Finals Week
Extra credit presentations, as desired
May 27th
English: Extra credit presentations
(History 20.3 quiz and video)
(History 20.3 quiz and video)
May 25th
English: Begin extra credit presentations
(History 20.2 quiz and video)
(History 20.2 quiz and video)
persuasive_speech_evaluation_and_student_feedback_form.pdf | |
File Size: | 68 kb |
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May 23rd
English:
8th grade project/ 7th grade survival kit work day (both are due Friday!)
(History today is 20.1 quiz and reformation video--see History tab)
8th grade project/ 7th grade survival kit work day (both are due Friday!)
(History today is 20.1 quiz and reformation video--see History tab)
May 19th
Easy Bib and Works Cited info
Class work time to add this
Peer editing
Explain extra credit presentation requirements (English and history)
Class work time to add this
Peer editing
Explain extra credit presentation requirements (English and history)
May 17th
1. Writing Structure (sentence by sentence)
2. Feedback on your samples (2)
2. Writing work time (rough draft of essays due the 19th, in class, turnitin.com. Final draft is due the day of finals)
2. Feedback on your samples (2)
2. Writing work time (rough draft of essays due the 19th, in class, turnitin.com. Final draft is due the day of finals)
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rebuttal_conclusion_works_cited_revised.pptx | |
File Size: | 1980 kb |
File Type: | pptx |
May 13th
Where are we headed?
1. Model Papers (D, C, B, A), with discussion of strengths and weaknesses
2. Highlighting of "Reach for the Stars" Paper--academic structure
3. Transition word search competition
4. More detailed info on writing structure--section by section throughout the paper
1. Model Papers (D, C, B, A), with discussion of strengths and weaknesses
2. Highlighting of "Reach for the Stars" Paper--academic structure
3. Transition word search competition
4. More detailed info on writing structure--section by section throughout the paper
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May 11th
1st Period:
1. Persuasive writing warm-up
2. Persuasive writing structure information:
a. Power Point lesson on structure for research and outlining (See second attachment below). This includes interaction with forming thesis
statements for your main argument.
b. Go over outline requirements.
3. Classwork: outline time
2nd Period:
Task Day:
1. Researching to complete outline--due by 11:10 a.m. (Google classroom)
2. practice commentary--4 details from your notes--due by next class (Friday), 8:10 AM (Google classroom)
3. HW: Write intro and body (blind write)--due by Thursday, 9:59 p.m., turnitin.com
1. Persuasive writing warm-up
2. Persuasive writing structure information:
a. Power Point lesson on structure for research and outlining (See second attachment below). This includes interaction with forming thesis
statements for your main argument.
b. Go over outline requirements.
3. Classwork: outline time
2nd Period:
Task Day:
1. Researching to complete outline--due by 11:10 a.m. (Google classroom)
2. practice commentary--4 details from your notes--due by next class (Friday), 8:10 AM (Google classroom)
3. HW: Write intro and body (blind write)--due by Thursday, 9:59 p.m., turnitin.com
persuasive_writing_structure_warm-up.pdf | |
File Size: | 57 kb |
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persuasive_writing_structure_2016.pptx | |
File Size: | 1029 kb |
File Type: | pptx |
persuasive_writing_structure.pdf | |
File Size: | 41 kb |
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persuasive_essay_outline.pdf | |
File Size: | 75 kb |
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adding_detail_work_day.pdf | |
File Size: | 146 kb |
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May 9th
8th Grade Presentation
(7th graders--work ahead early on outline--see next class--or prepare for history final)
(7th graders--work ahead early on outline--see next class--or prepare for history final)
May 5th
1. Two Lies and a Truth (which website is real?)--see links below
2. Model Website Validity Checklist
3. Choose topics and explore one website on one of your topics of choice
Classwork: Complete a website validity checklist after googling info on the topic of your choice (due @ the end of class to the Google classroom)
Homework: Complete 3 pages of notes on your topic. (Remember to stay focused on YOUR viewpoint).
2. Model Website Validity Checklist
3. Choose topics and explore one website on one of your topics of choice
Classwork: Complete a website validity checklist after googling info on the topic of your choice (due @ the end of class to the Google classroom)
Homework: Complete 3 pages of notes on your topic. (Remember to stay focused on YOUR viewpoint).
website_validity_checklist_color_codes_blank_revised.pdf | |
File Size: | 86 kb |
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May 3rd
8th Grade Placement Testing Day
HW: Brainstroming outline
HW: Brainstroming outline
research_brainstorming_outline_academy.pdf | |
File Size: | 40 kb |
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April 29th
Smarter Balanced Testing--finishing up
April 21st-April 27th
1. Explain feedback on Practice Persuasive essays
2. Explain HW (Choosing a persuasive topic)
3. Smarter Balanced Testing
HW: See attached Adobe document. Due first ten minutes of class on Friday.
2. Explain HW (Choosing a persuasive topic)
3. Smarter Balanced Testing
HW: See attached Adobe document. Due first ten minutes of class on Friday.
connections_topics_for_argumentative_essay.pdf | |
File Size: | 33 kb |
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April 19th
1. Persuasive Writing Structure review and model
(We worked through technical kinks with the CAASSP coordinators and did not start the test).
(We worked through technical kinks with the CAASSP coordinators and did not start the test).
April 15th
1. Writing time/ peer editing time OR history time
2. Smarter Balanced prep time 2nd period
Final draft will be due Sunday, April 24th, 11:59 p.m.
2. Smarter Balanced prep time 2nd period
Final draft will be due Sunday, April 24th, 11:59 p.m.
April 13th
1. Writing time/ peer editing time OR history time
2. Smarter Balanced prep time 2nd period
Final draft will be due Sunday, April 17th, 11:59 p.m.
2. Smarter Balanced prep time 2nd period
Final draft will be due Sunday, April 17th, 11:59 p.m.
April 11th
1. Show model paragraph with annotations
2. Chunk 1 writing time
3. Peer revisions
3. Chunk two editing in class
No HW due to play
2. Chunk 1 writing time
3. Peer revisions
3. Chunk two editing in class
No HW due to play
video_game_rhetorical_analysis_model_chunk_1.pdf | |
File Size: | 202 kb |
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video_game_rhetorical_analysis_model_full_paragraph.pdf | |
File Size: | 332 kb |
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April 7th
1. 15 minutes silent reading
2. Work time for 2nd half of Video Game worksheet (see attachment from last class), with time for clarification, help, and questions
HW: Finish your Video Game Worksheet, and make sure your questions are relative to discuss the rhetorical devices that shape TONE in Gabe Zichermann's TED Talk "How Games Make Kids Smarter." These questions should not veer off of your main focus. (See checkpoint worksheet list to double check).
