Friday, Jan. 29 Agenda

}Bell Ringer: Independent Clauses(in editing section)

}Short Stories: Focus #1: Plot and Sequencing

}Short Story Words: report to group, write down details of terms as peers talk

}“Sound of Thunder” pg 34

◦Fill out plot chart while reading and after reading 

◦Finish reading and filling out plot chart on own (when done, turn it in to the 1st block folder in the green crate). 

◦Either read your book/write your SSR letter (SSR letter due on MONDAY!) or work on your poem (creative presentation due Mon) until the end of the block.

Thursday, Jan. 28 Agenda

}Bell Ringer: Go to your Writer’s Notebook Section

}Writer’s Workshop

•Editing the I Am From Poem

–Add descriptions or words that make readers hear/see/feel/smell/taste what you are writing about (SENSORY IMAGES!)

–Line breaks

–Work Time

•Rubric

•All poems will be read aloud Monday

}What is “the human experience”? Brainstorm in glossary (‘H’ page)

}Add to glossary.  Define Inference, Explicit, Analysis/Analyze, Close Read, Textual Evidence

}Intro first unit: Short Stories

◦Orange book, pg 24 as well as maroon glossary in back of book: take notes

}Work Time when you have your terms defined

◦Reminders:

•Creatively ‘presented’ poem due Monday

•Show who you are with what your poem looks like

◦You can continue working on adding sensory images to your draft, organizing your stanzas, giving your poem a title, coming up with how to make it LOOK good as well as sound good: today is last class time to work on it

◦Or you can read your book for your SSR letter (reminder, letter due Monday)

Wednesday, Jan. 27 Agenda

}Bell Ringer: Prefixes – take out a blank sheet of paper, write the phrase Prefix/Suffix/Root Section in top margin

}What are word parts? Why study/memorize them?

}Writer’s Notebook- divide into sections

}SSR Letter how-to and questions

}I Am From Poem

oExample

oPutting your info into poem format

oWriter’s Workshop (check brainstorming)

oWork time

oWrite your first draft: show to me as soon as you are finished: ROUGH DRAFT DUE TOMORROW!!!

}In your craft lesson section, list the five senses.

}Word Choice and Sensory Images

◦Notes in the Craft Lesson section

Tuesday, Jan. 26 Agenda

}Find Seat (chart on stool) –A little bit about Mrs. Johnson…

}Expectations and Procedures

}Practice Bell Ringer:  Journal- What are your worries of this semester in general and English specifically? What are things you are confident about?

üWrite in your writer’s notebook for the entire time you are given (about 5 minutes)

üI will be walking around checking for length and effort

üWe may share after the 5 minutes

}Finish up Expectations/Procedures

}Syllabus

•Bring the bottom part signed ASAP!

}Library- 10 min- You NEED a book by Thursday at the latest!

}SSR Letter expectations and set up (SSR LETTER DUE Monday)

◦SSR Letter Example and beginning

}I Am From Poem –brainstorm due tomorrow (three in each section)

o  Brainstorm

oIf you finish, read your book for a bit

Epic Characteristics Assignment

Your first step in the cyclops assignment can be completed through this form.  Once you have submitted the form, decide if you want to complete the second step on your own or with a partner.

Wednesday, January 20 Agenda

}Bell Ringer: 5-7 minutes study time for word parts test (Fri)

}Finish Posters

}Writer’s Workshop Time

◦You need to aim for 30% summary/textual evidence and 70% analysis and original opinion/thought

◦Intro Examples (shared with you)

◦Works Cited page reminder (only one entry –the book)

◦Editing body paragraphs as a class

◦Conferring –if you need to confer with me and already have, we can. If you haven’t met with me about summary vs analysis, you MUST

◦Self-edit

◦Peer-edit with someone you trust

◦Use the rubric to see if you have all of the necessary information

◦Revising Ideas:

–Print out your draft, read the last sentence first, then the second to last, and so on.  This allows you to focus on the structure of the sentence rather than the content of information.

–Share your document with a peer you trust, have them comment on it.

–Write your thesis next to each chunk of analysis, helping you make sure that the analysis is directly related to your thesis.

}Posters will be presented tomorrow (in case you didn’t get the chance to finish)…

}Paper needs to be printed out, DOUBLE-SPACED, rubric paper clipped to front, work cited page is last page (when you walk in on FRIDAY)

Tuesday, Jan. 19 Agenda

}Bell Ringer: Find your Epic Notes from Friday

}Epic Poster Creation

}All the time left can be used for the paper

◦Works Cited page reminder

◦Conferring –if you need to confer with me and already have, we can. If you haven’t met with me about summary vs analysis, you MUST

◦If your intro and conclusion aren’t done, finish them so you have a complete paper to edit/revise

◦Self-edit

◦Peer-edit with someone you trust

◦Use the rubric to see if you have all of the necessary information

◦Revising Ideas:

–Print out your draft, read the last sentence first, then the second to last, and so on.  This allows you to focus on the structure of the sentence rather than the content of information.

