Thursday, Feb. 28 Agenda

}Bell Ringer: Research Writing Project guidelines

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

}Final class research time (+/- 35 min)

◦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!

◦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 –BUT now that you are thinking of what you may be missing about this perspective, you can search the wider web, but make sure your sources are CREDIBLE

◦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

}In order to start writing your story Monday (which is where you need to be), you need to have notes on at least (minimum) 9 sources (Aim for 12 or even more with images and such)!!

Wednesday, Feb. 27 Agenda

}Bell Ringer: Make sure you have headphones!!

}How to take notes from videos/pictures

◦You should take notes on at least one video/audio clip (label for me so when I check notes, I can see which are video, which are article)

}By end of block, have the notes for at least 3/4ths of your sources done. 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 finish your note taking and share your findings with a group tomorrow and start your writing on Friday

}Start to organize your notes, figuring out what event/situation/issue you could work into a short work of realistic fiction.  Highlight details of your notes that you feel you want to use

}Independent Reading Time

Tuesday, Feb. 26 Agenda

}Bell Ringer: Suffixes

}You need to have at a minimum 15 potential sources

}How to take notes from potential sources

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

}Turn on computer, pull up research document (it should be in classroom)

}Research Time:

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

◦Step two: weed out your sources and start taking notes on articles (You should be done with at least 3 articles or more by the middle of tomorrow’s class)

◦Step three: Find more videos/continue taking notes on pictures/slide shows and videos

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

Monday, Feb. 25 Agenda

}Bell Ringer: Collect Final Draft of Short Story

◦Print off, back to back (make sure it is in MLA like we talked about Fri.), paperclip with rubric on top

}Sniper TIQA

◦Write a TIQA paragraph where you explain what the theme is and the textual evidence that builds that theme. –due after 20 minutes

}Intro to International Human Experience Research

}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)

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

◦Step one: finding potential sources

–Around 15 (the more you have the better) articles and videos (I will be checking this today) –at least 3 videos

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

◦Step three: Start taking notes on pictures/slide shows and videos (will talk about tomorrow)

Friday, Feb. 22 Agenda

}Bell Ringer: Reading Independent book

Theme notes (short story section)

}“The Sniper”

◦What is the theme of this story? While reading, close read the story for details that show theme.  -Write the theme (BIG IDEA + MESSAGE) on the story and make sure you have some details to show it through the story

}Writer’s Workshop Time

◦What is the theme? How to reinforce?

◦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

–Due Monday!

–MLA Format: look at sheet handed out

–12 pt font

–Readable font

–1.5 spaced at least

–Rubric with the final copy

◦Look at peer revision answers

◦Use rubric to help revise and edit to the BEST PIECE OF WRITING YOU’VE Ever DONE

}Human Experience Form –click to it from classroom

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

◦Is 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?

◦Work on your story when you’ve submitted the form

}HWK: Revise and edit short story, final due Monday (today is last day of class time). 

Thursday, Feb. 21 Agenda

}Bell Ringer: (new seats –sheet on stool)

}Roots

}Human Experience TIQA

}Definition of Theme–notes in Short Story section of Reader’s Notebook 

◦universal theme handout

◦Also Dynamic Character

}Workshop Time

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

◦Revising  and Editing to next draft –I have NOT marked everything that can be worked on in your draft, some things you will have to look for and fix based on other things that were commented earlier

◦Yellow= Something in Editing Section (Dialogue, fragment, verb tense), Comma Issues –from sheet; Sentence Structure

◦Pink= Fluency, Other Basic Convention Issues

◦Six Errors Highlighted: if you want me to keep going, ask me (through email) if I have a chance to continue reading for editing issues (mark where I left off the first time)

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

◦Rubric

◦Upload ‘new’ draft to Peer Revision option in Turnitin –peer revision due end of Fri.

Tuesday, Feb. 19 Agenda

}Bell Ringer: Grammar/Sentence Structure/Punctuation Reminders: Go to ACT Prep/Editing Section

}Writer’s Workshop Time

◦Work on making your story the best thing you’ve ever written

◦Editing draft: I have marked six errors on your draft.  Read the comments with those highlights to find what issue you are having and then look through your draft, fixing similar issues

–Revising  and Editing to next draft –I have NOT marked everything that can be worked on in your draft, some things you will have to look for and fix based on other things that were commented earlier

–Yellow= Something in Editing Section (Dialogue, fragment, verb tense), Comma Issues –from sheet; Sentence Structure

–Pink= Fluency, Other Basic Convention Issues

◦Peer Edit option tomorrow (have a ‘new’ draft ready: make sure you are working on both editing and revising)

Human Experience:

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

◦“Sound of Thunder”, “House on Mango Street”, and “Cask of Amontillado”

}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 (must be about 2 of the three (or all three)) 

Monday, Feb. 18 Agenda

}Bell Ringer: 10 minutes of reading

}Peer Question Flooding: print out a copy of your story (back to back printing) and upload the draft to Turnitin if you haven’t

◦Read peer’s story, write all questions, comments, ideas on their draft. Read it looking for ways to help them revise

–When done, start working on revising your story (finishing if not done, reading my comments, planning on how to make this story the best you can)

}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

–Meet with me

–Revise from first draft to second if you have Comments from me and have figured out where to start with those comments (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)

–Final Draft due : we’ll have some workshop time the next few days

}Editing Draft due 8pm tonight

}Re-Title your draft: Name Editing Draft 

Friday, Feb. 15 Agenda

}Bell Ringer: Take out “Cask of Amontillado”

◦Finish reading: some together, end alone

–When you are done reading and annotating, either read your own book or work on your first draft.  Make sure you know what happens to Fortunato in the end.  Keep the story out so we can answer questions when all are done

◦Tone and Mood note sheet (put in Writer’s Craft Section when done)**Question based on active reading: “What is the mood and what 2 details of setting most help establish that mood?”

