Students worked on learning the meanings of selected vocabulary from Romeo and Juliet. They explored the relation of numerous words to mythological roots.
Homework: Finish any worksheets not completed in class.
Monday, December 17, 2012
Sixtieth Class Period: Cautionary Tale
Students watched fifteen more minutes of Act III. They then discussed what they would do if they were Romeo/Juliet. They identified which decisions of Romeo and Juliet would cause the characters trouble.
Mr. Stone told a cautionary tale.
Homework: Bring revised draft of second quarter book report to class on Monday.
Mr. Stone told a cautionary tale.
Homework: Bring revised draft of second quarter book report to class on Monday.
Tuesday, December 11, 2012
Fifty-Eighth Class Period: Viewing Zeffirelli version of Romeo & Juliet
Students viewed Act II of Romeo & Juliet, the Franco Zeffirelli version.
Homework: Write a half page response to the movie (single-spaced if handwritten, double-spaced if typed). Consider any combination of the following aspects: differences between play and movie, elements you came to understand more clearly, parts of the movie you did not appreciate, parts you appreciated, questions you would like answered, how this film relates to other films you have viewed.
Homework: Write a half page response to the movie (single-spaced if handwritten, double-spaced if typed). Consider any combination of the following aspects: differences between play and movie, elements you came to understand more clearly, parts of the movie you did not appreciate, parts you appreciated, questions you would like answered, how this film relates to other films you have viewed.
Monday, December 10, 2012
Fifty-Seventh Class Period: Act III, scene ii to v
Students continued to read Act III of Romeo and Juliet. They started at scene ii and read through the beginning of scene v until Lady Capulet's entrance.
(We had been scheduled to view the Zeffirelli movie version today; however, Mr. Stone forgot that the copy he uses is a library copy and not his own. The movie is checked out and ready to go for tomorrow.)
Homework: Write one page (single-spaced if handwritten, double-spaced if typed) describing your experience at the banquet on Sunday. If you did not attend, then describe why you chose not to attend and/or what you did instead.
(We had been scheduled to view the Zeffirelli movie version today; however, Mr. Stone forgot that the copy he uses is a library copy and not his own. The movie is checked out and ready to go for tomorrow.)
Homework: Write one page (single-spaced if handwritten, double-spaced if typed) describing your experience at the banquet on Sunday. If you did not attend, then describe why you chose not to attend and/or what you did instead.
Thursday, December 6, 2012
Fifty-Sixth Class Period: Act II & III
Mr. Stone shared a local poet's "Twas the Night After Christmas."
Students read Act II, scenes iv-vi and scene i of Act III.
No Homework
Students read Act II, scenes iv-vi and scene i of Act III.
No Homework
Wednesday, December 5, 2012
Fifty-Fifth Class Period: Act II & Complete Rough Draft of Book Report
Devotional Text: Isaiah 1:3
Mr. Stone checked for the completion of a seven-paragraph rough draft for the second quarter book report on an autobiography/biography.
Students continued reading in Act II of Romeo and Juliet to the end of scene iii.
No Homework
Mr. Stone checked for the completion of a seven-paragraph rough draft for the second quarter book report on an autobiography/biography.
Students continued reading in Act II of Romeo and Juliet to the end of scene iii.
No Homework
Tuesday, December 4, 2012
Fifty-Fourth Class Period: Act Two
Mr. Stone checked for the completion of the introduction and conclusion of the second quarter book report. (Students should have already completed six other paragraphs.)
The class finished viewing Act One of Romeo and Juliet, discussed the strengths and weaknesses of the adaptation, discussed blank verse, and began reading Act Two.
Homework: Finish a rough draft of the second quarter book report.
Write out all of your prewriting into paragraphs if you have not done so previously. Review your four analytical body paragraphs and determine which three are the strongest. Place the three remaining in your desired order. Be sure your rough draft contains seven paragraphs.
The class finished viewing Act One of Romeo and Juliet, discussed the strengths and weaknesses of the adaptation, discussed blank verse, and began reading Act Two.
Homework: Finish a rough draft of the second quarter book report.
Write out all of your prewriting into paragraphs if you have not done so previously. Review your four analytical body paragraphs and determine which three are the strongest. Place the three remaining in your desired order. Be sure your rough draft contains seven paragraphs.
Monday, December 3, 2012
Fifty-Third Class Period: End of Act One
Students read scene v of Act One of Romeo and Juliet and began viewing the Act One version of 1996 version of Romeo and Juliet starring Leonardo DiCaprio and Claire Danes. Students wrote a short critical response about this film version of the play on a sticky-note and posted it to the class "FaceBoard."
Homework: Complete an introduction and a conclusion for your book report.
Introduction
Choose an opening strategy.
Do not begin with “ I chose to read . . .,” “My book report is about . . . ,” or “My book is . . . .)
Consider 1)listing one to three of the most significant accomplishments of the person who is the primary subject of the biography/autobiography you read, 2) posing a question whose answer is the name of the person who is the primary subject of the biography/autobiography you read, or 3) opening with a quotation the epitomizes the character/life of the person who is the primary subject of the biography/autobiography you read.
Provide the author’s first and last name. (Refer to the author by his/her last name only from then on.)
State book’s full title present and underline it when you write, italicize it when you type.
State whether your book is a biography, and autobiography or a memoir. (Check the back cover for what the publisher considered the book.)
Why did you chose to read this particular book?
Say what others (classmates/critics) have said about the book.
Write out your thesis (the title of the book plus your viewpoint (Are you recommending classmates should read the book or recommending they avoid the book?)
Be sure to include the title of the book being reviewed in the thesis statement.
Make a list of your paper’s supporting points/subtopics. This list is called a preview. You many include it as a part of your thesis sentence or as a separate sentence immediately following your thesis statement.
Are you going to include your preview as a part of your thesis or as a separate sentence?
Your introduction needs to be between five and eight sentences long.
Conclusion
Your conclusion should be no longer than one paragraph of three to five sentences.
Restate your thesis.
Summarize your reasons for your viewpoint (recommending/not recommending)?
Consider including a sentence about the significance of person who was the subject of the book if you have not done that elsewhere or if you feel their significance needs emphasized.
Include a recommendation of who would most enjoy/benefit from this book.
Provide a solid sense of closure to the report.
Do not bring up any new points in the conclusion.
Homework: Complete an introduction and a conclusion for your book report.
Introduction
Choose an opening strategy.
Do not begin with “ I chose to read . . .,” “My book report is about . . . ,” or “My book is . . . .)
Consider 1)listing one to three of the most significant accomplishments of the person who is the primary subject of the biography/autobiography you read, 2) posing a question whose answer is the name of the person who is the primary subject of the biography/autobiography you read, or 3) opening with a quotation the epitomizes the character/life of the person who is the primary subject of the biography/autobiography you read.
Provide the author’s first and last name. (Refer to the author by his/her last name only from then on.)
State book’s full title present and underline it when you write, italicize it when you type.
State whether your book is a biography, and autobiography or a memoir. (Check the back cover for what the publisher considered the book.)
Why did you chose to read this particular book?
Say what others (classmates/critics) have said about the book.
Write out your thesis (the title of the book plus your viewpoint (Are you recommending classmates should read the book or recommending they avoid the book?)
Be sure to include the title of the book being reviewed in the thesis statement.
Make a list of your paper’s supporting points/subtopics. This list is called a preview. You many include it as a part of your thesis sentence or as a separate sentence immediately following your thesis statement.
Are you going to include your preview as a part of your thesis or as a separate sentence?
Your introduction needs to be between five and eight sentences long.
Conclusion
Your conclusion should be no longer than one paragraph of three to five sentences.
Restate your thesis.
Summarize your reasons for your viewpoint (recommending/not recommending)?
Consider including a sentence about the significance of person who was the subject of the book if you have not done that elsewhere or if you feel their significance needs emphasized.
Include a recommendation of who would most enjoy/benefit from this book.
Provide a solid sense of closure to the report.
Do not bring up any new points in the conclusion.
Fifty-Second Class Period: Romeo and Juliet Act I Continued
Students read scenes ii to iv of Act One of Romeo and Juliet. (Cast members were assigned last week.)
Homework: Complete the prewriting for body paragraphs three and four of the second quarter book report on an autobiography/biography.
Body paragraphs three and four may include content from the options provided in the last post or students may repeat one of the options for the fourth body paragraph.
Homework: Complete the prewriting for body paragraphs three and four of the second quarter book report on an autobiography/biography.
Body paragraphs three and four may include content from the options provided in the last post or students may repeat one of the options for the fourth body paragraph.
Wednesday, November 28, 2012
Fifty-First Class Period: Act One of Romeo & Juliet
Students began reading Act One of William Shakespeare's Romeo & Juliet. They received a graphic organizer showing the relationships between the characters in the plays two major families: the Montagues and the Capulets.
Homework: Complete prewriting for two body paragraphs of your book report.
Choose one of the following subtopics for each paragraph:
1) a major character trait that the biographer/autobiographer emphasizes
2) memorable anecdotes (short illustrative stories)
3) praise/criticize the biographer/autobiographer's choices for which events to include or exclude from the book or for how thoroughly the biographer/autobiographer chose to cover certain events
4) discuss photos included in the work
Your prewriting for each body paragraph should include a minimum of ten sentences:
Topic sentence (subtopic + viewpoint)
Concrete Detail 1
Two or more sentences of commentary about the first concrete detail
Concrete Detail 2
Two or more sentences of commentary about the second concrete detail
Concrete Detail 3
Two or more sentences of commentary about the third concreted detail
Homework: Complete prewriting for two body paragraphs of your book report.
Choose one of the following subtopics for each paragraph:
1) a major character trait that the biographer/autobiographer emphasizes
2) memorable anecdotes (short illustrative stories)
3) praise/criticize the biographer/autobiographer's choices for which events to include or exclude from the book or for how thoroughly the biographer/autobiographer chose to cover certain events
4) discuss photos included in the work
Your prewriting for each body paragraph should include a minimum of ten sentences:
Topic sentence (subtopic + viewpoint)
Concrete Detail 1
Two or more sentences of commentary about the first concrete detail
Concrete Detail 2
Two or more sentences of commentary about the second concrete detail
Concrete Detail 3
Two or more sentences of commentary about the third concreted detail
Tuesday, November 27, 2012
Fiftieth Class Period: Theatercraft Test & Casting of Romeo & Juliet
Students took a multiple-choice test over the history of theatercraft.
The teacher in consultation with the class cast students for in-class reading/speaking roles.
After the writing of the second quarter book report was described, the teacher read Carol Ann Duffy's "Christmas Truce."
Homework: Write a summary of the biography/autobiography you read for your second quarter book report. Divide your summary into two paragraphs. Each paragraph should be ten sentences. Be clear to state when in the person's life the story included in his/her autobiography/biography begins and ends (birth to death, first job to presidency, etc.).
The teacher in consultation with the class cast students for in-class reading/speaking roles.
After the writing of the second quarter book report was described, the teacher read Carol Ann Duffy's "Christmas Truce."
Homework: Write a summary of the biography/autobiography you read for your second quarter book report. Divide your summary into two paragraphs. Each paragraph should be ten sentences. Be clear to state when in the person's life the story included in his/her autobiography/biography begins and ends (birth to death, first job to presidency, etc.).
Monday, November 26, 2012
Forty-Ninth Class Period: Introduction to Dramatic Theater
Students viewed a short documentary of the history of theatercraft and completed a study guide using a written summary/transcript of the documentary.
Homework: Review study guide for a multiple-choice test over theatercraft.
Homework: Review study guide for a multiple-choice test over theatercraft.
Thursday, November 15, 2012
Forty-Eighth Class Period: Nonfiction Unit Test
After taking the nonfiction unit test, students had time to read their selected biographies/autobiographies for their second quarter book reports or to work on homework for another class.
Officially there is no homework for this class over the Thanksgiving break; however, if a student has not made significant progress on reading his/her selected biography/autobiography, they should consider reading it over the break. Students need to be finished reading by November 27th.
Officially there is no homework for this class over the Thanksgiving break; however, if a student has not made significant progress on reading his/her selected biography/autobiography, they should consider reading it over the break. Students need to be finished reading by November 27th.
Wednesday, November 14, 2012
Forty-Seventh Class Period: Nonfiction Test Preparation
Devotion: "The Lost Coin" (Luke 15)
Mr. Stone reviewed the six parts of the nonfiction test:
1) author-title (matching)
2) title-genre (matching)
3) literary terms (matching)
4) career writing (short answer)
5) identifying quotes (matching)
6) classifying common nonfiction genres (Fill in the blanks in a table)
Students received their graded comma retests, their first comma tests (previously viewed) , and their short story unit tests (previously viewed) to analyze the types of questions for which the students need to study more or differently.
The tests were recollected.
Students whose scores on the comma retests were higher than the first test will have their higher score replace their previous score.
Mr. Stone discussed the basic pattern of humor (preparation, anticipation, and punch line) and viewed a video clip from Ellen.
Homework: Finish preparing for the nonfiction test.
Mr. Stone reviewed the six parts of the nonfiction test:
1) author-title (matching)
2) title-genre (matching)
3) literary terms (matching)
4) career writing (short answer)
5) identifying quotes (matching)
6) classifying common nonfiction genres (Fill in the blanks in a table)
Students received their graded comma retests, their first comma tests (previously viewed) , and their short story unit tests (previously viewed) to analyze the types of questions for which the students need to study more or differently.
The tests were recollected.
Students whose scores on the comma retests were higher than the first test will have their higher score replace their previous score.
Mr. Stone discussed the basic pattern of humor (preparation, anticipation, and punch line) and viewed a video clip from Ellen.
Homework: Finish preparing for the nonfiction test.
Forty-Sixth Class: Visual Literature
Mr. Stone discussed694- the controversial use of the terms graphic novel, visual literature, and sequential art.
Students read the excerpt from Scott McCloud's "Understanding Comics" (694-705).
Homework: Continue studying for the nonfiction unit test.
Students read the excerpt from Scott McCloud's "Understanding Comics" (694-705).
Homework: Continue studying for the nonfiction unit test.
Monday, November 12, 2012
Forty-Fifth Class Period: Veterans Day Poem & Analyzing Nonfiction Prose
Quiz: Alex Chadwick's "Earhart Redux" (transcript of a radio interview) and Steve Gietschier's "In These Girls, Hope Is a Muse" (book review) and the book jacket copy for Madeleine Blais's In These Girls, Hope is a Muscle (711-718).
Students viewed an excerpt from Colin Halloran's lecture at UConn Avery Point in which he reads his poem "Morning Commute" (Facebook).
Prayer
Students created a color-coded key for their analysis of Steve Gietschier's book review "In These Girls, Hope Is a Muse" and discussed the construction of the review with Mr. Stone.
Mr. Stone distributed a list of nonfiction terms previously provided in a different format for students to use to study for the upcoming nonfiction test.
Homework: Study for the nonfiction test which will be taken the last class period before Thanksgiving break.
Students viewed an excerpt from Colin Halloran's lecture at UConn Avery Point in which he reads his poem "Morning Commute" (Facebook).
Prayer
Students created a color-coded key for their analysis of Steve Gietschier's book review "In These Girls, Hope Is a Muse" and discussed the construction of the review with Mr. Stone.
Mr. Stone distributed a list of nonfiction terms previously provided in a different format for students to use to study for the upcoming nonfiction test.
Homework: Study for the nonfiction test which will be taken the last class period before Thanksgiving break.
Thursday, November 8, 2012
Second Quarter Book Report Book
Students should finish reading their second quarter book report books by November 27th, so they will be ready to begin writing the report.
Students who checked out their selected books from a library should renew the book for more time.
Students who checked out their selected books from a library should renew the book for more time.
Nonfiction Unit Test
Mr. Stone reminded students that their nonfiction unit test will given during the last English I class period of next week.
Students should study authors and titles, titles and genres, the definitions of nonfiction literary terms, and the classification of nonfiction genre chart.
Students should also learn at least two ways one of their parents writes in his/her workplace.
Students should study authors and titles, titles and genres, the definitions of nonfiction literary terms, and the classification of nonfiction genre chart.
Students should also learn at least two ways one of their parents writes in his/her workplace.
Forty-Fourth Class Period: Comma Test Retake
All students took a second comma test. If a student's score is higher than his/her previous score it will replace their previous score. If a student's score is lower than his/her previous score than his/her previous score will remain.
After the test, students had time to review Sally Ride's "Single Room, Earth View" (636-640) and then took a quiz over it.
Homework: Read Alex Chadwick's "Earhart Redux" (710-714) and Steve Gietschier's "In These Girls, Hope Is a Muscle" (715-718).
After the test, students had time to review Sally Ride's "Single Room, Earth View" (636-640) and then took a quiz over it.
Homework: Read Alex Chadwick's "Earhart Redux" (710-714) and Steve Gietschier's "In These Girls, Hope Is a Muscle" (715-718).
Forty-Third Class Period: Final Draft of Film Essay Due
(Wednesday for Periods 5 & 6 and Thursday for Periods 1, 2, & 7)
Students submitted the final draft of their film analysis essays.
In class, student will read Lorraine Hansberry's "On Summer" and took a quiz over it.
Students then read Sally Ride's "Single Room, Earth View" (636-640).
Homework: Review for comma test retake.
Students submitted the final draft of their film analysis essays.
In class, student will read Lorraine Hansberry's "On Summer" and took a quiz over it.
Students then read Sally Ride's "Single Room, Earth View" (636-640).