2. Work time for 2nd half of Video Game worksheet (see attachment from last class), with time for clarification, help, and questions
HW: Finish your Video Game Worksheet, and make sure your questions are relative to discuss the rhetorical devices that shape TONE in Gabe Zichermann's TED Talk "How Games Make Kids Smarter." These questions should not veer off of your main focus. (See checkpoint worksheet list to double check).
sorting_and_ordering_questions_to_prompt_thinking_questions.pdf | |
File Size: | 101 kb |
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April 5th
1. Warm-up: Read through the transcript from our speech from Friday. Do you agree with everything Gabe Zichermann says? Why or why not?
2. Which rhetorical tools were used, and how? (Pathos, logos ethos chart)
3. Model how-to gather ideas, a thesis, quotes, and form commentary questions (see attached, and write in as we go!)
4. Group work time: Complete your thesis statement and find one supporting quote.
HW: Create a thesis, blend the quote with context, and create 4 commentary questions for it.
2. Which rhetorical tools were used, and how? (Pathos, logos ethos chart)
3. Model how-to gather ideas, a thesis, quotes, and form commentary questions (see attached, and write in as we go!)
4. Group work time: Complete your thesis statement and find one supporting quote.
HW: Create a thesis, blend the quote with context, and create 4 commentary questions for it.
video_game_worksheet.pdf | |
File Size: | 306 kb |
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April 1st
1. Reading time
2. Tone Prezi
3. TED Talk for our next week's analysis, with SOAPSTone
HW: Finish SOAPSTone chart, including SOAPST and 3+ items for pathos, logos, and ethos each.
2. Tone Prezi
3. TED Talk for our next week's analysis, with SOAPSTone
HW: Finish SOAPSTone chart, including SOAPST and 3+ items for pathos, logos, and ethos each.
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soapstone_with_tone_analysis.pdf | |
File Size: | 370 kb |
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March 30th
1. Kahoot review
2. Rhetorical Terms Test!
3. Info on 8th grade placement test and Smarter Balanced standards
Test info and prep will also be continued after the TWIZ in 2nd period as well).
HW: Work through a Smarter Balanced practice test to familiarize yourselves with the type of exam you'll see and ease some of your stress. I'd recommend choosing a practice test 1-2 levels below grade level, so that you can simply focus on getting the hang of completing a test on an iPad (probably the most difficult part!)
2. Rhetorical Terms Test!
3. Info on 8th grade placement test and Smarter Balanced standards
Test info and prep will also be continued after the TWIZ in 2nd period as well).
HW: Work through a Smarter Balanced practice test to familiarize yourselves with the type of exam you'll see and ease some of your stress. I'd recommend choosing a practice test 1-2 levels below grade level, so that you can simply focus on getting the hang of completing a test on an iPad (probably the most difficult part!)
spring_2016_testing_information_7th_and_8th.pdf | |
File Size: | 34 kb |
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8th_grade_placement_test_practice_writing_component.pdf | |
File Size: | 32 kb |
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March 29th
1. Warm-up 5.5: 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.
2. Study time to practice and prepare for Kahoots (flash cards with paper, and studying with a friend or studying on your own).
Study hints: Hand illustrate your terms, practice using them in a sentence, review your Adobe Voice creations for these terms, play a memory
game with a partner on these terms, quiz each other, eliminate words you do know and focus on those you don't.
HW: Prepare for rhetorical terms test (Wednesday).
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.
2. Study time to practice and prepare for Kahoots (flash cards with paper, and studying with a friend or studying on your own).
Study hints: Hand illustrate your terms, practice using them in a sentence, review your Adobe Voice creations for these terms, play a memory
game with a partner on these terms, quiz each other, eliminate words you do know and focus on those you don't.
HW: Prepare for rhetorical terms test (Wednesday).
March 17th
SOAPSTone Info
TED Talk with SOAPSTone practice
Class work: Finish the SOAPSTone chart.
Time leftover? Explore TED Talks of your own and choose one you think the class might enjoy!
TED Talk with SOAPSTone practice
Class work: Finish the SOAPSTone chart.
Time leftover? Explore TED Talks of your own and choose one you think the class might enjoy!
soapstone_2016_revised_worksheet.pdf | |
File Size: | 288 kb |
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March 15th
1. Warm-up 5.4: Write 1/2 page (6 lines) convincing your parents to buy you a new "something" (you choose what it is--the iPhone 7? A new car when you turn 16? A new computer? New video game console? etc. etc.).
2. Honest "Advertisement": Frozen
3. Introduction to the Art of Persuasion and Pathos, Logos, Ethos (see blue button link below)
Class Work/ HW: Identifying Pathos, Logos, Ethos (see 2nd attachment below)
2. Honest "Advertisement": Frozen
3. Introduction to the Art of Persuasion and Pathos, Logos, Ethos (see blue button link below)
Class Work/ HW: Identifying Pathos, Logos, Ethos (see 2nd attachment below)
the_art_of_persuasion_pathos_logos_ethos_7_and_8.pdf | |
File Size: | 78 kb |
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identifying_pathos_logos_and_ethos_models.pdf | |
File Size: | 2882 kb |
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March 11th
Adobe Voice Creations work day (and presentations if time remains)
No weekend HW.
No weekend HW.
March 9th
1. Rhetorical Terms and Devices Pre-Test (see first button link)
2. Go over terms, with explanations
3. Begin creating Adobe Voice (in groups of up to 4) on these devices. For your Adobe Voices, include, in typing, the word itself. Include a spoken sentence with the definition, and include a picture example. I'd recommend typing out sentences first, and then finding pictures to match them.
HW: Current Event is due Friday!
2. Go over terms, with explanations
3. Begin creating Adobe Voice (in groups of up to 4) on these devices. For your Adobe Voices, include, in typing, the word itself. Include a spoken sentence with the definition, and include a picture example. I'd recommend typing out sentences first, and then finding pictures to match them.