◦**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 one detail from the story to support your opinion.

◦https://www.pinterest.com/pin/528258231266349049/ ; https://www.facebook.com/UNDCFLibrary/photos/a.154190201377609/1390798501050100/?type=3&theater

}Writer’s Workshop Time: You need to have a draft uploaded to Turnitin by 10pm Friday AT THE LATEST!!

◦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. 14 Agenda

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

}Tone and Mood words (put in writer’s craft lesson section)

}“Cask of Amontillado” pg 344

◦While reading, take notes on text of details that identify and describe setting and mood (sensory details, repetition, descriptions)

◦Annotate as needed to help understand story as well

}Writer’s Workshop

◦Story map: Get it checked ASAP

}**Drafting Time –Share document with me NOW, first draft submitted to Turnitin by Friday at 10pm (LATEST), {typed, double spaced}, Second draft due ?

}You must share your draft with me on Google Docs

◦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)

Wednesday, Feb. 13 Agenda

}Bell Ringer: TIQA Notes: Third Block

}Character Traits:

}Write a TIQA paragraph to answer this question:  Look at the character details and inferences you made while reading.  Based on these, what conclusions can you draw about this character.  In other words, pick at least one, if not two, adjectives you would use to describe her and then analyze why you chose them.  Make sure you have a piece of textual evidence to support your claim (the Q portion of TIQA)

}10 Minutes Reading

}Precise adjectives- word choice

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

}PoV, Setting, Mood notes

}Writing your own Short Story

}Your short story: story map/plot chart outline (in classroom)

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

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

}**Drafting Time –Share document with me NOW, first draft submitted to Turnitin by Friday at 6pm (LATEST), {typed, double spaced}, Second draft due ?

Monday, Feb. 11 Agenda

}Bell Ringer: ACT Prep/Editing Section (slide 1): have a piece of paper in this section out and ready to go when the bell rings

}New Endings:

◦You can only switch if you have a completed new end

◦Read through, answer three questions at the end of their story

–1) What was your favorite phrase/sentence/image? Why?

–2) What could they have done to make their writing stronger?

–3) What was the biggest similarity OR difference between their story and yours?

–Make sure your name is by your answers.  Hand it back to them and read your book

}Short Story #2 Focus: Character

◦In Reader’s Notebook -Short Story section: Character Guided Notes

}Excerpts from House on Mango Street

◦Highlight character details, annotate what inferences you make; read your book while we wait for all to finish reading

Friday, Feb. 8 Agenda

FIRST BLOCK:

}Bell Ringer: Blog Creation

Independent Reading (Meetings)

}TIQA Notes –Writer’s Craft Section

THIRD BLOCK:

}Bell Ringer: Independent Reading Time

}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 due tomorrow

◦Due Monday: One Page New Ending SoT

–Read your independent book when done

Thursday, Feb. 7 Agenda (FIRST BLOCK ONLY)

}Bell Ringer: Independent Reading Time

}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 due tomorrow

◦Due Tomorrow: One Page New Ending SoT

–Read your independent book when done

Wednesday, Feb. 6 Agenda

}Bell Ringer: Independent Reading Time –goal meetings with those I haven’t talked to yet

}I Am From Poems (those not presented last week)

}Turnitin Signup

◦BLOCK 1 Class ID: 20354969 Enrollment: S2019eng91

◦BLOCK 3 Class ID: 20355738 Enrollment: S2019eng93

}Schoology Signup

◦Block 1:  HZ97D-W3ZMZ

◦Block 3: 3NSKF-2QQ48

}Blog Creation

◦Go to: Edublogs.org

◦follow directions shared with you in Classroom

FIRST BLOCK: Maps testing this morning.  Make sure you have your computer and book.  When you finish the test, make sure you have finished signing up for and bookmarking Turnitin and Schoology, then read your book.  If all finish testing, we will talk through making a blog.  If you want to give it a go on your own, the directions are shared with you through Google Classroom.

}

Tuesday, February 5 Agenda

}Bell Ringer: Go to your ACT Prep/Editing Section (independent clauses)

}“Sound of Thunder”

◦Finish reading and filling out plot chart (when done, keep in Reader’s Notebook section(short stories)

◦Read your book when done

}Independent Reading: 10 min

}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?

◦Write all of your ideas from brainstorming on the story (last page)

◦Collect Plot Chart

}Set up Turnitin (Feedback Studio)

◦BLOCK 1 Class ID: 20354969 Enrollment: S2019eng91

◦BLOCK 3 Class ID: 20355738 Enrollment: S2019eng93

}Setting up Schoology: Access Codes:

◦Block 1:  HZ97D-W3ZMZ

◦Block 3: 3NSKF-2QQ48

Friday, Feb. 1 Agenda

}Bell Ringer: Roots  

}Present “I Am From” poems (other half)

}Independent Reading: 10 min

}Short Stories: Focus #1: Plot and Sequencing

◦Finish Terms from Mon.

}“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?