Flash Fiction Readings

To ease students' anxiety and practice fluently reading, the class simultaneously read their flash fiction stories facing the front of the room.

Mr. Stone randomly called on students to read their story to the rest of the class. Students were directed to stand at the podium, announce the title of their story, read their story, and acknowledge the class's applause before returning to their seats.

The class was encouraged to greet each reader with applause and to applaud upon their completion of reading.

Homework: None!

Prewriting 1st Qtr Book Report

Mr. Stone shared his recent poem "We Came to Count the Cypress" for a devotional thought tied to the story of the Good Samaritan.

Students turned in the two summary paragraphs of the first quarter book report selection.

Students were directed to take out their T-charts and first prewriting table for the book report. They were directed to number the four aspects on the T-chart they are choosing to use in their paper.

Mr. Stone circulated through the classroom to check for the completion of the students' T-charts. Each T-chart should have a total minimum of ten aspects listed. The T-chart helps the student determine his/her viewpoint on the book. For example, if the student had seven aspects listed on the likes/strengths side and three on the dislike/weakness side, then the student is likely to recommend the book. If another student had four aspects listed on the likes/strengths side and six on the dislikes/weaknesses side, then that student is likely to not recommend the book.

Mr. Stone also checked for the completion of the first prewriting table.

Students were expected to complete another table and half to two tables during class time and to finish the last of the four tables for homework.

Homework: Complete any of the four body paragraph prewriting tables not completed during class time.

Revised Draft Due; Establishing Book Report Viewpoint

Thursday 24 October 2013 for Periods 5 & 6 and Friday 25 October 2013 for Periods 1, 2 & 7

Mr. Stone reviewed the Jane Schaffer approach to expository writing with the students through a PowerPoint presentation.

Students submitted the film essay prewriting, rough draft, peer critique sheet, and revised draft stapled together with the prewriting on the bottom and the revised draft on the top.

Mr. Stone informed student that the film essay would be set aside for several weeks while they worked on their book report and reviewed some skills for editing.

Students discussed with Mr. Stone potential subtopics for their book report: characters, plot, setting, point of view, or theme. Students began a T-chart to help them determine their viewpoint of their book report selections.

Homework: Finish the T-chart of strengths(likes) and weaknesses (dislikes) of your book report selection and complete one body paragraph prewriting chart.

Peer Critique of Film Analysis

Mr. Stone reviewed the assignments which should be completed at the point:

1 introduction prewriting table for the film essay (15 points)
3 analytical body paragraph prewriting tables for the film essay(60 points)
1 five-paragraph rough draft of the film essay (15 points)
2 summary paragraphs (counts as prewriting) for the first quarter book report (20 points)

Mr. Stone went over the directions for the peer critique.
Students swapped rough drafts with a classmate and critiqued their papers.

Homework: Complete revised draft. Students should make any adjustments as needed in response to the peer critique as well as re-examine the quality of their commentary to make sure it aligns with the viewpoint of the paragraph's topic sentence.

Film Analysis Conclusion & Book Report Summary

For Periods 2, 5 & 6 on Tuesday 22 October 2013 and Periods 1 & 7 on Wednesday 23 October 2013 (Mr. Stone was out Tuesday.)

Students worked on writing a conclusion for their film analysis paper and were to begin writing a two-paragraph summary of the book they have read for their first quarter book report.

Homework: Finish any work not completed in class. Your typed film analysis essay should now contain an introduction, three body paragraphs , and a conclusion. You should have completed a two-paragraph summary of the book you selected for your first quarter book report.

Drafting an Introduction and Three Body Paragraphs

Students used laptop computers from the department's COW (Computers On Wheels)cart to work on typing rough drafts of their film essay's introduction and three body paragraphs from their completed prewriting tables.

Mr. Stone discussed with students the life skill of managing data. He listed thumb drives/USB drives, Google Drive, and Internet E-mail accounts as options students might use to keep their data accessible to them both at home and at school. He emphasized the need to delete your documents from public computers such as the classroom laptops to prevent plagiarism or other misuse of their data.

Homework: Finish drafting the introduction and three body paragraphs. Be sure to have your document accessible when you come to class.

Writing a Funnel-Shaped Introduction

Mr. Stone distributed a handout on writing a funnel-shaped introduction and read it through with the class, answering any questions the students raised. Students then worked on completing the introduction prewriting table.

Information from the film needed to complete this table includes:

Director: Norman McLeod

Title of Film: The Secret Life of Walter Mitty

Production Date: 1947

Film Genre: Classic Comedy

Screenplay Source: James Thurber's "The Secret Life of Walter Mitty"



Students should consult the cast list handout for the names of actors starring in the film. Students should list between three to five of the major characters from the film.

Students had time to work on their prewriting tables.

Homework: Students should finish for their first period of next week the four body paragraph prewriting tables and the introduction prewriting table.

