Tuesday 28 February 2017 for Periods 2, 5 & 6 and Wednesday 1 March 2017 for Periods 1 & 7
Students spent fifteen minutes completing vocabulary drills on Membean before taking their weekly vocabulary test.
After the vocabulary test, students self-corrected Comma Practice #2 and began work on Comma Practice #3.
Homework: Complete Comma Practice #3 and check out some of the self-correcting comma quizzes on the right side of the blog.
Tuesday, February 28, 2017
Comma Practice #2
Monday 27 February 2017 for Periods 1, 2, 5, & 6 and Tuesday 28 February 2017 for Period 7
After spending ten minutes completing vocabulary drills on Membean, students corrected their comma pretest (Comma Practice #1).
Mr. Stone wrote one additional rule for students to add on the students' rule sheets under "Conventional":
Dialogue Tags
He said, "Stop!"
"Run," she yelled!"
Homework: Complete Comma Practice #2.
After spending ten minutes completing vocabulary drills on Membean, students corrected their comma pretest (Comma Practice #1).
Mr. Stone wrote one additional rule for students to add on the students' rule sheets under "Conventional":
Dialogue Tags
He said, "Stop!"
"Run," she yelled!"
Homework: Complete Comma Practice #2.
Friday, February 24, 2017
More on Commas
Thursday 23 February 2017 for Periods 5 & 6 and Friday 24 February 2017 for Periods 1, 2, & 7
Students spent the first fifteen minutes of class practicing vocabulary on Membean.
They turned in their homework from the last class period's blog post.
Mr. Stone finished going over the five rules of commas.
Homework: Read "The Eye of the Beholder."
Students spent the first fifteen minutes of class practicing vocabulary on Membean.
They turned in their homework from the last class period's blog post.
Mr. Stone finished going over the five rules of commas.
Homework: Read "The Eye of the Beholder."
Wednesday, February 22, 2017
Weekly Vocabulary Test & Introduction to Commas
Students spent the first ten minutes of class in vocabulary practice and then took their weekly twenty-question vocabulary test.
Mr. Stone collected the students completed Comma Exercise #1 sheets and distributed a packet on comma rules.
Mr. Stone emphasizes the principles underneath comma rules: series, coordinate, introductory, interrupting, and conventional.
Homework: Complete the following comma exercise.
Insert commas in the following sentences as necessary.
1. Jim picked oranges grapefruit and tangelos.
2. Tara ate lunch and she packed a supper for later.
3. Wesley hates avocados; therefore he avoids guacamole.
4. Ififa jumps rope Marla runs laps and Patrick lifts weights.
5. Seth chose the afforadable convenient apartment.
Mr. Stone collected the students completed Comma Exercise #1 sheets and distributed a packet on comma rules.
Mr. Stone emphasizes the principles underneath comma rules: series, coordinate, introductory, interrupting, and conventional.
Homework: Complete the following comma exercise.
Insert commas in the following sentences as necessary.
1. Jim picked oranges grapefruit and tangelos.
2. Tara ate lunch and she packed a supper for later.
3. Wesley hates avocados; therefore he avoids guacamole.
4. Ififa jumps rope Marla runs laps and Patrick lifts weights.
5. Seth chose the afforadable convenient apartment.
Face-to-Face Conversations & Comma Pretest
Tuesday 21 February 2017 for Periods 2, 5 & 6 and Wednesday 22 February 2017 for Periods 1 & 7
Students spent fifteen minutes practicing their vocabulary on Membean.
They then typed out a journal entry using Google Docs describing their last meaningful face-to-face conversation. The entry needed to be written in MLA format and be at least ten lines in length.
Students received Comma Exercise #1 to complete as a pretest. They were directed to complete the exercise without assistance. They will receive credit for completing the exercise in the daily work category. After the exercise is marked, the students score will appear in the grade book, but it will not count towards their grade. It will be displayed for informative purposes only.
