May 27th/Finals Day
Presentations
May 25th/26th
Begin presentations, or project work day (depends on how many wish to present their speeches as their project choice)
May 23rd/24th
Begin presentations, or project work day (depends on how many wish to present their speeches as their project choice)
May 19th/20th
Begin presentations, or project work day (depends on how many wish to present their speeches as their project choice)
May 17th/18th
project work day/ reward day if finished early
May 13th/16th
project work day
May 11th/12th
Project Work Day (resources attached)
1. Speeches |
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2. Poetry |
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3. Jeopardy |
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4. Fiction Project |
5. Doing another essay? Use the resources from this month below.
May 9th/10th
Peer editing day (1/2)
Go over requirements for end-of-year projects (projects due the day you present or on finals day).
Final drafts will be due May 17th/18th, which gives you time to find your non-school adult of choice to edit as well.
Go over requirements for end-of-year projects (projects due the day you present or on finals day).
Final drafts will be due May 17th/18th, which gives you time to find your non-school adult of choice to edit as well.
precise_peer_evaluation_9th_grade_research_rough_draft.pdf | |
File Size: | 70 kb |
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2016_end-of-year_english_i_projects.pdf | |
File Size: | 39 kb |
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May 5th/6th
1. 15 minutes silent reading
2. Works Cited/ Easy Bib (from presentation attached to last class)
3. Work time
Remember, your rough draft is due TONIGHT, 11:59 p.m. (We will peer edit next class, which will be your primary form of feedback. Late rough draft of essay=no feedback and reduced credit on RD assignment)
Want full credit?
Count sentences---
Intro: 6+
Bodies 1-3: 12+ (with 2 CD's each)
Rebuttal: 6+ (with at least 1 CD)
Conclusion: 4+
And make sure you've included a Works Cited page!
This will get you 50 points!
2. Works Cited/ Easy Bib (from presentation attached to last class)
3. Work time
Remember, your rough draft is due TONIGHT, 11:59 p.m. (We will peer edit next class, which will be your primary form of feedback. Late rough draft of essay=no feedback and reduced credit on RD assignment)
Want full credit?
Count sentences---
Intro: 6+
Bodies 1-3: 12+ (with 2 CD's each)
Rebuttal: 6+ (with at least 1 CD)
Conclusion: 4+
And make sure you've included a Works Cited page!
This will get you 50 points!
easy_bib_easy_steps.pdf | |
File Size: | 1774 kb |
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May 3rd/4th
1. Q&A Warm-up: Please write your three major questions you have about the writing process. Make sure that they are also questions that will benefit other students in this class, and about the writing process (not about past work past due). Write these in the Google Doc (button link below)
2. Answering of Q&A questions
3. Rebuttal, Conclusion
4. As time remains, work time
HW: Work on your rough draft, which is due Thursday (A) /Friday (B), 11:59 p.m.
2. Answering of Q&A questions
3. Rebuttal, Conclusion
4. As time remains, work time
HW: Work on your rough draft, which is due Thursday (A) /Friday (B), 11:59 p.m.
call_to_action.pdf | |
File Size: | 32 kb |
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rebuttal_conclusion_works_cited_revised.pptx | |
File Size: | 1980 kb |
File Type: | pptx |
April 29th/ May 2nd
1. Q&A--write down three major questions you have on the editable Google form provided. We will go over these first.
2. Nuts and bolts instruction on the writing process
3. Feedback on a sample essay
4. Work time for BP #2-3
HW: Finish BP #2-3 (you will turn in the rough draft on the 5th)
2. Nuts and bolts instruction on the writing process
3. Feedback on a sample essay
4. Work time for BP #2-3
HW: Finish BP #2-3 (you will turn in the rough draft on the 5th)
sample_rough_draft_typical_submission.pdf | |
File Size: | 67 kb |
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exemplar_student_sample.pdf | |
File Size: | 76 kb |
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nuts_and_bolts_of_persuasive_writing_part_1.pptx | |
File Size: | 4067 kb |
File Type: | pptx |
nuts_and_bolts_of_persuasive_writing_part_2.pptx | |
File Size: | 2585 kb |
File Type: | pptx |
April 27th/28th
1. Explain task for today
2. Work time for intro and body
Homework: Work on your intro and first body paragraph for your research paper in class.
A day, yours is due at 8 PM on Thursday night on turnitin.com.
B day, yours is due at 8 PM on Saturday night on turnitin.com.
Note the difference in WHEN the assignment is due and WHERE you turn it in. Papers should be formatted according to MLA.
2. Work time for intro and body
Homework: Work on your intro and first body paragraph for your research paper in class.
A day, yours is due at 8 PM on Thursday night on turnitin.com.
B day, yours is due at 8 PM on Saturday night on turnitin.com.
Note the difference in WHEN the assignment is due and WHERE you turn it in. Papers should be formatted according to MLA.
blind_write-_persuasive_intro_and_body.pdf | |
File Size: | 103 kb |
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April 25th/26th
Online research time: See "Research Work Day Tasks" and button links below.
Objective (HW if not finished in class):
1) Complete outline (where you may have formerly had highlights and questions)
2) Add commentary to 6 of your researched details.
Both assignments will be due in the first ten minutes of class next class. I will check the outline, and you will turn in the "Research Lab Day, Adding Detail" worksheet to the Google classroom.
Objective (HW if not finished in class):
1) Complete outline (where you may have formerly had highlights and questions)
2) Add commentary to 6 of your researched details.
Both assignments will be due in the first ten minutes of class next class. I will check the outline, and you will turn in the "Research Lab Day, Adding Detail" worksheet to the Google classroom.
research_lab_day_2_adding_detail.pdf | |
File Size: | 158 kb |
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April 21st/ 22nd
1. Essay reading accountability quiz
2. Highlighting of sample "A+" essay (see Adobe attachment under last class--I went over instructions in class to allow for work time today on it.)
3. If #2 is done well, group competition--transitions words word search. Otherwise, this becomes HW.
4. Extra research time--more focused on concrete details you wish to gather to support your ideas
No HW, but I will ask for the highlights and mark-ups of Sample A+ in the first ten minutes of class next class (see last class).
2. Highlighting of sample "A+" essay (see Adobe attachment under last class--I went over instructions in class to allow for work time today on it.)
3. If #2 is done well, group competition--transitions words word search. Otherwise, this becomes HW.
4. Extra research time--more focused on concrete details you wish to gather to support your ideas
No HW, but I will ask for the highlights and mark-ups of Sample A+ in the first ten minutes of class next class (see last class).
a__highlighting_model__bp_1_.pdf | |
File Size: | 243 kb |
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April 19th/20th
Working with a Goal in Mind
Sample Papers Day--working with a goal in mind
1. Warm-up: Read Sample D Paper--write down 1 positive and 4 things to improve at bottom (download to Adobe)
2. Read through C and B papers--discuss
3. Read, on your own, Model Exemplar paper.
4. Explain mark-up instructions
HW: Read through Sample A+ essay (there will be a reading accountability quiz)
1. Warm-up: Read Sample D Paper--write down 1 positive and 4 things to improve at bottom (download to Adobe)
2. Read through C and B papers--discuss
3. Read, on your own, Model Exemplar paper.
4. Explain mark-up instructions
HW: Read through Sample A+ essay (there will be a reading accountability quiz)
model_a_persuasive_essay_analysis_mark-ups.pdf | |
File Size: | 105 kb |
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April 15th/18th
Work day for outline
Due next class, first ten minutes: Outline
Due next class, first ten minutes: Outline
model_persuasive_essay_outline.pdf | |
File Size: | 124 kb |
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April 13th/14th
1. Warm-up 6.1 (Complete a new section for warm-ups for Trimester 6, even though we have another week, as we've turned in T5's alreadY)
2. Power Point lesson on structure for research and outlining (See second attachment below). This includes interaction with forming thesis statements for your main argument.
3. Go over preliminary outline requirements.
4. Begin working on outline. We will continue this on Friday, and this may inform extra research you may wish to do on Friday as well.
First Rough Outline due Friday/Monday.
2. Power Point lesson on structure for research and outlining (See second attachment below). This includes interaction with forming thesis statements for your main argument.
3. Go over preliminary outline requirements.
4. Begin working on outline. We will continue this on Friday, and this may inform extra research you may wish to do on Friday as well.
First Rough Outline due Friday/Monday.
persuasive_writing_structure_2016.pptx | |
File Size: | 1029 kb |
File Type: | pptx |
persuasive_writing_structure_warm-up.pdf | |
File Size: | 57 kb |
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persuasive_writing_structure.pdf | |
File Size: | 42 kb |
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persuasive_essay_outline.pdf | |
File Size: | 75 kb |
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April 11th/12th
1. Turn in warm-ups: These are due within the first ten minutes of class. If you were absent for a warm-up, you have until this same night to turn in all warm-ups, or they will be considered late (and please list the warm-up you were absent for, so I can verify).
A day: There should be four (5.1 on Feb 22nd, 5.2 on March 1st, 5.3 on March 5th, and 5.4 on April 5th). These are worth 35 points.
B day: There should be five (5.1 on Feb 23rd, 5.2 on March 2nd, 5.3 on March 8th, 5.4 on March 4th, and 5.5 on April 6th). These are worth 45 points.
2. Research work day (continued from last class below).
Research due @ end of class today, for points.
A day: There should be four (5.1 on Feb 22nd, 5.2 on March 1st, 5.3 on March 5th, and 5.4 on April 5th). These are worth 35 points.
B day: There should be five (5.1 on Feb 23rd, 5.2 on March 2nd, 5.3 on March 8th, 5.4 on March 4th, and 5.5 on April 6th). These are worth 45 points.
2. Research work day (continued from last class below).
Research due @ end of class today, for points.
April 7th/8th
1.15-20 minutes silent reading
2. Research Day #1 Guidelines, and research, using iPads (see attachments for guidelines to spend quality time researching, and guidelines on taking notes).
HW: Complete research tasks on research day guidelines. Four pages of notes due Monday, April 11th/Tuesday, April 12th, at the end of class. These will be personally checked by me and should be HARD COPY.
2. Research Day #1 Guidelines, and research, using iPads (see attachments for guidelines to spend quality time researching, and guidelines on taking notes).
HW: Complete research tasks on research day guidelines. Four pages of notes due Monday, April 11th/Tuesday, April 12th, at the end of class. These will be personally checked by me and should be HARD COPY.
google_search_tips.pdf | |
File Size: | 219 kb |
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research_guidlines.pdf | |
File Size: | 139 kb |
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note-taking_guide_for_research.pdf | |
File Size: | 119 kb |
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April 5th/ 6th
1. Warm-up 5.4 (A), 5.5 (B): Select one or two of the researchable topics you selected in your homework. Expand upon the answer(s) you already provided to the question(s) in a minimum of 24 LINES (twice your normal size). If this is difficult for you to complete with one topic, write about two different topics.
2. Class work time for research brainstorming (see attachments; points given in class today for both focus and completion of work)
3. Website validity check with color (quicker than last class. I'll assign colors and point values to questionable portions of your check list, which includes ten items). See model, last attachment below, for how this is done.
4. Last 30 minutes (if time spent well on #1-3): research time to begin finding TWO valid websites on your topic (see HW description).
Good source/ check= Green=5 pts
Questionable source/ not entirely ruled out=yellow= 3 pts
Ridiculous source/ does not pass check= red= 0 pts
Valid Source: 40-50
Questionable source: 26-39
Invalid Source: 0-25
Homework: Complete any classwork not complete. Then, complete a website validity check, color-coding and giving it a point value, according to the model in the third attachment below. (You may wish to find a site with a valid source, as ONLY valid sources will be usable in your research paper, and your sources will be audited when your paper is turned in in May.)
2. Class work time for research brainstorming (see attachments; points given in class today for both focus and completion of work)
3. Website validity check with color (quicker than last class. I'll assign colors and point values to questionable portions of your check list, which includes ten items). See model, last attachment below, for how this is done.
