The first short story test will be given on September 10th for Periods 5 & 6 and on September 11th for Periods 1, 2, and 7. The test will cover the elements of character and plot.
Thursday, September 3, 2015
"One Ordinary Day, with Peanuts"
Thursday 3 September 2015 for Periods 5 & 6 and Friday 4 September 2015 for Periods 1, 2, & 7
Quiz: "One Ordinary Day, with Peanuts"
Guest lecturer Dr. Cyril Connelly discussed Shirley Jackson's "One Ordinary Day, with Peanuts" with the students and discussed one or more article from the Wall Street Journal for the day.
No Homework: Labor Day Weekend
Quiz: "One Ordinary Day, with Peanuts"
Guest lecturer Dr. Cyril Connelly discussed Shirley Jackson's "One Ordinary Day, with Peanuts" with the students and discussed one or more article from the Wall Street Journal for the day.
No Homework: Labor Day Weekend
Interloper Plot Poster Project
Wednesday 2 September 2015 for Periods 5 & 6 and Thursday 3 September 2015 for Periods 1, 2, and 7
Mr. Stone postponed the "One Ordinary Day, With Peanuts" quiz to the next period to allow students more time to begin their plot posters.
Students worked in pairs using yarn, paper, and glue to diagram the human vs. human and human vs. nature conflicts in Saki's "The Interlopers."
The students need to position two overlapping plot lines represented by the yarn (purple for human vs. human and green for human vs. nature), label parts of the plot (exposition, narrative hook, rising action, climax, falling action, and resolution), determine which events belong with the human vs. human conflict and which belong with the human vs. nature conflict, and place the events on their corresponding plot lines to show to which part of the plot they belong.
Students will have an additional class period to finish their project next week.
Mr. Stone postponed the "One Ordinary Day, With Peanuts" quiz to the next period to allow students more time to begin their plot posters.
Students worked in pairs using yarn, paper, and glue to diagram the human vs. human and human vs. nature conflicts in Saki's "The Interlopers."
The students need to position two overlapping plot lines represented by the yarn (purple for human vs. human and green for human vs. nature), label parts of the plot (exposition, narrative hook, rising action, climax, falling action, and resolution), determine which events belong with the human vs. human conflict and which belong with the human vs. nature conflict, and place the events on their corresponding plot lines to show to which part of the plot they belong.
Students will have an additional class period to finish their project next week.
Tuesday, September 1, 2015
Plot
Tuesday 1 September 2015 for Periods 2, 5, and 6 and Wednesday 2 September 2015 for Periods 1 & 7
Devotional Text: Proverbs 1:1-7
Quiz: Saki's "The Interlopers"
Students took notes on plot. They labeled the parts of a plot line and defined them:
exposition
narrative hook
rising action
climax
falling action
resolution
They discussed the types of conflict, e.g. human v. human, human v. nature, human v. self, etc. (Mr. Stone prefers the use of "human" or "person" rather than "man" to be more inclusive to women.)
The class discussed the plots of the stories they have already read.
The class examined the day's edition of the Wall Street Journal.
Homework: Read Shirley Jackson's "One Ordinary Day, With Peanuts" (420-430). There will be a quiz over the story at the beginning of the next class.
Devotional Text: Proverbs 1:1-7
Quiz: Saki's "The Interlopers"
Students took notes on plot. They labeled the parts of a plot line and defined them:
exposition
narrative hook
rising action
climax
falling action
resolution
They discussed the types of conflict, e.g. human v. human, human v. nature, human v. self, etc. (Mr. Stone prefers the use of "human" or "person" rather than "man" to be more inclusive to women.)
The class discussed the plots of the stories they have already read.
The class examined the day's edition of the Wall Street Journal.
Homework: Read Shirley Jackson's "One Ordinary Day, With Peanuts" (420-430). There will be a quiz over the story at the beginning of the next class.
Monday, August 31, 2015
More Notes on Character
Monday 31 August 2015 for Periods 1, 2, 5, & 6 and Tuesday 1 September 2015 for Period 7
Devotional Text: Ecclesiastes 3:1
Quiz: Sir Arthur Conan Doyle's "The Red-headed League"
Mr. Stone verbally reviewed the highlights of the class period's notes and showed students two additional ways to use the interactive left-hand column of their two-column notes.
Students took more notes on character:
trait
hero/heroine
villain
main character
major character
minor character
characterization
direct characterization
indirect characterization
Mr. Stone gave examples to illustrate the difference between physical and character traits.
He took a few minutes to emphasize how character analysis is as much a life skill as it is a literary skill.
Mr. Stone passed back the summer reading test for students to see their scores and review their performance.
Homework: Read Saki's "The Interlopers" (304-310).
Devotional Text: Ecclesiastes 3:1
Quiz: Sir Arthur Conan Doyle's "The Red-headed League"
Mr. Stone verbally reviewed the highlights of the class period's notes and showed students two additional ways to use the interactive left-hand column of their two-column notes.
Students took more notes on character:
trait
hero/heroine
villain
main character
major character
minor character
characterization
direct characterization
indirect characterization
Mr. Stone gave examples to illustrate the difference between physical and character traits.
He took a few minutes to emphasize how character analysis is as much a life skill as it is a literary skill.
Mr. Stone passed back the summer reading test for students to see their scores and review their performance.
Homework: Read Saki's "The Interlopers" (304-310).
Wednesday, August 26, 2015
Two-column Note Taking: Parts of a Story
Wednesday 26 August 2015 for Periods 5 & 6 and Friday 28 August 2015 for Periods 1, 2, & 7
Devotional Text: Matthew 6-9-13 (Lord's Prayer)
Study skills are a part of Loma Linda Academy's Expected School-wide Learning Results (ESLRs).
Students practiced a form of the Cornell Method of Note Taking. Each page is divided into two columns. The lefthand column equals one-third of the width of the page and the righthand column equals two-thirds of the width of the page. Initial notes are taken in the right column. Later, students use the lefthand column to analyze or annotate the notes previously taken.
