Wednesday, March 20th for Periods 5 & 6 and Thursday, March 21st for Periods 1, 2, & 7
Students viewed the conclusion of Great Expectations and peer-edited a classmate's theme essay.
Homework: Prepare a final draft of the theme essay. Submit an electronic copy to turnitin.com and submit a hard copy to Mr. Stone in class tomorrow.
If a student switched periods at the semester, then he/she needs to add a class on his/her turnitin.com account for the period in which they are currently enrolled.
Students who switched classes at the semester, should see the blog posting below for his/her new period's code and password.
Wednesday, March 20, 2013
Tuesday, March 19, 2013
Peer Critiquing Theme Essay
After a devotional text and prayer, students received a peer critique sheet and swapped papers with a classmate. Students used classroom pack of highlighters and pens to mark their peers' papers and complete the peer critique sheet.
Homework: Complete a revised draft of the theme essay taking into account the suggestions of the peer critic. The revised draft should be typed in MLA format and include a work cited page and in-text parenthetical citations.
Homework: Complete a revised draft of the theme essay taking into account the suggestions of the peer critic. The revised draft should be typed in MLA format and include a work cited page and in-text parenthetical citations.
Great Expectations Bibliographic Information
Here is the information for your work cited entry for your essay on a theme in Charles Dickens' Great Expectations:
Dickens, Charles. Great Expectations. 1867 Edition. Project Gutenberg . Loma Linda Academy. Photocopy. 3 volumes. January 2013.
Do not forget to use a hanging indent.
Dickens, Charles. Great Expectations. 1867 Edition. Project Gutenberg . Loma Linda Academy. Photocopy. 3 volumes. January 2013.
Do not forget to use a hanging indent.
Monday, March 18, 2013
Vocabulary Energizers Chapter 1 & Drafting Theme Essay
After a devotional text from Proverbs and prayer, Mr. Stone explained the format of the vocabulary book and reviewed the pronunciation of the fifteen words for Chapter 1.
Students had the class period to complete Chapter 1 of Vocabulary Energizers while Mr. Stone finished discussing each student's outline one-on-one.
Homework: Write out a rough draft of your theme essay using your outline.
Introduction
Be sure to include the author's name, the title of the book, and its genre. In one to two sentences summarize the book's story. In another sentence or two list some of the thematic topics of the book. State the your paper's thesis. (Be sure your thesis is not a moral--no telling the reader how to behave or what type of person they should be. Let the thesis sentence position indicate that it is the thesis; do not write, "My thesis is . . . ." Your thesis should be the last sentence of your introductory paragraph, unless you are providing a preview. If you provide a preview, it may be the next to last sentence.) A preview sentence tells the reader the order of the supporting points that will be presented in the body of the paper. In this paper, use the author's name and use a verb such as "reveals," "shows," or "illustrates." For example, "Dickens reveals this idea of _______________ through _____________________, _____________________, and _____________________.
Body Paragraphs
This essay should have three body paragraphs. (Three is a common minimum number of body paragraphs. Two paragraphs typically provides a reader the sense of inadequate support. Three allows begins to allow the writer to show more than one perspective if they choose while still weighting more paragraphs towards the viewpoint he/she is arguing.)
Each body paragraph should begin with a topic sentence that includes the topic word from the thesis (Usually in the subject of the sentence). The key words from the viewpoint of the thesis or synonyms for them should either be used in the topic sentence's predicate and/or in at the commentary sentences of each body paragraph.
Each body paragraph should contain three concrete details (examples from the book). These sentence should end with a parenthetical citation indicating the volume number and page number of the location of the detail.
Each body paragraph should contain two or more sentences of commentary for each concrete detail.
Each body paragraph will be at least ten sentences long:
topic sentence
concrete detail 1
commentary
commentary
concrete detail 2
commentary
commentary
concrete detail 3
commentary
commentary
Conclusion
Begin the concluding paragraph with a restatement of the paper's thesis. (A restatement is not complete repetition of the same exact words in the same order. A restatement communicates the same idea using synonymous words. Not all of the words in the restated thesis need to be changed, but the significant words of the viewpoint should be restated.)
The ideas presented in the thesis sentence of the introduction and the restated thesis in the conclusion should match.
Additional sentences in the conclusion may note the similarities, differences,or exceptions in the examples presented in the paper.