4. Last 30 minutes (if time spent well on #1-3): research time to begin finding TWO valid websites on your topic (see HW description).
Good source/ check= Green=5 pts
Questionable source/ not entirely ruled out=yellow= 3 pts
Ridiculous source/ does not pass check= red= 0 pts
Valid Source: 40-50
Questionable source: 26-39
Invalid Source: 0-25
Homework: Complete any classwork not complete. Then, complete a website validity check, color-coding and giving it a point value, according to the model in the third attachment below. (You may wish to find a site with a valid source, as ONLY valid sources will be usable in your research paper, and your sources will be audited when your paper is turned in in May.)
research_brainstorming_outline.pdf | |
File Size: | 36 kb |
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website_validity_checklist_color_coding_model.pdf | |
File Size: | 80 kb |
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website_validity_checklist_color_codes_blank.pdf | |
File Size: | 86 kb |
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April 1st/ April 4th
1. 15 minutes silent reading (A day only, B day has warm-up)
1. B day Warm-up 5.4 (B): Have you ever done something, been somewhere, learned something or experienced something that has intrigued you, given you excitement, and caused you to research more? If so, explain! If not, make it up realistically
2. Leprachaun Search (from my trip to Ireland!)
3. Website exploration (See button links below)
4. Model Website Validity
3. Choose topics and explore one website on one of your topics of choice
Classwork/ Homework (anything not done becomes HW; all due first ten minutes):
1. Choose three possible topics to research and write thesis statements for each (see attachment for more directions).
2. Complete one website validity check list on one of your choice topics.
1. B day Warm-up 5.4 (B): Have you ever done something, been somewhere, learned something or experienced something that has intrigued you, given you excitement, and caused you to research more? If so, explain! If not, make it up realistically
2. Leprachaun Search (from my trip to Ireland!)
3. Website exploration (See button links below)
4. Model Website Validity
3. Choose topics and explore one website on one of your topics of choice
Classwork/ Homework (anything not done becomes HW; all due first ten minutes):
1. Choose three possible topics to research and write thesis statements for each (see attachment for more directions).
2. Complete one website validity check list on one of your choice topics.
topics_choices_for_your_argumentative_essay.pdf | |
File Size: | 32 kb |
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website_validity_checklist.pdf | |
File Size: | 63 kb |
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March 30th/31st
1. Explanation of Benchmark Test
2. Benchmark test, Part I (multiple choice)
Classwork/ homework: Benchmark Test, Part IV (written piece)
2. Benchmark test, Part I (multiple choice)
Classwork/ homework: Benchmark Test, Part IV (written piece)
part_iv_to_test_written_response.pdf | |
File Size: | 43 kb |
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t4_mc_benchmark_speeches.pdf | |
File Size: | 2679 kb |
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March 28th/29th
Self-assesment and peer-assesment day (instructions will be outlined in detail on paper, and this will also be a test of following instructions given).
If done early, work on "Bonus Warm-up" (worth 10 extra credit points). See pink prompt below:
Title this Bonus Warm-up in your T5 Warm-ups.
Write about your spring break! Here is the challenge with this warm-up:
a. Include one believable fictional moment.
b. Describe at least one moment in very specific, vivid detail and imagery (you may need to re-create a few details if you cannot remember
everything perfectly.)
c. Find one non-fiction article/ website that includes information on something you did this spring break (even if you just stayed home and
played video games). Include the link and a two-sentence summary of the article, as evidence of reading it.
If done early, work on "Bonus Warm-up" (worth 10 extra credit points). See pink prompt below:
Title this Bonus Warm-up in your T5 Warm-ups.
Write about your spring break! Here is the challenge with this warm-up:
a. Include one believable fictional moment.
b. Describe at least one moment in very specific, vivid detail and imagery (you may need to re-create a few details if you cannot remember
everything perfectly.)
c. Find one non-fiction article/ website that includes information on something you did this spring break (even if you just stayed home and
played video games). Include the link and a two-sentence summary of the article, as evidence of reading it.
writing_reflection_letter_rhetorical_analysis.pdf | |
File Size: | 96 kb |
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March 17th/18th
In-class writing day (paper must be turned in by the end of the class, without IEP/ 504, and by the end of the day, with IEP/ 504. turnitin.com only. NO EXCEPTIONS.)
Papers will not be graded over spring break, as we will all gain some much-needed recreation time--enjoy! In the meantime, in lieu of homework, you should review the feedback received on your previous rhetorical analysis papers (on Tone in "How to Make Stress Your Friend"), as you will be self-assesing and peer-assessing with honesty and accuracy during the next class.
Papers will not be graded over spring break, as we will all gain some much-needed recreation time--enjoy! In the meantime, in lieu of homework, you should review the feedback received on your previous rhetorical analysis papers (on Tone in "How to Make Stress Your Friend"), as you will be self-assesing and peer-assessing with honesty and accuracy during the next class.
formatting_pointers_for_rhetorical_analysis_2.pdf | |
File Size: | 1625 kb |
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March 15th/16th
Go over your former papers on "How to Make Stress Your Friend," highlighting feedback. (If you turned yours in on time, to turnitin.com, you have significantly more extensive feedback.). You will have the opportunity to revise this paper up until 3 weeks before the semester itself ends if you wish. Ultimately, revisions help your semester grade.
This day will also help you see your areas of strengths and weaknesses with your writing (especially as we head into tomorrow's in-class writing exam), and how to provide honest, accurate feedback for yourself and others (a task for after spring break).
Finally, you can use this day for last minute brainstorming changes for your paper, reviewing the transcript or TED Talk video, or forming an outline of your thoughts. I'll provide a model outline and my model paper so that you can see how this is done if you wish to do so.
You will not receive any writing help the day of the in-class writing exam, as this would defeat the purpose of the writing exam. Keep this in mind as you use this class day wisely.
This day will also help you see your areas of strengths and weaknesses with your writing (especially as we head into tomorrow's in-class writing exam), and how to provide honest, accurate feedback for yourself and others (a task for after spring break).
Finally, you can use this day for last minute brainstorming changes for your paper, reviewing the transcript or TED Talk video, or forming an outline of your thoughts. I'll provide a model outline and my model paper so that you can see how this is done if you wish to do so.
You will not receive any writing help the day of the in-class writing exam, as this would defeat the purpose of the writing exam. Keep this in mind as you use this class day wisely.
general_writing_pointers.pdf | |
File Size: | 35 kb |
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rhetorical_analysis_structure_model.pdf | |
File Size: | 465 kb |
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March 11th/ 14th
Support gathering day: In groups, creating answerable questions to go along with your supporting details. Finding transition words that could work for each portion of your writing. (I will model this process for you.)
HW: Finish your Flower Worksheet, and make sure your questions are relative to discuss the significance of structure in Louie Schwartzberg's TED Talk "Nature. Beauty. Gratitude," particularly as they develop pathos, or an emotional appeal. These questions should not veer off of your main focus. (See checkpoint worksheet list to double check).
HW: Finish your Flower Worksheet, and make sure your questions are relative to discuss the significance of structure in Louie Schwartzberg's TED Talk "Nature. Beauty. Gratitude," particularly as they develop pathos, or an emotional appeal. These questions should not veer off of your main focus. (See checkpoint worksheet list to double check).
March 9th/10th
1. Warm-up (non journal): Watch and verbally respond to "Mother Nature" video. Do you agree with the video's assertions? Why or why not?
2. Discuss pathos, logos, and ethos--which appeal was used the most in the "Mother Nature" video? Now, watch the "Nature. Beauty. Gratitude" by Louie Schwartzberg. Which appeal was used the most in this video? Why? (Brainstorm as a class).
3. Model process of support gathering for new paper (see Adobe worksheet)
4. Group support gathering day #1: Find TWO supporting details to support your thesis. Find a quotation for each, with context and a lead-in. (See Adobe worksheet)
HW: Create your thesis statement.
2. Discuss pathos, logos, and ethos--which appeal was used the most in the "Mother Nature" video? Now, watch the "Nature. Beauty. Gratitude" by Louie Schwartzberg. Which appeal was used the most in this video? Why? (Brainstorm as a class).
3. Model process of support gathering for new paper (see Adobe worksheet)
4. Group support gathering day #1: Find TWO supporting details to support your thesis. Find a quotation for each, with context and a lead-in. (See Adobe worksheet)
HW: Create your thesis statement.
soapstone_2016_revised_worksheet.pdf | |
File Size: | 288 kb |
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flower_worksheet_analyzing_structure_in_ted_talk.pdf | |
File Size: | 626 kb |
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March 5th/8th
1. Warm-up 5.3 (6 lines): Spend time writing notes about the answers you've created for your Socratic Seminar homework.
2. Socratic Seminar on Happiness: Use the model questions, and then bring your own to the seminar. There will be no leader for this seminar, as all of you have created different questions, and all can and should participate. 16 minutes each seminar.
3. Reminder of SOAPSTone chart, and explain ultimate task for this new TED Talk: an in-class writing assignment (see Adobe attachment).
4. TED Talk--"Nature. Beauty. Gratitude." by Louie Schwartzberg
HW: Complete SOAPSTone chart and highlight/ annotate transcript
2. Socratic Seminar on Happiness: Use the model questions, and then bring your own to the seminar. There will be no leader for this seminar, as all of you have created different questions, and all can and should participate. 16 minutes each seminar.
3. Reminder of SOAPSTone chart, and explain ultimate task for this new TED Talk: an in-class writing assignment (see Adobe attachment).
4. TED Talk--"Nature. Beauty. Gratitude." by Louie Schwartzberg
HW: Complete SOAPSTone chart and highlight/ annotate transcript
March 3rd/4th
1. Finish "Happy" movie
2. Prepare for Socratic Seminar on Happy and happiness
Class work/ HW: preparation for Socratic Seminar (see attached)
2. Prepare for Socratic Seminar on Happy and happiness
Class work/ HW: preparation for Socratic Seminar (see attached)
happy_socratic_seminar.pdf | |
File Size: | 110 kb |
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March 1st/ 2nd
1. Warm-up 5.2: What kind of things make you happiest? Why?
2. Pharrel William's "Happy"--what makes Williams Happy?
3. Happy quotes--paper--due by next class
4. Begin documentary "Happy"
This is intended as an academic break from the work you've completed on your last rhetorical essay, AND serves as an introduction to more complex rhetorical analysis--analyzing someone's effectiveness of their argument through their structure--on a future TED Talk about happiness.
HW: Find one quote related to happiness. Write it down, and write about why it inspires you. Due next class (Th/ F).
2. Pharrel William's "Happy"--what makes Williams Happy?
3. Happy quotes--paper--due by next class
4. Begin documentary "Happy"
This is intended as an academic break from the work you've completed on your last rhetorical essay, AND serves as an introduction to more complex rhetorical analysis--analyzing someone's effectiveness of their argument through their structure--on a future TED Talk about happiness.
HW: Find one quote related to happiness. Write it down, and write about why it inspires you. Due next class (Th/ F).
February 24th/25th
1. Last attempt test retake day/ reading
2. Work day to work on Chunk #2 (on your own) with one-on-one feedback
3. If you are done early, you will peer edit, focusing on COMMENTARY: does it match up with the quotations used and the overall thesis statement, and FORMALITY: are informal words (the generic you, first person, past tense verbs, and dead words) avoided? Are words vivid and clear?
HW: Edit and polish your draft for submission by Friday night/ Monday night, 11:59 p.m. (you have some time to also have a non-teacher adult read through your paper. At the bottom of your paper, skip a line, and choose a different font color, indicating who read over your paper, first and last name, and title (mom, Blue House tutor, my tutor, aunt, uncle, etc.)
2. Work day to work on Chunk #2 (on your own) with one-on-one feedback
3. If you are done early, you will peer edit, focusing on COMMENTARY: does it match up with the quotations used and the overall thesis statement, and FORMALITY: are informal words (the generic you, first person, past tense verbs, and dead words) avoided? Are words vivid and clear?
