Tuesday, Feb.18 Agenda

• Bell Ringer: 10 minutes Independent Reading
• 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, relationships)
• First Draft Evaluation: Exemplary, Accomplished, Promising, Developing, Beginning
• Meet with me
• Revise from second/third if you have Comments from me and have figured out where to start with those comments 
• 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:
• Re-Title your draft: Name Editing Draft and make sure it is the one in the Classroom assignment (end of block)

Thursday, Feb. 13 Agenda

• Bell Ringer: Quill Activities: complete 1-2 activites then read your independent book
• Human Experience: Directions on Edublogs 
• Discussion and Posting a comment then a post
• Writer’s Workshop
• Revision focus (what did you write yesterday?)
• Have you addressed all requirements in story?
• If time, start fixing basic editing things too
• Rubric
• End of block: Upload draft to Turnitin (MAKE SURE TO CLICK CONFIRM!)
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Wednesday, Feb. 12 Agenda

• Bell Ringer: 10 minutes of reading
• Writer’s Workshop Time (35)
• Peer Question Flooding: 
• Read peer’s story, write all questions, comments, ideas on their draft. Read it looking for ways to help them revise
• You should have MANY things written on your peer’s story (ABSOLUTE MINIMUM =10)
• At the end of their story, write one thing you think they are doing well with and one area where you think they should focus their work
• Ideas: things you don’t understand, suggestions for clarity/detail/plot, things you like 
• When done, start working on revising your story (finishing if not done, planning on how to make this story the best you can) or read your independent book

Tuesday, Feb. 11 Agenda

• Bell Ringer: Writer’s Workshop Time: You need to have a COMPLETE draft finished after 35 minutes Wednesday
• 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)
• Reminders: 
• Can use something we’ve written already as a starting point
• Must have a story map/plot chart/plan before you begin drafting
• Stay consistent with POV –first, third limited, third omniscient
• Should have 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
• SHOWING NOT TELLING
• Finishing “Cask of Amontillado”
• Questions in Classroom

Monday, Feb. 10 Agenda

• Bell Ringer: Dialogue format mini-lesson (editing section)
• 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, end of class today
• Writer’s Workshop
• Story map: Get it checked ASAP
• **Drafting Time –Make a document in your English 9 folder in drive, first draft ready for class Wednesday (LATEST), {typed, double spaced}, Second draft due Thurs?
• 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)
• I will be checking in on your progress throughout class

Friday, Feb. 7 Agenda

Bell Ringer: Show Don’t Tell Quick Write: pick a picture from the link in Classroom then copy it and paste it into a document in Google Docs.  Begin to write a story where you SHOW the individual in it as a character, the setting, the action, etc.

• Share picture and some ideas with others in group

PoV, Setting, Mood notes

• Tone and Mood words 

“Cask of Amontillado” pg 344-348 (starting story)

• 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
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• Set up Turnitin (Feedback Studio)

• BLOCK 1 Class ID: 23692697  Enrollment: S2020eng91
• BLOCK 4 Class ID: 23692708  Enrollment: S2020eng94 
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Thursday, Feb. 6 Agenda

• Bell Ringer: House on Mango Street Discussion
• TIQA Notes: Craft Lesson Section
• Character Traits:
• Write a TIQA paragraph to answer this prompt:  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/phrases you would use to describe her and then analyze why you chose them.  Make sure you have at least one 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
• Show Don’t Tell Quick Write: in WN, pick a picture from the link in Classroom; tomorrow we will write

Wednesday, Feb. 5 Agenda

• Bell Ringer: Quill Diagnostic 
• New Endings: 
• You can only switch if you have a full page
• 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 Notes -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

Tuesday, Feb. 4 Agenda

• Bell Ringer: Group Change (sit in your seat but don’t take your stuff out yet)
• Independent Reading Time –goal meetings start tomorrow-be prepared with packet and thoughts about your book
• 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 (1.5 spaced), first sentence or two textual evidence, your version due tomorrow
• • Think of how you want to change or add on to the end of the story
  • As you plan, you want to find a place in the story to start.  The only requirement is that the butterfly must be stepped on and the future must change; other than that, you can change what you’d like.
  • The first sentence or two need to be textual evidence.  A few suggestions would be pg 45 ”Just ran off the Path, that’s all…” or pg 47 “Embedded in the mud, glistening green…” –Italicize (if typing) or Underline (if handwriting) your textual evidence
  • Your new end/changed story needs to be at least a page in length (if typing, set it to 12 font and 1.5 spaced)
• Due tomorrow: One Page New Ending SoT
• Read your independent book when done

Monday, Feb. 3 Agenda

• Bell Ringer: Go to your ACT Prep/Editing Section 
• “Sound of Thunder”
• Finish reading and filling out plot chart (when done, keep in Reader’s Notes’ Short Stories section 
• 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 your sheet of paper
• Collect Plot Chart
• Finish Presenting “I Am From” poems
• Create English Class Blog: Go to: Edublogs.org, follow directions shared with you in Drive