Homework: Review for comma test retake.
Tuesday, November 6, 2012
Clarification for Period Two
The quiz over "The Washwoman" for Period Two will be on Friday. Just have your final draft of your film essay ready for Thursday.
Sorry for any confusion.
Sorry for any confusion.
Forty-Second Class Period: Peer Edit of Film Essay
(Tuesday for Periods 2, 5, & 6 and Wednesday for Periods 1 & 7)
Quiz: Isaac Bashevis Singer's "The Washwoman"
Peer edit film essay.
Mr. Stone has the revised drafts form most of the students in Periods 2, 4, 5, 6, & 7. He will redistribute those to students at the beginning of class. Students in Period 1 or students who did not submit their revised draft when it was previously due should bring the revised draft of their film analysis essay to class.
Homework: Revise film analysis essay.
Quiz: Isaac Bashevis Singer's "The Washwoman"
Peer edit film essay.
Mr. Stone has the revised drafts form most of the students in Periods 2, 4, 5, 6, & 7. He will redistribute those to students at the beginning of class. Students in Period 1 or students who did not submit their revised draft when it was previously due should bring the revised draft of their film analysis essay to class.
Homework: Revise film analysis essay.
Works Cited Entries for Film Analysis/Review Essay
The Secret Life of Walter Mitty. Dir. Norman Z. McLeod. Perf. Danny Kaye, Virginia Mayo, Boris Karloff, Fay Bainter, Ann Rutherford, and The Goldwyn Girls. Samuel Goldwyn, 1947. Videocassette.
Thurber, John. "The Secret Life of Walter Mitty." Timeless Voices, Timeless Themes: Gold Level.Upper Saddle River, NJ: Prentice Hall, 2002. 347-352. Print.
Remember these need to be double-spaced on your works cited page with hanging indents.
Thurber, John. "The Secret Life of Walter Mitty." Timeless Voices, Timeless Themes: Gold Level.Upper Saddle River, NJ: Prentice Hall, 2002. 347-352. Print.
Remember these need to be double-spaced on your works cited page with hanging indents.
Monday, November 5, 2012
Forty-First Class Period: Comma Review & Reflective Essay
(Monday for Periods 1, 2, 5, & 6 and Tuesday for Period 7)
Quiz: Rudolfo Anaya's "A Celebration of Grandfathers"
Review Comma Test
The class will examine the reflective essay "A Celebration of Grandfathers" for its diction, comma use, paragraph construction (concrete details & commentary), use of anecdotes, and tone (attitude of writer toward the topic).
Homework: Read Isaac Bashevis Singer's "The Washwoman."
Quiz: Rudolfo Anaya's "A Celebration of Grandfathers"
Review Comma Test
The class will examine the reflective essay "A Celebration of Grandfathers" for its diction, comma use, paragraph construction (concrete details & commentary), use of anecdotes, and tone (attitude of writer toward the topic).
Homework: Read Isaac Bashevis Singer's "The Washwoman."
Friday, November 2, 2012
A Look Ahead: November 5-9, 2012
First Class Period of the Week
(Monday for Periods 1, 2, 5, & 6 and Tuesday for Period 7)
Quiz: Rudolfo Anaya's "A Celebration of Grandfathers"
Review Comma Test
The class will examine "A Celebration of Grandfathers" for its diction, comma use, paragraph construction (concrete details & commentary), use of anecdotes, and tone (attitude of writer toward the topic).
Homework: Read Isaac Bashevis Singer's "The Washwoman."
Second Class Period of the Week
(Tuesday for Periods 2, 5, & 6 and Wednesday for Periods 1 & 7)
Quiz: Isaac Bashevis Singer's "The Washwoman"
Peer edit film essay.
Mr. Stone has the revised drafts form most of the students in Periods 2, 4, 5, 6, & 7. He will redistribute those to students at the beginning of class. Students in Period 1 or students who did not submit their revised draft when it was previously due should bring the revised draft of their film analysis essay to class.
Homework: Revise film analysis essay.
Third Class Period of the Week
(Wednesday for Periods 5 & 6 and Thursday for Periods 1, 2, & 7)
Final draft of film analysis essay due.
In class, student will read Lorraine Hansberry's "On Summer" and discuss "On Summer" and "The Washwoman as time allows.
Fourth Class Period of the Week
(Thursday for Periods 5 & 6 and Friday for Periods 1, 2, & 7)
All students will have a retest of comma skills.
If a student scores higher on this test than on the previous test, then his/her previous test score will be replaced with the higher test score. If a student scores lower on this test than on the previous test, then his/her previous test score will remain the same.
The class will continue to discuss the three essays they have read this week if further discussion is needed.
Homework: Read Alex Chadwick "Earhart Redux" (Radio Program Transcript) and Steve Gietschier's "In These Girls, Hope is a Muscle" (Book Review).
More details for the week ahead will come later.
(Monday for Periods 1, 2, 5, & 6 and Tuesday for Period 7)
Quiz: Rudolfo Anaya's "A Celebration of Grandfathers"
Review Comma Test
The class will examine "A Celebration of Grandfathers" for its diction, comma use, paragraph construction (concrete details & commentary), use of anecdotes, and tone (attitude of writer toward the topic).
Homework: Read Isaac Bashevis Singer's "The Washwoman."
Second Class Period of the Week
(Tuesday for Periods 2, 5, & 6 and Wednesday for Periods 1 & 7)
Quiz: Isaac Bashevis Singer's "The Washwoman"
Peer edit film essay.
Mr. Stone has the revised drafts form most of the students in Periods 2, 4, 5, 6, & 7. He will redistribute those to students at the beginning of class. Students in Period 1 or students who did not submit their revised draft when it was previously due should bring the revised draft of their film analysis essay to class.
Homework: Revise film analysis essay.
Third Class Period of the Week
(Wednesday for Periods 5 & 6 and Thursday for Periods 1, 2, & 7)
Final draft of film analysis essay due.
In class, student will read Lorraine Hansberry's "On Summer" and discuss "On Summer" and "The Washwoman as time allows.
Fourth Class Period of the Week
(Thursday for Periods 5 & 6 and Friday for Periods 1, 2, & 7)
All students will have a retest of comma skills.
If a student scores higher on this test than on the previous test, then his/her previous test score will be replaced with the higher test score. If a student scores lower on this test than on the previous test, then his/her previous test score will remain the same.
The class will continue to discuss the three essays they have read this week if further discussion is needed.
Homework: Read Alex Chadwick "Earhart Redux" (Radio Program Transcript) and Steve Gietschier's "In These Girls, Hope is a Muscle" (Book Review).
More details for the week ahead will come later.
Wednesday, October 31, 2012
Thirty-Ninth Class Period: Classifying Nonfiction & the Importance of Personal Narrative
Mr. Stone distributed two tables showing common nonfiction genres organized by primary intention/form of discourse. One of the tables had definitions for each of the genres; the other did not.
The class reviewed the definition for each genre. Students should study these definitions for the nonfiction unit test. Their knowledge of these terms will be assessed through matching and/or multiple-choice questions.
The table without the definitions should be studied by students to prepare for a separate portion of the nonfiction unit test that will assess their knowledge of the classification of nonfiction genres. On the test, about a quarter to a third of the genres listed in the table will be removed and placed in a word bank below the table. Students will need to place the names of the missing genres back in their proper location on the table.
In light of the students recent reading of biographical and autobiographical texts, Mr. Stone described the rise in popularity of memoirs in the 1990s. He compared the dominant traditional patterns of different genders in autobiographies.
Mr. Stone emphasized the culture influences on an individual's understanding of his/her life's story. He described how a teenager's personal stories, the stories of his/her religious community, and his/her wider surrounding community provide the patterns and archetypes from which a teenager projects a vision of the type of person he/she wants to be, a vision of pattern of his/her personal narrative. (See James Fowler's Becoming Adult, Becoming Christian for more on this concept.)
Homework: Read Rudolfo Anaya's "A Celebration of Grandfathers" (662-668).
Remember that students from all periods should bring the autobiography/biography that they have selected for the second quarter book report to class on Thursday, November 1st.
The class reviewed the definition for each genre. Students should study these definitions for the nonfiction unit test. Their knowledge of these terms will be assessed through matching and/or multiple-choice questions.
The table without the definitions should be studied by students to prepare for a separate portion of the nonfiction unit test that will assess their knowledge of the classification of nonfiction genres. On the test, about a quarter to a third of the genres listed in the table will be removed and placed in a word bank below the table. Students will need to place the names of the missing genres back in their proper location on the table.
In light of the students recent reading of biographical and autobiographical texts, Mr. Stone described the rise in popularity of memoirs in the 1990s. He compared the dominant traditional patterns of different genders in autobiographies.
Mr. Stone emphasized the culture influences on an individual's understanding of his/her life's story. He described how a teenager's personal stories, the stories of his/her religious community, and his/her wider surrounding community provide the patterns and archetypes from which a teenager projects a vision of the type of person he/she wants to be, a vision of pattern of his/her personal narrative. (See James Fowler's Becoming Adult, Becoming Christian for more on this concept.)
Homework: Read Rudolfo Anaya's "A Celebration of Grandfathers" (662-668).
Remember that students from all periods should bring the autobiography/biography that they have selected for the second quarter book report to class on Thursday, November 1st.
Tuesday, October 30, 2012
Thursday is Reading Day
On Thursday, November 1st, students will need to bring their selected autobiography/biography for their second quarter book report to class.
We will be using our shortened class period for silent sustained reading. (The schedule on Thursday is shortened due parent-teacher conferences.)
We will be using our shortened class period for silent sustained reading. (The schedule on Thursday is shortened due parent-teacher conferences.)
Thirty-Eighth Class Period: Comma Test & Nonfiction
After a prayer, students took a test over commas.
When they were finished with their test, they read an excerpt in their textbook from Lady Bird Johnson's A White House Diary (674-679).
Homework: Read John McPhee's "Arthur Ashe Remembered" and Joan Didion's "Georgia O'Keeffe" (683-690)
Tomorrow in class, students will have a quiz over the reading, discuss the classification of nonfiction, and discuss their sentence combining assignment from the weekend.
When they were finished with their test, they read an excerpt in their textbook from Lady Bird Johnson's A White House Diary (674-679).
Homework: Read John McPhee's "Arthur Ashe Remembered" and Joan Didion's "Georgia O'Keeffe" (683-690)
Tomorrow in class, students will have a quiz over the reading, discuss the classification of nonfiction, and discuss their sentence combining assignment from the weekend.
Monday, October 29, 2012
Thirty-Seventh Class Period: First Quarter Grade Reports & Library
Grade Reports
Mr. Stone distributed grade reports (except to period one when the classroom printer was not functioning) and returned recent papers. Students were encouraged to review their papers and check them against their grade reports.
Mr. Stone recollected the students' first quarter book reports, Short Story Test Part A, and Short Story Test Part B.
Mr. Stone will be reviewing the Short Story Test Part B to consider alternate answers for five questions.
Library
Students went to the school library to browse for an autobiography or biography to read for their second quarter book reports. Their selections must be at least 150 pages and should not be more than 300 pages without approval from the instructor.
Students may obtain an autobiography/biography from another source if they desire; ultimately, they need to have an autobiography/biography in hand to read for class on Thursday, November 1, 2012.
Homework: Study for the comma test to be taken at the beginning of the next period. Students should review the comma rules handout, and the two comma practice sheets. Students may also find links to online practice quizzes on the upper right-hand corner of this blog.
Mr. Stone distributed grade reports (except to period one when the classroom printer was not functioning) and returned recent papers. Students were encouraged to review their papers and check them against their grade reports.
Mr. Stone recollected the students' first quarter book reports, Short Story Test Part A, and Short Story Test Part B.
Mr. Stone will be reviewing the Short Story Test Part B to consider alternate answers for five questions.
Library
Students went to the school library to browse for an autobiography or biography to read for their second quarter book reports. Their selections must be at least 150 pages and should not be more than 300 pages without approval from the instructor.
Students may obtain an autobiography/biography from another source if they desire; ultimately, they need to have an autobiography/biography in hand to read for class on Thursday, November 1, 2012.
Homework: Study for the comma test to be taken at the beginning of the next period. Students should review the comma rules handout, and the two comma practice sheets. Students may also find links to online practice quizzes on the upper right-hand corner of this blog.
First Quarter Grades
I have submitted my first quarter grades. Assignments from this quarter will be added in a couple of days once the office is done collecting the data.
Mr. Stone
Mr. Stone
Thursday, October 25, 2012
Thirty-Sixth Class Period: Sentence Combining and Common Sentence Errors
Devotional Text: Luke 11:33
Mr. Stone checked that students had completed the second comma practice worksheet and went over the correct answers.
Students should review the handout with the comma rules and their corrected practice sheets for their test next week.
Mr. Stone distributed a handout titled "Options for Combining Clauses" (L12) and discussed it with the class. Students then copied notes on "Common Sentences Errors" (L13).
Students examined an example of poor writing from an answer to a short essay question on the last test. (Some periods worked on rewriting the sentences from the test answer.)
Homework: Combine the following two sets of clauses using the "Options for Combining Clauses Sheet." Combine each set of clauses in the six patterns listed on the sheet. You will have written-out by hand twelve answers when you have completed this assignment.
Set One
In autumn the days grow shorter.
Children have less time to play outside safely.
Set Two
Forecasters have warned the East Coast of "Frankenstorm."
This monstrous combination of a hurricane, a winter storm, and northern frigid air will likely cause historic damage.
Example Set
Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game.
Venezuelan President Hugo Chavez tweeted his congratulations.
Leave them as two independent clauses.
1. Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday. Venezuelan President Hugo Chavez tweeted his congratulations.
Use a coordinating conjunction.
2. Venezuelan President Hugo Chavez tweeted his congratulations, for Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday.
Use a semicolon and a conjunctive adverb.
3. Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday; thus, Venezuelan President Hugo Chavez tweeted his congratulations.
Use just a semicolon.
4. Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday; Venezuelan President Hugo Chavez tweeted his congratulations.
Subordinate one of the clauses.
5. Since Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday, Venezuelan President Hugo Chavez tweeted his congratulations.
6. Venezuelan President Hugo Chavez tweeted his congratulations because Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday.
Note: This assignment must be handwritten.
Mr. Stone checked that students had completed the second comma practice worksheet and went over the correct answers.
Students should review the handout with the comma rules and their corrected practice sheets for their test next week.
Mr. Stone distributed a handout titled "Options for Combining Clauses" (L12) and discussed it with the class. Students then copied notes on "Common Sentences Errors" (L13).
Students examined an example of poor writing from an answer to a short essay question on the last test. (Some periods worked on rewriting the sentences from the test answer.)
Homework: Combine the following two sets of clauses using the "Options for Combining Clauses Sheet." Combine each set of clauses in the six patterns listed on the sheet. You will have written-out by hand twelve answers when you have completed this assignment.
Set One
In autumn the days grow shorter.
Children have less time to play outside safely.
Set Two
Forecasters have warned the East Coast of "Frankenstorm."
This monstrous combination of a hurricane, a winter storm, and northern frigid air will likely cause historic damage.
Example Set
Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game.
Venezuelan President Hugo Chavez tweeted his congratulations.
Leave them as two independent clauses.
1. Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday. Venezuelan President Hugo Chavez tweeted his congratulations.
Use a coordinating conjunction.
2. Venezuelan President Hugo Chavez tweeted his congratulations, for Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday.
Use a semicolon and a conjunctive adverb.
3. Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday; thus, Venezuelan President Hugo Chavez tweeted his congratulations.
Use just a semicolon.
4. Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday; Venezuelan President Hugo Chavez tweeted his congratulations.
Subordinate one of the clauses.
5. Since Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday, Venezuelan President Hugo Chavez tweeted his congratulations.
6. Venezuelan President Hugo Chavez tweeted his congratulations because Pablo Sandoval of the San Francisco Giants became the fourth player ever to hit three home runs in a World Series game on Wednesday.
Note: This assignment must be handwritten.
Wednesday, October 24, 2012
Thirty-Fifth Class Period: Comma Practice
Mr. Stone went over the correct answers for the first comma practice worksheet.
Students began working on the second comma practice worksheet near the end of the period.
Homework: Complete Comma Practice #2.
Students began working on the second comma practice worksheet near the end of the period.
Homework: Complete Comma Practice #2.
Tuesday, October 23, 2012
Thirty-Fourth Class Period: More Comma Principles and Practice
Students continued to learn to sing "Lord of My Life" for a devotional.
Mr. Stone discussed the comma principles of introductory, interrupting and conventional elements.
Students began working on Comma Practice Sheet #1.
Homework: Complete Comma Practice Sheet #1.
Note: One week from this period, students will take their comma test.
Mr. Stone discussed the comma principles of introductory, interrupting and conventional elements.
Students began working on Comma Practice Sheet #1.
Homework: Complete Comma Practice Sheet #1.
Note: One week from this period, students will take their comma test.
Monday, October 22, 2012
Interactive Notebooks: First Quarter
Be sure to make sure your interactive notebook contains the following materials:
Short story unit cover sheet
Yellow genre focus sheet: the short story
L1 Conflict Notes
R1 Conflict Journal Entry
L2 Plot Diagram
R2 The Most Dangerous Game Plot Diagram
L3 Events from "The Interlopers"
R3 Interlopers Plots
L4 "The Most Dangerous Game" Vocabulary
R4
L5 "The Interlopers" Vocabulary
R5
L6 "One Ordinary Day, With Peanuts" Vocabulary"
R6
L7 Character Notes
R7 Character Journal Entry
L8 Sample Character Traits
R8 Second Character Journal Entry
L9 Setting Notes
R9 "The Man to Send the Rain Clouds" & "The Invalid's Story" Setting Notes
L10 Theme Notes
R10 "The Invalid's Story" Theme
L11 Description Techniques Notes
R11 Political Cartoon with Bibliographic Information
There should be one drawing for R4, R5, or R6.
