1. Intro to THE ODYSSEY - one of the oldest stories ever
The events of THE ODYSSEY take place after THE ILIAD (the Trojan War)
The character of Odysseus (Greek) is also known as Ulysses (Roman...the Romans always ripped off the Greeks)
ODYSSEY- what is it?
QUIZ on "The Ciconians & Lotus-Eaters"
What are the events, emotions, thoughts, and actions that MOST humans will experience during their lifetimes? (as a group of four or five, create ONE GoogleDoc. Share with mfc3067 at the end of the period.)
2. Please read/evaluate one or two classmates' stories.
Your first reading homework isn't until the night of the 28th, but this will allow you to get ahead (if you finish PSSA Science testing early.)
Your name is on your book/packet; don't lose it.
2. Review HW - pages 205 & 209
3. Take VERB test - pages 153,155, 215, and 219
Follow directions explicitly
Upon completion of the test, place it in your class's folder and...
Pick up a story evaluation from the board or table and continue reading/critiquing other authors' stories.
4. STORY READING
Overall, very good job. You're taking it seriously and your comments should be helpful to the 'authors' when they receive their evaluation forms.
Please select stories from that have fewer evaluations.
Remember to score it 1 - 4.
4 = A
3 = B
2 = C
1 = F
Finish story reading today...or...one more class period?
4/22/15 & 4/23/15
1. Complete and submit To Kill a Mockingbird questions.(worth 30 points)
2. Grammar p. 205 & p. 209
Predicate Adjectives and Predicate Nominatives (come AFTER linking verbs...as taught on grammar pages 124 through 133)
The P.A. 'describes' the subject: "The red ball looks bouncy." (The P.A. is bouncy.)
The P.N. 'is' the subject: "That amazing red ball became my most precious possession." (The P.N. is possession.)
Irregular verb forms. (You should review pages 97 & 98.)
PRESENT: The cat drinks milk.
PAST: The cat drank a bowl of milk.
PAST PARTICIPLE: The cat hasdrunk a gallon of milk this month.
3. STORY READINGS and EVALUATIONS
Place your story title at the top
For each story, write a written evaluation of it and assign it a 'grade' from 1 - 4.
You may listen to music as you read.
Besides your score, write THOUGHTFUL, HELPFUL comments:
Helpful but harsh comment:"The story jumped around a lot. You should've divided it with chapters. That would've made it more clear. The story was boring to me because they just moved & Mike got into the car accident & it was just kind of a stupid conflict. It ended abruptly too."
Helpful comment:"The plot was pretty good and I liked the storyline. When Kelly passes out is really random. I just think you could have built up that moment. Also I would like to know what the heart problem was. There were very few grammar mistakes, but you used the same sentence structure throughout most of the story. You also kept shifting between third person and second person. The story did interest me though."
Unhelpful comment:"I got lost."
Unhelpful generic comment: "It was a good story. There are some grammar errors."
Nonsensical comment:"Overall a good story but good of been better if you had more time."
Helpful comment that relates to what OTHER people have said:"Idk what other people are saying, 'It's confusing.' Well, not to me. I liked it. Sure, a few times there were grammar mistakes, but common ones, it's not like it's being published. And I liked the repetitive-ness...if that that's a word. :)"
HW - Study for Friday's grammar test.
4/20/15 & 4/21/15
8-5, 8-6, and 8-8: To Kill a Mockingbird: Discuss question #5 / Film finale and answer #6
Grammar p. 203 review
4/17/15
8-5, 8-6, and 8-8: To Kill a Mockingbird - Part III / Complete question #5
8-1 and 8-0: To Kill a Mockingbird: Discuss question #5 / Film finale and answer #6
Grammar p. 203 review
4/16/15 - PSSA ELA testing (day 3)
8-1: To Kill a Mockingbird - Part III / Complete question #5 8-0: To Kill a Mockingbird - Part III / Complete question #5
4/15/15 - PSSA ELA testing (day 2)
8-8: To Kill a Mockingbird - Part II / Complete question #4 8-5: To Kill a Mockingbird - Part II / Complete question #4
4/14/15 - PSSA ELA testing (day 2)
8-0: To Kill a Mockingbird - Part II / Complete question #4 8-6: To Kill a Mockingbird - Part II / Complete question #4
4/13/15 - PSSA ELA testing (day 1)
8-5: To Kill a Mockingbird - pre-movie question #1 / Part I of the film / Complete questions #2 & #3 8-1: To Kill a Mockingbird - Part II / Complete question #4
4/10/15 - PSSA Assembly (period 1)
1. Check HW p. 199 and p. 203 (Go over p. 199. Page 203 on Monday)
2. To Kill a Mockingbird
Film questions worth 30 points (that means 5 pts. per question)
Attach another sheet if you are very thorough (or write extra big).
Complete question #1 pre-movie
HW
Stories are due Monday
Complete questions #2 and #3
4/9/15
1. Review INDIRECT OBJECT homework. (p. 195)
2. See yesterday's (4/8/15) agenda
As requested, one more writing day, meaning TODAY is the last day to work in class on your stories.
If you are completed, help other students by commenting on their stories.
Complete bonus writing opportunities.
Final stories due Monday, April 13th.
HW - grammar p. 199 (just like yesterday's homework) and grammar p. 203 (beginning our 'verb' review)
4/8/15
1. Review HW p. 191 - transitive verbs
2. Grammar p. 193 & 195 - INDIRECT OBJECTS
An INDIRECT OBJECT can receive a DIRECT OBJECT.
There will be no INDIRECT OBJECT unless there's a DIRECT OBJECT.
"The warden handed Ziad the prison keys."
3. STORIES (Last day to work on them IN CLASS??? or tomorrow...):
ALL stories must be shared with mfc3067@gmail.com right NOW (allow me commenting rights).
ALL stories must allow ANYONE WITH THE LINK to view (but not edit).
You MAY want to HIDE classmates' comments (since all classmates will be reading them).
ALL stories must be totally complete by Monday April 13th.
4. ALL FOUR bonus writing opportunities still available. (I've received very few thus far).
HW - grammar p. 195 4/7/15
1. YOUR STORIES:
RENAME your story as its title. REMOVE your name if you want it anonymously read by your classmates.
CHANGE the SHARE settings:
Click ADVANCED (in the bottom right)
Under "Who has access," click CHANGE
Under "Link sharing," click the middle choice: "ON - Anyone with the link"
Click SAVE and DONE
If you have not done this, ADD mfc3067@gmail.com to your share list so that I have access to it.
2. Continue writing/rewriting your masterpieces.
3. Students who 'think' they are finished can complete the bonus writing activities or help other group members by inserting comments on their story drafts.
4. BONUS WRITING prompts that I devised (at least 200 words each):
#1 "MY EVENING" - Write about your evening at home (either last night or tonight).
#2 - Select an 'issue' you believe strongly about. It could be national, local, school, household, etc. Explain your stance on this issue.
#3 - Explain a certain 'situation' that happens or IS happening in school right now. You MAY want to change names of teachers and students.
#4 - Write about yourself...sort of like those "50 Random Facts" like I see on Youtube. BUT put your facts into a paragraph.
This one is multiple choice. You just have to select which of the three sentences incorporates the quotes properly.
2. Transitive vs. Intransitive verbs
Review HW pages 187 & 189
Complete 191 (same instructions as 189)
3. Continue writing/rewriting your masterpieces.
PLEASE SHARE WITH mfc3067@gmail.com. (Let me 'comment.')
3/31/15
1. GRAMMAR - Transitive vs. Intransitive verbs (p. 185)
What does the Latin root "trans-" mean? (Consider some words beginning with trans-).
2. STORY GROUPS:
All stories, yes even though they're incomplete, should be shared with group members.
All stories should be shared with me, mfc3067@gmail.com, TODAY even though incomplete.
Silently read the draft of a story (so far) authored by each group member.
You can make WRITTEN comments on the side margins.
Ask questions about what confuses you.
Suggest sections that need to be cut out or cleaned up.
Comment on what you LIKE about it and how to include MORE of it.
Comment on the 'interest factor': IS it keeping your interest?
At some point we need to focus on proper paragraphs, spelling, and dialogue quotations (many writers seem to have one continuously huge paragraph going at this point).
3. YOUR STORIES:
Most of you are taking this VERY seriously and are expanding these short stories into novellas (yes, it's a real word). Very good effort.
These stories will be too long to be read aloud, but everyone in the class WILL have the opportunity to read your story.
your peers will be involved in the 'grading' process, along with you, and along with me. It's NOT just the LONGEST story gets the highest grade.
4. WORK TIME IN CLASS:
I am open to providing you with as much class time as needed if everyone needs it.
However, some people have begun to 'stray'...and so some of this may need to be finished at home.
Students who 'think' they are finished can come to me for bonus writing activities or help other group members by inserting comments on their story drafts.
No DUE DATE yet.
5. BONUS (200 word minimum)
"MY EVENING" - Write about your evening at home (either last night or tonight). There probably won't be a HUGE conflict BUT...your brief story should include a....
FIRST person point of view
CHARACTERS
a vividly described SETTING
DIALOG
HW: Grammar - complete pages 187 and 189. (Read the directions thoroughly)
3/30/15
1. STORY GROUPS (first 15 minutes of class):
Talk about your story ideas with other group members.
Offer suggestions and ideas from other group members.
Accept, discuss, or reject suggestions from other group members
Share your GoogleDocs story with each member of your group
Make sure you type their gmail addresses accurately
Make sure they "CAN COMMENT" but NOT "CAN EDIT"!
2. LAST BATCH of grammar sheets(ever):
p. 185 & 187 - transitive vs. intransitive verbs
p. 189 & 191 - transitive vs. intransitive verbs
p. 193 & 195 - indirect objects
p. 199 & 203 - indirect objects & verb review
p. 205 & 209 - verb review
3. Continue writing your own tales and/or reading and writing comments on other stories in your group.
[TODAY IS DAY 3 OF WRITING; LAST YEAR MOST STUDENTS NEEDED 7 DAYS.]
3/27/15
1. Grammar pg. 151 (you already completed the first side)
2. There IS a reason I made you watch Twelve Angry Men,Rear Window, and the Wallace and Gromit episodes...
...and complete all those pre-writing exercises
....and made you write a lengthy character sketch
....and look up all that information about YA fiction
...and attempt to write blurbs.
3. DAY 2 of drafting your magnum opus. You may...
sit wherever you wish
listen to whatever clean music you wish while you work (should not be HEARD by anyone else and should not even be noticed by any of your excessive bodily gestures)
NOT talk to other classmates...NOR make comments or noises to yourself.
NOT read each other's work
NOT share ideas with anyone else
4. STORY GROUPS (last 10 minutes of class...unless you are all still in writing mode):
Share your story ideas with other group members.
Offer suggestions and ideas from other group members.
Accept, discuss, or reject suggestions from other group members.
3/26/15 - no grammar today
1. Allow your story group members to read last night's homework, which was a story blurb based on your own life experience.
If you completed it in a GoogleDoc, SHARE it with them (using that blue share button in the upper right).
2. Two or three more quick music-inspired story blurbs.
If you've already shared last night's homework in a GoogleDoc, simply write your new blurbs in the same document so that your group members will have instant access to it.
If you've been completing these on paper however, NOW create a GoogleDoc so that these last blurbs can be shared with your group
3. YOUR STORY:
Independently WRITTEN but collaborative (a new way...it may be a disaster...but we'll try)
All stories will first be shared within your discussion group...and hopefully dissected, revised, and improved.
All stories will be shared with the entire class...somehow.
All stories should have a strong sense of the story elements we've practiced in depth:
plot
character
setting
point of view
600 word minimum - the standard 2 to 3 pages, 12 point Times New Roman, etc. (Most stories in my classes last year were more than 2,000 words long...yes, you read that right.)
4. NOW you begin writing your stories. You may...
sit wherever you wish
listen to whatever clean music you wish while you work (should not be heard by anyone else)
NOT talk to other classmates
NOT be on googlechat
NOT share ideas with anyone else while you are drafting
3/25/15
1. Grammar p. 149
2. As a group discuss each "blurb" (it's a good word...look it up). What genre would you classify each one as?
Cinder, a gifted mechanic, is a cyborg. She’s a second-class citizen with a mysterious past, reviled by her stepmother and blamed for her stepsister’s illness. But when her life becomes intertwined with the handsome Prince Kai’s, she suddenly finds herself at the center of an intergalactic struggle, and a forbidden attraction. Caught between duty and freedom, loyalty and betrayal, she must uncover secrets about her past in order to protect her world’s future. - CINDER
What was once the western United States is now home to the Republic, a nation perpetually at war with its neighbors. Born into an elite family in one of the Republic's wealthiest districts, fifteen-year-old June is a prodigy being groomed for success in the Republic's highest military circles. Born into the slums, fifteen-year-old Day is the country's most wanted criminal. But his motives may not be as malicious as they seem. - LEGEND
In December of 1938, a chemist in a German laboratory made a shocking discovery: When placed next to radioactive material, a Uranium atom split in two. That simple discovery launched a scientific race that spanned 3 continents. In Great Britain and the United States, Soviet spies worked their way into the scientific community; in Norway, a commando force slipped behind enemy lines to attack German heavy-water manufacturing; and deep in the desert, one brilliant group of scientists was hidden away at a remote site at Los Alamos. This is the story of the plotting, the risk-taking, the deceit, and genius that created the world's most formidable weapon. This is the story of the atomic bomb. - BOMB
The Garretts are everything the Reeds are not. Loud, messy, affectionate. And every day from her rooftop perch, Samantha Reed wishes she was one of them . . . until one summer evening, Jase Garrett climbs up next to her and changes everything. As the two fall fiercely for each other, stumbling through the awkwardness and awesomeness of first love, Jase's family embraces Samantha - even as she keeps him a secret from her own. Then something unthinkable happens, and the bottom drops out of Samantha's world. She's suddenly faced with an impossible decision. Which perfect family will save her? Or is it time she saved herself? - MY LIFE NEXT DOOR
Clay Jensen returns home from school to find a mysterious box with his name on it lying on his porch. Inside he discovers thirteen cassette tapes recorded by Hannah Baker, his classmate and crush who committed suicide two weeks earlier. On tape, Hannah explains that there are thirteen reasons why she decided to end her life. Clay is one of them. If he listens, he'll find out how he made the list. - THIRTEEN REASONS WHY
Miles "Pudge" Halter's whole existence has been one big nonevent, and his obsession with famous last words has only made him crave the "Great Perhaps" (François Rabelais, poet) even more. He heads off to the sometimes crazy, possibly unstable, and anything-but-boring world of Culver Creek Boarding School, and his life becomes the opposite of safe. Because down the hall is Alaska Young. The gorgeous, clever, funny, sexy, self-destructive, screwed-up, and utterly fascinating Alaska Young, who is an event unto herself. She pulls Pudge into her world, launches him into the Great Perhaps, and steals his heart. - LOOKING FOR ALASKA
When sophomores John and Lorraine played a practical joke a few months ago on a stranger named Angelo Pignati, they had no idea what they were starting. Virtually overnight, almost against their will, the two befriended the lonely old man; it wasn't long before they were more comfortable in his house than their own. But now Mr. Pignati is dead. And for John and Lorraine, the only way to find peace is to write down their friend's story - the story of the Pigman. - THE PIGMAN
Sixteen-year-old Austin Szerba interweaves the story of his Polish legacy with the storyof how he and his best friend , Robby, brought about the end of humanity and the rise of an army of unstoppable, six-foot tall praying mantises in small-town Iowa. To make matters worse, Austin's hormones are totally oblivious; they don't care that the world is in utter chaos: Austin is in love with his girlfriend, Shann, but remains confused about his sexual orientation. He's stewing in a self-professed constant state of maximum horniness, directed at both Robby and Shann. Ultimately, it's up to Austin to save the world and propagate the species in this sci-fright journey of survival, sex, and the complex realities of the human condition. - GRASSHOPPER JUNGLE
Jonas' world is perfect. Everything is under control. There is no war or fear or pain. There are no choices. Every person is assigned a role in the Community. When Jonas turns twelve, he is singled out to receive special training from The Giver. The Giver alone holds the memories of the true pain and pleasure of life. Now, it is time for Jonas to receive the truth. There is no turning back. - THE GIVER
When fifteen-year-old Clary Fray heads out to the Pandemonium Club in New York City, she hardly expects to witness a murder -- much less a murder committed by three teenagers covered with strange tattoos and brandishing bizarre weapons. Then the body disappears into thin air. It's hard to call the police when the murderers are invisible to everyone else and when there is nothing―not even a smear of blood―to show that a boy has died. Or was he a boy? This is Clary's first meeting with the Shadowhunters, warriors dedicated to ridding the earth of demons. It's also her first encounter with Jace, a Shadowhunter who looks a little like an angel and acts a lot like a jerk. Within twenty-four hours Clary is pulled into Jace's world with a vengeance, when her mother disappears and Clary herself is attacked by a demon. But why would demons be interested in ordinary mundanes like Clary and her mother? And how did Clary suddenly get the Sight? The Shadowhunters would like to know... - CITY OF BONES
3. As you listen to the next 'batch' of instrumental music pieces, create BLURBS for possible story ideas. You will read blurbs aloud within your story groups. Notice how the blurbs above do the following...
