Tuesday, May 29, 2018
Questions on Parenthetical Citations
If you continue to have questions after Mr. Stone's explanations on what to put in your parenthetical citations for your poet report, consult pp. 125-133 of your A Pocket Style Manual or read the following page of OWL.
Thursday, May 24, 2018
More Drafting
Thursday 24 May 2018 for Periods 5 & 6 and Friday 25 May 2018 for Periods 1, 2 & 7
Students continued to draft their poet report using classroom laptop computers.
No homework due over Memorial Day Weekend.
Students continued to draft their poet report using classroom laptop computers.
No homework due over Memorial Day Weekend.
Wednesday, May 23, 2018
From Note Cards to Paragraphs: Drafting Your Research Report
Wednesday 23 May 2018 for Periods 5 & 6 and Thursday 24 May 2018 for Periods 1, 2, & 7
Mr. Stone began class by reading excerpts from a box of forty poetry books he recently won in a silent auction from the A. K. Smiley library.
Students finished making paper flashcards to study the stages of the research process if they hadn't finished making them during the previous class period.
Mr. Stone read and discussed Ecclesiastes 3 and Walt Whitman's "I Hear America Singing" if those works were not covered during the previous class period.
Mr. Stone then modeled how to incorporate researched material into the student's writing using the poet Anthony Hecht as an example:
According to Elizabeth Hun Schmidt, editor of The Poets Laureate Anthology, Anthony Hect's early poems sounded like song lyrics (344). Hecht was a formalist poet when most poets were abandoning traditional metered forms for free verse (344). The Poetry Foundation says, "Hecht is known for his masterful use of traditional forms and linguistic control" ("Anthony Hecht"). Hecht stayed a formalist throughout his career (Schmidt 344).
First, to move from note cards to a paragraph, begin by sorting your note cards by secondary keywords. Place all the "life" cards in one pile, all the "works" in a second pile, all the "reputation" cards in a third pile, all the "represents"/"representative" cards in a fourth pile. (You might consider using additional rubber bands or paperclips to keep your cards separated by secondary keywords.
Second, spread out your stack of "life" note cards and organize them into subsets by tertiary keywords, e.g. born, family, school, work, etc. Arrange the cards in the order you want to use them in the paragraph and then begin to write sentences. You may write a sentence from one note card, or you may need to incorporate several cards to write a sentence. Avoid making your sentences overly simplistic to the extent that you sound like a grade school student, while also avoiding making your sentence so complex or overloaded with information that they are not easily understood on a single reading.
MLA Parenthetical Citations
You will be using the Modern Language Association (MLA) style of in-text parenthetical citations. In other words, you will be sharing where you found your information each time you use it use a pair of parentheses usually at the end of a sentence. The parenthetical citations in the MLA style use an author-page system. Your citations should ideally contain the author's last name and the page number so if one of your readers wants to look more at the source you used, they can go to your works cited list and find the full bibliographic information they need to locate where you found it.
If you are using an online source, your citations will not have page numbers because websites do not have fixed page numbers. If you are using a source that does not have a stated author, you will use the first key word of the works cited entry (often the title of the webpage you are using). Remember to place the title of articles inside quotation marks and to italicize the title of a book or a website.
Introduce* a source the first time you use it. Provide the full name of the author and a fact about them that will make your readers find them authoritative or respectable. In the sample paragraph above, I used Elizabeth Hun Schmidt's full name (Don't worry if you don't have the author's middle name.) and the fact that she is the editor of The Poets Laureate Anthology to introduce her. Because I used her name in the sentence I only needed to include the page number in the parenthetical citation at the end of the sentence.
After you introduce a source, let the source speak. State the facts the source provided as you have paraphrased or summarized them. If you are using the exact words of your source, place them in quotation marks.
Be sure to cite when your use of a source's information ends. This is often at the end of every sentence, but it may be that you use information from the same source and the same page over more than one sentence. If so, then place the citation at the end of the sentence where your use of that source's information stops. If you switch to a different source, be sure and make that clear.
Since you are reporting information in the majority of the paragraphs of this assignment, you will likely not include any personal comments, but if you were writing an argumentative paper, you would want to be sure to comment on how the information you used from a source (called evidence in an argumentative paper) supports the claim you were making.
In the sample paragraph above, the second sentence came from the same source as the first sentence, so I did not have to provide the author's name in the parenthetical citation, but I did include the page number even though it was the same as the first sentence to make it clear that I was still using Schmidt as a source. In my third sentence, I switched to a different source so I stated its name. Since the Poetry Foundation is a source well-known to the readers of our reports, we don't have to provide authoritative information about it. Stating its name at the beginning of this sentence is making it clear to the readers that I have switched sources. At the end of the third sentence, I used the first key words of the title of the Poetry Foundation's web page on Anthony Hecht, which logically for a biographical article is his name. I did not include a page number in this citation because the source is a web source. In the fourth sentence I returned to my use of Schmidt as a source. Since I didn't use her name in the sentence, I included both her last name and the page number in my citation.
Third, once you have used all of your note cards for the "life" question to write sentences, look back over the paragraph you have written and see if it makes sense. Make corrections as needed.
Is there any missing pieces of information your readers might need? If you have time, locate that information and add it. If you don't have time, safe that for when you make revisions.
Does it meet the five-sentence minimum requirement for this assignment? If it doesn't, you'll need to find more information and lengthen your paragraph. Notice the sample above is too short.
Once you have drafted your life paragraph, draft your second paragraph on the major works of your poet.
Homework: Draft the first two paragraphs of your poet report. Your first paragraph is about the poet's life. Your second paragraph is about the poet's major works.
*The primary terms I use to describe your approach to integrating source material are the language of my colleague Danelle Taylor Johnston. I have used them here with her permission.
Mr. Stone began class by reading excerpts from a box of forty poetry books he recently won in a silent auction from the A. K. Smiley library.
Students finished making paper flashcards to study the stages of the research process if they hadn't finished making them during the previous class period.
Mr. Stone read and discussed Ecclesiastes 3 and Walt Whitman's "I Hear America Singing" if those works were not covered during the previous class period.
Mr. Stone then modeled how to incorporate researched material into the student's writing using the poet Anthony Hecht as an example:
According to Elizabeth Hun Schmidt, editor of The Poets Laureate Anthology, Anthony Hect's early poems sounded like song lyrics (344). Hecht was a formalist poet when most poets were abandoning traditional metered forms for free verse (344). The Poetry Foundation says, "Hecht is known for his masterful use of traditional forms and linguistic control" ("Anthony Hecht"). Hecht stayed a formalist throughout his career (Schmidt 344).
First, to move from note cards to a paragraph, begin by sorting your note cards by secondary keywords. Place all the "life" cards in one pile, all the "works" in a second pile, all the "reputation" cards in a third pile, all the "represents"/"representative" cards in a fourth pile. (You might consider using additional rubber bands or paperclips to keep your cards separated by secondary keywords.
Second, spread out your stack of "life" note cards and organize them into subsets by tertiary keywords, e.g. born, family, school, work, etc. Arrange the cards in the order you want to use them in the paragraph and then begin to write sentences. You may write a sentence from one note card, or you may need to incorporate several cards to write a sentence. Avoid making your sentences overly simplistic to the extent that you sound like a grade school student, while also avoiding making your sentence so complex or overloaded with information that they are not easily understood on a single reading.
MLA Parenthetical Citations
You will be using the Modern Language Association (MLA) style of in-text parenthetical citations. In other words, you will be sharing where you found your information each time you use it use a pair of parentheses usually at the end of a sentence. The parenthetical citations in the MLA style use an author-page system. Your citations should ideally contain the author's last name and the page number so if one of your readers wants to look more at the source you used, they can go to your works cited list and find the full bibliographic information they need to locate where you found it.
If you are using an online source, your citations will not have page numbers because websites do not have fixed page numbers. If you are using a source that does not have a stated author, you will use the first key word of the works cited entry (often the title of the webpage you are using). Remember to place the title of articles inside quotation marks and to italicize the title of a book or a website.
Introduce* a source the first time you use it. Provide the full name of the author and a fact about them that will make your readers find them authoritative or respectable. In the sample paragraph above, I used Elizabeth Hun Schmidt's full name (Don't worry if you don't have the author's middle name.) and the fact that she is the editor of The Poets Laureate Anthology to introduce her. Because I used her name in the sentence I only needed to include the page number in the parenthetical citation at the end of the sentence.
After you introduce a source, let the source speak. State the facts the source provided as you have paraphrased or summarized them. If you are using the exact words of your source, place them in quotation marks.
Be sure to cite when your use of a source's information ends. This is often at the end of every sentence, but it may be that you use information from the same source and the same page over more than one sentence. If so, then place the citation at the end of the sentence where your use of that source's information stops. If you switch to a different source, be sure and make that clear.
Since you are reporting information in the majority of the paragraphs of this assignment, you will likely not include any personal comments, but if you were writing an argumentative paper, you would want to be sure to comment on how the information you used from a source (called evidence in an argumentative paper) supports the claim you were making.
In the sample paragraph above, the second sentence came from the same source as the first sentence, so I did not have to provide the author's name in the parenthetical citation, but I did include the page number even though it was the same as the first sentence to make it clear that I was still using Schmidt as a source. In my third sentence, I switched to a different source so I stated its name. Since the Poetry Foundation is a source well-known to the readers of our reports, we don't have to provide authoritative information about it. Stating its name at the beginning of this sentence is making it clear to the readers that I have switched sources. At the end of the third sentence, I used the first key words of the title of the Poetry Foundation's web page on Anthony Hecht, which logically for a biographical article is his name. I did not include a page number in this citation because the source is a web source. In the fourth sentence I returned to my use of Schmidt as a source. Since I didn't use her name in the sentence, I included both her last name and the page number in my citation.