Short story unit cover sheet
Yellow genre focus sheet: the short story
L1 Conflict Notes
R1 Conflict Journal Entry
L2 Plot Diagram
R2 The Most Dangerous Game Plot Diagram
L3 Events from "The Interlopers"
R3 Interlopers Plots
L4 "The Most Dangerous Game" Vocabulary
R4
L5 "The Interlopers" Vocabulary
R5
L6 "One Ordinary Day, With Peanuts" Vocabulary"
R6
L7 Character Notes
R7 Character Journal Entry
L8 Sample Character Traits
R8 Second Character Journal Entry
L9 Setting Notes
R9 "The Man to Send the Rain Clouds" & "The Invalid's Story" Setting Notes
L10 Theme Notes
R10 "The Invalid's Story" Theme
L11 Description Techniques Notes
R11 Political Cartoon with Bibliographic Information
There should be one drawing for R4, R5, or R6.
Thirty-Third Class Period: Linguistic Registers, Personal Identity, & Formal English
Mr. Stone told a series of stories to illustrate how we speak differently to different people. He advocated maintaining the language of one's heritage as well as adding formal English skills to open economic additional social and economic opportunities.
Students examine two principles of comma use: series and coordinate.
Homework: Make sure your interactive notebook from first quarter is complete. Bring it to the next class for submission.
Students examine two principles of comma use: series and coordinate.
Homework: Make sure your interactive notebook from first quarter is complete. Bring it to the next class for submission.
Thursday, October 18, 2012
Thirty-Second Class Period: Peer Critique of Film Analysis Essay
Mr. Stone sang "Lord of My Life" for a devotional.
Students peer critiqued the rough draft of a partner's film analysis essay. Mr. Stone checked for the completion of the student's rough draft of the film analysis essay.
Homework: Complete a revised draft of the film analysis essay.
Students peer critiqued the rough draft of a partner's film analysis essay. Mr. Stone checked for the completion of the student's rough draft of the film analysis essay.
Homework: Complete a revised draft of the film analysis essay.
Thirty-First Class: Description
Mr. Stone lectured on description. Students wrote notes (L11) and cut out a political cartoon from a recent newspaper. They attached the cartoon to a sheet of notebook paper (R11) and recorded the name of the newspaper, its date, the section and page number.
Mr. Stone checked for the completion of the students' prewriting for the film analysis essay.
Homework: Write a rough draft of the film analysis essay.
Mr. Stone checked for the completion of the students' prewriting for the film analysis essay.
Homework: Write a rough draft of the film analysis essay.
Thirtieth Class Period: More Prewriting for Film Review
Mr. Stone explained how to construct a classic funnel-shaped introduction and introduced the "They Say/I Say" pattern. Students worked with Mr.Stone's help to complete the first two-thirds of the introduction prewriting table.
Students had class time to work on completing their remaining two body-paragraph prewriting tables, the remainder of the introduction prewriting table, and the conclusion prewriting table.
Homework: Finish the four remaining prewriting sheets for the film review essay.
Students had class time to work on completing their remaining two body-paragraph prewriting tables, the remainder of the introduction prewriting table, and the conclusion prewriting table.
Homework: Finish the four remaining prewriting sheets for the film review essay.
Monday, October 15, 2012
Twenty-Ninth Class Period: Film Review Prewriting
Devotional Text: Matthew 9:27-31
Mr. Stone went over the packet of information students received before they began watching The Secret Life of Walter Mitty. He distributed an additional two-four prewriting sheets.
Students had class time to begin completing two of the expository body paragraph prewriting sheets.
Homework: Complete two of the expository body paragraph prewriting sheets.
Mr. Stone went over the packet of information students received before they began watching The Secret Life of Walter Mitty. He distributed an additional two-four prewriting sheets.
Students had class time to begin completing two of the expository body paragraph prewriting sheets.
Homework: Complete two of the expository body paragraph prewriting sheets.
Friday, October 12, 2012
Twenty-Eighth Class Period: Finish Viewing Walter Mitty Video
Students finished viewing a video version of James Thurber's "The Secret Life of Walter Mitty."
A volunteer student modeled how to upload a document to turnitin.com.
Homework: Submit an electronic copy of your first quarter book report to turnitin.com.
A volunteer student modeled how to upload a document to turnitin.com.
Homework: Submit an electronic copy of your first quarter book report to turnitin.com.
Wednesday, October 10, 2012
Twenty-Seventh Class Period: Final Draft of First Quarter & Walter Mitty
Students submitted the final draft of their first quarter book reports at the beginning of class.
They continued viewing a movie adaptation of James Thurber's "The Secret Life of Walter Mitty."
Homework: Create the assigned online account.
They continued viewing a movie adaptation of James Thurber's "The Secret Life of Walter Mitty."
Homework: Create the assigned online account.
Tuesday, October 9, 2012
Twenty-Sixth Class: Peer Editing First Quarter Book Report
Devotional Text: 1 Corinthians 13:4
Mr. Stone reviewed MLA format and went over his expectations for the students' editing of their first book report.
Students are responsible for italicizing the titles of book, capitalization, end marks, and MLA format (1" margins, header, heading, title, double-spacing, 12 pt font, work cited page).
Be sure and review the sample book report on the right side of this blog.
Homework: Complete final draft of book report.
The final draft of the book report is due 10 October 2012 for periods 5, 6, & 7 and 11 October 2012 for periods 1 & 2.
Mr. Stone reviewed MLA format and went over his expectations for the students' editing of their first book report.
Students are responsible for italicizing the titles of book, capitalization, end marks, and MLA format (1" margins, header, heading, title, double-spacing, 12 pt font, work cited page).
Be sure and review the sample book report on the right side of this blog.
Homework: Complete final draft of book report.
The final draft of the book report is due 10 October 2012 for periods 5, 6, & 7 and 11 October 2012 for periods 1 & 2.
Sunday, October 7, 2012
Preparing a Revised Draft of Your Book Report
Review the comments from your classmate who completed the peer critique of your rough draft.
BE SURE TO BRING YOUR HIGHLIGHTED ROUGH DRAFT AND THE COMPLETED PEER CRITIQUE SHEET TO CLASS WITH YOUR ROUGH DRAFT. You will receive credit for these items being completed.
Review your rough draft with the peer critique sheet yourself. Make sure you have all the required components.
Create a revised draft of your paper:
Delete any unnecessary material.
--Do you have any unnecessary paragraphs?
--Are your summary paragraphs each ten sentences in length?
Add any missing required material.
Consider the quality of the material you have included.
--Do your concrete details adequately show your reader what you are describing as the positive/negative attributes of the book?
--Do your two or more sentences of commentary for each concrete detail show the reader how your concrete detail/example reflects the viewpoint of the paragraphs viewpoint and the paper's overall viewpoint (more positive if you are recommending the book/more negative if you are suggesting your classmates avoid the book)?
Make sure your paragraphs are well organized.
Format your paper in the Modern Language Association Style:
--Make sure there is double-spacing throughout the whole paper. Double-check to make sure you do not have triple spacing between your paragraphs.
--Make all margins one inch wide.
--Insert automated page numbering in the upper righthand corner of the header with your last name immediately to the left of the page number. Leave one space between your last name and the page number.
--Make sure you have a proper heading. Place your first and last name on the first line, the instructor's name on the second line (Mr. Stone), the course name on the third line (English I-1, English I-2, English I-5, English I-6, or English I-7), and the paper's due date on the fourth line in the international date format--day, month, year (10 October 2012).
--Include a specific title for your paper.
--Make sure you have a work cited page.
The student's rough draft with revision marks counts towards the points for getting a peer critique. A student receives credit for a revised draft if they have made significant content, organizational, and or format changes to their paper and bring a clean printed copy to class.
Wise students will make an electronic copy of their revised paper available to themselves by e-mailing a copy to themselves or saving a copy to an online location such as Google Documents (aka Google Drive).
BE SURE TO BRING YOUR HIGHLIGHTED ROUGH DRAFT AND THE COMPLETED PEER CRITIQUE SHEET TO CLASS WITH YOUR ROUGH DRAFT. You will receive credit for these items being completed.
Review your rough draft with the peer critique sheet yourself. Make sure you have all the required components.
Create a revised draft of your paper:
Delete any unnecessary material.
--Do you have any unnecessary paragraphs?
--Are your summary paragraphs each ten sentences in length?
Add any missing required material.
Consider the quality of the material you have included.
--Do your concrete details adequately show your reader what you are describing as the positive/negative attributes of the book?
--Do your two or more sentences of commentary for each concrete detail show the reader how your concrete detail/example reflects the viewpoint of the paragraphs viewpoint and the paper's overall viewpoint (more positive if you are recommending the book/more negative if you are suggesting your classmates avoid the book)?
Make sure your paragraphs are well organized.
Format your paper in the Modern Language Association Style:
--Make sure there is double-spacing throughout the whole paper. Double-check to make sure you do not have triple spacing between your paragraphs.
--Make all margins one inch wide.
--Insert automated page numbering in the upper righthand corner of the header with your last name immediately to the left of the page number. Leave one space between your last name and the page number.
--Make sure you have a proper heading. Place your first and last name on the first line, the instructor's name on the second line (Mr. Stone), the course name on the third line (English I-1, English I-2, English I-5, English I-6, or English I-7), and the paper's due date on the fourth line in the international date format--day, month, year (10 October 2012).
--Include a specific title for your paper.
--Make sure you have a work cited page.
The student's rough draft with revision marks counts towards the points for getting a peer critique. A student receives credit for a revised draft if they have made significant content, organizational, and or format changes to their paper and bring a clean printed copy to class.
Wise students will make an electronic copy of their revised paper available to themselves by e-mailing a copy to themselves or saving a copy to an online location such as Google Documents (aka Google Drive).
Twenty-Fifth Class Period: Peer Critiquing 1st Qtr Book Report
Mr. Stone checked for the completion of the prewriting for the first quarter book report:
*introduction prewriting
*plot Summary paragraphs prewriting(worksheet completed/two paragraphs)
*four analysis sheets
*closing paragraph prewriting
Mr. Stone also checked for the completion of a rough draft of the book report. The draft needed to contain a minimum of seven paragraphs.
Homework: Complete a revised draft of the book report.
*introduction prewriting
*plot Summary paragraphs prewriting(worksheet completed/two paragraphs)
*four analysis sheets
*closing paragraph prewriting
Mr. Stone also checked for the completion of a rough draft of the book report. The draft needed to contain a minimum of seven paragraphs.
Homework: Complete a revised draft of the book report.
Wednesday, October 3, 2012
Rough Draft of Book Report Delayed One Day
Since many students had a test and a major project due at the same time as the rough draft of the book report, the deadline for the rough draft of the book report has been delayed a day.
The rest of the due dates for this assignment will come one day later than previously scheduled.
The rest of the due dates for this assignment will come one day later than previously scheduled.
Tuesday, October 2, 2012
Twenty-Third Class Period: Prewriting Day Two
Devotional Text: Proverbs 2:2
Mr. Stone distributed and discussed two prewriting sheets: introduction and conclusion.
Students had class time to complete prewriting.
Homework: Complete a double-spaced, typed rough-draft of your book report. Be sure it contains an introduction, two paragraphs of plot summary, three paragraphs of supporting analysis, a conclusion, and a work(s) cited page.
Mr. Stone distributed and discussed two prewriting sheets: introduction and conclusion.
Students had class time to complete prewriting.
Homework: Complete a double-spaced, typed rough-draft of your book report. Be sure it contains an introduction, two paragraphs of plot summary, three paragraphs of supporting analysis, a conclusion, and a work(s) cited page.
Monday, October 1, 2012
Twenty-Second Class Period: Prewriting Day One
Mr. Stone described the requirements for prewriting the two plot summary/synopsis paragraphs and the four potential analytical paragraphs.
See the summary prewriting handout and the expository prewriting sheet on the left side of this blog under book report.
Homework: Complete the prewriting for the summary/synopsis paragraphs and the for analytical paragraphs
See the summary prewriting handout and the expository prewriting sheet on the left side of this blog under book report.
Homework: Complete the prewriting for the summary/synopsis paragraphs and the for analytical paragraphs
Thursday, September 27, 2012
Twenty-First Class Period: The Writing Process
Quiz: "The Secret Life of Walter Mitty"
Mr. Stone contrasted three approaches to dividing the writing process into stages.
He presented a PowerPoint presentation on the writing process and a second on writing expository paragraphs. He went over the requirements for the upcoming book report.
Homework: Finish reading your first quarter book report book for the first class period of next week.
Mr. Stone contrasted three approaches to dividing the writing process into stages.
He presented a PowerPoint presentation on the writing process and a second on writing expository paragraphs. He went over the requirements for the upcoming book report.
Homework: Finish reading your first quarter book report book for the first class period of next week.
Wednesday, September 26, 2012
Twentieth Class Period: Short Story Test Part B
Students completed Part B of the Short Story Unit Test.
Homework: Read "The Secret Life of Walter Mitty" for a quiz at the beginning of the next period.
Homework: Read "The Secret Life of Walter Mitty" for a quiz at the beginning of the next period.
Tuesday, September 25, 2012
First Quarter Book Report Book
Students need to be finished reading their book report by the beginning of the first class period of next week (Monday, October 1st for Periods 1, 2, 5, & 6 and Tuesday, October 2nd for Period 7).
Next week we will work on prewriting for the book report for two days, peer critique on the third day and peer edit on the fourth day.
The book report will be due on Tuesday October 9th for Periods 7, 2, 5, & 6 and Wednesday, October 10th for Period 1.
Mr. Stone will give detailed instruction in class. Students should avoid working ahead on the writing of their first book report for this class to avoid doing it improperly.
Next week we will work on prewriting for the book report for two days, peer critique on the third day and peer edit on the fourth day.
The book report will be due on Tuesday October 9th for Periods 7, 2, 5, & 6 and Wednesday, October 10th for Period 1.
Mr. Stone will give detailed instruction in class. Students should avoid working ahead on the writing of their first book report for this class to avoid doing it improperly.
Nineteenth Class Period: Short Story Unit Test Part A
Tuesday, September 25th for Periods 2, 5 & 6 and Wednesday, September 26th for Periods 1 & 7
Students took the Short Story Unit Test Part A.
When they were finished they used fine markers and a piece of card stock to create a cover for their interactive notebook for the short story unit. Students were directed to include their first and last names, the name of the class and period (English I-X), the name of the unit (Short Story Unit), and an illustration or a set of concept words related to the unit, e.g. protagonist.
Homework: Study for Part B of the Short Story Unit Test
Students took the Short Story Unit Test Part A.
When they were finished they used fine markers and a piece of card stock to create a cover for their interactive notebook for the short story unit. Students were directed to include their first and last names, the name of the class and period (English I-X), the name of the unit (Short Story Unit), and an illustration or a set of concept words related to the unit, e.g. protagonist.
Homework: Study for Part B of the Short Story Unit Test
Monday, September 24, 2012
Eighteenth Class Period: Grade Reports & Test Review
Monday, September 24th for Periods 1, 2, 5, & 6 and Tuesday, September 25th for Period 7
Mr. Stone shared his latest poem, "A New Twist" for a devotional thought.
Students received graded assignments and a grade printout. Mr. Stone encouraged them to make sure all their papers were accurately scored and recorded and to discuss any discrepancies with him in his office.
Students had time to review or continue working on the story analysis sheets in preparation for the short story unit test.
Mr. Stone reminded/informed each section that the unit test will be divided into two sections.
Homework: Continue to study for the two parts of the short story unit test.
Short Story Unit Test Part A (Parts 1-5 as described on the review sheet)
Periods 2, 5, & 6 will take Part A on Tuesday, September 25th.
Periods 1 & 7 will take Part A on Wednesday, September 26th.
Short Story Unit Test Part B (Parts 6-10 as described on the review sheet)
Periods 5 & 6 will take Part B on Wednesday, September 26th.
Periods 1, 2, & 7 will take Part B on Thursday, September 27th.
Mr. Stone shared his latest poem, "A New Twist" for a devotional thought.
Students received graded assignments and a grade printout. Mr. Stone encouraged them to make sure all their papers were accurately scored and recorded and to discuss any discrepancies with him in his office.
Students had time to review or continue working on the story analysis sheets in preparation for the short story unit test.
Mr. Stone reminded/informed each section that the unit test will be divided into two sections.
Homework: Continue to study for the two parts of the short story unit test.
Short Story Unit Test Part A (Parts 1-5 as described on the review sheet)
Periods 2, 5, & 6 will take Part A on Tuesday, September 25th.
Periods 1 & 7 will take Part A on Wednesday, September 26th.
Short Story Unit Test Part B (Parts 6-10 as described on the review sheet)
Periods 5 & 6 will take Part B on Wednesday, September 26th.
Periods 1, 2, & 7 will take Part B on Thursday, September 27th.
Thursday, September 20, 2012
No School: Thursday, September 20, 2012
Due to a power outage, the high school campus of Loma Linda Academy will not have classes today. The outage appears to be affecting the school's computer server. School e-mail and Powerschool are currently unavailable.
