Monday, Feb. 29 Agenda

}Bell Ringer: Roots

}Universal Themes

}Narrative Lead suggestions

}Comment on Blog Post

}Writer’s Workshop:

◦Get story map checked (if didn’t Friday)

◦Begin/Continue writing your rough draft; consult your notes for details and remember the requirements we talked about Thursday!!

◦Read through the ideas on my most recent blog post

◦If you are looking for inspiration, look at some of the blogs of former freshmen

◦Narrative Leads: Discuss the beginning of your story with someone/have someone read what you have so far and give suggestions: what can they do to keep reader’s interest, what questions do you have (on theirs or yours), etc.

◦By the end of class today you should have 1/3 to HALF of your draft done (or more): HAVE HALF OR SO DONE BY THE TIME YOU GET TO CLASS TOMORROW!

◦Rough Draft due end of workshop time Tuesday or if not done, Wednesday, but I cannot promise work time on it on Wednesday

}If you need a break from writing, read your independent book or AoW (close read due Wednesday)!! 

Perspective Story

Post a comment to this post explaining in a few sentences the story you are starting (or continuing) to write today.

Who is it about?
Where does it take place?
What is the situation that is going on?
What are some aspects of the human experience that you will be showing in your plot/character/theme?
What Narrative Lead are you using/planning on using?

Friday, Feb. 26 Agenda

}Bell Ringer: Answer this question in your writer’s notebook: Whose perspective are you writing from, what issue/event?

◦Share with partner

}Look through your notes, create a list of the information that you have that you feel could be universal/common in other situations

}Collaboration time

}Writer’s Workshop

◦Finish any steps that you haven’t (research, notes, etc) (Notes on 9+ sources due TODAY!!)

◦Story Map or Plot Chart: you need a plan for your story that covers the main points of a short story (like we made for our last story) (DUE END OF BLOCK AT THE ABSOLUTE LATEST): digital or paper

–Your story must have exposition (setting, characters, internal and external conflict), rising actions, climax, falling actions, resolution, universal theme

◦Begin Rough Draft 

Thursday, Feb. 25 Agenda

}Bell Ringer: What do I still need?

}Get your computer, log on, think of the last question, “What am I missing?”:

◦Anything that helps answer “What is it like to be    in    dealing with   ?” –what aspect of the life of that person/group do you not know yet? Find answers!

}Research Writing Project guidelines**

}First Person Accounts

}Final class research time (+/- 45 min)

◦You need to have at least one video that you are using as a resource.  Look through the videos on BBC and Reuters before going to YouTube or just searching the web

◦Remember, you are going to become a person with this perspective, so get as much information as you can to help you write AS a/the person in the situation/event/issue

}Organize your notes, figuring out what event/situation/issue you are going to be writing about first –if you have thought about this, you can start making a story map (make a copy of the story map shared with you from the first story)

}In order to start writing your story tomorrow (which is where you need to be), you need to have notes on at least 9 sources!!

}SSR Letter due TOMORROW!!

**Research Writing Project Requirements:

}First Person –you ARE the person (I, me, my, we)

}Realistic Fiction –it is set in the area/situation you researched, based in REALITY

}Possible Approaches:

◦Memoir –autobiographical writing that shares narrator’s personal experience

◦Diary entries

◦Letters to someone

}Shows a specific day/series of days or event or issue

}Not overly filled with statistics (more like fiction, less like non fiction =SHOW don’t tell)

}Shows a universal theme/common issue of human experience through the thoughts, feelings, actions, plot that you put your narrator in/give your narrator

Wednesday, Feb. 24 Agenda

}Bell Ringer: Make sure you have headphones!!

}Turn on computer, pull up research document

}How to take notes from videos/pictures

}You should begin today with taking notes on at least one video/audio clip

}Individual Checks: bring computer with potential sources document open up to me when called

}Research Time:

◦Step one: finish finding potential sources (You should be done with this)

◦Step two: weed out your sources and start taking notes on articles (You should be done with at least 3+ articles)

◦Step three: Start taking notes on pictures/slide shows and videos

◦Step four: Finish taking notes on sources: aim for 9-12 sources with notes

}First Person Accounts Vs. Typical News Stories (Perspective Writing)

◦Facebook: Humans of New York (refugee perspectives)

}Homework: By tomorrow, have the notes for at least 3/4ths of your sources complete (to be safe, you could have all but one or two, but we’ll have about 45 minutes of time to finish notes tomorrow). Your end goal of sources should be around 9-12 quality, reliable sources with LOTS of notes on each to help you answer your research question and become a person in that place/situation).   Be prepared to share your findings with a group, finish your note taking, and start your writing

SSR Letter due Friday!