Introduce us to a character (or two)
Introduce us to a setting (time and place)
Introduce us to a situation
Introduce us to the main conflict
HW - Write a blurb that is BASED ON YOUR REAL LIFE EXPERIENCES. Of course you my need to 'embellish' the events or scenario if you do not believe your life is exciting enough!
3/24/15
1. Read, study, absorb the material from the links found on THIS PAGE.
2. Using the information you've studied, answer THESE QUESTIONS (either in a GoogleDoc or on paper.)
3/23/15 - (show completed APPETIZER work. The prewriting scenario and questions 1 - 6)
1. Two more FREEWRITING exercises (maybe the selected pieces won't be as 'dark')
Read alouds of 'freewriting scenarios' and review of the "The Black Cat."
3/19/15
1. SHOW completed "APPETIZER" work. Any comments on the story? The point of having you read it (since some of you say there's 'no point' to anything done in class):
First person narrative...BUT in 'real time' present tense. Unusual narrative style.
It's not not horror or suspense even though it could be. What IS the tone?
He includes the reader in his story: "Don't tell me you would have done any differently."
Just because he's the narrator does not mean his story is completely true. There is such a thing as the 'unreliable narrator'...as in "The Tell-Tale Heart.
2. While I check for completion of your prewriting exercises (C, D, E, and F), you and your group should discuss the instructions page titled Subject - Verb Agreement: Trick things. Do you understand what is meant by singular?
There is a point to learning this: in college writing and job applications, professors and employers tend to look for errors which indicate a student's lack of knowledge regarding the English language. Follow the instructions and complete the 15 ridiculous sentences (ridiculous...because I wrote them). Which of the following sentences are correct?
Each of the pine trees was decorated for Christmas.
Each of the pine trees were decorated for Christmas.
Neither of the cherry trees are decorated for Easter.
Neither of the cherry trees is decorated for Easter.
3. GOOD JOB(by some of you) on the freewriting exercises:
Your minds were flowing.
You had no difficulty creating scenarios.
Your were creative.
BUT the series of images were often random or intentionally bizarre.
There is a point to these freewriting exercises: it has been asserted that the mind can become more creative when another one of the senses is stimulated. For example, for this lesson my THEORY (which is probably incorrect for many of you) is that an odd piece of music can TRIGGER your mind into writing about something or in a certain style in which you normally would not write.
4. FREE WRITING (day 2): Create a quick 3 to 5 minute scenario inspired by the music pieces you hear. Your scenarios SHOULD BEGIN TO include detailed setting, characters, plot, dialog, various points of view, etc.
This time we will NOT share them aloud with the whole class. Instead share them (and comment upon them) at your desks within your groups.
3/18/15
1. Complete the “PERSONAL CONNECTION” prompt found on p. 298. That should be completed on paper. Some volunteers share their ‘stories' would be nice.
2. It might be a good idea to read the “SCIENCE CONNECTION” also on page 298.
3. Silently read “Appetizer” on pages 300-310.
4. Complete the “from PERSONAL RESPONSE to CRITICAL ANALYSIS” questions on page 311. All six of them! In writing.
3/17/15
1. Complete grammar page 147, but ADD the following directions: label any DIRECT OBJECT (D.O.), PREDICATE ADJECTIVE (P.A.), and PREDICATE NOMINATIVE (P.N.).
2. (Exercise G) FREE WRITE (not allowing yourself to stop writing OR to think too much) to create a quick 3 to 5 minute writtenscenario inspired by the music pieces you hear. Your scenarios may include detailed setting, characters, plot, dialog, various points of view, etc.
HW - Prewriting exercises C, D, E, and F.
3/16/15
1. The Wrong Trousers questions.
2. If most of you need time to finish the prewriting exercises (C, D, E, F), you may. (The rest of you may 'work' on other tasks in a quiet, unassuming manner.)
3. REMEMBER:
There is also a bonus "setting" piece of writing within exercise E.
There is also a bonus "point of view" piece of writing that pertains to "The Tell-Tale Heart." (see 3/12/15)
HW: All prewriting exercises EXCEPT for the last one (Exercise G) are due Wednesday 3/18. 3/13/15
3. BONUS: Read or re-read "The Tell Tale Heart" (pages 381 - 387)
After completing the story, write a diary or journal entry AS IF you are the old man about to be murdered. What is going through YOUR mind during the days leading up to your death AND maybe also during those long moments before your death? Some questions to consider:
Are you at all suspicious?
What is your relationship to the young man who is going to kill you?
Do you believe him to be mentally unstable?
Do you know that your eye (probably a cataract condition) bothers him?
What has your past life been like? Why are you bed-ridden and alone?
200 or more words (like the Rear Window journal/diary assignments)
3/11/15
1. Grammar p. 137
2. Subject/Verb "agreement" p. 139 & 141
Singular subjects ----> singular verbs
Plural subjects ---> plural verbs
EX. The wrestler defeats his opponent.
EX. The wrestlers defeat their opponents.
What do you notice about REGULAR singular and plural subjects and verbs.
3. A detour? What is FORESHADOWING?
SOMETIMES story tellers INTENTIONALLY mislead us.
BUT foreshadowing is an EXCELLENT technique to keep your audience interested.
WALLACE & GROMIT: A Close Shave.
3. Compile a chart of possible FORESHADOWING clues on the left side of the page, and how (or if) they are resolved on the right side.
HW: Wallace & Gromit chart due tomorrow.
3/10/15
1. Grammar - Action vs. Linking verb
----> Words that come after LINKING VERBS can be PREDICATE NOMINATIVES or PREDICATE ADJECTIVES.
----> Words that come after ACTION VERBS can be DIRECT OBJECTS.
grammar p. 137 - EXTRA INSTRUCTIONS: label any PN, PA, or DO
3. MUSIC is fine. (Too much chatter = moved seat. Too much time on wrong site = no laptop).
4. EXERCISE C. Share your piece with at least one classmate. (We will hear about 10 good ones near the end of class even if yours is read be by someone else.
6. If completed, move into the SETTING exercises. I have completed a sample of EXERCISE E. if interested in reading it.
7. EXERCISE F is another setting exercise
PLENTY OF WORK? 3/4 - 3/6 - SNOW DAYS 3/3/15 - 12 Angry Men exercises A & B should be complete
A PREDICATE NOMINATIVE (P.N.) comes after a linking verb and is the same as the subject.
A PREDICATE ADJECTIVE (P.A.) comes after a linking verb and describes the subject.
1. Predicate adjectives (P.A.) - read p. 131 and complete p. 133.
What are the predicate adjectives in these sentences?
When I completed exercise A, I came up with NINE key events for rising action.
HW - Make sure you are all caught up for rewards day. Check eSchool for missing homework. Your character sketches should also be completed.
2/25/15
1.Action verbs vs. Linking verbs?
LINKING VERBS are verbs that LINK the subject to a word AFTER the verb that either IS the subject or DESCRIBES the subject.
read page 124 (forms of the verb TO BE)
read page 125 (list of LINKING verbs....which sometimes are ACTION verbs)
----> Words that come afterLINKING VERBS can be PREDICATE NOMINATIVES or PREDICATE ADJECTIVES. ----> Words that come afterACTION VERBS can be DIRECT OBJECTS (D.O. - remember?)
read page 126 and complete page 129 (Predicate Nominatives)
read page 131 and complete page 133 (Predicate Adjectives)
read page 135 and complete page 137 (Action or Linking Verb?)
2. SUBMIT (and maybe read aloud) 'side character POV' entry.
"How are Jeff and Lisa's story connected to the Thorwald story? How will this 'adventure' make an impact on their future lives?"
Hitchcock (director) ADDED the Lisa character and the romantic conflict. Does that make the story better or worse?
Begin exercises A and B; you may work with a partner or two on these parts.
HW - grammar p. 129
2/24/15
1. REAR WINDOW: collect journal #2 homework.
2. COMPLETE and REVIEW: grammar exercises 7, 10, and 13.
3. Take the TRICKY VERBS quiz (it won't count...just testing your understanding).
4. REAR WINDOW Finale: "How are Jeff and Lisa's story connected to the Thorwald story? How would it make an impact on their future lives?"
HW: Write another 100 - 200 word point of view paragraph journal/diary entry but THIS time as one of the SIDE characters. You are writing about your day as the film ends:
Thorwald
Miss Torso
One of the Newlyweds
Miss Lonely Heart
The Musician
Woman who had a dog
The Artist/Sculptor
2/23/15
1. Review grammar p. 123
2. Extra sit/set, rise/raise, and lie/lay practice. (Exercises 7, 10, and 13)
3. Rear Window - "Doyle" is called in to investigate
HW: Write a diary or journal entry AS IF you are Jeff or Lisa or DOYLE (from one of their first person POINTS of VIEW). Your entry should reflect on the events of the day, what you think, how you feel. 100 words isn't much. 2/20/15 - TWO HOUR DELAY
1. Brief review of grammar 121/123
2. Any read alouds from yesterday's Jeff or Lisa POV journal/diary entries?
3. REAR WINDOW - the plot unfolds
Is Jeff's evidence weak?
Is what he's doing moral?
HW - CHARACTER SKETCHES DUE MONDAY 2/19/15 - CHARACTER SKETCHES SHOULD BE COMPLETED by Monday, 2/23/15
1. Check grammar HW pages 121 and 123. (We will go over it tomorrow.)
2. As you can guess, from the previous 'character' work we have been doing, we are building up to a major story writing project. Next up, with many practice exercises to go with it, a film by Alfred Hitchcock.
3. REAR WINDOW - Conflict and Point of View
In most films, the camera is much like a '3rd person narrator.' Explain if you can.
Without using any dialogue in the opening scene, what information is Alfred Hitchcock (director) able to present about the setting, characters, point of view?
Pay attention to the characters seen from L.B. Jeffries' POINT of VIEW. Which ones seem as if they will be important to the story. Why?
L.B. has some initial personal conflicts? What are they? (His job, Stella, and Lisa Fremont play a part).
What does Stella's main arguments with Jeff have to do with?
At the end of today's segment, Jeff becomes suspicious about someone. Who is it and Why?
HW: Write a diary or journal entry AS IF you are Jeff or Lisa (from one of their first person POINTS of VIEW). Your entry should reflect on the events of the day, what you think, how you feel. 100 words isn't much.
(If you aren't going to complete it, then DON'T. Don't try scribbling something down in a.m. homeroom or when you get to class during 2nd period...there is not 'half credit' for something so simple as you thinking, creating, and writing. You are each capable of completing this with a bit of thinking, creating, and writing.)
2/18/15
1. Tricky verbs
---> sit vs. set (p. 117) - which you already have
---> rise vs. raise (p. 118)
---> lie vs. lay (p. 119) - The trickiest of the three pairs
(The forms of SIT, RISE, and LIE will NOT be followed by a D.O.)
Grammar p. 121 & 123 (lie/lay sit/set rise/raise) - Remember to label the D.O.'s.
2. Character sketches. One more day to work on them in class.
TITLE them properly
SHARE it with me: mfc3067@gmail.com.
Allow me to COMMENT.
3. If you believe you are completely finished, please share your sketch with another student. Allow him or her the ability to comment.
How can you POSSIBLY write 500+ words describing a character?!?!
Would it be POSSIBLE to compose FULL PARAGRAPHS describing...
How the CHARACTER talks?
How the CHARACTER looks?
How the CHARACTER behaves or acts?
How the CHARACTER thinks?
How the CHARACTER is judged, spoken of, or thought of the others?
(The answers to the above questions should all be "YES.")
2/11/15
1.Share some examples 12 ANGRY MEN practice sketch HW.
2. Continue with your CHARACTER SKETCH writing. Instructions are HERE.
3. People continue to ask, "how long should it be?" I have given no length requirement, but 500 words (or so) should be about average length.
4. Some things to keep in mind about HOW to describe your selected CHARACTER:
SPEECH: what they say / how they talk LOOKS: physical description / how they dress ACTIONS: what they do / how they move (body language) / mannerisms / facial expressions THOUGHTS: how their thoughts and attitudes are expressed / beliefs / ideals OTHERS: what other people say or think about the character / how they react to others
5. Some things to keep in mind about how you will be EVALUATED:
- CONTENT – plenty of detailed information about your chosen character - VARIETY – the use of multiple writing techniques to fully develop the character - ORGANIZATION – your material is well arranged and easy to follow - STYLE – your writing has a flow and moves smoothly from point to point - CARE – you proofread to spellcheck and clean up minor errors
HW: Open notes...(your OWN notes!) quiz on 12 Angry Men tomorrow (aka. 2/12/15) 2/10/15
1. TWELVE ANGRY MEN is a 'character driven' film. What does that mean? (as opposed to action driven, cinematography driven, plot driven, effects driven)
Make certain to read EVERYTHING before asking questions about what you are to accomplish.
HW... - For tomorrow: Brief practice sample sketch of a 12 ANGRY MEN juror (see my example). - On Thursday: an open notes TWELVE ANGRY MEN quiz
2/6/15
1. QUIZ - 20 words. You write P (preposition), V (verb), or N (neither)
2. TWELVE ANGRY MEN - finale
Complete your character charts
Full movie available on YouTube.
Open notes quiz on the TWELVE ANGRY MEN characters (probably Wednesday)
2/5/15
1. Make sure you have p. 4 (PREPOSITIONS) and p. 88 (HELPING VERBS) to study for tomorrow's quiz.
2. Questions/Comments about any characters from part 1 of TWELVE ANGRY MEN?
3. Vocab word of the day: "SADIST"
HW - study PREPOSITIONS and HELPING VERBS
2/4/15 1. Check HW (p. 115)
2. CHARACTER SKETCHES INTRO
12 ANGRY MEN (yes, another black and white film)
Murder trial - jurors without names
Are they all angry?
Update chart as you view the film
3. What could intimidate people in a group setting?
physically small / timid
elderly
less educated
poor
foreign
HW: - 12 Angry Men CHARACTER chart (for part I of the film) - Begin studying grammar pages 4 and 88. (prepositions and helping verbs - quiz Friday)
2/3/15
1. COLORS "Grade Proposals" due. You were supposed to complete the following by yesterday (Groundhog Snow Day):
Out of 40 possible points on this project, you are WRITING A PARAGRAPH, that explains how many points out of those possible 40 that you believe you deserve...based on your piece's:
CREATIVITY
EFFORT
PRESENTATION
NEATNESS
2. Any stray book talks and "Colors" presentations - Cailah, Michael, Stacey, Jesse, Kasia, Matthew, Ziad?
3. Practice quiz. Number 1 - 20 on a sheet of paper. Write each word and then next to it write, VERB, PREPOSITION, or NEITHER
4. DIRECT OBJECTS - receive the action of an action verb. (grammar p. 113) ----> ex. At the beginning of class, Mr. Brabham zipped his lip and then threw the key away. ----> The subject DOES the action. (Subjects are underlined once.) ----> The verb IS the action. (Verbs are underlined twice.) ----> The direct object RECEIVES the action. (It should be labeled D.O.)