HW: Edit and polish your draft for submission by Friday night/ Monday night, 11:59 p.m. (you have some time to also have a non-teacher adult read through your paper. At the bottom of your paper, skip a line, and choose a different font color, indicating who read over your paper, first and last name, and title (mom, Blue House tutor, my tutor, aunt, uncle, etc.)
February 22nd/23rd
1. Warm-up 5.1: Quotationalysis (see 1st attachment)
2. Group work: Selecting, sorting and ordering higher-level thinking questions
3. Model writing
4. Begin writing (on your own)
HW: Begin the rough draft of your academic tone paragraph. Write a TS (topic sentence), CX (context), CD (concrete detail, or quotation with lead-in) and CM (3 sentences of commentary). This will be due on the Google classroom next class.
2. Group work: Selecting, sorting and ordering higher-level thinking questions
3. Model writing
4. Begin writing (on your own)
HW: Begin the rough draft of your academic tone paragraph. Write a TS (topic sentence), CX (context), CD (concrete detail, or quotation with lead-in) and CM (3 sentences of commentary). This will be due on the Google classroom next class.
words_to_live_by_week_of_2.22.pdf | |
File Size: | 26 kb |
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sorting_and_ordering_questions_to_prompt_thinking_questions.pdf | |
File Size: | 101 kb |
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tone_paragraph_chunk_one_model.pdf | |
File Size: | 215 kb |
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February 18th/19th
1. Test retakes/ reading time
2. Turn in HW (SOAPSTone for TED Talk)
2. Discuss "How to Make Stress Your Friend"--what did you find?
3. Group work: Understanding Tone worksheet (see below)
HW: If not finished in class, create four higher-level thinking questions for EACH quotation your group has selected. See worksheet below for model and directions.
2. Turn in HW (SOAPSTone for TED Talk)
2. Discuss "How to Make Stress Your Friend"--what did you find?
3. Group work: Understanding Tone worksheet (see below)
HW: If not finished in class, create four higher-level thinking questions for EACH quotation your group has selected. See worksheet below for model and directions.
ted_talk_understanding_tone_kelly_mcgonigal.pdf | |
File Size: | 1072 kb |
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February 16th/17th
1. Funny video on tone
2. Tone notes
HW: Catch up on missing work! All T4 work due no later than Friday!
2. Tone notes
HW: Catch up on missing work! All T4 work due no later than Friday!
tone_prezi_notes.pdf | |
File Size: | 143 kb |
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recognizing_the_authors_tone__resource_.pdf | |
File Size: | 253 kb |
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336_ways_to_describe_tone__oh_my___resource.pdf | |
File Size: | 213 kb |
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soapstone_with_tone_analysis.pdf | |
File Size: | 370 kb |
File Type: |
February 11th/12th
1. Test Retake Opportunity #1: (You will have 3 opportunities to retake the test, in an attempt to score 90% or more. The first time you can score up to 100%. The second time, you will score your points -10%. On the third attempt, you will score your points, -20% At this point, if you retake on the third try, you will keep your highest score. Others will have the opportunity to silent read/ work on English during this time.)
2. Go over SOAPSTone HW
3. Discussion on tone--with activity
NO HW tonight! :)
2. Go over SOAPSTone HW
3. Discussion on tone--with activity
NO HW tonight! :)
tone_activity_definitions_and_directions.pdf | |
File Size: | 39 kb |
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tone_activity_phrases.pdf | |
File Size: | 30 kb |
File Type: |
February 9th/10th
1. 10 minute prep for rhetorical device test
2. Rhetorical Device test
3. SOAPSTone info
4. Complete first SOAPSTone as a class--TED Talk, Your Choice
4A: If you see this, feel free to choose from any of the TED talks below to complete your chart.
HW: Finish SOAPSTone chart
2. Rhetorical Device test
3. SOAPSTone info
4. Complete first SOAPSTone as a class--TED Talk, Your Choice
4A: If you see this, feel free to choose from any of the TED talks below to complete your chart.
HW: Finish SOAPSTone chart
soapstone_2016_revised_worksheet.pdf | |
File Size: | 288 kb |
File Type: |
4A: ---->
|
February 4th/5th
1. Kahoot--terms review
2. Pictionary--teacher led, card-selected for answers
HW: Study for rhetorical device quiz (will be NEXT Monday/ Tuesday!!!)
2. Pictionary--teacher led, card-selected for answers
HW: Study for rhetorical device quiz (will be NEXT Monday/ Tuesday!!!)
February 2nd/3rd
A day:
1. If Companies Were Honest video (see 1st button link) 2. Continue lesson on The Art of Rhetoric (see 2nd button link) 3. If time remains, begin working on HW. HW: See "Identifying Pathos, Logos, and Ethos Models" for instructions. Due BEFORE class next Tuesday/Wednesday on the Google classroom. |
B day:
1. If Companies Were Honest video (see 1st button link) 2. Prezi lesson on The Art of Rhetoric (see 2nd button link) 3. If time remains, begin working on HW. HW: See "Identifying Pathos, Logos, and Ethos Models" for instructions. Due BEFORE class next Tuesday/Wednesday on the Google classroom. |
identifying_pathos_logos_and_ethos_models.pdf | |
File Size: | 2882 kb |
File Type: |
January 29th/ Feb. 1st
1. 30 minutes of work time for Adobe Voice
2. 1-2 presentations of Adobe Voice
3. Begin The Art of Persuasion Prezi (first button link below)--take notes (1st Adobe Attachment, but will be hard copy)
(We likely will not finish this in class today.)
No HW
2. 1-2 presentations of Adobe Voice
3. Begin The Art of Persuasion Prezi (first button link below)--take notes (1st Adobe Attachment, but will be hard copy)
(We likely will not finish this in class today.)
No HW
the_art_of_persuasion_and_pathos_logos_ethos.pdf | |
File Size: | 106 kb |
File Type: |
Back up Youtube Links
January 27th/28th
1. (B-day only): Warm-up 4.3 (see below)
2. Beginning work for rhetorical device, Adobe Voice creations (see last attachment for full agenda)
3. (B day only): If done early, study for rhetorical device quiz
HW: Study for rhetorical device quiz (will occur next Wednesday/ Thursday).
2. Beginning work for rhetorical device, Adobe Voice creations (see last attachment for full agenda)
3. (B day only): If done early, study for rhetorical device quiz
HW: Study for rhetorical device quiz (will occur next Wednesday/ Thursday).
quotationalysis_week_of_1.25.pdf | |
File Size: | 26 kb |
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rhetorical_device_pre-test_answer_key.pdf | |
File Size: | 271 kb |
File Type: |
rhetorical_devices_word_assignments_per_class.pdf | |
File Size: | 49 kb |
File Type: |
directions_for_1.28.2016.pdf | |
File Size: | 60 kb |
File Type: |
January 25th/26th
1. Warm-up 4.3: Quotationalysis of this week's Words of Wisdom (A day only; for B day, I'm leaving some extra room to describe Thursday's activity, as I'll be out with the English department).
2. Sharing of your peer-edits
3. Rhetorical Terms pre-test
4. Non-fiction terms for analyzing non-fiction--go over pre-test. Do not lose your pre-test with its answers! You will use this to continue your study of rhetorical devices in these two weeks.
5. Begin explaining Adobe Voice Creations (if we do nothing else today, I'll assign pairs for this to make next class smoother): Create an Adobe Voice overviewing and illustrating each of your new rhetorical device terms. For each term, you must include the term, definition, an example, a 1+ sentence explanation, and a visual. Use the "Directions for Adobe Voice" link and read the directions thoroughly to create your presentation.
HW: If not yet submitted, turn in your FINAL draft of your SLOB paper to turnitin.com by Tuesday, 11:59 p.m. (A day) or Wednesday, 11:59 p.m. (B day). You have until NEXT Tuesday/ Wednesday before grade points are deducted, but if you turn your work in late, or in a format that is not turnitin.com, you will not receive feedback.
2. Sharing of your peer-edits
3. Rhetorical Terms pre-test
4. Non-fiction terms for analyzing non-fiction--go over pre-test. Do not lose your pre-test with its answers! You will use this to continue your study of rhetorical devices in these two weeks.
5. Begin explaining Adobe Voice Creations (if we do nothing else today, I'll assign pairs for this to make next class smoother): Create an Adobe Voice overviewing and illustrating each of your new rhetorical device terms. For each term, you must include the term, definition, an example, a 1+ sentence explanation, and a visual. Use the "Directions for Adobe Voice" link and read the directions thoroughly to create your presentation.
HW: If not yet submitted, turn in your FINAL draft of your SLOB paper to turnitin.com by Tuesday, 11:59 p.m. (A day) or Wednesday, 11:59 p.m. (B day). You have until NEXT Tuesday/ Wednesday before grade points are deducted, but if you turn your work in late, or in a format that is not turnitin.com, you will not receive feedback.
rhetorical_device_examples_for_adobe_voice_creations.pdf | |
File Size: | 473 kb |
File Type: |
January 21st/22nd
1. 15-25 min silent reading
2. Modeled feedback--see first three attachments
3. Peer editing time for final drafts--see last attachment. Do as many as you can, and do them well!!! Don't just say someone did a "good job" so that you can avoid editing!
If needed, have an additional older peer or adult look over your essay. You can show them the peer editing guide and resources on this website, to help guide the process for them.
Spirt week is next week!! For a reminder of what to wear, text @shsbears to 81010 or (209) 817-8965
Final drafts due on turnitin.com only the 25th/26th (Monday/Tuesday). Polish and work on them!!! See directions in past lessons below for more specific information!!!!
2. Modeled feedback--see first three attachments
3. Peer editing time for final drafts--see last attachment. Do as many as you can, and do them well!!! Don't just say someone did a "good job" so that you can avoid editing!
If needed, have an additional older peer or adult look over your essay. You can show them the peer editing guide and resources on this website, to help guide the process for them.
Spirt week is next week!! For a reminder of what to wear, text @shsbears to 81010 or (209) 817-8965
Final drafts due on turnitin.com only the 25th/26th (Monday/Tuesday). Polish and work on them!!! See directions in past lessons below for more specific information!!!!
sample_average_paper_slob.pdf | |
File Size: | 153 kb |
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sample_med__high_paper_slob_p._1.pdf | |
File Size: | 143 kb |
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sample_med__high_paper_slob_p._2.pdf | |
File Size: | 101 kb |
File Type: |
peer_editing_stylistic_analysis.pdf | |
File Size: | 39 kb |
File Type: |
January 19th/20th
1. Warm-up 4.2: Quotationalysis on a "Words to Live By" quote
2. Group work for analysis of your own quotations (see attachment)
3. Teacher-modeled feedback on sample exemplar papers (C, B, and A papers, depending on time, in that order)
HW: FIRST, if not done in class, finish your worksheet from today.
Then, work on final draft of stylistic analysis on selected passage from The Secret Life of Bees due January 25th/26th (Monday/Tuesday) @ 11:59 p.m., turnitin.com ONLY. Only essays turned in on time AND on turnitin.com will receive comments in feedback. You have a grace extension until Friday of next week to turn essays in for full credit, but minimal feedback.
REMINDER OF TURNITIN.COM INFO:
enrollment password: rockstar2015
Class ID's:
4A: 10699560
1B: 10692288
2B: 10699556
3B: 10699557
--To turn in, first, log in to turnitin.com on GOOGLE CHROME only.
--Then, click on my class (English I, (your period)), and then the assignment (SLOB rough stylistic analysis paragraph, or SLOB FINAL stylistic analysis paragraph).
--Then, once you have done this, click the blue "submit" button.
--Then, enter your name and title, and look under GOOGLE DRIVE for your document. Then, attach it, wait for a confirmation page (should be a 1-2 page preview) and press "submit."