Sixteenth & Seventeenth Class Periods: Unit Review
Students were given a list of the stories studied in the unit, a unit test review sheet, and a packet of story analysis sheets. They were given time to work with classmates and review their notes as as they completed the story analysis sheets.
Homework: Study for the short story unit test.
Homework: Study for the short story unit test.
Friday, September 14, 2012
Short Story Unit Test
Part One: Authors and Titles
Students will be asked to match each author with the title of the story he/she wrote.
Part Two: Identifying Quotations
Students will write the title of the corresponding story from which each of the eleven quotations was taken.
Part Three: Literary Terms
Students will answer multiple choice questions that require the student to apply selected literary terms from this unit to the stories studied, e.g. Who is the protagonist of "The Most Dangerous Game"?
Part Four: Plot Line
Students will identify the six parts of plot on a diagram. They will need to write out these terms in the correct location from memory.
Part Five: Indirect and Direct Characterization
Students will match the letter of a passage from one of the stories studied that best illustrates each of the indirect characterization techniques (appearance, character's speech, character's actions, or other character's speech).
They will be asked to pick out the passage that uses direct characterization from a set of four passages that all describe the same character from a selected story from this unit.
Part Six: Elements of Setting
Students will write out the names of each of the five elements of setting.
Part Seven: Connecting Elements of Setting and Stories
Students will be given a specific pieces of information from the stories studied in this unit. For each piece of information, they will be asked to identify which element of setting the information is and the title of the story from which it comes.
Part Eight: The Function of Setting in a Story
Students will be asked to select one of the stories from the unit, describe a specific setting detail from that story, identify the name of the setting element of that detail, identify the function this setting element plays in the selected story (propels the plot, creates a mood, acts as a symbol), and then explain in three to five sentences how that detail plays the role they have selected in the story they have chosen to discuss.
Part Nine: Point of View
Students will be given four different passages. They will need to identify the point of view of each passage (first person, second person, third person limited, third person omniscient)
Part Ten: Theme
Students will discuss in a short paragraph the theme/moral of one of the stories from the unit. They will state a theme/moral from the selected story, making clear whether the statement is a theme or a moral. They will state whether the theme/moral is explicitly stated in the story or implied. They will describe the story's central conflict and its resolution and how these reveal the theme or moral.
Students will be asked to match each author with the title of the story he/she wrote.
Part Two: Identifying Quotations
Students will write the title of the corresponding story from which each of the eleven quotations was taken.
Part Three: Literary Terms
Students will answer multiple choice questions that require the student to apply selected literary terms from this unit to the stories studied, e.g. Who is the protagonist of "The Most Dangerous Game"?
Part Four: Plot Line
Students will identify the six parts of plot on a diagram. They will need to write out these terms in the correct location from memory.
Part Five: Indirect and Direct Characterization
Students will match the letter of a passage from one of the stories studied that best illustrates each of the indirect characterization techniques (appearance, character's speech, character's actions, or other character's speech).
They will be asked to pick out the passage that uses direct characterization from a set of four passages that all describe the same character from a selected story from this unit.
Part Six: Elements of Setting
Students will write out the names of each of the five elements of setting.
Part Seven: Connecting Elements of Setting and Stories
Students will be given a specific pieces of information from the stories studied in this unit. For each piece of information, they will be asked to identify which element of setting the information is and the title of the story from which it comes.
Part Eight: The Function of Setting in a Story
Students will be asked to select one of the stories from the unit, describe a specific setting detail from that story, identify the name of the setting element of that detail, identify the function this setting element plays in the selected story (propels the plot, creates a mood, acts as a symbol), and then explain in three to five sentences how that detail plays the role they have selected in the story they have chosen to discuss.
Part Nine: Point of View
Students will be given four different passages. They will need to identify the point of view of each passage (first person, second person, third person limited, third person omniscient)
Part Ten: Theme
Students will discuss in a short paragraph the theme/moral of one of the stories from the unit. They will state a theme/moral from the selected story, making clear whether the statement is a theme or a moral. They will state whether the theme/moral is explicitly stated in the story or implied. They will describe the story's central conflict and its resolution and how these reveal the theme or moral.
Fifteenth Class: Theme--"The Invalid's Story"
Quiz: "The Invalid's Story"
Students added notes on the setting of "The Invalid's Story" to page R9 of their interactive notebooks. The class discussed the characters, plot, and point of view of "The Invalid's Story."
Students took notes on theme (L10). Mr. Stone distinguished theme from moral and an explicit theme/moral from an implicit theme/moral.
Students stated a theme/moral revealed by "The Invalid's Story." The stated whether the theme/moral was explicit or implicit.
Mr. Stone discussed the need to study for the upcoming unit test: Monday, September 24th for Periods 1, 2, 5, & 6 and Tuesday, September 25th for Period 7.
Mr. Stone encouraged students to check the blog for details about the upcoming test.
Homework: Study for the short story unit test and continue reading your first quarter book report book.
Students added notes on the setting of "The Invalid's Story" to page R9 of their interactive notebooks. The class discussed the characters, plot, and point of view of "The Invalid's Story."
Students took notes on theme (L10). Mr. Stone distinguished theme from moral and an explicit theme/moral from an implicit theme/moral.
Students stated a theme/moral revealed by "The Invalid's Story." The stated whether the theme/moral was explicit or implicit.
Mr. Stone discussed the need to study for the upcoming unit test: Monday, September 24th for Periods 1, 2, 5, & 6 and Tuesday, September 25th for Period 7.
Mr. Stone encouraged students to check the blog for details about the upcoming test.
Homework: Study for the short story unit test and continue reading your first quarter book report book.
Wednesday, September 12, 2012
Fourteenth Class: Setting--"The Man to Send Rain Clouds"
Quiz: "The Man to Send Rain Clouds"
Students took notes on the five elements and three functions of setting (L9). The class discussed these elements in Leslie Marmon Silko's "The Man to Send Rain Clouds" and wrote down the specifics (R9)
Mr. Stone discussed how setting would be tested in the upcoming unit test.
Homework: Read "The Invalid's Story" (569+).
Students took notes on the five elements and three functions of setting (L9). The class discussed these elements in Leslie Marmon Silko's "The Man to Send Rain Clouds" and wrote down the specifics (R9)
Mr. Stone discussed how setting would be tested in the upcoming unit test.
Homework: Read "The Invalid's Story" (569+).
Tuesday, September 11, 2012
Thirteenth Class Period: Setting--"Our Dead, Your Dead" and "Remember Now"
Students read "Remember Now" by local poet Michael J. Orlich's and "Our Dead, Your Dead" by the Pakastani short story writer Kamila Shamsie.
Mr. Stone emphasized the role of setting in the story. He noted five aspects of setting:
geographical location
historical period
time of day
weather
cultural milieu
In a story, these elements may create a mood, propel the plot, or act as a symbol.
Homework: Read "The Man to Send Rain Clouds."
Mr. Stone emphasized the role of setting in the story. He noted five aspects of setting:
geographical location
historical period
time of day
weather
cultural milieu
In a story, these elements may create a mood, propel the plot, or act as a symbol.
Homework: Read "The Man to Send Rain Clouds."
Monday, September 10, 2012
Twelfth Class Period: Grading
Monday, September 10 for Periods 1, 2, 5. & 6--Period 7 will receive a separate post.
Devotional Text:
"A wise son brings joy to his father,
but a foolish son brings grief to his mother."
Proverbs 10:1
Since this is a shortened class period for most of the periods, Mr. Stone chose to make this a grading period.
Students worked with Mr. Stone to grade the packet of worksheets from last week.
Mr. Stone began collecting the parent approval forms for the the first-quarter book report.
No homework for the next period was given; however, students would be wise to be reading the book they selected for their first-quarter book report or to begin studying for the short story unit test that will be given in two weeks.
Reviewing the terms on the yellow sheet in the interactive notebook and making a list of the titles of the story read so far in the unit and their corresponding authors would be a great way to start studying.
Devotional Text:
"A wise son brings joy to his father,
but a foolish son brings grief to his mother."
Proverbs 10:1
Since this is a shortened class period for most of the periods, Mr. Stone chose to make this a grading period.
Students worked with Mr. Stone to grade the packet of worksheets from last week.
Mr. Stone began collecting the parent approval forms for the the first-quarter book report.
No homework for the next period was given; however, students would be wise to be reading the book they selected for their first-quarter book report or to begin studying for the short story unit test that will be given in two weeks.
Reviewing the terms on the yellow sheet in the interactive notebook and making a list of the titles of the story read so far in the unit and their corresponding authors would be a great way to start studying.
Thursday, September 6, 2012
Eleventh Class Period: 1st Quarter Book Report Reading Period/Study Hall
Periods 1, 2 & 7 will have fifty minutes to begin reading their book selection for their first quarter book report.
Periods 5 & 6 had fifty minutes of study hall to free up fifty minutes of outside-of-class time to begin reading their book selection for their first quarter book report.
Homework: Bring a signed approval form for your first quarter book report selection.
Periods 5 & 6 had fifty minutes of study hall to free up fifty minutes of outside-of-class time to begin reading their book selection for their first quarter book report.
Homework: Bring a signed approval form for your first quarter book report selection.
Period Seven Study Hall
Period Seven has four periods this week; whereas, the other periods have three; therefore, Period Seven had a study hall today to keep the periods in sync.
Tomorrow, they will have their quiz over "Sonata for Harp and Bicycle."
Tomorrow, they will have their quiz over "Sonata for Harp and Bicycle."
Wednesday, September 5, 2012
Tenth Class Period: Point of View
(Wednesday, September 5th for Periods 5, 6 & 7 and Thursday, September 6th for Periods 1 & 2)
Devotional Text and Prayer:
"For your ways are in full view of the Lord,
and he examines all your paths."
Proverbs 5:21
Quiz: The Scarlet Ibis
Students read through a handout illustrating the four common points of view and then read Rumer Godden's "You Need to Go Upstairs."
Homework: Read Sonata for Harp and Bicycle.
Devotional Text and Prayer:
"For your ways are in full view of the Lord,
and he examines all your paths."
Proverbs 5:21
Quiz: The Scarlet Ibis
Students read through a handout illustrating the four common points of view and then read Rumer Godden's "You Need to Go Upstairs."
Homework: Read Sonata for Harp and Bicycle.
Tuesday, September 4, 2012
Ninth Class Period: Flat/Round & Static/Dynamic Characters
(Monday, September 4th for Periods 2,5, 6 & 7 and Tuesday, September 5th for Period 1.)
Devotional Text:
"Get wisdom, get understanding,
do not forget my words or turn away from them.
Do not forsake wisdom, and she will protect you;
love her, and she will over you."
Proverbs 4:5 & 6
A substitute covered Mr. Stone's classes today. He had to stay home with his daughter who is ill.
Students were to work with a partner to complete their worksheet packet:
"Blues Ain't No Mockin Bird" Build Vocabulary (Worksheet 145)
"Blues Ain't No Mockin Bird" Literary Analysis: Direct & Indirect Characterization (Worksheet 148)
"Blues Ain't No Mockin Bird" Build Grammar Skills: Infinitive Phrases (Worksheet 146)
"The Scarlet Ibis" Build Vocabulary (Worksheet 141)
"The Scarlet Ibis" Build Grammar Skills: Gerund Phrases (Worksheet 142)
Students were expected to complete the worksheets during class time; however, if any did not finish them, they can complete them for homework along with their reading.
Homework: Read "The Scarlet Ibis" (554-564)
Devotional Text:
"Get wisdom, get understanding,
do not forget my words or turn away from them.
Do not forsake wisdom, and she will protect you;
love her, and she will over you."
Proverbs 4:5 & 6
A substitute covered Mr. Stone's classes today. He had to stay home with his daughter who is ill.
Students were to work with a partner to complete their worksheet packet:
"Blues Ain't No Mockin Bird" Build Vocabulary (Worksheet 145)
"Blues Ain't No Mockin Bird" Literary Analysis: Direct & Indirect Characterization (Worksheet 148)
"Blues Ain't No Mockin Bird" Build Grammar Skills: Infinitive Phrases (Worksheet 146)
"The Scarlet Ibis" Build Vocabulary (Worksheet 141)
"The Scarlet Ibis" Build Grammar Skills: Gerund Phrases (Worksheet 142)
Students were expected to complete the worksheets during class time; however, if any did not finish them, they can complete them for homework along with their reading.
Homework: Read "The Scarlet Ibis" (554-564)
Thursday, August 30, 2012
No Homework Over Labor Day Weekend
There is no homework for students for English I over the Labor Day Weekend. Enjoy a fun time with family and friends!
Seventh/Eighth Period: To Kill a Mockingbird Test
(Thursday, August 30th for all periods)
Students took a fifty-question objective test over Harper Lee's "To Kill a Mockingbird," including matching, true-or-false, and multiple choice questions.
After the test, students had time to work on homework for another class.
Near the end of the period, Mr. Stone reminded students that they will write four book reports for English I this year--one report per quarter. (Deadline dates for each report are listed in the course syllabus.)
Students get to choose the grade-appropriate book they read for each book report. Students will take home a parent approval form next week for their parent(s)/guardian(s) to approve their book choices and to verify that the students have not previously read the book.
Mr. Stone will have final approval of the students' selection, considering each book's reading level, substance, and moral appropriateness.
No Homework
Students took a fifty-question objective test over Harper Lee's "To Kill a Mockingbird," including matching, true-or-false, and multiple choice questions.
After the test, students had time to work on homework for another class.
Near the end of the period, Mr. Stone reminded students that they will write four book reports for English I this year--one report per quarter. (Deadline dates for each report are listed in the course syllabus.)
Students get to choose the grade-appropriate book they read for each book report. Students will take home a parent approval form next week for their parent(s)/guardian(s) to approve their book choices and to verify that the students have not previously read the book.
Mr. Stone will have final approval of the students' selection, considering each book's reading level, substance, and moral appropriateness.
No Homework
Wednesday, August 29, 2012
More Things to Consider for the To Kill a Mockingbird Test
Be sure you can identify the historical period (when the story takes place), the geographical location (where the story takes place--country, region, state, town), the cultural milieu (the surrounding culture).
Know what the title of the book means. See Chapter 10.
How is Mrs. Dubose courageous? How is Atticus courageous?
Where is there prejudice in the story? Think of examples of fear, blindness, anger, ignorance. What culture understandings and ignorance are present when the children go to church with Calpurnia? How is the jury prejudice?
Review Atticus's question of Mayella Ewell, Atticus' speech to the jury (chapter 20) and Jem's reaction to the verdict.
What is the fate of Tom Robinson, Bob Ewell, and Boo Radley.
Expect matching questions, true and false, and multiple choice.
Know what the title of the book means. See Chapter 10.
How is Mrs. Dubose courageous? How is Atticus courageous?
Where is there prejudice in the story? Think of examples of fear, blindness, anger, ignorance. What culture understandings and ignorance are present when the children go to church with Calpurnia? How is the jury prejudice?
Review Atticus's question of Mayella Ewell, Atticus' speech to the jury (chapter 20) and Jem's reaction to the verdict.
What is the fate of Tom Robinson, Bob Ewell, and Boo Radley.
Expect matching questions, true and false, and multiple choice.
Seventh/Eighth Class Period: "Blues Ain't No Mockin' Bird"--More on Character
(Wednesday, August 29 for Periods 5 & 6 and Thursday, August 30 for Periods 1, 2 & 7)
As a devotional, Mr. Stone discussed William James statement, "If you want a quality, act as if you already have it," as well as the adage, "We are what we do."
Students completed their character journal entry (R7).
They then read "Blues Ain't No Mockin' Bird" (570+) and took a quiz .
Students labeled the "Sample Character Traits" handout "L8" and on the top of an additional piece of notebook paper wrote "Second Character Journal Entry." They labeled this second entry "R8." Students were to write at least a half-a-page where they named a character trait they desire and describe the actions they would take if they had that trait.
Homework for Periods 5 & 6: Study for To Kill a Mockingbird test.
As a devotional, Mr. Stone discussed William James statement, "If you want a quality, act as if you already have it," as well as the adage, "We are what we do."
Students completed their character journal entry (R7).
They then read "Blues Ain't No Mockin' Bird" (570+) and took a quiz .
Students labeled the "Sample Character Traits" handout "L8" and on the top of an additional piece of notebook paper wrote "Second Character Journal Entry." They labeled this second entry "R8." Students were to write at least a half-a-page where they named a character trait they desire and describe the actions they would take if they had that trait.
Homework for Periods 5 & 6: Study for To Kill a Mockingbird test.
Tuesday, August 28, 2012
Sixth Period: Characterization
(Tuesday, August 28 for Periods 2, 5, & 6 and Wednesday, August 29 for Periods 1 & 7)
Mr. Stone shared a poem ("I Don't Want to Wait Until You Die")that he wrote in response to Randy Roberts' recent sermon on friendship at the Loma Linda University Church.
Quiz: "The Red-Headed League"
Mr. Stone gave notes on characterization (character, indirect characterization, direct characterization, protagonist, antagonist, hero/heroine, and villain).
The class discussed who was the protagonist(s) and antagonist(s) in the stories they have read so far.
Students were given two options for their second journal entry (R7). They could discuss whether heroes have responsibilities, or create a character.
Homework: Students should finish reading the summer reading book (To Kill a Mockingbird) and/or review for their test on August 30th.
Mr. Stone shared a poem ("I Don't Want to Wait Until You Die")that he wrote in response to Randy Roberts' recent sermon on friendship at the Loma Linda University Church.
