
- The word iamb simply refers to which syllable contains the emphasis in a word or line of poetry.
- For a word to be iambic, the softer, or weaker, syllable must come before the stronger, more pronounced syllable.
- Say the word “reprieve” aloud to yourself.
- Did you notice that you heard the “prieve” portion of the word more strongly than the “re” portion?
- Because the first syllable of the word is softer and less emphasized than the second syllable, the word fits the requirements of an iamb.
Now, say the word “baby.”
In the word baby, the emphasis is placed in the first syllable,
meaning you hear the “ba” more strongly than the “by” as you say the word.
Naturally spoken, “baby” fits the requirements for trochee,
the opposite of iamb.
“Penta” is a Greek root word meaning FIVE.
Meter indicates the grouping or connecting of syllables (the pairs of syllables are called feet).
When used to discuss poetry, penta + meter means a line of poetry that uses 10 syllable groupings.
Remember our two words “reprieve” and “baby”? Each of those words has two syllables and would be one “foot,” or one meter.
One syllable words (monosyllabic) are paired with syllables from other words to make the “foot.”
For those of you who are math wizards, you might can think of it like a math formula:
- penta = 5
- each iamb has two syllables
- 5 x 2 = 10
The word scheme simply means pattern. When you hear the term rhyme scheme, you are hearing rhyme pattern.
Some poems use rhyme schemes, others do not.
- If the poem has NO rhyme scheme but a set meter, it is called BLANK VERSE.
- If the poem has NO rhyme and NO set meter, it is called FREE VERSE.
Teacher model of resume and letter of recommendation below:
Teacher model of synthesis chart below:
All the instructions for the entire project below:
Notes on informational texts, how to annotate them, how to do thought logs on them, and how to write a precis are all below:
Notes on informational texts, how to annotate them, how to do thought logs on them, and how to write a precis are all below:
My response to watching "Grit" by Angela Duckworth.
My response to watching "Grit" by Angela Duckworth.
Final Exam Review
Final Exam Review
ONE PAGER ASSIGNMENT INSTRUCTIONS AND RUBRIC
ONE PAGER ASSIGNMENT INSTRUCTIONS AND RUBRIC
When you have a quote, you need to embed it and cite it.
For example:
- When Ms. Brown walked into the room, Ms. Craig said, "Hello, Ms. Brown" (Dobson 86).
- When Character did a thing, another characters response was "quoted text directly copied from the book" (Lee 86).
- (Kiely and Reynolds 147).
- (Lee 168).
- (Volponi 99).
- (Thomas 430).
- (Wiles 278).
Your 4th and final thought log is due now.
Your 4th and final thought log is due now.
- Your fourth thought log should include a discussion of how the characters have changed over the course of the book, how the conflict was resolved, any final details/observations about setting, discussion questions, your reflections on the book (did you like it? why?), summaries of the last quarter of the book and so on. Why did the characters make the choices they did? How did the setting affect people's choices? How was the conflict resolved?
- It should also include 2 or more signposts. (What's a signpost? Look here.)
- You should be finalizing your idea of the theme. What are the big ideas the author is exploring in the book? Use quotes from the text to prove that the book is talking about that.
Here is a teacher model for the third thought log over the book Black and White that the freshmen used in class -- Page 1 / Page 2 . This would get about an 82 because the literary elements section is too brief. The two signposts are good, and the discussion of theme is OK, not great.
Your third thought log is due on NOVEMBER 8th.
Your third thought log is due on NOVEMBER 8th.
Your third thought log should include a discussion of how the characters are changing, how the conflict is evolving, any new details about setting, discussion questions, predictions, summaries of the chapters and so on. Why are the characters acting the way they do? How is the setting affecting people's choices? How has the conflict changed?
Your third thought log should include a discussion of how the characters are changing, how the conflict is evolving, any new details about setting, discussion questions, predictions, summaries of the chapters and so on. Why are the characters acting the way they do? How is the setting affecting people's choices? How has the conflict changed?
It should also include 2 or more signposts. (What's a signpost? Look below.)
It should also include 2 or more signposts. (What's a signpost? Look below.)
You should be looking for theme. What are the big ideas the author is exploring in the book? Use quotes from the text to prove that the book is talking about that.
You should be looking for theme. What are the big ideas the author is exploring in the book? Use quotes from the text to prove that the book is talking about that.
Here is the (imperfect) teacher model for TL#3 you graded in class -- Page 1 / Page 2
I have a partial example thought log for the first 1/2 of Black and White here.