Mr. Stone lectured on five basic parts of a story and began to go into more depth on character, including the following terms:
character
plot
setting
point of view
theme
protagonist
antagonist
static character
dynamic character
round character
flat character
Devotional Text: Matthew 6-9-13 (Lord's Prayer)
Study skills are a part of Loma Linda Academy's Expected School-wide Learning Results (ESLRs).
Students practiced a form of the Cornell Method of Note Taking. Each page is divided into two columns. The lefthand column equals one-third of the width of the page and the righthand column equals two-thirds of the width of the page. Initial notes are taken in the right column. Later, students use the lefthand column to analyze or annotate the notes previously taken.
Mr. Stone lectured on five basic parts of a story and began to go into more depth on character, including the following terms:
character
plot
setting
point of view
theme
protagonist
antagonist
static character
dynamic character
round character
flat character
Tuesday, August 25, 2015
Summer Reading Review
Tuesday 25 August 2015 for Periods 2, 5, & 6 and Wednesday 26 August 2015 for Periods 1 & 7
Mr. Stone shared about the loss of a long time mentor and friend, Dr. Ann Parrish, retired English professor from Atlantic Union College, discussed the importance of valuing relationships and John 14:2.
Students worked in groups to complete the study guide questions for the Hotel on the Corner of Bitter and Sweet test.
Mr. Stone went over the short answer questions on the review sheet sheet during the last ten minutes of the period.
Homework: Continue to study for the Hotel on the Corner of Bitter and Sweet test to be taken on Thursday, August 27.
Mr. Stone shared about the loss of a long time mentor and friend, Dr. Ann Parrish, retired English professor from Atlantic Union College, discussed the importance of valuing relationships and John 14:2.
Students worked in groups to complete the study guide questions for the Hotel on the Corner of Bitter and Sweet test.
Mr. Stone went over the short answer questions on the review sheet sheet during the last ten minutes of the period.
Homework: Continue to study for the Hotel on the Corner of Bitter and Sweet test to be taken on Thursday, August 27.
Monday, August 24, 2015
Day Two: Getting Organized
Monday 24 August 2015 for Periods 1, 2, 5, & 6 and Tuesday 24 August 2015 for Period 7
Mr. Stone shared his personal favorite Bible text (Philippians 1:6) to begin class.
Students received a hard copy of the test review for the summer reading test. (An electronic copy is available on this blog on the right hand side.
Students had the opportunity to set up their Canvas accounts.
They took their first quiz (over Richard Connell's "The Most Dangerous Game") electronically through the canvas application.
Mr. Stone encouraged the students to explore the class's Canvas site. He particularly directed them to look for study aids for the test over Hotel on the Corner of Bitter and Sweet.
Homework: Spend at least twenty minutes completing the review sheet for the Hotel on the Corner of Bitter and Sweet test.
Mr. Stone shared his personal favorite Bible text (Philippians 1:6) to begin class.
Students received a hard copy of the test review for the summer reading test. (An electronic copy is available on this blog on the right hand side.
Students had the opportunity to set up their Canvas accounts.
They took their first quiz (over Richard Connell's "The Most Dangerous Game") electronically through the canvas application.
Mr. Stone encouraged the students to explore the class's Canvas site. He particularly directed them to look for study aids for the test over Hotel on the Corner of Bitter and Sweet.
Homework: Spend at least twenty minutes completing the review sheet for the Hotel on the Corner of Bitter and Sweet test.
Friday, August 21, 2015
Summer Reading Test
Freshmen will be tested over Jamie Ford's Hotel on the Corner of Bitter and Sweet on Thursday, August 27, 2015.
First Day
(Thursday, August 20 for Periods 1 & 2. Friday, August 21 for Periods 5,6, & 7.)
Class began with a reading of John 1:1 and prayer:
"In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning."
Students listened to a dramatic recording of "The Most Dangerous Game" with most following along in their textbooks. Mr. Stone informed students that they should bring their "big green literature book" to class every day unless directed otherwise. Students who have not yet purchased the Vocabulary Energizers text or the research handbook should acquire those in the next month.
Students need a composition notebook for journaling in this class.
Homework: Finish reading "The Most Dangerous Game" and review for a quiz over the story.
The quiz will be on Monday for Periods 1, 2, 5 and 6 and on Tuesday for Period 7.
Students should begin studying for the summer reading test that will be given on Thursday August 27th using the review sheet provided in class at the beginning of next week. Student will turn in the completed review sheet at the time of the test.
Class began with a reading of John 1:1 and prayer:
"In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning."
Students listened to a dramatic recording of "The Most Dangerous Game" with most following along in their textbooks. Mr. Stone informed students that they should bring their "big green literature book" to class every day unless directed otherwise. Students who have not yet purchased the Vocabulary Energizers text or the research handbook should acquire those in the next month.
Students need a composition notebook for journaling in this class.
Homework: Finish reading "The Most Dangerous Game" and review for a quiz over the story.
The quiz will be on Monday for Periods 1, 2, 5 and 6 and on Tuesday for Period 7.
Students should begin studying for the summer reading test that will be given on Thursday August 27th using the review sheet provided in class at the beginning of next week. Student will turn in the completed review sheet at the time of the test.
Sunday, June 14, 2015
Semester Grades
Semester grades are completed on PowerSchool. Students should e-mail Mr. Stone within the week if there are any questions.
Monday, May 18, 2015
Writing the Introduction and Conclusion to the Research Report
Introduction
Opening Strategies
The introduction for the research paper should be between five and eight sentences in length.
The first three to five sentences should contain an opening strategy
Common Open Strategies How that Might Work with the Religion Report
Open with an anecdote. Retell/summarize a Bible story that relates to your
paper's topic.
Open with thought-provoking details. List examples of incidents from the Bible that relate
to your paper's topic.
Open with a contrast. Contrast today with first-century Palestine. For
example, if your paper is about what was the life
of woman like in first-century Palestine,
then you would describe briefly the life of
contemporary women before asking your
primary question.
Open with a quotation. Use Brainy Quote or Bartlett's Familiar Quotations
to locate a quotation related to your paper's topic.