Tuesday, Feb. 23 Agenda

}Bell Ringer: Suffixes

}Rubric, final draft: paper clipped together in that order

}Take out computer, get onto your potential sources document.

}How to take notes from potential sources

◦Own words, copy and highlight, copy only important info

}Research Time:

◦Step one: finish finding potential sources

◦Step two: weed out your sources and start taking notes on articles

◦Step three: Start taking notes on pictures/slide shows and videos

}By the end of the block, you need to have a start on notes on at least three different articles with different information to help you understand your topic

◦Your goal is to have notes on more than just five (end goal 9-12) and to fully understand the group, situation and place that your question surrounds

}HWK: Reading for SSR letter. Make sure you are done with notes for at least five or six sources (or around half or more of the articles you have)

Monday, Feb. 22 Agenda

}Bell Ringer: Prefixes

}Final Writer’s Workshop Time (35 min)

◦What is the theme of your story? How to reinforce?

◦SPQ: directions on blog

◦How to revise for a final –first look through whole paper for anything that could have been marked dialogue, commas, sentence structure, etc., then think of your theme and other aspects of short stories

◦Questions on your short story

–Due Tuesday!

–Printed out when you walk in the door!

–MLA Format: look at sheet handed out

–12 pt font

–Readable font

–1.5 spaced at least

–SPQ and Rubric with the final copy

}Research Time

◦Today I need to see:

–Topic written out in sentence/question form (what guides your research) What is it like to be        in    dealing with   ?

–At least 7 key terms/words/phrases you will use for researching

–Around 15 (the more you have the better) articles. Tomorrow we will begin taking notes the articles (unless you get to 15 by the end of class, then talk to me)

SPQ Directions

If you have gotten to a point where you feel you have self-revised and self-edited enough that you have a quality third or fourth draft, find a partner and follow these directions:

SPQ Directions:

}SPQ Groups/Pairs:

}You need a sheet of paper with your name on the top and then the letters S, P, and Q with space next to them for your editor to write comments while reading

–Summarize what the story is about (also identify the conflict, climax)

–Point to sections that worked well –quote the phrases or thoughts (textual evidence)

–Question anything you didn’t understand; what things does it seem like they are missing? Anything you want to say to the author goes here (questions, comments, critiques)

◦If you were given a paper copy and are sure of a mistake, make a correction on the story itself.  If it’s on Google docs, write your suggestion on the SPQ sheet

◦When you get your SPQ sheet back, read it and start making changes (deleting things that don’t work is NEVER a bad thing when working on second, third, fourth, or higher drafts)

Thursday, Feb. 18 Agenda

}Bell Ringer: Comma Reminders

}Rubric

}Workshop Time

◦Revising  and Editing to next draft

◦Yellow= Something in Editing Section (Dialogue, fragment, verb tense), Comma Issues

◦Pink= Fluency, Sentence Structure (general), Other Basic Convention Issues

◦Six Errors Highlighted: if you want me to keep going, mark where I left off, and then ask me if I have a chance to continue reading for editing issues

◦If your paper is ‘done’ in your mind, have someone else read it, print it out, read it out loud quietly to self (check for fluency), self-edit, etc.

◦Work on: revise/edit/peer edit, work on draft, etc

}Research Time

◦Today I need to see:

–Topic written out in sentence/question form (what guides your research) What is it like to be        in    dealing with   ?

–Research Document started (question on document)

AoW Reflection Due!

AoW Small Group Discussion

With your group of four, begin by discussing any questions that you had on the article.  Try to help each other answer, or at least talk about, the different questions that come up.  Next, talk about any connections anyone made.  Once you've gone through those, talk of any deeper insights that people wrote down.  make sure to add comments, if necessary, to your draft to help you write your response (which is due tomorrow since we don't have school on Friday).