Information on signposts is below:
IMG_2531.jpgInformation on Thought Log assignments is below:
IMG_2469.jpgMAJOR Q2 ESSAY -- BELIEF ESSAY
MAJOR Q2 ESSAY -- BELIEF ESSAY
The slides we used for the Experiences/Beliefs Hands brainstorming assignments that will lead up to your major writing assignment this quarter are below:
Quick write as we were developing our Belief essay:
Quick write as we were developing our Belief essay:
I believe that a person should always do their best, no matter what.
When I was a kid, my dad always told me that "if something is worth doing, it's worth doing right." I remember when I was about six years old, I wanted a play house in our backyard. I was envisioning something like a little hut with a roof, but that's not what my dad had in mind. He designed a full-fledged HOUSE, with real windows and a Dutch door. One wall was a chalkboard, and one wall was a huge shelf for all my art supplies and the toys I used to make out of empty soda bottles and old paper. The house even had a ladder so I could go sit on the roof and a pulley so that I could take stuff up to the roof without having a problem.
Dad's actions proved to me that he really did belief that if something was worth doing, it was worth doing right, and that belief has shaped me to this day.
Grades for quarter one are due 10/10. Be sure you're happy with your grade now! If not, come in for tutoring Monday or Tuesday.
Grades for quarter one are due 10/10. Be sure you're happy with your grade now! If not, come in for tutoring Monday or Tuesday.
You'll all be taking a STAAR practice test on Wed. Be sure you bring a sack lunch that day.
You'll all be taking a STAAR practice test on Wed. Be sure you bring a sack lunch that day.
You have a major test coming up on October 3rd. Your notes are in your reading spiral. Make sure you take that home and study. You can also look at my photos of Ms. Craig's thought logs below.
IMG_2294.jpgIMG_2295.jpg- Make sure you have chosen/bought your book club book. If this is a problem, send me an email.
Don't forget to have your "Best Scene" narrative finished AND revised by Monday/Tuesday. Your instructions are below. Be sure to apply the dialogue rules and other notes that you were given on Friday, and refer to your example texts.
MAJOR ASSESSMENT
MAJOR ASSESSMENT
- Your first major assignment is coming up. You'll write a story that only you could tell.
- The mentor texts for the major are the following excerpts (found in your spiral):
- The Glass Castle
- If I Stay
- My Secret Garden
- To structure your story, be sure you answer the following questions: Who wants what? What stands in the way? So how does this character (you) solve his/her problem? Then how does the scene resolve? What's the "so-what"? What is the lesson?
- The mentor texts for the major are the following excerpts (found in your spiral):
Best Scene Assignment.jpgIMG_2219.jpg
Below, you see the teacher model of our Glass Castle close reading. Be sure your notebook looks a lot like this. It's all part of your notebook grade, and if your notebook isn't complete, you are not eligible for reassessment.
Week of Sept. 4 --
SUMMARIZING:
- Somebody (the main character)
- Wanted (what does the main character want to obtain or accomplish?)
- But (something stands in the way, there is some kind of problem, OR ELSE IT'S NOT A STORY)
- So (how does the character try to solve the problem?)
- Then (how does the story/scene end?)
Below, you can see Ms. Craig's example of your writer's notebook table of contents.
IMG_2194.JPGBelow, I have posted the slides that will show you how to set up both your reader and writer notebooks, and I have the slides that show you how to do all the things that belong in those notebooks.
Between August 15-17, we covered routines and procedures, we started our Listography, and some classes did their Rambling Autobiography. Samples of these are below. If you were absent, please email me or send me a Remind so that I can help you complete this work. Remember, if you haven't done all the formative work, you won't be allowed to reassess. I'll also post a link to the grading policy video and the acceptable use policy below.
Here is a photo of some of the school supplies you must have this year:
Spiral
Composition notebook
Folder with brads and pockets
Information for the 2018-2018 School year is above this line.
Information for the 2018-2018 School year is above this line.
Information for the 2017-2018 School Year is below this line.
Information for the 2017-2018 School Year is below this line.
FINAL WRITING ASSIGNMENT -- MAJOR
FINAL WRITING ASSIGNMENT -- MAJOR
*Another link here. If you log in to your DISD account on Google, you'll be able to see the comments in the teacher model.
Possible passage and organizer 1 is here. (Balcony scene)
Possible passage and organizer 2 is here. (Romeo talking to Friar Lawrence)
Possible passage and organizer 3 is here. (Romeo killing Tybalt)
Possible passage and organizer 4 is here. (Friar Lawrence yells a Romeo when he's hysterical)
April 16th
April 16th
Romeo and Juliet notes to this point
Romeo and Juliet notes to this point
Act I
Scene 1: Inappropriate young men Sampson and Gregory (on team Capulet) bite their thumb (basically flip off) some Montague guys, starting a street fight that leads to the Prince ordering Lord Montague and Lord Capulet to get their houses in order -- or face death!