Third, once you have used all of your note cards for the "life" question to write sentences, look back over the paragraph you have written and see if it makes sense. Make corrections as needed.
Is there any missing pieces of information your readers might need? If you have time, locate that information and add it. If you don't have time, safe that for when you make revisions.
Does it meet the five-sentence minimum requirement for this assignment? If it doesn't, you'll need to find more information and lengthen your paragraph. Notice the sample above is too short.
Once you have drafted your life paragraph, draft your second paragraph on the major works of your poet.
Homework: Draft the first two paragraphs of your poet report. Your first paragraph is about the poet's life. Your second paragraph is about the poet's major works.
*The primary terms I use to describe your approach to integrating source material are the language of my colleague Danelle Taylor Johnston. I have used them here with her permission.
Tuesday, May 22, 2018
More Poetry
Tuesday 22 May 2018 for Periods 2, 5 & 6 and Wednesday 23 May 2018 for Periods 1 & 7
Students read and discussed Langston Hughes' "Harlem," Ecclesiastes 3:1-8 KJV, and Walt Whitman's "I Hear America Singing."
Periods 5, 6, 1 & 7 talked about using 3x5 cards to study the research process for the research portion of the upcoming exam over poetry and research. Period 2 needs to ask Mr. Stone about these cards at the beginning of class on Thursday.
Homework: Select which poem best represents your assigned poet. This may be the poem you find most frequently selected to include by this poet in anthologies or websites, or it may be you find a critic specifically states a poem that is representative of your assigned poet's unique style and/or voice. Re-examining the sources you have already consulted will likely give you a list a characteristics that are associated with your poet.
You secondary keyword for these notes is representative. Here are some tertiary questions with key words underlined:
What is the title of the poem that best represents your poet?
How is the topic of this poem typical of your poet?
How is the style of this poem typical of your poet?
How is the form of this poem typical of your poet?
How is the diction/word choice of this poem typical of your poet?
Make sure you have located the full text of the poem to include in your paper. Do NOT copy out your selected representative poem on a note card.
You will need to write a paragraph of at least five meaningful sentences about the poem you claim to be representative of your poet. Take enough notes to make this possible.
Including tonight's notes you should have a minimum of 30 note cards.
Students read and discussed Langston Hughes' "Harlem," Ecclesiastes 3:1-8 KJV, and Walt Whitman's "I Hear America Singing."
Periods 5, 6, 1 & 7 talked about using 3x5 cards to study the research process for the research portion of the upcoming exam over poetry and research. Period 2 needs to ask Mr. Stone about these cards at the beginning of class on Thursday.
Homework: Select which poem best represents your assigned poet. This may be the poem you find most frequently selected to include by this poet in anthologies or websites, or it may be you find a critic specifically states a poem that is representative of your assigned poet's unique style and/or voice. Re-examining the sources you have already consulted will likely give you a list a characteristics that are associated with your poet.
You secondary keyword for these notes is representative. Here are some tertiary questions with key words underlined:
What is the title of the poem that best represents your poet?
How is the topic of this poem typical of your poet?
How is the style of this poem typical of your poet?
How is the form of this poem typical of your poet?
How is the diction/word choice of this poem typical of your poet?
Make sure you have located the full text of the poem to include in your paper. Do NOT copy out your selected representative poem on a note card.
You will need to write a paragraph of at least five meaningful sentences about the poem you claim to be representative of your poet. Take enough notes to make this possible.
Including tonight's notes you should have a minimum of 30 note cards.
Monday, May 21, 2018
Figurative Language, Imagery, and Sound in Poetry
Monday 21 May 2018 for Periods 1, 2, 5 & 6 and Tuesday 22 May 2018 for Period 7
Students continued to study elements of poetry by reading and analyzing Alfred, Lord Tennyson's "The Eagle" and William Wordsworth's "I Wandered Lonely as a Cloud."
In the process of the discussion, Mr. Stone defined internal rhyme, end rhyme, rhyme scheme, alliteration, assonance, personification, simile and metaphor.
Homework: Study the four Quizlet sets Mr. Stone has added to the class account on poetry: Poetry--Stanzas, Poetry--Types of Imagery, Poetry--Meter, Poetry--Misc Terms.
Spend at least twenty minutes studying these sets. Will pick up on taking more notes for the poetry report tomorrow.
Students continued to study elements of poetry by reading and analyzing Alfred, Lord Tennyson's "The Eagle" and William Wordsworth's "I Wandered Lonely as a Cloud."
In the process of the discussion, Mr. Stone defined internal rhyme, end rhyme, rhyme scheme, alliteration, assonance, personification, simile and metaphor.
Homework: Study the four Quizlet sets Mr. Stone has added to the class account on poetry: Poetry--Stanzas, Poetry--Types of Imagery, Poetry--Meter, Poetry--Misc Terms.
Spend at least twenty minutes studying these sets. Will pick up on taking more notes for the poetry report tomorrow.
Friday, May 18, 2018
Dramatic Poems and Tertiary Questions on a Poet's Reputation
17 May 2018 for Periods 5 & 6 and 18 May 2018 for Periods 1, 2, & 7
In class, students read and discussed Edgar Lee Masters' "Lucinda Matlock," and two dramatic poems from Kjell Espmark's Lend Me Your Voice. They also read and discussed the monologue of Jacques, "The Seven Ages of Man, from Act II of William Shakespeare's As You Like It.
Homework: Take ten more note cards on your assigned poet. Students should have completed twenty-five cards in total by the first class period of next week using the three sources for which the students have already completed bibliography cards. Students should begin taking notes on the third secondary question for this report: What is the poet's reputation?
Students may take more notes on the poet's life and works.
Tertiary questions for the poet's reputation:
To which literary group or groups did the poet belong?
Which style is associated with the poet's writing?
What did critics say about the poet?
Which prizes did the poet win?
Which honors did the poet receive? (e.g. serving as Poetry Consultant to the Library of Congress or serving as the U. S. Poet Laureate)
Which books of the poet are still in print (available for sale new), if any?
Are the poet's poems frequently represented in current anthologies or textbooks?
Is/was the poet noted for his/her speaking style?
Does the poet have other notoriety outside of their literary achievements, e.g as an activist, a musician, or an artist?
Where any of the poet's books considered "best sellers"? Was the poet popular outside of academic circles?
In class, students read and discussed Edgar Lee Masters' "Lucinda Matlock," and two dramatic poems from Kjell Espmark's Lend Me Your Voice. They also read and discussed the monologue of Jacques, "The Seven Ages of Man, from Act II of William Shakespeare's As You Like It.
Homework: Take ten more note cards on your assigned poet. Students should have completed twenty-five cards in total by the first class period of next week using the three sources for which the students have already completed bibliography cards. Students should begin taking notes on the third secondary question for this report: What is the poet's reputation?
Students may take more notes on the poet's life and works.
Tertiary questions for the poet's reputation:
To which literary group or groups did the poet belong?
Which style is associated with the poet's writing?
What did critics say about the poet?
Which prizes did the poet win?
Which honors did the poet receive? (e.g. serving as Poetry Consultant to the Library of Congress or serving as the U. S. Poet Laureate)
Which books of the poet are still in print (available for sale new), if any?
Are the poet's poems frequently represented in current anthologies or textbooks?
Is/was the poet noted for his/her speaking style?
Does the poet have other notoriety outside of their literary achievements, e.g as an activist, a musician, or an artist?
Where any of the poet's books considered "best sellers"? Was the poet popular outside of academic circles?
Wednesday, May 16, 2018
Bibliography Cards & Taking Notes on Poet's Major Works
Wednesday16 May 2018 for Periods 5 & 6 and Thursday 17 May 2018 for Periods 1, 2, & 7
Students used their research style manual or Purdue University's OWL for requirements for MLA style bibliographic entries.
Mr. Stone worked through three bibliography cards with the students:
one for an entry from Encyclopedia Britannica (an article/page on a web site or look at p. 159 of Diana Hacker and Nancy Sommers' A Pocket Style Manual),
a second for The Poets Laureate Anthology (book or look at p. 151 of Diana Hacker and Nancy Sommers' A Pocket Style Manual),
and one for an entry from the American Academy of Poets' Poets.org (an article/page on a web site or look at p. 159 of Diana Hacker and Nancy Sommers' A Pocket Style Manual).
Students read Edgar Lee Masters' "Lucinda Matlock" as an example of a dramatic poem.
Homework: Complete ten note cards. Begin on the secondary question: what are the poet's major works, and then take more notes on your assigned poet's life if you need or desire.
How to Take Notes on Major Works
Students used their research style manual or Purdue University's OWL for requirements for MLA style bibliographic entries.
Mr. Stone worked through three bibliography cards with the students:
one for an entry from Encyclopedia Britannica (an article/page on a web site or look at p. 159 of Diana Hacker and Nancy Sommers' A Pocket Style Manual),
a second for The Poets Laureate Anthology (book or look at p. 151 of Diana Hacker and Nancy Sommers' A Pocket Style Manual),
and one for an entry from the American Academy of Poets' Poets.org (an article/page on a web site or look at p. 159 of Diana Hacker and Nancy Sommers' A Pocket Style Manual).
Students read Edgar Lee Masters' "Lucinda Matlock" as an example of a dramatic poem.
Homework: Complete ten note cards. Begin on the secondary question: what are the poet's major works, and then take more notes on your assigned poet's life if you need or desire.
How to Take Notes on Major Works
Whether a work of literature is considered a major or minor
work of an author is a sophisticated judgment made by literary scholars. I am not asking you to determine if a work is
major or minor yourself. You can determine which works are generally considered major by which works are most frequently selected and mentioned in descriptions of the poet's writing. You should
collect notes on the works a poet has published.
Keep track of your notes for different works by your
assigned poet by the book’s title. ( If
a poet is known for particular short poems, find out the title of the first
book in which they were published.)
Your note cards will have “works” as the secondary keyword
and a specific book’s title for the tertiary keyword.