HW: Current Event is due Friday!
March 7th
Finish TKAM movie
Present extra credits, if done
Current event due this week, fyi
Present extra credits, if done
Current event due this week, fyi
March 3rd
honor band
March 1st
1. Explain TKAM extra credit
2. Begin watching TKAM film
2. Begin watching TKAM film
tkam_extra_credit.pdf | |
File Size: | 2786 kb |
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February 26th
Continue reading and discussing the end of TKAM.
Whatever we do not finish in class will become weekend HW. Be prepared for a discussion on the reading the next class.
HW: Finish TKAM
Whatever we do not finish in class will become weekend HW. Be prepared for a discussion on the reading the next class.
HW: Finish TKAM
February 24th
1. Warm-up 5.3: WWYWW (Write What You Want Wednesday)
2. Work on second chunk in class, on your own, with opportunity for one-on-one help
3. If you get done early, you may 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, 11:59 p.m. (you have some time to also have a non-teacher adult read through your paper. I'd highly recommend it!)
2. Work on second chunk in class, on your own, with opportunity for one-on-one help
3. If you get done early, you may 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, 11:59 p.m. (you have some time to also have a non-teacher adult read through your paper. I'd highly recommend it!)
sorting_and_ordering_commentary_questions.pdf | |
File Size: | 100 kb |
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February 22nd
1. Warm-up 5.1--quotationalysis
2.Examining your questions to prompt thinking...
3. Work time in groups to choose the best questions to fit an organized writing piece
4. Class work work time (independently, on your own)
HW: Create the first chunk (TS, SM, CX, CD, CMx3) for your rough draft addressing this prompt: How does Harper Lee use one literary device to set up the mood in the beginning of chapter 28, in order to prepare readers for Bob Ewell's attack on the Finch children? Use at least 3 sentences in your commentary. Due to turnitin.com by Tuesday night, 11:59 p.m.
2.Examining your questions to prompt thinking...
3. Work time in groups to choose the best questions to fit an organized writing piece
4. Class work work time (independently, on your own)
HW: Create the first chunk (TS, SM, CX, CD, CMx3) for your rough draft addressing this prompt: How does Harper Lee use one literary device to set up the mood in the beginning of chapter 28, in order to prepare readers for Bob Ewell's attack on the Finch children? Use at least 3 sentences in your commentary. Due to turnitin.com by Tuesday night, 11:59 p.m.
words_to_live_by_week_of_2.22.pdf | |
File Size: | 26 kb |
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model_paragraph_chunk_one.pdf | |
File Size: | 248 kb |
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February 18th
1. 15 minutes of silent reading
2. Class work time for lead-in-quote-commentary worksheet: COMMENTARY--for your groups to complete and discuss
3. Work time for "Model Questions to Prompt Thinking" (directions are on attachment)
HW: If not completed in class, questions to prompt thinking about theme--you may share a Google doc and work on this together if you wish, but DO NOT divvy up questions. They must be sequential, and must be in order. I would suggest that if you complete a Google doc, you find a common time to work on this assignment that works for your group, and discuss the questions you pose using the "chat" feature.
This assignment will be due in the beginning of class next Monday.
2. Class work time for lead-in-quote-commentary worksheet: COMMENTARY--for your groups to complete and discuss
3. Work time for "Model Questions to Prompt Thinking" (directions are on attachment)
HW: If not completed in class, questions to prompt thinking about theme--you may share a Google doc and work on this together if you wish, but DO NOT divvy up questions. They must be sequential, and must be in order. I would suggest that if you complete a Google doc, you find a common time to work on this assignment that works for your group, and discuss the questions you pose using the "chat" feature.
This assignment will be due in the beginning of class next Monday.
model_questions_to_prompt_thinking_tkam_ch_28_foils.pdf | |
File Size: | 258 kb |
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February 16th
1. Warm-up 4.6: Write about your 3-day weekend! :)
2. Review HW paragraphs (one paragraph per group will be read through)
3. Thesis/ TS creation (as a class)
4. Reminder of academic paragraph structure
5. Lead-in-quote-commentary worksheet, with group work time
HW: If not finished in class, please find, on your own, two quotations that help point to the lit device and mood you are discussing in chapter 28. We will continue working on the worksheet on Thursday.
2. Review HW paragraphs (one paragraph per group will be read through)
3. Thesis/ TS creation (as a class)
4. Reminder of academic paragraph structure
5. Lead-in-quote-commentary worksheet, with group work time
HW: If not finished in class, please find, on your own, two quotations that help point to the lit device and mood you are discussing in chapter 28. We will continue working on the worksheet on Thursday.
lead-in_quote_commentary_academy_worksheet.pdf | |
File Size: | 467 kb |
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academy_academic_paragraph_structure.pdf | |
File Size: | 161 kb |
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February 11th
1. 15 minutes silent reading time
2. Fill-in-the-blanks: ch. 27
3. Read ch. 28 as a class, with discussion
Essential question for this chapter: How does the author, Harper Lee, use one literary device to shape one particular mood in a portion or throughout chapter 28 in order us to prepare for Scout's mysterious attack?
(i.e. How does Harper Lee use irony in chapter 28 to shape an ominous mood, and ultimately prepare readers for Scout's mysterious attack?}
HW: If time remains, we will work on answering this question, free-write style. If time doesn't remain, a 10-sentence free-write style paragraph will be assigned as homework, to be due to the Google classroom next Tuesday, in class.
2. Fill-in-the-blanks: ch. 27
3. Read ch. 28 as a class, with discussion
Essential question for this chapter: How does the author, Harper Lee, use one literary device to shape one particular mood in a portion or throughout chapter 28 in order us to prepare for Scout's mysterious attack?
(i.e. How does Harper Lee use irony in chapter 28 to shape an ominous mood, and ultimately prepare readers for Scout's mysterious attack?}
HW: If time remains, we will work on answering this question, free-write style. If time doesn't remain, a 10-sentence free-write style paragraph will be assigned as homework, to be due to the Google classroom next Tuesday, in class.
tkam_ch_28_device_to_mood_brainstorming.pdf | |
File Size: | 77 kb |
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February 9th
1. Quotationalysis warm-up 4.5
2. Open-note quiz on 24-26 (you must answer two questions correctly. The third is extra credit. It is worth 15 points.)
3. Discusion of 24-26
4. Read ch 27, as a class
HW: If not finished in class, read ch. 27.