Scene 2: Paris (relative of the Prince) wants to marry Juliet. Lord Capulet asks him to wait two years until she's 15 before they marry her off. Lord Capulet sends Peter (servant) to invite a list of people to dinner, but Peter can't read. Romeo and Benvolio help him to read the invite list, thereby learning that Rosaline will be at the party. (Rosaline is the girl Romeo's been all emo over.)
Scene 3: The Nurse, Lady Capulet, and Juliet talk about Paris' marriage proposal. ** The Nurse and Lady Capulet are foils. The Nurse loves Juliet, has raised her, knows how old she is, is funny, is warm, tells inappropriate jokes, is vulgar. Lady Capulet doesn't seem to know Juliet very well, she isn't sure how old she is, is cold, distant, not funny, not amused by inappropriate or vulgar jokes. But both women are excited about the idea of Juliet getting married.
Scene 4: Romeo and his homeboys get ready to crash the party. Some foreshadowing goes on in that speech Mercutio gives about Queen Mab.
Scene 5: The party. Romeo sees Juliet and forgets that Rosaline ever existed. Tybalt realizes that Romeo is a Montague and is NOT supposed to be at a Capulet party, but Lord Capulet stops him from killing Romeo on the spot.
ANNOUNCEMENT: April 4th, 2018
Beyond introducing Romeo and Juliet, between now and the STAAR test (April 10th), we will be practicing for STAAR. We will pick back up with Shakespeare in earnest after the STAAR test is over.
- Released tests that you can use to practice are here. (Scroll down to the bottom of the page and find English I.)
- My notes on how to write an essay are here.
- List of transitions here.
Learning target: I understand and can identify the parts of a Shakespearean sonnet.
- There are 14 lines in a Shakespearean sonnet.
- It is written in iambic pentameter (more on this in a little bit).
- The first twelve lines are divided into three quatrains with four lines each.
- The rhyme scheme of the quatrains is abab cdcd efef.
- In the three quatrains the poet establishes a theme or problem.
- The problem is resolved in the final two lines, called the couplet.
- Meter: a regular pattern of stressed and unstressed syllables in a poem.
- Poetic foot: consists of one stressed syllable and one or two unstressed syllables
- Iamb: an unstressed syllable followed by a stressed syllable
- Iambic Pentameter: metrical pattern of five feet, or units, (unstressed then stressed)
- Blank verse: unrhymed poetry written in iambic pentameter
Reading poetry requires both the poet and the reader to think about how many syllables are in each word and/or line, how each word is pronounced, and where in each word and/or line the emphasis is placed.
- The word iamb simply refers to which syllable contains the emphasis in a word or line of poetry.
- For a word to be iambic, the softer, or weaker, syllable must come before the stronger, more pronounced syllable.
- Say the word “reprieve” aloud to yourself.
- Did you notice that you heard the “prieve” portion of the word more strongly than the “re” portion?
- Because the first syllable of the word is softer and less emphasized than the second syllable, the word fits the requirements of an iamb.
Now, say the word “baby.”
In the word baby, the emphasis is placed in the first syllable,
meaning you hear the “ba” more strongly than the “by” as you say the word.
Naturally spoken, “baby” fits the requirements for trochee,
the opposite of iamb.
“Penta” is a Greek root word meaning FIVE.
Meter indicates the grouping or connecting of syllables (the pairs of syllables are called feet).
When used to discuss poetry, penta + meter means a line of poetry that uses 10 syllable groupings.
Remember our two words “reprieve” and “baby”? Each of those words has two syllables and would be one “foot,” or one meter.
One syllable words (monosyllabic) are paired with syllables from other words to make the “foot.”
For those of you who are math wizards, you might can think of it like a math formula:
- penta = 5
- each iamb has two syllables
- 5 x 2 = 10
The word scheme simply means pattern. When you hear the term rhyme scheme, you are hearing rhyme pattern.
Some poems use rhyme schemes, others do not.
- If the poem has NO rhyme scheme but a set meter, it is called BLANK VERSE.
- If the poem has NO rhyme and NO set meter, it is called FREE VERSE.
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Quarter 3 below
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YOUR MIND MAPS ARE DUE. COME TO TUTORING OR EMAIL ME IF YOU ARE LOST, DAZED, CONFUSED, OR OTHERWISE FOR ANY REASON NOT READY TO TURN IN YOUR MIND MAP.
