After a final reading from Proverbs, students took a quiz over "Sonata for Bicycle and Harp."
Students received two crackers and a piece of Limburger cheese. Students wrote a half page in their journals under the title "Limburger," describing the appearance, taste, and smell of the cheese. Limburger cheese plays a significant role in tonight's homework
Mr. Stone read the class an encyclopedia entry about Limburger cheese. Students did not need to eat the cheese to complete the assignment.
Students took notes on the setting in "Sonata for Bicycle and Harp."
Homework: Read Mark Twain's "The Invalid's Story" (597-602).
Monday, September 30, 2013
Thursday, September 26, 2013
Next Test: Setting, Point of View & Theme
Periods 5 & 6 will take their next test on Thursday, October 9, 2013. Periods 1, 2, & 7 will take their next test on Friday, October 10, 2013.
Students should be preparing daily until the test by reviewing the stories read, selected vocabulary, and notes taken.
Students should be preparing daily until the test by reviewing the stories read, selected vocabulary, and notes taken.
Summer Reading Test for Late Students and Retake Opportunity
The second test over Jamie Ford's Hotel on the Corner of Bitter and Sweet for late registering students/retake opportunity for those who scored below seventy percent on the first test over Hotel on the Corner of Bitter and Sweet has been postponed until Thursday, October 3, 2013.
The test will be essay format.
Below are potential questions:
What is the relationship between land and literature in the Hotel on the Corner of Bitter and Sweet?
What lessons do the experiences of Henry in the Hotel on the Corner of Bitter and Sweet have for Americans as a whole today or for you individually?
Using characters from the Hotel on the Corner of Bitter and Sweet, argue what makes an American an American?
Are the current responses of many Americans to Muslims today in response to 9/11 similar to the responses of Americans to the Japanese in response to the bombing of Pearl Harbor? Use the responses of characters from The Hotel on the Corner of Bitter and Sweet as examples of American responses to Japanese after the bombing of 9/11.
Did Henry make the best choices in The Hotel on the Corner of Bitter and Sweet?
The test will be essay format.
Below are potential questions:
What is the relationship between land and literature in the Hotel on the Corner of Bitter and Sweet?
What lessons do the experiences of Henry in the Hotel on the Corner of Bitter and Sweet have for Americans as a whole today or for you individually?
Using characters from the Hotel on the Corner of Bitter and Sweet, argue what makes an American an American?
Are the current responses of many Americans to Muslims today in response to 9/11 similar to the responses of Americans to the Japanese in response to the bombing of Pearl Harbor? Use the responses of characters from The Hotel on the Corner of Bitter and Sweet as examples of American responses to Japanese after the bombing of 9/11.
Did Henry make the best choices in The Hotel on the Corner of Bitter and Sweet?
Point of View and Setting in "You Need to Go Upstairs"
Thursday 26 September 2013 for Periods 5 & 6 and Friday 27 September 2013 for Periods 1, 2 & 7
After a devotional text from Proverbs and prayer, students took a quiz over Rumer Godden's "You Need to Go Upstairs."
Students created notes out of a class discussion of the elements of setting in "You Need to Go Upstairs" and their function in the story (creating conflict, creating mood, and/or acting as a symbol).
The class read a series of short stories retelling the same story from different points of view: first person, third person limited, third person omniscient, and second person. Students discussed with the teacher the differences between the four examples and examined the entries for narrator, mood, and tone from their text's handbook of literary terms.
Students took a quiz over point of view, mood, and tone.
Homework: Read "Sonata for Harp and Bicycle" (541-548).
After a devotional text from Proverbs and prayer, students took a quiz over Rumer Godden's "You Need to Go Upstairs."
Students created notes out of a class discussion of the elements of setting in "You Need to Go Upstairs" and their function in the story (creating conflict, creating mood, and/or acting as a symbol).
The class read a series of short stories retelling the same story from different points of view: first person, third person limited, third person omniscient, and second person. Students discussed with the teacher the differences between the four examples and examined the entries for narrator, mood, and tone from their text's handbook of literary terms.
Students took a quiz over point of view, mood, and tone.
Homework: Read "Sonata for Harp and Bicycle" (541-548).
