Friday, Sept. 30 Agenda

}Bell Ringer: 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? Are there aspects that are primarily American? Are there aspects that apply to all humans?

}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

Final Draft of Stories due TUESDAY!  We'll have 40 minutes of workshop time on Monday, but work on it over the weekend a bit!

Thursday, Sept. 29 Agenda

}Bell Ringer: Dependent Clauses/Fragments

}Writer’s Workshop

◦What my comments mean

–Dialogue (natural), Show don’t Tell/more showing, development of aspects of a short story (exposition, rising actions, climax, falling actions, resolution), character details (backstory)

–First Draft Evaluation: Exemplary, Accomplished, Promising, Developing, Beginning

}Writer’s Workshop

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

–Revise from first draft to second if you have Comments from me and have met with me (or second to third if you self-revise a bit more)

–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)

}Editing Draft due end of class today

}Re-Title your draft: Name Editing Draft

}Final Draft due Tuesday: we’ll have some workshop time tomorrow and Monday

}Read your book if you have time left

Fragment Quiz

Go to this link and take the fragment quiz.

Wednesday, Sept. 28 Agenda

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

}Writer’s Workshop Time

◦Work Time Choices:

–Finish first draft: DUE TODAY.  If you aren't done, KEEP WORKING ON IT UNTIL YOU FINISH IT!!

–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)

}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 as a comment on the top of the document that you shared with me (draft)

Tuesday, Sept. 27 Agenda

}Bell Ringer: Verb Tense Continued

}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 finish the draft by the end of the block, add the word ‘complete’ to the title and I will read it tonight

}Theme of “The Sniper” discussion

}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)

Monday, Sept. 26 Agenda

}Bell Ringer: Verb Tense

}AoW: close read due Wed.

}Writing your own Short Story

}Your short story: story map/plot chart outline

◦Get it checked before beginning First Draft –bring it to me as soon as you are done

◦Story map/Plot chart due, at the latest, tomorrow at the start of class

}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 Wednesday, end of work time (if done tomorrow, end of time = Extra Credit {Shared with me, typed, double spaced }, Second draft due Thursday

}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)

}Theme of “The Sniper” Discussion (tomorrow)

Friday, Sept. 23 Agenda

}Bell Ringer: Get a lit book and your “Cask of Amontillado” sheet

}Finish “Cask of Amontillado” Questions (previous slide)

   Peer Check of Answers

   If you chose to fix any answers, make sure you turn them in on Monday!

}Definition of Theme (universal and how developed too), and definition of Symbol (pg 402) –notes in Short Story terms area of Reader’s Notebook

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

◦Post your group’s info to the blog (previous post)

}“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 Monday

}SSR Letter due

Pixar Themes

Post your group's movie, theme, and three details that demonstrate and develop the theme.

Thursday, Sept. 22 Agenda

}Bell Ringer: Turn in Human Experience Paragraph to folder in green crate

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

}Revenge Discussion

}“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)

◦}**Question based on active reading: “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.

Answers to questions due tomorrow!

SSR LETTER DUE TOMORROW AS WELL

Wednesday, Sept. 21 Agenda

}Bell Ringer: Character Description Illustration

}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

◦3 hole punch the illustration and put both that and your description in the WN section

}Human Experience TIQA 

}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])

◦“Sound of Thunder” p 34 and “Pancakes” p 194

}Human Experience: What it is like to be a specific person at a specific time in a specific place.

◦The details and specifics that go into the overall experience of being a human

◦Emotions, events, beliefs, behaviors, thoughts, etc.

}Step One: Brainstorm and choose point/idea/topic

}Step Two: One paragraph or Two

}Step Three: Find Textual Evidence

}Step Four: Write the TIQA paragraphs

   due tomorrow 

}SSR Letter Due Friday

Tuesday, Sept. 20 Agenda

}Bell Ringer: ACT Prep Section (slide 1)

}Collect “Pancakes” work (including dynamic character TIQA para) in folder in front of green crate

}Precise adjectives- word choice

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

◦Share Show don’t Tell writing with partner

}Show Don’t Tell Character Traits 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 Wednesday! (could need more to fully show character, but NOT A FULL STORY NEEDED)

}In Glossary section: point of view (pg 186), Setting, and Mood (pg 302 and 304 in Lit Book)

◦Details on Next Slide

}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. –homework if not done 

Remember, there is an SSR letter due on Friday, so make sure you are reading!