Introduce the person who said the quote, present
the quote and comment on the quote before
asking your primary question.
Primary Question
After your opening strategy, continue your introductory paragraph by stating your primary question.
Expository Thesis
Immediately following the primary question, state your thesis. Remember the thesis for this paper is not argumentative/persuasive.
Preview
A preview lists for the reader the subtopics of your paper. Your preview may be a part of your thesis sentence or a separate sentence.
Example of an introduction using an anecdote:
The Gospel of Matthew tells the story of a woman who comes to Jesus for healing after bleeding for twelve years. By touching even the hem of his garment, she believes she will be healed. Jesus rewards her faith and makes her whole. Jesus clothing is not the point of this story; however, imaginative readers may wonder, “What was clothing like in first-century Palestine?” First-century Palestinians typically wore simple clothing as can be seen in the clothing of the men, women, and children and in their jewelry and footwear.
Example of an introduction using thought-provoking details:
In the New Testament Mary wraps Jesus in swaddling clothes. Jesus says if a man takes your coat, you give him your cloak as well. At the crucifixion soldiers place a crown of thorns and a purple garment on Jesus on Jesus. New Testament readers eventually ask themselves, “What was clothing like in first-century Palestine? First-century Palestinians typically wore simple clothing as can be seen in the clothing of the men, women, and children and in their jewelry and footwear.
Example of an introduction using a contrast:
Contemporary Americans buy nearly all their clothing from big box chain stores or online companies. They keep their clothes in dressers, closets, storage bins and even storage units. Magazines and television shows picture the year’s latest trends. What was clothing like in the time of the New Testament? Forget a closet. A description of the clothing of first-century men, women, and children and their jewelry and footwear reveals how simple their clothing was.
Example of an introduction using a quotation:
The American humorist Mark Twain says, “Clothes make the man. Naked people have little or no influence on society.” Apparently Twain was not thinking of the Gospel writer Mark who famously lost his garment and ran away naked. The Gospel writer Mark clearly had an influence on society, and the clothing of more than men matter. A closer look at the clothing of first-century Palestinian men, women, and children and their jewelry and footwear helps contemporary Bible readers understand how simple first-century Palestinian clothing was.
Conclusion
The conclusion for the Religion research report should be three to five sentences long.
Restate the report's thesis.
Reconnect to the opening strategy.
Describe relevance to Bible for a modern reader.
Opening Strategies
The introduction for the research paper should be between five and eight sentences in length.
The first three to five sentences should contain an opening strategy
Common Open Strategies How that Might Work with the Religion Report
Open with an anecdote. Retell/summarize a Bible story that relates to your
paper's topic.
Open with thought-provoking details. List examples of incidents from the Bible that relate
to your paper's topic.
Open with a contrast. Contrast today with first-century Palestine. For
example, if your paper is about what was the life
of woman like in first-century Palestine,
then you would describe briefly the life of
contemporary women before asking your
primary question.
Open with a quotation. Use Brainy Quote or Bartlett's Familiar Quotations
to locate a quotation related to your paper's topic.
Introduce the person who said the quote, present
the quote and comment on the quote before
asking your primary question.
Primary Question
After your opening strategy, continue your introductory paragraph by stating your primary question.
Expository Thesis
Immediately following the primary question, state your thesis. Remember the thesis for this paper is not argumentative/persuasive.
Preview
A preview lists for the reader the subtopics of your paper. Your preview may be a part of your thesis sentence or a separate sentence.
Example of an introduction using an anecdote:
The Gospel of Matthew tells the story of a woman who comes to Jesus for healing after bleeding for twelve years. By touching even the hem of his garment, she believes she will be healed. Jesus rewards her faith and makes her whole. Jesus clothing is not the point of this story; however, imaginative readers may wonder, “What was clothing like in first-century Palestine?” First-century Palestinians typically wore simple clothing as can be seen in the clothing of the men, women, and children and in their jewelry and footwear.
Example of an introduction using thought-provoking details:
In the New Testament Mary wraps Jesus in swaddling clothes. Jesus says if a man takes your coat, you give him your cloak as well. At the crucifixion soldiers place a crown of thorns and a purple garment on Jesus on Jesus. New Testament readers eventually ask themselves, “What was clothing like in first-century Palestine? First-century Palestinians typically wore simple clothing as can be seen in the clothing of the men, women, and children and in their jewelry and footwear.
Example of an introduction using a contrast:
Contemporary Americans buy nearly all their clothing from big box chain stores or online companies. They keep their clothes in dressers, closets, storage bins and even storage units. Magazines and television shows picture the year’s latest trends. What was clothing like in the time of the New Testament? Forget a closet. A description of the clothing of first-century men, women, and children and their jewelry and footwear reveals how simple their clothing was.
Example of an introduction using a quotation:
The American humorist Mark Twain says, “Clothes make the man. Naked people have little or no influence on society.” Apparently Twain was not thinking of the Gospel writer Mark who famously lost his garment and ran away naked. The Gospel writer Mark clearly had an influence on society, and the clothing of more than men matter. A closer look at the clothing of first-century Palestinian men, women, and children and their jewelry and footwear helps contemporary Bible readers understand how simple first-century Palestinian clothing was.
Conclusion
The conclusion for the Religion research report should be three to five sentences long.
Restate the report's thesis.
Reconnect to the opening strategy.
Describe relevance to Bible for a modern reader.
Monday, May 4, 2015
Great Expectations Test
The Great Expectations test will be taken in two parts.
Day One (Tuesday, May 5 for Periods 2, 5 & 6 and Wednesday May 6 for Period 7)
Part 1: (short answer) author, genre, publishing, point of view
Part 2: (identifying quotations) major characters
Part 3: (matching) minor characters
Part 4: (long answer--one or more paragraphs may be required) dynamic characters
Day Two (Wednesday, May 6 for Periods 5 & 6 and Thursday, May 7 for Periods 2 & 7)
Part 5: (long answer--one or more paragraphs may be required) plot and subplots
Part 6: (matching & short answer) setting
Part 7: (long answer--one or more paragraphs may be required) situational irony
Part 8: (long answer--one or more paragraphs may be required) theme
Mr. Stone covered details regarding the test in class and through the review sheet.