Symbol in Setting & "The Man to Send Rain Clouds"
Wednesday 25 September 2013 for Periods 5 & 6 and Thursday 26 September 2013 for Periods 1, 2 & 7
After the reading of a devotional text and prayer, students took a quiz over "The Man to Send Rain Clouds."
Students received two three ounce cups: one with grape juice and the other with corn meal. The class discussed how grape juice is a common Christian symbol for Christ's blood. Mr. Stone explained how corn is significant in a number of Native American cultures. He highlighted aspects of the Navajo origin story.
Students were asked to taste the grape juice and corn meal separately and then to mix the two together. They were directed to watch how they interacted and two taste them together. The class discussed how interaction of these two elements might symbolize the interaction between two cultures.
(In light of the possibility of food allergies, the activity was optional.)
The class worked together to create notes on setting in "The Man to Send Rain Clouds."
Students worked on a vocabulary worksheet.
Homework: Finish the vocabulary worksheet if not completed in class. Read Rumer Godden's "You Need to Go Upstairs."
After the reading of a devotional text and prayer, students took a quiz over "The Man to Send Rain Clouds."
Students received two three ounce cups: one with grape juice and the other with corn meal. The class discussed how grape juice is a common Christian symbol for Christ's blood. Mr. Stone explained how corn is significant in a number of Native American cultures. He highlighted aspects of the Navajo origin story.
Students were asked to taste the grape juice and corn meal separately and then to mix the two together. They were directed to watch how they interacted and two taste them together. The class discussed how interaction of these two elements might symbolize the interaction between two cultures.
(In light of the possibility of food allergies, the activity was optional.)
The class worked together to create notes on setting in "The Man to Send Rain Clouds."
Students worked on a vocabulary worksheet.
Homework: Finish the vocabulary worksheet if not completed in class. Read Rumer Godden's "You Need to Go Upstairs."
Tuesday, September 24, 2013
Elements of Setting
Tuesday 24 September 2013 for Periods 2, 5 & 6 and Wednesday 25 September 2013 for Periods 1 & 7
Mr. Stone continues his September theme of wisdom for devotions by sharing another text from Proverbs.
Journal Entry: 1st Quarter Book Selection
What has happened so far in the book you are reading? Write at least a half-page.
Students took notes on the basic elements and functions of setting in narratives.
The class discussed examples from the stories they have already read this school year.
Journal Entry: Burial
How would you like to be buried?
(This may sound morbid. It is intended to help students to connect to the story assigned for homework that deals with disputes over how an elderly man's remains should be treated.)
Homework: Read "The Man to Send Rain Clouds" (590-595).
Mr. Stone continues his September theme of wisdom for devotions by sharing another text from Proverbs.
Journal Entry: 1st Quarter Book Selection
What has happened so far in the book you are reading? Write at least a half-page.
Students took notes on the basic elements and functions of setting in narratives.
The class discussed examples from the stories they have already read this school year.
Journal Entry: Burial
How would you like to be buried?
(This may sound morbid. It is intended to help students to connect to the story assigned for homework that deals with disputes over how an elderly man's remains should be treated.)
Homework: Read "The Man to Send Rain Clouds" (590-595).
Monday, September 23, 2013
Reading Time: 1st Qtr Book Report Selection
Monday 23 September 2013 for Periods 1, 2, 5, & 6 and Tuesday 24 September 2013 for Period 7
Students submitted the final drafts of their flash fiction stories at the beginning of class with all of their earlier drafts and comments.
Parent approval forms were collected and students had the remainder of the period to read.
Homework: Read your first quarter book report selection for at least twenty more minutes.
Note: A substitute covered for Mr. Stone on Monday while he attended an accreditation training session off-campus.
Students submitted the final drafts of their flash fiction stories at the beginning of class with all of their earlier drafts and comments.
Parent approval forms were collected and students had the remainder of the period to read.
Homework: Read your first quarter book report selection for at least twenty more minutes.
Note: A substitute covered for Mr. Stone on Monday while he attended an accreditation training session off-campus.
Sunday, September 22, 2013
Thursday, September 19, 2013
First Quarter Book Report Book Selection
Students should bring the book they have selected for the first quarter book report to class on Monday along with the signed form from their parents. A copy of the form can be found to the right on this blog under the heading of "Book Report."