2. Open-note quiz on 24-26 (you must answer two questions correctly. The third is extra credit. It is worth 15 points.)
3. Discusion of 24-26
4. Read ch 27, as a class
HW: If not finished in class, read ch. 27.
words_to_live_by_week_of_2.9.pdf | |
File Size: | 25 kb |
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February 4th
1. 20 minutes silent reading
2. Ch 22 discussion (from questions you created!)
3. Read ch 24
HW: Read 24-26, with discussion questions. There will be an open-note quiz on one question per chapter. You don't have to answer the questions, but be familiar with the answers and take notes if needed.
2. Ch 22 discussion (from questions you created!)
3. Read ch 24
HW: Read 24-26, with discussion questions. There will be an open-note quiz on one question per chapter. You don't have to answer the questions, but be familiar with the answers and take notes if needed.
tkam_discussion_questions_ch_24-26.pdf | |
File Size: | 229 kb |
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February 2nd
1. Warm-up 4.4: Quotationalysis--from the whiteboard, or another quotation or concept you find intriguing in To Kill a Mockingbird
2. In-class reading of 22, with extended discussion and connection to William Blake's poems.
Homework: Create discussion questions, like I provided for you, for chapter 23. Create 5.
2. In-class reading of 22, with extended discussion and connection to William Blake's poems.
Homework: Create discussion questions, like I provided for you, for chapter 23. Create 5.
words_to_live_by_week_of_2.1.pdf | |
File Size: | 30 kb |
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January 29th
1. 15 minutes silent reading
2. Watch the courtroom scene of TKAM, with discussion
3. Background info to Inherit the Wind
4. Watch the courtroom scene in Inherit the Wind
5. Compare/ contrast chart (group activity)
HW: Writing assignment for reflection
2. Watch the courtroom scene of TKAM, with discussion
3. Background info to Inherit the Wind
4. Watch the courtroom scene in Inherit the Wind
5. Compare/ contrast chart (group activity)
HW: Writing assignment for reflection
tkam_courtroom_scene_discussion_questions.pdf | |
File Size: | 35 kb |
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a_time_to_kill_background_info.pdf | |
File Size: | 33 kb |
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compare_and_contrast_tkam_and_a_time_to_kill.pdf | |
File Size: | 39 kb |
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tkam_time_to_kill_writing_assignment.pdf | |
File Size: | 32 kb |
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January 27th
1. Warm-up 4.3: Quotationalysis of Words to Live By
2. Code Switching article and discussion (see 1st attachment)
For post-reading discussion: How do you use code-switching? Describe an example of how your language is different when you address different people or groups of people. Why does your language change? Are you conscious or unconscious of the change?
4. In search of the Real Maycomb: Identity charts
5. Continue in-class reading of courtroom scene to prepare for tomorrow's lesson (you should be through ch. 21 for Friday's lesson).
2. Code Switching article and discussion (see 1st attachment)
For post-reading discussion: How do you use code-switching? Describe an example of how your language is different when you address different people or groups of people. Why does your language change? Are you conscious or unconscious of the change?
4. In search of the Real Maycomb: Identity charts
5. Continue in-class reading of courtroom scene to prepare for tomorrow's lesson (you should be through ch. 21 for Friday's lesson).
quotationalysis_week_of_1.25.pdf | |
File Size: | 26 kb |
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code_switching_article.pdf | |
File Size: | 33 kb |
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identity_chart_practice.pdf | |
File Size: | 143 kb |
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identity_chart_maycomb_county.pdf | |
File Size: | 142 kb |
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January 25th
A. Bright Bytes Survey (see first button link)
1. Non-journal warm-up activity: The Origins of Lynching Culture video + brief discussion
2. Finish ch. 15, with discussion
If time remains:
3. Code Switching (see 2nd attachment)
For post-reading discussion: How do you use code-switching? Describe an example of how your language is different when you address different people or groups of people. Why does your language change? Are you conscious or unconscious of the change?
4. In search of the Real Maycomb: Identity charts
HW: If not finished in class, complete identity charts. Read ch. 16-20. Be prepared for discussion.
1. Non-journal warm-up activity: The Origins of Lynching Culture video + brief discussion
2. Finish ch. 15, with discussion
If time remains:
3. Code Switching (see 2nd attachment)
For post-reading discussion: How do you use code-switching? Describe an example of how your language is different when you address different people or groups of people. Why does your language change? Are you conscious or unconscious of the change?
4. In search of the Real Maycomb: Identity charts
HW: If not finished in class, complete identity charts. Read ch. 16-20. Be prepared for discussion.
the_origins_of_lynching_culture_video_questions.pdf | |
File Size: | 36 kb |
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lynching_video_answers.pdf | |
File Size: | 42 kb |
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focus_for_ch_15.pdf | |
File Size: | 42 kb |
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January 21st
2. Quiz on 12-14 of TKAM
3. ch. 12, close reading questions
4. Read ch. 15, with discussion
If time remains...
5. Code Switching (document cannot be electronically added with the free version of weebly. Email me if you need it/ desire it).
6. Lynch mob video with discussion questions (document cannot be electronically added with the free version of weebly. Email me if you need it/ desire it).
No homework tonight for English, unless discussion not finished in class (TBD)
3. ch. 12, close reading questions
4. Read ch. 15, with discussion
If time remains...
5. Code Switching (document cannot be electronically added with the free version of weebly. Email me if you need it/ desire it).
6. Lynch mob video with discussion questions (document cannot be electronically added with the free version of weebly. Email me if you need it/ desire it).
No homework tonight for English, unless discussion not finished in class (TBD)
words_to_live_by_and_quotationalysis_format.pdf | |
File Size: | 18 kb |
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tkam_focus_12-14.pptx | |
File Size: | 366 kb |
File Type: | pptx |
January 19th
This day was spent in history stations (see history tab, and complete on your own if you were absent.)
HW: Work on your "easy essay" (from the 14th)
HW: Work on your "easy essay" (from the 14th)
Spelling Bee Contestants!
Congratulations to the following individuals on making it to the county spelling bee!
7th Grade: Chloe Osward, Katie Ashe, and Liam Batanides
8th Grade: Julie Holmes-Torres, Skylar Fillmore, and Leo Tolhurst
Others of you came really close! Thanks to all your hard work!!!