Day One (Tuesday, May 5 for Periods 2, 5 & 6 and Wednesday May 6 for Period 7)
Part 1: (short answer) author, genre, publishing, point of view
Part 2: (identifying quotations) major characters
Part 3: (matching) minor characters
Part 4: (long answer--one or more paragraphs may be required) dynamic characters
Day Two (Wednesday, May 6 for Periods 5 & 6 and Thursday, May 7 for Periods 2 & 7)
Part 5: (long answer--one or more paragraphs may be required) plot and subplots
Part 6: (matching & short answer) setting
Part 7: (long answer--one or more paragraphs may be required) situational irony
Part 8: (long answer--one or more paragraphs may be required) theme
Mr. Stone covered details regarding the test in class and through the review sheet.
Monday, April 20, 2015
April 20-24
Day One
(Monday 20 April 2015 for Periods 2, 5 & 6 and Tuesday 21 April 2015 for Period 7)
Correct Vocabulary Energizer Chapter 3 exercises and read Chapter 56 in class.
Homework: Study for Vocabulary Energizers Chapter 3 Test. This test will contain all of the fifteen new words from Chapter 3 and five of the words from Chapters 1 and 2. Two extra credit questions will be given from the word history stories in Chapter 3.
Day Two
(Tuesday 21 April 2015 for Periods 2, 5, and 6 and Wednesday 22 April 2015 for Period 7)
Vocabulary Energizers Chapter 3 Test
Students read Chapter 57 in class.
Homework: Finish reading the novel, Chapter 58-59.
Day Three
(Wednesday 22 April 2015 for Periods 5 & 6 and Thursday 23 April 2015 for Periods 2 & 7)
Quiz: Chapters 54-59
Complete the exercises for Vocabulary Energizers Chapter 4 in class.
Receive Great Expectations test review sheet.
Homework: Begin studying for Great Expectations test.
Day Four
(Thursday 23 April 2015 for Periods 5 & 6 and Friday 24 April 2015 for Periods 2 & 7)
Finish viewing movie version of Great Expectations.
Discussion
Homework: Continue to study for Great Expectations test.
(Monday 20 April 2015 for Periods 2, 5 & 6 and Tuesday 21 April 2015 for Period 7)
Correct Vocabulary Energizer Chapter 3 exercises and read Chapter 56 in class.
Homework: Study for Vocabulary Energizers Chapter 3 Test. This test will contain all of the fifteen new words from Chapter 3 and five of the words from Chapters 1 and 2. Two extra credit questions will be given from the word history stories in Chapter 3.
Day Two
(Tuesday 21 April 2015 for Periods 2, 5, and 6 and Wednesday 22 April 2015 for Period 7)
Vocabulary Energizers Chapter 3 Test
Students read Chapter 57 in class.
Homework: Finish reading the novel, Chapter 58-59.
Day Three
(Wednesday 22 April 2015 for Periods 5 & 6 and Thursday 23 April 2015 for Periods 2 & 7)
Quiz: Chapters 54-59
Complete the exercises for Vocabulary Energizers Chapter 4 in class.
Receive Great Expectations test review sheet.
Homework: Begin studying for Great Expectations test.
Day Four
(Thursday 23 April 2015 for Periods 5 & 6 and Friday 24 April 2015 for Periods 2 & 7)
Finish viewing movie version of Great Expectations.
Discussion
Homework: Continue to study for Great Expectations test.
Tuesday, April 14, 2015
Vocabulary Energizers Chapter 2 Test
Tuesday 14 April 2015 for Periods 2, 5 & 6 and Wednesday 15 April 2015 for Period 7
Students took a test over Vocabulary Energizers Chapter 2. After the test, they completed the exercises for Chapter 3 of Vocabulary Energizers and began reading their homework.
Mr. Stone several found poems he wrote this month and surveyed students about their pets for material for a poem.
Homework: Read Chapters 46-47 of Great Expectations.
Students took a test over Vocabulary Energizers Chapter 2. After the test, they completed the exercises for Chapter 3 of Vocabulary Energizers and began reading their homework.
Mr. Stone several found poems he wrote this month and surveyed students about their pets for material for a poem.
Homework: Read Chapters 46-47 of Great Expectations.
Monday, April 13, 2015
More Great Expectations and Vocabulary Energizers Chapter 2
Monday 13 April 2015 for Periods 2, 5 & 6 and Tuesday 14 April 2015 for Period 7
Students read Chapters 44 and 45 of Great Expectations in class.
Homework: Study Chapters 1 and 2 of Vocabulary Energizers for the Chapter 2 test at the beginning of the next class period.
There will be twenty words on the test: the fifteen new words from Chapter 2 and five selected words from Chapter 1.
In addition two extra credit questions will asked that require knowledge of the word history stories of Chapter 2.
Students read Chapters 44 and 45 of Great Expectations in class.
Homework: Study Chapters 1 and 2 of Vocabulary Energizers for the Chapter 2 test at the beginning of the next class period.
There will be twenty words on the test: the fifteen new words from Chapter 2 and five selected words from Chapter 1.
In addition two extra credit questions will asked that require knowledge of the word history stories of Chapter 2.
Wednesday, March 18, 2015
Research Test
Periods 5 & 6 will take the test on Thursday, March 19, 2015 and Periods 2, & 7 on Friday, March 20, 2015.
Part One: Phases of the Research Process
Students will number the phases of the research process to show their order.
Study the "Research Process" handout.
Part Two: Steps in the Research Process
Students will identify which steps of the research process go with which stage of the research process. The questions may be matching or multiple choice.
Study the "Research Process" set on Quizlet.
Part Three: Forms of Information Publications/Information Packages
Students will identify which specific publications belong with which category of publications.
Study the "Information Packages" set on Quizlet.
Part Four: Library
Students will identify the location of 21 aspects of the Loma Linda Academy 7-12 Library.
Study the "LLA 7-12 Library" set on Quizlet.