2. Group work for analysis of your own quotations (see attachment)
3. Teacher-modeled feedback on sample exemplar papers (C, B, and A papers, depending on time, in that order)
HW: FIRST, if not done in class, finish your worksheet from today.
Then, work on final draft of stylistic analysis on selected passage from The Secret Life of Bees due January 25th/26th (Monday/Tuesday) @ 11:59 p.m., turnitin.com ONLY. Only essays turned in on time AND on turnitin.com will receive comments in feedback. You have a grace extension until Friday of next week to turn essays in for full credit, but minimal feedback.
REMINDER OF TURNITIN.COM INFO:
enrollment password: rockstar2015
Class ID's:
4A: 10699560
1B: 10692288
2B: 10699556
3B: 10699557
--To turn in, first, log in to turnitin.com on GOOGLE CHROME only.
--Then, click on my class (English I, (your period)), and then the assignment (SLOB rough stylistic analysis paragraph, or SLOB FINAL stylistic analysis paragraph).
--Then, once you have done this, click the blue "submit" button.
--Then, enter your name and title, and look under GOOGLE DRIVE for your document. Then, attach it, wait for a confirmation page (should be a 1-2 page preview) and press "submit."
words_to_live_by_and_quotationalysis_format.pdf | |
File Size: | 18 kb |
File Type: |
slob_stylistic_analysis_tips_and_group_work_help.pdf | |
File Size: | 207 kb |
File Type: |
January 14th/15th
1. B day only: 15 minutes silent reading
2. Blending quotations practice (from worksheet from last class): p. 8. I will model one for you, and you will work on 3+ others (extra credit for others done correctly).
3. If time remains, work time on your SLOB stylistic analysis paper.
The idea of providing context and blending quotations is difficult. A Day spent all period just on this concept, and so this is my plan for B day as well.
HW: Turn in your Lead-in-Quote-Commentary worksheet. You should have 2 items of commentary completed (p. 3-5), not including the model and 3 items of context/ lead-in completed (p. 8), not including the model. The assignment is due before your next class with me begins (4A is due next Tuesday at 1:24 PM, 1B on Wednesday at 7:54 AM, 2B on Wednesday at 9:38 AM, and 3B on Wednesday at 11:19 AM).
If you wish to receive extra credit for extra problems done correctly, then you must indicate, in a private comment, that you have completed extra credit.
2. Blending quotations practice (from worksheet from last class): p. 8. I will model one for you, and you will work on 3+ others (extra credit for others done correctly).
3. If time remains, work time on your SLOB stylistic analysis paper.
The idea of providing context and blending quotations is difficult. A Day spent all period just on this concept, and so this is my plan for B day as well.
HW: Turn in your Lead-in-Quote-Commentary worksheet. You should have 2 items of commentary completed (p. 3-5), not including the model and 3 items of context/ lead-in completed (p. 8), not including the model. The assignment is due before your next class with me begins (4A is due next Tuesday at 1:24 PM, 1B on Wednesday at 7:54 AM, 2B on Wednesday at 9:38 AM, and 3B on Wednesday at 11:19 AM).
If you wish to receive extra credit for extra problems done correctly, then you must indicate, in a private comment, that you have completed extra credit.
jan_1415_warm-up.pdf | |
File Size: | 34 kb |
File Type: |
January 12th/13th
1. "The Lottery" video
2. Blending quotations and adding commentary worksheet--to work on in class (this will take the majority of class, including work time)
3. Introduce group work for next class: How do you gather quotations and commentary for your own paragraphs? Some ideas and clarity--group discussion and help with each other, according to the devices you have chosen.
3. If time remains, work time--finish a quotation to analyze from the "Lead-in" worksheet, write down your own quotations to use to prepare for next class (on the "SLOB Stylistic Analysis Tips" worksheet), peer editing and worksheet time. If provided, this time is valuable and not to be wasted. Please note final draft due dates above in agenda for the upcoming day.
HW: Polish your rough draft of your stylistic analysis paragraph for SLOB. Finish Lead-in-quote-commentary work (2 other quotations, providing commentary for them, from p. 3-5 in packet).
2. Blending quotations and adding commentary worksheet--to work on in class (this will take the majority of class, including work time)
3. Introduce group work for next class: How do you gather quotations and commentary for your own paragraphs? Some ideas and clarity--group discussion and help with each other, according to the devices you have chosen.
3. If time remains, work time--finish a quotation to analyze from the "Lead-in" worksheet, write down your own quotations to use to prepare for next class (on the "SLOB Stylistic Analysis Tips" worksheet), peer editing and worksheet time. If provided, this time is valuable and not to be wasted. Please note final draft due dates above in agenda for the upcoming day.
HW: Polish your rough draft of your stylistic analysis paragraph for SLOB. Finish Lead-in-quote-commentary work (2 other quotations, providing commentary for them, from p. 3-5 in packet).
lead-in_quote_commentary_help_handout.pdf | |
File Size: | 461 kb |
File Type: |
January 8th/ 11th
All period focus: Writing/ peer-editing time for first rough draft of stylistic analysis for The Secret Life of Bees
You must first write a paragraph before it is edited.
Your paragraphs are ROUGH. Please first polish the rough, rough, rough format to fit an academic former (12+ sentences with 2+ blended quotations, following TS, CX, CD, CMx3, CX, CD, CMx3, CS).
Your prompt is this:
Please reflect upon the portion of The Secret Life of Bees we have been analyzing , and think about how the author, Sue Monk Kidd, uses specific devices/strategies to create an impact on the reader and evoke a specific emotion.
Task: Now, in a well-developed paragraph, please answer the following question: How does the author, Sue Monk Kidd, use one literary device to create the mood and for what purpose?
Remember, follow the structure seen in the model, and the same structure you used for your Ibis paragraph. Plenty of resources are below from December 11th following if you need reminders of material covered in lessons.
HW: Turn in your rough draft stylistic analysis paragraph to turnitin.com by 11:59 the day before you have me next class.
You must first write a paragraph before it is edited.
Your paragraphs are ROUGH. Please first polish the rough, rough, rough format to fit an academic former (12+ sentences with 2+ blended quotations, following TS, CX, CD, CMx3, CX, CD, CMx3, CS).
Your prompt is this:
Please reflect upon the portion of The Secret Life of Bees we have been analyzing , and think about how the author, Sue Monk Kidd, uses specific devices/strategies to create an impact on the reader and evoke a specific emotion.
Task: Now, in a well-developed paragraph, please answer the following question: How does the author, Sue Monk Kidd, use one literary device to create the mood and for what purpose?
Remember, follow the structure seen in the model, and the same structure you used for your Ibis paragraph. Plenty of resources are below from December 11th following if you need reminders of material covered in lessons.
HW: Turn in your rough draft stylistic analysis paragraph to turnitin.com by 11:59 the day before you have me next class.
peer_editing_literary_analysis.pdf | |
File Size: | 36 kb |
File Type: |
January 6th/7th
1. Warm-up (non-journal): Complete SLOB summary fill-in-the-blanks on your own (see attachment)
2. Review SLOB (fill-in-the-blanks)
3. Re-read passage discussed last class, review assignment chart ("Questions to Prompt Thinking About Theme"), turned in to Google classroom), and then review model provided for you.
4. Begin your own writing--form your ideas from your assignment chart (questions to prompt thinking about theme) into a paragraph following a structure similar to your last stylistic analysis writing exam (I've included the prompts for "Ibis" just as a reminder for you), and my model style.
I am not expecting perfection, but you must have your paragraph available for next class, as we will peer edit. If you're stuck, simply use transitions to type up your responses on your worksheet into paragraph form, making sure you have at least two quotations, well blended, and 12 sentences.
HW: Have a rough draft of your stylistic analysis of SLOB, ch. 3, written and ready to peer edit next class. Minimum sentences is 12.
2. Review SLOB (fill-in-the-blanks)
3. Re-read passage discussed last class, review assignment chart ("Questions to Prompt Thinking About Theme"), turned in to Google classroom), and then review model provided for you.
4. Begin your own writing--form your ideas from your assignment chart (questions to prompt thinking about theme) into a paragraph following a structure similar to your last stylistic analysis writing exam (I've included the prompts for "Ibis" just as a reminder for you), and my model style.
I am not expecting perfection, but you must have your paragraph available for next class, as we will peer edit. If you're stuck, simply use transitions to type up your responses on your worksheet into paragraph form, making sure you have at least two quotations, well blended, and 12 sentences.
HW: Have a rough draft of your stylistic analysis of SLOB, ch. 3, written and ready to peer edit next class. Minimum sentences is 12.
the_secret_life_of_bees_fill-in-the-blank_summary.pdf | |
File Size: | 339 kb |
File Type: |
model_stylistic_analysis_slob_ch_3.pdf | |
File Size: | 61 kb |
File Type: |
english_i_stylistic_analysis_format.pdf | |
File Size: | 104 kb |
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ibis_scaffold.pdf | |
File Size: | 97 kb |
File Type: |
January 4th/5th
1. Warm-up 4.1: List goals for this new semester. What are a few things you wish to improve upon, and, for each, what are three specific ways you wish to reach these goals?
(All warm-ups should be completed in a Google doc titled "T4 Warm-ups", and will be turned in on the Google Classroom, when instructed, before the end of the grading period. For this grading period, they should each be formatted according to MLA (including the header, a title, like "Warm-up 4.1", 1" margins (standard on Google docs), size 12, and Times New Roman. Including the header, they should be at least 3/4 of a page (you can access a print preview on your iPad if needed to see how much you've written.)
2. Reminder of policies and procedures
3. Policies and procedures quiz (1st button link below)
4. Trivia quiz/ recap of The Secret Life of Bees (Kahoot!)
5. Letter assignment (see attached)
(All warm-ups should be completed in a Google doc titled "T4 Warm-ups", and will be turned in on the Google Classroom, when instructed, before the end of the grading period. For this grading period, they should each be formatted according to MLA (including the header, a title, like "Warm-up 4.1", 1" margins (standard on Google docs), size 12, and Times New Roman. Including the header, they should be at least 3/4 of a page (you can access a print preview on your iPad if needed to see how much you've written.)
2. Reminder of policies and procedures
3. Policies and procedures quiz (1st button link below)
4. Trivia quiz/ recap of The Secret Life of Bees (Kahoot!)
5. Letter assignment (see attached)
slob_letter_assignment.pdf | |
File Size: | 66 kb |
File Type: |
reminders_of_policies_and_procedures_2016.pptx | |
File Size: | 95 kb |
File Type: | pptx |
December 17th/18th
(Friday is my personal deadline to provide feedback on your Ibis analysis paragraph for you, if you submitted your writing on time to turnitin.com only.)
1. Logistical item: How to submit revisions of your "This I Believe" essay and "Scarlet Ibis" paragraphs, if you desire a better grade (A helpful tool for leading in quotes and providing commentary on them is provided. We will go over this in more detail after break for our newest upcoming paragraph).
2. Watch "Tales From the Hive" (PBS documentary on bees), for intriguing information and understanding of The Secret Life of Bees.
Break HW:
SOME: Students in need of passing/ students who received D's or below on writing pieces: Any rewrites you wish to submit are due the Monday, December 28th. In order to receive a grade change, you must indicate your original grade percentage on the bottom of the document, write down (honestly) what you feel this new paper deserves, and why, AND highlight the portions changed. Failure to follow these simple steps will result in no additional grade change to your paper.
OPTIONAL: Also, we will continue our writing process from ch. 3 when we return, and focus on the following highlighted chapters: ch. 5, ch. 6, ch 9, and ch. 14. Since we will not read all chapters of The Secret Life of Bees, you may wish to read portions of the novel on your own.
1. Logistical item: How to submit revisions of your "This I Believe" essay and "Scarlet Ibis" paragraphs, if you desire a better grade (A helpful tool for leading in quotes and providing commentary on them is provided. We will go over this in more detail after break for our newest upcoming paragraph).
2. Watch "Tales From the Hive" (PBS documentary on bees), for intriguing information and understanding of The Secret Life of Bees.