Friday, Sept. 16 Agenda

}Bell Ringer: Take out T-chart you filled out while reading

}Finish “Pancakes”

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

◦Question 3  and “what is the climax?”

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

}TIQA 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)

Thursday, Sept. 15 Agenda

}Bell Ringer: Take out your AoW close read

}AoW Discussion and Reflection How-To

◦https://www.washingtonpost.com/posteverything/wp/2016/08/30/insulting-colin-kaepernick-says-more-about-our-patriotism-than-his/?utm_term=.7d1091db9a45

REFLECTION DUE TOMORROW!!!!!!

}“Pancakes” in Lit book: story #2 focus: Character Development

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

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

Article for AoW Discussion

◦https://www.washingtonpost.com/posteverything/wp/2016/08/30/insulting-colin-kaepernick-says-more-about-our-patriotism-than-his/?utm_term=.7d1091db9a45 

Tuesday, Sept. 13 Agenda

}Bell Ringer: Roots 

}New Endings: grab two different color writing utensils

◦Take out notes on independent clauses and exchange your new ending with the person next to you.

◦Read partner’s story.  While reading, identify at least five independent clauses and circle the subject/noun of each clause in one color and the predicate/verb of the clause in the other

}Finish sharing poems

}In Reader’s Notebook/Class Notes section:

◦Character Traits and Character Motivation: Definitions and details from pgs 188 and 190

◦Definition of Dynamic Character 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?

Monday, Sept. 12 Agenda

}Bell Ringer: Independent Clauses(in editing section)

}How to: AoW: What it is and how to do a close read (definition in RN)

◦Close Read due Wednesday

}Discuss with your neighbor your ideas about “Sound of Thunder” esp. the end: What could the end mean? (safety off, sound of thunder) How else could it have ended?

}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)

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

Link for Sound of Thunder

Friday, Sept. 9 Agenda

}Bell Ringer: Prefixes

}Collect SSR Letter

}“Sound of Thunder” pg 34

◦Fill out plot chart while reading

◦Finish reading and filling out plot chart on own (when done, turn it in to the 4th block folder in the green crate). 

◦Read your book when you finish

}Share Poems

Thursday, Sept. 8 Agenda

}Bell Ringer: What is “the human experience”? Brainstorm in Reader’s Notebook/Class Notes

}Add to RN.  Define Inference, Explicit, Analysis/Analyze, Textual Evidence

}Intro first unit: Short Stories

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

}Short Stories: Focus #1: Plot and Sequencing

}Short Story Words: peer sharing

}“Sound of Thunder” pg 34

◦Fill out plot chart while reading and after reading –predict what will happen based on foreshadowing so far.  What do you think the sound of thunder is?

◦

Wednesday, Sept. 7 Agenda

}Bell Ringer: Go to Reader’s Notebook Section: SSR Letter how-to and questions

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

}Word Choice and Sensory Images

◦Notes in the Craft Lesson section

◦Writing the Senses activity in WN

}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

•At least five stanzas of all poems will be read aloud Friday

Tuesday, Sept. 6 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?

}Integrating Ideas Pre-test –when done, turn it in to the fourth block folder in the green crate on the table and read your book or find a book if you don’t have one!!!

}I Am From Poem

oExample

oPutting your info into poem format

oWriter’s Workshop (check brainstorming)

oWork time

oWrite your first draft: due tomorrow

oMinimum of five stanzas that are at least 3 lines long; each stanza starts with “I am from…”

Friday, Sept. 2 Agenda

•Bell Ringer: What are your worries of this semester/English? What are things you are confident about?

üWrite in paragraph format on a piece paper for the entire time you are given (about 7 minutes)

üWe may share after the 7 minutes

•Expectations and Procedures- English Binder Set Up (start)

  }Index as first page

◦Prefix/Suffix/Roots (10-15)

◦Craft Lessons  (8)

◦ACT Prep/Editing (8) 

◦Writer’s Notebook  (split the rest of the paper between writer’s and reader’s) 

–Journal, Quick Writes, Drafts, Free Writes, Brainstorming, etc…

◦Reader’s Notebook/Class Notes 

•Put writing from earlier into writer’s notebook section

Syllabus

•Bring the bottom part signed ASAP! DUE Next Friday!

•Library- 10 min- You NEED a book by Tuesday! (at the latest) If you have a book, read for a bit

•Brainstorming about self…

•In your editing section, answer this question: What should we all know and do while writing? Sentence or list format: brainstorm as many ideas as possible with person next to you.

•with group create list