The class sang "Lord of My Life" to begin class.
Mr. Stone distributed prewriting sheets for the introduction and conclusion of the book report and discussed them with the class.
Mr. Stone checked on the the prewriting tables of students he was unable to check during the previous class period.
Homework: Type out the a rough draft of your book report's introduction. Format the page in MLA format.
Wednesday, October 29, 2014
Tuesday, October 28, 2014
Finishing Prewriting Body Paragraphs
Poem: "Did I Miss Anything"
Mr. Stone circulated through the room checking student's completion of the first two prewriting tables and assessing if students were understanding the difference between concrete details and commentary.
Students spent the class period working on completing the remaining two prewriting tables.
Homework: Finish the last two of the four prewriting tables.
Mr. Stone circulated through the room checking student's completion of the first two prewriting tables and assessing if students were understanding the difference between concrete details and commentary.
Students spent the class period working on completing the remaining two prewriting tables.
Homework: Finish the last two of the four prewriting tables.
Monday, October 27, 2014
Determining Your Claim & Developing Your Supporting Argument
Monday 27 October 2014 for Periods 2, 5, & 6 and Tuesday 28 October 2014 for Period 7
Devotional Text: Galations 5:22-23
Students returned their journal to the cabinet if they had taken it home to complete the two summary paragraph entries for the book report (BR1SP1 and BR1SP2).
Determining Your Claim from Your T-Chart
Mr. Stone presented a colored diagram of the book report essay on the board. Ultimately, a student is recommending whether his/her audience should read the book the student has read. Such a recommendation would be considered a claim of policy. The writer is answering the question: What should we do?
To determine whether the student will recommend the book, the student needs to determine whether the book he/she has read is good or bad. Such a determination makes a claim of value, answering one of two questions: How good is it? or How bad is it?
Mr. Stone directed students to use the T-chart they completed for homework to help them answer these questions. Students were to have listed a minimum of five strengths of the book/five aspects the reader liked and at least five weaknesses of the book/five aspects the reader disliked. Which list turned out longer? Which list was easier to make? Usually, the list you made longer and often with less effort indicates the viewpoint the student should chose to take.
Mr. Stone directed students to highlight in purple (the color used in this course to indicate thesis) the heading at the top of the column of the T-Chart that named the perspective they were choosing. Then, Mr. Stone asked the students to highlight in blue (the color used to represent topic sentences) the strongest four points they had listed in the column they had chosen. To determine which four to highlight, students should think about whether they can easily come up with three examples to illustrate this point. If they can't, they should pick a different supporting point.
Developing Your Supporting Argument
Once students had highlighted their T-Chart, they moved to completing the expository body paragraph prewriting charts.
For "Essay Topic," Mr. Stone directed students to write the title of the book they read for the report.
For "Your Viewpoint of the General Topic," Mr. Stone directed students to write two things: a word indicating the student's claim of value (e.g. great, good, mediocre, bad, horrible), and after a slash, a phrase indicating the student's claim of policy (recommend to read, recommend to avoid, etc.) Students should put the same answer for these two prompts at the top of each of the four body paragraph prewriting sheets provided.
Mr. Stone asked students to highlight purple the essay topic and their viewpoint of the general topic.
For "Subtopic," students consulted their blue highlighting on their T-chart. Each prewriting chart should address a different subtopic (e.g. suspense, character, plot, setting, descriptive details, etc.)
For "Your Viewpoint of the Subtopic," students need to express how that subtopic contributes to the quality of the novel, e.g.
Conrad Richter skillfully shapes the readers perceptions by changing the focus of which character's thoughts and feelings he presents while maintaining a third-person point-of-view.
Homework: Complete two of the four body paragraph prewriting sheets.
Devotional Text: Galations 5:22-23
Students returned their journal to the cabinet if they had taken it home to complete the two summary paragraph entries for the book report (BR1SP1 and BR1SP2).