Break HW:
SOME: Students in need of passing/ students who received D's or below on writing pieces: Any rewrites you wish to submit are due the Monday, December 28th. In order to receive a grade change, you must indicate your original grade percentage on the bottom of the document, write down (honestly) what you feel this new paper deserves, and why, AND highlight the portions changed. Failure to follow these simple steps will result in no additional grade change to your paper.
OPTIONAL: Also, we will continue our writing process from ch. 3 when we return, and focus on the following highlighted chapters: ch. 5, ch. 6, ch 9, and ch. 14. Since we will not read all chapters of The Secret Life of Bees, you may wish to read portions of the novel on your own.
December 15th/ 16th
1. Warm-up 3.4 (see first attachment)
2. Discuss grades and when updates can be expected. Because of student numbers, some grades are still blank, and I am still updating. However, you are personally responsible for owning your own education. All late work is due this Friday. You MUST make every effort to get all late work in by Friday if you wish to improve your grade.
3. Annotating of model essays--based on questions for understanding allusions
4. Questions for analysis of your own literary devices
HW: If not completed in class, finishing answering the questions for analysis of your choice of literary device (3rd attachment below). Do not lost these!!! You'll need them when you return after Christmas break. Work on them electronically, in Adobe Reader.
If you have work to catch up on, catch up on it.
2. Discuss grades and when updates can be expected. Because of student numbers, some grades are still blank, and I am still updating. However, you are personally responsible for owning your own education. All late work is due this Friday. You MUST make every effort to get all late work in by Friday if you wish to improve your grade.
3. Annotating of model essays--based on questions for understanding allusions
4. Questions for analysis of your own literary devices
HW: If not completed in class, finishing answering the questions for analysis of your choice of literary device (3rd attachment below). Do not lost these!!! You'll need them when you return after Christmas break. Work on them electronically, in Adobe Reader.
If you have work to catch up on, catch up on it.
questions_for_understanding_allusions_in_chapter_3.pdf | |
File Size: | 307 kb |
File Type: |
questions_to_go_with_model_paragraph_ch._3_slob.pdf | |
File Size: | 51 kb |
File Type: |
model_stylistic_analysis_slob_ch_3.pdf | |
File Size: | 61 kb |
File Type: |
questions_to_prompt_thinking_about_lit_device_analysis_slob_ch_3.pdf | |
File Size: | 344 kb |
File Type: |
December 11th/14th
1. B Day: Accountability ch. 3 quiz (4A will also finish movie--has longer time, since Friday is not a late start)
1. A day: Finish movie and 20 minutes of silent reading/ test finishing
2. Themes in The Secret Life of Bees--and charting examples
3. Re-read the first two pages of The Secret Life of Bees. What mood does this put you in? Why??? How could this possibly help shape one of the themes?
4. Worksheet--work time
Having trouble with the HW? Click on the link below for helpful hints in finding details for each lit device. You MUST download to Adobe Reader to view hints.
HW: Reading of ch. 3 (accountability quiz), and finish worksheet, if not done in class.
1. A day: Finish movie and 20 minutes of silent reading/ test finishing
2. Themes in The Secret Life of Bees--and charting examples
3. Re-read the first two pages of The Secret Life of Bees. What mood does this put you in? Why??? How could this possibly help shape one of the themes?
4. Worksheet--work time
Having trouble with the HW? Click on the link below for helpful hints in finding details for each lit device. You MUST download to Adobe Reader to view hints.
HW: Reading of ch. 3 (accountability quiz), and finish worksheet, if not done in class.
slob_device_to_mood_ch_3_with_help_for_each_lit_device.pdf | |
File Size: | 243 kb |
File Type: |
December 9th/10th
1. Warm-up 3.3: Listen to "Beautiful" by India.Arie. Then, describe the various moods you feel by listening to this song. How, also, could you apply this song to you or the life of someone you know?
1.5 (4A, 2B, 3B): finish movie
2. In class: reading ch. 3 (B day only)
(With discussion of focus passage pointing to theme, modeled--transcendentalism)
A day is a little behind. We will finish the movie first, and then begin reading ch. 3 in class. I may just have time to display the focus passage, in which case, all of ch. 3 should be read for homework. This is a pivotal chapter.
HW (All classes): If not finished in class, finish (and for 4A, begin) ch. 3, being ready for accountability quiz.
1.5 (4A, 2B, 3B): finish movie
2. In class: reading ch. 3 (B day only)
(With discussion of focus passage pointing to theme, modeled--transcendentalism)
A day is a little behind. We will finish the movie first, and then begin reading ch. 3 in class. I may just have time to display the focus passage, in which case, all of ch. 3 should be read for homework. This is a pivotal chapter.
HW (All classes): If not finished in class, finish (and for 4A, begin) ch. 3, being ready for accountability quiz.
December 7th/8th
1. Continue and finish movie of The Secret Life of Bees
If you weren't here for the movie, and especially for class today, click on the attachment below to help you finish the packet.
HW: Finish Movie Guide, last two charts on characters and female stereotypes (see first attachment from last class for details).
If you weren't here for the movie, and especially for class today, click on the attachment below to help you finish the packet.
HW: Finish Movie Guide, last two charts on characters and female stereotypes (see first attachment from last class for details).
movie_alternative__for_kids_absent_or_sentive_to_content_.pdf | |
File Size: | 92 kb |
File Type: |
December 3rd/4th
1. Warm-up, Google Doc #2 (Label 3.2): Society oftentimes put constraints on us based on generalities of who we are—men, women, children, teenagers, young adults, elderly, sporty, academic, etc., what we have—money, possesions, family, friends, or where we came from—America, a 3rd world country, different regions of America, etc. Based on who you are and your own personal background, what kind of “restraints” does society try to put on you? How do you respond?
2. Secret Life of Bees introductory notes (B day students--you will be given these notes, and will popcorn read them, aired up on the Apple TV)
2. Begin movie viewing--theme catching and details (specific notes, and notes for "ch 1" of movie, in detail)
Begin watching The Secret Life of Bees Movie (provides visual context to help zero on on in-depth analysis of novel reading for your benchmark writing exam).
HW: Read chapter 1 of The Secret Life of Bees. Create a Venn Diagram of the comparisons and contrasts of the movie to the first chapter of the novel (5 similarities, 5 differences for each side--a total of 15 bullet notes)
2. Secret Life of Bees introductory notes (B day students--you will be given these notes, and will popcorn read them, aired up on the Apple TV)
2. Begin movie viewing--theme catching and details (specific notes, and notes for "ch 1" of movie, in detail)
Begin watching The Secret Life of Bees Movie (provides visual context to help zero on on in-depth analysis of novel reading for your benchmark writing exam).
HW: Read chapter 1 of The Secret Life of Bees. Create a Venn Diagram of the comparisons and contrasts of the movie to the first chapter of the novel (5 similarities, 5 differences for each side--a total of 15 bullet notes)
slob_movie_guide_and_unit_overview.pdf | |
File Size: | 1763 kb |
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slob_movie_v._novel_chapter_1.pdf | |
File Size: | 26 kb |
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December 1st/2nd
1. Agenda items (see attachment): turning in homework electronically, paragraphs not turned in, re-write information
2. Check out The Secret Life of Bees
3. Discuss how to view feedback from writing on turnitin.com.
4. Benchmark exam: annotations and multiple choice questions on a story
HW: work on essay re-writes. You are required to re-write if your scores are C or below in an attempt to make scores better. All are due on or before December 28th, and changes must be highlighted to receive a better grade.
2. Check out The Secret Life of Bees
3. Discuss how to view feedback from writing on turnitin.com.
4. Benchmark exam: annotations and multiple choice questions on a story
HW: work on essay re-writes. You are required to re-write if your scores are C or below in an attempt to make scores better. All are due on or before December 28th, and changes must be highlighted to receive a better grade.
agenda_items_12.1.pdf | |
File Size: | 75 kb |
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November 20th/ November 30th
1. Begin Stylistic Analysis District Assessment, with Scaffolds
2. Explain homework/ what to do when you are done: Read and complete the Interactive Reader, reading the "Here's How" and completing the "Your Turns" in blue margins, and short activities that follow the story on "Everyday Use" (see first attachment). This should be completed in an Adobe Reader document.
There will be a sub for November 30th; I am away for a conference. This activity should be doable by all, and, if time remains, you will annotate the story, with the same guidelines used for the annotations of "The Scarlet Ibis." (Nov 9/10).
2. Explain homework/ what to do when you are done: Read and complete the Interactive Reader, reading the "Here's How" and completing the "Your Turns" in blue margins, and short activities that follow the story on "Everyday Use" (see first attachment). This should be completed in an Adobe Reader document.
There will be a sub for November 30th; I am away for a conference. This activity should be doable by all, and, if time remains, you will annotate the story, with the same guidelines used for the annotations of "The Scarlet Ibis." (Nov 9/10).
HW: First, complete Every Day Use Interactive Reader. Then, please note essay re-writes for "This I Believe" essays, and finish Interactive Reader. You are required to re-write if your scores are C or below in an attempt to make scores better. All rewrites for "This I Believe" essays are due before heading to Christmas break and a repository will be open for rewrites shortly before this time.
ibis_scaffold.pdf | |
File Size: | 97 kb |
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everyday_use.pdf | |
File Size: | 1720 kb |
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November 18th/19th
1. Discuss and look at feedback on cold warm-up
2. Scarlet Ibis Graphic Organizer (review/ clarification of homework, and another resource for writing)
2. Transitions and sentence starters + reminders
3. Writing time for your stylistic analysis paragraph. Use the feedback provided on your cold warm-up as well as the model, sentence frames, structure instruction, story annotations, and Ibis packet, to assist you
HW: If needed, additional writing time. Your Ibis paragraph will be due IN CLASS the next class period, and not all class period will be dedicated to class work. This counts toward exam points. You will use your knowledge here to complete one additional stylistic analysis paragraph this trimester, as an additional exam, but make sure you put your best foot forward on this writing piece. This first piece will be graded with a focus on WRITING STRUCTURE, and that you connected ONE literary device to ONE character to ONE purpose/ theme.
~~Additionally, if you scored a C or below on your "This I Believe" essay, you are required to make additional efforts to make it better. All "This I Believe" rewrites are due before heading to Christmas break, and Thanksgiving break is a great opportunity to work on this.
~~B day students, if you wish to get ahead during Thanksgiving break, please see the attachment on "Everyday Use" included above.
2. Scarlet Ibis Graphic Organizer (review/ clarification of homework, and another resource for writing)
2. Transitions and sentence starters + reminders
3. Writing time for your stylistic analysis paragraph. Use the feedback provided on your cold warm-up as well as the model, sentence frames, structure instruction, story annotations, and Ibis packet, to assist you
HW: If needed, additional writing time. Your Ibis paragraph will be due IN CLASS the next class period, and not all class period will be dedicated to class work. This counts toward exam points. You will use your knowledge here to complete one additional stylistic analysis paragraph this trimester, as an additional exam, but make sure you put your best foot forward on this writing piece. This first piece will be graded with a focus on WRITING STRUCTURE, and that you connected ONE literary device to ONE character to ONE purpose/ theme.
~~Additionally, if you scored a C or below on your "This I Believe" essay, you are required to make additional efforts to make it better. All "This I Believe" rewrites are due before heading to Christmas break, and Thanksgiving break is a great opportunity to work on this.
~~B day students, if you wish to get ahead during Thanksgiving break, please see the attachment on "Everyday Use" included above.
academic_paragraph_building_template_english_i.pdf | |
File Size: | 4967 kb |
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transition_lead-in_quote.pdf | |
File Size: | 19 kb |
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scarlet_ibis_stylistic_analysis_graphic_organizer.pdf | |
File Size: | 192 kb |
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November 16th/17th
1. Warm-up (non numbered, complete on a Google doc): see first Adobe attachment below:
This will be due, to turnitn.com, within 25 minutes, and no late submissions due.