Student will have the fifty minute classroom for silent sustained reading. They will be awarded ten points for their behavior and participation. Students who do not stay on task or who talk during the reading time will lose points.
Student will have the fifty minute classroom for silent sustained reading. They will be awarded ten points for their behavior and participation. Students who do not stay on task or who talk during the reading time will lose points.
Dialogue and Editing Flash Fiction
After a devotion paralleling Jesus' parable of the lost coin, Mr. Stone distributed a handout on dialogue and discussed it with the class.
Students were given time to peer edit a partner's flash fiction story for MLA format, capitalization, end marks, and spelling.
Homework: Prepare a final draft of the flash fiction story in response to the peer edit.
Bring to the next class the following items in order:
any handwritten notes, drafts, or outlines
typed rough draft with peer critic marks
(comments by three separate classmates in three different colors, three praises and three suggestions from each)
revised draft with editing marks
final draft
Be sure these items are stapled together in order with the final draft on top.
Mr. Stone will set up Turnitin.com accounts with students next week.
Students were given time to peer edit a partner's flash fiction story for MLA format, capitalization, end marks, and spelling.
Homework: Prepare a final draft of the flash fiction story in response to the peer edit.
Bring to the next class the following items in order:
any handwritten notes, drafts, or outlines
typed rough draft with peer critic marks
(comments by three separate classmates in three different colors, three praises and three suggestions from each)
revised draft with editing marks
final draft
Be sure these items are stapled together in order with the final draft on top.
Mr. Stone will set up Turnitin.com accounts with students next week.
Wednesday, September 18, 2013
Peer Critiquing Flash Fiction
After devotional text and prayer, Mr. Stone shared from his experiences at creative writing workshops and discussed the importance of providing both praise and suggestions to a fellow writer's work.
Students used Mr. Stone's flash fiction grading rubric and the tips from the last class period's video to guide them in their critique.
Students needed to get three other students to critique their piece of flash fiction. Each peer critic needed to provide three specific praises and three suggestions for improving the piece. Each critic was to write in a different color.
Homework: Revise rough draft of flash fiction piece using peer critics advice. (Remember that not all advice should be taken. Ultimately the quality of the writing is determined by the writer's choices.)
Do not forget to bring to the next class your rough draft with critics' marks and signatures for credit.
Students used Mr. Stone's flash fiction grading rubric and the tips from the last class period's video to guide them in their critique.
Students needed to get three other students to critique their piece of flash fiction. Each peer critic needed to provide three specific praises and three suggestions for improving the piece. Each critic was to write in a different color.
Homework: Revise rough draft of flash fiction piece using peer critics advice. (Remember that not all advice should be taken. Ultimately the quality of the writing is determined by the writer's choices.)
Do not forget to bring to the next class your rough draft with critics' marks and signatures for credit.
Monday, September 16, 2013
How to Write Flash Fiction
Monday 16 September 2013 for Periods 5 & 6, Tuesday 17 September 2013 for Periods 1 & 2, and Wednesday 18 September 2013 for Period 7
Devotional Text: Proverbs 16:3
Students viewed "How To Write Flash Fiction," reviewed the grading rubric for the assignment, and discussed the strengths and weaknesses of the video in contrast.
Mr. Stone demonstrated the basics of MLA document format.
Students were given four prompts, plus the option to write an original story from their own ideas. They had time to begin drafting in class.
Homework: Complete a typed rough draft of a flash fiction piece 400-500 words long.
Devotional Text: Proverbs 16:3
Students viewed "How To Write Flash Fiction," reviewed the grading rubric for the assignment, and discussed the strengths and weaknesses of the video in contrast.
Mr. Stone demonstrated the basics of MLA document format.
Students were given four prompts, plus the option to write an original story from their own ideas. They had time to begin drafting in class.
Homework: Complete a typed rough draft of a flash fiction piece 400-500 words long.
Sunday, September 15, 2013
Character and Plot Test
Thursday 12 September 2013 for Periods 5 & 6 and Friday 13 September 2013 for Periods 1, 2 & 7
After prayer, students took the Character and Plot Test.