Quiz: "The Red-Headed League"
Mr. Stone gave notes on characterization (character, indirect characterization, direct characterization, protagonist, antagonist, hero/heroine, and villain).
The class discussed who was the protagonist(s) and antagonist(s) in the stories they have read so far.
Students were given two options for their second journal entry (R7). They could discuss whether heroes have responsibilities, or create a character.
Homework: Students should finish reading the summer reading book (To Kill a Mockingbird) and/or review for their test on August 30th.
Monday, August 27, 2012
Fifth Class Period: Peanuts
(Monday, August 27 for Periods 1,2, 5, & 6 and Tuesday, August 28 for Period 7)
For a devotional, Mr. Stone discussed the lyrics of the song "They Will Know We Are Christians by Our Love" in contrast to the characters in "One Ordinary Day with Peanuts."
Quiz: "One Ordinary Day with Peanuts"
Mr. Stone discussed the current popularity of Sir Arthur Conan Doyle's hero--Sherlock Holmes. Students began reading Doyle's "The Red-Headed League" while Mr. Stone checked for completed work in the students' notebooks.
Homework: Finish reading "The Red-Headed League."
For a devotional, Mr. Stone discussed the lyrics of the song "They Will Know We Are Christians by Our Love" in contrast to the characters in "One Ordinary Day with Peanuts."
Quiz: "One Ordinary Day with Peanuts"
Mr. Stone discussed the current popularity of Sir Arthur Conan Doyle's hero--Sherlock Holmes. Students began reading Doyle's "The Red-Headed League" while Mr. Stone checked for completed work in the students' notebooks.
Homework: Finish reading "The Red-Headed League."
To Kill A Mockingbird Characters
Below are a list of characters from To Kill a Mockingbird that students should be able to identify on their test on Thursday, August 30th.
Aunt Alexandra
Atticus Finch
Boo Radley
Calpurnia
Charles Baker Harris
Dill Harris
Dolphus Raymond
Heck Tate
Jean Louise Finch
Jem Finch
John Taylor
Bob Ewell
Miss Caroline
Miss Maudie Atkinson
Mayella Ewell
Mr. Cunningham
Mrs. Dubose
Scout
Tim Johnson
Tom Robinson
Students should make sure that they have finished reading the book and reviewed the plot in preparation for the test.
Aunt Alexandra
Atticus Finch
Boo Radley
Calpurnia
Charles Baker Harris
Dill Harris
Dolphus Raymond
Heck Tate
Jean Louise Finch
Jem Finch
John Taylor
Bob Ewell
Miss Caroline
Miss Maudie Atkinson
Mayella Ewell
Mr. Cunningham
Mrs. Dubose
Scout
Tim Johnson
Tom Robinson
Students should make sure that they have finished reading the book and reviewed the plot in preparation for the test.
Thursday, August 23, 2012
Fourth Class Period: "The Interlopers" & "One Ordinary Day with Peanuts"--Conflict, Plot, and Vocabulary
(Thursday, August 23rd for Periods 5 & 6 and Friday, August 24th for Periods 1, 2, & 7)
Devotional Text and Prayer:
"22 Then Jesus said to his disciples: “Therefore I tell you, do not worry about your life, what you will eat; or about your body, what you will wear. 23 For life is more than food, and the body more than clothes. 24 Consider the ravens: They do not sow or reap, they have no storeroom or barn; yet God feeds them. And how much more valuable you are than birds!"
Luke:22-24
Quiz: Parts of a Plot
Mr. Stone re-examined the events of "The Interlopers" with students. They compared and contrasted the three major conflicts in the story and constructed a plot line for each in a different color (R3).
Mr. Stone distributed the vocabulary worksheet for "One Ordinary Day with Peanuts." He reviewed with them the spelling strategy and the vocabulary strategy of using a small-word-within-a-word.
Students chose one word from the first three vocabulary sheets and drew an illustration.
Homework: Read "One Ordinary Day with Peanuts."
Devotional Text and Prayer:
"22 Then Jesus said to his disciples: “Therefore I tell you, do not worry about your life, what you will eat; or about your body, what you will wear. 23 For life is more than food, and the body more than clothes. 24 Consider the ravens: They do not sow or reap, they have no storeroom or barn; yet God feeds them. And how much more valuable you are than birds!"
Luke:22-24
Quiz: Parts of a Plot
Mr. Stone re-examined the events of "The Interlopers" with students. They compared and contrasted the three major conflicts in the story and constructed a plot line for each in a different color (R3).
Mr. Stone distributed the vocabulary worksheet for "One Ordinary Day with Peanuts." He reviewed with them the spelling strategy and the vocabulary strategy of using a small-word-within-a-word.
Students chose one word from the first three vocabulary sheets and drew an illustration.
Homework: Read "One Ordinary Day with Peanuts."
Wednesday, August 22, 2012
Third Class Period: "The Most Dangerous Game" & "The Interlopers"--Vocabulary, Plot & Conflict
(Wednesday, August 22 for Periods 5 & 6. Thursday, August 23 for Periods 1, 2 & 7)
Devotional Text & Prayer:
"A gentle answer turns away wrath,
but a harsh word stirs up anger."
Proverbs 15:1
Quiz: "The Interlopers"
As students turned in their quizzes, they punched holes in the yellow genre sheet they received yesterday.
Mr. Stone directed the students to place the yellow genre sheet in the front of their interactive notebooks. He quickly reviewed the order of the notebook's contents (L1, R1, L2, & R3) and discussed the correct answers for the plot diagram of "The Most Dangerous Game" (R3).
Students received vocabulary worksheets (5 & 73)with selected words from "The Most Dangerous Game" and "The Interlopers." Mr. Stone noted the typical three-part construction of the vocabulary sheets: spelling strategy; roots, prefixes, suffixes, and forms of a word; using the selected vocabulary.
The students worked with Mr. Stone through Part A of both worksheets.
Students received a list of twenty-nine actions in "The Interlopers." They labeled this sheet L3. Using blue, green, and pink highlighters, students identified which of three different types of conflict each of the actions is. Some actions are involved in more than one conflict.
During the next class, the class will diagram a plot line for each of the three conflicts from this story and discuss the relationship between conflicts in a story.
Homework: Finish the two vocabulary worksheets and memorize the six major parts of the plot line. (See L2.)
Remember only one term needs to be provided when two are possible. Extra credit will be given for providing the term denouement, properly placing it on the diagram, and explaining its meaning.
Devotional Text & Prayer:
"A gentle answer turns away wrath,
but a harsh word stirs up anger."
Proverbs 15:1
Quiz: "The Interlopers"
As students turned in their quizzes, they punched holes in the yellow genre sheet they received yesterday.
Mr. Stone directed the students to place the yellow genre sheet in the front of their interactive notebooks. He quickly reviewed the order of the notebook's contents (L1, R1, L2, & R3) and discussed the correct answers for the plot diagram of "The Most Dangerous Game" (R3).
Students received vocabulary worksheets (5 & 73)with selected words from "The Most Dangerous Game" and "The Interlopers." Mr. Stone noted the typical three-part construction of the vocabulary sheets: spelling strategy; roots, prefixes, suffixes, and forms of a word; using the selected vocabulary.
The students worked with Mr. Stone through Part A of both worksheets.
Students received a list of twenty-nine actions in "The Interlopers." They labeled this sheet L3. Using blue, green, and pink highlighters, students identified which of three different types of conflict each of the actions is. Some actions are involved in more than one conflict.
During the next class, the class will diagram a plot line for each of the three conflicts from this story and discuss the relationship between conflicts in a story.
Homework: Finish the two vocabulary worksheets and memorize the six major parts of the plot line. (See L2.)
Remember only one term needs to be provided when two are possible. Extra credit will be given for providing the term denouement, properly placing it on the diagram, and explaining its meaning.
Tuesday, August 21, 2012
Day Two: Conflict & Plot
(Tuesday, August 21 for Periods 2, 5, & 6. Wednesday, August 22 for Periods 1 & 7)
"But the Lord said to Samuel, 'Do not consider his appearance or his height, for I have rejected him. The Lord does not look at the things man looks at. Man looks at the outward appearance, but the Lord looks at the heart.'"
1 Samuel 16:7
Mr. Stone reminded students that they need a one-inch view binder exclusively for English I for our interactive notebooks.
He discussed the course theme: See what you do not see. He encouraged students not to see life as a ruler--as either/or linear polarities, but rather to see life as a sea urchin--a multitude of intersecting perspectives and possibilities.
Students took notes on conflict (L1), defining conflict, internal conflict, external conflict, and types of literary conflicts.
They then wrote a conflict journal entry (R1). They were asked to imagine that they were locked in the classroom with the person/object that they despised most. They were to describe what happened after they heard the door lock and realized they were trapped.
Students received a yellow cardstock handout on elements of a short story. They took notes on plot (L2), drawing a plot diagram and labeling the location of exposition/basic situation, narrative hook/initial complication, rising action/complications, climax, falling action/denouement, and resolution.
Students then applied the plot structure concept (R2) by drawing a second plot line and identifying where ten events from "The Most Dangerous Game" should be placed on the plot diagram.
Homework: Read Saki's "The Interlopers" (304-310). Be prepared for a quiz at the beginning of the next class.
"But the Lord said to Samuel, 'Do not consider his appearance or his height, for I have rejected him. The Lord does not look at the things man looks at. Man looks at the outward appearance, but the Lord looks at the heart.'"
1 Samuel 16:7
Mr. Stone reminded students that they need a one-inch view binder exclusively for English I for our interactive notebooks.
He discussed the course theme: See what you do not see. He encouraged students not to see life as a ruler--as either/or linear polarities, but rather to see life as a sea urchin--a multitude of intersecting perspectives and possibilities.
Students took notes on conflict (L1), defining conflict, internal conflict, external conflict, and types of literary conflicts.
They then wrote a conflict journal entry (R1). They were asked to imagine that they were locked in the classroom with the person/object that they despised most. They were to describe what happened after they heard the door lock and realized they were trapped.
Students received a yellow cardstock handout on elements of a short story. They took notes on plot (L2), drawing a plot diagram and labeling the location of exposition/basic situation, narrative hook/initial complication, rising action/complications, climax, falling action/denouement, and resolution.
Students then applied the plot structure concept (R2) by drawing a second plot line and identifying where ten events from "The Most Dangerous Game" should be placed on the plot diagram.
Homework: Read Saki's "The Interlopers" (304-310). Be prepared for a quiz at the beginning of the next class.
Monday, August 20, 2012
First Day of Class: Syllabus & "The Most Dangerous Game"
(Monday, August 20 for Periods 1,2, 5, & 6. Tuesday, August 21 for Period 7)
As students entered, they selected their own seats in the room, printing their names on a sticky note for the seating chart.
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 received a hard copy of the class syllabus. Both students and parents need to review the syllabus, sign it, and return it at the beginning of the second class period. (If a parent is out of town, full credit for this assignment will be available until next Thursday, August 30th.)
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 couple of weeks.
Students need a one-inch view binder for this class. (These are the notebooks with the clear covers that allow a paper to be slipped into the front and back of the outer cover of the binder.) F.Y. I. Walmart has been selling them for under $2.
Homework: Both students and parents should read the syllabus, sign the last page, and return it to Mr. Stone at the beginning of the next class period.
As students entered, they selected their own seats in the room, printing their names on a sticky note for the seating chart.
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 received a hard copy of the class syllabus. Both students and parents need to review the syllabus, sign it, and return it at the beginning of the second class period. (If a parent is out of town, full credit for this assignment will be available until next Thursday, August 30th.)
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 couple of weeks.
Students need a one-inch view binder for this class. (These are the notebooks with the clear covers that allow a paper to be slipped into the front and back of the outer cover of the binder.) F.Y. I. Walmart has been selling them for under $2.
Homework: Both students and parents should read the syllabus, sign the last page, and return it to Mr. Stone at the beginning of the next class period.
Sunday, August 19, 2012
Welcome!
Tomorrow begins the first day of the 2012-2013 school year--the first day of high school for most of you in English I.
I look forward to meeting you and getting started. We will begin with short stories. Bring your big green literature book to class. I will let you know when you need to bring the other texts. If you don't have your book yet, you will get by with out it, but it will be better for you to have it. Consider borrowing a classmate's from another section.
As I pray for our first day together, I'm remembering Jeremiah 29:11:
"'For I know the plans I have for you,' declares the LORD, 'plans to prosper you and not to harm you, plans to give you hope and a future.'"
I'm also claiming the promise of my favorite text, Philippians 1:6:
"Being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus."
Welcome, again, to the high school of Loma Linda Academy.
I look forward to meeting you and getting started. We will begin with short stories. Bring your big green literature book to class. I will let you know when you need to bring the other texts. If you don't have your book yet, you will get by with out it, but it will be better for you to have it. Consider borrowing a classmate's from another section.
As I pray for our first day together, I'm remembering Jeremiah 29:11:
"'For I know the plans I have for you,' declares the LORD, 'plans to prosper you and not to harm you, plans to give you hope and a future.'"
I'm also claiming the promise of my favorite text, Philippians 1:6:
"Being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus."
Welcome, again, to the high school of Loma Linda Academy.
Sunday, May 20, 2012
The Final Class Periods of Spring 2012
First Class Period
At the beginning of class on Monday (Tuesday for Period 7),students should have a typed rough draft of their fourth-quarter book report. They should have the prewriting for the introduction (5-8 sentences) and the conclusion (4-5 sentences) in their journal or written out on a separate sheet of paper. [Credit will not be given for the introduction and conclusion being included in the rough draft. It needs to be PREwriting.]
In class, students will peer critique a classmate's book report. They will receive a study guide for the Romeo and Juliet test. (I decided not to post the review sheet on the blog. I will explain in class.)
Homework: Revise the fourth-quarter book report and begin studying for the Romeo and Juliet test and continue studying for the vocabulary test.
Second Class Period
The revised draft of the fourth-quarter book report will be due at the beginning of class.
Students will complete a peer edit and have the remainder of the time to study for the Romeo and Juliet test and the vocabulary test.
Homework: Complete the final draft of the fourth-quarter book report and continue studying for the comprehensive vocabulary test over the ten units of the Vocabulary Energizers book.
Third Class Period
The final draft of the fourth quarter book report will be due at the beginning of class. It must be submitted to turnitin.com as well by 10:00 p.m. Thursday.
Students will have the entire class period to study for the Romeo and Juliet test and the vocabulary Test.
Fourth Class Period
50 question multiple-choice test over Romeo and Juliet
Test Period
100 question multiple-choice test over Vocabulary Energizers (Students should have studied using flashcards provided by the teacher.)
At the beginning of class on Monday (Tuesday for Period 7),students should have a typed rough draft of their fourth-quarter book report. They should have the prewriting for the introduction (5-8 sentences) and the conclusion (4-5 sentences) in their journal or written out on a separate sheet of paper. [Credit will not be given for the introduction and conclusion being included in the rough draft. It needs to be PREwriting.]
In class, students will peer critique a classmate's book report. They will receive a study guide for the Romeo and Juliet test. (I decided not to post the review sheet on the blog. I will explain in class.)
Homework: Revise the fourth-quarter book report and begin studying for the Romeo and Juliet test and continue studying for the vocabulary test.
Second Class Period
The revised draft of the fourth-quarter book report will be due at the beginning of class.
Students will complete a peer edit and have the remainder of the time to study for the Romeo and Juliet test and the vocabulary test.
Homework: Complete the final draft of the fourth-quarter book report and continue studying for the comprehensive vocabulary test over the ten units of the Vocabulary Energizers book.
Third Class Period
The final draft of the fourth quarter book report will be due at the beginning of class. It must be submitted to turnitin.com as well by 10:00 p.m. Thursday.
Students will have the entire class period to study for the Romeo and Juliet test and the vocabulary Test.
Fourth Class Period
50 question multiple-choice test over Romeo and Juliet
Test Period
100 question multiple-choice test over Vocabulary Energizers (Students should have studied using flashcards provided by the teacher.)
Friday, May 4, 2012
Turnitin.com Submissions
Students should have their research paper submitted to Turnitin.com no later than 11:59 p.m. on Sunday. They have already had a couple days to get this done. Sunday will be the fifth or sixth day (depending on the period) that students have had to achieve this task.
Remember to print out any changes you chose to make and bring your revised draft to the first class period of next week to replace the copy you submitted earlier.
Have a great weekend!
Remember to print out any changes you chose to make and bring your revised draft to the first class period of next week to replace the copy you submitted earlier.
Have a great weekend!
Homework for May 7/8
Read the four poems found on pages 904-908. List an example of a simile, a metaphor, and personification. (These terms are defined on page 903).
Wednesday, May 2, 2012
Stanzas
Stanza Units
Stanzas are groups of lines and are typically described by the number of lines they contain.
A one-line stanza is a monostich.
A Two-line stanza is a couplet.
A three-line stanza is a tercet.
A four-line stanza is a quatrain.
A five-line stanza is a cinquain.
A six-line stanza is a sestet.
A seven-line stanza is a septet.
An eight-line stanza is an octave.
Stanzas longer than eight lines are named more directly by the number of lines, e.g. a nine-line stanza, a thirteen-line stanza, a twenty-seven line stanza, etc.
Memorize these stanza line names for a quiz.
Stanzas are groups of lines and are typically described by the number of lines they contain.
A one-line stanza is a monostich.
A Two-line stanza is a couplet.
A three-line stanza is a tercet.