Discussion of analysis pieces of character shaping within The Scarlet Ibis (additional notes not yet finished last class)
2. How do you turn this information, then, into writing? Something called "stylistic analysis", which connects an author's use of literary devices to how they shape a particular literary element, and then ultimately fulfill an author's purpose. Display final model paragraph, then go over details of forming it and finding info for it
3. Breaking apart paragraph structure. Students will take notes, as I take notes, on the model--how it was written, and why, using Adobe Reader for structured annotations.
4. Finding details and support, model first, then class work time
HW: Finish "Finding Support for Thesis/ Claim" worksheet, finding two quotations for the character of your choice that exemplify your lit device, with 3-4 bullet points of commentary each.
This will be due, to turnitn.com, within 25 minutes, and no late submissions due.
Discussion of analysis pieces of character shaping within The Scarlet Ibis (additional notes not yet finished last class)
2. How do you turn this information, then, into writing? Something called "stylistic analysis", which connects an author's use of literary devices to how they shape a particular literary element, and then ultimately fulfill an author's purpose. Display final model paragraph, then go over details of forming it and finding info for it
3. Breaking apart paragraph structure. Students will take notes, as I take notes, on the model--how it was written, and why, using Adobe Reader for structured annotations.
4. Finding details and support, model first, then class work time
HW: Finish "Finding Support for Thesis/ Claim" worksheet, finding two quotations for the character of your choice that exemplify your lit device, with 3-4 bullet points of commentary each.
cold-write_warm-up_scarlet_ibis.pdf | |
File Size: | 67 kb |
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english_i_stylistic_analysis_format.pdf | |
File Size: | 104 kb |
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finding_support_for_thesis_claim__model_.pdf | |
File Size: | 63 kb |
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scarlet_ibis_stylistic_analyis_no_color_codes.pdf | |
File Size: | 51 kb |
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November 12th/13th
Due to ALICE training and confusion with the sub, students were given another work/ clarity day on annotations and The Scarlet Ibis analysis pack. Both will be checked on Monday/Tuesday, 11/16, 11/17
November 9th/10th
(There will be a sub. I am at a training all day.)
1. Read through the Prezi of how to do annotations. Please keep in mind, I want you to know the acronym CATCH, but you will be marking things a little differently, since you're using Adobe Reader on "The Scarlet Ibis."
2. Access "The Scarlet Ibis" through deweysshortstories.weebly.com and then open the story in Adobe Reader, just as you did your analysis packet. If you don't have your iPad, you must have another student print the story for you and find a way to do this hard copy--you may need to find highlighters at home. (It is your responsibility to bring iPads charged to school every day).
3. Annotate the story, using the Adobe Reader tools (you click on the comment button to access the tools)
In order to view the model's comments, you will need to open the model itself in Adobe Reader. To view comments, you simply click on them. My highlighter feature on my computer did do the wrong colors. Please follow the color specifics above for full credit, following the directions on the first bullet to change the highlighter color.
If you are done early with everything, you may read the "Scarlet Ibis Resources", for more information and help with Thursday/Friday's writing.
HW: Finish analysis packet and annotations, if not completed in class. Both will be checked Monday/Tuesday, November 16th/17th
1. Read through the Prezi of how to do annotations. Please keep in mind, I want you to know the acronym CATCH, but you will be marking things a little differently, since you're using Adobe Reader on "The Scarlet Ibis."
2. Access "The Scarlet Ibis" through deweysshortstories.weebly.com and then open the story in Adobe Reader, just as you did your analysis packet. If you don't have your iPad, you must have another student print the story for you and find a way to do this hard copy--you may need to find highlighters at home. (It is your responsibility to bring iPads charged to school every day).
3. Annotate the story, using the Adobe Reader tools (you click on the comment button to access the tools)
- For every two pages (a "page" is a column, so technically, the first actual page of the document is two pages):
- Highlight two unfamiliar words in yellow by using the "highlight" feature on the Adobe Reader, and then clicking on the highlighted portion to select the correct color.
- Place a comment with the words defined in the margins, next to where you highlighted them.
- Acknoweldge confusion at least once for every 2 pages. For words or a passage that are confusing, highlight it in red (my model is in pink, due to a different app) and ask the question in a comment button in the margin.
- "Talk" with the text, at least 4 times per every two pages. Highlight your "talks" in green, and include your annotations in the margin next to the highlights.
- Capture the main idea: Under each PAGE (so twice, per sheet), write down a summary/ main idea of what is going on, by clicking on the "T" and adding text at the bottom.
- Don't worry about highlighting main ideas at this point (the "H" in CATCH).
- Highlight two unfamiliar words in yellow by using the "highlight" feature on the Adobe Reader, and then clicking on the highlighted portion to select the correct color.
In order to view the model's comments, you will need to open the model itself in Adobe Reader. To view comments, you simply click on them. My highlighter feature on my computer did do the wrong colors. Please follow the color specifics above for full credit, following the directions on the first bullet to change the highlighter color.
If you are done early with everything, you may read the "Scarlet Ibis Resources", for more information and help with Thursday/Friday's writing.
HW: Finish analysis packet and annotations, if not completed in class. Both will be checked Monday/Tuesday, November 16th/17th
scarlet_ibis_annotation_model.pdf | |
File Size: | 228 kb |
File Type: |
November 5th/6th
1. Discussion about pride
2. Notes of need-to-know for "The Scarlet Ibis"
HW: finish through p. 5 in analysis packet and bring headphones for class next period
2. Notes of need-to-know for "The Scarlet Ibis"
HW: finish through p. 5 in analysis packet and bring headphones for class next period
author_bios_james_hurst.pdf | |
File Size: | 131 kb |
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scarlet_ibis_need-to-knows.pptx | |
File Size: | 418 kb |
File Type: | pptx |
November 3rd/ November 4th
1. Warm-up 3.1: Characters in literature and real life make choices when facing challenges. Think about a challenge you faced within the last year. How did the challenge impact you? Do you still face feelings of anger, frustration, or regret over how you handled it, or did you grow better through it? How did others around you influence the challenge, either creating the challenge for you, reacting differently than you did, or helping you through your challenging time?
2. Read "The Scarlet Ibis" once through, for basic content, as a class. Identify the characters in the story, and create a class chart with details of the characters.
3. Work on "The Scarlet Ibis" analysis packet, through Plot (top of p. 3) . This will be done on your iPad, and you must install Adobe Acrobat on your iPad before use. I will print a few extra, if you do not have access to the app store.
HW: Analysis packet, through Plot, if not finished in class.
2. Read "The Scarlet Ibis" once through, for basic content, as a class. Identify the characters in the story, and create a class chart with details of the characters.
3. Work on "The Scarlet Ibis" analysis packet, through Plot (top of p. 3) . This will be done on your iPad, and you must install Adobe Acrobat on your iPad before use. I will print a few extra, if you do not have access to the app store.
HW: Analysis packet, through Plot, if not finished in class.
scarlet_ibis_analysis_packet_2015.pdf | |
File Size: | 101 kb |
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October 30th/ November 2nd
Continue work time on essays in class.
Please remember: Essays, if you wish to have annotated feedback, are due Friday (A day)/ Monday (B day), 11:59 p.m., and if you don't wish to have feedback, NO LATER THAN Sunday (A day)/ Wednesday (B day), 11:59 p.m., turnitin.com only.
Please remember: Essays, if you wish to have annotated feedback, are due Friday (A day)/ Monday (B day), 11:59 p.m., and if you don't wish to have feedback, NO LATER THAN Sunday (A day)/ Wednesday (B day), 11:59 p.m., turnitin.com only.
October 28th/ October 29th
XC Meet--will have sub 4A
Hi class! I'm leaving this lesson up in detail for 4A, as I'll be gone for a XC meet, and you are with a sub. Please follow these instructions exactly. The sub will read through 1-3 for you, but it is up to you to make sure everything is followed completely, for your best comprehension of this assignment.
1. Read through models found as button links below this description of the lesson. These should be read out loud. You may choose who wishes to read them, or your sub can call cards if no one volunteers. Please only volunteer if you know you have a strong, confident reading voice. There are four samples, to be read by four different people.
2. Peer editing of rough draft of essay. First, all students should access the "This I Believe Peer Editing Instructions 4A" attachment below. When you have, then a volunteer should read ALL of the instructions allowed (you may popcorn style share the reading of this if you wish). You are to be grouped up with the assigned grouping as outlined in the attachment. You may move your desk into groups, but MUST remain silent while editing. No music allowed, and only talk if absolutely necessary for clarifying information.
3. If time remains, work time for polishing your own essays. No time will be wasted in this class. Please take note of the NEW due date for the final draft. This gives you time to ask any additional questions you might have, and one final day for me to help you beef up your conclusion the next class period. Your conclusion should be 3-4 sentences, and provide some type of final closure/ summary/ application to reader/ super awesome thought. Make sure it doesn't just end randomly.
Note: Essays, if you wish to have annotated feedback, are due Friday (A day)/ Monday (B day), 11:59 p.m., and if you don't wish to have feedback, NO LATER THAN Sunday (A day)/ Wednesday (B day), 11:59 p.m., turnitin.com only.
1. Read through models found as button links below this description of the lesson. These should be read out loud. You may choose who wishes to read them, or your sub can call cards if no one volunteers. Please only volunteer if you know you have a strong, confident reading voice. There are four samples, to be read by four different people.
2. Peer editing of rough draft of essay. First, all students should access the "This I Believe Peer Editing Instructions 4A" attachment below. When you have, then a volunteer should read ALL of the instructions allowed (you may popcorn style share the reading of this if you wish). You are to be grouped up with the assigned grouping as outlined in the attachment. You may move your desk into groups, but MUST remain silent while editing. No music allowed, and only talk if absolutely necessary for clarifying information.
3. If time remains, work time for polishing your own essays. No time will be wasted in this class. Please take note of the NEW due date for the final draft. This gives you time to ask any additional questions you might have, and one final day for me to help you beef up your conclusion the next class period. Your conclusion should be 3-4 sentences, and provide some type of final closure/ summary/ application to reader/ super awesome thought. Make sure it doesn't just end randomly.
Note: Essays, if you wish to have annotated feedback, are due Friday (A day)/ Monday (B day), 11:59 p.m., and if you don't wish to have feedback, NO LATER THAN Sunday (A day)/ Wednesday (B day), 11:59 p.m., turnitin.com only.
this_i_believe_peer_editing_instructions_4a.pdf | |
File Size: | 40 kb |
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this_i_believe_peer_editing_instructions_1b.pdf | |
File Size: | 39 kb |
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this_i_believe_peer_editing_instructions_2b.pdf | |
File Size: | 53 kb |
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this_i_believe_peer_editing_instructions_3b.pdf | |
File Size: | 53 kb |
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October 26th/ October 27th
1. Warm-up 2.4: Take the second paragraph of your "This I Believe" essay, and write a one-page story just on this story alone.
2. Engaging Attention Grabbers
3. Snapshot of a moment--exploding detail
3. Peer editing: Focus Points for today: Include an engaging attention grabber, dialogue, and additional description into your essay. Have a peer read your essay and write a suggested attention grabber for you. This peer will then place a *(star) next to where dialogue could possibly occur, and then three arrows where you can and should add additional detail.
HW: Make sure your essay is polished. We will have one more lesson, a model essay, then a partial work day on Wednesday (A day)/ Thursday (B day) to edit and submit your essay as a FINAL by 11:59 Thursday to turnitin.com if you wish to receive feedback on your final grade. Please see the Peer Editing worksheet for a guideline of how your must beef up your essay to receive your desired grade.
2. Engaging Attention Grabbers
3. Snapshot of a moment--exploding detail
3. Peer editing: Focus Points for today: Include an engaging attention grabber, dialogue, and additional description into your essay. Have a peer read your essay and write a suggested attention grabber for you. This peer will then place a *(star) next to where dialogue could possibly occur, and then three arrows where you can and should add additional detail.