Part Five: Parts of a note card
Students will identify the four parts of a note card:
1.source
2. keyword/subtopic
3. note (paraphrase, summary, quote
4. page number/medium.
Part Six: Integrating Source Material
Students should be able to list the following four components in order:
1. Introduce the source.
2. Allow the source to speak.
3. Cite to signal the source has stopped talking.
4. Respond to the source through a comment.
Part Seven: Differentiating Types of Notes
Students will be given a short article and three notes. They will need to identify which note is a summary, which is a paraphrase, and which is direct quote.
Part One: Phases of the Research Process
Students will number the phases of the research process to show their order.
Study the "Research Process" handout.
Part Two: Steps in the Research Process
Students will identify which steps of the research process go with which stage of the research process. The questions may be matching or multiple choice.
Study the "Research Process" set on Quizlet.
Part Three: Forms of Information Publications/Information Packages
Students will identify which specific publications belong with which category of publications.
Study the "Information Packages" set on Quizlet.
Part Four: Library
Students will identify the location of 21 aspects of the Loma Linda Academy 7-12 Library.
Study the "LLA 7-12 Library" set on Quizlet.
Part Five: Parts of a note card
Students will identify the four parts of a note card:
1.source
2. keyword/subtopic
3. note (paraphrase, summary, quote
4. page number/medium.
Part Six: Integrating Source Material
Students should be able to list the following four components in order:
1. Introduce the source.
2. Allow the source to speak.
3. Cite to signal the source has stopped talking.
4. Respond to the source through a comment.
Part Seven: Differentiating Types of Notes
Students will be given a short article and three notes. They will need to identify which note is a summary, which is a paraphrase, and which is direct quote.
Thursday, March 5, 2015
Chapters 12-16 of Great Expectations
Quiz: Chapter 11
In class, students listened to Chapters 12-14.
Homework: Read Chapters 15-16 for a quiz at the beginning of next week.
In class, students listened to Chapters 12-14.
Homework: Read Chapters 15-16 for a quiz at the beginning of next week.
Chapters 9-11 of Great Expectations
Wednesday 4 March 2015 for Periods 5 & 6 and Thursday 5 March 2015 for Periods 2 & 7
Quiz: Chapter 8
In class students listened to Chapter 9 and part of Chapter 10.
Homework: Finish reading Chapter 10 and all of eleven. There will be a quiz over Ch. 11 at the beginning of the next period.
Quiz: Chapter 8
In class students listened to Chapter 9 and part of Chapter 10.
Homework: Finish reading Chapter 10 and all of eleven. There will be a quiz over Ch. 11 at the beginning of the next period.
Tuesday, March 3, 2015
Chapters 6-8 of Great Expectations
(Tuesday for Periods 2, 5, & 6 and Wednesday for Period 7)
Quiz: Chapters 4-5 of Charles Dickens' Great Expectations
In class, students listened to Chapters6-7 and the beginning of Chapter 8.
Homework: Finish reading Chapter 8 of Charles Dickens' Great Expectations.
Quiz: Chapters 4-5 of Charles Dickens' Great Expectations
In class, students listened to Chapters6-7 and the beginning of Chapter 8.
Homework: Finish reading Chapter 8 of Charles Dickens' Great Expectations.
Beginning Great Expectations
Monday 2 March 2015 for Periods 2, 5, & 6 and Tuesday 3 March 2015
Students received volume one of Charles Dickens' Great Expectations and began reading and listening to an audio recording. Students read chapters one to three in class.
Homework: Read chapters four and five for a quiz at the beginning of the next class.
Students received volume one of Charles Dickens' Great Expectations and began reading and listening to an audio recording. Students read chapters one to three in class.
Homework: Read chapters four and five for a quiz at the beginning of the next class.
Thursday, February 12, 2015
Note Taking Schedule
During the last class of Valentine's week (2/12 or 2/13), Mr. Stone explained to students how to write a note card and how the key word of their note cards will relate to the key words of the primary and secondary questions on their prewriting bubble sheet.
Note Card Deadlines for Period 2
Thu 2/19 Five cards should be completed.
Fri 2/20 Fifteen cards should be completed.
Mon 2/23 Twenty-five cards should be completed.
Tue 2/24 Thirty-five cards should be completed.
Thu 2/26 Forty note cards should be completed.
Note Card Deadlines for Periods 5 & 6
Wed 2/18 Five cards should be completed.
Thu 2/19 Fifteen cards should be completed.
Mon 2/23 Twenty-five cards should be completed.
Tue 2/24 Thirty-five cards should be completed.
Wed 2/25 Forty note cards should be completed.
Note Card Deadlines for Period 7
Thu 2/19 Five cards should be completed.
Fri 2/20 Fifteen cards should be completed.
Tue 2/24 Twenty-five cards should be completed.
Wed 2/25 Thirty-five cards should be completed.
Thu 2/26 Forty note cards should be completed.
Note Card Deadlines for Period 2
Thu 2/19 Five cards should be completed.
Fri 2/20 Fifteen cards should be completed.
Mon 2/23 Twenty-five cards should be completed.
Tue 2/24 Thirty-five cards should be completed.
Thu 2/26 Forty note cards should be completed.
Note Card Deadlines for Periods 5 & 6
Wed 2/18 Five cards should be completed.
Thu 2/19 Fifteen cards should be completed.
Mon 2/23 Twenty-five cards should be completed.
Tue 2/24 Thirty-five cards should be completed.
Wed 2/25 Forty note cards should be completed.
Note Card Deadlines for Period 7
Thu 2/19 Five cards should be completed.
Fri 2/20 Fifteen cards should be completed.
Tue 2/24 Twenty-five cards should be completed.
Wed 2/25 Thirty-five cards should be completed.
Thu 2/26 Forty note cards should be completed.
Finding Sources
Students had more than a week to gather together the minimum of ten sources they need for their research report. Each period spent two days in the library: one for general orientation and another to locate a minimum of one book source. Other periods were spent in the classroom using classroom laptop computers to search for online sources.
