Wednesday 11 January 2017 for Periods 5 & 6 and Thursday 12 January 2017 for Periods 1, 2, & 7
Students spent the first ten minutes of class in vocabulary drills on Memebean.
They then submitted the rough draft of the character list portion of their cereal box project.
Students spent time using quizlet to begin reviewing the fifty terms to be covered by the test given during the final exam time.
Homework: Complete a rough draft of the setting portion of the cereal box project. Spend time studying the terms in the Nonfiction set on Quizlet in preparation for your test.
Thursday, January 12, 2017
Tuesday, January 10, 2017
Definition in Schwitzgebel's "How to Tell if You Are a Jerk"
Tuesday 10 January 2017 for Periods 2, 5 & 6 and Wednesday 11 January 2017 for Periods 1 & 7
Students spent ten minutes practicing their vocabulary through Membean.
They submitted the rough draft of the summary for their cereal box book project.
Students had a few minutes to review and then took a quiz over Eric Schwitzgebel's "How to Tell if You Are a Jerk" (Nautilus).
Mr. Stone analyzed Schwitzgebel's essay with the class for his use of definition techniques.
Homework: Complete the character portion of the cereal box project. Bring a copy to class.
Students spent ten minutes practicing their vocabulary through Membean.
They submitted the rough draft of the summary for their cereal box book project.
Students had a few minutes to review and then took a quiz over Eric Schwitzgebel's "How to Tell if You Are a Jerk" (Nautilus).
Mr. Stone analyzed Schwitzgebel's essay with the class for his use of definition techniques.
Homework: Complete the character portion of the cereal box project. Bring a copy to class.
Are You a Jerk?
Eric Schwitzgebel has a quiz you can take to help provide you some insight into whether you are a jerk. Give it a try if you'd like.
Monday, January 9, 2017
Definition: Eric Schwitzgebel's "How to Tell if You Are a Jerk?"
Monday 9 January 2017 for Periods 1, 2, 5 & 6 and Tuesday 10 January 2017 for Period 7
Students were to have completed fifteen minutes of vocabulary training on Membean.
They submitted a rough draft of their instructions for making their favorite sandwich.
They read "How to Tell if You Are a Jerk."
Homework: Complete the summary portion of your cereal box book report project. Bring a print out of your summary to the next class. Do not bring the box yet.
Students were to have completed fifteen minutes of vocabulary training on Membean.
They submitted a rough draft of their instructions for making their favorite sandwich.
They read "How to Tell if You Are a Jerk."
Homework: Complete the summary portion of your cereal box book report project. Bring a print out of your summary to the next class. Do not bring the box yet.
Saturday, January 7, 2017
Cereal Box Book Report
 |
| Cover or front of box |
An empty cereal box is wrapped in paper (wrapping paper/the plain side of a paper grocery bag).
On the front side a student puts the title of the biography/autobiography they read, a picture of the person who is the subject of the biography/autobiography, and the words "Reviewed by" and the student's name.
On the back of the box, provide a two to three paragraph summary of the book. Each paragraph should be between eight and ten sentences.
 |
| Summary on back of box |
 |
| Character list with brief descriptions on one side |
On the other slender sides of the box, a student provides information about the setting of the biography: the geographical location(s), the historical period, the cultural milieu, and any significant weather/natural events.
 |
| Setting description on other side |
*hand model, Erin Stone
Writing Instructions of How to Make Your Favorite Sandwich
1. Begin with the end in mind: "To make a sloppy joe, you . . . ."
2. Make sure you include all the steps in the process and avoid insulting your reader by over explaining. (Imagine a specific classmate as you write your instructions.)
3. List the materials needed: "To make a sloppy joe, you will need a bun, and a sauce made with vegeburger, tomato soup, . . . ."
4. Write your instructions in chronological order and provide transitional words: "First . . ., Next . . ., Then . . . , Finally . . . ."
5. Do not number the steps in your process. Paragraphing will stand as the indicator of a new step in the process.
6. Make sure the reader can visualize the process.
7. Use active voice (place two slice of bread on a plate versus the bread should be placed on a plate).
8. Use imperative mood (spread the mayonnaise versus you should spread the mayonnaise).
9. Use short sentences to avoid confusing your readers.
10. Place each step of the process into a new paragraph, so your reader can clearly see the stages of the process.
11. Include trouble shooting advice. ("If you don't have jelly, try Nutella spread or slices of fresh fruit.")
2. Make sure you include all the steps in the process and avoid insulting your reader by over explaining. (Imagine a specific classmate as you write your instructions.)
3. List the materials needed: "To make a sloppy joe, you will need a bun, and a sauce made with vegeburger, tomato soup, . . . ."
4. Write your instructions in chronological order and provide transitional words: "First . . ., Next . . ., Then . . . , Finally . . . ."