Before your group is done, you need to post (as a comment to this post) these things:

• At least one unanswered question you'd like the large group to talk about
• One connection that a group member made to the article
• At least three deeper insights or points made during your discussion.  

Make sure you put your group members' names on the top of the comment.

Tuesday, Feb. 16 Agenda

}Bell Ringer: Dialogue format mini-lesson (editing section)

}Human Experience: how does/will your story show the human experience? Be specific as to how.

◦It needs to be written in a sentence or two on the top of the document that you shared with me (draft)

}Writer’s Workshop Time

◦Work Time Choices:

–Finish first draft

–Answer: How does your story demonstrate/reflect the human experience? What aspects? In what way?

–Meet with me (if your draft has comments on it, and you have written how it demonstrates the human experience)

–Revise from first draft to second if you have Comments from me and have met with me

–Revising: working to make the ideas of your story stronger, adding more showing/details, removing parts that don’t work, adding more character detail, move ideas and sentences around, substitute words (stronger descriptions, details, etc)

}In your writer’s notebook: Is it (your story’s human experience and the details in general of your story (the characters, the plot, etc.) an American experience or an international experience/ universal? What makes you say this?

}Intro to International Human Experience Research

}Hwk: AoW Close Read due tomorrow

Monday, Feb. 15 Agenda

}Bell Ringer: Library Review

}Dependent Clauses -notes in editing section

}AoW: close read due Wed.

}Writer’s Workshop Time:

◦–first draft needed by end of class (today for EC, tomorrow) (shared with me), typed, double spaced

}You must share your draft with me on Google Docs or email it to me

◦I will be checking in on your progress throughout class

}If you do need a break, read your book rather than cause a distraction (also, don’t go to sites other than those being used for music or research for your story)

Friday, Feb. 12 Agenda

}Bell Ringer: Theme of “The Sniper” Discussion: collect TIQA paragraph after discussion

}**Mrs. J theme: War causes people to do things they think are right but that they regret in the end: “cold gleam of the fanatic” “the lust of battle died in him” “bitten by remorse”

}Writer’s Workshop

}Your short story: story map/plot chart outline

◦Get it checked before beginning First Draft (Map due by the end of the block)

}POV –first, third limited, third omniscient

}Dialogue –make it sound natural

}Starting out the story –make sure you have all aspects you need to have when you write: this means you need all of the ideas we’ve looked at while reading short stories this year

}**Drafting Time –first draft needed by Tuesday, end of work time (if done Monday end of time = Extra Credit) {Shared with me, typed, double spaced }, Second draft due Wednesday

}You must share your draft with me on Google Docs or email it to me

◦I will be checking in on your progress throughout class

}If you do need a break, read your book rather than cause a distraction (also, don’t go to sites other than those being used for music or research for your story)

Thursday, Feb. 11 Agenda

}Bell Ringer: Verb Tense

}Definition of Theme (universal and how developed too), pg 402 –notes in glossary (T page), definition of Symbol on S page

}Theme: https://www.pinterest.com/pin/528258231270331821/

}“The Sniper”

◦What is the theme of this story? While reading, close read the story for details that show theme.  Write a TIQA paragraph where you explain what the theme is and the textual evidence that builds that theme. –due tomorrow

}SSR Letter due tomorrow

}Writing your own Short Story (think about ideas tonight, if you have a chance)

◦Story map/Plot chart due tomorrow half way through work time

Wednesday, Feb. 10 Agenda

}Bell Ringer: Illustration Discussion and Self-Evaluation

◦Rate your ‘showing’ on a scale of 1-10 (10 being best).  Did you give enough detail in your writing to assist your reader in seeing exactly what you wanted them to see?  Explain after your numerical rating what you did well with and what could be improved

}Discussion of terms from Tues (PoV, Setting, Mood)

}“Cask of Amontillado” pg 344

◦While reading, take notes in reader’s notebook of details that identify and describe setting and mood (sensory details, repetition, descriptions)

◦**Read “Behind the Cask”

**Questions “What is the mood and what 2-3 details of setting most help establish that mood?” 

}Question 8: Consider whether Montresor is a reliable or unreliable narrator. Is the reader to believe, as Montresor does, that his revenge is justified? Is Montresor more sane or crazy? Give details from the story to support your opinion.