For example, if Donald Hall was your poet, you might have a note
card from The Encyclopedia Britannica
that had “works: One Day” as the
keyword heading.
Another note card from The Encyclopedia Britannica might say:
A third note card from The Encyclopedia Britannica might
say:
For your notes on major works by the poet, you could include
any of following information:
Date of publication
Complete title if longer than the title listed as the keyword
of the card you are writing (Some books have a title and a subtitle. The subtitle is usually written after a
colon. A complete title includes both
the main title and the subtitle.)
Primary topic of the book (if there is one)
Form or style of the poems included in the book
Awards or prizes given to the work
Inspiration or reason for the work
Other general notes on works might include the number of
books published and the types of works they have published (poetry, nonfiction
prose, novels, children’s books, etc.)
Tuesday, May 15, 2018
Poet Research Report
Tuesday 15 May 2018 for Periods 2, 5 & 6 and Wednesday 16 May for Periods 1 & 7
Mr. Stone distributed a sheet on the six stages of the research process and discussed defining a research question.
Students will be researching the primary question: Who is the poet __________________?
They will need to answer the following secondary questions:
What is the story of the poet's life?
What are this poet's major works?
What is this poet's reputation?
What poem best represents this poet?
What do you think of this poet? (my opinion)
In class, students filled in the first two rows of a graphic organizer ("the bubble sheet") with the primary and secondary questions.
To answer the first primary question (What is the story of this poet's life?), should answer many of the following tertiary level questions:
When and where was the poet born?
Which family members (if any) were influential on the poet?
Where did the poet go to school?
What did the poet do for work?
What were the poet's passions/hobbies/interests?
What significant challenges impacted the poet's life?
Where did the poet live?
Did the poet experience significant loss?
Did the poet have notable romances?
Does the poet identify him/herself with a particular cultural group?
When and where was the poet's death, or is he/she still living?
Homework: Complete at least five note cards answering different tertiary level questions about the poet's life.
Mr. Stone distributed a sheet on the six stages of the research process and discussed defining a research question.
Students will be researching the primary question: Who is the poet __________________?
They will need to answer the following secondary questions:
What is the story of the poet's life?
What are this poet's major works?
What is this poet's reputation?
What poem best represents this poet?
What do you think of this poet? (my opinion)
In class, students filled in the first two rows of a graphic organizer ("the bubble sheet") with the primary and secondary questions.
To answer the first primary question (What is the story of this poet's life?), should answer many of the following tertiary level questions:
When and where was the poet born?
Which family members (if any) were influential on the poet?
Where did the poet go to school?
What did the poet do for work?
What were the poet's passions/hobbies/interests?
What significant challenges impacted the poet's life?
Where did the poet live?
Did the poet experience significant loss?
Did the poet have notable romances?
Does the poet identify him/herself with a particular cultural group?
When and where was the poet's death, or is he/she still living?
Homework: Complete at least five note cards answering different tertiary level questions about the poet's life.
Monday, April 23, 2018
TKAM Final Chapters
Monday 23 April 2018 for Periods 1, 2, 5, & 6 and Tuesday 24 April 2018 for Period 7
In honor of National Poetry Month, Mr. Stone read from Rumer Godden's translation of Carmen Bernos de Gasztold's Prayers from the Ark.
Mr. Stone set out three priorities for the period:
First, finish reading the final three chapters of To Kill a Mockingbird if you didn't manage to finish it while camping.
Second, work on copying your selected quote for each chapter of TKAM in your commonplace book if you haven't done so already.
Third, study the selected vocabulary from TKAM on the classs Quizlet site.
Mr. Stone listed thematic topics addressed in TKAM:
innocence
compassion
forgiveness
sin
guilt
justice
judgement
race
youth
morality/ethics
fear
women and femininity
lying
poverty
family
love
gender
politics
The Great Depression
parenting
education
slavery
abuse
protection
Students may also tag their selected quotes for personal meaning, connection, question, or amusing.
Homework: Study vocabulary from TKAM.
In honor of National Poetry Month, Mr. Stone read from Rumer Godden's translation of Carmen Bernos de Gasztold's Prayers from the Ark.
Mr. Stone set out three priorities for the period:
First, finish reading the final three chapters of To Kill a Mockingbird if you didn't manage to finish it while camping.
Second, work on copying your selected quote for each chapter of TKAM in your commonplace book if you haven't done so already.
Third, study the selected vocabulary from TKAM on the classs Quizlet site.
Mr. Stone listed thematic topics addressed in TKAM:
innocence
compassion
forgiveness
sin
guilt
justice
judgement
race
youth
morality/ethics
fear
women and femininity
lying
poverty
family
love
gender
politics
The Great Depression
parenting
education
slavery
abuse
protection
Students may also tag their selected quotes for personal meaning, connection, question, or amusing.
Homework: Study vocabulary from TKAM.
Thursday, April 19, 2018
Band and Choir Tours
Students who are going on the band and choir tours next week will miss the viewing of To Kill a Mockingbird. Most students should be able to view this movie through their family's Netflix account or a friend's account. If viewing the film in this manner is not possible, then make arrangements with Mr. Stone before leaving on tour to view the film.
Students should also study the vocabulary set for TKAM on the class's Quizlet account.
Students should also study the vocabulary set for TKAM on the class's Quizlet account.
TKAM Chapters 25-28
Thursday 19 April 2018 for Periods 5 & 6 and Friday 20 April 2018 for Periods 1, 2, & 7
Quizzes: Chapters 25-26
Students listened to Chapter 27 and took a quiz.
Students listened to most of Chapter 28 in class.
Homework: Finish reading the novel.
Quizzes: Chapters 25-26
Students listened to Chapter 27 and took a quiz.
Students listened to most of Chapter 28 in class.
Homework: Finish reading the novel.
TKAM Chapters 23-26
Wednesday 18 April 2018 for Periods 5 & 6 and Thursday 19 April 2018 for Periods 1, 2, & 7
Quiz: Chapter 23
Students listened to Chapter 24 and took a quiz.
Students started listening to Chapter 25 in the time remaining.
Homework: Finish reading Chapter 25 and read Chapter 26
Quiz: Chapter 23
Students listened to Chapter 24 and took a quiz.
Students started listening to Chapter 25 in the time remaining.
Homework: Finish reading Chapter 25 and read Chapter 26
TKAM Chapters 21-23
Tuesday 17 April 2018 for Periods 2, 5 & 6 and Wednesday 18 April 2018 for Periods 1 & 7
Quizzes: Chapters 19-21 (open book)
Students listened to Chapter 22 and took a quiz.
Homework: Read Chapter 23
Quizzes: Chapters 19-21 (open book)
Students listened to Chapter 22 and took a quiz.
Homework: Read Chapter 23
Monday, April 16, 2018
To Kill a Mockingbird Vocabulary
Students may begin studying selected vocabulary from To Kill a Mockingbird using the study set on the class's Quizlet site. Students have previously joined Mr. Stone's class on Quizlet.
Chapters 16-21
Monday 16 April 2018 for Periods 1, 2, 5, & 6 and Tuesday 17 April 2018 for Period 7
Students took quizzes for Chapters 16 and 17 at the beginning of class (some periods had already taken the quiz for Chapter 16).
Students listened to Chapter 18 in class and then took a quiz over Chapter 18.
Students began to listen to Chapter 19 before class ended.
Homework: Finish reading Chapter 19 and read Chapter 20 and 21. There will be quizzes over Chapters 19-21 at the beginning of the next class period.
Students took quizzes for Chapters 16 and 17 at the beginning of class (some periods had already taken the quiz for Chapter 16).
Students listened to Chapter 18 in class and then took a quiz over Chapter 18.
Students began to listen to Chapter 19 before class ended.
Homework: Finish reading Chapter 19 and read Chapter 20 and 21. There will be quizzes over Chapters 19-21 at the beginning of the next class period.
Wednesday, April 11, 2018
To Kill a Mockingbird Chapters 9-12
Tuesday 10 April 2018 for Periods 2, 5, & 6 and Wednesday 11 April 2018 for Periods 1, & 7
Students took quizzes over Chapters 9 and 10 at the beginning of class and then listened to Chapter 11.
Homework: Finish reading any portion of Chapter 11 not completed in class and read Chapter 12. There will be quizzes over Chapters 11 and 12 at the beginning of the next class.
Students took quizzes over Chapters 9 and 10 at the beginning of class and then listened to Chapter 11.
Homework: Finish reading any portion of Chapter 11 not completed in class and read Chapter 12. There will be quizzes over Chapters 11 and 12 at the beginning of the next class.
Monday, April 9, 2018
To Kill A Mockingbird Chapters 7-10
Monday 9 April 2018 for Periods 1, 2, 5 & 6 and 10 April 2018 for Period 7
Students took quizzes over Chapters 7 and 8 at the beginning of class and listened to nearly all of Chapter 9 in class.
Homework: Finish reading any remaining parts of Chapter 9 and all of Chapter 10 for quizzes at the beginning of the next class.
Don't forget to write a quote for each chapter of To Kill A Mockingbird in your commonplace book as you read.
Students took quizzes over Chapters 7 and 8 at the beginning of class and listened to nearly all of Chapter 9 in class.
Homework: Finish reading any remaining parts of Chapter 9 and all of Chapter 10 for quizzes at the beginning of the next class.
Don't forget to write a quote for each chapter of To Kill A Mockingbird in your commonplace book as you read.
A Busy Short Week
Please forgive my lack of blogging for last week. I had extra after-school school responsibilities. I will return to my normal blogging this week.
Tuesday, April 3, 2018
To Kill A Mockingbird Chapters 1 & 2
Tuesday 3 April 2018 for Periods 1, 2, 5, & 6 and Wednesday 4 April 2018 for Period 7
April is National Poetry Month. Mr. Stone shared a poem to start class before prayer.