HW - grammar p. 115 (Do all the usual instructions PLUS label the D.O.) 1/30/15
Check, print, and read "CLASSMATE SKETCHES" aloud.
What makes good ones 'good'?
What can be improved in the weaker ones?
HW - Colors "GRADE PROPOSALS" 1/29/15
1. Book Talks and LATE "Colors" projects
2. Review IRREGULAR VERBS (grammar p. 109). It seems people STILL do not know what a HELPING VERB or PREPOSITION is...after all this time. Another quiz will be forthcoming:
RE-memorize p. 4...LIST OF PREPOSITIONS...first sheet you ever got.
RE-memorize p. 26 or p. 88...LIST OF HELPING VERBS...a sheet you've received TWICE.
If you do not have these sheets, borrow from someone who DOES and copy the lists.
3. CHARACTER SKETCH INTRO
Various kinds of sketches:
What is a sketch...in art?
What is a sketch...in comedy?
What is a sketch...in writing?
Dove Beauty sketches (men vs. women)
Write a 5 - 7 sentence sketch describing someone in class without naming him/her
HW:
Complete yours 'classmate sketch.'
Grade proposal for "COLORS" project due Monday the 2nd: CREATIVITY, NEATNESS, EFFORT, PRESENTATION should be explained in your proposal.
1/28/15
1. "Colors" presentations
2. Book Talks
HW - COLORS grade proposals due on GROUNDHOG DAY (February 2nd) 1/27/15
"Mother in Mannville" (lesson with substitute) 1/26/15 - Snow Day 1/23/15
1. IREGULAR VERB QUIZ TIP - Mentally conjugate the verb by thinking of short sentences in each teach: "TO WRITE"
I WRITE every day. (present)
I WROTE yesterday. (past)
I COULD HAVE WRITTEN more. (past participle)
2. IRREGULAR VERB QUIZ
3. Book Talks
HW - COLORS projects due 1/22/15
1. Check and review HW p. 107
2. Book talks
HW
Study for tomorrow's IRREGULAR VERB QUIZ
"COLORS" projects due
1/21/15
Some scheduling changes:
HW tonight - grammar p. 107
Friday - irregular verb quiz (example: write the past participle of "TO RIDE")
Monday - color projects due
1. TOLIE (to rest) vs TO LAY (to put)
LIE: The swimmers lie in the sun. (present) LAY: The swimmers lay their towels by the pool. (present)
LIE: Yesterday they lay there for many hours. (past) LAY: They laid their towels out to dry. (past)
LIE: They have lain on the grass for an entire week. (past participle) LAY: They could have laid their towels on the deck furniture. (past participle)
2. Book talks
1/20/15
1. COLORS
Be ready to present on Thursday 1/22
How may you 'present'?
What are the four categories that will combine to reach the maximum of 40 points?
2. BOOK TALKS
3. IRREGULAR VERBS PRACTICE - p. 103
HW: Colors pieces due Thursday Irregular verbs quiz on Friday (memorize the past and past participle forms on p. 97&98)
1/16/15 - "Rewards" day 1/15/15
1. KEN NORDINE - Colors
"Olive" - very much in that 'stream of consciousness' style (AND it's both a color and food!)
YOUR pieces are due in one week (1/1/5/15)
2. BOOK talks
3. Irregular verb FAUX quiz
How well do you speak your own language?
PRESENT TENSE ---> No helping verbs
PAST TENSE ---> No helping verbs
PAST PARTICIPLE ---> "has," "have," or "had" before the participle form of the verb
HW - Colors pieces due Thursday 1/22 1/14/15
1. BOOK TALKS
2. Intro to COLORS project
HW - continue practicing book talks / get started on COLORS project 1/13/15
1. BOOK TALKS begin!
2. Regular verbs (p. 94) vs. Irregular verbs (p. 95)
3. Page 97 & 98 - a listing of common IRREGULAR verbs
HW bonus:
Research 'however you can' and be able to explain in YOUR OWN WORDS the overall importance or explanation of the following terms/people/ideas.
Choose ONE group out of the three listed below and write a brief paragraph IN YOUR WORDS that explains what you learned:
Sigmund Freud / "Free Association" technique / Stream of Consciousness
"BEAT Generation" / "BEAT Poets" / BEATniks
Improvisation and "Free-Form" (in Jazz and Poetry)
1/12/15 - FREEZING RAIN DAY
1/9/15
1. Remember for your book talks...
MINUS 7% if your are UNDER 2 minutes and OVER 4 minutes.
MINUS 7% if you USE NOTES or 'WING IT" (make it up as you go along)
2. PRACTICE in 3's with notes
3. PRACTICE in 3's without notes
4. COLORS quiz (the quiz requires some abstract thinking and leads into our next semi-bizarre project)
HW - Practice your talks (we begin officially on Monday)
1/8/15
1. REVIEW of yesterday's lesson
Some of you worked on this very well.
Others of you did not even read a selection. You merely used CANT phrases like...
"The story was boring..."
"This story seems pretty old..."
"There isn't enough action..."
"These stories never make sense and there not really good story" [sic]
However, most of you who ATTEMPTED to read the selection will receive 10 of 10 points.
Some will not get credit.
Some will receive an email to your parent for not being cooperative for the sub.
(Being a substitute is a rough gig. What kind of people would intentionally make it rougher?)
2. By definition does 'newer' mean 'better?
Unfortunately for many, it does mean that. For me, "Good is Good." (Whether it's from 250 years ago, 25 years ago, 25 minutes ago, or 25 days from now.)
3. CANT expressions (2nd definition). What is 'new' today will be old tomorrow.
TIME MAGAZINE gives you a primer on slang that Pharrell likes enough to put in the titles of his songs (this article is from November)
On Wednesday, Pharrell dropped a video for his new single, “Come Get It Bae,” which may immediately raise some questions, such as “Come get what?” and “What in the world does bae mean, anyway?” The short answer: Though this word was used in the 1500s to refer to sheep sounds, today bae is used as a term of endearment, often referring to your boyfriend or girlfriend. Or perhaps a prospect who might one day hold such a lofty position. Bae has also taken on a wider meaning, being used to label something as generally good or cool, as in “This sandwich is bae.”
Say, for instance, you post a picture of you on a yacht with Beyonce and you just so happen to be Jay-Z. You might give that photo a caption like, “Just another Tuesday with my bae. #surfbort” or “When bae looks bae on this bae boat. #boofboof“ One tale supposes that bae is in fact the acronym BAE, standing for “before anyone else.” But people often like to make up such origin stories that linguists later discover were absolute poppycock...
Others argue that bae is simply a shortened version of babe, which would similarly account for the rare juxtapostion. Slangsters do love to embrace the “dropped letter” versions of slang words. When cool gets old, there is coo. When crazy gets tiresome, there is cray. You could do me a solid, or just do me a sol. The term’s usage took off in 2013 and continues to rise. And as more people say bae, it’s likely that the meaning will shift in any case. When words get popular, one of two things tends to happen, as computational linguist Tyler Schnoebelen explains: “As it gets picked up by more people, its meaning will either calcify or bleach.” That is, harden into meaning only one very specific thing, or expand to embrace a range of meanings. Take the word "weird," as in Weird Al Yankovic, the man who has had such fun parodying Pharrell of late. When first used, that word meant “having the power to control the fate or destiny of human beings.” And that is certainly not the meaning we invoke when referring to Mr. Yankovic. A good rule of thumb for now at least: if you would use the words boo or babe in some circumstance, you can probably use bae.
Here's an article from Twitter showing how companies in advertising think they're bae by using CANT phrases.
But what is JJ Watt telling about companies who use trendy catchphrases?
4. Practice your book talks in groups of three. You may refer to what you've written.
HW: Practice your book talks. Be prepared to attempt it WITHOUT using notes.
2. MOST of the period: WRITING your book talk in paragraph form.
3. IF TIME ALLOWS: practice your speeches in groups of 3 AND/OR there are still several impromptu speeches to finish in some sections
HW: Your completed speech in written form (paper or GoogleDoc)
1/5/15
1. Easy Grammar VERBS
p. 83 & 85 (what contractions are)
p. 87 & 88 (more contractions practice and helping verbs)
p. 89 & 91 (verb phrases and practice)
2. As you may or may not remember, you should be in the midst of preparing to deliver a book talk. Click this link (whether you have a recollection of this or have NO recollection of this.)
3. Even though your speeches will be delivered without notes (hopefully), WRITE out your two to four minutebook talk in paragraph form, a speech! (275 - 550 words...depending on how quickly you speak!)...TIPS:
CATCHY opening
BACKGROUND of story (genre, style, setting)
MAIN CHARACTERS' ACTIONS in the plot (too many people's names become too confusing)
MAJOR PLOT events only (difficult to do, but try to keep it to 5 - 10 KEY events to explain)
LEAD UP to a good place to conclude but DON'T include the ending.
4.I wrote a quick sample intro...as if I were doing a book talk on BRAVE NEW WORLD.
Before The Giver, before The Maze Runner, before The Hunger Games, before the creation of Captain America or The Hulk, even before Hitler's first attempt at genetic engineering....there was BRAVE NEWWORLD, a dystopian masterpiece written way back in1932.
In this world, children are not born, they are formed and grown in bottles. They do not have parents to teach them; they are raised by state workers. There are no husbands and wives.They are conditioned from 'birth' to belong to one of five classes of people...based on intelligence and looks. (ALPHA being the highest class; EPSILON being the lowest). Each member of society is taught to be happy with where they are and they are all encouraged to have fun and recreation, date many people ("Everybody belongs to everybody else"), and spend lots of money on new things to make them feel better about themselves. If they ever happen to feel slightly unhappy, there is always the government's drug "SOMA" which will send them on a short mental holiday without any bad after effects when they come back to normal life. A perfect society. Does it sound like TODAY'S society in any way?
HW: Grammar p. 85, 87, and 91 12/23/14
1. HOLIDAY sing
2. BASKETBALL thing
12/22/14
1. IMPROMPTU speeches
2. JUMBLE competitions
12/19/14 - IT'S A WONDERFUL LIFE (finale)
Why were old movies in black and white? (Although there still ARE modern films in b&w)
Some of the earliest color films --
"Viaje la Luna" (Trip to the Moon) - 1902: HAND PAINTED!
"Flowers and Trees" (1932 - Disney). First cartoon in full TECHNICOLOR. What is 'technicolor'?
HW - It's a Wonderful Life - completed sheet
12/18/14
IT'S A WONDERFUL LIFE (tres)
George nearly 'shakes hands with the devil.' (What do you think that means?)
Some more inflation numbers
George's $45 per week in 1933 would be $42,057 in 2014
And earning $20,000 a year in 1933 would be like earning $363,309 in 2014.
Pay attention to Uncle Billy's deposit...and Potter's true colors.
1. "Book Talk" Books. (Do you all have one? Sign up with your title...we do not want DUPLICATES.)
2. Vocab Test: When finished, please place it in the folder.
3. Silent Reading.
4. Impromptu Speeches
12/12/14
1. REVIEW - "Grinch quiz"
2. REVIEW - Vocab homework 2A, 2B, and 2C.
3. Analogies for VOCAB TEST.
4. Impromptu Talks
HW - Study Lessons 1 and 2 for vocab test. (23 words total)
12/11/14 - Miller Heights field trip
1. "How the Grinch Stole Christmas"
Notice the EXPRESSIVENESS and SUBTLETY that today's films (live or animated) cannot match.
...the Grinch's fluid facial movements
...the number of the Grinch looks at the camera.
2. Take the "critical viewing and listening" quiz.
Worth bonus points if you do well.
HW - Excercises 2A, 2B, and 2C. (Vocab test Monday.)
12/10/14
1. Pronouncing Vocab Words (with symbols on white board) LongShort a hat hate e pet Pete i wit white (hwite) u cut cute
"Schwa" symbol and sound (listen to Wikipedia pronunciation!)
ACCENTS - difference between "present' (a noun) and "present" (a verb)
2. Vocab Lesson 2: HIGHER NUMBER ROOTS...like three, four, ten and hundred!
3. Name three famous blind musicians....one might say the TRIUMVIRATE of blind musicians. (YouTube clip of Jose Feliciano LIVE performing "Light My Fire"...in reflection of yesterday's guitar ensemble performance which ALSO included a Jose Feliciano number!)
HW for FRIDAY: Exercises 2A, 2B, and 2C. 12/9/14
1. SHOW completed homework (12 question 'mock' vocab quiz for lesson 1)
2. ADMINISTER the quiz to a fellow classmate
3. Continue IMPROMPTU book talks
12/8/14
1. GREEK & LATIN VOCAB: "I paid attention the last two days" Quiz (Lesson 1)
2. Create an 12 sentence fill in the blank quiz using the words from Lesson 1 (remember mine?)
Provide the words at the bottom (or back) as a 'word bank'
Make an answer key for yourself on a separate sheet.
A classmate will take your 'quiz' on tomorrow
HW - Complete your quiz if you do not finish it in class.
12/6/14 -Caldecott Medal Project Winners (90.5% was the scoring cutoff.*)
Congratulations to the following books (and their authors) for being the ones selected to travel to Miller Heights and Governor Wolf on December 11:
8-5 Revenge in the Land of Oz Doogie the Disco Elf Who Took Teddy? Billy's Great Rescue I Want More! Rascal, Meet Ava Nicolas' Christmas Wish John's Disappearing Act
8-1
NONE
8-0 The Open Window A New Friend A Christmas Not Forgotten The Cars That Wished They Could Let's Hear Your RAWR
8-6 Chip's Talent The Swinging Chair A Sticky Situation Oscar the Brave The Perfect Home
8-8 Sammy and Shelly's Adventure The White Crayon
* Several other books scored higher and would have been selected if not for lateness penalties which lowered their scores.
12/5/14
1. FINAL Children's book presentations
2. Check and review vocab exercises 1A, 1B, and 1C
HW: On Monday, bring your new book from today's library visit.
12/4/14
1. Children's book presentations
2. GREEK and LATIN VOCAB - Lesson 1: NUMBERS
Discuss the FIVE roots for the 12 vocab words
Begin exercises 1A, 1B, and 1C
3. IMPROMPTU TALKS (25 points)
Select a random topic from the box (If you don't like it, pick another. BUT you're stuck with that one).
If you go OFF track or stall...CLASS raise hands and the timer stops.
Continue speaking and the timer re-starts
2 minutes of speaking = A / 1 minute = B / trying = C
HW - Complete Exercises 1A, 1B, and 1C (pages 6 - 8). CAREFULLY read the instructions for 1B!
12/3/14
Children's book presentations - DAY 2.
12/2/14
Children's book presentations
Be an attentive, respectful audience
Be an EXUBERANT reader and presenter
11/24/14 & 11/25/14 - HALF DAYS
- Last two work days on children's book. - Books due when you enter the school on December 2nd.
11/21/14 - Team Divergent "Rewards" Day
11/20/14 - last 'normal' school day to work on books
1.TUESDAY, DECEMBER 2nd is the due date: a finished book BROUGHT to school.
If YOU are here, but your book is NOT, it is late. (No last minute touch ups).
Yourpresentation is 25% of your grade; make sure you practice.
2. Some of you began losing 'work points' again yesterday. "Carpe diem!"
11/19/14
Children's book work day AND POSSIBLE EXTENSION:
TODAY will determine if TUESDAY, DECEMBER 2nd will be the due date.
If YOU are here, but your book is NOT, it is late. (No last minute touch ups).
Yourpresentation is 25% of your grade; make sure you practice.
11/18/14
1. TITLES of your stories to be provided to me today.
2. Some CHILDREN'S BOOKS related items:
I have planned some more "ACADEMIC" type of work for tomorrow. (We shall see.)
I have contemplated and extended due date: TUESDAY, DECEMBER 2nd when you get to school...NOT rushing around in homeroom to 'finish up'! (We shall see.)
New supplies available: ERASERS, STENCILS, SCISSORS, WITE-OUT
QUESTION: Will the beauty of your PAGES live up to the beauty of your covers?
