Tuesday, Jan. 31 Agenda

}Bell Ringer: Independent Clauses(in editing section)

}Collect SSR Letter

}Write new version of ending (one page minimum, first sentence or two textual evidence, your complete/full version of a new ending due tomorrow

}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?

}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

}Setting up Schoology and Discussion

◦With person next to you, discuss the perfectionism WN entry: come up with at least two solid pros and two cons, post these on Schoology

◦Then, talk through definitions you have (and details) for Character Traits, Character Motivation, and Dynamic Character

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

Monday, Jan. 30 Agenda

}Bell Ringer: Prefixes

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

◦Close Read due Wednesday

}Share Poems

}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

SSR LETTER DUE TOMORROW!!

Friday, Jan. 27 Agenda

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

}Short Stories: Focus #1: Plot and Sequencing

◦Short Story Words: finish group note sheet (print out if need to, should be in your Reader’s Notebook/Class Notes section)

}“Sound of Thunder” pg 34

◦Fill out plot chart while reading

◦–predict what will happen based on foreshadowing so far.  What do you think the sound of thunder is?

◦Finish reading and filling out plot chart on own (when done, turn it in to the folder in the green crate). If you don't finish in class, finish for Monday.

◦Read your book or work on your poem when you finish

–Final Version of poem (creatively put together –show who you are with how you ‘present’ the poem) due on Monday.

–Everyone will read (or I will read for you) at least five stanzas of the poem

–Use the rubric to make sure you have done the best you can

}

Thursday, Jan. 26 Agenda

}Bell Ringer: Binder division

}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 Monday

}Intro to Short Story Unit: Vocab

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

Wednesday, Jan. 25 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?

}SSR Letter How To

}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…”

}Terms for English

◦READER’S NOTEBOOK:  Define Inference, Explicit, Analysis/Analyze, Textual Evidence

Tuesday, Jan. 24 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 Tuesday)

◦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

Friday, Jan. 20 Agenda

}Bell Ringer: Word Part test

◦When you are done with the test, turn it in to the stool.

◦Then turn on your computer and start/finish your explanations as to how The Odyssey is an epic. 

◦Print out your paper if you need to (if your paper isn’t done, use your time). DOUBLE SPACED, 12 pt. font, and a HEADING on your final draft!!!

◦Take annotations out of book

}Collect Paper: rubric on top, then paper, work cited page the last (PAPER CLIP)

}Book turn in: make sure all annotations are out

}Binder collection

}Romeo and Juliet movie (if time)

Thursday, Jan. 19 Agenda

}Bell Ringer: Study Word parts (10 min)

}20 minutes working on Cyclops Poem

}Writer’s Workshop (40 minutes)   PAPER DUE TOMORROW!!!

◦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)

◦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.

}Cyclops Poem Reading (in the middle of writer’s workshop time) and review of epic characteristics in “The Cyclops” section

}Start Epic Characteristic Assessment

Wednesday, Jan. 18 Agenda

}Bell Ringer: Seven minute review for word part test (test Friday!!)

}While waiting for all to finish “The Cyclops,” work on finalizing your paper

}Reminders for paper: ◦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)

◦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.

}Cyclops Poetry Assignment

◦On a sheet of paper, you will work independently or with a partner to create a Cyclops poem –Using the story of “The Cyclops” as an inspiration, pick an event, character or idea and write a poem

–Lines –don’t have to have each line be a sentence, pick where your line breaks are

–Needs to be at least 10 lines

–Doesn’t have to rhyme, but can

–Structure- couplets, sonnet, acrostic, free verse, shape

◦You will be assessed on: demonstration of knowledge of the story, poetry techniques (line breaks), length of poem, effort put in, creativity

Tuesday, Jan. 17 Agenda

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

}Presenting Posters

}Writer’s Workshop Time

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

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

◦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.