–Share your document with a peer you trust, have them comment on it.

–Write your thesis next to each chunk of analysis, helping you make sure that the analysis is directly related to your thesis.

Monday, Jan. 18 Agenda

}Bell Ringer: Study Word Parts (prefix/suffix list): Test on Friday!

}Writer’s Workshop

◦In-text citations and introductions

–Intro and Conclusion Reminders: Document shared with you

◦Conferences on summary vs. analysis: Highlighting for summary and analysis: print out body paragraphs and highlight for your conference with me (use 2 different color highlighters, one for summary and one for analysis, use the sheet you got last week (Thursday) to help you determine the difference)

◦If your body paragraphs aren’t done, you need to work on them

◦If your intro isn’t done, you need to work on it

◦Work on your conclusion (rough draft should be done by tomorrow)

◦SELF-EDIT!!!!!

◦Peer edit with someone you trust when it comes to writing

}MLA format –you have a handout on this, make sure your paper follows it

}Rubric –worth 95 points, make sure you’ve done/are doing what it’s looking for

Friday, Jan. 15 Agenda

}Bell Ringer: List of roots

}Writer’s Workshop

◦Summary vs. Analysis reminder

◦Work time on Paper: first thing, write your thesis (revise it if necessary) as the first sentence on your draft

◦**If you have a first draft (at least all three body paragraphs) done, bring it to me (share it with me on GD and print it out) for a meeting during class today or Monday

◦Intro notes –rough drafts of intro due Monday end of time and the body paras are due at the end of work time today/ASAP for me to read over the weekend

}Epics: A long narrative poem recounting actions, travels, adventures, and heroic episodes (write definition in glossary)

◦In Reader’s Notebook section or just notes section, take notes from the chart on page 1094 –make a web if that helps you organize thoughts best.  Answer the question “What is an Epic Poem and what are its characteristics?”

}Epic Notes: Web on board

}Based on the information you have written on your web, brainstorm any stories, movies, books, etc that you know of that could fit into this definition (write these down on the same notes sheet)

Thursday, Jan. 14 Agenda

}Bell Ringer: Roots (the last slide…test next Friday)

}Summary vs. Analysis

}Writer’s Workshop time: topic sentence and body paragraph practice

◦Outline check: make sure it is shared with me

◦Topic Sentences and body paragraphs-LOOK AT THE DOCUMENT SHARED WITH YOU (analysis step by step)!

◦In-text Citations: after every quote, no comma, period AFTER the citation NOT BEFORE!

◦Body paragraphs rough draft due Friday (end of hour)

–Whenever you are done, share it with me and tell me it is complete so I can read through and comment ASAP

Wednesday, Jan. 13 Agenda

}Bell Ringer: Outlining: TURN ON YOUR COMPUTER ASAP

◦Main Ideas

◦Textual Evidence to fit

}Connections Through Readings

◦Close read for the task

◦Strong paragraphs with evidence on last page of packet

}Writer’s Workshop time

◦Textual Evidence: 3-6 final, find as many as possible at first, then narrow down to develop your main idea/topic sentences

◦On Outline: Need thesis and three main ideas/topic sentences with three quotes (minimum) by tomorrow

◦By tomorrow, you should be done with your outline (or at least body paragraph portion) and starting to write your body paragraphs.  If you are at this point earlier, complete the rest of the outline (intro and conclusion) and then start the fourth and fifth steps (topic sentences and paragraphs (rough drafts))

Tuesday, Jan. 12 Agenda

}Bell Ringer: Suffixes (ic, ly, ly)

}Summary of Article 1: check through yours vs. mine

}Critique of TKaM: Article 2

◦While reading, close read (highlight/comment) what needs to be in summary, what you want to respond to

◦If you finish closely reading the article before we move on, bring me your thesis to check and begin/continue working on finding textual evidence in To Kill a Mockingbird that supports your thesis

}Article 2 Summary and Response

◦One paragraph summary after discussion with partner and one paragraph response (on own) with FANTASTIC TOPIC SENTENCES: author, article title, topic of article

–Article summary and response (1 para each) due tomorrow

}Work on paper

◦Thesis needs to be checked by: 3:15

◦Textual Evidence: 3-6 final, find as many as you can now

–Things that can be ANALYZED –they don’t say EXACTLY what you are trying to say, but you read between the lines and infer and interpret to get to proving your thesis

}Outline Review: Outline is due Thursday as you walk in the door

Monday, Jan. 11 Agenda

}Bell Ringer: roots

}Create a in-depth question on the book as a whole or specific to what you read over the weekend (28-31): (should be something that would take at least a paragraph or so to answer)

◦Submit your individual overall story discussion question to me

}Small Group on the end of the book, themes, questions

◦Make sure your group posts as much as possible to cover all details of the focus points from the end of the story

}Analysis paper assignment –a THEME connected to: any focus question more in depth, any idea examined by us as a group or you as an individual (writer’s notebook), any quote, life lesson, real world parallel, etc

◦What is a theme?