7th Grade: Chloe Osward, Katie Ashe, and Liam Batanides
8th Grade: Julie Holmes-Torres, Skylar Fillmore, and Leo Tolhurst
Others of you came really close! Thanks to all your hard work!!!
January 14th
1. 20 minutes silent reading
2. Quiz has been postponed until next Tuesday. We will discuss 12-14 on Tuesday with our lesson. Be ready for the quiz and discussion.
3. Setting the Setting (review)--see video link below, with discussion
4. Non-fiction piece, supplemental (with SOAPSTone analysis)
HW: Answer the following question, in a Google doc to turn in to the Google classroom:
What factors influence our moral growth? What kinds of experiences help us learn how to judge right from wrong?
Due Date: 1/20 (Tuesday), @ 8:59 PM
Form four paragraphs--an intro, a body, and a conclusion. Your intro should have a hook, basic information about your topic to cover and one solid opinion/ thesis statement. Your first body paragraph should explain your own thoughts on this matter in more detail. Your second body paragraph should explore what factors influence moral growth in TKAM. Finally, your conclusion should briefly summarize your ideas and provide an application for the reader.
Format this according to MLA (size 12, Times New Roman, perfectly double-spaced, boringly formatted title, correct header).
(Don't try to make this perfect; make this more of a free write with some structure. I recommend you spend no more than one hour total on this assignment.)
2. Quiz has been postponed until next Tuesday. We will discuss 12-14 on Tuesday with our lesson. Be ready for the quiz and discussion.
3. Setting the Setting (review)--see video link below, with discussion
4. Non-fiction piece, supplemental (with SOAPSTone analysis)
HW: Answer the following question, in a Google doc to turn in to the Google classroom:
What factors influence our moral growth? What kinds of experiences help us learn how to judge right from wrong?
Due Date: 1/20 (Tuesday), @ 8:59 PM
Form four paragraphs--an intro, a body, and a conclusion. Your intro should have a hook, basic information about your topic to cover and one solid opinion/ thesis statement. Your first body paragraph should explain your own thoughts on this matter in more detail. Your second body paragraph should explore what factors influence moral growth in TKAM. Finally, your conclusion should briefly summarize your ideas and provide an application for the reader.
Format this according to MLA (size 12, Times New Roman, perfectly double-spaced, boringly formatted title, correct header).
(Don't try to make this perfect; make this more of a free write with some structure. I recommend you spend no more than one hour total on this assignment.)
setting_the_setting_of_tkam.pdf | |
File Size: | 63 kb |
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being_well_born_non_fiction_for_tkam.pdf | |
File Size: | 128 kb |
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soapstone_basic.pdf | |
File Size: | 227 kb |
File Type: |
January 12th
1. Warm-up 4.2: Write about the Tuesday quote on the "Words to Live By" board. What do you think it means? How does it inspire you? Can you think of a relative story to go with it, or make one up, if needed?
2. Reading day for TKAM! Starting with ch. 12 :) We will see how far we get.
HW: Finish the chapter we leave off on, and read the next. (Prepare for quiz; no annotations). Quiz on 12-14.
2. Reading day for TKAM! Starting with ch. 12 :) We will see how far we get.
HW: Finish the chapter we leave off on, and read the next. (Prepare for quiz; no annotations). Quiz on 12-14.
January 8th
Socratic Seminar for part 1 of To Kill a Mockingbird
Spell off words below are p. 15, 61, 63, 64
NO HW!!
Spell off words below are p. 15, 61, 63, 64
NO HW!!
January 6th
1. Policies and procedures quiz
2. TKAM, ch 1-11 Kahoot
3. Review of TKAM (on your own): Click first button link and review chapter summaries for ch 7-11.
4. Group assignments for TKAM Socratic Seminar, and individual prep time.
HW: Reflect on two points made today during the Socratic Seminar. Expand upon each of these thoughts in 4+ sentences.
2. TKAM, ch 1-11 Kahoot
3. Review of TKAM (on your own): Click first button link and review chapter summaries for ch 7-11.
4. Group assignments for TKAM Socratic Seminar, and individual prep time.
HW: Reflect on two points made today during the Socratic Seminar. Expand upon each of these thoughts in 4+ sentences.
socratic_seminar_questions_tkam_part_1.pdf | |
File Size: | 41 kb |
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January 4th
Welcome back!!!
The following agenda items may be pushed back a day due to the history final exam (I began the exam 1st period, so as to allow time in 2nd period to take the exam)
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. Reminders of policies and procedures, with short quiz to follow
HW: Study for policies and procedures quiz.
The following agenda items may be pushed back a day due to the history final exam (I began the exam 1st period, so as to allow time in 2nd period to take the exam)
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. Reminders of policies and procedures, with short quiz to follow
HW: Study for policies and procedures quiz.
reminders_of_policies_and_procedures_2016.pptx | |
File Size: | 95 kb |
File Type: | pptx |
December 17th
1. TKAM mockingbirds in society work time
2. Explain reading over break
3. White elephant gift exchange!!!
Break HW: Read ch. 8-11, creating 25 annotations, your choice of what kind of annotations and in which chapters(s) you've like to include them. Remember variety in your annotations. Be ready for a very simplistic accountability quiz on the reading when you return.
2. Explain reading over break
3. White elephant gift exchange!!!
Break HW: Read ch. 8-11, creating 25 annotations, your choice of what kind of annotations and in which chapters(s) you've like to include them. Remember variety in your annotations. Be ready for a very simplistic accountability quiz on the reading when you return.
December 15th
1. Ch. 6 quiz
1.5 Mockingbird collages (explain, and 30 minutes work time)
2. Read ch. 7, in class, with discussion
HW: Mockingbird collage (see attachment below)
1.5 Mockingbird collages (explain, and 30 minutes work time)
2. Read ch. 7, in class, with discussion
HW: Mockingbird collage (see attachment below)
mockingbirds.pptx | |
File Size: | 325 kb |
File Type: | pptx |
December 11th
Hickman Literary Conference Attendees! (As decided upon by Ms. Harford, myself, and content screening from Hickman school)!!!!!!!!!!!