A four-line stanza is a quatrain.
A five-line stanza is a cinquain.
A six-line stanza is a sestet.
A seven-line stanza is a septet.
An eight-line stanza is an octave.
Stanzas longer than eight lines are named more directly by the number of lines, e.g. a nine-line stanza, a thirteen-line stanza, a twenty-seven line stanza, etc.
Memorize these stanza line names for a quiz.
Tuesday, April 24, 2012
Forty-Ninth Class Period: In-text Citations and Works Cited Page
Mr. Stone reviewed the use of in-text parenthetical citations (Hacker 120-127)and works cited entries (Hacker127-147).
He emphasized the importance of making as clear as possible to the reader where the student writer begins and finishes using material from someone else.
Research handbook writer Diana Hacker uses the term "signal phrase" to describe the group of words that signal to a reader where the writer begins using material borrowed from another source, whether it is a "quotation, paraphrase, summary, or fact"(120). At minimum, the research paper writer should include the author's name or the title of the source when the author's name is not available. research writer might also present information about the context of the borrowed source: its title, the type of source, the nature of the surrounding content material in its original source.
The The first time a source is used in the student's research paper, they should provide information about what makes this source authoritative: the writer's profession, the name and type of source from which the material comes, etc. The information provided to the reader about the source should make he/she have more confidence in the validity of the facts, explanations, or opinions provided the source.
Whenever possible, the research paper writer will indicate the end of his/her use of another's material by placing a parenthetical citation at the end of the borrowing. The parenthetical citation will only contain the page number(s) if the author's name was was listed at the beginning of the borrowing. If the source is a web source, then no page number should be provided. No parenthetical citation is necessary for web sources if the author's last name was included in the signal phrase marking the beginning of the borrowing.
Mr. Stone reminded students that they should have minimally used two different sources in each of the paper's body paragraphs.
Mr. Stone limits the use of direct quotations to no more than one per page. At least one direct quotation should be present in the paper.
Homework: Bring your research paper as one document with a works cited page (already printed) to class. Also, bring your sources.
Remember that a minimum of five sources must be cited in the paper. Additional sources will count as extra credit.
The final draft of the research paper will be due on Monday, April 30th for periods 1, 2, 5, and 6. Period 7's papers will be due on Tuesday, May 1st.
He emphasized the importance of making as clear as possible to the reader where the student writer begins and finishes using material from someone else.
Research handbook writer Diana Hacker uses the term "signal phrase" to describe the group of words that signal to a reader where the writer begins using material borrowed from another source, whether it is a "quotation, paraphrase, summary, or fact"(120). At minimum, the research paper writer should include the author's name or the title of the source when the author's name is not available. research writer might also present information about the context of the borrowed source: its title, the type of source, the nature of the surrounding content material in its original source.
The The first time a source is used in the student's research paper, they should provide information about what makes this source authoritative: the writer's profession, the name and type of source from which the material comes, etc. The information provided to the reader about the source should make he/she have more confidence in the validity of the facts, explanations, or opinions provided the source.
Whenever possible, the research paper writer will indicate the end of his/her use of another's material by placing a parenthetical citation at the end of the borrowing. The parenthetical citation will only contain the page number(s) if the author's name was was listed at the beginning of the borrowing. If the source is a web source, then no page number should be provided. No parenthetical citation is necessary for web sources if the author's last name was included in the signal phrase marking the beginning of the borrowing.
Mr. Stone reminded students that they should have minimally used two different sources in each of the paper's body paragraphs.
Mr. Stone limits the use of direct quotations to no more than one per page. At least one direct quotation should be present in the paper.
Homework: Bring your research paper as one document with a works cited page (already printed) to class. Also, bring your sources.
Remember that a minimum of five sources must be cited in the paper. Additional sources will count as extra credit.
The final draft of the research paper will be due on Monday, April 30th for periods 1, 2, 5, and 6. Period 7's papers will be due on Tuesday, May 1st.
Thursday, April 19, 2012
Forty-Eighth Class Period: Vocabulary Energizers Chapter Six
Students wrote a story using the fifteen words of Vocabulary Energizers Chapter 6.
No homework--Long Weekend
No homework--Long Weekend
Forty-Seventh Class Period: Research Report Peer Critique
Students peer critiqued a classmate's research report.
Homework: Complete Vocabulary Energizers Chapter 6.
Homework: Complete Vocabulary Energizers Chapter 6.
Tuesday, April 17, 2012
Fourty-Sixth Class Period: Research Introduction and Conclusion
Students peer critiqued a classmate's research report.
Homework: Complete Vocabulary Energizers Chapter 6.
Homework: Complete Vocabulary Energizers Chapter 6.
Monday, April 16, 2012
Band Members
Students going on the band trip will have two class periods to make up assignments for each class period they have missed. This does not mean in-class time to complete the work; rather, it means the number of class days within they must complete and submit any missed assignments. If a band member misses two periods of English I, then they will have four days after they return to school to complete their missing work. If a band member misses three periods of English I, then they will have six days after they return to school to complete their missing work.
Forty-Fifth Class Period: Vocabulary Ch. 5 Quiz
Students had twenty minutes to review for the quiz.
After the Vocabulary Energizers Chapter 5 Quiz, Mr. Stone discussed establishing the authority of a source and including signal phrases to indicate the beginning of borrowing material.
Homework: Finish body paragraph five (and six if you have a sixth secondary question) of your research paper. Bring your thesis and all five of your body paragraphs printed out in the same document.
During the forty-sixth class period we will discuss options for a successful introduction and conclusion.
Students will draft the introduction and conclusion of their research paper for the forty-seventh class period.
During the forty-seventh class period, Mr. Stone will spend more time on the MLA format for works cited entries.
Students should bring their Vocabulary Energizer books to the forty-eighth class period.
Note: There is no school on Monday, April 23, 2012.
After the Vocabulary Energizers Chapter 5 Quiz, Mr. Stone discussed establishing the authority of a source and including signal phrases to indicate the beginning of borrowing material.
Homework: Finish body paragraph five (and six if you have a sixth secondary question) of your research paper. Bring your thesis and all five of your body paragraphs printed out in the same document.
During the forty-sixth class period we will discuss options for a successful introduction and conclusion.
Students will draft the introduction and conclusion of their research paper for the forty-seventh class period.
During the forty-seventh class period, Mr. Stone will spend more time on the MLA format for works cited entries.
Students should bring their Vocabulary Energizer books to the forty-eighth class period.
Note: There is no school on Monday, April 23, 2012.
Correction: Vocabulary Ch 5 Test
The homework for Monday, April 16th or Tuesday April 17th for Period 7th was to study for the Vocabulary Energizers Ch. 5 Quiz instead of completing the fifth paragraph of the research paper. This was announced in all of the classes, but not corrected on the blog.
Wednesday, April 11, 2012
Forty-Third & Forty-Fourth Class Periods: More on Integrating Sources into Writing & 4th Qtr Book Reading Time
All periods will have the shortened class time on Thursday, April 12th to begin reading the books they have selected for their fourth quarter book report.
On either Wednesday (Periods 5 & 6) or Friday (Periods 1, 2, & 7), Mr. Stone will present a series of suggestions of books for students to read. He will continue to discuss how to integrate source material with a student's writing, including how to set up a quotation, the use of ellipsis points, and brackets.
Mr. Stone informed students that they need to include at least one direct quotation in their report and no more than one direct quotation per page of their current assignment.
Homework for Periods 5 & 6 for Thursday: Bring book report book to class.
Homework for Periods 1, 2, & 7 for Thursday/Friday: Complete body paragraphs three and four.
Homework for Periods 1, 2, 5, & 6 for Monday: Complete body paragraph five (and six if you have chosen to discuss an extra secondary question).
Homework for Period 7 for Tuesday: Complete body paragraph five (and six if you have chosen to discuss an extra secondary question).
On either Wednesday (Periods 5 & 6) or Friday (Periods 1, 2, & 7), Mr. Stone will present a series of suggestions of books for students to read. He will continue to discuss how to integrate source material with a student's writing, including how to set up a quotation, the use of ellipsis points, and brackets.
Mr. Stone informed students that they need to include at least one direct quotation in their report and no more than one direct quotation per page of their current assignment.
Homework for Periods 5 & 6 for Thursday: Bring book report book to class.
Homework for Periods 1, 2, & 7 for Thursday/Friday: Complete body paragraphs three and four.
Homework for Periods 1, 2, 5, & 6 for Monday: Complete body paragraph five (and six if you have chosen to discuss an extra secondary question).
Homework for Period 7 for Tuesday: Complete body paragraph five (and six if you have chosen to discuss an extra secondary question).
Tuesday, April 10, 2012
Forty-Third Class Period: Avoiding Plaigiarism
Mr. Stone discussed how to avoid Plaigiarism/how to document sources in the MLA format.
Chapter 5 of Vocabulary Energizers was corrected in class. Mr. Stone checked for the completion of each student's thesis and first two body paragraphs.
Homework: Type out a rough draft of two more body paragraphs for your research paper.
Note: Bring the book you are choosing to read for your fourth quarter book report to class on Thursday.
Chapter 5 of Vocabulary Energizers was corrected in class. Mr. Stone checked for the completion of each student's thesis and first two body paragraphs.
Homework: Type out a rough draft of two more body paragraphs for your research paper.
Note: Bring the book you are choosing to read for your fourth quarter book report to class on Thursday.
Monday, April 9, 2012
Forty-Second Class Period: Drafting Research Paper & 3rd Quarter Grades
Students submitted Vocabulary Energizers Chapter 5.
Mr. Stone gave an introductory lecture on drafting an expository research report.
Your paper will have a minimum of seven paragraphs. You will begin tonight by writing your thesis and the first two body paragraphs of your paper.
Introduction
* Make the general answer to your primary research question your thesis statement.
(Remember that you are writing an expository paper, not a persuasive paper. Your paper's thesis will not express an opinion; rather, it will express a general answer to your primary research question in one declarative sentence.
*Start with just your thesis.
*Write the rest of your introduction once you have finished writing the rest of your paper (days from now).
Body Paragraphs
*Follow your outline.
*Feel free to make adjustments to your outline as you draft.
*Use a ratio of two sentences of concrete details (CDs) to one sentence of commentary (CM): 2CDs:1CM. We will refer to this combination of concrete details and commentary as a chunk.
*Include three "chunks" in each body paragraph.
Body Paragraph Pattern
TS (topic sentence)
CD
CD
CM
CD
CM
CD
CM
CD
CD
CS (closing sentence)/TrS (transitional sentence)
Commentary in this expository paper is not like the commentary in a persuasive paper, such as your book reviews. The commentary in your book reviews expressed your interpretation/analysis of the book. The commentary in your factual report clarifies the meaning of the concrete details and their connection(s) to the paragraph's topic sentence and other concrete details.
Be sure to provide your readers with worthwhile content. Make your concrete details as specific as possible.
Students received a printout of their third quarter grade.
Homework: Type out your thesis and two body paragraphs of your research report.
Mr. Stone gave an introductory lecture on drafting an expository research report.
Your paper will have a minimum of seven paragraphs. You will begin tonight by writing your thesis and the first two body paragraphs of your paper.
Introduction
* Make the general answer to your primary research question your thesis statement.
(Remember that you are writing an expository paper, not a persuasive paper. Your paper's thesis will not express an opinion; rather, it will express a general answer to your primary research question in one declarative sentence.
*Start with just your thesis.
*Write the rest of your introduction once you have finished writing the rest of your paper (days from now).
Body Paragraphs
*Follow your outline.
*Feel free to make adjustments to your outline as you draft.
*Use a ratio of two sentences of concrete details (CDs) to one sentence of commentary (CM): 2CDs:1CM. We will refer to this combination of concrete details and commentary as a chunk.
*Include three "chunks" in each body paragraph.
Body Paragraph Pattern
TS (topic sentence)
CD
CD
CM
CD
CM
CD
CM
CD
CD
CS (closing sentence)/TrS (transitional sentence)
Commentary in this expository paper is not like the commentary in a persuasive paper, such as your book reviews. The commentary in your book reviews expressed your interpretation/analysis of the book. The commentary in your factual report clarifies the meaning of the concrete details and their connection(s) to the paragraph's topic sentence and other concrete details.
Be sure to provide your readers with worthwhile content. Make your concrete details as specific as possible.
Students received a printout of their third quarter grade.
Homework: Type out your thesis and two body paragraphs of your research report.
Forty-First Class Period: Vocabulary Energizers Chapter 5
Students were given time to revise their haiku and cinquain after they received feedback from Mr. Stone. Students began completing the exercises for Vocabulary Energizers Chapter 5.
Homework: Complete Vocabulary Energizers Chapter 5.
Homework: Complete Vocabulary Energizers Chapter 5.
Fortieth Class Period: Theatercraft Test
Students took a multiple-choice test over the Theatercraft video.
Mr. Stone reviewed the conventions of haiku and cinquain.
Homework: Prepare your own typed haiku and cinquain on separate papers.
Mr. Stone reviewed the conventions of haiku and cinquain.
Homework: Prepare your own typed haiku and cinquain on separate papers.
Thirty-Ninth Class Period: Introduction to Haiku and Cinquain
Students took a pop quiz over the previous day's video.
They received handouts about haiku and cinquain. Students worked in small groups on a corporately written cinquain.
Homework: Finish reviewing for the Theatercraft test.
They received handouts about haiku and cinquain. Students worked in small groups on a corporately written cinquain.
Homework: Finish reviewing for the Theatercraft test.
Thirty-Eighth Class Period: Theatercraft Video
Students viewed the Theatercraft video and began completing a test review over the video.
Homework: Finish test review if not finished in class and begin studying for the Theatercraft Test which will be given in two class periods.
Homework: Finish test review if not finished in class and begin studying for the Theatercraft Test which will be given in two class periods.
Thursday, March 22, 2012
Thirty-Seventh Class Period: Chapter 4 Vocabulary Quiz & Rough Draft of Research Paper Outline
Students have fifteen minutes to study at the beginning of class including time to review previous week's graded quiz.
Students take Chapter 4 Vocabulary Energizers quiz.
Students complete a rough outline of their research paper using previously organized note cards.
No Homework: Spring Break!
Students take Chapter 4 Vocabulary Energizers quiz.
Students complete a rough outline of their research paper using previously organized note cards.
No Homework: Spring Break!
Wednesday, March 21, 2012
Thirty-Sixth Class Period: Organizing Note Cards
Students submitted note cards twenty-six to forty at the beginning of class.
Mr. Stone wrote instructions for organizing their note cards on the board.
Once you have finished your forty minimum note cards, complete the following steps:
Divide the cards into stacks by using your secondary/subtopic questions' keywords.
Organize each secondary/subtopic stack and separately rubberband each stack.
Check to make sure you have a diversity of sources used in each stack (two minimum, preferably three or more). Each stack will likely become a paragraph in your small paper (three to five pages).
Consider whether you have enough material--Does your material adequately answer your primary question?
Consider whether your five (or more) secondary questions fully/adequately answer your primary question.
Take more notes as needed.
Discard irrelevant notes. (I would not actually throw them out yet.)
Write a rough draft of an outline.
Homework: Review for tomorrow's quiz over Vocabulary Energizers chapters one to four.
Mr. Stone wrote instructions for organizing their note cards on the board.
Once you have finished your forty minimum note cards, complete the following steps:
Divide the cards into stacks by using your secondary/subtopic questions' keywords.
Organize each secondary/subtopic stack and separately rubberband each stack.
Check to make sure you have a diversity of sources used in each stack (two minimum, preferably three or more). Each stack will likely become a paragraph in your small paper (three to five pages).
Consider whether you have enough material--Does your material adequately answer your primary question?
Consider whether your five (or more) secondary questions fully/adequately answer your primary question.
Take more notes as needed.
Discard irrelevant notes. (I would not actually throw them out yet.)
Write a rough draft of an outline.
Homework: Review for tomorrow's quiz over Vocabulary Energizers chapters one to four.
Thirty-Fifth Class Period: Note Cards 11-25
Students submitted note cards one to twenty-five at the beginning of class.
They had class time to work on completing note cards twenty-six to forty.
Homework: Complete note cards twenty-six to forty.
They had class time to work on completing note cards twenty-six to forty.
Homework: Complete note cards twenty-six to forty.
Monday, March 19, 2012
Thirty-Fourth Class Period: More Note Cards
Students submitted Vocabulary Energizers Chapter 4 at the beginning of class. There are fifteen new words to learn this week:
odyssey
protean
fiasco
idiosyncrasy
quintessence
rankle
decimate
narcissism
incumbent
succumb
malady
malice
malinger
malefactor
malpractice
Students had class time to continue researching and writing note cards.
Homework: Finish note cards 11-25 to submit at the beginning of the next class period.
odyssey
protean
fiasco
idiosyncrasy
quintessence
rankle
decimate
narcissism
incumbent
succumb
malady
malice
malinger
malefactor
malpractice
Students had class time to continue researching and writing note cards.
Homework: Finish note cards 11-25 to submit at the beginning of the next class period.
Thursday, March 15, 2012
Thirty-Third Class Period: Chapter 3 Vocabulary Energizer Quiz
Students had fifteen minutes to review their last graded vocabulary quiz and their vocabulary books. After they took the quiz, which included all fifteen of the words from the current chapter and five selected words from the two previous chapter, they began work on Chapter 4 of Vocabulary Energizers.
Homework: Finish Chapter 4 of Vocabulary Energizers.
Note: Note cards 11-25 are due at the beginning of the second class period of next week.