Determining Your Claim from Your T-Chart
Mr. Stone presented a colored diagram of the book report essay on the board. Ultimately, a student is recommending whether his/her audience should read the book the student has read. Such a recommendation would be considered a claim of policy. The writer is answering the question: What should we do?
To determine whether the student will recommend the book, the student needs to determine whether the book he/she has read is good or bad. Such a determination makes a claim of value, answering one of two questions: How good is it? or How bad is it?
Mr. Stone directed students to use the T-chart they completed for homework to help them answer these questions. Students were to have listed a minimum of five strengths of the book/five aspects the reader liked and at least five weaknesses of the book/five aspects the reader disliked. Which list turned out longer? Which list was easier to make? Usually, the list you made longer and often with less effort indicates the viewpoint the student should chose to take.
Mr. Stone directed students to highlight in purple (the color used in this course to indicate thesis) the heading at the top of the column of the T-Chart that named the perspective they were choosing. Then, Mr. Stone asked the students to highlight in blue (the color used to represent topic sentences) the strongest four points they had listed in the column they had chosen. To determine which four to highlight, students should think about whether they can easily come up with three examples to illustrate this point. If they can't, they should pick a different supporting point.
Developing Your Supporting Argument
Once students had highlighted their T-Chart, they moved to completing the expository body paragraph prewriting charts.
For "Essay Topic," Mr. Stone directed students to write the title of the book they read for the report.
For "Your Viewpoint of the General Topic," Mr. Stone directed students to write two things: a word indicating the student's claim of value (e.g. great, good, mediocre, bad, horrible), and after a slash, a phrase indicating the student's claim of policy (recommend to read, recommend to avoid, etc.) Students should put the same answer for these two prompts at the top of each of the four body paragraph prewriting sheets provided.
Mr. Stone asked students to highlight purple the essay topic and their viewpoint of the general topic.
For "Subtopic," students consulted their blue highlighting on their T-chart. Each prewriting chart should address a different subtopic (e.g. suspense, character, plot, setting, descriptive details, etc.)
For "Your Viewpoint of the Subtopic," students need to express how that subtopic contributes to the quality of the novel, e.g.
Conrad Richter skillfully shapes the readers perceptions by changing the focus of which character's thoughts and feelings he presents while maintaining a third-person point-of-view.
Homework: Complete two of the four body paragraph prewriting sheets.
Thursday, October 23, 2014
Book Report Summary Paragraphs and Prewriting T-Chart
Devotional: Singing "Lord of My Life"
Plot Summary Paragraphs
Students had the class period to write a two paragraph summary of the book they read for their first quarter book report. Each of the summary paragraphs should be between eight and ten sentences long. Mr. Stone suggested students might think of the book they read as a two-hour movie. Think of your first paragraph as describing the first hour of the movie and your second paragraph as describing the second hour of the movie.
Another way to approach summarizing the book a student wrote would be to write a one sentence summary of each chapter. If the book contains more than twenty chapters, attempt to combine what happened in some of chapters into one sentence.
The goal of a summary is to present the main events/points of the book in a condensed length.
If a student's book is divided into major divisions greater than two, a student may discuss with Mr. Stone the option of writing a larger number of smaller paragraphs. A student needs to get approval for writing a summary that is not written in the expected two paragraphs.
T-Chart
Students need to complete the T-chart Mr. Stone distributed in class to help them determine their dominant opinion/judgement of the book the read. They should list at least five strengths of the book/aspects they liked about the book and five weaknesses of the book/aspects they disliked about the book.
Once the student has completed the T-chart, they should review their lists to help them to determine whether the thesis of their report will be positive or negative. Is the student recommending other students read the book or suggesting that they should avoid it? If a student has a longer list of strengths/likes, then he/she is likely to want to recommend the book to others. If a student has a longer list of weaknesses/dislikes, then he/she suggest to his classmates that they find a different book to read.
Students should also review each aspect they list on their t-chart to determine if they can think of three examples to use to support how that aspect is a strength or weakness of the book. If the student cannot think of at least three examples for an aspect, then that aspect would not make a good subtopic or supporting point in their paper.