11/17/14
1. LAST full week to work on children's books.
Must have a TITLE by tomorrow.
Your book will graded by your classmates (half of your score) and me (the other half of your score) in four equally rated categories:
STORY
ART
NEATNESS
PRESENTATION
2. New supplies are on the side; some other 'sample' books are up front. 11/14/14
1. Yesterday was the first day people began losing points for lack of productive classwork:
Loud
Socializing with other groups
"Watching" a partner do work while you do nothing
Sitting doing nothing because a partner is absent
Just chillin'
General nonsense and childish behavior (much like yesterday's lunch tables...Wednesday and Thursday in particular)
These are not WORK attributes in MY gradebook. You have a clear explanation of this assignment; refer to it.
2. More markers and pencils are arriving at my house today.
You'll be stocked for Monday
Traced or copied artwork and printed out pictures do not score well in 'original' children's books.
3. For those of you who think you've written 'so much,' we will look at a sample book (unlike Fruit) called The Life of a Squirrel.
11/13/14 - Report Card Day!
...Another full KIDS' BOOKS work day. If you work like yesterday, there should be lots of PRODUCTIVITY(sorry I missed you 8-0; catch you next time):
Future Rhodes Scholars.
Kristian in search of a replacement mechanical pencil?
As you can see on the whiteboard, some people contributed Juan Dollars...
Gurdeet enjoying his own hilarious writing.
Is Nicole actually working?
With Liberty and Justice for all.
Matthew and his ONE piece of Bubble Yum. 11/12/14
1. Brief words about yesterday's grammar test
2. As you complete rough drafts, show them to me to obtain final copy books.
HW - Your decision
11/11/14 - CHILDREN'S BOOK DUE IN TWO WEEKS (11 in-school work days)
1. Grammar test
2. Children's book
Still low on supplies money
Should be able to show a rough draft tomorrow to get started on your final.
HW - Children's book work
11/10/14
1. Review GRAMMAR p. 63 & 65
2. Grammar sheets to review for tomorrow's test:
p. 4 - LIST of PREPOSITIONS
p. 13 - prepositional phrases (what they are and aren't)
p. 17 - object of the prepositional phrase
p. 23 - compound subject
p. 26 - LIST OF HELPING VERBS
p. 27 - box NOT...never double underline
p. 31 - infinitives (to + a verb). not a verb or prepositional phrase
p. 35 - command sentences (YOU is the subject)
p. 41 - preposition vs. adverb
3.Or... if you lost your grammar sheets, I've created a one page review sheet (in the style of those yellow "FOR DUMMIES" books), which includes all the concepts we have learned.
4. Children's books work. (rough draft due in two days; any money for supplies forthcoming?)
HW: STUDY for the 100 point PREPOSITION test. 11/7/14 - (Yesterday's reading experiment proved that reading simple directions is important.)
1. Grammar homework - Review pages 59 & 61 (for those of you picked up the sheets and completed them as instructed).
Most of my comments on your summaries are "picking on" story problems. THE STORIES MUST MAKE SENSE; THERE MUST BE REASONS!
"And he realized it was wrong to bully and they became best friends and lived happily ever after"
"And the mom said 'DON'T GIVE UP' and so the kid became champion after one try and lived happily ever after"
"And she realized she should've stuck with her old friends...ONLY because someone squealed and told her the NEW friends were talking behind her back. She said sorry to her old friend and they lived happily ever after."
"And then they all worked together and became best friends and lived happily ever after."
"And the coolest kid in school suddenly decided to stick up for the nerd, so the nerd became cool and they all lived happily ever after."
So now comes the hard part: creating a solid plot...no matter how simple.
A 24 page book does NOT mean a 24 sentence book:
PAGE 1: There was a boy.
PAGE 2: The boy's name was Tim.
PAGE 3: Tim lived in a house.
PAGE 4: One day Tim went outside.
PAGE 5: Tim wanted to play.
PAGE 6: He looked for someone to play with.
PAGE 7: He couldn't find anyone.
PAGE 8: Then he saw someone.
PAGE 9: But he didn't look like Tim.
PAGE 10: So Tim didn't want to play with him.
PAGE 11: But then a magic fairy appeared.
PAGE 12: The fairy talked to Tim.
PAGE 13: The fairy said Tim should play with the other kid.
PAGE 14: Tim listened.
PAGE 15: Then Tim asked the kid to play.
PAGE 16: The kid said, yes.
PAGE 17: So they played.
PAGE 18: And played.
PAGE 19: And played.
PAGE 20: And played.
PAGE 21: Then they went home.
PAGE 22: The next day they played again.
PAGE 23: Then Tim and the other kid were best friends.
PAGE 24: THE END!
One final book to take notes on (and I will collect those sheets afterwards): "Fruit"
HW: Grammar page 63 & 65. Yes, BOTH sides.
11/6/14
1. The ONLY book examples to be read are ones that students have brought in for bonus.
2. If you are able to donate any money towards children's book supplies, it is appreciated.
(The purchasing of supplies should occur the middle of next for you to have enough 'stuff' for the remainder of the project.)
3. The SUMMARY of your story (as formatted on the back of your CALDECOTT MEDAL handout) should be submitted or shared with me by the end of the period.
4. You should then begin PART I of the project as described on that same CALDECOTT MEDAL handout. (Check that due date!)
5. Pick up the two grammar review sheets on the counter by the window. One of them is tonight's homework.
HW: Grammar page 59 & 61. Yes, BOTH sides! 11/5/14
1. Check and review homework: EASY GRAMMAR p. 57
2. ONE book today
"The Giving Tree"
3. Begin work on the SUMMARY/DESCRIPTION of your story.
Use the back of the CALDECOTT handout OR start a GoogleDoc
4. Classroom work ethic. You may GAIN or LOSE 10 points per day.
Maturity
Productivity
No excuses
Relatively Peaceful
5. At the end of the week you will submit the NOTES YOU TOOK about the sample books we have read.
6. Please begin to bring in money for the bundle of supplies needed for these books. The 'shopping trip' place will take place next week.
HW: Work on the Caldecott Project summary sheet (on the back of the instructions for the project).
It is due by the end of class tomorrow.
11/4/14 - No school. Election Day. 11/3/14
1. Grammar p. 55.
2. TAKES NOTES using that Caldecott sheet about the books and ideas we cover in class:
PLOT
CHARACTERS
TONE
WRITING STYLE
ARTWORK
THEME
(Yes, by taking notes for ideas you will receive the almighty POINTS that you crave.)
3. QUESTION: What are some themes or common ideas that run through children's books (ages 8 and 9 years old)?
4. BOOKS to peruse today:
"Clifford Finds a Job"
"Me Too"
"Goodnight Moon"
"little blue and little yellow"
"George Shrinks"
"Cloudy with a Chance of Meatballs"
"Harold's Fairytale"
"In the Night Kitchen"
5. Begin working on the SUMMARY of your story (found on the back of the Caldecott INSTRUCTION SHEET).
HW: grammar pages 57 BONUS: Bring in a favorite child's book from home to share with the class. 10/31/14
1. Introduction to Caldecott Project (see handout).
2. TAKES NOTES using that Caldecott sheet about the books and ideas we cover in class:
PLOT
CHARACTERS
TONE
WRITING STYLE
ARTWORK
THEME
(Yes, by taking notes for ideas you will receive the almighty POINTS that you crave.)
3. QUESTION: What are some themes or common ideas that run through children's books (ages 8 and 9 years old)?
10/30/14
1. Grammar: p. 39 review
2. Grammar concept: "Preposition vs. Adverb" (page 41 and 43)
Workin' in a coal mine, goin' down, down, down Workin' in a coal mine, whoop, about to slip down Workin' in a coal mine, goin' down, down, down Workin' in a coal mine, whoops, about to slip down
Five o'clock in the mornin', I'm all ready up and gone Lord I am so tired, how long can this go on?
'Cause I make all the money, hauling coal by the ton But when Saturday goes around I'm too tired for havin' fun (Too tired for having…)
5. Some clips from the 50s sci-fi film: "Invasion of the Body Snatchers"
END OF QUARTER BONUS: Using as many specific details as possible, in a 100 word paragraph (minimum) explain how "Duck Dodgers in the 24 1/2 Century" is a METAPHOR for the topics we've been discussing: cold war, space race, sci fi B movies, etc.
10/29/14
1. While research homework is checked, complete grammar p. 39.
You've completed most of it before but NOW it's subjects and verbs also.
Remember HELPING VERBS are double underlined like all verbs.
2. In 50s research groups
Compare your information
Decide upon who will say what when you're in front of the class
3. 50s research presentations
Make certain you explain your answers to all the questions found HERE.
Students may ask the presenters questions after each presentation.
HW - Complete grammar p. 39
10/28/14
1. SIXTEEN TONS interpretations
2. 15 MINUTES for some final 50s research
The movie should have given you other ideas about what to look for
Tomorrow you will be sharing your info with your group...and then the whole class
3. OCTOBER SKY finale(....hope you like it)
HW - Completed research on your 50s topic...
written in words that are yours...
...and words you can explain
10/27/14
SIXTEEN TONS - by Tennessee Ernie Ford Some people say a man is made outta mud A poor man's made outta muscle and blood Muscle and blood and skin and bones A mind that's a-weak and a back that's strong
You load sixteen tons, what do you get Another day older and deeper in debt Saint Peter don't you call me 'cause I can't go I owe my soul to the company store
I was born one mornin' when the sun didn't shine I picked up my shovel and I walked to the mine I loaded sixteen tons of number nine coal And the straw boss said "Well, a-bless my soul"
You load sixteen tons, what do you get Another day older and deeper in debt Saint Peter don't you call me 'cause I can't go I owe my soul to the company store
I was born one mornin', it was drizzlin' rain Fightin' and trouble are my middle name I was raised in the canebrake by an ol' mama lion Cain't no-a high-toned woman make me walk the line
You load sixteen tons, what do you get Another day older and deeper in debt Saint Peter don't you call me 'cause I can't go I owe my soul to the company store
If you see me comin', better step aside A lotta men didn't, a lotta men died One fist of iron, the other of steel If the right one don't a-get you Then the left one will
You load sixteen tons, what do you get Another day older and deeper in debt Saint Peter don't you call me 'cause I can't go I owe my soul to the company store
2. October Sky - day 2
All the research terms are a BACKDROP to this story.
But for it to be a story, there must be a "CONFLICT."
What are the conflicts? Between WHOM are they?
HW: "SIXTEEN TONS" BONUS - In a brief paragraph, in YOUR words, explain the meaning of the song. 10/24/14
Team Divergent: REWARDS DAY 10/23/14
Day one of OCTOBER SKY 10/22/14
1. HELPING VERB QUIZ - list all 23 of the them
2. CULTURAL LITERACY RESEARCH ---> America in the 1950s
Pick a topic out of the hat.
Using all the tools known to mankind (ie. the laptop), RESEARCH to the best of your ability to find answers to the questions you've been given.
Write EVERYTHING down.
BUT make sure you understand it because when you PRESENT it to the class, it will be WITHOUT ANY NOTES...USING YOUR OWN WORDS, LEARNING, and SENSE.
HW - Intelligence Essay due tomorrow
10/21/14
1. Grammar p. 37 - quick review of imperative sentences
2. Review of "Playing for Keeps"....a story many of you said 'didn't makes sense.'
3. Death of imagination? FOR DISCUSSION PURPOSES - Take 5 minutes to respond to the following questions (on paper or GoogleDoc):
Were most teenagers more imaginative and creative when they were younger? If not, explain. If so, explain how or why that happens.
Are younger people more imaginative and creative than older people ("adults")? If not, explain. If so, explain how or why that happens.
What are the 'peak years' for imaginative thinking?
HW - Study for tomorrow's helping verb quiz
10/20/14
1. Grammar
Review p. 33. (Infinitives)
An IMPERATIVE sentence is a command. What is the subject of ALL commands? (pp. 35 & 37)
What is the shortest sentence in the English language?
2. Final IN CLASS day to work on the INTELLIGENCE essay.
MUST be in paragraph form. (The number of paragraphs is up to you).
MUST be properly titled.
MUST be shared with mfc3067@gmail.com (and other classmates).
DUE DATE: Thursday, October 23rd. (Yes, some of you will need to work at home or after school).
WEDNESDAY 10/22 - Helping verb quiz. (Memorize list on grammar p. 26) THURSDAY 10/23 - Intelligence essay due
10/17/14
1. Grammar
Wednesday: Box the NOT (review p. 29)
An INFINITIVE = to + a verb (to run). In this case the TO is not a preposition. Why not? (pp. 31 & 33)
2. Review directions from 10/15/ about the INTELLIGENCE essay. Also review the link from that date.
Read instructions before asking questions.
Writing and commenting can now be accomplished SILENTLY
Every essay should have at least two students' comments and evaluations.
Commenting should be SERIOUS and HELPFUL.
3. If you truly believe you are 'finished' (and have NO changes to make...even after partner suggestions) AND you have helped at least two others on their essays, YOU MAY READ SILENTLY.
No games, no computer noodling around.
No due date as of yet.
10/16/14
"Playing for Keeps" (pages 500 - 504) - As we read, answer the following questions in COMPLETE SENTENCES. These are the same questions on the handout. Submit it by the end of class.
What events are real and what events are imaginary in the first five paragraphs of the story (page 500)?
How do Johnny's parents react to the crisis / emergency that is occurring on Earth (page 500)?
How do the humans misunderstand the aliens (page 502)?
Why don't Johnny's parents wake him (page 502)?
Use a dictionary (or the back of your book) to define allusion -
Explain three allusions made in this story about 'famous' people (page 503)?
Why isn't Johnny afraid of the alien (page 503)?
Why doesn't Johnny run off to find help (page 503)?
What is the alien trying to explain to Johnny (pages 503 - 504)?
Explain how Johnny 'defeats' the alien (page 504).
Why is Johnny able to defeat the aliens but the adults failed (page 504)?
10/15/14
1. Collection (discussion?) of BOBBY FISCHER questions
2. EASY GRAMMAR
HELPING VERBS (p. 26). These are verbs that WILL have to be memorized and are ALWAYS double underlined in sentences.
new grammar concept (p. 27): "NOT"
complete grammar p. 29
3. Explanation of the INTELLIGENCE essay is found clicking here.
Revamp, reorganize, rewrite, and add to what you began last week.
Your work must be shared with each partner in your group.
To share, click the blue share button. Add their gmail name. And select 'can comment.'
Each group member is responsible for reading, commenting on, and grading (based on the rubric) each paper in the group.
10/14/14
1.Bobby Fisher conclusion:
When film ends you will have about 10 minutes to begin some COMPLETE answers to the five questions.
The movies and stories: Share with you to make you think or question. NOT just filling in blanks on paper.
2. Tomorrow - More writing of the INTELLIGENCE paper in GoogleDocs. (Headphones allowed)
HW: Thorough responses to the Bobby Fisher questions 10/10/14
1. Explanation of the 'idiot savant' phenomenon.
2. Part II of SEARCHING FOR BOBBY FISCHER 10/9/14
1. Intelligence discussion follow up and Phil Connors
Did becoming 'people smart lead to his happiness?
Did he have a 'good job' in the end? How well did it pay?
2. Idiot Savant
An interesting brain phenomenon. For a 5 POINT BONUS, complete the following by tomorrow:
Email an explanation (mfc3067@gmail.com) of what an idiot savant is, and describe some video clips you found on the subject.
3. Searching for Bobby Fischer (first 40 minutes)
Yet another type of intelligence
Begin to respond to the five accompanying questions on the handout.
10/8/14
1. Class discussion on how you answered/responded to all the INTELLIGENCE prompts:
"Tracking" is a controversial subject as well. What are your thoughts?
Heredity vs. Environment (aka. Nature vs. Nurture)
1. We will save a "FACTS OF LIFE" discussion for another time.
2. A day of drafting (writing) thoughtful responses to all the INTELLIGENCE ideas we've been discussing:
Read over the many questions or prompts from October 3rd.