}The Odyssey

◦Read The Cyclops pg 1112: notes on how it shows epic characteristics, specifically epic hero (read to 1116)

}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)

Monday, Jan. 16 Agenda

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

}Epic poster 20 min work time

}Start The Odyssey

◦Notes on Odyssey background

◦Read all italicized information on pages 1104-1112.  While reading take notice of how epic characteristics are shown, what happens in the plot

◦Read The Lotus Eaters section: take notes on how you see any epic characteristics, SPECIFICALLY heroic characteristics. When done, take out computer and work on revising/editing your paper

}All the time left can be used for the paper

◦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 (Friday) to help you determine the difference) -THIS HIGHLIGHTING IS DUE ON TUESDAY!!

◦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 (full rough draft should be done by tomorrow)

◦SELF-EDIT!!!!!

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

◦Works Cited page reminder

Friday, Jan. 13 Agenda

}Bell Ringer: List of roots; Study Word Parts: Test in a week!

}Epic Poster Creation (30 min)

}Writer’s Workshop

◦In-text citations and introductions; Intro rough draft done by beginning of block Monday

–Intro and Conclusion Reminders: Document shared with you

◦**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

◦BODY PARAGRAPHS SHOULD BE DONE!!! IF NOT, KEEP WORKING UNTIL THEY ARE.

◦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

}

Thursday, Jan. 12 Agenda

}Bell Ringer: Summary vs. Analysis

}Writer’s Workshop (40 min)

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

◦Intro notes (shared with you) –rough drafts of intro due Monday beginning of time and the body paras are due at the end of work time tomorrow (for me to read over the weekend)

}Epics: A long narrative poem recounting actions, travels, adventures, and heroic episodes (write definition on sheet in Reader’s Notebook)

◦On that same sheet, 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)

Wednesday, Jan. 11 Agenda

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

}“Responses to Mockingbird” Discussion and Writing

}Formulate your own written response (individual)

◦Overall Question: What is your response to the book and how is it supported by, or not supported by, the responses we’ve read?

◦Write at least a paragraph in response to this, using specific textual evidence from any of the responses we’ve read (any of the 6).

◦Look at the rubric before, during, and after writing.

}Staple rubric to paragraph and turn in to stool in front

}Get out your outline, making sure you have the thesis through the body paragraph portion complete

}Once that is done, fill in the intro and conclusion portions of your outline

}If your entire outline is complete, begin step four on the step by step document (topic sentences) –we will talk about this once all are done with the paragraph response with ANALYZED SUPPORT from the text

}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)! -topic sentences due tomorrow

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

◦Body paragraphs rough draft due Friday (end of work time)

Tuesday, Jan. 10 Agenda

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

}Outline Review: Outline is due end of block

◦Main Ideas

◦Textual Evidence to fit

}Work on paper

◦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

}Article 2 check

◦Discuss with partner both summary and response (check for all parts)

◦Turn in to me when done and read “Responses to Mockingbird” handout (close read for details to understand, respond and analyze) –DUE WED.

}Writer’s Workshop time (cont.)

◦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 end of block (beginning of tomorrow at latest)

◦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))

Monday, Jan. 9 Agenda

}Bell Ringer: roots

}Thesis question (form): Go to Schoology. Click on the link in the TKaM folder (last post); answer that question. Then read the answer to your end of book question

}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, any quote, life lesson, real world parallel, etc

◦What is a theme?

}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

}Homework

◦Thesis (rough draft) –checked in class

◦Article 2 Response

–One paragraph summary and one paragraph response (on own) with FANTASTIC TOPIC SENTENCES: author, article title, topic of article (for summary)

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

Friday, Jan. 6 Agenda

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

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

◦Post your individual overall story discussion question to Schoology

}Any social awareness presentations that are left…  

}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

}Online Discussion

◦Answer someone else’s question (at least a paragraph in length, try for a good topic sentence)

}Article 1 Summary:

◦Read and highlight for understanding and what is needed to summarize

◦One paragraph summary (topic, main idea, points of view (with textual evidence if desired)) –homework if not done

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