Homework: Complete any parts of the two summary paragraphs and the t-chart not completed in class.
Plot Summary Paragraphs
Students had the class period to write a two paragraph summary of the book they read for their first quarter book report. Each of the summary paragraphs should be between eight and ten sentences long. Mr. Stone suggested students might think of the book they read as a two-hour movie. Think of your first paragraph as describing the first hour of the movie and your second paragraph as describing the second hour of the movie.
Another way to approach summarizing the book a student wrote would be to write a one sentence summary of each chapter. If the book contains more than twenty chapters, attempt to combine what happened in some of chapters into one sentence.
The goal of a summary is to present the main events/points of the book in a condensed length.
If a student's book is divided into major divisions greater than two, a student may discuss with Mr. Stone the option of writing a larger number of smaller paragraphs. A student needs to get approval for writing a summary that is not written in the expected two paragraphs.
T-Chart
Students need to complete the T-chart Mr. Stone distributed in class to help them determine their dominant opinion/judgement of the book the read. They should list at least five strengths of the book/aspects they liked about the book and five weaknesses of the book/aspects they disliked about the book.
Once the student has completed the T-chart, they should review their lists to help them to determine whether the thesis of their report will be positive or negative. Is the student recommending other students read the book or suggesting that they should avoid it? If a student has a longer list of strengths/likes, then he/she is likely to want to recommend the book to others. If a student has a longer list of weaknesses/dislikes, then he/she suggest to his classmates that they find a different book to read.
Students should also review each aspect they list on their t-chart to determine if they can think of three examples to use to support how that aspect is a strength or weakness of the book. If the student cannot think of at least three examples for an aspect, then that aspect would not make a good subtopic or supporting point in their paper.
Homework: Complete any parts of the two summary paragraphs and the t-chart not completed in class.
Introduction to Expository Writing and Overview of Book Report Requirements
Wednesday 22 October for Periods 5 & 6 and Thursday 23 October 2014 for Periods 2 & 7
Devotional: Singing "Lord of My Life"
Mr. Stone announced that the class would be putting their flash fiction stories aside for a few days to allow them to rest before students worked on revising them.
Mr. Stone presented an introductory lecture on the Jane Schaffer approach to expository paragraph writing and went over the general requirements for the first quarter book report.
Homework: Bring the book you read for your first quarter book report to the next class.
Devotional: Singing "Lord of My Life"
Mr. Stone announced that the class would be putting their flash fiction stories aside for a few days to allow them to rest before students worked on revising them.
Mr. Stone presented an introductory lecture on the Jane Schaffer approach to expository paragraph writing and went over the general requirements for the first quarter book report.
Homework: Bring the book you read for your first quarter book report to the next class.
Tuesday, October 21, 2014
MLA Format
Students sang "Lord of My Life" for devotions.
Mr. Stone instructed students on how to format their flash fiction story in the Modern Language Association (MLA) format.
Students used classroom computers to practice the formatting.
Mr. Stone reviewed the following features:
Page margins: one inch on all sides
Font: 12 point legible font whose regular and italic forms are clearly distinctive, e.g. Times New Roman
Heading: student first and last name (first line), teacher title and first and last name (second line), course name (third line), date in international date format (fourth line)
Title: Capitalize first letter of first word and all of the following nouns and verbs. The title should be kept in the same regular 12 pt font as the rest of the paper. It should not be bolded, italicized, underlined, or placed in quotation marks.
Indentations: The text at the beginning of each new paragraph should be indented to a half-inch tab.
Spacing: The entire document should be double-spaced. Be careful to make sure that the spacing after paragraphs is set for zero. No additional space should occur before or after a paragraph. The entire document should be double-spaced.
Header: A plain header should appear at the top of each page of the paper. The page number should be inserted in the top right-hand position just before a right-justified tab. The student's last name should appear just to the left of the page number with one space separating the student's last name and the page number.