Today is a day to BRAINSTORM your thoughts onto paper (or the screen).
You may look up things online if you wish to have some 'support' for your opinions.
The final piece will become a logical, flowing persuasive essay based on your thoughts and opinions about this topic.
It WILL be written in a Google Document ultimately. You may begin it that way NOW if you choose.
Tomorrow will be a discussion/debate class period.
HW: None 10/6/14
1. Written response on paper: "What do you know about the welfare system in America, and what is your opinion of it? Is it good, bad, or sometimes both? Does it help or hurt? Does it work? Why or why not?"
2. Read individually or aloud as a group "Getting the Facts of Life" from pages 286-294.
3. Written response on paper: "After reading the story, how has your view of welfare changed...if at all?The author has a purpose...and writes based on her experiences. What do you think her purpose is? What is she trying to communicate to us? Do you agree with her or not? Why?" 10/3/14
1. Practice prepositional phrase quiz (pages 51 & 53)
2. REAL quiz
3. The next questions you answer...in writing...will be the basis of an EDITORIAL style writing piece about INTELLIGENCE. (Minimum 300 words).
Respond to the prompts in any order and as thoroughly as possible. (may require thinking)
What is intelligence?
Explain why you believe we are either born WITH or WITHOUT it.
Can we GET MORE of it? Explain.
How do we know if someone is 'smart'?
Is too much importance placed on 'being smart'? Explain.
Some additional questions to ponder more deeply and to respond to even further...
Does being smart determine your future?
Does being smart mean you'll have a better job?
Does being smart mean you'll have a better marriage or family life?
Does being smart mean you'll be happier?
An even MORE loaded and controversial question...
What determines success in life the most: high intelligence, physical beauty, or a magnetic personality?
4. Later all this writing will be organized.
For now get your ideas down...either on paper or in a GoogleDocument.
(Eventually the final product WILL be a GoogleDoc so if you need help getting started today, I am available.)
5. As you write, you may include details from a number of sources:
your own life experiences
any class discussions
the multiple intelligences test and the regular I.Q. test
what you learned from the "Flowers for Algernon" and Groundhog Day stories
YouTube clips on college admissions and another film I will show
Any additional reading you do
10/2/14
1. Explanation of I.Q. measurements
2. "Flowers for Algernon" connection: The BIG QUESTION is "Are Phil and Charlie similar in any way regarding their level of intelligence?"
I say, 'Yes very much so. Before and after they each have an 'epiphany' (another good word to look up...not referring to the religious definition), their intelligence is remarkable alike."
Of course you need to realize
...when each one has his moment of clarity (epiphany)
...that we are looking at another 'type' of intelligence
...that many of you might call it 'street smart'...without ever having been on the street.
3. You all took a MULTIPLE INTELLIGENCES survey yesterday.
Which test more accurately measures intelligence: Wonderlic(speed test...50 questions...12 minutes...used in the NFL)or Multiple Intelligences?
Which type did both Charlie and Phil need to 'increase' in order to have purpose in life?
Is 'ignorance bliss'?
Operation (Charlie) = a forbidden fruit (Adam) = February 2nd (Phil)
Someone in class implied that it was stupid that Phil would continue to save people every day...that it didn't make any difference. Here is the STARFISH story that I re-told badly. (Thanks to Rachel Tavares for 'getting it'!)
If you take more than 20 seconds per question, your score starts to go down.
IF you finish in UNDER 13 minutes, your score is increased.
IF you finish OVER 13 minutes, your score goes down.
ALL that you are allowed to use is your mind!
Your 'GENERAL IQ' score is free; IF you want to pay, $9.95 you can purchase a detailed breakdown of your strengths and weaknesses. (Umm....not recommended.)
HW - Grammar pages 51 & 53 for FRIDAY. Follow instructions. We will have a quiz on this material Friday after reviewing. 10/1/14
1. Grammar p. 49 (39 prepositional phrases)
0 - 4 wrong = A
5 - 8 wrong = B
9 - 12 wrong = C
13+ = fail!
2. Groundhog Day discussion (and collection thereafter)
#3 (...and what is the key moment of change in Phil Conner's outlook on life?)
#4 After Rita helps him 'to see differently'...why doesn't he immediately reach Februrary 3rd?
What are Phil's greatest achievements? How long...realistically...has Phil been in Punxsutawney?
#5 and #6 are related.
3. "Flowers for Algernon" connection: The BIG QUESTION is "Are Phil and Charlie similar in any way regarding their level of intelligence?"
I say, 'Yes very much so. Before and after they each have an 'epiphany' (another good word to look up...not referring to the religious definition), their intelligence is remarkably alike."
Of course you need to realize
...when each one has his moment of clarity (epiphany)
...that we are looking at another 'type' of intelligence
...that many of you might call it 'street smart'...without ever having been on the street.
4. First of all, the concept "Multiple Intelligences"
9/24/14 - periods 1, 2, and 7 9/26/14 - periods 3 & 4
1. Is all work for L.A. up to date?
2. Jack axed me in the hall yesterday, "Why are we watching this movie? Will it have something to do with slavery?" The unequivocal answer: YES
Is it possible to be a slave to oneself? To one's own desires and pleasures and wants? (Look up 'hedonism'...a certain kind of life philosophy)
Why did Moses' people end up enslaved 'to the desert' for 40 years before dying?
The main character in GROUNDHOG DAY will also be enslaved? Same reason perhaps?
3. Continue to add to questions 1 & 2. Let's read over #3, which you can begin answering today. 9/23/14 - periods 1, 2, and 7 9/24/14 - periods 3 & 4
1. Discuss homework: "Benefits of slavery" and "What is slavery"
2. Continue this theme about the 'nature of slavery' with the film GROUNDHOG DAY. Answer questions on handout THOROUGHLY.
The themes and questions are serious.
The themes and questions relate to real life and growth.
The themes and questions are somewhat difficult and ambiguous.
If you won't invest more than 30 seconds of thought and effort per question, your 'grade' will reflect that.
3. QUESTIONS 1 & 2 should be answered...perhaps the beginnings of #3.
9/22/14 - periods 1, 2, and 7 9/23/14 - periods 3 & 4
1. Submit GRADE PROPOSALS (with rubric attached)
2. READ the "Moses" selection and ANSWER the four questions about it.
3. Discuss selection and compare the people of Moses to those of Harriet Tubman.
HW - Complete writing prompt: "Benefits of slavery" and "What is slavery"
9/19/14 - periods 1, 2, and 7 9/22/14 - periods 3 & 4
1. Wrap up HARRIET TUBMAN selection:
All questions discussed
All sheets submitted
How would Harriet Tubman answer the "Who Am I" question?
Why did she do all this?
What did she gain?
2. Why was Harriet Tubman nicknamed MOSES?
Read condensed version of EXODUS. Some prior knowledge...
Who was Moses? Who was Aaron?
What do you know about ancient Egypt and slavery?
The "Promised Land" is Canaan (or Canada in our Harriet Tubman story)...What was still difficult about those lands 'given to them'?
3. Answer and discuss the four questions about the reading selection. (It says "MOSES handout" on top).
9/18/14 - periods 1, 2, and 7 9/19/14 - periods 3 & 4
1. COMPOUNDS SUBJECTS - pages 23 & 25
Always do WHAT first? Before ANY underlining...
2. All HARRIET TUBMAN questions should be THOROUGHLY completed by the end of class:
Remember: 10 points for 'producing' yesterday and 10 points today
You may sign out a lit book if necessary
HW: MONDAY the 22nd - grade proposals (and self-scored rubric) due
9/17/14 - periods 1, 2, and 7 9/18/14 - periods 3 & 4
1. "r - w" preposition quiz
2. The overriding questions to the HARRIET TUBMAN selection:
Why would Harriet Tubman do what she did in life?
What did she 'gain'?
(She answered her "Who Am I?" prompt very distinctly.)
3. "Harriet Tubman" (pages 550 - 559)
Read and complete accompanying handout (10 total questions)
Work in 1s, 2s, or 3s: Read SILENTLY; discuss and answer questions QUIETLY
10 points for your productivity and on task behavior today; 10 points for when you finish up tomorrow. (If I must 'redirect' you, you will lose points)
HW - Grade proposal for your speeches due Monday the 22nd.
9/16/14 - period 1 & 2
1. Collect remaining "Who Am I?" papers
2. Grammar pages 19 and 21
Underline subject ONCE and verb(s) twice
3. Compound SUBJECTS - pages 23 & 25
4. Walkathon discussion
Why do 6th graders participate more than 8th graders?
Are human beings primarily 'givers' or 'takers'?
Why do people give?
HW all periods - LAST PREPOSITION QUIZ 'r - w' 9/15/14 - periods 1 & 2 9/16/14 - period 7 9/17/14 - periods 3 & 4
1. WHO AM I? (a bit different from your three distinctive things or your interview info)
Your own 'personality profile'
100% confidential
At least 1 full page (without extra 'margins' or minor 'cheats) = full credit (25 points)
4. Create a new Google account using the following format: section number, last name , (add first initial of first name if user name is taken)
85alkhatib
81berback
80allen
86adamson
88brabham
5. Go to GOOGLE DRIVE (one of the nine little squares in the upper right of Google) and then CREATE your first document ("Create" is a big red rectangle in the upper left).
9/11/14
1. "b - f" preposition quiz
2. VIDEO viewing in the hall.
Same procedures as yesterday ---> remember those?
3. FINAL SPEECHES DAY
4. What is a SUBJECT? What is a VERB? (Both answers on grammar p. 13)
Complete pp. 15, 19, and 21. (Prep phrases should already be crossed out.)
HW - "i" through "p" quiz 9/10/14
1. "a" preposition quiz
2. oral presentation rubric and video viewing/scoring
grade as you watch
DON'T STOP videos when they are running
DON'T SCORE between videos...keep them rolling
Partners need to 'agree' on scoring
The speaker can add up points afterward...but not in the hall
3. Day two of speeches
HW: Memorize "b" through "f" prepositions 9/9/14
1. A prepositional phrase...
begins with a preposition.
It ends with a noun or prounoun
It cannot be the or subject or verb of the sentence.
2. Grammar pp 17 & 21
compounds objects
cross out prep phrases on p. 21.
3. Begin speeches.
HW: Memorize all "a" prepositions (the ones that start with the letter "a") 9/8/14
1. The first step to strengthening, improving, cultivating the mind? MEMORIZATION
Miss Carolina and O-mazing Grace videos
2. Practice in 3's as desks are arranged
once using your notes
two rounds NOT using notes
HW - Practice! Real speeches begin tomorrow 9/5/14
1. Completing your speeches
Any additional info needed from your partner
Finish writing speeches
2. Why learn grammar?
p. 4 is a list of prepositions (to be memorized)
p. 12 defines prepositional phrase
p. 15 & 19: practice identify prepositional phrases (not worried about subject and verb yet)
3. Oral presentations practice (in 3's)
Take turns giving your talk
Stand / speak loudly and clearly / 'face' your audience
Watch me for your 'time'
HW - practice your oral presentations (with and without written notes/paragraphs)
9/4/14
1. Grammar p. 9 HW
2. TWO MINUTE BIOGRAPHIES
The speeches must be organized and thorough.
If you're short on information, WHOSE fault is that?
3. PREPARING THE TALK - refer to the horizontal handout
HOW can your information be organized? Any ideas?
NOTICE there should be an INTRO and CONCLUSION
Your speech will FIRST need to be written out in paragraph form.
HOW LONG? 250 - 350 words (according to the 'universal speech in minutes calculator')
When you present, you will have NO NOTES / NO WRITING in your hands or before your eyes.
"Memorizing" word for word isn't important: KNOWING what you are going to say IS.
HW - At least half of your speech should be written out in paragraph form (minimum of 125 words) 9/3/14
1. Reviewing the group brainstorming session from yesterday
Group with the most GOOD questions (as decided by the class) receives bonus points
Ask follow up questions to answers you receive. These won't be on your question list...so LISTEN to the answers.
Ask questions requiring stories or interesting details.
3. PRESENT your information in a two minute speech. 4. In groups, write as many GOOD personal interview questions as possible (group with most GOOD questions receives bonus points)
HW - List of the 35 good interview questions (leaving room for answers) 8/29/14
1. Check binders
2. Complete 'rules' discussion
HW - Thoroughly complete the ORDER discussion questions 8/27/14
- Periods 3 and 4: Team Divergent Coverall Bingo (auditorium)
- Period 7: Team Divergent Water Bucket Challenge and Mr. Coyle's personal challenge to the team. 8/26/14 & 8/28/14
1. Student INFORMATION FORMS & BINDERS
2. Continue presenting 3 - 5 distinctive facts about yourselves.
3. Rules!!! In writing, respond to the following prompts:
What typical school or classroom rules do you feel are UNNECESSARY?
Then why are they in place? Why have them at all?
Explain the difference between school and other types of rules: domestic rules, social rules, civic rules (laws), fashion rules, etc.
Why do we break rules?
Why is it necessary to have ANY rules?
HW: Student info forms / completed rules questions ("Order" discussion questions) 8/25/14
1. What types of things do teachers TYPICALLY talk about on the first day of school? (ie. What seems important to THEM?)
2. What types of things do students TYPICALLY want to know about on the first day of school? (ie. What is important to YOU?)
Logistics
Attendance
Seating (silent activity...we'll learn a lot TODAY!)
Student information form (why? 120 parent contacts)
What is needed for class: binder and handouts (daily), book (when required), agenda book, a writing item, effort
Activity 1. Write and be prepared to share 3 - 5 distinctive facts about yourself:
family background
your interests
a unique opinion
talents or skills
what you like/dislike
etc.
2. Answer approximately 3 (or so) questions from classmates.
Any question is fine (as long as it isn’t embarrassing, too personal, about something illegal, etc.).
Class should ask questions about your 'distinctive facts.'
mfc14-15.wikispaces.com
THIS IS my email for the times you 'share' your documents with me:
mfc3067@gmail.com
The SYLLABUS for our reading of The Odyssey (aka. The Adventures of Ulysses)
YA STORIES/NOVELLAS
Link to 8-0 Stories
Link to 8-1 Stories
Link to 8-5 Stories
Link to 8-6 Stories
Link to 8-8 Stories
6/3/15 & 6/4/15 - The Fantastic Mr. Fox
BONUS - Due Friday 6/5/15
6/2/15 - HERSHEY
5/29/15 & 6/1/15
Finish O Brother, Where Art Thou
5/28/15 - 8th grade TRACK AND FIELD DAY
Lesson 3 and 4 vocab test canceled.
5/27/15
1. Review Lessons 4A, 4B, and 4C
2. Submit ODYSSEY packets or books
3. ODYSSEY project presentations
4. O Brother, Where Art Thou (based on Homer's Odyssey)
5/26/15
1. Complete LESSON 4A, 4B, and 4C
2. Last day to work on ODYSSEY projects
HW: Complete ODYSSEY projects
5/22/15
FIELD DAY
5/21/15
1. ODYSSEY TEST - Attach extra paper if needed. Place in folder when complete
2. QUIETLY get a lap top
3. Turn in Odyssey books/packets on Wednesday 5/27.
4.TUESDAY 5/26 - While I am in Dorney, complete vocab packet Lesson 4: exercises 4A, 4B, and 4C.
5. Lesson 3 and 4 vocab test on Friday 5/29.
5/19/15 & 5/20/15
Keystone Exams (all morning)
5/18/15
1. LAST QUIZ - "The Return" (147 - 155)
2. LAST TERMS:
3. Group Projects
HW:
5/15/15 - ALGEBRA finals
HW - "The Return" (147 - 155)
5/14/15
1. Review Lesson 3 (pages 19 - 21 in vocab packet)
2. "Nausicaa" quiz
3. Group projects
HW - "Nausicaa" pp. 138 - 146
5/13/15
1. Greek & Latin Vocab: units 3 and 4 (ALL OR NOTHING)
2. Odyssey projects
HW - "Nausicaa" pp. 129 - 137
5/12/15
...the hardest working class in America...