Students read Sholeh Wolpé's "My Brother at the Canadian Border."
Mr. Stone said students should read samples of flash fiction from the blog for homework; however, he changed his mind.
No Homework!
After prayer, students took the Character and Plot Test.
Students read Sholeh Wolpé's "My Brother at the Canadian Border."
Mr. Stone said students should read samples of flash fiction from the blog for homework; however, he changed his mind.
No Homework!
Wednesday, September 11, 2013
Remembering September 11
Devotional Text: Proverbs 11:1
The class discussed Kamila Shamsie's "Our Dead, Your Dead," noting the stories use of British English, geographical and historical setting, central conflicts, and themes.
Students shared their memories of the earliest national crisis they could remember.
Mr. Stone distributed a hard copy of the review sheet and discussed the format of the test.
Homework: Study for the Character and Plot Test
The class discussed Kamila Shamsie's "Our Dead, Your Dead," noting the stories use of British English, geographical and historical setting, central conflicts, and themes.
Students shared their memories of the earliest national crisis they could remember.
Mr. Stone distributed a hard copy of the review sheet and discussed the format of the test.
Homework: Study for the Character and Plot Test
Tuesday, September 10, 2013
Character & Plot Test Review
Students may begin studying for the Character and Plot Test using the study guide link listed under "Short Stories" on the right-hand side of this blog. A revised version of the review sheet will be posted on Wednesday. (Look for it to say 2013 version.) Mr. Stone will go through the test review in class the day before the test.
Students should add Kamila Shamsie's "Our Dead, Your Dead" to the list of authors and titles. They will be responsible for the content of Shamsie's story as well.
Vocabulary for this test will be limited those listed on the three vocabulary sheets completed so far in class.
Students should also be able to list the five basic elements of a short story: character, plot, setting, point of view, and theme.
Students should add Kamila Shamsie's "Our Dead, Your Dead" to the list of authors and titles. They will be responsible for the content of Shamsie's story as well.
Vocabulary for this test will be limited those listed on the three vocabulary sheets completed so far in class.
Students should also be able to list the five basic elements of a short story: character, plot, setting, point of view, and theme.
More on Character
Devotional Text: Proverbs 10:1
Quiz: "The Scarlet Ibis"
Students completed a literary analysis worksheet using quotes from "Blues Ain't No Mockin' Bird" to practice identifying the use of direct versus indirect characterization. Immediate feedback was provided.
Students took more notes on character: flat characters, round characters, static characters, dynamic characters, and a trait.
Students also received a list of common character traits.
Time was given to finish vocabulary worksheets began last week.
Mr. Stone announced a test over plot and character (Periods 5 & 6 on Thursday and Periods 1, 2, & 7 on Friday).
Homework: Read Kamila Shamsie's "Our Dead, Your Dead"
Quiz: "The Scarlet Ibis"
Students completed a literary analysis worksheet using quotes from "Blues Ain't No Mockin' Bird" to practice identifying the use of direct versus indirect characterization. Immediate feedback was provided.
Students took more notes on character: flat characters, round characters, static characters, dynamic characters, and a trait.
Students also received a list of common character traits.
Time was given to finish vocabulary worksheets began last week.
Mr. Stone announced a test over plot and character (Periods 5 & 6 on Thursday and Periods 1, 2, & 7 on Friday).
Homework: Read Kamila Shamsie's "Our Dead, Your Dead"
Monday, September 9, 2013
Character
Devotional Text: Proverbs 9:8-9
Quizzes: "The Red-headed League" and "Blues Ain't No Mockin'bird"
Students took notes on character and definition.
Homework: Read "The Scarlet Ibis" (554-564).
Quizzes: "The Red-headed League" and "Blues Ain't No Mockin'bird"
Students took notes on character and definition.
Homework: Read "The Scarlet Ibis" (554-564).
Thursday, September 5, 2013
The Red-headed League
Thursday 5 September 2013 for periods 5, 6, & 7 and Friday 6 September 2013 for periods 1 & 2
Devotional text: Proverbs 5:1-2
Mr. Stone reviewed with students the information he covered with parents during Back to School Night.
Students had time to finish reading the last half of Sir Arthur Conan Doyle's "The Red-headed League" (107-116).