HW: Make sure your essay is polished. We will have one more lesson, a model essay, then a partial work day on Wednesday (A day)/ Thursday (B day) to edit and submit your essay as a FINAL by 11:59 Thursday to turnitin.com if you wish to receive feedback on your final grade. Please see the Peer Editing worksheet for a guideline of how your must beef up your essay to receive your desired grade.
engaging_attention_grabbers_for_your_narrative_essay.pdf | |
File Size: | 113 kb |
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snapshot_lesson.pdf | |
File Size: | 51 kb |
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October 22nd/ October 23rd
1. 15 minutes of silent reading
2. Syntax as a Stylistic Technique lesson
3. MLA formatting--we will do this together
3. Typing of "This I Believe" rough draft, to turn in to turnitin.com by TONIGHT 11:59 (or during class for 5 bonus points). In order to submit to turnitin.com from your iPad, you must use Google Chrome as your browser and then upload from Google Drive (it works!) OR use a computer. No excuses. The lab is open after school if you need to call home and make arrangements. You may submit your rough draft late, but it will receive half credit (12.5/25) IF the assignment is fully complete.
HW: type and turn in "This I Believe" essay rough draft to turnitin.com by 11:59 the day you have class (A day Friday, B day Monday).
2. Syntax as a Stylistic Technique lesson
3. MLA formatting--we will do this together
3. Typing of "This I Believe" rough draft, to turn in to turnitin.com by TONIGHT 11:59 (or during class for 5 bonus points). In order to submit to turnitin.com from your iPad, you must use Google Chrome as your browser and then upload from Google Drive (it works!) OR use a computer. No excuses. The lab is open after school if you need to call home and make arrangements. You may submit your rough draft late, but it will receive half credit (12.5/25) IF the assignment is fully complete.
HW: type and turn in "This I Believe" essay rough draft to turnitin.com by 11:59 the day you have class (A day Friday, B day Monday).
October 20th/ October 21st
1. Sharing of "This I Believe" beginning ideas
2. Sentence Structure/ Syntax Lesson
3. Look at more sample writings, annotating together as class the sample for use of syntax to bring emotion
4. Student sample writing--edit
HW: Finish Brainstorm paragraphs not already completed, including closing statement.
2. Sentence Structure/ Syntax Lesson
3. Look at more sample writings, annotating together as class the sample for use of syntax to bring emotion
4. Student sample writing--edit
HW: Finish Brainstorm paragraphs not already completed, including closing statement.
sentence_structure_notes.pdf | |
File Size: | 49 kb |
File Type: |
October 15th/ October 16th
1. 20 minutes silent reading
2. What Do You Think? (p. 15 of first attachment below)
3. Group Activity--shared beliefs, with one written recording per group
4. Classwork time: If some are done early, they may read and share with the class.
(1B will complete this lesson in this order: 2-3-1&4, and 2B will complete the lesson in this order: 1-4-2-3 because of a meeting/ absence of me during these periods).
Classwork/ homework: Write a "This I Believe" Brainstorm/ Quick write (see second attachment). Place this in your blue folder. This will be stamped next class for completion.
2. What Do You Think? (p. 15 of first attachment below)
3. Group Activity--shared beliefs, with one written recording per group
4. Classwork time: If some are done early, they may read and share with the class.
(1B will complete this lesson in this order: 2-3-1&4, and 2B will complete the lesson in this order: 1-4-2-3 because of a meeting/ absence of me during these periods).
Classwork/ homework: Write a "This I Believe" Brainstorm/ Quick write (see second attachment). Place this in your blue folder. This will be stamped next class for completion.
this_i_believe_high_school_curriculum.pdf | |
File Size: | 743 kb |
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this_i_believe_brainstorm.pdf | |
File Size: | 63 kb |
File Type: |
October 13th/ October 14th
1. Warm-up 2.3: When sharing a personal story from your own life, what do you feel are the best ways to go about this, to provoke emotion and interest or sympathy in the minds of your readers?
2. Nuts and Bolts of Personal Essay Writing
3. Dialogue Activity
No homework for tonight
2. Nuts and Bolts of Personal Essay Writing
3. Dialogue Activity
No homework for tonight
this_i_believe_nuts_and_bolts.pptx | |
File Size: | 855 kb |
File Type: | pptx |
this_i_believe_nuts_and_bolts.pdf | |
File Size: | 95 kb |
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October 9th/ October 12th
1. Poetry Out Loud presentation--in library
2. This I Believe--narrative writing notes, and unit info
3. Sample Narrative, and Memoir Essays
4. Writing prompts (class work/ homework)--complete on your iPad, in Google Docs. (Complete 2, 225+ words each, from p. 11 in the first document below).
HW: Complete #4 (above) and turn in to turnitin.com by 11:59 Saturday, (A day) or 11:59 Tuesday (B day). If you have trouble submitting as a Google doc, use Google Chrome as your web browser as you submit OR use an actual computer. No exceptions. If you have any internet connection issues--which is your only excuse--your PARENT must email me the day OF OR BEFORE the assignment is due.
2. This I Believe--narrative writing notes, and unit info
3. Sample Narrative, and Memoir Essays
4. Writing prompts (class work/ homework)--complete on your iPad, in Google Docs. (Complete 2, 225+ words each, from p. 11 in the first document below).
HW: Complete #4 (above) and turn in to turnitin.com by 11:59 Saturday, (A day) or 11:59 Tuesday (B day). If you have trouble submitting as a Google doc, use Google Chrome as your web browser as you submit OR use an actual computer. No exceptions. If you have any internet connection issues--which is your only excuse--your PARENT must email me the day OF OR BEFORE the assignment is due.
this_i_believe_high_school_curriculum.pdf | |
File Size: | 743 kb |
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this_i_believe_intro_lesson.pdf | |
File Size: | 56 kb |
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October 7th/ October 8th
1. Warm-up 2.2: Write what you want Wednesday!
2. Finish Socratic Seminar, Part 2
3. "This I Believe" introduction: Read through two stories of "This I Believe"--as in story time, teacher led.
4. Work on "Values Worksheet" (p. 13 of attachment) and "Important Moments" (p. 14 of attachment)
These become homework if not completed in class
HW: Finish Values Worksheet and Important Moments Worksheet
2. Finish Socratic Seminar, Part 2
3. "This I Believe" introduction: Read through two stories of "This I Believe"--as in story time, teacher led.
4. Work on "Values Worksheet" (p. 13 of attachment) and "Important Moments" (p. 14 of attachment)
These become homework if not completed in class
HW: Finish Values Worksheet and Important Moments Worksheet
this_i_believe_7th_8th_9th_grade_curriculum.pdf | |
File Size: | 302 kb |
File Type: |
October 5th/ October 6th
1. Warm-up 2.1: Choose one question (1-7) from the "Cask of Amontillado" Socratic Seminar questions, and answer it completely and thoroughly, including all bulleted sub-questions.
2. Socratic Seminar rules
3. Socratic Seminar, 2 parts, Cask of Amontillado
Finish C of A study guide, due Oct 7/8
2. Socratic Seminar rules
3. Socratic Seminar, 2 parts, Cask of Amontillado
Finish C of A study guide, due Oct 7/8
cask_of_amontillado_socratic_seminar_questions.pdf | |
File Size: | 44 kb |
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rules_for_socratic_seminars.pdf | |
File Size: | 44 kb |
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October 1st/ October 2nd
1. 15-20 minutes of silent reading
2. Read non-fiction related article: "Incognito Bullied Teammate Martin by Sending Racist Texts"
3. Annotation of non-fiction article (with models)
4. "Quiz" on non-fiction article (class activity, done together)
4. Work time for study guide
Homework: Finish C of A study guide, due Oct. 7/8
2. Read non-fiction related article: "Incognito Bullied Teammate Martin by Sending Racist Texts"
3. Annotation of non-fiction article (with models)
4. "Quiz" on non-fiction article (class activity, done together)
4. Work time for study guide
Homework: Finish C of A study guide, due Oct. 7/8
c_of_a_non-fiction_article_ | |
File Size: | 1042 kb |
File Type: | c of a non-fiction article, |
annotating_non-fiction_incognito_article.pdf | |
File Size: | 29 kb |
File Type: |
September 29th, September 30th
1. Warm-up: Non journal: Silent read, or finish Part 2 of test.
2. Discuss "Cask of Amontillado" study guide.
3. Read "Cask of Amontillado" by Edgar Allan Poe (deweysshortstories.weebly.com).
4. Discuss similarities to life of Edgar Allan Poe
5. Watch video rendition of "Cask of Amontillado"
Homework: Work on study guide as you go. Guide will (tentatively) be due Oct 7/8
2. Discuss "Cask of Amontillado" study guide.
3. Read "Cask of Amontillado" by Edgar Allan Poe (deweysshortstories.weebly.com).
4. Discuss similarities to life of Edgar Allan Poe
5. Watch video rendition of "Cask of Amontillado"
Homework: Work on study guide as you go. Guide will (tentatively) be due Oct 7/8
September 25th, September 28th
1. 10 mintes test prep
2. Lit Device Term test (Part 1 and Part 2, a written portion; see me if you missed the test for a make-up time within a week)
No homework.
2. Lit Device Term test (Part 1 and Part 2, a written portion; see me if you missed the test for a make-up time within a week)
No homework.
September 23rd, September 24th
1. Study games for lit devices (kahoot) or 20 minutes reading (B day)
2. Finish life of Edgar Allan Poe video
3. Begin reading and studying "Cask of Amontillado" working on study guide in class
Homework: lit device term test Friday/ Monday! Study!
Will be sub for 4A (XC meet)
2. Finish life of Edgar Allan Poe video
3. Begin reading and studying "Cask of Amontillado" working on study guide in class
Homework: lit device term test Friday/ Monday! Study!
Will be sub for 4A (XC meet)
cask_of_amontillado_study_guide.pdf | |
File Size: | 109 kb |
File Type: |
September 21st/ 22nd
1. Warm-up 1.6: What makes a person twisted? Why?
2. Three types of irony with accompanying videos. Historical allusions, with videos.
3. Begin note/ chart on life of Edgar Allan Poe
Homework: Study for a lit device term test this Friday/next Monday on your 20 terms!
2. Three types of irony with accompanying videos. Historical allusions, with videos.
3. Begin note/ chart on life of Edgar Allan Poe
Homework: Study for a lit device term test this Friday/next Monday on your 20 terms!
September 17th/18th
1. 15-25 minutes silent reading (B day, because of an assembly is behind, so we will catch each class to the same page today)
2. iPad Policy Quiz (Google form)
3. Vocabulary notes and class activity to preview "The Cask of Amontillado"
Homework: Your typed "essays" will be due Monday/Tuesday to turnitin.com by 11:59. Notecards for lit devices will also be due next class.
2. iPad Policy Quiz (Google form)
3. Vocabulary notes and class activity to preview "The Cask of Amontillado"
Homework: Your typed "essays" will be due Monday/Tuesday to turnitin.com by 11:59. Notecards for lit devices will also be due next class.
cask_of_amontillado_beginning_notes.pptx | |
File Size: | 7927 kb |
File Type: | pptx |
September 15th/ September 16th
1. Lit Device Warm-up 1.5: As you watch through the creative pre-made videos on lit devices, please write down the definition and example of each of the following:
3. Explain iPad policies in my class
3. Go over lit device terms-to-know, with creative examples/ reminders--possible short story row share as creative component
4. Class work time: Choose your own homework: If you feel you need more help on the compare/contrast essay, do this in class, and lit notecards for homework. If you feel you need more help on the lit terms, do those in class and the compare/contrast essay for homework.
Homework: Choose your own homework (see #4 above). I'll check for both the notecards (due next class) and the fill-in-the-blank essay (typed, turned in to turnitin.com by the 17th @ 8 a.m. (A day) or the 18th @ 8 a.m. (B day).
Turnitin Information How-To's
Go to the website www.turnitin.com.