1. Silent Reading and "Calypso" quiz
2. Following up with yesterday's tragic flaw discussion, the next is The SEVEN DEADLY SINS:
3. Which of these sins are Ulysses, the men, or side characters guilty of? ARE they truly 'deadly' tragic flaws?
4. Group projects
HW: "Calypso" (2nd half) and "Ino's Veil"
5/11/15
1. Silent Reading and "The Cattle of the Sun" quiz
2. Two new terms
3. Group projects - 10 school days to work on projects
HW - "Calypso" (1st half) - pp. 106-114
5/8/15
1. "Land of the Dead" quiz
2. "Wandering Rocks," "Sirens," and "Scylla and Charybdis" quiz
3 Group projects
HW - "The Cattle of the Sun"
5/7/15 - Freedom
5/6/15
1. "Circe" (2nd half) quiz
2. More about ARCHETYPES
3. Introduction to they "Odyssey" project
4. Because we will be at Freedom tomorrow...your next two nights' worth of homework will result in a DOUBLE LENGTH quiz on Friday.
HW - The reading for May 6 and May 7
5/5/15
1. YOUR STORIES
2. "Circe" quiz (1st half) - 10 pts +2 bonus
3. One new term to add: ARCHETYPE
HW: “Circe” (2nd half)
5/4/15
1. Grade "CYCLOPS CAVE" quiz
2. Discuss what you SHOULD have read on Thursday ("Keeper of the Winds") and this past weekend ("Cannibal Beach")
3. As per the syllabus... take ODYSSEY notes on ODYSSEY terms
4. Discuss universal human experiences according to...
5. Get started reading your May 4th homework....
HW - Circe (part I...47-58)
4/30/15
1. Distribute the quiz “The Cyclops’ Cave” quiz. Complete the questions and then submit them.
2. Begin silently reading “Keeper of the Winds” (pages 27 - 40). Once ALL Cyclops quizzes are submitted, begin quiz for “Keeper of the Winds.”
3. Read and work on “Keeper of the Winds” in groups of 2 or 3...and the quiz will be open book.
4. These quizzes should ALSO be submitted before leaving class.
HW - Cannibal Beach
4/29/15
1. Intro to THE ODYSSEY - one of the oldest stories ever
2. Please read/evaluate one or two classmates' stories.
HW - The Cyclops Cave
4/28/15 - PSSA science testing
1. STORY READING and evaluating: the goal is to have at LEAST HALF OF YOUR CLASS reading and evaluating YOUR story.
2. Work that you have not completed (like the bonus writings, the grammar homework, the Mockingbird questions) can still be submitted.
HW - Be prepared for a quiz on "The Ciconians & The Lotus-Eaters"
4/27/15 - PSSA science testing
4/24/15
1. You will receive a copy of The Odyssey (The Adventures of Ulysses)
2. Review HW - pages 205 & 209
3. Take VERB test - pages 153,155, 215, and 219
4. STORY READING
4/22/15 & 4/23/15
1. Complete and submit To Kill a Mockingbird questions. (worth 30 points)
2. Grammar p. 205 & p. 209
3. STORY READINGS and EVALUATIONS
HW - Study for Friday's grammar test.
4/20/15 & 4/21/15
8-5, 8-6, and 8-8: To Kill a Mockingbird: Discuss question #5 / Film finale and answer #6
4/17/15
8-5, 8-6, and 8-8: To Kill a Mockingbird - Part III / Complete question #5
8-1 and 8-0: To Kill a Mockingbird: Discuss question #5 / Film finale and answer #6
4/16/15 - PSSA ELA testing (day 3)
8-1: To Kill a Mockingbird - Part III / Complete question #5
8-0: To Kill a Mockingbird - Part III / Complete question #5
4/15/15 - PSSA ELA testing (day 2)
8-8: To Kill a Mockingbird - Part II / Complete question #4
8-5: To Kill a Mockingbird - Part II / Complete question #4
4/14/15 - PSSA ELA testing (day 2)
8-0: To Kill a Mockingbird - Part II / Complete question #4
8-6: To Kill a Mockingbird - Part II / Complete question #4
4/13/15 - PSSA ELA testing (day 1)
8-5: To Kill a Mockingbird - pre-movie question #1 / Part I of the film / Complete questions #2 & #3
8-1: To Kill a Mockingbird - Part II / Complete question #4
4/10/15 - PSSA Assembly (period 1)
1. Check HW p. 199 and p. 203 (Go over p. 199. Page 203 on Monday)
2. To Kill a Mockingbird
HW
4/9/15
1. Review INDIRECT OBJECT homework. (p. 195)
2. See yesterday's (4/8/15) agenda
HW - grammar p. 199 (just like yesterday's homework) and grammar p. 203 (beginning our 'verb' review)
4/8/15
1. Review HW p. 191 - transitive verbs
2. Grammar p. 193 & 195 - INDIRECT OBJECTS
3. STORIES (Last day to work on them IN CLASS??? or tomorrow...):
4. ALL FOUR bonus writing opportunities still available. (I've received very few thus far).
HW - grammar p. 195
4/7/15
1. YOUR STORIES:
2. Continue writing/rewriting your masterpieces.
3. Students who 'think' they are finished can complete the bonus writing activities or help other group members by inserting comments on their story drafts.
4. BONUS WRITING prompts that I devised (at least 200 words each):
5. Practice your quotation skills. Use the nice 4th grade level website.
HW - Grammar p. 191
4/6/15 - PSSA Practice (multiple choice packet)
4/2/15 - REWARDS DAY - Holy Thursday
4/1/15
1. Using QUOTES in dialogue. I found a nice 4th grade level website. Let's read the rules and then you will practice. See how wonderfully you do:
2. Transitive vs. Intransitive verbs
3. Continue writing/rewriting your masterpieces.
3/31/15
1. GRAMMAR - Transitive vs. Intransitive verbs (p. 185)
2. STORY GROUPS:
3. YOUR STORIES:
4. WORK TIME IN CLASS:
5. BONUS (200 word minimum)
HW: Grammar - complete pages 187 and 189. (Read the directions thoroughly)
3/30/15
1. STORY GROUPS (first 15 minutes of class):
2. LAST BATCH of grammar sheets (ever):
3. Continue writing your own tales and/or reading and writing comments on other stories in your group.
3/27/15
1. Grammar pg. 151 (you already completed the first side)
2. There IS a reason I made you watch Twelve Angry Men, Rear Window, and the Wallace and Gromit episodes...
3. DAY 2 of drafting your magnum opus. You may...
4. STORY GROUPS (last 10 minutes of class...unless you are all still in writing mode):
3/26/15 - no grammar today
1. Allow your story group members to read last night's homework, which was a story blurb based on your own life experience.
2. Two or three more quick music-inspired story blurbs.
3. YOUR STORY:
4. NOW you begin writing your stories. You may...
3/25/15
1. Grammar p. 149
2. As a group discuss each "blurb" (it's a good word...look it up). What genre would you classify each one as?
3. As you listen to the next 'batch' of instrumental music pieces, create BLURBS for possible story ideas. You will read blurbs aloud within your story groups. Notice how the blurbs above do the following...
HW - Write a blurb that is BASED ON YOUR REAL LIFE EXPERIENCES. Of course you my need to 'embellish' the events or scenario if you do not believe your life is exciting enough!
3/24/15
1. Read, study, absorb the material from the links found on THIS PAGE.
2. Using the information you've studied, answer THESE QUESTIONS (either in a GoogleDoc or on paper.)
3/23/15 - (show completed APPETIZER work. The prewriting scenario and questions 1 - 6)
1. Two more FREEWRITING exercises (maybe the selected pieces won't be as 'dark')
3/19/15
1. SHOW completed "APPETIZER" work. Any comments on the story? The point of having you read it (since some of you say there's 'no point' to anything done in class):
2. While I check for completion of your prewriting exercises (C, D, E, and F), you and your group should discuss the instructions page titled Subject - Verb Agreement: Trick things. Do you understand what is meant by singular?
There is a point to learning this: in college writing and job applications, professors and employers tend to look for errors which indicate a student's lack of knowledge regarding the English language. Follow the instructions and complete the 15 ridiculous sentences (ridiculous...because I wrote them). Which of the following sentences are correct?
3. GOOD JOB (by some of you) on the freewriting exercises:
There is a point to these freewriting exercises: it has been asserted that the mind can become more creative when another one of the senses is stimulated. For example, for this lesson my THEORY (which is probably incorrect for many of you) is that an odd piece of music can TRIGGER your mind into writing about something or in a certain style in which you normally would not write.
Look up the word scenario.
4. FREE WRITING (day 2): Create a quick 3 to 5 minute scenario inspired by the music pieces you hear. Your scenarios SHOULD BEGIN TO include detailed setting, characters, plot, dialog, various points of view, etc.
3/18/15
1. Complete the “PERSONAL CONNECTION” prompt found on p. 298. That should be completed on paper. Some volunteers share their ‘stories' would be nice.
2. It might be a good idea to read the “SCIENCE CONNECTION” also on page 298.
3. Silently read “Appetizer” on pages 300-310.
4. Complete the “from PERSONAL RESPONSE to CRITICAL ANALYSIS” questions on page 311. All six of them! In writing.
3/17/15
1. Complete grammar page 147, but ADD the following directions: label any DIRECT OBJECT (D.O.), PREDICATE ADJECTIVE (P.A.), and PREDICATE NOMINATIVE (P.N.).
2. (Exercise G) FREE WRITE (not allowing yourself to stop writing OR to think too much) to create a quick 3 to 5 minute written scenario inspired by the music pieces you hear. Your scenarios may include detailed setting, characters, plot, dialog, various points of view, etc.
HW - Prewriting exercises C, D, E, and F.
3/16/15
1. The Wrong Trousers questions.
2. If most of you need time to finish the prewriting exercises (C, D, E, F), you may. (The rest of you may 'work' on other tasks in a quiet, unassuming manner.)
3. REMEMBER:
HW: All prewriting exercises EXCEPT for the last one (Exercise G) are due Wednesday 3/18.
3/13/15
1. Subject Verb agreement with COMPOUND SUBJECTS. (p. 143 & 145)
2. As requested: Wallace and Gromit - "The Wrong Trousers."
3. We will have one more day (Monday) to work on the prewriting exercise.
HW - Complete Wallace and Gromit 'analysis'
3/12/15
1. Wallace and Gromet HW: Your foreshadowing observations
2. Prewriting exercises. (Check eSchool...I've included up through Exercise D)
3. BONUS: Read or re-read "The Tell Tale Heart" (pages 381 - 387)
After completing the story, write a diary or journal entry AS IF you are the old man about to be murdered. What is going through YOUR mind during the days leading up to your death AND maybe also during those long moments before your death? Some questions to consider:
200 or more words (like the Rear Window journal/diary assignments)
3/11/15
1. Grammar p. 137
2. Subject/Verb "agreement" p. 139 & 141
- Singular subjects ----> singular verbs
- Plural subjects ---> plural verbs
EX. The wrestler defeats his opponent.EX. The wrestlers defeat their opponents.
3. A detour? What is FORESHADOWING?
3. Compile a chart of possible FORESHADOWING clues on the left side of the page, and how (or if) they are resolved on the right side.
HW: Wallace & Gromit chart due tomorrow.
3/10/15
1. Grammar - Action vs. Linking verb
----> Words that come after LINKING VERBS can be PREDICATE NOMINATIVES or PREDICATE ADJECTIVES.
----> Words that come after ACTION VERBS can be DIRECT OBJECTS.
2. WORK on and then SHOW ME ALL COMPLETED PREWRITING EXERCISES (except for the last exercise...G).
3/9/15 - READ ALL DIRECTIONS BEFORE ASKING ANY QUESTIONS
1. Only a little grammar today. A quick review of PREDICATE ADJECTIVES on p. 133.
2. A day to SOLIDLY work on your prewriting exercises. The exercises can be found here.
3. MUSIC is fine. (Too much chatter = moved seat. Too much time on wrong site = no laptop).
4. EXERCISE C. Share your piece with at least one classmate. (We will hear about 10 good ones near the end of class even if yours is read be by someone else.
5. EXERCISE D. Read the description. I wrote a HALF COMPLETED 250 word sample if you care to read it.
6. If completed, move into the SETTING exercises. I have completed a sample of EXERCISE E. if interested in reading it.
7. EXERCISE F is another setting exercise
PLENTY OF WORK?
3/4 - 3/6 - SNOW DAYS
3/3/15 - 12 Angry Men exercises A & B should be complete
A PREDICATE NOMINATIVE (P.N.) comes after a linking verb and is the same as the subject.
A PREDICATE ADJECTIVE (P.A.) comes after a linking verb and describes the subject.
1. Predicate adjectives (P.A.) - read p. 131 and complete p. 133.
2. Narrative pre-writing: Exercise A
4. Narrative pre-writing: Exercise B
3. Narrative pre-writing: Exercise C (writing the final scene from Jeff or Lisa's perspective)
4. Complete Narrative pre-writing: Exercise D....similar to Exercise C. But what's the difference? Do we understand?
HW: If you are all productive today...NO HOME WORK. All of these writing remaining exercises (C, D, E, F) should be of substantial length and content.
3/2/15 - Two hour delay (skip grammar)
1. Prewriting Exercises - (10 points each)
2. As a class we will read over instructions for exercises C & D (scroll down to page 3).
HW - Exercises A & B should be THOROUGHLY completed.
2/27/15 - "Rewards" day
Big Hero 6
Radio
2/26/15
1. CHECK and review grammar HW (p. 129)
2. Continue working on **Pre-Writing** Narrative Account Exercises A & B. (Both of these refer to 12 Angry Men.)
HW - Make sure you are all caught up for rewards day. Check eSchool for missing homework. Your character sketches should also be completed.
2/25/15
1. Action verbs vs. Linking verbs?
LINKING VERBS are verbs that LINK the subject to a word AFTER the verb that either IS the subject or DESCRIBES the subject.
- read page 124 (forms of the verb TO BE)
- read page 125 (list of LINKING verbs....which sometimes are ACTION verbs)
----> Words that come after LINKING VERBS can be PREDICATE NOMINATIVES or PREDICATE ADJECTIVES.----> Words that come after ACTION VERBS can be DIRECT OBJECTS (D.O. - remember?)
2. SUBMIT (and maybe read aloud) 'side character POV' entry.
3. Let us read over the first exercises of the major, upcoming **story writing project**.
HW - grammar p. 129
2/24/15
1. REAR WINDOW: collect journal #2 homework.
2. COMPLETE and REVIEW: grammar exercises 7, 10, and 13.
3. Take the TRICKY VERBS quiz (it won't count...just testing your understanding).
4. REAR WINDOW Finale: "How are Jeff and Lisa's story connected to the Thorwald story? How would it make an impact on their future lives?"
HW: Write another 100 - 200 word point of view paragraph journal/diary entry but THIS time as one of the SIDE characters. You are writing about your day as the film ends:
2/23/15
1. Review grammar p. 123
2. Extra sit/set, rise/raise, and lie/lay practice. (Exercises 7, 10, and 13)
3. Rear Window - "Doyle" is called in to investigate
HW: Write a diary or journal entry AS IF you are Jeff or Lisa or DOYLE (from one of their first person POINTS of VIEW). Your entry should reflect on the events of the day, what you think, how you feel. 100 words isn't much.
2/20/15 - TWO HOUR DELAY
1. Brief review of grammar 121/123
2. Any read alouds from yesterday's Jeff or Lisa POV journal/diary entries?
3. REAR WINDOW - the plot unfolds
HW - CHARACTER SKETCHES DUE MONDAY
2/19/15 - CHARACTER SKETCHES SHOULD BE COMPLETED by Monday, 2/23/15
1. Check grammar HW pages 121 and 123. (We will go over it tomorrow.)
2. As you can guess, from the previous 'character' work we have been doing, we are building up to a major story writing project. Next up, with many practice exercises to go with it, a film by Alfred Hitchcock.
3. REAR WINDOW - Conflict and Point of View
HW: Write a diary or journal entry AS IF you are Jeff or Lisa (from one of their first person POINTS of VIEW). Your entry should reflect on the events of the day, what you think, how you feel. 100 words isn't much.