Mr. Stone checked students notebooks. They received five points for having a three-ringed binder and five additional points for having each of the following items in order in their binder: short story genre sheet (green), Cornell-style notes, The Most Dangerous Game Analyzing the Sequence of Events worksheet, "The Most Dangerous Game" plot line.
Homework: Read "Blues Ain't No Mockin'bird" (570-576).
Note: there will be a quiz over "The Red-headed League" and "Blues Ain't No Mockin'bird" at the beginning of the first class next week.
Devotional text: Proverbs 5:1-2
Mr. Stone reviewed with students the information he covered with parents during Back to School Night.
Students had time to finish reading the last half of Sir Arthur Conan Doyle's "The Red-headed League" (107-116).
Mr. Stone checked students notebooks. They received five points for having a three-ringed binder and five additional points for having each of the following items in order in their binder: short story genre sheet (green), Cornell-style notes, The Most Dangerous Game Analyzing the Sequence of Events worksheet, "The Most Dangerous Game" plot line.
Homework: Read "Blues Ain't No Mockin'bird" (570-576).
Note: there will be a quiz over "The Red-headed League" and "Blues Ain't No Mockin'bird" at the beginning of the first class next week.
Wednesday, September 4, 2013
Building Vocabulary
Wednesday 4 September 2013 for periods 7, 5 & 6 and Thursday 5 September 2013 for periods 1 & 2
Devotional Text: Proverbs 4:7
Quiz: "One Ordinary Day, With Peanuts"
Mr. Stone over-viewed the format of vocabulary worksheets for the class and discussed three spelling strategies, prefixes, roots, suffixes, and infixes.
Students studied the Latin root -dol- and determined the meaning of multiple words using their understanding of the root meaning "pain" and context clues in the sentence.
Students also practiced using their understanding of the meaning of familiar words to determine the meaning of unfamiliar words.
Students were to complete three worksheets covering selected words from "The Most Dangerous Game," "The Interlopers," and "One Ordinary Day, With Peanuts."
Homework: Read the first half of Sir Arthur Conan Doyle's "The Red-headed League" (97-106).
Devotional Text: Proverbs 4:7
Quiz: "One Ordinary Day, With Peanuts"
Mr. Stone over-viewed the format of vocabulary worksheets for the class and discussed three spelling strategies, prefixes, roots, suffixes, and infixes.
Students studied the Latin root -dol- and determined the meaning of multiple words using their understanding of the root meaning "pain" and context clues in the sentence.
Students also practiced using their understanding of the meaning of familiar words to determine the meaning of unfamiliar words.
Students were to complete three worksheets covering selected words from "The Most Dangerous Game," "The Interlopers," and "One Ordinary Day, With Peanuts."
Homework: Read the first half of Sir Arthur Conan Doyle's "The Red-headed League" (97-106).
Tuesday, September 3, 2013
Conflict & Plot in "The Interlopers"
Tuesday 3 September 2013 for periods 2, 5, 6 & 7 and Wednesday 4 September 2013 for period 1
Devotional text: Proverbs 3:5-6
Students worked with Mr. Stone to label and arrange nearly thirty sheets of paper across the front board to illustrate the overlapping plot lines of the human v. human and human v. nature conflicts in Saki's "The Interlopers." Students drew and labeled the two plot lines on their own paper using a black pen for the human v. human plot line and green for the human v. nature plot line.
Journal Entry: Mind Games
Describe a time when for entertainment you played tricks on others or when others played tricks on you.
Homework: Read Shirley Jackson's "One Ordinary Day, With Peanuts" (420-430).
Devotional text: Proverbs 3:5-6
Students worked with Mr. Stone to label and arrange nearly thirty sheets of paper across the front board to illustrate the overlapping plot lines of the human v. human and human v. nature conflicts in Saki's "The Interlopers." Students drew and labeled the two plot lines on their own paper using a black pen for the human v. human plot line and green for the human v. nature plot line.
Journal Entry: Mind Games
Describe a time when for entertainment you played tricks on others or when others played tricks on you.
Homework: Read Shirley Jackson's "One Ordinary Day, With Peanuts" (420-430).
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