5. Do not number the steps in your process. Paragraphing will stand as the indicator of a new step in the process.
6. Make sure the reader can visualize the process.
7. Use active voice (place two slice of bread on a plate versus the bread should be placed on a plate).
8. Use imperative mood (spread the mayonnaise versus you should spread the mayonnaise).
9. Use short sentences to avoid confusing your readers.
10. Place each step of the process into a new paragraph, so your reader can clearly see the stages of the process.
11. Include trouble shooting advice. ("If you don't have jelly, try Nutella spread or slices of fresh fruit.")
Process Analysis: "How to Tell a Mother Her Child Is Dead"
Thursday 5 January 2017 for Periods 5 & 6 and Friday 6 January 2017 for Periods 1, 2, & 7
Quiz: "How to tell a Mother Her Child Is Dead"
Mr. Stone read through Naomi Rosenberg's New York Times opinion piece titled "How to Tell a Mother Her Child Is Dead."
Mr. Stone introduced students to the acronym PIE to help them think about essay and paragraph construction: point, illustration, and explanation. As they read through the essay, he or students identified when Rosenberg was making a point, providing an illustration, or providing explanation. He also drew their attention to Rosenberg's choices of when to leave out illustrations/explanations.
Mr. Stone asked the class whether they thought Rosenberg was familiar with the process she was describing? What parts of the essay make that clear to its readers?
He asked the class to consider as they reread the piece, what was its purpose. He noted that it was published in the opinion section of the New York Times.
Rosenberg clearly shows her readers what to do. ("I will show you:") She clearly divides the process into steps (note her paragraphing) and substeps (consider the breakdown in some paragraphs as needed).
Note the chronological order of her steps.
Rosenberg anticipates readers questions ("How loudly?" and provides troubleshooting advice ("If it takes you fewer than five tries you are rushing it, and will not do it right.")
Mr. Stone pointed out Rosenberg's use of active voice ("get your coat," "use the mother's name," do nothing before you before you go to her," etc.).
Rosenberg's essay is written in the subjunctive mood. She does not use the imperative mood that is typical of simple instructions.
Mr. Stone noted the emphatic tone of Rosenberg's piece. Instructions are usually written in a user-friendly or supportive tone. Rosenberg is clearly authoritative. Some might even say bossy. The class examined Rosenberg's use of grammatical parallelism, paragraphing, sentence length, and repetition to emphasize her points. Why does she feel so strongly about this topic?
The class discussed how this essay could be viewed both as simple instructions (using process analysis to explain) and as a political piece (using process analysis to make a point). Mr. Stone noted how the instructive nature of the piece was explicit and the persuasive nature of the piece was implied.
Mr. Stone noted how well Rosenberg made her piece flow. Her instructions were complete. Her explanations not excessive.
Students shared what they thought the implied meanings of Rosenberg's essay are.
Homework: Complete a rough draft of your instructions on how to make your favorite sandwich.
Quiz: "How to tell a Mother Her Child Is Dead"
Mr. Stone read through Naomi Rosenberg's New York Times opinion piece titled "How to Tell a Mother Her Child Is Dead."
Mr. Stone introduced students to the acronym PIE to help them think about essay and paragraph construction: point, illustration, and explanation. As they read through the essay, he or students identified when Rosenberg was making a point, providing an illustration, or providing explanation. He also drew their attention to Rosenberg's choices of when to leave out illustrations/explanations.
Mr. Stone asked the class whether they thought Rosenberg was familiar with the process she was describing? What parts of the essay make that clear to its readers?
He asked the class to consider as they reread the piece, what was its purpose. He noted that it was published in the opinion section of the New York Times.
Rosenberg clearly shows her readers what to do. ("I will show you:") She clearly divides the process into steps (note her paragraphing) and substeps (consider the breakdown in some paragraphs as needed).
Note the chronological order of her steps.
Rosenberg anticipates readers questions ("How loudly?" and provides troubleshooting advice ("If it takes you fewer than five tries you are rushing it, and will not do it right.")
Mr. Stone pointed out Rosenberg's use of active voice ("get your coat," "use the mother's name," do nothing before you before you go to her," etc.).
Rosenberg's essay is written in the subjunctive mood. She does not use the imperative mood that is typical of simple instructions.
Mr. Stone noted the emphatic tone of Rosenberg's piece. Instructions are usually written in a user-friendly or supportive tone. Rosenberg is clearly authoritative. Some might even say bossy. The class examined Rosenberg's use of grammatical parallelism, paragraphing, sentence length, and repetition to emphasize her points. Why does she feel so strongly about this topic?
The class discussed how this essay could be viewed both as simple instructions (using process analysis to explain) and as a political piece (using process analysis to make a point). Mr. Stone noted how the instructive nature of the piece was explicit and the persuasive nature of the piece was implied.
Mr. Stone noted how well Rosenberg made her piece flow. Her instructions were complete. Her explanations not excessive.
Students shared what they thought the implied meanings of Rosenberg's essay are.
Homework: Complete a rough draft of your instructions on how to make your favorite sandwich.
Using a Table as a Heuristic Tool for Compare and Contrast
Wednesday 4 January 2017 for Periods 5, 6, & 7 and Thursday 5 January 2017 for Periods 1 & 2
Students spent fifteen minutes in vocabulary drills on Membean.