(In no particular order):
Leo Tolhurst Maggie Cassidy
Liam Batanides Iryc Scholkowfsky
Kaila Lloyd Makayla Fowler
Emily Walters Katie Ashe
Isaac Self Grace Maxson
Genevieve Florez Skylar Fillmore
(In no particular order):
Leo Tolhurst Maggie Cassidy
Liam Batanides Iryc Scholkowfsky
Kaila Lloyd Makayla Fowler
Emily Walters Katie Ashe
Isaac Self Grace Maxson
Genevieve Florez Skylar Fillmore
1. 25 minutes silent reading--read ch. 4 of To Kill a Mockingbird, if you didn't finish this in class!
2. The character of Boo Radley (worksheet, and quotation analysis)
3. TKAM Character Traits Chart (begin, and work through through novel)
2. Read ch 5 in class
HW: Read ch. 6, with accountability quiz. Completing a SOAPSTone will give you 10 pts extra credit.
2. The character of Boo Radley (worksheet, and quotation analysis)
3. TKAM Character Traits Chart (begin, and work through through novel)
2. Read ch 5 in class
HW: Read ch. 6, with accountability quiz. Completing a SOAPSTone will give you 10 pts extra credit.
tkam_boo_radley_analysis_ch._1.pdf | |
File Size: | 177 kb |
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tkam_character_traits_chart.pdf | |
File Size: | 211 kb |
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December 9th
1. Warm-up 3.3 (Google doc, not completed, because I didn't give you class code last class. Google classroom class code is wn7xc7.
Warm-up: According to Atticus Finch, "You never really understand a person until you consider things from his point of view--until you climb into his skin and walk around in it."
Do you agree or disagree with Atticus' assertation? Specifically, spell out why (this should make up the bulk of your warm-up). If you agree (which is the assumption), what are some weaknesses in this belief? In other words, are there instances when prejudice can be a good thing? Why?
2. Quiz on ch. 2 for TKAM
3. Read ch. 3 in class, with notes and discussion
4. Activity (TBD)
HW: read ch 4, with annotations, and complete ONE Soapstone from a video from last class, purchase post-its
Warm-up: According to Atticus Finch, "You never really understand a person until you consider things from his point of view--until you climb into his skin and walk around in it."
Do you agree or disagree with Atticus' assertation? Specifically, spell out why (this should make up the bulk of your warm-up). If you agree (which is the assumption), what are some weaknesses in this belief? In other words, are there instances when prejudice can be a good thing? Why?
2. Quiz on ch. 2 for TKAM
3. Read ch. 3 in class, with notes and discussion
4. Activity (TBD)
HW: read ch 4, with annotations, and complete ONE Soapstone from a video from last class, purchase post-its
catch_annotations_tkam.pdf | |
File Size: | 43 kb |
File Type: |
December 7th
Speeches: Taking a Stand videos
Soujourner Truth, President Lyndon Johnson
Complete a SOAPSTone analysis of these speeches
Soujourner Truth, President Lyndon Johnson
Complete a SOAPSTone analysis of these speeches
questions_for_aint_i_a_woman.pdf | |
File Size: | 71 kb |
File Type: |
HW: Study for ch.2 quiz of To Kill a Mockingbird. Quiz will occur on Wednesday, December 9th.
soapstone_basic.pdf | |
File Size: | 227 kb |
File Type: |
December 3rd
1. TKAM Quiz #1 (Google Form)
2. Introduction to To Kill a Mockingbird
3. Discuss ch. 1, and read ch. 2, in class
4. SOAPSTone modeling for next class' videos: Using Shirley Chisolm as a model
2. Introduction to To Kill a Mockingbird
3. Discuss ch. 1, and read ch. 2, in class
4. SOAPSTone modeling for next class' videos: Using Shirley Chisolm as a model
soapstone_basic.pdf | |
File Size: | 227 kb |
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soapstone_basic_model_shirley_chisholm.pdf | |
File Size: | 255 kb |
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December 1st
1. Warm-up, Google doc (to share during class time and input today): Warm-up 3.2:
Write about your Thanksgiving break--highlights and lowlights. If you need more to write about, also write about your upcoming Christmas break plans. :)
2. Check out To Kill a Mockingbird from library
3. Discuss Hickman--12 can go. If you are interested, you will work on editing your writing piece. Click on the first attachment below for general guidelines. If you are not interested in Hickman, during this time, you may work on the Cover Art contest (for the cover of the Young Writer's Anthology), get caught up on work for history or English (grades are updated), silent read, or read ahead in To Kill a Mockingbird.
4. If time remains, intro to To Kill a Mockingbird.
HW: Read chapter 1 of To Kill a Mockingbird. Be ready for a reading quiz (5 questions) and discussion of chapter one when we are in class on Thursday.
Write about your Thanksgiving break--highlights and lowlights. If you need more to write about, also write about your upcoming Christmas break plans. :)
2. Check out To Kill a Mockingbird from library
3. Discuss Hickman--12 can go. If you are interested, you will work on editing your writing piece. Click on the first attachment below for general guidelines. If you are not interested in Hickman, during this time, you may work on the Cover Art contest (for the cover of the Young Writer's Anthology), get caught up on work for history or English (grades are updated), silent read, or read ahead in To Kill a Mockingbird.
4. If time remains, intro to To Kill a Mockingbird.
HW: Read chapter 1 of To Kill a Mockingbird. Be ready for a reading quiz (5 questions) and discussion of chapter one when we are in class on Thursday.
Literary Conference Info
basic_guidelines_for_hickman_drafts.pdf | |
File Size: | 124 kb |
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hickman_essay_submission_guidelines.pdf | |
File Size: | 176 kb |
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genre_cover_sheet.pdf | |
File Size: | 176 kb |
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Art Contest
anthology_cover_art_contest.pdf | |
File Size: | 138 kb |
File Type: |
If selected, you'll need to register for sessions...please fill these out just in case.
session_registration_sheet.pdf | |
File Size: | 58 kb |
File Type: |
session_blurbs.pdf | |
File Size: | 92 kb |
File Type: |
November 20th
1. Anticipatory Guide for To Kill a Mockingbird by Harper Lee (see first attachment)
2. Discussion of anticipatory guide questions: Use these questions below:
4. Crash Course in the Great Depression: please take notes
2. Discussion of anticipatory guide questions: Use these questions below:
- Did you feel nervous responding to these statements honestly? Why or why not?