Students in Periods 2, 5, & 6 need to be done with their ten bibliography cards by Tuesday, February 17th.
Students in Period 7 need to be done with their ten bibliography cards by Wednesday, February 18th.
Students in Periods 2, 5, & 6 need to be done with their ten bibliography cards by Tuesday, February 17th.
Students in Period 7 need to be done with their ten bibliography cards by Wednesday, February 18th.
Wednesday, February 4, 2015
Defining Your Topic
Mr. Stone distributed three handouts: Types of Definitions, Definition Graphic Organizer, and Defining.
The class discussed how definitions skills related to defining your research topic.
Mr. Stone showed students the links for researching Palestine topics listed on the right side of this website.
Homework: Bring to Internet sources related to your topic to the next class.
The class discussed how definitions skills related to defining your research topic.
Mr. Stone showed students the links for researching Palestine topics listed on the right side of this website.
Homework: Bring to Internet sources related to your topic to the next class.
Tuesday, February 3, 2015
Differentiating Popular Periodicals from Scholarly Journals, Primary & Secondary Research Questions, & How to Create a Computer Search Strategy
Periods 2, 5 & 6 on Tuesday February 3, 2015 and Period 7 on Wednesday, February 4th.
Mr. Stone distributed three handouts: "Differences between Popular Periodical and Scholarly Journals," Developing a Computer Search Strategy," and "Using Boolean Operators in a Computer Search Strategy."
Students were encouraged to take notes. A test will eventually be given over research. Students should be able to answer the following questions:
What are the the most significant differences between a popular periodical and a scholarly journal?
What are the two primary terms in a Boolean search?
How does a Boolean search work?
What are the advantages of using an advanced Internet search program?
How do I form a research question?
Homework: Create a list of questions about your research topic. (Do not use your research graphic organizer yet. Use a separate sheet of paper.) Identify your primary questions and the five secondary questions you think you will use to best answer your primary question.
Mr. Stone distributed three handouts: "Differences between Popular Periodical and Scholarly Journals," Developing a Computer Search Strategy," and "Using Boolean Operators in a Computer Search Strategy."
Students were encouraged to take notes. A test will eventually be given over research. Students should be able to answer the following questions:
What are the the most significant differences between a popular periodical and a scholarly journal?
What are the two primary terms in a Boolean search?
How does a Boolean search work?
What are the advantages of using an advanced Internet search program?
How do I form a research question?
Homework: Create a list of questions about your research topic. (Do not use your research graphic organizer yet. Use a separate sheet of paper.) Identify your primary questions and the five secondary questions you think you will use to best answer your primary question.
Monday, February 2, 2015
Selecting a Topic and Information Forms and Locations
Devotional/Journal Entry: How do you know God?
Mr. Stone checked students list of topics and assisted them in signing up for a topic for their research report on a first-century Palestine topic.
Mr. Stone distributed and discussed three handouts: Information Locations, Information Packages, and Research Graphic Organizer.
Homework: Students should spend twenty minutes doing general research and reading about the topic they selected today in preparation for forming their primary and secondary research questions.
Mr. Stone checked students list of topics and assisted them in signing up for a topic for their research report on a first-century Palestine topic.
Mr. Stone distributed and discussed three handouts: Information Locations, Information Packages, and Research Graphic Organizer.
Homework: Students should spend twenty minutes doing general research and reading about the topic they selected today in preparation for forming their primary and secondary research questions.
Friday, January 30, 2015
Research Topics
Students in English I will be writing a research paper on a first-century Palestine topic in conjunction with their religion class. Below is a list of potential topics:
Alexander the Great
Architecture
Art
Christian lituragy
Climate
Clothing
Codex
Cultural groups
Dance
Destruction of Jerusalem
Disease
Education
Essenes
Fire in Rome
Food production/agriculture
Gladiators
Greek religion
Hellization
Herod Agrippa
Herod the Great
Hygiene
Ignatius of Antioch
Jessius Florus
Jewelry
Josephus
Leisure Activities/Games/Entertainment
Literature
Martyrdom
Masada
Medicine
Military
Money
Music
Nero
Occupations
Pharisees
Physical geography
Political Regions
Polycarp of Syrna
Pontius Pilate
Poor
Rabbi Hillel
Rabbi Shammai
Roman Government
Roman government
Roman Religion
Sadducees
Samaritans
Sicarii
Slavery
Sports
Synagogues
Temple destruction
The Didache
The First Jewish Revolt
Tiberius
Time Keeping (Calendars, Clocks, etc)
Titus
Trade/merchants
Transportation
Ventidius Cumanus
Vespasian
War
Wealthy
Women
Zealots
Zoroastrian
Students should make a list of their five top choices of topic and bring it to Mr. Stone on Monday. Topics will be assigned on a first come first serve basis.
Do check back as the weekend progresses. This list will be expanded.
Alexander the Great
Architecture
Art
Christian lituragy
Climate
Clothing
Codex
Cultural groups
Dance
Destruction of Jerusalem
Disease
Education
Essenes
Fire in Rome
Food production/agriculture
Gladiators
Greek religion
Hellization
Herod Agrippa
Herod the Great
Hygiene
Ignatius of Antioch
Jessius Florus
Jewelry
Josephus
Leisure Activities/Games/Entertainment
Literature
Martyrdom
Masada
Medicine
Military
Money
Music
Nero
Occupations
Pharisees
Physical geography
Political Regions
Polycarp of Syrna
Pontius Pilate
Poor
Rabbi Hillel
Rabbi Shammai
Roman Government
Roman government
Roman Religion
Sadducees
Samaritans
Sicarii
Slavery
Sports
Synagogues
Temple destruction
The Didache
The First Jewish Revolt
Tiberius
Time Keeping (Calendars, Clocks, etc)
Titus
Trade/merchants
Transportation
Ventidius Cumanus
Vespasian
War
Wealthy
Women
Zealots
Zoroastrian
Students should make a list of their five top choices of topic and bring it to Mr. Stone on Monday. Topics will be assigned on a first come first serve basis.
Do check back as the weekend progresses. This list will be expanded.