(If you aren't going to complete it, then DON'T. Don't try scribbling something down in a.m. homeroom or when you get to class during 2nd period...there is not 'half credit' for something so simple as you thinking, creating, and writing. You are each capable of completing this with a bit of thinking, creating, and writing.)
2/18/15
1. Tricky verbs
---> sit vs. set (p. 117) - which you already have
---> rise vs. raise (p. 118)
---> lie vs. lay (p. 119) - The trickiest of the three pairs
2. Character sketches. One more day to work on them in class.
3. If you believe you are completely finished, please share your sketch with another student. Allow him or her the ability to comment.
4. Once again, please refer to the assignment and scoring guide.
HW - Grammar pages 121 and 123.
2/12/15
1. 12 ANGRY MEN Quiz - (The visual set up could help you with the quiz.)
2. CHARACTER SKETCHES - Once again please refer to directions about the assignment and scoring. It's not THAT much to read and all the answers to your questions (except due date) should be there.
3. CHARACTER SKETCH ORGANIZATION
(The answers to the above questions should all be "YES.")
2/11/15
1. Share some examples 12 ANGRY MEN practice sketch HW.
2. Continue with your CHARACTER SKETCH writing. Instructions are HERE.
3. People continue to ask, "how long should it be?" I have given no length requirement, but 500 words (or so) should be about average length.
4. Some things to keep in mind about HOW to describe your selected CHARACTER:
SPEECH: what they say / how they talk
LOOKS: physical description / how they dress
ACTIONS: what they do / how they move (body language) / mannerisms / facial expressions
THOUGHTS: how their thoughts and attitudes are expressed / beliefs / ideals
OTHERS: what other people say or think about the character / how they react to others
5. Some things to keep in mind about how you will be EVALUATED:
- CONTENT – plenty of detailed information about your chosen character
- VARIETY – the use of multiple writing techniques to fully develop the character
- ORGANIZATION – your material is well arranged and easy to follow
- STYLE – your writing has a flow and moves smoothly from point to point
- CARE – you proofread to spellcheck and clean up minor errors
HW: Open notes...(your OWN notes!) quiz on 12 Angry Men tomorrow (aka. 2/12/15)
2/10/15
1. TWELVE ANGRY MEN is a 'character driven' film. What does that mean? (as opposed to action driven, cinematography driven, plot driven, effects driven)
2. Character sketches
HW...
- For tomorrow: Brief practice sample sketch of a 12 ANGRY MEN juror (see my example).
- On Thursday: an open notes TWELVE ANGRY MEN quiz
2/6/15
1. QUIZ - 20 words. You write P (preposition), V (verb), or N (neither)
2. TWELVE ANGRY MEN - finale
2/5/15
1. Make sure you have p. 4 (PREPOSITIONS) and p. 88 (HELPING VERBS) to study for tomorrow's quiz.
2. Questions/Comments about any characters from part 1 of TWELVE ANGRY MEN?
3. Vocab word of the day: "SADIST"
HW - study PREPOSITIONS and HELPING VERBS
2/4/15
1. Check HW (p. 115)
2. CHARACTER SKETCHES INTRO
3. What could intimidate people in a group setting?
HW:
- 12 Angry Men CHARACTER chart (for part I of the film)
- Begin studying grammar pages 4 and 88. (prepositions and helping verbs - quiz Friday)
2/3/15
1. COLORS "Grade Proposals" due. You were supposed to complete the following by yesterday (Groundhog Snow Day):
2. Any stray book talks and "Colors" presentations - Cailah, Michael, Stacey, Jesse, Kasia, Matthew, Ziad?
3. Practice quiz. Number 1 - 20 on a sheet of paper. Write each word and then next to it write, VERB, PREPOSITION, or NEITHER
3. A quick online quiz to take.
4. DIRECT OBJECTS - receive the action of an action verb. (grammar p. 113)
----> ex. At the beginning of class, Mr. Brabham zipped his lip and then threw the key away.
----> The subject DOES the action. (Subjects are underlined once.)
----> The verb IS the action. (Verbs are underlined twice.)
----> The direct object RECEIVES the action. (It should be labeled D.O.)
HW - grammar p. 115 (Do all the usual instructions PLUS label the D.O.)
1/30/15
Check, print, and read "CLASSMATE SKETCHES" aloud.
HW - Colors "GRADE PROPOSALS"
1/29/15
1. Book Talks and LATE "Colors" projects
2. Review IRREGULAR VERBS (grammar p. 109). It seems people STILL do not know what a HELPING VERB or PREPOSITION is...after all this time. Another quiz will be forthcoming:
3. CHARACTER SKETCH INTRO
HW:
1/28/15
1. "Colors" presentations
2. Book Talks
HW - COLORS grade proposals due on GROUNDHOG DAY (February 2nd)
1/27/15
"Mother in Mannville" (lesson with substitute)
1/26/15 - Snow Day
1/23/15
1. IREGULAR VERB QUIZ TIP - Mentally conjugate the verb by thinking of short sentences in each teach: "TO WRITE"
2. IRREGULAR VERB QUIZ
3. Book Talks
HW - COLORS projects due
1/22/15
1. Check and review HW p. 107
2. Book talks
HW
1/21/15
Some scheduling changes:
1. TO LIE (to rest) vs TO LAY (to put)
LIE: The swimmers lie in the sun. (present)
LAY: The swimmers lay their towels by the pool. (present)
LIE: Yesterday they lay there for many hours. (past)
LAY: They laid their towels out to dry. (past)
LIE: They have lain on the grass for an entire week. (past participle)
LAY: They could have laid their towels on the deck furniture. (past participle)
2. Book talks
1/20/15
1. COLORS
2. BOOK TALKS
3. IRREGULAR VERBS PRACTICE - p. 103
HW:
Colors pieces due Thursday
Irregular verbs quiz on Friday (memorize the past and past participle forms on p. 97&98)
1/16/15 - "Rewards" day
1/15/15
1. KEN NORDINE - Colors
2. BOOK talks
3. Irregular verb FAUX quiz
HW - Colors pieces due Thursday 1/22
1/14/15
1. BOOK TALKS
2. Intro to COLORS project
HW - continue practicing book talks / get started on COLORS project
1/13/15
1. BOOK TALKS begin!
2. Regular verbs (p. 94) vs. Irregular verbs (p. 95)
3. Page 97 & 98 - a listing of common IRREGULAR verbs
HW bonus:
Choose ONE group out of the three listed below and write a brief paragraph IN YOUR WORDS that explains what you learned:
1/12/15 - FREEZING RAIN DAY
1/9/15
1. Remember for your book talks...
2. PRACTICE in 3's with notes
3. PRACTICE in 3's without notes
4. COLORS quiz (the quiz requires some abstract thinking and leads into our next semi-bizarre project)
HW - Practice your talks (we begin officially on Monday)
1/8/15
1. REVIEW of yesterday's lesson
2. By definition does 'newer' mean 'better?
3. CANT expressions (2nd definition). What is 'new' today will be old tomorrow.
TIME MAGAZINE gives you a primer on slang that Pharrell likes enough to put in the titles of his songs (this article is from November)
On Wednesday, Pharrell dropped a video for his new single, “Come Get It Bae,” which may immediately raise some questions, such as “Come get what?” and “What in the world does bae mean, anyway?”
The short answer: Though this word was used in the 1500s to refer to sheep sounds, today bae is used as a term of endearment, often referring to your boyfriend or girlfriend. Or perhaps a prospect who might one day hold such a lofty position. Bae has also taken on a wider meaning, being used to label something as generally good or cool, as in “This sandwich is bae.”
Say, for instance, you post a picture of you on a yacht with Beyonce and you just so happen to be Jay-Z. You might give that photo a caption like, “Just another Tuesday with my bae. #surfbort” or “When bae looks bae on this bae boat. #boofboof“ One tale supposes that bae is in fact the acronym BAE, standing for “before anyone else.” But people often like to make up such origin stories that linguists later discover were absolute poppycock...
The term’s usage took off in 2013 and continues to rise. And as more people say bae, it’s likely that the meaning will shift in any case. When words get popular, one of two things tends to happen, as computational linguist Tyler Schnoebelen explains: “As it gets picked up by more people, its meaning will either calcify or bleach.” That is, harden into meaning only one very specific thing, or expand to embrace a range of meanings.
Take the word "weird," as in Weird Al Yankovic, the man who has had such fun parodying Pharrell of late. When first used, that word meant “having the power to control the fate or destiny of human beings.” And that is certainly not the meaning we invoke when referring to Mr. Yankovic.
A good rule of thumb for now at least: if you would use the words boo or babe in some circumstance, you can probably use bae.
4. Practice your book talks in groups of three. You may refer to what you've written.
HW: Practice your book talks. Be prepared to attempt it WITHOUT using notes.
1/7/15
Comparing "today's" books to the selections in your literature book (the big red one)
1/6/15
1. GRAMMAR HW - p. 91
2. MOST of the period: WRITING your book talk in paragraph form.
3. IF TIME ALLOWS: practice your speeches in groups of 3 AND/OR there are still several impromptu speeches to finish in some sections
HW: Your completed speech in written form (paper or GoogleDoc)
1/5/15
1. Easy Grammar VERBS
2. As you may or may not remember, you should be in the midst of preparing to deliver a book talk. Click this link (whether you have a recollection of this or have NO recollection of this.)
3. Even though your speeches will be delivered without notes (hopefully), WRITE out your two to four minute book talk in paragraph form, a speech! (275 - 550 words...depending on how quickly you speak!)...TIPS:
4. I wrote a quick sample intro...as if I were doing a book talk on BRAVE NEW WORLD.
In this world, children are not born, they are formed and grown in bottles. They do not have parents to teach them; they are raised by state workers. There are no husbands and wives.They are conditioned from 'birth' to belong to one of five classes of people...based on intelligence and looks. (ALPHA being the highest class; EPSILON being the lowest). Each member of society is taught to be happy with where they are and they are all encouraged to have fun and recreation, date many people ("Everybody belongs to everybody else"), and spend lots of money on new things to make them feel better about themselves.
If they ever happen to feel slightly unhappy, there is always the government's drug "SOMA" which will send them on a short mental holiday without any bad after effects when they come back to normal life. A perfect society. Does it sound like TODAY'S society in any way?
HW: Grammar p. 85, 87, and 91
12/23/14
1. HOLIDAY sing
2. BASKETBALL thing
12/22/14
1. IMPROMPTU speeches
2. JUMBLE competitions
12/19/14 - IT'S A WONDERFUL LIFE (finale)
Why were old movies in black and white? (Although there still ARE modern films in b&w)
HW - It's a Wonderful Life - completed sheet
12/18/14
IT'S A WONDERFUL LIFE (tres)
HW for Friday: Vocabulary Bonus.
12/17/14
IT'S A WONDERFUL LIFE - 1946
HW for Friday: Vocabulary Bonus.
12/16/14
1. VOCAB TEST - self graded
2. Vocab bonus - print out available here!
3. It's a Wonderful Life
HW - Bonus due on Green Friday (December 19th)
12/15/14
1. "Book Talk" Books. (Do you all have one? Sign up with your title...we do not want DUPLICATES.)
2. Vocab Test: When finished, please place it in the folder.
3. Silent Reading.
4. Impromptu Speeches
12/12/14
1. REVIEW - "Grinch quiz"
2. REVIEW - Vocab homework 2A, 2B, and 2C.
3. Analogies for VOCAB TEST.
4. Impromptu Talks
HW - Study Lessons 1 and 2 for vocab test. (23 words total)
12/11/14 - Miller Heights field trip
1. "How the Grinch Stole Christmas"
2. Take the "critical viewing and listening" quiz.
HW - Excercises 2A, 2B, and 2C. (Vocab test Monday.)
12/10/14
1. Pronouncing Vocab Words (with symbols on white board)
Long Short
a hat hate
e pet Pete
i wit white (hwite)
u cut cute
"Schwa" symbol and sound (listen to Wikipedia pronunciation!)
ACCENTS - difference between "present' (a noun) and "present" (a verb)
2. Vocab Lesson 2: HIGHER NUMBER ROOTS...like three, four, ten and hundred!
3. Name three famous blind musicians....one might say the TRIUMVIRATE of blind musicians. (YouTube clip of Jose Feliciano LIVE performing "Light My Fire"...in reflection of yesterday's guitar ensemble performance which ALSO included a Jose Feliciano number!)
HW for FRIDAY: Exercises 2A, 2B, and 2C.
12/9/14
1. SHOW completed homework (12 question 'mock' vocab quiz for lesson 1)
2. ADMINISTER the quiz to a fellow classmate
3. Continue IMPROMPTU book talks
12/8/14
1. GREEK & LATIN VOCAB: "I paid attention the last two days" Quiz (Lesson 1)
2. Create an 12 sentence fill in the blank quiz using the words from Lesson 1 (remember mine?)
HW - Complete your quiz if you do not finish it in class.
12/6/14 - Caldecott Medal Project Winners (90.5% was the scoring cutoff.*)
Congratulations to the following books (and their authors) for being the ones selected to travel to Miller Heights and Governor Wolf on December 11:
8-5
Revenge in the Land of Oz
Doogie the Disco Elf
Who Took Teddy?
Billy's Great Rescue
I Want More!
Rascal, Meet Ava
Nicolas' Christmas Wish
John's Disappearing Act
8-1
NONE
8-0
The Open Window
A New Friend
A Christmas Not Forgotten
The Cars That Wished They Could
Let's Hear Your RAWR
8-6
Chip's Talent
The Swinging Chair
A Sticky Situation
Oscar the Brave
The Perfect Home
8-8
Sammy and Shelly's Adventure
The White Crayon
* Several other books scored higher and would have been selected if not for lateness penalties which lowered their scores.
12/5/14
1. FINAL Children's book presentations
2. Check and review vocab exercises 1A, 1B, and 1C
3. Explanation of the next 100 point project: 'TWO to FOUR MINUTE BOOK TALK.'
4. Impromptu talks
HW: On Monday, bring your new book from today's library visit.
12/4/14
1. Children's book presentations
2. GREEK and LATIN VOCAB - Lesson 1: NUMBERS
3. IMPROMPTU TALKS (25 points)
HW - Complete Exercises 1A, 1B, and 1C (pages 6 - 8). CAREFULLY read the instructions for 1B!
12/3/14
Children's book presentations - DAY 2.
12/2/14
Children's book presentations
11/24/14 & 11/25/14 - HALF DAYS
- Last two work days on children's book.
- Books due when you enter the school on December 2nd.
11/21/14 - Team Divergent "Rewards" Day
11/20/14 - last 'normal' school day to work on books
1. TUESDAY, DECEMBER 2nd is the due date: a finished book BROUGHT to school.
2. Some of you began losing 'work points' again yesterday. "Carpe diem!"
11/19/14
Children's book work day AND POSSIBLE EXTENSION:
11/18/14
1. TITLES of your stories to be provided to me today.
2. Some CHILDREN'S BOOKS related items:
11/17/14
1. LAST full week to work on children's books.
2. New supplies are on the side; some other 'sample' books are up front.
11/14/14
1. Yesterday was the first day people began losing points for lack of productive classwork:
2. More markers and pencils are arriving at my house today.
3. For those of you who think you've written 'so much,' we will look at a sample book (unlike Fruit) called The Life of a Squirrel.
11/13/14 - Report Card Day!
...Another full KIDS' BOOKS work day. If you work like yesterday, there should be lots of PRODUCTIVITY (sorry I missed you 8-0; catch you next time):
Future Rhodes Scholars.
Kristian in search of a replacement mechanical pencil?
As you can see on the whiteboard, some people contributed Juan Dollars...
Gurdeet enjoying his own hilarious writing.
Is Nicole actually working?
With Liberty and Justice for all.
Matthew and his ONE piece of Bubble Yum.