Homework: Revise your flash fiction story so it follows MLA format. (If you have not yet revised your rough draft to be sure it includes direct dialogue, be sure it does.) Bring a fresh printout of your story to class.
Mr. Stone instructed students on how to format their flash fiction story in the Modern Language Association (MLA) format.
Students used classroom computers to practice the formatting.
Mr. Stone reviewed the following features:
Page margins: one inch on all sides
Font: 12 point legible font whose regular and italic forms are clearly distinctive, e.g. Times New Roman
Heading: student first and last name (first line), teacher title and first and last name (second line), course name (third line), date in international date format (fourth line)
Title: Capitalize first letter of first word and all of the following nouns and verbs. The title should be kept in the same regular 12 pt font as the rest of the paper. It should not be bolded, italicized, underlined, or placed in quotation marks.
Indentations: The text at the beginning of each new paragraph should be indented to a half-inch tab.
Spacing: The entire document should be double-spaced. Be careful to make sure that the spacing after paragraphs is set for zero. No additional space should occur before or after a paragraph. The entire document should be double-spaced.
Header: A plain header should appear at the top of each page of the paper. The page number should be inserted in the top right-hand position just before a right-justified tab. The student's last name should appear just to the left of the page number with one space separating the student's last name and the page number.
Homework: Revise your flash fiction story so it follows MLA format. (If you have not yet revised your rough draft to be sure it includes direct dialogue, be sure it does.) Bring a fresh printout of your story to class.
Monday, October 20, 2014
Dialogue
Monday 20 October 2014 for Periods 2, 5, & 6 and Tuesday 21 October 2014 for Period 7
Devotional Song: "Lord of My Life"
Mr. Stone began teaching the class a song that he regularly sings with his own children and that he has taught previous classes to sing. He used the song to discuss rhyme scheme and direct and indirect quotations and dialogue.
He read through most of a handout on dialogue that he distributed at the beginning of class.
Homework: Finish reading any portion of the dialogue handout not completed during class time. Read over the flash fiction option you have decided to revise and make sure that it includes at least one use of direct dialogue. If it does not contain at least one example of direct dialogue, then revise the story to include one.
Bring to class a fresh printout of the flash fiction story you have selected and revised if necessary.
Devotional Song: "Lord of My Life"
Mr. Stone began teaching the class a song that he regularly sings with his own children and that he has taught previous classes to sing. He used the song to discuss rhyme scheme and direct and indirect quotations and dialogue.
He read through most of a handout on dialogue that he distributed at the beginning of class.
Homework: Finish reading any portion of the dialogue handout not completed during class time. Read over the flash fiction option you have decided to revise and make sure that it includes at least one use of direct dialogue. If it does not contain at least one example of direct dialogue, then revise the story to include one.
Bring to class a fresh printout of the flash fiction story you have selected and revised if necessary.
Thursday, October 16, 2014
Selecting a Flash Fiction Option
Thursday 16 October 2014 for Periods 5 & 6 and Friday 17 October 2014 for Periods 2 & 7
Students shared their two flash fiction options with two classmates. Students signed each story they read and starred the option they would recommend their classmate select to revise next week.
No homework this weekend because of the Loma Linda Community Fair. Have a great weekend!
Students shared their two flash fiction options with two classmates. Students signed each story they read and starred the option they would recommend their classmate select to revise next week.
No homework this weekend because of the Loma Linda Community Fair. Have a great weekend!
Wednesday, October 15, 2014
Drafting Two Flash Fiction Options
Wednesday 15 October 2014 for Periods 5 & 6 and Thursday 16 october 2014 for Periods 2 & 7
Students were expected to arrive to class with a rough draft of their first flash fiction option (400-500 words).
Each student was given access to a computer and the following instructions:
1. Type your flash fiction option 1 draft. (If you already typed it home, you do not need to type it again.)
2. Send your draft of your flash fiction option 1 to dstone@lla.org. with your period # and last name followed by first name and option # in the subject line, e.g.