Wednesday, January 21, 2015
Prewriting for Biography Book Report
I. Summarize your biography in two paragraphs of eight to ten sentences in your journal in an entry titled "Biography."
II. Complete your T-chart to determine your viewpoint and subtopics.
A. List at least five strengths of the book. (Use bullet points.)
B. List at least five weaknesses of the book. (Use bullet points.)
C. Look over the two columns and determine your viewpoint.
1. Which column was easier to fill out?
2. Which column has more bullet points?
D. Highlight the column title of your viewpoint purple.
E. Highlight in blue four bullet points in the column you have selected as your viewpoint.
F. Highlight in blue one bullet point from the opposing column that you will use as your concession.
III. Fill out the Expository Body Paragraph Prewriting Tables
A. The title of your book is the essay topic.
B. Indicate whether you would recommend or not recommend your selected biography for your viewpoint of the general topic.
C. Use one of the four highlighted bullet points from the column on your T-chart that you selected for your viewpoint for each subtopic.
D. Determine your viewpoint of the subtopic.
1. If your overall viewpoint for the essay (your thesis) is positive, then your viewpoint of each supporting subtopic should be positive.
2. If your thesis is negative, then the viewpoint in each of your topic sentences should be negative.
3. You may choose to determine the viewpoint of your topic sentence after you have selected your concrete details.
E. Skip writing your concrete details until you have at least selected your concrete details.
F. Select three concrete details (in this case, short passages from the biography you are discussing).
1. Consider making a list of possible examples on a separate sheet of paper or look through sticky notes/written notes (in a book you purchased).
2. Be sure and write down the page numbers for each concrete detail (chapter numbers for electronic texts).
G. Write two (or more) sentences of commentary for each concrete detail.
1. Your commentary should explain how your selected concrete detail from the book exemplifies the point you are making in your topic sentence's viewpoint.
2. Make sure your write each of your commentary sentences in a separate cell.
H. Go back and write out your topic sentence (revising if necessary) in light of the concrete detail you selected and the thinking you did while writing your commentary.
I. Complete the introduction prewriting sheet.
J. Complete the conclusion prewriting sheet.
All of the prewriting for the biography book report is due at the beginning of your first class next week. Your typed rough draft will be due at the beginning of your second English class next week.
II. Complete your T-chart to determine your viewpoint and subtopics.
A. List at least five strengths of the book. (Use bullet points.)
B. List at least five weaknesses of the book. (Use bullet points.)
C. Look over the two columns and determine your viewpoint.
1. Which column was easier to fill out?
2. Which column has more bullet points?
D. Highlight the column title of your viewpoint purple.
E. Highlight in blue four bullet points in the column you have selected as your viewpoint.
F. Highlight in blue one bullet point from the opposing column that you will use as your concession.
III. Fill out the Expository Body Paragraph Prewriting Tables
A. The title of your book is the essay topic.
B. Indicate whether you would recommend or not recommend your selected biography for your viewpoint of the general topic.
C. Use one of the four highlighted bullet points from the column on your T-chart that you selected for your viewpoint for each subtopic.
D. Determine your viewpoint of the subtopic.
1. If your overall viewpoint for the essay (your thesis) is positive, then your viewpoint of each supporting subtopic should be positive.
2. If your thesis is negative, then the viewpoint in each of your topic sentences should be negative.
3. You may choose to determine the viewpoint of your topic sentence after you have selected your concrete details.
E. Skip writing your concrete details until you have at least selected your concrete details.
F. Select three concrete details (in this case, short passages from the biography you are discussing).
1. Consider making a list of possible examples on a separate sheet of paper or look through sticky notes/written notes (in a book you purchased).
2. Be sure and write down the page numbers for each concrete detail (chapter numbers for electronic texts).
G. Write two (or more) sentences of commentary for each concrete detail.
1. Your commentary should explain how your selected concrete detail from the book exemplifies the point you are making in your topic sentence's viewpoint.
2. Make sure your write each of your commentary sentences in a separate cell.
H. Go back and write out your topic sentence (revising if necessary) in light of the concrete detail you selected and the thinking you did while writing your commentary.
I. Complete the introduction prewriting sheet.
J. Complete the conclusion prewriting sheet.
All of the prewriting for the biography book report is due at the beginning of your first class next week. Your typed rough draft will be due at the beginning of your second English class next week.
Monday, January 12, 2015
Bibliographic Citation for The Secret Life of Walter Mitty
The Secret Life of Walter Mitty. Dir. Ben Stiller. Perf. Ben Stiller, Kristen Wiig, and Jon Daly. Twentieth Century Fox. 2013. Film.
Make sure you make this a hanging indent.
Make sure you make this a hanging indent.
Students Critiqued Their Rough Drafts
Students received three handouts: Film Analysis Essay Grade Sheet, Film Review Process Points, and Film Analysis Essay Peer Critique.
Mr. Stone directed students to staple the Film Review Process Points sheet to the back of the manila folder where the tab is located and staple the Film Analysis Essay Grade Sheet to the front of the manila folder.
Students critiqued their own papers using the Film Analysis Essay Peer Critique sheet with assistance from Mr. Stone.
Homework: Complete a revised draft of your film essay.
Tomorrow the teacher will check for completion of the critique and the revised draft.
Mr. Stone directed students to staple the Film Review Process Points sheet to the back of the manila folder where the tab is located and staple the Film Analysis Essay Grade Sheet to the front of the manila folder.
Students critiqued their own papers using the Film Analysis Essay Peer Critique sheet with assistance from Mr. Stone.
Homework: Complete a revised draft of your film essay.
Tomorrow the teacher will check for completion of the critique and the revised draft.
Thursday, January 8, 2015
Students Submit Final Draft of Book Report and Create Turnitin.com Accounts
Thursday 8 January 2015 for Periods 5 & 6 and Friday 9 January 2015 for Periods 2 & 7
Book Report
Students submitted a final hardcopy of their book report along with the previous parts of the writing process.