}Homework: Answer someone else’s question (at least a paragraph in length, try for a good topic sentence), write a thesis

Friday, Jan. 8 Agenda

}Bell Ringer: suffixes (ant, ent, less)

}Article 1 Summary:

◦One paragraph summary (topic, main idea, points of view (with textual evidence if desired))

◦Topic Sentences: DO NOT SAY “I will be writing…” or “I” ANYTHING!!!

◦Can turn in when done and start reading the homework (finishing the book)

}Any social awareness presentations that are left… Susan, Eli, Justin

}Small Group Work:

◦Annotations, Discussion Questions, Focus Points

◦Hypocrisy from chapter 25 and 26

–In the Hypocrisy Focus Point: What was hypocritical in the chapters that you read last night (think chapter 26)? Why/how would that be considered hypocrisy?

–THEMES!!!

}Class time for reading

}Homework: read 28-31(end), annotations, add to focus points, other themes?, discussion question

Thursday, Jan. 7 Agenda

}Bell Ringer: Group points from yesterday’s discussion

}Small Group: Discuss 23-25, post its, discussion questions, themes/focus questions, list of things to discuss from part 2

◦Discuss who is a mockingbird at this point with small group

◦End goal, your group leading discussion with the large group. So make questions that can last 5 min with follow ups and make them ‘different’

}Summarizing Notes

}Critique of TKaM: Article 1

◦Highlight details to summarize article tomorrow

}Homework: chapters 26-27, ONE DISCUSSION QUESTION, annotations: many should be examples of the themes/focus questions from these chapters or earlier chapters, 

Wednesday, Jan. 6 Agenda

}Bell Ringer: Roots (the, soph, pod)

}Social Issues: Mikala, Linda,

}Big Idea Poster Discussion

}Small Group Meeting: Discuss 20-22, post its, focus points/themes, closing argument ideas, discussion questions, continue the list of the most important things to discuss for the second part of the book, start creating discussion questions surrounding those points (at least five for now)

◦Each group needs to turn in a post it/sheet with most important notes of what was discussed and best discussion question, as well as have me check your five most important ideas questions

}Add to Focus Points/Posters

}Homework: Ch 23-25, CREATE ONE DISCUSSION QUESTION BASED ON CHAPTERS, annotations, make sure to annotate examples of themes and focus points as well as comments and questions.

Tuesday, Jan. 5 Agenda

}Bell Ringer: suffixes (-age, -dom, -ful)

}Pt 1 Quiz Correcting:

◦Finish Courage Post if necessary, then start reading ch. 20

}Poster/points from yesterday discussion

}Small Group on 18-19,

◦Ch 18: Mayella’s Testimony –Mayella’s decisions

◦Ch 18: Mayella’s home life –what is it like

◦Empathy ch 19; Is Scout racist?;; Coming of Age and Jem –reality vs. ideal

◦Start a list with your group of the most important things to discuss for the second part of the book, start creating discussion questions surrounding those points (at least five for now)

}Social Awareness: Emily, Mikala, Linda, Susan, Eli, Justin (we won’t get through all, but we will do a few)

}HWK: 20-22: annotations (annotations tonight should focus on the focus points), one discussion question

◦In your writer’s notebook/sheet of paper write: What do you think about Atticus’ closing argument?  Do you feel the jury will find Tom guilty or innocent? Why do you feel that way (use specific reasons from the story as well as your ideas, if you already know, try to think back and explain what you thought before you knew and why)

Words of Wisdom for People Today

}Pick a quote from the words of wisdom poster or your annotations (or find a good one you haven’t written down yet).  As a comment to this post, explain why that quote is important to people today/the “real world.” You should have a paragraph at least to explain what the words of wisdom mean and why it is important for people today. You could possibly connect it to your real world connection from yesterday as well, if your group discussed this.

Monday, Jan. 4 Agenda

}Bell Ringer: suffixes (-ment, -ment, -ment, -cle)

}Types of Courage brainstorm with partner

◦Think of adding an adjective to courage to explain a certain way of being courageous…

}Courage Paragraph posted on english9mrsjohnson.blogspot.com

}Read tonight’s work when done with the paragraph(s) (or catch up if you didn’t finish through ch 17)

}Small group meeting: chapters 14-17, post its, discussion questions, add to focus points (courage, empathy, doing the right thing, coming of age, discrim., for sure)

}Discuss questions on the screen/the sheet I gave you with your group.  Everyone write down ideas about the theme(s)

}Homework: Read chapters 18-19, annotations, discussion question

Courage Paragraph

After we discuss 'types' of courage as a whole class, you will need to pick a type of courage and write about it in the book:

Paragraph Assignment:  Based on your focus point notes (or the poster), explain (in paragraph form) one of the different types of courage that exist in the world and how it has been shown in TKAM.  You need specific quotes (TEXTUAL EVIDENCE) from the novel to use while proving your point.  This should be at least a paragraph in length. I’d suggest the first paragraph should be explaining the type of courage in the world and the second should be that type in the book. (Typed as a comment on this post; write in paragraph format! TIQA!).