Listen: Harper Lee's To Kill a Mockingbird, Chapter 1
Quiz: Chapter 1
Homework: Read Chapter 2
April is National Poetry Month. Mr. Stone shared a poem to start class before prayer.
Listen: Harper Lee's To Kill a Mockingbird, Chapter 1
Quiz: Chapter 1
Homework: Read Chapter 2
Friday, March 23, 2018
Extra Credit Over Spring Break
Students may earn up to 80 points in the vocabulary section of their grade by completing Membean vocabulary drills.
One point will be earned for each minute completed up to eighty minutes.
Periods 1, 2, 5, and 6 must completed these minutes between March 26 And April 1.
Period 7 must complete these minutes between March 27 and April 2.
Dubious minutes will not count.
One point will be earned for each minute completed up to eighty minutes.
Periods 1, 2, 5, and 6 must completed these minutes between March 26 And April 1.
Period 7 must complete these minutes between March 27 and April 2.
Dubious minutes will not count.
Nonfiction Terms Test
Thursday 22 March 2018 for Periods 5 & 6 and Friday 23 March 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 minutes
Nonfiction Terms Test
Students took a test over fifty nonfiction literary terms. The questions were presented in five matching sections.
How-to-Tell Essay
Students submitted the final draft of their how-to-tell essay both in hard-copy and electronically. The hard-copy packet included the following:
Final draft (on top)
Peer edit check sheet
Revised draft
Peer critique sheet
Rough draft (on bottom)
Note: The final draft should be printed on only one side.
Students also needed to turn the final draft of the how-to-tell essay into Turnitin.com.
Process Journal Entry
Students submitted "On Writing Three Definitions" that was described in the last blog post.
Homework: Have a great Spring Break!
Membean Vocabulary Drills: 10 minutes
Nonfiction Terms Test
Students took a test over fifty nonfiction literary terms. The questions were presented in five matching sections.
How-to-Tell Essay
Students submitted the final draft of their how-to-tell essay both in hard-copy and electronically. The hard-copy packet included the following:
Final draft (on top)
Peer edit check sheet
Revised draft
Peer critique sheet
Rough draft (on bottom)
Note: The final draft should be printed on only one side.
Students also needed to turn the final draft of the how-to-tell essay into Turnitin.com.
Process Journal Entry
Students submitted "On Writing Three Definitions" that was described in the last blog post.
Homework: Have a great Spring Break!
Wednesday, March 21, 2018
Editing How-to-Tell Essay
Wednesday 21 2018 for Periods 5 & 6 and Thursday 22 March for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 Minutes
Vocabulary Test
Students took an individualized 20-question test through Membean of words they have studied.
Submitting Three Definitions Paper
Students printed out a final draft of their three-definitions paper if they had not done so at home and stapled to the other papers completed in the process of writing the paper:
Final draft (on top)
Peer edit sheet
Revised draft
Peer critique sheet
Rough draft (on bottom)
Students also uploaded their final draft to Turnitin.com.
Editing How-to-Tell Essay
Students swapped how-to-tell essays with a partner and completed a peer edit sheet for their partner's essay.
Students began any necessary changes to their how-to-tell essays.
Process Journal Entry
Students reflected on the process of writing the three-definitions paper in an entry titled "On Writing Three Definitions."
Their entry should consider the following:
--What did you learn by writing this paper?
--What part(s) of the process was/were most helpful to you?
--Which part of writing this paper was most difficult for you?
This journal entry should be one-half-a-page long in MLA format.
Homework: Complete any further changes needed to create the final draft of your how-to-tell essay. Finish writing the process journal entry if not completed in class. Study for the nonfiction terms test.
Membean Vocabulary Drills: 10 Minutes
Vocabulary Test
Students took an individualized 20-question test through Membean of words they have studied.
Submitting Three Definitions Paper
Students printed out a final draft of their three-definitions paper if they had not done so at home and stapled to the other papers completed in the process of writing the paper:
Final draft (on top)
Peer edit sheet
Revised draft
Peer critique sheet
Rough draft (on bottom)
Students also uploaded their final draft to Turnitin.com.
Editing How-to-Tell Essay
Students swapped how-to-tell essays with a partner and completed a peer edit sheet for their partner's essay.
Students began any necessary changes to their how-to-tell essays.
Process Journal Entry
Students reflected on the process of writing the three-definitions paper in an entry titled "On Writing Three Definitions."
Their entry should consider the following:
--What did you learn by writing this paper?
--What part(s) of the process was/were most helpful to you?
--Which part of writing this paper was most difficult for you?
This journal entry should be one-half-a-page long in MLA format.
Homework: Complete any further changes needed to create the final draft of your how-to-tell essay. Finish writing the process journal entry if not completed in class. Study for the nonfiction terms test.
Tuesday, March 20, 2018
Editing Three Definitions
Tuesday 20 March 2018 for Periods 2, 5, & 6 and Wednesday 21 March 2018 for Periods 1 & 7
Peer Editing
Membean Vocabulary Drills: 10 minutes
Mr. Stone reviewed the use of dashes and noted how they were more than likely inappropriate for the three-definitions paper. He shared excerpts from a column on dashes by the noted American columnist and presidential speech writer William Safire.
Mr. Stone distributed a model paper and a peer editing sheet. Student swapped papers with a classmate and completed the peer editing sheet.
Mr. Stone stated that students should bold their subheadings in this paper.
Mr. Stone stated that students should bold their subheadings in this paper.
A hard copy of the paper is due in class tomorrow and the assignment must be submitted to Turnitin.com by midnight that evening.
Homework: Complete final draft of three-definitions paper and continue to study for the nonfiction terms test.
Monday, March 19, 2018
Learning Nonfiction Terms
Monday 19 March 2018 for Periods 1, 2, 5, & 6 and Tuesday 20 March 2018 for Period 7
Membean Vocabulary Drills: 10 minutes
Quizlet: Nonfiction
Mr. Stone was disappointed to find many students had not been putting in the time last week on studying the nonfiction set on Quizlet as assigned
Students spent the bulk of the class period working in the "Learn" function of Quizlet on the Nonfiction set in the LLA English Fall 2017 class.
Students should have achieved 100% in the learn function before they move on to playing other games to study the nonfiction terms.
Homework: Spend twenty minutes studying the nonfiction set in LLA English Fall 2017. The test over these terms will be the last class this week.
Membean Vocabulary Drills: 10 minutes
Quizlet: Nonfiction
Mr. Stone was disappointed to find many students had not been putting in the time last week on studying the nonfiction set on Quizlet as assigned
Students spent the bulk of the class period working in the "Learn" function of Quizlet on the Nonfiction set in the LLA English Fall 2017 class.
Students should have achieved 100% in the learn function before they move on to playing other games to study the nonfiction terms.
Homework: Spend twenty minutes studying the nonfiction set in LLA English Fall 2017. The test over these terms will be the last class this week.
Thursday, March 15, 2018
Revising the "How to Tell" Essay
Thursday 15 March 2018 for Periods 5 & 6 and Friday 16 March 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: ten minutes (Students should have completed 40 minutes minimum for the week.)
Peer Critique
Students who did not complete their peer critique of the "How to Tell" essay yesterday needed to completed before the end of the period or receive reduced credit.
Drafting a Revised Draft
Using the feedback from the peer critique, students make changes to their "How to Tell" essays.
Nonfiction Terms
If students had extra class time, they were directed to study the nonfiction set on Quizlet for next week's test.
Homework: Finish a revised draft of the "How to Tell" essay. Be sure you meet the two-page minimum length requirement.
Membean Vocabulary Drills: ten minutes (Students should have completed 40 minutes minimum for the week.)
Peer Critique
Students who did not complete their peer critique of the "How to Tell" essay yesterday needed to completed before the end of the period or receive reduced credit.
Drafting a Revised Draft
Using the feedback from the peer critique, students make changes to their "How to Tell" essays.
Nonfiction Terms
If students had extra class time, they were directed to study the nonfiction set on Quizlet for next week's test.
Homework: Finish a revised draft of the "How to Tell" essay. Be sure you meet the two-page minimum length requirement.
Wednesday, March 14, 2018
Peer Critique of "How to Tell" Essay
Wednesday 14 March 2017 for Periods 5 & 6 and Thursday 15 March 2017 for Periods 1, 2, & 7
Membean Vocabulary Drills: Ten minutes
Peer Critique
Students swapped rough drafts of their "How to Tell" essays with a partner, read the partner's essay and offered suggestions to improve their partner's paper by completing a peer critique sheet.
Homework: Spend twenty minutes in the learn function of Quizlet on the nonfiction set.
Membean Vocabulary Drills: Ten minutes
Peer Critique
Students swapped rough drafts of their "How to Tell" essays with a partner, read the partner's essay and offered suggestions to improve their partner's paper by completing a peer critique sheet.
Homework: Spend twenty minutes in the learn function of Quizlet on the nonfiction set.
Tuesday, March 13, 2018
Process Analysis (Directions) Essay
Tuesday 13 March 2018 for Periods 2, 5, & 6 and Wednesday 14 March 2018 for Periods 1 & 7
Textual Analysis
Mr. Stone worked with students to annotate Rosenberg's "How to Tell a Mother Her Child Is Dead" to indicate her used of transitional words to show chronological order, her use of you and imperative sentences for directions, her inclusion of what not to do as what to do, and her use of one single-sentence paragraph for emphasis.
Mr. Stone also discussed the texts primary and secondary audiences.
Writing
Textual Analysis
Mr. Stone worked with students to annotate Rosenberg's "How to Tell a Mother Her Child Is Dead" to indicate her used of transitional words to show chronological order, her use of you and imperative sentences for directions, her inclusion of what not to do as what to do, and her use of one single-sentence paragraph for emphasis.
Mr. Stone also discussed the texts primary and secondary audiences.