- What questions were most difficult to answer? Why?
- Based on these statements and any prior knowledge about the novel, what do you think the novel, To Kill a Mockingbird, might be about?
- What major themes might be present in the novel?
4. Crash Course in the Great Depression: please take notes
anticipatory_guide_to_to_kill_a_mockingbird.pdf | |
File Size: | 188 kb |
File Type: |
November 18th
This time is spent at the Health Fair today. See history for work completed.
November 16th
1. Peer editing instructions for rough draft--and quick read through of one additional sample essay
Focus on Topic Sentence, Context, Concrete Detail, Commentary, and Concluding Sentence
2. Peer editing time
Submissions due 8:59 p.m. to turnitin.com by Tuesday night. This will end this unit, but if you are not satisfied with your grade, you'll have the chance to rewrite over Christmas break for your semester grade. Feedback will be provided. :)
Focus on Topic Sentence, Context, Concrete Detail, Commentary, and Concluding Sentence
2. Peer editing time
Submissions due 8:59 p.m. to turnitin.com by Tuesday night. This will end this unit, but if you are not satisfied with your grade, you'll have the chance to rewrite over Christmas break for your semester grade. Feedback will be provided. :)
academic_paragraph_literary_analysis.pdf | |
File Size: | 90 kb |
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peer_editing_literary_analysis.pdf | |
File Size: | 36 kb |
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academic_paragraph_literary_analysis.pdf | |
File Size: | 90 kb |
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transition_lead-in_quote.pdf | |
File Size: | 19 kb |
File Type: |
November 12th
Modeled feedback, and peer editing of rough draft of your paragraph
(extensive--took most of the short Thursday period)
No additional homework
(extensive--took most of the short Thursday period)
No additional homework
November 9th
1. 10 minute gathering time for your group's short story
2. Paragraph template (working part by part on your paragraph)
3. Type your paragraph on a Google doc, to have ready and completed for next class.
HW: Create a working draft (the best you can, at this point) for work on the 12th. Create on a Google doc.
2. Paragraph template (working part by part on your paragraph)
3. Type your paragraph on a Google doc, to have ready and completed for next class.
HW: Create a working draft (the best you can, at this point) for work on the 12th. Create on a Google doc.
literary_analysis_paragraph_building_model.pdf | |
File Size: | 4803 kb |
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literary_analysis_paragraph_template_for_you.pdf | |
File Size: | 4786 kb |
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November 5th
1. 20 minutes of silent reading
2. Group work: Finding Support for your theories--also, make sure each group identifies a THEME, and make sure the theories help support this theme. In your group, answer TWO "Prompts to Push Thinking About Theme"
2. Continued literary analysis, data gathering, collecting evidence for claims--I'll use "Gift of the Magi"
3. Paragraph modeling to help you on Monday (if we do not have time, I'll type this thoroughly with notes and directions)
2. Group work: Finding Support for your theories--also, make sure each group identifies a THEME, and make sure the theories help support this theme. In your group, answer TWO "Prompts to Push Thinking About Theme"
2. Continued literary analysis, data gathering, collecting evidence for claims--I'll use "Gift of the Magi"
3. Paragraph modeling to help you on Monday (if we do not have time, I'll type this thoroughly with notes and directions)
finding_support_for_theories.pdf | |
File Size: | 63 kb |
File Type: |
prompts_to_push_thinking_about_theme.pdf | |
File Size: | 100 kb |
File Type: |
November 3rd
1. Warm-up 3.1: Review the story that you read a while back for your short story unit. Write down a four to six sentence summary of the story (to jog your memory), the major theme of the story, and do a quick illustrative sketch--of a setting, character, scene, etc. from the story.
2. Discuss the big picture of stylistic analysis, and overview of "Prompts to Push Thinking About Theme"
3. Read "The Gift of the Magi" for big ideas and prompts to push thinking about theme.
4. Teacher modeled and class: Finding Support for theories
HW: Re-read the story YOU will be interested in ultimately analyzing and writing about, whether or not it was your group's original short story, or something different.
2. Discuss the big picture of stylistic analysis, and overview of "Prompts to Push Thinking About Theme"
3. Read "The Gift of the Magi" for big ideas and prompts to push thinking about theme.
4. Teacher modeled and class: Finding Support for theories
HW: Re-read the story YOU will be interested in ultimately analyzing and writing about, whether or not it was your group's original short story, or something different.
stylistic_analysis_unit_gift_of_the_magi_model.pdf | |
File Size: | 562 kb |
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the_gift_of_the_magi_text.pdf | |
File Size: | 86 kb |
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October 30th
Since last class was spent writing the essay, today is spent peer editing. Use the peer editing guideline sheet below and please have your essay read by four people, minimum.
1. Instructions for peer editing
2. Model of peer editing
3. Work time
HW: Edit your story. Final drafts due Tuesday, 8:59 p.m.!
1. Instructions for peer editing
2. Model of peer editing
3. Work time
HW: Edit your story. Final drafts due Tuesday, 8:59 p.m.!
humanities_peer_editing_instructions.pdf | |
File Size: | 37 kb |
File Type: |
October 28th
Class work day to work on writing and revising your story.
Remember to use:
--An engaging attention grabber
--Literary devices
--At least four pieces of dialogue throughout your story
--Character development (remember Stalker Status!)
--Imagery and figurative language (like personification, similes, metaphors, etc.) to establish the visualization of scenes
--Mood creation through the settings you create
--A clear plot chart followed
--Evidence of proof-reading and editing
If needed and if time remains, you should peer edit your essays.
HW: Rough draft of essay due Thursday, 8:59, turnitin.com. Final draft due Tuesday, 8:59 p.m.
Remember to use:
--An engaging attention grabber
--Literary devices
--At least four pieces of dialogue throughout your story
--Character development (remember Stalker Status!)
--Imagery and figurative language (like personification, similes, metaphors, etc.) to establish the visualization of scenes
--Mood creation through the settings you create
--A clear plot chart followed
--Evidence of proof-reading and editing
If needed and if time remains, you should peer edit your essays.
HW: Rough draft of essay due Thursday, 8:59, turnitin.com. Final draft due Tuesday, 8:59 p.m.