Homework: Finish Chapter 4 of Vocabulary Energizers.
Note: Note cards 11-25 are due at the beginning of the second class period of next week.
Wednesday, March 14, 2012
Thirty-Second Class Period: First Ten Note Cards Due
Students submitted their first ten note cards for approval. They continued taking notes.
Homework: Study for Quiz over Vocabulary Energizers, Chapter 3. (Remember words from the previous chapters may be included.)
Note cards 11-25 are due at the beginning of the second class next week. The final fifteen are due at the end of third class next week.
Homework: Study for Quiz over Vocabulary Energizers, Chapter 3. (Remember words from the previous chapters may be included.)
Note cards 11-25 are due at the beginning of the second class next week. The final fifteen are due at the end of third class next week.
Tuesday, March 13, 2012
Thirty-First Class Period: Note Taking
Students worked on writing their first ten note cards for their research papers.
Mr. Stone began checking bibliography cards and research "bubble" sheets/research pre-writing questions. (Students should have a key word underlined for each subsidiary/secondary-level question.)
Homework: Finish the first ten note cards.
Mr. Stone began checking bibliography cards and research "bubble" sheets/research pre-writing questions. (Students should have a key word underlined for each subsidiary/secondary-level question.)
Homework: Finish the first ten note cards.
Monday, March 12, 2012
Thirtieth Class Period: Introduction to Note-taking
Mr. Stone collected Chapter 3 of Vocabulary Energizers. (Students books will be returned tomorrow) Students should review the definitions for this weeks words (Making flash cards is an excellent way to study.):
mesmerize
martial
erotic
cupidity
philistine
catholic
jeopardize
precarious
foible
forte
apathetic
empathize
antipathy
pathos
psychopath
Students took notes on what to put on a note card. Mr. Stone distinguished between a paraphrase, a summary, and a quotation.
Homework: Students should finish their prewriting topic bubble sheet and underline the key word they have selected to represent each of the subtopics presented in their secondary level questions. Next period, students need to bring all of their sources to class and their last five bibliographic cards.
mesmerize
martial
erotic
cupidity
philistine
catholic
jeopardize
precarious
foible
forte
apathetic
empathize
antipathy
pathos
psychopath
Students took notes on what to put on a note card. Mr. Stone distinguished between a paraphrase, a summary, and a quotation.
Homework: Students should finish their prewriting topic bubble sheet and underline the key word they have selected to represent each of the subtopics presented in their secondary level questions. Next period, students need to bring all of their sources to class and their last five bibliographic cards.
Thursday, March 8, 2012
Twenty-Ninth Class Period: Ch. 2 Vocabulary Energizers Quiz
Mr. Stone will review the last test with students and allow them ten minutes of additional study time if their behavior merits it.
Quiz: Vocabulary Energizers Chapter 2
The pronunciation of the words for Chapter 3 will be practiced. Students will have time to work on completing the practice exercises for Chapter 3.
Homework: Complete Chapter 3 of Vocabulary Energizers.
Note: The final five bibliographic cards for the research paper are due at the beginning of the second class period next week (Tuesday/Wednesday depending on which class).
Quiz: Vocabulary Energizers Chapter 2
The pronunciation of the words for Chapter 3 will be practiced. Students will have time to work on completing the practice exercises for Chapter 3.
Homework: Complete Chapter 3 of Vocabulary Energizers.
Note: The final five bibliographic cards for the research paper are due at the beginning of the second class period next week (Tuesday/Wednesday depending on which class).
Twenty-Eighth Class Period: Final Day of Library Research
Students submitted there first five bibliographic cards for their research paper. They continued to research for five additional sources in the library.
Homework: Study for the Vocabulary Energizers Chapter 2 Quiz.
Homework: Study for the Vocabulary Energizers Chapter 2 Quiz.
Tuesday, March 6, 2012
Twenty-Seventh Class Period: Library Research
Students showed their first source to Mr. Stone. They received five note cards to complete bibliographic cards for their first five sources. Students were directed to use their copy of Diana Hacker's Pocket Style Manual for MLA bibliographic format instructions. Mr. Stone suggested consulting Purdue University's Online Writing Lab (OWL) if they did not have access to their Pocket Style Manual.
Homework: Finish locating five sources and writing a bibliographic card for each. (Note the source shown Mr. Stone today counts as one of the five.)
Homework: Finish locating five sources and writing a bibliographic card for each. (Note the source shown Mr. Stone today counts as one of the five.)
Twenty-Sixth Class Period: Introduction to the LLA Library
Mrs. Anjejo, LLA's 7-12 librarian, gave introductory lecture to students reviewing the Dewey Decimal System and the three major types of sources in the LLA 7-12 Library: books, periodicals, Internet databases. Comparing the need for a call number for a book to the need for an address to locate an unfamiliar house, she emphasized the importance of using the online catalog, writing down the call number of a chosen book, and then finding it on the shelf.
Mr. Stone explained the details for completing the research topic "bubble sheet," emphasizing the limitations of search engines by comparing them to the literal-mindedness of Kindergartners and first-graders. Students are to complete the sheet which requires search term variations.
Students need to find a minimum of ten sources for their research paper. At least one of the sources, must be a book.
Homework: Locate at least one source and bring the source/a printout/photocopy to class.
Mr. Stone explained the details for completing the research topic "bubble sheet," emphasizing the limitations of search engines by comparing them to the literal-mindedness of Kindergartners and first-graders. Students are to complete the sheet which requires search term variations.
Students need to find a minimum of ten sources for their research paper. At least one of the sources, must be a book.
Homework: Locate at least one source and bring the source/a printout/photocopy to class.
Thursday, March 1, 2012
Twenty-Fifth Class Period: Chapter 1 Vocabulary Quiz
Students completed the Chapter 1 vocabulary quiz and began working on Chapter 2. Mr. Stone corrected Chapter 1 and went over the pronunciation of the words in Chapter 2.
Homework: Finish Chapter 2 of Vocabulary Energizers.
Note: Class will meet in the library for the first three periods of next week.
Homework: Finish Chapter 2 of Vocabulary Energizers.
Note: Class will meet in the library for the first three periods of next week.
Twenty-Fourth Class Period: Writing Revealing Sentences
Students submitted the final draft of their description of a political cartoon.
Mr. Stone used a handout from eHow to explain who write "revealing" sentences to show the meaning of a vocabulary word. He advocated the tip from the site using the five W's: Who, What, When, Where, and Why. He noted how the example from the site failed to include all these; thus, the sentence did not fully reveal the vocabulary word's meaning.
Students had time to work on Chapter 1 of Vocabulary Engergizers and to make any final adjustments to their description papers before submitting them.
Homework: Finish Chapter 1 of Vocabulary Engerigzers.
Mr. Stone used a handout from eHow to explain who write "revealing" sentences to show the meaning of a vocabulary word. He advocated the tip from the site using the five W's: Who, What, When, Where, and Why. He noted how the example from the site failed to include all these; thus, the sentence did not fully reveal the vocabulary word's meaning.
Students had time to work on Chapter 1 of Vocabulary Engergizers and to make any final adjustments to their description papers before submitting them.
Homework: Finish Chapter 1 of Vocabulary Engerigzers.
Wednesday, February 29, 2012
Twenty-Third Class Period: Peer Edit of Political Cartoon Description
Using a peer-editing check sheet, students edited a classmate's description of a political cartoon.
NOTE: Mr. Stone has changed his mind. He does NOT want to receive the final draft of the political cartoon description as an actual e-mail. He DOES WANT the political cartoon description submitted in MLA format. Students should take what would have been the subject line of their e-mail and make it the paper's title. (Remember a good title typically includes the subject and the viewpoint.)
Students should keep the salutation, body, and closing as would be done in a letter/e-mail. They should be careful to make sure that the entire paper is double-spaced.
MLA Bibliographic Form for a Cartoon
Cartoonist's last name, First name. "Title of Cartoon If Present." Cartoon. Name of Newspaper. Day of Month Month Year: Section and Page Number. Print.
Sample:
Sutton, Ward. "Why Wait 'til November?" Cartoon. Village Voice. 7 July 2009: A6. Print.
Students were to pick up the three research handouts from the round table at the back of the classroom and read them.
Homework: Complete final draft of the description of a poltical cartoon and bring all drafts and peer critiques with you to class.
NOTE: Mr. Stone has changed his mind. He does NOT want to receive the final draft of the political cartoon description as an actual e-mail. He DOES WANT the political cartoon description submitted in MLA format. Students should take what would have been the subject line of their e-mail and make it the paper's title. (Remember a good title typically includes the subject and the viewpoint.)
Students should keep the salutation, body, and closing as would be done in a letter/e-mail. They should be careful to make sure that the entire paper is double-spaced.
MLA Bibliographic Form for a Cartoon
Cartoonist's last name, First name. "Title of Cartoon If Present." Cartoon. Name of Newspaper. Day of Month Month Year: Section and Page Number. Print.
Sample:
Sutton, Ward. "Why Wait 'til November?" Cartoon. Village Voice. 7 July 2009: A6. Print.
Students were to pick up the three research handouts from the round table at the back of the classroom and read them.
Homework: Complete final draft of the description of a poltical cartoon and bring all drafts and peer critiques with you to class.
Monday, February 27, 2012
Twenty-Second Class Period: Third Quarter Book Report Peer Edit
Mr. Stone shared a humorous anecdote about the literalness of children as a devotional thought and lead into considering the importance of making sure our words are well-chosen and clear for our readers.
Students used a peer-editing check sheet to assist them in editing a classmate's book report.
Homework: Make final revisions to your third quarter book report. Bring the final draft of your book report to class tomorrow. Make sure you also bring the revised draft of your political cartoon that you should have completed last week to class tomorrow for a peer edit.
Students should be bringing their copy of Diana Hacker's Pocket Style Manual (5th edition) to class every day until further notice.
Chapter 1 of the Vocabulary Energizer book is due at the beginning of the last class period of this week (Thursday/Friday depending on your period).
Students used a peer-editing check sheet to assist them in editing a classmate's book report.
Homework: Make final revisions to your third quarter book report. Bring the final draft of your book report to class tomorrow. Make sure you also bring the revised draft of your political cartoon that you should have completed last week to class tomorrow for a peer edit.
Students should be bringing their copy of Diana Hacker's Pocket Style Manual (5th edition) to class every day until further notice.
Chapter 1 of the Vocabulary Energizer book is due at the beginning of the last class period of this week (Thursday/Friday depending on your period).
Friday, February 24, 2012
Twenty-First Class Period: Peer Critique of 3rd Qtr Book Report
Mr. Stone checked for the completion of the students eight prewriting journal entries for the third-quarter book report. He also checked for the completion of a typed rough-draft of the book review. Students needed to have a minimum of seven paragraphs in their review.
Students completed a peer critique of a partner's paper in class.
Students began working on Chapter 1 of the Vocabulary Engergizers book. Their test will be the last period of this class next week (either Thursday/Friday).
Homework: Complete a revised draft of the book report. Bring also the revised draft of your description e-mail to class and your copy of A Pocket Style Manual, Fifth Edition, by Diana Hacker.
Students completed a peer critique of a partner's paper in class.
Students began working on Chapter 1 of the Vocabulary Engergizers book. Their test will be the last period of this class next week (either Thursday/Friday).
Homework: Complete a revised draft of the book report. Bring also the revised draft of your description e-mail to class and your copy of A Pocket Style Manual, Fifth Edition, by Diana Hacker.
Wednesday, February 22, 2012
Twentieth Class Period: More Prewriting Time
Students had class time to finish the prewriting for their third quarter book report. They had an opportunity to review their graded second quarter book report. They received a copy of the book report peer critique sheet and an MLA style sheet.
Homework: Complete a typed rough-draft of the book report including an introduction, one-to-two paragraphs of plot summary, three-to-five paragraphs of analysis, a conclusion, and a work cited page.
Homework: Complete a typed rough-draft of the book report including an introduction, one-to-two paragraphs of plot summary, three-to-five paragraphs of analysis, a conclusion, and a work cited page.
Nineteenth Class Period: Third Quarter Book Report Prewriting
Students were given class time to work on the prewriting for their third-quarter book report.
Homework: Continue working on prewriting in journal.
Homework: Continue working on prewriting in journal.
Thursday, February 16, 2012
Eighteenth Class Period: Note Taking & Housekeeping
Mr. Stone reviewed some common format information for note-taking and had students copy notes on description from the board.
Students received their third-quarter grade reports. Students passed back papers and had the opportunity to verify the accuracy of their grade report.
Mr. Stone checked for the completion of the students' peer critique and revised draft of their e-mail describing a political cartoon for an imaginary visually-impaired friend.
If students have finished reading their third quarter book report book, then they have no homework over the long weekend. If any have not finished reading his/her book, then he/she should finish reading it before class on Tuesday.
Students received their third-quarter grade reports. Students passed back papers and had the opportunity to verify the accuracy of their grade report.
Mr. Stone checked for the completion of the students' peer critique and revised draft of their e-mail describing a political cartoon for an imaginary visually-impaired friend.
If students have finished reading their third quarter book report book, then they have no homework over the long weekend. If any have not finished reading his/her book, then he/she should finish reading it before class on Tuesday.
Wednesday, February 15, 2012
Seventeenth Class Period: Description Peer Critique
Mr. Stone reviewed the three most common description techniques: naming, detailing, and comparing. He also gave notes on the difference between objective and subjective description, types of sensory details, and guidelines for description.
Students peer-critiqued a classmate's describing-a-political-cartoon-to-an-imaginary-visually-impaired-friend paper (See the link-list "Description" to the right for a link to the peer critique sheet.
Homework: Complete revisions of the describing-a-political-cartoon-to-an-imaginary-visually-impaired-friend paper. Bring revised draft to class tomorrow.
Students peer-critiqued a classmate's describing-a-political-cartoon-to-an-imaginary-visually-impaired-friend paper (See the link-list "Description" to the right for a link to the peer critique sheet.
Homework: Complete revisions of the describing-a-political-cartoon-to-an-imaginary-visually-impaired-friend paper. Bring revised draft to class tomorrow.
Tuesday, February 14, 2012
Sixteenth Class: Nonfiction Test Part Two
Students took part two of the nonfiction unit test.
After the test, students wrote in their journal in response to the following prompt: Valentine's Day is ___________________. They were to fill one page/minimum of 25 lines in their journals.
Homework: Finish journal entry if not completed in class. Spend time reading book report book and/or if finished reading your book report book, work on the eight prewriting entries for the next book report as done for the last book report if you would like to work ahead.
After the test, students wrote in their journal in response to the following prompt: Valentine's Day is ___________________. They were to fill one page/minimum of 25 lines in their journals.
Homework: Finish journal entry if not completed in class. Spend time reading book report book and/or if finished reading your book report book, work on the eight prewriting entries for the next book report as done for the last book report if you would like to work ahead.
Monday, February 13, 2012
Career Writing
For the career writing question of the nonfiction test, students will be asked to identify the career of one of their parents or guardians and list at least the two most common types of writing they do for their job: business letters, charting, e-mails, blogging, PowerPoint scripts, business proposals, menus, shopping lists, etc.
Fifteenth Class: Grammar Review
Mr. Stone listed again the sections of part two of the nonfiction unit test:
Section one: subject verb agreement
Section two: verb tense consistency
Section three: distinguishing between nonstandard and standard English
Section four: classifying common nonfiction genres (graphic organizer)
Section five: career writing
Section six: identifying quotations
Students completed three exercises in class to review the grammar concepts on the first three sections of the test. Mr. Stone went over the answers to the exercises at the end of the period.
While students were working on their grammar exercises, Mr. Stone checked for completion of the political cartoon journal entry, the describing a political cartoon pre-writing journal entry (naming, detailing, and comparing), and the typed rough draft of the describing a political cartoon e-mail.
Homework: Study for part two of the nonfiction test for tomorrow.
Section one: subject verb agreement
Section two: verb tense consistency
Section three: distinguishing between nonstandard and standard English
Section four: classifying common nonfiction genres (graphic organizer)
Section five: career writing
Section six: identifying quotations
Students completed three exercises in class to review the grammar concepts on the first three sections of the test. Mr. Stone went over the answers to the exercises at the end of the period.
While students were working on their grammar exercises, Mr. Stone checked for completion of the political cartoon journal entry, the describing a political cartoon pre-writing journal entry (naming, detailing, and comparing), and the typed rough draft of the describing a political cartoon e-mail.
Homework: Study for part two of the nonfiction test for tomorrow.
Thursday, February 9, 2012
Fourteenth Class Period: Highlighting and Reading
Mr. Stone reviewed the expectations for the two political cartoon journal entries.
The first entry should be titled "Political Cartoon" and contain the name of the newspaper, its publication date, the section letter and page number where the cartoon was located, and the actual cartoon pasted to the page.
The second entry should be titled "Political Cartoon Prewriting." This page should be fully filled with a description of the cartoon. Students should highlight their use of the three primary description techniques: naming, detailing, and comparing. The names used to describe the people, places, things, ideas, and actions found in the cartoon should be highlighted blue. The adjectives and adverbs that provide details about these items should be highlighted yellow. The similes and metaphors used should be highlighted orange.
Mr. Stone checked to see if students brought their book report book to class.
Homework: Type a rough draft of your description of your political cartoon for your imaginary visually-impaired friend. Use the drafting directions found to the right on this blog under the heading description.
The first entry should be titled "Political Cartoon" and contain the name of the newspaper, its publication date, the section letter and page number where the cartoon was located, and the actual cartoon pasted to the page.