The concluding paper should end with a strong sense of closure. This may be achieved by quoting a famous expression about the idea discussed in the paper and indicating whether the novel agrees or disagrees with it. Consider the following examples:
The action in Dickens' Great Expectations confirms the old adage, "Things are not always what they seem."
The outcome of the character's choices in Dickens' Great Expectations reaffirms a reader's belief in "what goes around comes around."
The idea of love in Dickens' Great Expectations pushes against romantic stereotypes.
After finishing Dickens' Great Expectations, readers may reconsider the wisdom of the popular expression, "Begin with the end in mind."
Format
Remember to type your paper using MLA format.
Students had the class period to complete Chapter 1 of Vocabulary Energizers while Mr. Stone finished discussing each student's outline one-on-one.
Homework: Write out a rough draft of your theme essay using your outline.
Introduction
Be sure to include the author's name, the title of the book, and its genre. In one to two sentences summarize the book's story. In another sentence or two list some of the thematic topics of the book. State the your paper's thesis. (Be sure your thesis is not a moral--no telling the reader how to behave or what type of person they should be. Let the thesis sentence position indicate that it is the thesis; do not write, "My thesis is . . . ." Your thesis should be the last sentence of your introductory paragraph, unless you are providing a preview. If you provide a preview, it may be the next to last sentence.) A preview sentence tells the reader the order of the supporting points that will be presented in the body of the paper. In this paper, use the author's name and use a verb such as "reveals," "shows," or "illustrates." For example, "Dickens reveals this idea of _______________ through _____________________, _____________________, and _____________________.
Body Paragraphs
This essay should have three body paragraphs. (Three is a common minimum number of body paragraphs. Two paragraphs typically provides a reader the sense of inadequate support. Three allows begins to allow the writer to show more than one perspective if they choose while still weighting more paragraphs towards the viewpoint he/she is arguing.)
Each body paragraph should begin with a topic sentence that includes the topic word from the thesis (Usually in the subject of the sentence). The key words from the viewpoint of the thesis or synonyms for them should either be used in the topic sentence's predicate and/or in at the commentary sentences of each body paragraph.
Each body paragraph should contain three concrete details (examples from the book). These sentence should end with a parenthetical citation indicating the volume number and page number of the location of the detail.
Each body paragraph should contain two or more sentences of commentary for each concrete detail.
Each body paragraph will be at least ten sentences long:
topic sentence
concrete detail 1
commentary
commentary
concrete detail 2
commentary
commentary
concrete detail 3
commentary
commentary
Conclusion
Begin the concluding paragraph with a restatement of the paper's thesis. (A restatement is not complete repetition of the same exact words in the same order. A restatement communicates the same idea using synonymous words. Not all of the words in the restated thesis need to be changed, but the significant words of the viewpoint should be restated.)
The ideas presented in the thesis sentence of the introduction and the restated thesis in the conclusion should match.
Additional sentences in the conclusion may note the similarities, differences,or exceptions in the examples presented in the paper.
The concluding paper should end with a strong sense of closure. This may be achieved by quoting a famous expression about the idea discussed in the paper and indicating whether the novel agrees or disagrees with it. Consider the following examples:
The action in Dickens' Great Expectations confirms the old adage, "Things are not always what they seem."
The outcome of the character's choices in Dickens' Great Expectations reaffirms a reader's belief in "what goes around comes around."
The idea of love in Dickens' Great Expectations pushes against romantic stereotypes.
After finishing Dickens' Great Expectations, readers may reconsider the wisdom of the popular expression, "Begin with the end in mind."
Format
Remember to type your paper using MLA format.
Tuesday, March 12, 2013
Outlining
Mr. Stone shared Proverbs 12:1 for a devotional text.
Students continued viewing Great Expectations while Mr. Stone checked for the completion of the third prewriting table for their theme essay.
Mr. Stone used a student's prewriting table to demonstrate how to outline.
He emphasized the importance of students making sure their paper had a clear line of argument. Repeat the central thematic topic word in each supporting body paragraph's topic sentence.
Make sure your supporting concrete details are organized in a consistent logical order.
Homework: Write an outline of the your paper's line of argument.
I. Introduction
A. Context
B. Thesis
II. Topic Sentence of Body Paragraph 1
A. Supporting Concrete Detail 1
B. Supporting Concrete Detail 2
C. Supporting Concrete Detail 3
III. Topic Sentence of Body Paragraph 2
A. Supporting Concrete Detail 1
B. Supporting Concrete Detail 2
C. Supporting Concrete Detail 3
IV. Topic Sentence of Body Paragraph 3
A. Supporting Concrete Detail 1
B. Supporting Concrete Detail 2
C. Supporting Concrete Detail 3
V. Conclusion
A. Restated Thesis
B. Closing Comments
Although citations are not typical in outlines, Mr. Stone wants students to include them in this outline for each supporting detail to provide practice to the student and to make the outline a practical tool during drafting.