Mr. Stone directed them to staple the papers in the following order:
Final draft (on top)
Completed peer edit sheet
Revised draft with editing marks on paper
Completed peer critique sheet
Rough draft with highlighting and comments from peer critic (on bottom)
These items along were placed on top of the prewriting materials for the book report in the assigned colored folder and turned in for correction.
Turnitin
Mr. Stone guided students through setting up a Turnitin.com account using the classroom video projector.
Students have until 11:59 p.m., Monday, January 12, 2015 to submit the final draft of their book report to Turnitin.com. As stated in the course's syllabus, papers not submitted to Turnitin.com will receive no credit. Mr. Stone will be grading the hardcopy submitted during class time.
Homework: Finish the rough draft of the film essay for Monday, January 12th. (Period 7 will meet from 2:30 to 3:20 p.m. on Monday.)
Book Report
Students submitted a final hardcopy of their book report along with the previous parts of the writing process.
Mr. Stone directed them to staple the papers in the following order:
Final draft (on top)
Completed peer edit sheet
Revised draft with editing marks on paper
Completed peer critique sheet
Rough draft with highlighting and comments from peer critic (on bottom)
These items along were placed on top of the prewriting materials for the book report in the assigned colored folder and turned in for correction.
Turnitin
Mr. Stone guided students through setting up a Turnitin.com account using the classroom video projector.
Students have until 11:59 p.m., Monday, January 12, 2015 to submit the final draft of their book report to Turnitin.com. As stated in the course's syllabus, papers not submitted to Turnitin.com will receive no credit. Mr. Stone will be grading the hardcopy submitted during class time.
Homework: Finish the rough draft of the film essay for Monday, January 12th. (Period 7 will meet from 2:30 to 3:20 p.m. on Monday.)
Wednesday, January 7, 2015
Peer Editing the Book Report
Wednesday 7 January 2015 for Periods 5 & 6 and Thursday 8 January 2015 for Periods 2 & 7
While students completed a peer edit using a check sheet and marking their partner's draft, Mr. Stone (and Mrs. Chaffee for Periods 5 & 6) checked for marks on the rough draft and a completed peer critique sheet as well as a revised draft that included changes in content and/or organization.
Mr. Stone reviewed the process for writing the rough draft of the film review. The students' rough drafts of the film review are due on Monday. (Period 7 will meet on Monday during the optional time slot.)
Homework: Prepare the final draft of the book report and work on the rough draft of your film review as time permits. Bring a printout of the final draft of your book report to class. This is the copy that will be graded.
During the final period of this week, students will set up a Turnitin.com account. The final draft of their book reports need to be uploaded by Monday.
While students completed a peer edit using a check sheet and marking their partner's draft, Mr. Stone (and Mrs. Chaffee for Periods 5 & 6) checked for marks on the rough draft and a completed peer critique sheet as well as a revised draft that included changes in content and/or organization.
Mr. Stone reviewed the process for writing the rough draft of the film review. The students' rough drafts of the film review are due on Monday. (Period 7 will meet on Monday during the optional time slot.)
Homework: Prepare the final draft of the book report and work on the rough draft of your film review as time permits. Bring a printout of the final draft of your book report to class. This is the copy that will be graded.
During the final period of this week, students will set up a Turnitin.com account. The final draft of their book reports need to be uploaded by Monday.
Tuesday, January 6, 2015
Revising the Book Report & Drafting the Film Review
Tuesday 6 January 2015 for Periods 2, 5, & 6 and Wednesday 7 January 2015 for Period 7
Mr. Stone directed students to highlight the thesis purple in the introduction and conclusion of their papers. Students should not highlight any part of the two summary paragraphs. Highlight the following elements in each of the three analytical paragraphs: the topic sentence should be blue, the sentence of concrete detail should be pink, and the sentences of commentary should be green.
When you are done highlighting the ten sentences of one of your analytical paragraphs, you should have one blue, three red, and six green.
After highlighting their reports, students then swapped with a partner and completed a peer critique of their partner's paper. They were to answer all the questions on the peer critique sheet as well as write suggestions and words of praise on their partner's paper.
Students received handouts to help them prepare a rough draft of their film review. Mr. Stone also passed back to students their completed prewriting tables. The rough draft to the film review is due at the beginning of the first class next week.
Homework: Complete a revised draft of the book report. Students will complete a peer edit of the revised draft during the next class.
Mr. Stone directed students to highlight the thesis purple in the introduction and conclusion of their papers. Students should not highlight any part of the two summary paragraphs. Highlight the following elements in each of the three analytical paragraphs: the topic sentence should be blue, the sentence of concrete detail should be pink, and the sentences of commentary should be green.
When you are done highlighting the ten sentences of one of your analytical paragraphs, you should have one blue, three red, and six green.
After highlighting their reports, students then swapped with a partner and completed a peer critique of their partner's paper. They were to answer all the questions on the peer critique sheet as well as write suggestions and words of praise on their partner's paper.
Students received handouts to help them prepare a rough draft of their film review. Mr. Stone also passed back to students their completed prewriting tables. The rough draft to the film review is due at the beginning of the first class next week.
Homework: Complete a revised draft of the book report. Students will complete a peer edit of the revised draft during the next class.
Monday, January 5, 2015
Resolutions and Revising
Monday 5 January 2015 for Periods 2, 5, & 6 and Tuesday 6 January 2015 for Period 7
Journal Entry: Students were asked to write a half a page in their journals about their New Year's resolutions or about why they choose not to make resolutions.
Students received back their prewriting and rough draft of their first quarter book report to use as the class revises and edits their papers using the comma concepts they finished studying before Christmas break.
Mr. Stone went over the peer critique form and began going over the peer editing form.
Homework: Create a work cited page for your book report and make any revisions you may want to make before your peer critique.
Journal Entry: Students were asked to write a half a page in their journals about their New Year's resolutions or about why they choose not to make resolutions.
Students received back their prewriting and rough draft of their first quarter book report to use as the class revises and edits their papers using the comma concepts they finished studying before Christmas break.
Mr. Stone went over the peer critique form and began going over the peer editing form.
Homework: Create a work cited page for your book report and make any revisions you may want to make before your peer critique.
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