After their vocabulary practice, they created a 3 x 16 table in Google Docs. They titled the first column "Aspect" in the top row, the second column with the name of the animal they had selected in the top row, the third column with their own name in the top row.
(A heuristic tool is a device used to help an individual discover or learn something for him/herself. Tables make excellent heuristic tools when using compare and contrast as an organizing pattern. Remember when one is comparing he/she is discussing similarities and when one is contrasting he/she is discussing differences.)
Mr. Stone read one of his own poems that uses animal imagery as an example. Mr. Stone's poem centered around a sea urchin.
Mr. Stone also used "Stanley Mouse," the nickname his siblings had given him as a child, to show how aspects of an animal could be compared and contrasted with a human.
The aspect column should include body part words such as face, nose, eyes, lips, legs, height, weight, tail. The aspect column might also include actions of the animal.
The similarity or difference of the student described in the column headed with his/her name may be literal or metaphoric. The third column will include both the description of the student for this aspect and an explanation of how the animal and the student are either similar or different in this aspect. (If a student prefers, he/she may make a fourth column for the explanation of the similarity/difference.)
Students had a minimum of ten minutes in class to work on the table. Mr. Stone distributed copies of Naomi Rosenberg's "How to tell a Mother Her Child Is Dead."
Homework: Complete the animal compare and contrast table begun in class if not completed. Read Naomi Rosenberg's "How to tell a Mother Her Child Is Dead." (Mr. Stone's suggests students read it twice. It is quite short.) Student may benefit from discussing this article with their parents if their parents work in a health or human service field.
Students spent fifteen minutes in vocabulary drills on Membean.
After their vocabulary practice, they created a 3 x 16 table in Google Docs. They titled the first column "Aspect" in the top row, the second column with the name of the animal they had selected in the top row, the third column with their own name in the top row.
(A heuristic tool is a device used to help an individual discover or learn something for him/herself. Tables make excellent heuristic tools when using compare and contrast as an organizing pattern. Remember when one is comparing he/she is discussing similarities and when one is contrasting he/she is discussing differences.)
Mr. Stone read one of his own poems that uses animal imagery as an example. Mr. Stone's poem centered around a sea urchin.
Mr. Stone also used "Stanley Mouse," the nickname his siblings had given him as a child, to show how aspects of an animal could be compared and contrasted with a human.
The aspect column should include body part words such as face, nose, eyes, lips, legs, height, weight, tail. The aspect column might also include actions of the animal.
The similarity or difference of the student described in the column headed with his/her name may be literal or metaphoric. The third column will include both the description of the student for this aspect and an explanation of how the animal and the student are either similar or different in this aspect. (If a student prefers, he/she may make a fourth column for the explanation of the similarity/difference.)
Students had a minimum of ten minutes in class to work on the table. Mr. Stone distributed copies of Naomi Rosenberg's "How to tell a Mother Her Child Is Dead."
Homework: Complete the animal compare and contrast table begun in class if not completed. Read Naomi Rosenberg's "How to tell a Mother Her Child Is Dead." (Mr. Stone's suggests students read it twice. It is quite short.) Student may benefit from discussing this article with their parents if their parents work in a health or human service field.
Wednesday, January 4, 2017
Beginning Nonfiction Unit--"In Which I Try to Become a Swift"
Tuesday 3 January 2017 for Periods 7, 2, 5 & 6 and Wednesday 4 January 2017 for Period 1
Mr. Stone shared an example of the students a cereal box book report project.
An empty cereal box is wrapped in paper (wrapping paper/the plain side of a paper grocery bag). On the front side a student puts the title of the biography/autobiography they read, a picture of the person who is the subject of the biography/autobiography, and the words "Reviewed by" and the student's name.
On one of the slender sides of the box, a student puts a list of the characters in the book with a brief description, identifying phrase.
On the other slender sides of the box, a student provides information about the setting of the biography: the geographical location(s), the historical period, the cultural milieu, and any significant weather/natural events.
On the back of the box, provide a two to three paragraph summary of the book. Each paragraph should be between eight and ten sentences.
The class read Charles Foster's "In Which I Try to become a Swift" and discussed its rhetorical elements.
Homework: Complete fifteen minutes of vocabulary practice on Membean and print out a picture of an animal you have been told you have been compared or an animal which you would like to emulate.
Mr. Stone shared an example of the students a cereal box book report project.
An empty cereal box is wrapped in paper (wrapping paper/the plain side of a paper grocery bag). On the front side a student puts the title of the biography/autobiography they read, a picture of the person who is the subject of the biography/autobiography, and the words "Reviewed by" and the student's name.
On one of the slender sides of the box, a student puts a list of the characters in the book with a brief description, identifying phrase.
On the other slender sides of the box, a student provides information about the setting of the biography: the geographical location(s), the historical period, the cultural milieu, and any significant weather/natural events.
On the back of the box, provide a two to three paragraph summary of the book. Each paragraph should be between eight and ten sentences.
The class read Charles Foster's "In Which I Try to become a Swift" and discussed its rhetorical elements.
Homework: Complete fifteen minutes of vocabulary practice on Membean and print out a picture of an animal you have been told you have been compared or an animal which you would like to emulate.
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