11/12/14
1. Brief words about yesterday's grammar test
2. As you complete rough drafts, show them to me to obtain final copy books.
HW - Your decision
11/11/14 - CHILDREN'S BOOK DUE IN TWO WEEKS (11 in-school work days)
1. Grammar test
2. Children's book
HW - Children's book work
11/10/14
1. Review GRAMMAR p. 63 & 65
2. Grammar sheets to review for tomorrow's test:
3. Or... if you lost your grammar sheets, I've created a one page review sheet (in the style of those yellow "FOR DUMMIES" books), which includes all the concepts we have learned.
4. Children's books work. (rough draft due in two days; any money for supplies forthcoming?)
HW: STUDY for the 100 point PREPOSITION test.
11/7/14 - (Yesterday's reading experiment proved that reading simple directions is important.)
1. Grammar homework - Review pages 59 & 61 (for those of you picked up the sheets and completed them as instructed).
2. KIDS' BOOKS
HW: Grammar page 63 & 65. Yes, BOTH sides.
11/6/14
1. The ONLY book examples to be read are ones that students have brought in for bonus.
2. If you are able to donate any money towards children's book supplies, it is appreciated.
3. The SUMMARY of your story (as formatted on the back of your CALDECOTT MEDAL handout) should be submitted or shared with me by the end of the period.
4. You should then begin PART I of the project as described on that same CALDECOTT MEDAL handout. (Check that due date!)
5. Pick up the two grammar review sheets on the counter by the window. One of them is tonight's homework.
HW: Grammar page 59 & 61. Yes, BOTH sides!
11/5/14
1. Check and review homework: EASY GRAMMAR p. 57
2. ONE book today
3. Begin work on the SUMMARY/DESCRIPTION of your story.
4. Classroom work ethic. You may GAIN or LOSE 10 points per day.
5. At the end of the week you will submit the NOTES YOU TOOK about the sample books we have read.
6. Please begin to bring in money for the bundle of supplies needed for these books. The 'shopping trip' place will take place next week.
HW: Work on the Caldecott Project summary sheet (on the back of the instructions for the project).
11/4/14 - No school. Election Day.
11/3/14
1. Grammar p. 55.
2. TAKES NOTES using that Caldecott sheet about the books and ideas we cover in class:
- PLOT
- CHARACTERS
- TONE
- WRITING STYLE
- ARTWORK
- THEME
(Yes, by taking notes for ideas you will receive the almighty POINTS that you crave.)3. QUESTION: What are some themes or common ideas that run through children's books (ages 8 and 9 years old)?
4. BOOKS to peruse today:
5. Begin working on the SUMMARY of your story (found on the back of the Caldecott INSTRUCTION SHEET).
HW: grammar pages 57
BONUS: Bring in a favorite child's book from home to share with the class.
10/31/14
1. Introduction to Caldecott Project (see handout).
2. TAKES NOTES using that Caldecott sheet about the books and ideas we cover in class:
- PLOT
- CHARACTERS
- TONE
- WRITING STYLE
- ARTWORK
- THEME
(Yes, by taking notes for ideas you will receive the almighty POINTS that you crave.)3. QUESTION: What are some themes or common ideas that run through children's books (ages 8 and 9 years old)?
10/30/14
1. Grammar: p. 39 review
2. Grammar concept: "Preposition vs. Adverb" (page 41 and 43)
3. Complete the 50s research presentations
4. Yes, there is ANOTHER 'coal' hit.
LEE DORSEY - "Working in a Coal Mine"Workin' in a coal mine, goin' down, down, down
Workin' in a coal mine, whoop, about to slip down
Workin' in a coal mine, goin' down, down, down
Workin' in a coal mine, whoops, about to slip down
Five o'clock in the mornin', I'm all ready up and gone
Lord I am so tired, how long can this go on?
'Cause I make all the money, hauling coal by the ton
But when Saturday goes around I'm too tired for havin' fun (Too tired for having…)
5. Some clips from the 50s sci-fi film: "Invasion of the Body Snatchers"
END OF QUARTER BONUS: Using as many specific details as possible, in a 100 word paragraph (minimum) explain how "Duck Dodgers in the 24 1/2 Century" is a METAPHOR for the topics we've been discussing: cold war, space race, sci fi B movies, etc.
10/29/14
1. While research homework is checked, complete grammar p. 39.
2. In 50s research groups
3. 50s research presentations
HW - Complete grammar p. 39
10/28/14
1. SIXTEEN TONS interpretations
2. 15 MINUTES for some final 50s research
3. OCTOBER SKY finale (....hope you like it)
HW - Completed research on your 50s topic...
10/27/14
SIXTEEN TONS - by Tennessee Ernie Ford
Some people say a man is made outta mud
A poor man's made outta muscle and blood
Muscle and blood and skin and bones
A mind that's a-weak and a back that's strong
You load sixteen tons, what do you get
Another day older and deeper in debt
Saint Peter don't you call me 'cause I can't go
I owe my soul to the company store
I was born one mornin' when the sun didn't shine
I picked up my shovel and I walked to the mine
I loaded sixteen tons of number nine coal
And the straw boss said "Well, a-bless my soul"
You load sixteen tons, what do you get
Another day older and deeper in debt
Saint Peter don't you call me 'cause I can't go
I owe my soul to the company store
I was born one mornin', it was drizzlin' rain
Fightin' and trouble are my middle name
I was raised in the canebrake by an ol' mama lion
Cain't no-a high-toned woman make me walk the line
You load sixteen tons, what do you get
Another day older and deeper in debt
Saint Peter don't you call me 'cause I can't go
I owe my soul to the company store
If you see me comin', better step aside
A lotta men didn't, a lotta men died
One fist of iron, the other of steel
If the right one don't a-get you
Then the left one will
You load sixteen tons, what do you get
Another day older and deeper in debt
Saint Peter don't you call me 'cause I can't go
I owe my soul to the company store
2. October Sky - day 2
HW: "SIXTEEN TONS" BONUS - In a brief paragraph, in YOUR words, explain the meaning of the song.
10/24/14
Team Divergent: REWARDS DAY
10/23/14
Day one of OCTOBER SKY
10/22/14
1. HELPING VERB QUIZ - list all 23 of the them
2. CULTURAL LITERACY RESEARCH ---> America in the 1950s
HW - Intelligence Essay due tomorrow
10/21/14
1. Grammar p. 37 - quick review of imperative sentences
2. Review of "Playing for Keeps"....a story many of you said 'didn't makes sense.'
3. Death of imagination?
FOR DISCUSSION PURPOSES - Take 5 minutes to respond to the following questions (on paper or GoogleDoc):
HW - Study for tomorrow's helping verb quiz
10/20/14
1. Grammar
2. Final IN CLASS day to work on the INTELLIGENCE essay.
WEDNESDAY 10/22 - Helping verb quiz. (Memorize list on grammar p. 26)
THURSDAY 10/23 - Intelligence essay due
10/17/14
1. Grammar
2. Review directions from 10/15/ about the INTELLIGENCE essay. Also review the link from that date.
3. If you truly believe you are 'finished' (and have NO changes to make...even after partner suggestions) AND you have helped at least two others on their essays, YOU MAY READ SILENTLY.
10/16/14
"Playing for Keeps" (pages 500 - 504) - As we read, answer the following questions in COMPLETE SENTENCES. These are the same questions on the handout. Submit it by the end of class.
10/15/14
1. Collection (discussion?) of BOBBY FISCHER questions
2. EASY GRAMMAR
3. Explanation of the INTELLIGENCE essay is found clicking here.
10/14/14
1. Bobby Fisher conclusion:
2. Tomorrow - More writing of the INTELLIGENCE paper in GoogleDocs. (Headphones allowed)
HW: Thorough responses to the Bobby Fisher questions
10/10/14
1. Explanation of the 'idiot savant' phenomenon.
2. Part II of SEARCHING FOR BOBBY FISCHER
10/9/14
1. Intelligence discussion follow up and Phil Connors
2. Idiot Savant
3. Searching for Bobby Fischer (first 40 minutes)
10/8/14
1. Class discussion on how you answered/responded to all the INTELLIGENCE prompts:
2. Ivy League Dreams YouTube clip.
10/7/14
1. We will save a "FACTS OF LIFE" discussion for another time.
2. A day of drafting (writing) thoughtful responses to all the INTELLIGENCE ideas we've been discussing:
HW: None
10/6/14
1. Written response on paper: "What do you know about the welfare system in America, and what is your opinion of it? Is it good, bad, or sometimes both? Does it help or hurt? Does it work? Why or why not?"
2. Read individually or aloud as a group "Getting the Facts of Life" from pages 286-294.
3. Written response on paper: "After reading the story, how has your view of welfare changed...if at all?The author has a purpose...and writes based on her experiences. What do you think her purpose is? What is she trying to communicate to us? Do you agree with her or not? Why?"
10/3/14
1. Practice prepositional phrase quiz (pages 51 & 53)
2. REAL quiz
3. The next questions you answer...in writing...will be the basis of an EDITORIAL style writing piece about INTELLIGENCE. (Minimum 300 words).
4. Later all this writing will be organized.
5. As you write, you may include details from a number of sources:
10/2/14
1. Explanation of I.Q. measurements
2. "Flowers for Algernon" connection: The BIG QUESTION is "Are Phil and Charlie similar in any way regarding their level of intelligence?"
3. You all took a MULTIPLE INTELLIGENCES survey yesterday.
4. Try a sample WONDERLIC test.
5. Traditional I.Q. - By request: an IQ test.
HW - Grammar pages 51 & 53 for FRIDAY. Follow instructions. We will have a quiz on this material Friday after reviewing.
10/1/14
1. Grammar p. 49 (39 prepositional phrases)
2. Groundhog Day discussion (and collection thereafter)
3. "Flowers for Algernon" connection: The BIG QUESTION is "Are Phil and Charlie similar in any way regarding their level of intelligence?"
4. First of all, the concept "Multiple Intelligences"
HW - Grammar pages 51 & 53 for FRIDAY. Follow instructions. We will have a quiz on this material Friday after reviewing.
9/30/14
1. Grammar p. 49 - review tomorrow
2. On slip of paper
3. GROUND HOG day finale - There's still more to #3. Plus #4, #5, and #6 require thought
HW - Thoroughly completed Ground Hog Day questions
9/29/14
1. Grammar p. 47. PAY ATTENTION to directions. Cross out prepositional days ONLY!
2. GROUNDHOG DAY...fill moves from his 'reckless' phase into a few more phases. Continue answering question #3.
HW - complete grammar p. 49
A Groundhog Day controversy - happening now!
9/24/14 - periods 1, 2, and 7
9/26/14 - periods 3 & 4
1. Is all work for L.A. up to date?
2. Jack axed me in the hall yesterday, "Why are we watching this movie? Will it have something to do with slavery?" The unequivocal answer: YES
3. Continue to add to questions 1 & 2. Let's read over #3, which you can begin answering today.
9/23/14 - periods 1, 2, and 7
9/24/14 - periods 3 & 4
1. Discuss homework: "Benefits of slavery" and "What is slavery"
2. Continue this theme about the 'nature of slavery' with the film GROUNDHOG DAY. Answer questions on handout THOROUGHLY.
3. QUESTIONS 1 & 2 should be answered...perhaps the beginnings of #3.
9/22/14 - periods 1, 2, and 7
9/23/14 - periods 3 & 4
1. Submit GRADE PROPOSALS (with rubric attached)
2. READ the "Moses" selection and ANSWER the four questions about it.
3. Discuss selection and compare the people of Moses to those of Harriet Tubman.
HW - Complete writing prompt: "Benefits of slavery" and "What is slavery"
9/19/14 - periods 1, 2, and 7
9/22/14 - periods 3 & 4
1. Wrap up HARRIET TUBMAN selection:
2. Why was Harriet Tubman nicknamed MOSES?
3. Answer and discuss the four questions about the reading selection. (It says "MOSES handout" on top).
9/18/14 - periods 1, 2, and 7
9/19/14 - periods 3 & 4
1. COMPOUNDS SUBJECTS - pages 23 & 25
2. All HARRIET TUBMAN questions should be THOROUGHLY completed by the end of class:
HW: MONDAY the 22nd - grade proposals (and self-scored rubric) due
9/17/14 - periods 1, 2, and 7
9/18/14 - periods 3 & 4
1. "r - w" preposition quiz
2. The overriding questions to the HARRIET TUBMAN selection:
3. "Harriet Tubman" (pages 550 - 559)
HW - Grade proposal for your speeches due Monday the 22nd.
9/16/14 - period 1 & 2
1. Collect remaining "Who Am I?" papers
2. Grammar pages 19 and 21
3. Compound SUBJECTS - pages 23 & 25
4. Walkathon discussion
HW all periods - LAST PREPOSITION QUIZ 'r - w'
9/15/14 - periods 1 & 2
9/16/14 - period 7
9/17/14 - periods 3 & 4
1. WHO AM I? (a bit different from your three distinctive things or your interview info)
2. Rough draft of grade proposal (see handout)
9/12/14
1. "i - p" preposition quiz
2. Final day of VIDEO viewing in the hall.
3. GRADE PROPOSALS oral presentations.
4. Create a new Google account using the following format: section number, last name , (add first initial of first name if user name is taken)
5. Go to GOOGLE DRIVE (one of the nine little squares in the upper right of Google) and then CREATE your first document ("Create" is a big red rectangle in the upper left).
9/11/14
1. "b - f" preposition quiz
2. VIDEO viewing in the hall.
3. FINAL SPEECHES DAY
4. What is a SUBJECT? What is a VERB? (Both answers on grammar p. 13)
HW - "i" through "p" quiz
9/10/14
1. "a" preposition quiz
2. oral presentation rubric and video viewing/scoring
3. Day two of speeches
HW: Memorize "b" through "f" prepositions
9/9/14
1. A prepositional phrase...
2. Grammar pp 17 & 21
3. Begin speeches.
HW: Memorize all "a" prepositions (the ones that start with the letter "a")
9/8/14
1. The first step to strengthening, improving, cultivating the mind? MEMORIZATION
2. Practice in 3's as desks are arranged
HW - Practice! Real speeches begin tomorrow
9/5/14
1. Completing your speeches
2. Why learn grammar?
3. Oral presentations practice (in 3's)
HW - practice your oral presentations (with and without written notes/paragraphs)
9/4/14
1. Grammar p. 9 HW
2. TWO MINUTE BIOGRAPHIES
3. PREPARING THE TALK - refer to the horizontal handout
HW - At least half of your speech should be written out in paragraph form (minimum of 125 words)
9/3/14
1. Reviewing the group brainstorming session from yesterday
2. INTERVIEWING
HW:
9/2/14
- Collection of "ORDER" discussion questions
- My classroom rules
- Sample BAD and GOOD questions for interviewing
TWO MINUTE BIOGRAPHY
1. INTERVIEW an 'unknown' classmate for interesting biographical information
2. DEVELOP good interview questions
- Avoid 'yes'/'no' questions; ask open-ended questions
- Ask follow up questions to answers you receive. These won't be on your question list...so LISTEN to the answers.
- Ask questions requiring stories or interesting details.
3. PRESENT your information in a two minute speech.4. In groups, write as many GOOD personal interview questions as possible (group with most GOOD questions receives bonus points)
HW - List of the 35 good interview questions (leaving room for answers)
8/29/14
1. Check binders
2. Complete 'rules' discussion
HW - Thoroughly complete the ORDER discussion questions
8/27/14
- Periods 3 and 4: Team Divergent Coverall Bingo (auditorium)
- Period 7: Team Divergent Water Bucket Challenge and Mr. Coyle's personal challenge to the team.
8/26/14 & 8/28/14
1. Student INFORMATION FORMS & BINDERS
2. Continue presenting 3 - 5 distinctive facts about yourselves.
3. Rules!!! In writing, respond to the following prompts:
HW: Student info forms / completed rules questions ("Order" discussion questions)
8/25/14
1. What types of things do teachers TYPICALLY talk about on the first day of school? (ie. What seems important to THEM?)
2. What types of things do students TYPICALLY want to know about on the first day of school? (ie. What is important to YOU?)
Logistics
Activity
1. Write and be prepared to share 3 - 5 distinctive facts about yourself:
2. Answer approximately 3 (or so) questions from classmates.
HW: Student information form / 3 ring binder