YOUR MIND MAPS ARE DUE. COME TO TUTORING OR EMAIL ME IF YOU ARE LOST, DAZED, CONFUSED, OR OTHERWISE FOR ANY REASON NOT READY TO TURN IN YOUR MIND MAP.
This is the checklist for the concept map.
Click on the link to open it.
Instruction page 1 Instruction page 2
To turn in your mind map:
- Set your share settings to "anyone with the link can view"
- Copy the link (see image below)
- Go to Google Classroom
- Share your link with us
Research Project Summary as of Jan 31, 2018
Research Project Summary as of Jan 31, 2018
So far, you should have completed the following --
1) You chose two articles from the Viewpoints section of the Opposing Viewpoints database. Each article was on the opposite side of the topic you chose. For example: "Random drug tests in schools DON'T violate student rights" vs. "Random drug tests in schools DO violate student rights"
2) You chose two (more) articles from the Newspapers and Magazines section of the Opposing Viewpoints database. One was on one side. The other article was on the other side.
3) You completed highlighting all four articles.
- Every article has the main idea in yellow. You put in a comment that summarized the main idea.
- Every article has three substantiated claims highlighted in green. You put in a comment that explained why the claim was substantiated. These are your facts, studies, statistics, and other good evidence.
- Every article has one thing highlighted in pink. That is your one unsubstantiated claim. It's something that is emotionally charged or exaggerated. (If your article does not have any pink, go back and find one more green.)
4) You have a handwritten concept map. Here is an example:
What is the relationship between A and B?
A causes B A does not cause B
Summarize article 1's reasons for saying that. Summarize article 3's reasons for saying that.
Summarize article 2's reasons for saying that. Summarize article 4's reasons for saying that.
5) Your Works Cited is completed and turned in via Google Classroom. It's in 12 point, Times New Roman font, double spaced. It's in alphabetical order. You didn't delete or do something weird to the header. It looks like THIS.
6) You should have turned in your best highlighted and annotated article in Google Classroom.
Resources for paraphrasing are here.
Resources for paraphrasing are here.
The instructions for the poster assignment (that's a major) are below. Just scroll down.
You also have two minor assessments coming up: The six signpost trackers for the second half of the book and the TKAM reading guide.
If you're looking for the literary devices study sheet, click this link.
TKAM test prep.pdf
The students have been working on this for weeks. They wrote a draft that was reviewed by their peers. They revised that, and the second draft was turned in to Ms. Craig. She has returned those drafts with comments.
Today, the classes worked in stations. They looked at all the elements that belong in a story.
Here's page one of their workshop worksheet:
So what: Why are you telling me this story? Why does this story matter? What's the moral of the story? What do you want the reader to learn when they read your story?
Story board: These are supposed to be stories, with scenes. The storyboard exercise helps students who are having difficulty visualizing how to do this.
Ba-da-bing: If you write, "It was a scary night," that's pretty boring. When you "Ba-da-bing," you ground the sentence, and you use imagery and feeling. For example: "I didn't even realize it was raining outside, all wrapped up in my white fuzzy blanket, curled up on my mom's threadbare brown couch. I love nothing more than spending Friday night in an empty house, eating pizza and watching those old Kung Fu movies from the 60s. When the whole house went dark and I heard that awful doooo-womp that comes when the power goes off, my first feeling was irritation, not fear. But in the silence that then fell over the house like thick snow, suddenly I heard a horrible, arrhythmic clack-clacking of something that should not be in the house. The sound of footsteps, heavy and uneven. Feet clad in boots. Boots bearing spurs."
Dialogue means two people talking.
"Run," I screamed to my sister. "Go next door and call the cops!" I faced the intruder with the kitchen knife in my hand. "You. Stop. Now." I growled as best I could. But even I could hear the fear in my own voice.
The Cowboy laughed. "No way, Cowgirl."
I didn't hesitate.
Every time a new person is talking, hit ENTER and TAB. Each new response requires a new line.
A hook, or a lead, is the first sentence of the piece. It should be a sentence that makes the reader ask a number of questions. Here are some examples:
- Both kingdoms collapsed after that battle.
- I was on fire.
- I was standing in line, getting ready to pay. I stuck my hand in my pocket and pulled it out.
- Most of the time when you think of horror stories, you think of things that happen to imaginary people. Other people. Far away people. You never think of things that might happen to you.
The last part is just a space for the students to show that they did work on some sentences that were weak. Everyone needs to revise their sentences and make them stronger.
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