Writing
Students are to write their own "How to Tell a ______________ ______________" essays.
Mr. Stone gave several examples:
How to Tell Your Girlfriend You Want to Breakup
How to Tell Your Father You Broke Your Phone
How to Tell Your Brother Fashion Tips
Requirements
Minimum two pages double-spaced type in MLA format
Clearly anticipates the reader's needs
Uses Chronological Order
Includes warnings of what not to do
Includes one one-sentence paragraph for emphasis
Membean Vocabulary Drills: ten minutes
Quizlet: Study nonfiction set.
Homework: Complete rough draft of "How to Tell" essay.
(If you have some extra time, study the Quizlet nonfiction set for next week's test.)
Monday, March 12, 2018
Nonfiction Terms
Monday 12 March 2018 for Periods 1, 2, 5, & 6 and Tuesday 13 March 2018 for Period 7
Membean Vocabulary Drills: 10 minutes
Quizlet
Students received a printout from the class Quizlet set of nonfiction terms. In class, they were to begin studying the terms using the "Learn" function of Quizlet.
Commonplace Book
Students should be selecting one quote from each of the readings assigned so far during the nonfiction unit: "How to Tell if You Are a Jerk," "How to Tell a Mother Her Child Is Dead," and "In Which I Try to Become a Swift."
Students should select quotes that "speak to them" in a meaningful way, exemplify a rhetorical or literary device (i.e. a parenthetical definition, repetition, simile, etc.), or information they may want later.
Place an indexing tag word in the left column next to your selected quote.
Homework: Spend twenty minutes in the learn function of Quizlet working on the nonfiction set in our Quizlet class.
Membean Vocabulary Drills: 10 minutes
Quizlet
Students received a printout from the class Quizlet set of nonfiction terms. In class, they were to begin studying the terms using the "Learn" function of Quizlet.
Commonplace Book
Students should be selecting one quote from each of the readings assigned so far during the nonfiction unit: "How to Tell if You Are a Jerk," "How to Tell a Mother Her Child Is Dead," and "In Which I Try to Become a Swift."
Students should select quotes that "speak to them" in a meaningful way, exemplify a rhetorical or literary device (i.e. a parenthetical definition, repetition, simile, etc.), or information they may want later.
Place an indexing tag word in the left column next to your selected quote.
Homework: Spend twenty minutes in the learn function of Quizlet working on the nonfiction set in our Quizlet class.
Thursday, March 8, 2018
Process Analysis
Thursday 8 March 2018 for Periods 5 & 6 and Friday 9 March 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 Minutes
Commonplace Book Check
Mr. Stone continued checking commonplace books while students read.
Process Analysis
Students read Naomi Rosenberg's "How to Tell a Mother Her Child Is Dead" and took a quiz after they finished reading the essay.
Description
Students began reading Charles Foster's "In Which I Try to Become a Swift."
Homework: Finish reading Charles Foster's "In Which I Try to Become a Swift." Be prepared for a quiz over this essay.
Membean Vocabulary Drills: 10 Minutes
Commonplace Book Check
Mr. Stone continued checking commonplace books while students read.
Process Analysis
Students read Naomi Rosenberg's "How to Tell a Mother Her Child Is Dead" and took a quiz after they finished reading the essay.
Description
Students began reading Charles Foster's "In Which I Try to Become a Swift."
Homework: Finish reading Charles Foster's "In Which I Try to Become a Swift." Be prepared for a quiz over this essay.
Common Place Book Check & Peer Critiquing Definitions
Wednesday 7 March 2018 for Periods 5 & 6 and Thursday for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 Minutes
Common Place Book Check
Mr. Stone distributed a rubric for the evaluation of the student's "commonplace books" and began evaluating students' books. Mr. Stone will continue checking books during work time in class until he has evaluated all the students books. Students should have their commonplace book materials in a three-ring binder. Their commonplace book should be brought to each class period.
Definition Peer Critique
Students exchanged papers and used three separate peer critique sheets, one for their parenthetical definition, a second for their sentence definition, and a third for their extended definition.
As students received feedback, they were to begin making revisions to their definitions.
Homework: Complete revisions of your parenthetical, sentence, and extended definitions.
Membean Vocabulary Drills: 10 Minutes
Common Place Book Check
Mr. Stone distributed a rubric for the evaluation of the student's "commonplace books" and began evaluating students' books. Mr. Stone will continue checking books during work time in class until he has evaluated all the students books. Students should have their commonplace book materials in a three-ring binder. Their commonplace book should be brought to each class period.
Definition Peer Critique
Students exchanged papers and used three separate peer critique sheets, one for their parenthetical definition, a second for their sentence definition, and a third for their extended definition.
As students received feedback, they were to begin making revisions to their definitions.
Homework: Complete revisions of your parenthetical, sentence, and extended definitions.
Tuesday, March 6, 2018
Identifying Types of Definitions & Drafting an Extended Definition
Tuesday 6 March 2018 for Periods 2, 5 & 6 and Wednesday 7 March 2018
Membean Vocabulary Drills: ten minutes
Annotating to Identify Types of Definitions
Students worked in small groups to compare their annotations they made on Eric Schwitzgebel's "How to Tell If You're a Jerk." Mr. Stone asked students to circle the words for which they had bracketed the definition.
Homework: Complete a rough draft of your extended essay. Use the paragraph on the Types of Definitions sheet you should have placed in your notebook as a model.
Make sure you begin your extended definition with the sentence definition you wrote earlier. Then include at least four of the following:
etymology/word origin
history of the word
synonyms
antonyms
negation/additional differentia
stipulation
quotations/examples
Your extended definition for this assignment should be at least eight sentences long.
Membean Vocabulary Drills: ten minutes
Annotating to Identify Types of Definitions
Students worked in small groups to compare their annotations they made on Eric Schwitzgebel's "How to Tell If You're a Jerk." Mr. Stone asked students to circle the words for which they had bracketed the definition.
Homework: Complete a rough draft of your extended essay. Use the paragraph on the Types of Definitions sheet you should have placed in your notebook as a model.
Make sure you begin your extended definition with the sentence definition you wrote earlier. Then include at least four of the following:
etymology/word origin
history of the word
synonyms
antonyms
negation/additional differentia
stipulation
quotations/examples
Your extended definition for this assignment should be at least eight sentences long.
Monday, March 5, 2018
Drafting Definitions and Annotating a Definition Essay
Monday 5 March 2018 for Periods 1, 2, 5 & 6 and Tuesday 6 March 2018 for Period 7
Membean Vocabulary Drills: ten minutes
Project Display Tour
Students walked into the hall and spent time viewing the two display cabinets filled with their class Odyssey projects. They were also encouraged to view more of the projects inside the classroom.
Drafting Definitions in MLA Format
Mr. Stone reviewed the basics of Modern Language Association formatting with students as he directed them on how to type up and format the definitions they wrote out by hand over the weekend.
Students title the document with the word they were defining (the definiendum).
Mr. Stone directed students to make a subheading against the left margin for "Parenthetical Definition" and "Sentence Definition."
Students printed their typed rough drafts and submitted them to Mr. Stone.
Homework: Use a pencil to annotate a printed copy of "How to Tell if You Are a Jerk." Re-read the essay to identify the different types of definitions Schwitzgebel uses in his essay. Place bracket marks [ ] around the definitions in the text. Write the type of definition Schwitzgebel is using in the right-hand margin next to where you have bracketed it in the text.
Schwitzgebel's essay includes several examples of a parenthetical definition, several examples of a sentence definition, and an example of a stipulative definition and definition by example/ostensive definition.
Note, Schwitzgebel uses parentheses and dashes to set off his "parenthetical" definitions.
Schwitzgebel uses a stipulative definition when discussing the work of another scholar.
His use of definition by application is found when he discusses the application of the term "jerk."
Membean Vocabulary Drills: ten minutes
Project Display Tour
Students walked into the hall and spent time viewing the two display cabinets filled with their class Odyssey projects. They were also encouraged to view more of the projects inside the classroom.
Drafting Definitions in MLA Format
Mr. Stone reviewed the basics of Modern Language Association formatting with students as he directed them on how to type up and format the definitions they wrote out by hand over the weekend.
Students title the document with the word they were defining (the definiendum).
Mr. Stone directed students to make a subheading against the left margin for "Parenthetical Definition" and "Sentence Definition."
Students printed their typed rough drafts and submitted them to Mr. Stone.
Homework: Use a pencil to annotate a printed copy of "How to Tell if You Are a Jerk." Re-read the essay to identify the different types of definitions Schwitzgebel uses in his essay. Place bracket marks [ ] around the definitions in the text. Write the type of definition Schwitzgebel is using in the right-hand margin next to where you have bracketed it in the text.
Schwitzgebel's essay includes several examples of a parenthetical definition, several examples of a sentence definition, and an example of a stipulative definition and definition by example/ostensive definition.
Note, Schwitzgebel uses parentheses and dashes to set off his "parenthetical" definitions.
Schwitzgebel uses a stipulative definition when discussing the work of another scholar.
His use of definition by application is found when he discusses the application of the term "jerk."
Thursday, March 1, 2018
Types of Definitions
Thursday 1 March 2018 for Periods 5 & 6 and Friday 2 March 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: Students completed the remainder of their minimum of forty minutes for the week.
Quiz: Eric Schwitzgebel's "How to Tell if You're a Jerk"
Lecture: types of definitions
Students placed a handout on types of definitions in their commonplace books.
Homework: Select a word you wish define and write a parenthetical and a sentence definition.
Mr. Stone suggests students use a more specific word from one of the following categories:
food
instruments
animals
plants
sports
equipment/tools
moves/plays
vehicles
Students should consult sources while they create their own definitions. Students can consider information common knowledge when they find the same information in five different credible sources. They should express this information in their own manner.
Students will later be created an extended definition for this same term. They should keep track of the sources they consult for future use.