The second entry should be titled "Political Cartoon Prewriting." This page should be fully filled with a description of the cartoon. Students should highlight their use of the three primary description techniques: naming, detailing, and comparing. The names used to describe the people, places, things, ideas, and actions found in the cartoon should be highlighted blue. The adjectives and adverbs that provide details about these items should be highlighted yellow. The similes and metaphors used should be highlighted orange.
Mr. Stone checked to see if students brought their book report book to class.
Homework: Type a rough draft of your description of your political cartoon for your imaginary visually-impaired friend. Use the drafting directions found to the right on this blog under the heading description.
Thirteenth Class Period: Nonfiction Test Part One
Students took part one of the nonfiction test.
After the test students had time to read their book report book, work some more on their describing a political cartoon prewriting, or begin prewriting journal entries for their third quarter book report.
No homework was assigned for the next class period; however, students would be wise to be studying for part two of the nonfiction test.
After the test students had time to read their book report book, work some more on their describing a political cartoon prewriting, or begin prewriting journal entries for their third quarter book report.
No homework was assigned for the next class period; however, students would be wise to be studying for part two of the nonfiction test.
Tuesday, February 7, 2012
Part Two of Nonfiction Test Delayed
To allow a little more time for instruction and review, Mr. Stone has decided to postpone part two of the nonfiction test (identifying quotes from nonfiction texts read for class, subject-verb agreement, consistent verb tense, formal/standard English versus informal/nonstandard English, classifying nonfiction genres.)
In particular, Mr. Stone would like to give some more time to classifying nonfiction genres.
Periods two, five, and six will take part two of the nonfiction test on Tuesday, February 14th. Periods one and seven will take part two of the nonfiction test on Wednesday, February 15th.
In particular, Mr. Stone would like to give some more time to classifying nonfiction genres.
Periods two, five, and six will take part two of the nonfiction test on Tuesday, February 14th. Periods one and seven will take part two of the nonfiction test on Wednesday, February 15th.
Twelfth Class Period: Description Prewriting & Test Review
Students were given time to write one page of description of the political cartoon they cut the previous period from a newspaper. They were to use naming, detailing, and comparing. Over the upcoming weekend, students will write their descriptions in an e-mail to an imagined blind friend, describing the cartoon and its humor. (Students will not send the rough draft of their e-mail to anyone. The final draft of their e-mail will be sent to Mr. Stone: dstone@lla.org.)
Mr. Stone described again how the upcoming test will be divided between two days. The first day's portion will include author-title, title-genre, literary terms, and vocabulary. The second day's portion will include identifying quotations, grammar (subject-verb agreement, consistent verb tense, and standard/formal English and nonstandard/informal English), and classifying genres of nonfiction.
Mr. Stone discussed the classification of nonfiction genres using a graphic organizer on the front whiteboard of the classroom. A revised copy of this graphic organizer will be posted on this blog for students to use for review.
Homework: Study for part one of the nonfiction test.
Mr. Stone described again how the upcoming test will be divided between two days. The first day's portion will include author-title, title-genre, literary terms, and vocabulary. The second day's portion will include identifying quotations, grammar (subject-verb agreement, consistent verb tense, and standard/formal English and nonstandard/informal English), and classifying genres of nonfiction.
Mr. Stone discussed the classification of nonfiction genres using a graphic organizer on the front whiteboard of the classroom. A revised copy of this graphic organizer will be posted on this blog for students to use for review.
Homework: Study for part one of the nonfiction test.
Eleventh Class Period: Description Techniques & Political Cartoons
Mr. Stone gave each student a newspaper and pointed out the typical location of political cartoons on the opinion/editorial/op-ed page usually located near the back of the first section of most daily American newspapers.
Students were directed to label a new page in their journals: "Political Cartoon." Before cutting out a political cartoon from their newspapers, they were instructed to write down the name of the newspaper they received (New York Times, Los Angeles Times, Press Enterprise, The Sun, or USA Today), the publication date, and the section and page number where the cartoon was located.
After cutting out the cartoon, they were to paste it in their journal.
Mr. Stone described the three most common techniques of description: naming, detailing, and comparing.
Homework: Read "In These Girls, Hope Is a Muscle," a book review by Steve Gietschier (715-716).
Students were directed to label a new page in their journals: "Political Cartoon." Before cutting out a political cartoon from their newspapers, they were instructed to write down the name of the newspaper they received (New York Times, Los Angeles Times, Press Enterprise, The Sun, or USA Today), the publication date, and the section and page number where the cartoon was located.
After cutting out the cartoon, they were to paste it in their journal.
Mr. Stone described the three most common techniques of description: naming, detailing, and comparing.
Homework: Read "In These Girls, Hope Is a Muscle," a book review by Steve Gietschier (715-716).
Thursday, February 2, 2012
Tenth Class Period: Grammar
Mr. Stone collected reading strategy worksheet 167 (Finding Writer's Main Points and Support), literary analysis worksheet 164 (essay), and literary analysis worksheet 168 (biographical and autobiographical writing)at the beginning of the period. He reviewed the key concepts for subject-verb agreement, consistent verb tenses, and the differences between standard and nonstandard English.
Students worked with classmates to complete four grammar skills worksheets: 158 Subject-Verb Agreement, 162 Consistency of Verbs, 166 Subject-Verb Agreement:Confusing Subjects, and 170 Varieties of English: Standard, Nonstandard.
All four worksheets were collected before class was over.
Homework: Read "Earhart Redux" (711-714).
Students worked with classmates to complete four grammar skills worksheets: 158 Subject-Verb Agreement, 162 Consistency of Verbs, 166 Subject-Verb Agreement:Confusing Subjects, and 170 Varieties of English: Standard, Nonstandard.
All four worksheets were collected before class was over.
Homework: Read "Earhart Redux" (711-714).
Wednesday, February 1, 2012
Ninth Class Period: Analyzing Nonfiction
Mr. Stone described the common ways nonfiction is divided. He defined essay, formal essay, informal essay, narrative easy, persuasive essay, reflective essay, biographical and autobiographical writing. He pointed out to students the relationship between the students expository writing assignments and the terms under discussion, including main point and supporting details.
Students began working with class mates to complete reading strategy worksheet 167 (Finding Writer's Main Points and Support), literary analysis worksheet 164 (essay), and literary analysis worksheet 168 (biographical and autobiographical writing).
Mr. Stone announced the nonfiction unit test will be given over the last two class periods of each section next week.
Homework: Finish the three worksheets began in class.
Students began working with class mates to complete reading strategy worksheet 167 (Finding Writer's Main Points and Support), literary analysis worksheet 164 (essay), and literary analysis worksheet 168 (biographical and autobiographical writing).
Mr. Stone announced the nonfiction unit test will be given over the last two class periods of each section next week.
Homework: Finish the three worksheets began in class.
Tuesday, January 31, 2012
Eighth Class Period: Identifying Elements of a Persuasive Essay
Students turned in vocabulary worksheet 169 ("Understanding Comics")and reading strategy worksheet 171 (Using Visuals as a Key to Meaning) at the beginning of class.
Mr. Stone explained logical appeals (specific to general and general to specific), appeals to emotion (using positive or negatively charged words), opinions supported by reasons and evidence, examples, facts, statistics,anecdotes, expert opinions, and opposing positions.
Students worked in groups to identify examples of each of these characteristics of a persuasive essay and to explain how it was accomplished in the Scott McCloud's visual essay, "Understanding Comics" (696-704). They recorded their examples on a table (literary analysis worksheet 172).
No homework was assigned.
Mr. Stone explained logical appeals (specific to general and general to specific), appeals to emotion (using positive or negatively charged words), opinions supported by reasons and evidence, examples, facts, statistics,anecdotes, expert opinions, and opposing positions.
Students worked in groups to identify examples of each of these characteristics of a persuasive essay and to explain how it was accomplished in the Scott McCloud's visual essay, "Understanding Comics" (696-704). They recorded their examples on a table (literary analysis worksheet 172).
No homework was assigned.
Monday, January 30, 2012
Seventh Class Period: Visual Essay (Graphic Essay)
Due to the time constraints of the shortened class schedule, Mr. Stone skipped the quiz for today.
He shared numerous examples of graphic/visual literature with the class: Art Spiegelman's Maus, Marjane Satrapi's Persepolis, Scott Chantler's Two Generals, and Harvey Pekar and Joyce Brabner's Our Cancer Year.
Mr. Stone went over the spelling strategy for roots ending in a double-consonant, the meaning of several words containing the root -stat-, and selected vocabulary from an excerpt from Scott McCloud's Understanding Comics: The Invisible Art (vocabulary worksheet 169).
Mr. Stone also discussed how to use visuals as a key to meaning in graphic/visual literature (reading strategy worksheet 171). He directed students to describe how pictures add humor in "Too Narrowly" (698, frame 7)and "Failed Miserably" (698, frame 3). Students should use "The World" (699, frame 1) and one of the "Sequential Art" frames on the left side of page 700 to describe how pictures add details or ideas to the text provided by the writer. To show how pictures can signal flashbacks, fantasies, or imaginative/abstract ideas, students should use "Practice, practice, practice" (698, frame 1)and any of the starry sky frames (698, frame 8 or 9; 701, frame 8).
Homework: Finish reading the excerpt from Scott McCloud's Understanding Comics, vocabulary worksheet 179 and reading strategy worksheet 171 if any of these were not completed in class.
He shared numerous examples of graphic/visual literature with the class: Art Spiegelman's Maus, Marjane Satrapi's Persepolis, Scott Chantler's Two Generals, and Harvey Pekar and Joyce Brabner's Our Cancer Year.
Mr. Stone went over the spelling strategy for roots ending in a double-consonant, the meaning of several words containing the root -stat-, and selected vocabulary from an excerpt from Scott McCloud's Understanding Comics: The Invisible Art (vocabulary worksheet 169).
Mr. Stone also discussed how to use visuals as a key to meaning in graphic/visual literature (reading strategy worksheet 171). He directed students to describe how pictures add humor in "Too Narrowly" (698, frame 7)and "Failed Miserably" (698, frame 3). Students should use "The World" (699, frame 1) and one of the "Sequential Art" frames on the left side of page 700 to describe how pictures add details or ideas to the text provided by the writer. To show how pictures can signal flashbacks, fantasies, or imaginative/abstract ideas, students should use "Practice, practice, practice" (698, frame 1)and any of the starry sky frames (698, frame 8 or 9; 701, frame 8).
Homework: Finish reading the excerpt from Scott McCloud's Understanding Comics, vocabulary worksheet 179 and reading strategy worksheet 171 if any of these were not completed in class.
Thursday, January 26, 2012
Sixth Class Period: Anaya Quiz & Sustained Silent Reading
Quiz: Rudolfo Anaya's "A Celebration of Grandfathers"
Students read their chosen book for the third quarter book report for forty minutes silently in class. Students who chose to talk during this time will lose points from the forty points given in the in-class assignment and projects category of their grade.
Homework: Read Joan Didion's "Georgia O'Keefe" (675-690).
Note: The third quarter book review will be due on February 27 for periods five and six and on February 28 for periods one, two, and seven.
Students read their chosen book for the third quarter book report for forty minutes silently in class. Students who chose to talk during this time will lose points from the forty points given in the in-class assignment and projects category of their grade.
Homework: Read Joan Didion's "Georgia O'Keefe" (675-690).
Note: The third quarter book review will be due on February 27 for periods five and six and on February 28 for periods one, two, and seven.
Wednesday, January 25, 2012
In-Class Reading Time
Students should bring the book they have been approved to read for their third quarter book review for in-class reading time. Periods five and six will have reading time on Thursday, January 26. Periods one, two and seven will have time on Friday, January 27.
Fifth Class Period: Singer Quiz & Vocabulary
Quiz: Isaac Singer's "The Washwoman"
We discussed three spelling strategies, the root -nov-, the prefix fore-, and the root -sent-/-sens-.
We also discussed the basics of verbal analogies. Students applied all of these concepts and selected vocabulary from nonfiction works from the unit by completing three worksheets (157, 161, 165).
Mr. Stone lectured on the differences between prose and poetry/verse.
Homework: Read Rudolfo Anaya's "A Celebration of Grandfathers" (662-668).
We discussed three spelling strategies, the root -nov-, the prefix fore-, and the root -sent-/-sens-.
We also discussed the basics of verbal analogies. Students applied all of these concepts and selected vocabulary from nonfiction works from the unit by completing three worksheets (157, 161, 165).
Mr. Stone lectured on the differences between prose and poetry/verse.
Homework: Read Rudolfo Anaya's "A Celebration of Grandfathers" (662-668).
Tuesday, January 24, 2012
Fourth Class Period: Hansberry Quiz
Quiz: Lorraine Hansberry's "On Summer"
Students finished viewing Great Expectations.
Homework: Read Isaac Bashevis Singer's "The Washwoman" (650-655).
Students finished viewing Great Expectations.
Homework: Read Isaac Bashevis Singer's "The Washwoman" (650-655).
Monday, January 23, 2012
Third Period: Johnson Quiz
Quiz: Lady Bird Johnson's A White House Diary (674-679)
Students continued viewing Great Expectations.
Homework: Read Lorraine Hansberry's "On Summer" (656-661).
Note: Don't forget to turn in your parental permission slip for the 3rd quarter book report.
Students continued viewing Great Expectations.
Homework: Read Lorraine Hansberry's "On Summer" (656-661).
Note: Don't forget to turn in your parental permission slip for the 3rd quarter book report.
Second Period: Ride Quiz
Students took a quiz over Sally Ride's "Single Room, Earth View"
They continued viewing Great Expectations.
Homework: Read an excerpt from Lady Bird Johnson's A White House Diary (674-679).
They continued viewing Great Expectations.
Homework: Read an excerpt from Lady Bird Johnson's A White House Diary (674-679).
Wednesday, January 18, 2012
First Period: Beginning Nonfiction Unit
In class, students continued viewing a video version of Great Expectations.
Homework: Read Sally Ride's "Single Room, Earth View" (636-640). A quiz will be given over the reading at the beginning of the next period.
Homework: Read Sally Ride's "Single Room, Earth View" (636-640). A quiz will be given over the reading at the beginning of the next period.
3rd Quarter Book Report
Students received parent approval forms today (Period 2 on Thursday)for the selection of their book for the third quarter book report. Students should have their books selected and parental approval form signed by Monday, January 23rd (Tuesday, January 24th for Period 7).
Students in periods five and six should bring their book for in-class reading time on Thursday, January 26. Students in periods one, two, and seven should bring their book for in-class reading time on Friday, January 27.
Students in periods five and six should bring their book for in-class reading time on Thursday, January 26. Students in periods one, two, and seven should bring their book for in-class reading time on Friday, January 27.
First Semester Grades
The first semester is over. The final form of the first semester grades will be what is posted on Monday, January 28th. Expect changes in the grade as a result of grading until that time.
Thursday, January 5, 2012
Sixty-Fifth Class Period: Book Report Peer Critique
Substitute to check completion of book report rough draft. Students complete peer critique.
Homework: Complete final draft of book report.
Mr. Stone will demonstrate how to upload a copy of the book report to turnitin.com on Monday. Period 7 will meet for the optional period.
Homework: Complete final draft of book report.
Mr. Stone will demonstrate how to upload a copy of the book report to turnitin.com on Monday. Period 7 will meet for the optional period.
Sixty-Fourth Class Period: More Book Report Prewriting Time
Mr. Stone further clarified instructions for the book report. Students had the period to continue working on completing the required eight prewriting journal entries for the book report.
Homework: Type the rough draft of the book report.
Homework: Type the rough draft of the book report.
Tuesday, January 3, 2012
Sixty-Third Class Period: Book Report Prewriting
Mr. Stone passed out and reviewed second copy of the book report instructions.
Students began prewriting for the book report in their journals. They were directed to write each paragraph as a separate entry in their journal.
Mr. Stone said students should skip the introduction and begin with the first paragraph of of plot summary. He suggested they think of their book as a television show split into two episodes. Begin your two paragraphs of plot summary by thinking of what would be written for a show summary on the television guide if your book was a television program. Then expand your summary. Plot summary paragraphs should between five and ten sentences each.
Students should select four areas to analyze/review: plot, characters, themes, point of view, etc. Each review/analytical paragraph should contain at least ten sentences:
Topic Sentence
Concrete Detail/Example
Commentary
Commentary
Concrete Detail/Example
Commentary
Commentary
Concrete Detail/Example
Commentary
Commentary
Students should then write their introduction and finish with their conclusion.
Students viewed their graded Great Expectations tests.
Homework: Book report prewriting
Students began prewriting for the book report in their journals. They were directed to write each paragraph as a separate entry in their journal.
Mr. Stone said students should skip the introduction and begin with the first paragraph of of plot summary. He suggested they think of their book as a television show split into two episodes. Begin your two paragraphs of plot summary by thinking of what would be written for a show summary on the television guide if your book was a television program. Then expand your summary. Plot summary paragraphs should between five and ten sentences each.
Students should select four areas to analyze/review: plot, characters, themes, point of view, etc. Each review/analytical paragraph should contain at least ten sentences:
Topic Sentence
Concrete Detail/Example
Commentary
Commentary
Concrete Detail/Example
Commentary
Commentary
Concrete Detail/Example
Commentary
Commentary
Students should then write their introduction and finish with their conclusion.
Students viewed their graded Great Expectations tests.
Homework: Book report prewriting
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