Homework: Students who did not complete Comma Exercise #1 during class time should complete it for homework.
Thursday, February 16, 2017
Reader's Digest & Anecdote Revision
Vocabulary
Students spent ten minutes practicing vocabulary on Membean.Students had the opportunity to retest over this week's vocabulary test if they desired.
Reader's Digest
Mr. Stone encouraged students to explore a copy of Reader's Digest, particularly to examine its multiple sections of anecdotes and the Word Power vocabulary section near the back.
Anecdote Peer Critique
Students selected a partner and read each other's anecdote. They analyzed their anecdotes to check to see if they contained the six parts Mr. Stone had described using "The Sagacious Dog."
pink for opening context
green for initial conflict
orange for complication
blue for anticipation
yellow for twist
purple for resolution
Each student's partner should have signed their partner's anecdote to indicate they had read it and agreed with the analysis of its basic elements.
Students spent any remaining time reading their sample copies of Reader's Digest.
No homework over the long weekend. 😊
Wednesday, February 15, 2017
Introduction to Anecdotes
Wednesday 15 February 2017 for Periods 5 & 6 and Thursday 16 February 2017 for Periods 1, 2, & 7
The description assignment could either be a love letter or a description of someone or something the student loves. The students use of naming, detailing, and comparing should be highlighted as described in yesterday's instructions.
The students journal entry titled "On Writing a Description" should be stapled on top of the description assignment and turned in at the same time.
He noted the similarities between the typical three-part structure of anecdotes and the typical humor pattern of many jokes:
Anecdotes
Context and conflict established
Complication and anticipation
Twist and resolution
Jokes/Humor
Preparation
Anticipation
Punch line/twist
Mr. Stone also noted how both anecdotes and jokes often include situational irony because the outcome of events is opposite of what is expected.
Mr. Stone shared an example of a anecdote from a 1901 writing textbook:
Mr. Stone discussed how the three parts of an anecdote could be considered six parts. Students identified each of the six parts in the "Anecdote of a Sagacious Dog."
Homework: Write a rough draft of your own anecdote. You may write it out by hand or type it.
Mr. Stone warned students that their anecdotes would submitted to Turnitin.com. They should be sure to use only their own original stories.
Vocabulary
Students spent the first ten minutes of class practicing their vocabulary on Membean.Description Assignment and Journal Entry Submitted
Students handed in their description assignment and journal entry.The description assignment could either be a love letter or a description of someone or something the student loves. The students use of naming, detailing, and comparing should be highlighted as described in yesterday's instructions.
The students journal entry titled "On Writing a Description" should be stapled on top of the description assignment and turned in at the same time.
Anecdotes
Mr. Stone shared an article he wrote on anecdotes for The Press Enterprise Newspaper: "Anecdotes Are the Antidote."He noted the similarities between the typical three-part structure of anecdotes and the typical humor pattern of many jokes:
Anecdotes
Context and conflict established
Complication and anticipation
Twist and resolution
Jokes/Humor
Preparation
Anticipation
Punch line/twist
Mr. Stone also noted how both anecdotes and jokes often include situational irony because the outcome of events is opposite of what is expected.
Mr. Stone shared an example of a anecdote from a 1901 writing textbook:
Mr. Stone discussed how the three parts of an anecdote could be considered six parts. Students identified each of the six parts in the "Anecdote of a Sagacious Dog."
Homework: Write a rough draft of your own anecdote. You may write it out by hand or type it.
Mr. Stone warned students that their anecdotes would submitted to Turnitin.com. They should be sure to use only their own original stories.
Tuesday, February 14, 2017
"On Writing a Description," a Journal Entry
Tuesday 14 February 2017 for Periods 2, 5, & 6 and Wednesday 15 February 2017 for Periods 1 & 7
Devotional text: 1 John 3:16-18
16 This is how we know what love is: Jesus Christ laid down his life for us. And we ought to lay down our lives for our brothers and sisters.