Membean Vocabulary Drills: Students completed the remainder of their minimum of forty minutes for the week.
Quiz: Eric Schwitzgebel's "How to Tell if You're a Jerk"
Lecture: types of definitions
Students placed a handout on types of definitions in their commonplace books.
Homework: Select a word you wish define and write a parenthetical and a sentence definition.
Mr. Stone suggests students use a more specific word from one of the following categories:
food
instruments
animals
plants
sports
equipment/tools
moves/plays
vehicles
Students should consult sources while they create their own definitions. Students can consider information common knowledge when they find the same information in five different credible sources. They should express this information in their own manner.
Students will later be created an extended definition for this same term. They should keep track of the sources they consult for future use.
Wednesday, February 28, 2018
Starting Nonfiction and Expository Writing
Wednesday 28 February 2018 for Periods 5 & 6 and Thursday 1 March 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 15 minutes
Vocabulary Test
The class has completed the epic unit and is beginning nonfiction and expository writing.
Homework: Read Eric Schwitzgebel's "How to Tell if You're a Jerk"
Students will have a quiz over the reading at the beginning of the next class.
Membean Vocabulary Drills: 15 minutes
Vocabulary Test
The class has completed the epic unit and is beginning nonfiction and expository writing.
Homework: Read Eric Schwitzgebel's "How to Tell if You're a Jerk"
Students will have a quiz over the reading at the beginning of the next class.
Tuesday, February 27, 2018
Odyssey Test
Tuesday 27 February 2018 for Periods 2, 5, & 6 and Wednesday 28 February 2018 for Periods 1 & 7
Students will complete their test first and then use any remaining time to put in fifteen minutes of Membean drills.
Homework: Complete fifteen minutes of Membean vocabulary drills if not completed during class time.
Students will complete their test first and then use any remaining time to put in fifteen minutes of Membean drills.
Homework: Complete fifteen minutes of Membean vocabulary drills if not completed during class time.
Project Presentations
Monday 26 February 2018 for Periods 1, 2, 5 & 6 and Tuesday 27 February 2018 for Period 7
After ten minutes of Membean drills, as many students as could presented their projects. We began with food projects.
Students who did not present during this period will present during the class period following their Odyssey test.
Homework: Study for the Odyssey test.
After ten minutes of Membean drills, as many students as could presented their projects. We began with food projects.
Students who did not present during this period will present during the class period following their Odyssey test.
Homework: Study for the Odyssey test.
More Odyssey Review Time
Students spent the last two class periods between February 21-23 reviewing for their Odyssey test.
Tuesday, February 20, 2018
Odyssey Review Time
Tuesday 20 February 2018 for Periods 2, 5 & 6 and Wednesday 21 February 2018 for Periods 1 & 7
Membean Vocabulary Drills: fifteen minutes
Students read Mr. Stone's latest Inlandia Literary Journeys column on commonplace books.
Mr. Stone discussed how the students use of a commonplace book compares with the practices described in his column.
Students studied Quizlet sets for their Odyssey test:
Tales from the Odyssey Characters
https://quizlet.com/269708247/tales-from-the-odyssey-characters-flash-cards/
Stages in the Hero's Journey
https://quizlet.com/270791449/stages-in-the-heros-journey-flash-cards/
The Hero's Journey in Homer's Odyssey
https://quizlet.com/270828909/heros-journey-in-homers-odyssey-flash-cards/
Miscellaneous Odyssey Questions
https://quizlet.com/270900527/miscellaneous-odyssey-questions-flash-cards/
Homework: Continue to study for the Odyssey test using the Quizlet sets and the materials on the Odyssey in your commonplace books. Continue to work on your Odyssey project as needed. Prioritize. The test is this week. The project is due the beginning of next.
Membean Vocabulary Drills: fifteen minutes
Students read Mr. Stone's latest Inlandia Literary Journeys column on commonplace books.
Mr. Stone discussed how the students use of a commonplace book compares with the practices described in his column.
Students studied Quizlet sets for their Odyssey test:
Tales from the Odyssey Characters
https://quizlet.com/269708247/tales-from-the-odyssey-characters-flash-cards/
Stages in the Hero's Journey
https://quizlet.com/270791449/stages-in-the-heros-journey-flash-cards/
The Hero's Journey in Homer's Odyssey
https://quizlet.com/270828909/heros-journey-in-homers-odyssey-flash-cards/
Miscellaneous Odyssey Questions
https://quizlet.com/270900527/miscellaneous-odyssey-questions-flash-cards/
Homework: Continue to study for the Odyssey test using the Quizlet sets and the materials on the Odyssey in your commonplace books. Continue to work on your Odyssey project as needed. Prioritize. The test is this week. The project is due the beginning of next.
Study Hall for Period 7
Due to the Presidents' Day holiday seventh period meets one more day this week than the other periods of English I; therefore, they had a study hall on Tuesday, February 20th.
Homework: Study for the Odyssey test and continue to work on the Odyssey project.
Homework: Study for the Odyssey test and continue to work on the Odyssey project.
Thursday, February 15, 2018
More on Epic Similes and Meter
Thursday 15 February 2018 for Periods 5 & 6 and Friday 16 February 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 minutes
Mr. Stone gave students a sheet explaining the acronym SOAPSTONES as used for document analysis (particularly in AP history courses). He proceeded to model document analysis by annotating a page from Book 9 of The Odyssey.
The analysis focused on speaker's use of the familiar and the unfamiliar in epic similes.
(If a student missed this analysis, he/she should be sure to get the notes from a classmate.)
Students filled in the meter, elevated style, and epic simile cells on the epic elements table in their commonplace books.
Homework: Study for The Odyssey test by using your notes and continue preparing your selected Odyssey project.
Check Quizlet for the character study set.
Check Quizlet for the character study set.
Wednesday, February 14, 2018
Meter and Epic Similes
Wednesday 14 February 2018 for Periods 5 & 6 and Thursday 15 February 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 minutes
Vocabulary Test 3
Mr. Stone gave students three meter sheets for their commonplace books and went over the five most common metric feet in English: the anapest, the dactyl, the iamb, the spondee, and the trochee.
Each sheet contains five famous quotations from poems in English. Mr. Stone went helped the students identify the dominant type of metrical foot for each quotation on the first sheet and students worked in small groups to identify the dominant foot in each of the quoted passages on the other two sheets.
For now, students are to place the meter sheets in their commonplace books next to the back cover.
Students received a photocopied page from Book 9 of a verse translation of The Odyssey, labeled Examples of Epic Similes.
Mr. Stone defined and discussed the concept of marginalia and instructed students to write from the board the definition for epic simile at the bottom of the "Examples of Epic Similes" sheet.
Homework: Continue to work on your Odyssey project and to study notes from your commonplace book to prepare for the test over The Odyssey to be taken at the end of next week.
Remember projects are due on Monday, February 26th for Periods, 1, 2, 5, & 6 and on Tuesday, February 27th for Period 7.
Membean Vocabulary Drills: 10 minutes
Vocabulary Test 3
Mr. Stone gave students three meter sheets for their commonplace books and went over the five most common metric feet in English: the anapest, the dactyl, the iamb, the spondee, and the trochee.
Each sheet contains five famous quotations from poems in English. Mr. Stone went helped the students identify the dominant type of metrical foot for each quotation on the first sheet and students worked in small groups to identify the dominant foot in each of the quoted passages on the other two sheets.
For now, students are to place the meter sheets in their commonplace books next to the back cover.
Students received a photocopied page from Book 9 of a verse translation of The Odyssey, labeled Examples of Epic Similes.
Mr. Stone defined and discussed the concept of marginalia and instructed students to write from the board the definition for epic simile at the bottom of the "Examples of Epic Similes" sheet.
Homework: Continue to work on your Odyssey project and to study notes from your commonplace book to prepare for the test over The Odyssey to be taken at the end of next week.
Remember projects are due on Monday, February 26th for Periods, 1, 2, 5, & 6 and on Tuesday, February 27th for Period 7.
Tuesday, February 13, 2018
More Odyssey Analysis
Tuesday 13 February 2018 for Periods 2, 5, & 6 and Wednesday 14 February 2018 for Periods 1 & 7
Membean Vocabulary Drills: 10 minutes
Students finished completing the table on Odysseus's Journey showing how the story of Odysseus relates to Joseph Campbell's hero's journey stages.
They continued to work on completing the Epic Elements in Homer's Odyssey tables.
Homework: Begin studying for the Odyssey test.
The Odyssey test will be on Thursday, February 22 for Periods 5 & 6 and Friday February 23 for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 minutes
Students finished completing the table on Odysseus's Journey showing how the story of Odysseus relates to Joseph Campbell's hero's journey stages.
They continued to work on completing the Epic Elements in Homer's Odyssey tables.
Homework: Begin studying for the Odyssey test.
The Odyssey test will be on Thursday, February 22 for Periods 5 & 6 and Friday February 23 for Periods 1, 2, & 7
Monday, February 12, 2018
Analysis of Homer's Odyssey for Joseph Campbell's Stages of a Hero's Journey
Monday 12 February 2018 for Periods 1, 2, 5, & 6 and Tuesday 13 February 2018 for Period 7
Membean Vocabulary Drills: 10 minutes
Student reviewed a video on the stages in a hero's journey and discussed how those are demonstrated by the story of Homer's Odyssey.
Homework: Begin working on your selected Odyssey project.
Membean Vocabulary Drills: 10 minutes
Student reviewed a video on the stages in a hero's journey and discussed how those are demonstrated by the story of Homer's Odyssey.
Homework: Begin working on your selected Odyssey project.
Odyssey Project Option Selection
Thursday 8 February 2018 for Periods 5 & 6 and Friday 9 February 2018 for Periods 1, 2, & 7
After Mr. Stone reviewed the projects options available for students to complete for Homer's Odyssey, he used a random number generator to select students to choose the option they would like to complete. (Some projects, e.g. food projects).