At the top, click on "Create Account."
Don't fill in your e-mail address yet. Click "student" near the bottom.
For class ID use the following ID's, per period:
Freshmen English, Period 4A: 10699560
Freshmen English, Period 1B:10692288
Freshmen English, Period 2B:10699556
Freshmen English, Period 3B:10699557
For Class enrollment password type rockstar2015
Then, put in your e-mail address (use your summbears account only, please)
For your password, please use your summbears account password when creating this account. In the past, we have had issues with students forgetting passwords, and I cannot recover them for you. Thus, by choosing the same password as your summbears email, you'll have a much higher likelihood of remembering it. And then, write it down. Write it on your phone, write it on your forehead, email it to yourself, create a document just for passwords--do whatever you need to do to remember it!!!!!
Create a secret question that you know the answer to and type in the answer.
Click on "I Agree, Create Profile."
Voila! You are now enrolled in my class.
To submit a paper, please click on this link and read over the directions: http://turnitin.com/en_us/training/student-training/submitting-a-paper
You will need to submit a paper as a Word document or Cloud version of google doc. DO NOT USE THE CUT AND PASTE METHOD.
All papers must be according to MLA. For a reminder of MLA, please read these directions:
http://www.google.com/#psj=1&q=MLA+format+of+paper
Also, Begin preparing for Sept 23/24 T1 unit test on lit devices
- Simile
- Metaphor
- Personification
- Characterization (describe in more detail, as the video plays through)
3. Explain iPad policies in my class
3. Go over lit device terms-to-know, with creative examples/ reminders--possible short story row share as creative component
4. Class work time: Choose your own homework: If you feel you need more help on the compare/contrast essay, do this in class, and lit notecards for homework. If you feel you need more help on the lit terms, do those in class and the compare/contrast essay for homework.
Homework: Choose your own homework (see #4 above). I'll check for both the notecards (due next class) and the fill-in-the-blank essay (typed, turned in to turnitin.com by the 17th @ 8 a.m. (A day) or the 18th @ 8 a.m. (B day).
Turnitin Information How-To's
Go to the website www.turnitin.com.
At the top, click on "Create Account."
Don't fill in your e-mail address yet. Click "student" near the bottom.
For class ID use the following ID's, per period:
Freshmen English, Period 4A: 10699560
Freshmen English, Period 1B:10692288
Freshmen English, Period 2B:10699556
Freshmen English, Period 3B:10699557
For Class enrollment password type rockstar2015
Then, put in your e-mail address (use your summbears account only, please)
For your password, please use your summbears account password when creating this account. In the past, we have had issues with students forgetting passwords, and I cannot recover them for you. Thus, by choosing the same password as your summbears email, you'll have a much higher likelihood of remembering it. And then, write it down. Write it on your phone, write it on your forehead, email it to yourself, create a document just for passwords--do whatever you need to do to remember it!!!!!
Create a secret question that you know the answer to and type in the answer.
Click on "I Agree, Create Profile."
Voila! You are now enrolled in my class.
To submit a paper, please click on this link and read over the directions: http://turnitin.com/en_us/training/student-training/submitting-a-paper
You will need to submit a paper as a Word document or Cloud version of google doc. DO NOT USE THE CUT AND PASTE METHOD.
All papers must be according to MLA. For a reminder of MLA, please read these directions:
http://www.google.com/#psj=1&q=MLA+format+of+paper
Also, Begin preparing for Sept 23/24 T1 unit test on lit devices
lit_device_notecard_homework.pdf | |
File Size: | 753 kb |
File Type: |
September 11th/ September 14th
1. 10 minutes for quiz study time
2. "The Most Dangerous Game" quiz
3. Work time for fill-in-the-blank essay, in class, using your notes from the movie.
2. "The Most Dangerous Game" quiz
3. Work time for fill-in-the-blank essay, in class, using your notes from the movie.
September 9th/ September 10th
1. Explain Venn Diagram, and focus points
2. Watch "The Most Dangerous Game" movie
3. Work on Venn Diagram notes for upcoming fill-in-the-blank essay.
Homework: Venn Diagram written paragraph response, if not completed in class (use your class time wisely, and you won't have this homework)
Also, STUDY FOR QUIZ.
2. Watch "The Most Dangerous Game" movie
3. Work on Venn Diagram notes for upcoming fill-in-the-blank essay.
Homework: Venn Diagram written paragraph response, if not completed in class (use your class time wisely, and you won't have this homework)
Also, STUDY FOR QUIZ.
compare_contrast_step_by_step_essay.pdf | |
File Size: | 139 kb |
File Type: |
compare_contrast_mdg.pdf | |
File Size: | 49 kb |
File Type: |
September 4th/ September 8th
1. Silent reading warm-up: You may use this time either to get ahead in your homework OR to silent read a book of your choice.
2. Finish reading "The Most Dangerous Game"
3. Finish work time for packet on "The Most Dangerous Game." This will be checked the next time we meet in class.
HW: Finish read-as-you-go packet, and begin to prepare for a quiz on the material and reading of "The Most Dangerous Game." This quiz will occur on September 11th/14th
2. Finish reading "The Most Dangerous Game"
3. Finish work time for packet on "The Most Dangerous Game." This will be checked the next time we meet in class.
HW: Finish read-as-you-go packet, and begin to prepare for a quiz on the material and reading of "The Most Dangerous Game." This quiz will occur on September 11th/14th
September 2nd/ September 3rd
1. Warm-up 1.4: What do you think makes a person civilized? Is it based on clothing, appearance, attitude, or a whole model way of life?
Then, please describe someone you think is truly “civil” or dignified. Describe what makes them that way.
2. Continue reading "The Most Dangerous Game" with recording
3. Work time for "Read As You Go" packet
Homework: Finish through #25 in packet.
Then, please describe someone you think is truly “civil” or dignified. Describe what makes them that way.
2. Continue reading "The Most Dangerous Game" with recording
3. Work time for "Read As You Go" packet
Homework: Finish through #25 in packet.
Monday, August 31st/ September 1st
1. Warm-up 1.4: List and describe an example of a trap that is not physical (think mind traps and manipulation, NOT mouse traps, bear traps, etc.)
2. Hand out "The Most Dangerous Game" study guide.
3. Continue reading "The Most Dangerous Game" with recording.
Homework: Finish through p. 3 in "Read As You Go" packet.
2. Hand out "The Most Dangerous Game" study guide.
3. Continue reading "The Most Dangerous Game" with recording.
Homework: Finish through p. 3 in "Read As You Go" packet.
elements_of_foreshadowing.pdf | |
File Size: | 45 kb |
File Type: |
most_dangerous_game_read_as_you_go.pdf | |
File Size: | 147 kb |
File Type: |
THURSDAY, AUGUST 27th, Friday, August 28th
1. Read through Little Red Riding Hood and symbol sharing
2. Discussion questions--choose 1-2 for a page of writing response, warm-up 1.3
3. Discuss Little Red Riding Hood
4. Begin looking at and reading "The Most Dangerous Game" by Richard Connell (p. 16 of textbook). Pre-discussion:
Homework: Vocabulary 9 Squares
2. Discussion questions--choose 1-2 for a page of writing response, warm-up 1.3
3. Discuss Little Red Riding Hood
4. Begin looking at and reading "The Most Dangerous Game" by Richard Connell (p. 16 of textbook). Pre-discussion:
- Based on the title of the story "The Most Dangerous Game" which begins on p. 15 of your book, and the pictures throughout, what do you think the story will be about?
- Read through p. 16 aloud. Play mood music and answer, what mood do you think the author is trying to create in the opening of the story?
Homework: Vocabulary 9 Squares
lrrh_discussion_questions.docx | |
File Size: | 107 kb |
File Type: | docx |
most_dangerous_game_vocab_squares.pdf | |
File Size: | 31 kb |
File Type: |
Tuesday, August 25th/Wednesday, August 26th
1. Warm-up (non journal): 4A only: Please have your homework out. We will work on a lit device pre-test. You will use this for your exit activity to complete today in class.
2. Go over lit devices, with class discussion and examples
3. Introduce symbolism.
4. Read Little Red Riding Hood, with new symbolic lens in mind
3. Discuss symbolism in LRRH--and stories that are similar to Little Red Riding Hood.
HW, 4A: No homework tonight. If you do not feel comfortable with the lit terms we have been discussing, study for the upcoming quiz. You'll be expected to know definitions and examples, and the quiz will be matching/ multiple choice.
HW, 1B, 2B, 3B: Complete LRRH Annotations (no time to complete in the last class period). In addition, prepare for the upcoming quiz (see 4A's HW above)
2. Go over lit devices, with class discussion and examples
3. Introduce symbolism.
4. Read Little Red Riding Hood, with new symbolic lens in mind
3. Discuss symbolism in LRRH--and stories that are similar to Little Red Riding Hood.
HW, 4A: No homework tonight. If you do not feel comfortable with the lit terms we have been discussing, study for the upcoming quiz. You'll be expected to know definitions and examples, and the quiz will be matching/ multiple choice.
HW, 1B, 2B, 3B: Complete LRRH Annotations (no time to complete in the last class period). In addition, prepare for the upcoming quiz (see 4A's HW above)
9th_grade_lit_device_pre-test.pdf | |
File Size: | 236 kb |
File Type: |
Friday, August 21st/ Monday, August 24th
1. Warm-up 1.1: With the list of literary device words in front of you, write down the words you know, along with the definitions and an example. You may or may not know many. I expect you to write a full page. (Review lit devices include protagonist, antagonist, foil, mood, exposition, rising action, climax, conflict, falling action, and resolution). If you need more to write about, continue by writing about the highlights and lowlights of your summer.
2. Notes on the Five Elements of a Short Story ("Five Things" from Flocabulary).
3. Plot Chart Review and Front Loading for LRRH Plot/ Story Devices
3. Begin reading Little Red Riding Hood noting literary devices as you read.
Homework: LRRH Lit Devices Annotations
2. Notes on the Five Elements of a Short Story ("Five Things" from Flocabulary).
3. Plot Chart Review and Front Loading for LRRH Plot/ Story Devices
3. Begin reading Little Red Riding Hood noting literary devices as you read.
Homework: LRRH Lit Devices Annotations
lrrh_annotations.pdf | |
File Size: | 124 kb |
File Type: |
plot_chart_and_front_loading_for_lrrh_devices.pdf | |
File Size: | 413 kb |
File Type: |
Wednesday August 19th/ Thursday, August 20th
1. Class Introduction
2. Tour of the Class/ Classroom Policies and Procedures
3. Syllabus, in brief
4. Learning style inventory (in class)
4. Explain Story of Self Assignment
Homework: Signed syllabus is due next class, along with the "Story of Self" (see attachment). I would suggest completing half of this tonight and half of this tomorrow night. Avoid getting in the habit of putting homework off until the last minute. Write freely, as you will receive completion credit, and not be marked down for grammar issues and spelling on this assignment.
2. Tour of the Class/ Classroom Policies and Procedures
3. Syllabus, in brief
4. Learning style inventory (in class)
4. Explain Story of Self Assignment
Homework: Signed syllabus is due next class, along with the "Story of Self" (see attachment). I would suggest completing half of this tonight and half of this tomorrow night. Avoid getting in the habit of putting homework off until the last minute. Write freely, as you will receive completion credit, and not be marked down for grammar issues and spelling on this assignment.
learning_style_inventory.pdf | |
File Size: | 24 kb |
File Type: |
story_of_self.pdf | |
File Size: | 139 kb |
File Type: |
english_i_syllabus_2015.pdf | |
File Size: | 329 kb |
File Type: |
first_day_of_school_powerpoint.pptx | |
File Size: | 197 kb |
File Type: | pptx |
first_day_of_school_powerpoint.pdf | |
File Size: | 9055 kb |
File Type: |
tour_de_deweys_pamphlet.pdf | |
File Size: | 2783 kb |
File Type: |