Since this essay is to be based only on the student's reading of Great Expectations, there will only be one source used in the paper. Citations will need to include both a volume number and a page number separated by a colon since the students used a three volume edition of Great Expectations.
For example a citation showing information from volume one, page twenty-three (I:23).
Students continued viewing Great Expectations while Mr. Stone checked for the completion of the third prewriting table for their theme essay.
Mr. Stone used a student's prewriting table to demonstrate how to outline.
He emphasized the importance of students making sure their paper had a clear line of argument. Repeat the central thematic topic word in each supporting body paragraph's topic sentence.
Make sure your supporting concrete details are organized in a consistent logical order.
Homework: Write an outline of the your paper's line of argument.
I. Introduction
A. Context
B. Thesis
II. Topic Sentence of Body Paragraph 1
A. Supporting Concrete Detail 1
B. Supporting Concrete Detail 2
C. Supporting Concrete Detail 3
III. Topic Sentence of Body Paragraph 2
A. Supporting Concrete Detail 1
B. Supporting Concrete Detail 2
C. Supporting Concrete Detail 3
IV. Topic Sentence of Body Paragraph 3
A. Supporting Concrete Detail 1
B. Supporting Concrete Detail 2
C. Supporting Concrete Detail 3
V. Conclusion
A. Restated Thesis
B. Closing Comments
Although citations are not typical in outlines, Mr. Stone wants students to include them in this outline for each supporting detail to provide practice to the student and to make the outline a practical tool during drafting.
Since this essay is to be based only on the student's reading of Great Expectations, there will only be one source used in the paper. Citations will need to include both a volume number and a page number separated by a colon since the students used a three volume edition of Great Expectations.
For example a citation showing information from volume one, page twenty-three (I:23).
Monday, March 11, 2013
Prewriting Table 2 & More Viewing
Mr. Stone shared his poem on the time change and prayed.
Students continued viewing a contemporary movie version of Great Expectations while Mr. Stone checked for the completion of the second prewriting table.
Homework: Complete the third prewriting table.
Students continued viewing a contemporary movie version of Great Expectations while Mr. Stone checked for the completion of the second prewriting table.
Homework: Complete the third prewriting table.
Thursday, March 7, 2013
Prewriting Tables and Viewing of Great Expectations
While students begin viewing the first episode of a recent Masterpiece Theater production of Great Expectations, Mr. Stone checked for the completion of the first prewriting table for the five-paragraph essay on a major idea/theme in Charles Dickens' Great Expectations.
Homework: Complete a second prewriting table.
Homework: Complete a second prewriting table.
Great Expectations Test 2
Students responded to questions on plot and subplot, setting, the title and irony, and theme.
When students finished their test, they were directed to begin working on the first of the prewriting tables for the body paragraphs of their five-paragraph essay on a major idea/theme in Charles Dickens' Great Expectations.
They were reminded to include page numbers for each concrete detail.
Homework: Complete the first prewriting table.
Tomorrow Mr. Stone will check for the completion of each student's prewriting table while they watch the first portion of a recent movie version of Great Expectations.
When students finished their test, they were directed to begin working on the first of the prewriting tables for the body paragraphs of their five-paragraph essay on a major idea/theme in Charles Dickens' Great Expectations.
They were reminded to include page numbers for each concrete detail.
Homework: Complete the first prewriting table.
Tomorrow Mr. Stone will check for the completion of each student's prewriting table while they watch the first portion of a recent movie version of Great Expectations.
Tuesday, March 5, 2013
Great Expectations: End of Test Review, Continuing Theme Essay Prewriting
After sharing a text from Proverbs 5, Mr. Stone finished reviewing by discussing the setting of Charles Dickens' Great Expectations.
Mr. Stone then distributed three prewriting tables to each student and began discussion on how to prewrite the body paragraphs of the upcoming essay on a theme from Great Expectations.
Students are writing a five-paragraph essay in response to the following prompt.
Stated as a question: What Insight into life does Charles Dicken’s novel Great Expectations reveal?