Homework: Complete ten minutes of Membean vocabulary drills.
After Mr. Stone reviewed the projects options available for students to complete for Homer's Odyssey, he used a random number generator to select students to choose the option they would like to complete. (Some projects, e.g. food projects).
Homework: Complete ten minutes of Membean vocabulary drills.
More Analysis of Homer's Odyssey for Epic Elements
Wednesday 7 February 2018 for Periods 5 & 6 and Thursday 8 February 2018 for Periods 1, 2, & 7
Students used Pope's Tales from the Odyssey to find evidence of selected epic elements: heroic deeds, heroic identity, supernatural involvement, and epithets.
Homework: Complete ten minutes of Membean vocabulary drills.
Students used Pope's Tales from the Odyssey to find evidence of selected epic elements: heroic deeds, heroic identity, supernatural involvement, and epithets.
Homework: Complete ten minutes of Membean vocabulary drills.
Tuesday, February 6, 2018
Identifying the Epic Elements in Homer's Odyssey
Tuesday 6 February 2018 for Periods 2, 5, & 6 and Wednesday 7, February 2018 for Periods 1 & 7
The Junior class is making use of the Chrome books from Tuesday through Thursday this week. Membean drills will be completed as part of homework during these days.
Mr. Stone distributed five three-hole-punched sheets for students to place in their commonplace books: Epic Poetry, Epic Elements in Homer's Odyssey (2 sheets), Odysseus's Journey, diagram of the stages in Joseph Campbell's Hero's Journey.
Students checked the order of the commonplace pages as they inserted these new sheets in their books.
The class began completing the Epic Elements in Homer's Odyssey table. They filled in textual evidence for invocation of the muse, long narrative poem, and panoramic setting.
Mr. Stone began discussing the options for the Odyssey projects. He showed examples of a game, a model, a diorama of a scene, a painting/drawing of a scene, Odyssey by the numbers, and journey calculations.
Homework: Complete ten minutes of Membean vocabulary drills, work on finishing reading Tales from the Odyssey if you have not completed reading it in class and you have checked out a copy from Mr. Stone, and begin reviewing the notes taken in class in preparation for you test over the Odyssey.
The Junior class is making use of the Chrome books from Tuesday through Thursday this week. Membean drills will be completed as part of homework during these days.
Mr. Stone distributed five three-hole-punched sheets for students to place in their commonplace books: Epic Poetry, Epic Elements in Homer's Odyssey (2 sheets), Odysseus's Journey, diagram of the stages in Joseph Campbell's Hero's Journey.
Students checked the order of the commonplace pages as they inserted these new sheets in their books.
The class began completing the Epic Elements in Homer's Odyssey table. They filled in textual evidence for invocation of the muse, long narrative poem, and panoramic setting.
Mr. Stone began discussing the options for the Odyssey projects. He showed examples of a game, a model, a diorama of a scene, a painting/drawing of a scene, Odyssey by the numbers, and journey calculations.
Homework: Complete ten minutes of Membean vocabulary drills, work on finishing reading Tales from the Odyssey if you have not completed reading it in class and you have checked out a copy from Mr. Stone, and begin reviewing the notes taken in class in preparation for you test over the Odyssey.
Monday, February 5, 2018
The Odyssey Continues
Monday 5 February 2018 for Periods 1, 2, 5, & 6 and Tuesday 6 February 2018 for Period 7
Membean Vocabulary Drills: 10 minutes
Students continued to read through Tales from the Odyssey at their own pace. Students who have finished reading both books reviewed the events of the story by playing the Odyssey game in the lobby.
Homework: View Nikolia Apostolou's "Searching for Ancient Ithaca" and listen to Edna St. Vincent Millay's "An Anicent Gesture."
Membean Vocabulary Drills: 10 minutes
Students continued to read through Tales from the Odyssey at their own pace. Students who have finished reading both books reviewed the events of the story by playing the Odyssey game in the lobby.
Homework: View Nikolia Apostolou's "Searching for Ancient Ithaca" and listen to Edna St. Vincent Millay's "An Anicent Gesture."
Thursday, February 1, 2018
Vocabulary Test 2 & More of the Odyssey
Thursday 1 February 2018 for Periods 5 & 6 and Friday 2 February 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: ten minutes
Students took their second individualized vocabulary test for this semester and continued reading Mary Pope's Tales from the Odyssey if they are not finished.
Homework: Listen to the opening lines of the Odyssey in reconstructed ancient Greek pronunciation,
view Everything You Need to know to Read Homer's Odsyssey, and take a look at a fragment of ancient papyrus with a portion of the Odyssey.
Membean Vocabulary Drills: ten minutes
Students took their second individualized vocabulary test for this semester and continued reading Mary Pope's Tales from the Odyssey if they are not finished.
Homework: Listen to the opening lines of the Odyssey in reconstructed ancient Greek pronunciation,
view Everything You Need to know to Read Homer's Odsyssey, and take a look at a fragment of ancient papyrus with a portion of the Odyssey.
Wednesday, January 31, 2018
Elements of an Epic
Wednesday 31 January 2018 for Periods 5 & 6 and Thursday 1 February 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 minutes
Students continued reading Tales from the Odyssey.
Homework: Read over the following elements of an epic poem:
Membean Vocabulary Drills: 10 minutes
Students continued reading Tales from the Odyssey.
Homework: Read over the following elements of an epic poem:
Epic poems exist in cultures around the world, often
having roots in preliterate times.
Essential
Characteristics
· Long
narrative poem
o
The work may be paraphrased into prose,
but it began in verse.
· Omniscient
narrator
o
The speaker of the poem appears to know
about all the characters thoughts and feelings.
· Panoramic
setting
o
The story covers events in a vast
geographic region, even taking in the known world or universe.
· Hero
o
The protagonist of the story gains the
audience’s admiration through great deeds.
o
The hero typically has a quest and goes on
a journey to achieve that goal.
o
The hero is someone of national or
international importance.
· Supernatural
Involvement
o
Gods or other supernatural beings
participate in the action or take an active interest.
· Elevated
Style
o
The speaker uses
§ formal
language, not conversational
§ serious
and objective tone (attitude toward the characters and the action)
§ great
detail
Common
Story-telling Conventions
· Invocation—the
poet-narrator asks for supernatural help in telling the story.
· medias res—the
story begins in the middle of the action.
· Long
speeches—main characters often speak at length, revealing their traits.
· Meter—the
poet uses a set rhythmic pattern to aid in remembering the story
· Figurative
language
o
Epic similes—long comparisons made over
many lines.
o
Epithets--an adjective or descriptive phrase expressing a quality
characteristic of the person or thing mentioned; often repeated to aid memory
or complete meter
Tuesday, January 30, 2018
Odyssey Game
Tuesday 30 January for Periods 2, 5, 6, & Wednesday 31 January 2018 for Periods 1 & 7
Membean Vocabulary Drills: 10 Minutes
Students reviewed events from Homer's Odyssey by playing playing The Odyssey Game.
Homework: View this video on Joseph Campbell's The Hero's Journey.
Membean Vocabulary Drills: 10 Minutes
Students reviewed events from Homer's Odyssey by playing playing The Odyssey Game.
Homework: View this video on Joseph Campbell's The Hero's Journey.
The Odyssey Continues
Monday 29 January 2018 for Periods 1, 2, 5, & 6 and Tuesday 30 January 2018 for Period 7
Membean Vocabulary Drills: 15 Minutes
Students continue reading in Tales from the Odyssey.
No Homework
Membean Vocabulary Drills: 15 Minutes
Students continue reading in Tales from the Odyssey.
No Homework
Friday, January 26, 2018
Vocabulary Test 1, Housekeeping, & More Tales from the Odyssey
Thursday 25 January 2018 for Periods 5 & 6 and Friday 26 January 2018 for Periods 1, 2, & 7
After ten minutes of Membean vocabulary drills, students took an individualized twenty question vocabulary test.
Mr. Stone checked for completion of the homework.
Students passed back recent papers and checked them against PowerSchool to make sure their scores were recorded accurately.
Students continued reading in Mary Pope Osborne's Tales from the Odyssey.
Homework: Read Charlotte Higgins' review of Emily Wilson's translation of Homer's Odyssey. Expect a quiz.
After ten minutes of Membean vocabulary drills, students took an individualized twenty question vocabulary test.
Mr. Stone checked for completion of the homework.
Students passed back recent papers and checked them against PowerSchool to make sure their scores were recorded accurately.
Students continued reading in Mary Pope Osborne's Tales from the Odyssey.
Homework: Read Charlotte Higgins' review of Emily Wilson's translation of Homer's Odyssey. Expect a quiz.
Wednesday, January 24, 2018
Odyssey Day Three: More Reading & Translation Comparison
Wednesday 24 January 2018 for Periods 5 & 6 and Thursday 25 January 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 15 minutes
Students continued reading where they left off in Mary Pope Osborne's Tales from the Odyssey.
Mr. Stone showed students how to use the "Look Inside" function of Amazon to assist them in completing the homework.
Homework: Create a new page for your commonplace book titled "Odyssey Translation Comparison." Copy the same passage (minimum of 4-8 lines) from both translations onto your page. Be sure and write "translated by" and the translator's name under each of the two passages you choose to copy. Write the book number (and preferably lines) for the passage you quoted.
Use the following two translator's:
Emily Wilson
and
Robert Fagles
Below is a sample page. You may not use this same passage for your commonplace book.
Membean Vocabulary Drills: 15 minutes
Students continued reading where they left off in Mary Pope Osborne's Tales from the Odyssey.
Mr. Stone showed students how to use the "Look Inside" function of Amazon to assist them in completing the homework.
Homework: Create a new page for your commonplace book titled "Odyssey Translation Comparison." Copy the same passage (minimum of 4-8 lines) from both translations onto your page. Be sure and write "translated by" and the translator's name under each of the two passages you choose to copy. Write the book number (and preferably lines) for the passage you quoted.