}Question 10: Poe often drew inspiration for his tales of horror from the real world.  Compare the details of “The Story Behind ‘The Cask of Amontillado’” with the story of Montresor and Fortunato. How similar are these accounts? Be specific and detailed in your explanation.

◦Turn sheet in to folder and read your book (SSR letter due Fri)

◦https://www.pinterest.com/pin/528258231266349049/

}Check your WN for entries: WN check tomorrow or Friday

}SSR Letter Due Friday

Tuesday, Feb. 9 Agenda

}Bell Ringer: In Glossary section: point of view (pg 186), Setting, and Mood (pg 302 and 304 in Lit Book): takes notes based on what you read and what you feel is important to get an understanding of these terms.

◦What are the types of Point of View? What are the specifics of each?

◦What is setting?

◦How does setting influence: characters, conflicts and symbolism?

◦What is mood?

◦Keep the book under desk when done and read your book while you wait

}In writer’s notebook: How have the two stories we’ve read so far shown the human experience? USE TEXTUAL EVIDENCE TO ANSWER QUESTION (TIQA paragraph[s])

◦Character Description check as you write, read your book if and when you finish

}Character Description Illustration -draw what you see as you read your peer's story -DUE WED.

}In Writer’s Notebook: Is revenge ever justified? Is revenge necessary at times to right a wrong? Can acts of revenge resolve conflicts? If you think no, write why people still commit acts of revenge.  If you think yes, explain how or why. -DUE WED

Monday, Feb. 9 Agenda

}Bell Ringer: Take out T-chart you filled out while reading and note sheet from craft lesson section

}TIQA Paragraph Notes

}Dynamic Character: go to the end of “Pancakes,” question 5

}Don’t make a new chart, refer to the chart made while reading.  Instead write a TIQA paragraph to show that Jill either is or is not a dynamic char. Make sure you have a piece of textual evidence to support your claim (the Q portion of TIQA)

}Read own book if finish before we switch activities (at any point in the day)

}Collect “Pancakes” work (including dynamic character TIQA para) in first block folder

}Precise adjectives- word choice

◦Show Don’t Tell –notes in the craft lesson section

◦Share Show don’t Tell writing with partner

}Character description in Writer’s Notebook

◦Start a story where you show a character (like the beginning of “Pancakes”) through the traits we talked about in the glossary section as well as the idea of Show Don’t Tell.

◦Put the character into a situation (action) and SHOW them

◦Minimum 2 longer paragraphs by Tuesday! (could need more to fully show character)

Friday, Feb. 5 Agenda

}Bell Ringer: Roots (dic, spec, man)

}Perfectionism Discussion

◦What are the pros and cons of having everything perfect in order to be happy (perfectionism)? Is striving for perfection ever helpful or necessary? When would it be difficult to be a perfectionist?

}“Pancakes” in Lit book pg 194

◦T-chart on character traits and what we infer from them

Character traits explicitly stated in story on the left, what we can infer about the character from the traits on the right

◦While reading, notes in Reader’s Notebook (traits and inferences)

◦Question 3  (pg. 203) and “what is the climax?”

◦If you finish before we move on, read your choice book

Thursday, Feb. 4 Agenda

}Bell Ringer: ACT Prep Section (slide 1)

}Review of Compound and Simple Sent.

}New Endings: grab two different color writing utensils

◦Read partner’s story and highlight or underline any simple sentences (independent clause as own sentence) in one color and compound sentences in the other

}AoW Discussion and Reflection How-To: REFLECTION DUE TOMORROW!!!

Tuesday, Feb. 2 Agenda

}Bell Ringer: Compound Sentences

}Another author’s version - Did this version make the changes you would have?

◦What source details?

◦How interpreted/transformed?

}Discuss the new version

}Write new version of ending (one page minimum, first sentence or two textual evidence, your complete/full version of a new ending due tomorrow, at least a paragraph due by: 12:50 )

}Add to your glossary section:

◦Character Traits and Character Motivation: Definitions and details from pgs 188 and 190 (both on C page)

◦Definition of Dynamic Character (D page) from maroon glossary

}In writer’s notebook: Perfectionism: What are the pros and cons of having everything perfect in order to be happy (perfectionism)? Is striving for perfection ever helpful or necessary? When would it be difficult to be a perfectionist?

}Things due tomorrow: One Page New Ending SoT; Close Read of AoW (comments most important part)