Prewriting Tables

Wednesday 16 October 2013 for Periods 5 & 6 and Thursday 17 October 2013 for Periods 1, 2, & 7

Mr. Stone used prewriting tables from student volunteers as examples. He provided example thesis sentences and topic sentences. He explained previews.

The class discussed comic techniques.

Homework: Work on completing the three remaining body paragraph prewriting tables. (Students will have forty minutes of the next class period to finish the tables).

The Writing Process & The Secret Life of Walter Mitty Film

Students finished viewing The Secret Life of Walter Mitty.

Mr. Stone gave notes on the writing process and basic essay terms. He emphasized the need to collect more information during the prewriting.

Students received the first of four prewriting tables. They will end up using information from three of the tables in their final essay on The Secret Life of Walter Mitty. The students are making a claim of judgment about the film.

Mr. Stone worked with students to determine their opinion of the film by completing a T-chart. They reviewed a list of subtopics of the film and placed each topic into the like or dislike column.

Before the period ended Mr. Stone worked with students to complete the top of the first prewriting table. The topic of their paper is The Secret Life of Walter Mitty. Students should specify their viewpoint in terms of positive/negative, like/dislike, recommend viewing the film/recommend avoiding the film.
The student should select from the subtopic list which subtopic they wish to discuss. They should attempt to express their viewpoint of this subtopic.

The three concrete details requested in the table should be descriptions of scenes from the movie that support their viewpoint of the selected subtopic.

For each concrete detail (example), a student should provide two (or more) sentences of commentary (analysis). The commentary explains how the concrete detail/example demonstrates the viewpoint of the student writer on the subtopic chosen.

The first prewriting table is due at the beginning of class tomorrow.

Homework: Complete first prewriting table.

More of The Secret Life of Walter Mitty

Wednesday 9 October 2013 for Periods 5 & 6 and Thursday 10 October 2013 for Periods 1, 2, & 7

Students continued viewing the Danny Kaye version of The Secret Life of Walter Mitty, beginning right after Walter Mitty left the pet department and ending at his wedding ceremony.

Homework: Finish preparing for the setting, point of view and theme test.

Viewing Walter Mitty

Students began viewing the Danny Kaye version of The Secret Life of Walter Mitty in class today in preparation for writing a film critique.

Homework: Continue studying for the Setting, Point of View, and Theme Test and reading your first quarter book report selection.

Test Review: Setting, Point of View and Theme

Mr. Stone distributed a test review sheet and made two corrections to the author-title section. The test will be the last English period of this week.

Students will be viewing a video version of James Thurber's "The Secret Life of Walter Mitty" during the next two periods.

Homework: Study for the Setting, Point of View and Theme Test and continue reading your first quarter book report book.

Summer Reading Test

Most transfer students who were supposed to take the summer reading test last week failed to request the test.

Mr. Stone is making the test a take-home open-book test due by Monday, October 14th. Students who took the summary reading test earlier in the semester do not have to write this essay test.

Students should write a five-paragraph essay using one of the following prompts:


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?


Essay Structure

The Introduction: Paragraph One

The first paragraph of the essay should include the author title of the summer reading book, a two to three sentence summary of the book, the question selected, and a thesis sentence expressing the student's response to the question in a single sentence.

The introduction should be a paragraph of five to seven sentences.

The Body: Paragraphs Two, Three, and Four

Each body paragraph should begin with a topic sentence stating the supporting point being discussed in the paragraph.
Each body paragraph should contain three examples of the supporting point from the novel. (The page number where the example can be found in the text should be listed inside parentheses at the end of the quoted/summarized sentences describing the examples.) Two or more sentences of analysis/explanation should follow each example.

At minimum each body paragraph will contain ten sentences.

The Conclusion: Paragraph Five

The first sentence of the conclusion should restate the essays thesis. An additional two to three sentences should summarize the essay's argument.

Setting, Point of View & Theme Test Review

Students should continue studying for next week's test using the "Setting, Point of View & Theme Test Review" link found in the right-hand column of this blog under the heading of "Short Stories."

Students will be quizzed over James Thurber's "The Secret Life of Walter Mitty" at the beginning of next week.

Setting and Theme in "The Necklace"

After a devotional reading from the book of James, students took a quiz over Guy de Maupassant's "The Necklace."

Students discussed the setting and point of view in Maupassant's "The Necklace" and in Rivera's "The Harvest" and took notes.

The class discussed the implied themes of "The Necklace."

Mr. Stone shared his latest poem that related to "The Invalid's Story."

Homework: Read "The Secret Life of Walter Mitty" (347-352).

Theme

With the beginning of October, Mr. Stone has chosen book of James for class devotions.

Quiz: Mark Twain's "The Invalid's Story"

Students took notes on setting and point of view in Mark Twain's "The Invalid's Story." Students also took notes on the fifth and final basic element of a short story--theme.

Mr. Stone read aloud Tomas Rivera's "The Harvest" and discussed with the class the story's themes.

Homework: Read "The Necklace" (p. 608+).