Use the following two translator's:
Emily Wilson
and
Robert Fagles
Below is a sample page. You may not use this same passage for your commonplace book.
Tuesday, January 23, 2018
Odyssesy Day Two & Anecdote Example Page
Tuesday 23 January 2018 for Periods 2, 5 & 6 and Wednesday 24 January 2018 for Periods 1 & 7
Membean Vocabulary Drills: 15 minutes
After students finished their vocabulary drills, they continued reading in Mary Pope Osborne's Tales from the Odyssey. Students left the sticky note with their name on it on the page where they finish reading for the period.
While students read, Mr. Stone checked for the completion of the cover of their commonplace book which they were to complete for homework.
Homework: Make an "Examples of Anecdotes" page for your commonplace book. Your page should include the Anecdote of a Sagacious Dog which we read in class last quarter and another anecdote of your choosing. Reader's Digest 100-Word Stories is a great source for examples of anecdotes.
Be sure the page you create for your commonplace book includes:
the title "Examples of Anecdotes"
the text of the "Anecdote of a Sagacious Dog"
the text of an additional anecdote you choose
You may handwrite, type, print-cut-and-paste, or copy-paste-and-print, whatever works best for you.
Just be sure to write the source of your anecdote underneath it. The "Anecdote of a Sagacious Dog" comes from Sarah Lockwood's Composition and Rhetoric for Higher Schools.
If you use an anecdote from the Reader's Digest website, just write "Reader's Digest" under the anecdote you provide.
Note: Do NOT use the same additional examples as Mr. Stone used.
Membean Vocabulary Drills: 15 minutes
After students finished their vocabulary drills, they continued reading in Mary Pope Osborne's Tales from the Odyssey. Students left the sticky note with their name on it on the page where they finish reading for the period.
While students read, Mr. Stone checked for the completion of the cover of their commonplace book which they were to complete for homework.
Homework: Make an "Examples of Anecdotes" page for your commonplace book. Your page should include the Anecdote of a Sagacious Dog which we read in class last quarter and another anecdote of your choosing. Reader's Digest 100-Word Stories is a great source for examples of anecdotes.
Be sure the page you create for your commonplace book includes:
the title "Examples of Anecdotes"
the text of the "Anecdote of a Sagacious Dog"
the text of an additional anecdote you choose
You may handwrite, type, print-cut-and-paste, or copy-paste-and-print, whatever works best for you.
Just be sure to write the source of your anecdote underneath it. The "Anecdote of a Sagacious Dog" comes from Sarah Lockwood's Composition and Rhetoric for Higher Schools.
If you use an anecdote from the Reader's Digest website, just write "Reader's Digest" under the anecdote you provide.
Note: Do NOT use the same additional examples as Mr. Stone used.
Monday, January 22, 2018
Reading Homer's Odyssey & Starting a Commonplace Book
Monday 22 January 2018 for Periods 1, 2, 5, & 6 and Tuesday 23 January 2019 for Period 7
Students began reading Mary Pope Osborne's retelling of Homer's Odyssey using classroom copies of the books. Students will progress through this book at their own pace.
Homework: Make a cover for your commonplace book. Be sure to include your name and one of the words for a commonplace book (commonplace book, zibaldone, or hodgepodge book). Your cover should be decorated to show something about your self or your interests.
Students began reading Mary Pope Osborne's retelling of Homer's Odyssey using classroom copies of the books. Students will progress through this book at their own pace.
Homework: Make a cover for your commonplace book. Be sure to include your name and one of the words for a commonplace book (commonplace book, zibaldone, or hodgepodge book). Your cover should be decorated to show something about your self or your interests.
Thursday, January 11, 2018
Submitting Final Draft of Anecdote & Vocabulary Assessment
Thursday 11 January 2018 for Periods 5 & 6 and 12 January 2018 for Periods 1, 2, 7
Membean Vocabulary: 10 minutes of drills and a twenty question test
Students submitted the final draft of their anecdote with the peer-edit sheet, revised draft, peer-critique sheet, and rough draft stapled below it.
In addition, students submitted the final draft of their anecdote and the summary portion of their cereal box project to Turnitin.com.
Students self-corrected Comma Practice #3 using an answer key.
Mr. Stone encouraged students to check out the comma resources available on the right column of this class blog.
Homework: Study for the comma test to be completed during the final exam period. This test will be included in writing portion of the students' grades.
Membean Vocabulary: 10 minutes of drills and a twenty question test
Students submitted the final draft of their anecdote with the peer-edit sheet, revised draft, peer-critique sheet, and rough draft stapled below it.
In addition, students submitted the final draft of their anecdote and the summary portion of their cereal box project to Turnitin.com.
Students self-corrected Comma Practice #3 using an answer key.
Mr. Stone encouraged students to check out the comma resources available on the right column of this class blog.
Homework: Study for the comma test to be completed during the final exam period. This test will be included in writing portion of the students' grades.
Peer Editing Anecdote
Wednesday 10 January 2018 for Periods 5 & 6 and Thursday 11 January 2018 for Periods 1, 2, & 7
Membean Vocabulary Drill: 10 minutes
Each student and a partner used a peer-edit sheet to critique their anecdotes.
Homework: Complete Comma Practice #3
Membean Vocabulary Drill: 10 minutes
Each student and a partner used a peer-edit sheet to critique their anecdotes.
Homework: Complete Comma Practice #3
Tuesday, January 9, 2018
Peer Critiquing Anecdotes
Tuesday 9 January 2018 for Periods 2, 5 & 6 and Wednesday 10 January 2018 for Periods 1 & 7
Membean Vocabulary Drills: 10 minutes
Students read two classmates' anecdotes and signed them to indicate they had read them.
Students had one one of the two classmates who had read their anecdote complete a peer critique form about their anecdote.
Homework: Students should complete a revised draft of their anecdote in MLA format. They should consider the peer critics comments on the anecdote's brevity, beginning, middle, and end as they revise.
Remember the anecdote should be a true story.
Membean Vocabulary Drills: 10 minutes
Students read two classmates' anecdotes and signed them to indicate they had read them.
Students had one one of the two classmates who had read their anecdote complete a peer critique form about their anecdote.
Homework: Students should complete a revised draft of their anecdote in MLA format. They should consider the peer critics comments on the anecdote's brevity, beginning, middle, and end as they revise.
Remember the anecdote should be a true story.
Comma Practice #2
Monday 8 January 2018 for Periods 1, 2, 5 & 6 and Tuesday 9 January 2018 for Period 7
Membean Vocabulary Drills: 10 Minutes
Mr. Stone reviewed the answers for Comma Practice #1 explaining the grammatical elements involved in each.
If time permitted, Mr. Stone shared personal anecdotes.
Homework: Complete Comma Practice #2
Membean Vocabulary Drills: 10 Minutes
Mr. Stone reviewed the answers for Comma Practice #1 explaining the grammatical elements involved in each.
If time permitted, Mr. Stone shared personal anecdotes.
Homework: Complete Comma Practice #2
Comma Practice #1
Thursday 4 January 2018 for Periods 5 & 6 and Friday 5 January 2018 for Periods 1, 2, & 7
Membean Vocabulary Drills: 10 minutes
In class, students used their comma rule sheets to help them complete Comma Practice #1.
Homework: Write a rough draft of an anecdote using the article and example discussed earlier in class and examples from Reader's Digest.
Membean Vocabulary Drills: 10 minutes
In class, students used their comma rule sheets to help them complete Comma Practice #1.
Homework: Write a rough draft of an anecdote using the article and example discussed earlier in class and examples from Reader's Digest.
Thursday, January 4, 2018
5 Principles of Commas
Wednesday 3 January 2017 for Periods 7, 5, & 6 and Thursday 4 January 2017 for Periods 1, & 2
Devotional Text: Philippians 1:6
After prayer, students spent ten minutes practicing their vocabulary on Membean.
Mr. Stone then continued working through the packet on the five principles of commas: series, coordinate, introductory, interrupting, and conventional. Students wrote notes on the bottom of each page of their comma packets.
Homework: Finish the auto/biography cereal box project.
Devotional Text: Philippians 1:6
After prayer, students spent ten minutes practicing their vocabulary on Membean.
Mr. Stone then continued working through the packet on the five principles of commas: series, coordinate, introductory, interrupting, and conventional. Students wrote notes on the bottom of each page of their comma packets.
Homework: Finish the auto/biography cereal box project.
Tuesday, January 2, 2018
Anecdotes and Commas
Tuesday 2 January 2018 for Periods 7, 2, 5 & 6 and Wednesday 3 January 2018 for Period 1
Devotional Text: John 1:1
After prayer, students spent ten minutes completing vocabulary drills on Membean.
Students spent a few minutes perusing copies of Reader's digest, looking specifically at sections containing anecdotes.
Mr. Stone share one of his previous newspaper columns as an introduction to anecdotes and read "An Anecdote of a Sagacious Dog" from a 1901 composition textbook.
Students received paper for the commonplace book they will be starting and two handouts on commas, a set of rules and comma practice #1.
Homework: Work on completing cereal box project which is due on Thursday for Periods 5 & 6 and Friday for Periods 1, 2, & 7.
Devotional Text: John 1:1
After prayer, students spent ten minutes completing vocabulary drills on Membean.
Students spent a few minutes perusing copies of Reader's digest, looking specifically at sections containing anecdotes.
Mr. Stone share one of his previous newspaper columns as an introduction to anecdotes and read "An Anecdote of a Sagacious Dog" from a 1901 composition textbook.
Students received paper for the commonplace book they will be starting and two handouts on commas, a set of rules and comma practice #1.
Homework: Work on completing cereal box project which is due on Thursday for Periods 5 & 6 and Friday for Periods 1, 2, & 7.
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