Devotional text: 1 John 3:16-18
16 This is how we know what love is: Jesus Christ laid down his life for us. And we ought to lay down our lives for our brothers and sisters.
17 If anyone has material possessions and sees a brother or sister in need but has no pity on them, how can the love of God be in that person?
18 Dear children, let us not love with words or speech but with actions and in truth.
Membean vocabulary practice--10 minutes
Sharing: Students exchanged the love letters or descriptions of someone/something they love with a classmate. (Mr. Stone made photocopies of the handwritten letters.)
Analysis: Students reread their own writing and highlighted their use of naming (nouns and verbs) in green, their use of detailing (adjectives and adverbs) in red, and comparing (similes or metaphors) in blue.
Peer Comment: Students exchanged their writing with a partner again and wrote comments of praise to their partner next to the descriptions that were concrete and specific and wrote suggestions of alternative words or phrases their partner could have used when he/she had selected too abstract or too general words.
Journal: Reflect on your love letter or description of what you love for at least one page. Quote the passages that you feel were the most effective descriptions. Explain why you think they work well. Quote the passages that you feel were the least effective descriptions. Explain why you think they are ineffective. Describe the changes you could make to make your love letter/description of something you love that would make it create clearer images in your readers' minds. If these reflections don't get you to the minimum page length, than quote a short passage (1-3 sentences) of someone else's writing and describe how their writing provides effective description.
Homework: Finish your journal entry if you didn't complete it during in class time. Be sure you use MLA format.
Monday, February 13, 2017
Descriptive Writing
Monday 13 February 2017 for Periods 1, 2, 5, & 6 and Tuesday 14 February 2017 for Period 7
Students spent the first fifteen minutes of class reviewing their vocabulary on Membean.com, and then they took their first vocabulary test of the second semester.
Students read Mr. Stone's most recent column for the Press Enterprise, "From heart to pen to paper to your love" (titled "Here's How to write a Valentine's Day love letter" in the online edition).
Mr. Stone discussed the importance of naming, detailing, and comparing when describing and emphasized the need to be concrete and specific.
Homework: Students may choose ONE of the following options:
Option One
Write a one 8 1/2" x 11"page, handwritten love letter. Students who wish to give their love letter as a valentine may make a copy of their letter to submit to Mr. Stone. The recipient of the letter may remain anonymous. As Mr. Stone modeled, love letters may be written to parents to express familial love or to friends to express platonic love. Of course, a romantic love letter is also acceptable. If a student uses smaller stationary, they need to write more pages.
Option Two
Write a one-page, double-spaced, typed description using MLA format of someone or something you love. You may describe a person, place, thing, or activity.
A student's use of description will be evaluated whichever option they chose. Be sure to use concrete and specific language as you name and provide details. Be sure to include at least one comparison (a simile or a metaphor).
Students spent the first fifteen minutes of class reviewing their vocabulary on Membean.com, and then they took their first vocabulary test of the second semester.
Students read Mr. Stone's most recent column for the Press Enterprise, "From heart to pen to paper to your love" (titled "Here's How to write a Valentine's Day love letter" in the online edition).
Mr. Stone discussed the importance of naming, detailing, and comparing when describing and emphasized the need to be concrete and specific.
Homework: Students may choose ONE of the following options:
Option One
Write a one 8 1/2" x 11"page, handwritten love letter. Students who wish to give their love letter as a valentine may make a copy of their letter to submit to Mr. Stone. The recipient of the letter may remain anonymous. As Mr. Stone modeled, love letters may be written to parents to express familial love or to friends to express platonic love. Of course, a romantic love letter is also acceptable. If a student uses smaller stationary, they need to write more pages.
Option Two
Write a one-page, double-spaced, typed description using MLA format of someone or something you love. You may describe a person, place, thing, or activity.
A student's use of description will be evaluated whichever option they chose. Be sure to use concrete and specific language as you name and provide details. Be sure to include at least one comparison (a simile or a metaphor).
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