To: dstone@lla.org
Re: P6 Lum, Josh Option 1
3. Begin writing your second flash fiction story.
(You will be choosing between your two rough drafts during the next class period.)
4. Send draft of option 2 to Mr. Stone. Be sure to label it option 2, e.g.
To: dstone@lla.org
Re: P6 Lum, Josh Option 2
Come to class tomorrow with hard copies of both your drafts.
Homework: Complete any of the four steps above not finished during class time.
Students were expected to arrive to class with a rough draft of their first flash fiction option (400-500 words).
Each student was given access to a computer and the following instructions:
1. Type your flash fiction option 1 draft. (If you already typed it home, you do not need to type it again.)
2. Send your draft of your flash fiction option 1 to dstone@lla.org. with your period # and last name followed by first name and option # in the subject line, e.g.
To: dstone@lla.org
Re: P6 Lum, Josh Option 1
3. Begin writing your second flash fiction story.
(You will be choosing between your two rough drafts during the next class period.)
4. Send draft of option 2 to Mr. Stone. Be sure to label it option 2, e.g.
To: dstone@lla.org
Re: P6 Lum, Josh Option 2
Come to class tomorrow with hard copies of both your drafts.
Homework: Complete any of the four steps above not finished during class time.
Tuesday, October 14, 2014
Flash Fiction
Tuesday 14 October 2014 for Periods 2, 5 & 6 and Wednesday 15 October 2014 for Period 7
Devotional Text: Proverbs 16:3
Students viewed "How To Write Flash Fiction," and discussed four writing prompts:
Betrayal
Missed opportunity
Eyes that can't see
A bottle of _______________________
Students need to write a flash fiction story (a short short-story) that is between 400 and 500 words.
They may write on any topic as long it is appropriate for reading in our classroom. Keep it kosher.
Mr. Stone reminded students that their stories will be submitted to Turnitin.com, a plagiarism checker. They should not copy or borrow any part of another person's story.
Homework: Complete a rough draft of a flash fiction piece 400-500 words long.
Devotional Text: Proverbs 16:3
Students viewed "How To Write Flash Fiction," and discussed four writing prompts:
Betrayal
Missed opportunity
Eyes that can't see
A bottle of _______________________
Students need to write a flash fiction story (a short short-story) that is between 400 and 500 words.
They may write on any topic as long it is appropriate for reading in our classroom. Keep it kosher.
Mr. Stone reminded students that their stories will be submitted to Turnitin.com, a plagiarism checker. They should not copy or borrow any part of another person's story.
Homework: Complete a rough draft of a flash fiction piece 400-500 words long.
Wednesday, October 1, 2014
Analyzing James Hurst's "The Scarlet Ibis"
Wednesday 1 October 2014 for Periods 5 & 6 and Thursday 2 October 2014 for Periods 2 & 7
Quiz: James Hurst's "The Scarlet Ibis"
Journal Entry: "Blame"
Do you blame the narrator for Doodle's death? Explain why or why not. (Students may look back at their books for supporting details.)
Extra credit for students who write this journal entry in cursive. The entry needs to be at least twelve lines long.
Students worked in small groups to analyze one of the major elements of the story: characters, plot, setting, point of view, or theme.
Each student needed to record his/her answers on the story analysis sheet he/she received from the teacher.
Students will share their findings during the next class period.
Homework: Read Cynthia Rylant's "Checkouts" (282-285). There will be a quiz at the beginning of the next period.
Quiz: James Hurst's "The Scarlet Ibis"
Journal Entry: "Blame"
Do you blame the narrator for Doodle's death? Explain why or why not. (Students may look back at their books for supporting details.)
Extra credit for students who write this journal entry in cursive. The entry needs to be at least twelve lines long.
Students worked in small groups to analyze one of the major elements of the story: characters, plot, setting, point of view, or theme.
Each student needed to record his/her answers on the story analysis sheet he/she received from the teacher.
Students will share their findings during the next class period.
Homework: Read Cynthia Rylant's "Checkouts" (282-285). There will be a quiz at the beginning of the next period.
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