Stated in a declarative sentence: Describe a central idea/theme revealed in Charles Dicken’s Great Expectations.
(Mr. Stone discussed how sometimes prompts are presented as questions and other times as declarative sentences.)
Thematic topics in Great Expectations
Friendship
Wealth/financial gain/money
Love
Revenge
Work
Jealousy
Marriage
Manipulation/use of others
Abuse
Crime
Punishment
Expectations
Social Class
Relationship
Parents
Likely Order of Thinking for Writing Five-Paragraph Essay on a Central Idea/Theme
1. Determine thematic topic of interest.
2. Make a list of examples/Cd, from the novel
3. Consider what these examples reveal about life.
4. Select your viewpoint
5. Develop CD + CM
6. Organize your ideas
7. Draft body
8. Consider your introduction
9. Draft introduction
10. Consider conclusion
11. Draft conclusion
Homework: Finish preparing for part two of the Great Expectations test.
Mr. Stone then distributed three prewriting tables to each student and began discussion on how to prewrite the body paragraphs of the upcoming essay on a theme from Great Expectations.
Students are writing a five-paragraph essay in response to the following prompt.
Stated as a question: What Insight into life does Charles Dicken’s novel Great Expectations reveal?
Stated in a declarative sentence: Describe a central idea/theme revealed in Charles Dicken’s Great Expectations.
(Mr. Stone discussed how sometimes prompts are presented as questions and other times as declarative sentences.)
Thematic topics in Great Expectations
Friendship
Wealth/financial gain/money
Love
Revenge
Work
Jealousy
Marriage
Manipulation/use of others
Abuse
Crime
Punishment
Expectations
Social Class
Relationship
Parents
Likely Order of Thinking for Writing Five-Paragraph Essay on a Central Idea/Theme
1. Determine thematic topic of interest.
2. Make a list of examples/Cd, from the novel
3. Consider what these examples reveal about life.
4. Select your viewpoint
5. Develop CD + CM
6. Organize your ideas
7. Draft body
8. Consider your introduction
9. Draft introduction
10. Consider conclusion
11. Draft conclusion
Homework: Finish preparing for part two of the Great Expectations test.
Monday, March 4, 2013
Great Expectations Review: Plot and Subplot, Title and Irony, and Theme
Mr. Stone shared a text from Proverbs for devotions.
In class, he reviewed a life skill, a couple of test skills, and a study skill.
Mr. Stone reminded students that interpreting narratives/stories is a skill used daily in life. Understanding the relationships between plots, discerning themes and recognizing irony are useful not only in reading, but in making sense of our own personal experiences.
As the class reviewed potential test questions, Mr. Stone shared the test skill of breaking a short answer/essay question prompt into parts. He emphasized the importance of reading a prompt thoroughly, identifying the key words of the prompt (He'll be providing a list of common test terms.), being aware that the order of the steps to thinking through a prompt may be different from the order the material will be presented in the written response.
Mr. Stone encouraged students to prepare practice responses as a way of studying for the test. He suggested students share their responses with a classmate and critique each other's response for thoroughness and accuracy of information.
Homework: Continue to study for the second test over Great Expectations: plot and subplot, title and irony, theme, and setting.
In class, he reviewed a life skill, a couple of test skills, and a study skill.
Mr. Stone reminded students that interpreting narratives/stories is a skill used daily in life. Understanding the relationships between plots, discerning themes and recognizing irony are useful not only in reading, but in making sense of our own personal experiences.
As the class reviewed potential test questions, Mr. Stone shared the test skill of breaking a short answer/essay question prompt into parts. He emphasized the importance of reading a prompt thoroughly, identifying the key words of the prompt (He'll be providing a list of common test terms.), being aware that the order of the steps to thinking through a prompt may be different from the order the material will be presented in the written response.
Mr. Stone encouraged students to prepare practice responses as a way of studying for the test. He suggested students share their responses with a classmate and critique each other's response for thoroughness and accuracy of information.
Homework: Continue to study for the second test over Great Expectations: plot and subplot, title and irony, theme, and setting.
Last Two Periods of Last Week
Mr. Stone was out sick for a day last week.
On the third class period of the week, students played games to review for the first test over Great Expectations.
On the fourth class period of the week, students took the first test over Great Expectations. A second test will be given during the first week of March.
On the third class period of the week, students played games to review for the first test over Great Expectations.
On the fourth class period of the week, students took the first test over Great Expectations. A second test will be given during the first week of March.
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