October 26th
1. Warm-up 2.5: Complete one of the writing prompts from the first attachment below.
2. Indirect Characterization--quick share of Stalker Status--provide one interesting observation and one prediction
3. Add to notes: STEAL--what a character Says, Thinks, the Effect a character has on others, how a character Acts, and what a character Looks like
4. Studenet chair (by random selection) of story board and plot for clarification
5. How might you develop one of the characters of this story? (Group work)
5. Begin lesson on story introductions/ grabbers/ hooks
HW: Create the intro to your own story. Write the first paragraph (or more, if you like).
2. Indirect Characterization--quick share of Stalker Status--provide one interesting observation and one prediction
3. Add to notes: STEAL--what a character Says, Thinks, the Effect a character has on others, how a character Acts, and what a character Looks like
4. Studenet chair (by random selection) of story board and plot for clarification
5. How might you develop one of the characters of this story? (Group work)
5. Begin lesson on story introductions/ grabbers/ hooks
HW: Create the intro to your own story. Write the first paragraph (or more, if you like).
fiction_setting_worksheet_mood.pdf | |
File Size: | 132 kb |
File Type: |
October 22nd
1. 20 minutes silent reading
2. Information on Safety Drills (25 minutes)
2. Dialogue mini lessons
HW: Window panes and plot diagram--brainstorming the story of your choice
2. Information on Safety Drills (25 minutes)
2. Dialogue mini lessons
HW: Window panes and plot diagram--brainstorming the story of your choice
window_panes_for_brainstorming.pdf | |
File Size: | 227 kb |
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plot_diagram_fun.pdf | |
File Size: | 144 kb |
File Type: |
October 20th
1. Easy warm-up 2.4: How did you spend your weekend? What were some highlights and lowlights?
2. Visit Harris Burdick Official Website and choose one more story to read as a model and discuss differences and things to improve our verbal essays
3. Narrative Writing--Nuts and Bolts
No homework
2. Visit Harris Burdick Official Website and choose one more story to read as a model and discuss differences and things to improve our verbal essays
3. Narrative Writing--Nuts and Bolts
No homework
October 15th
1. 20 minutes of silent reading
2. "Read" The Mysteries of Harris Burdick" with Warm-up 2.3: Writing a one-page fictional quick-write on one of the pictures presented by Harris Burdock.
3. Lit device reminders (first Power Point attachment, with a Pie Chart).
3. Group-work: Read through warm-up stories, and choose one to modify and share as a class. Explain two reasons why you shared that particular story as your group shares.
4. Share each group's story, verbally
HW: Stalker Status! (returnees--you must choose someone different than last year! The goal is always improvement!!!). See last slide on first attachment.
2. "Read" The Mysteries of Harris Burdick" with Warm-up 2.3: Writing a one-page fictional quick-write on one of the pictures presented by Harris Burdock.
3. Lit device reminders (first Power Point attachment, with a Pie Chart).
3. Group-work: Read through warm-up stories, and choose one to modify and share as a class. Explain two reasons why you shared that particular story as your group shares.
4. Share each group's story, verbally
HW: Stalker Status! (returnees--you must choose someone different than last year! The goal is always improvement!!!). See last slide on first attachment.
Stalker Status Assignment: Click Attachment and scroll to last "slide":
|
|
the_mysteries_of_harris_burdock.pdf | |
File Size: | 2663 kb |
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brainstorming_plot_chart.pdf | |
File Size: | 22 kb |
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connections_nuts_and_bolts_narrative_writing.pdf | |
File Size: | 91 kb |
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rules_for_writing_dialogue.pdf | |
File Size: | 42 kb |
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literary_device_review.pptx | |
File Size: | 192 kb |
File Type: | pptx |
October 13th
History is 2 periods today. English will be two periods Thursday.
October 9th
1. 20 minutes of silent reading
2. Socratic Seminar (class points) for "The Raven" (see attached).
HW: Extra credit opportunity (10 points): Find, read, and enjoy another work of Edgar Allan Poe. Write a 4 sentence paragraph explaining how it could also relate to the life of Edgar Allan Poe.
2. Socratic Seminar (class points) for "The Raven" (see attached).
HW: Extra credit opportunity (10 points): Find, read, and enjoy another work of Edgar Allan Poe. Write a 4 sentence paragraph explaining how it could also relate to the life of Edgar Allan Poe.
raven_socratic_seminar.pdf | |
File Size: | 28 kb |
File Type: |
October 7th
1. Warm-up 2.2: Please write about a time in your life in which you experienced a type of loss that made you sad, BUT you overcame it and found happiness in the end. Include the following words in your warm-up: ponder, quaint, entreating, implore, mien, fancy (imagination), countenance, ghastly, discourse, relevancy, placid, aptly, wretch, respite, and radiant.
2. Read in class "The Raven" by Edgar Allan Poe, discussing stanza by stanza
3. Re-read with video the text
HW: None--unforseen circumstances arrived and lesson will be continued the next day.
2. Read in class "The Raven" by Edgar Allan Poe, discussing stanza by stanza
3. Re-read with video the text
HW: None--unforseen circumstances arrived and lesson will be continued the next day.
October 5th
1. Warm-up 2.1: Please spend up to 20 minutes writing about the experiences at our school that have taken place over the last few days. This is an open forum for writing. Although we will not spend the entirety of the period discussing, I would like you to have the opportunity to at least write and then discuss a little. I will read each of your entries--unless you mark that you wish me not to.
2. Class discussion of school incident.
HW: None tonight. Please rest and relax.
2. Class discussion of school incident.
HW: None tonight. Please rest and relax.
October 1st
1. 15 minutes silent reading
2. Edgar Allan Poe, in brief (see video clip)
Students will be given different aspects of the video to take notes on, then asked to group up, share, and gather notes
3. Reinforcement video to add any extra details
Homework: Read through "The Raven" silently (or, if you have headphones, with the music on the interactive reader), scanning over ALL words in color and reading each carefully (be ready for possible pop quiz in class the next day for some of these meanings). As you read, annotate every two stanzas of "The Raven" with 3+ words to summarize major ideas in each section. Make your best guesses as you come across difficult text. We will go over meaning next class.
2. Edgar Allan Poe, in brief (see video clip)
Students will be given different aspects of the video to take notes on, then asked to group up, share, and gather notes
3. Reinforcement video to add any extra details
Homework: Read through "The Raven" silently (or, if you have headphones, with the music on the interactive reader), scanning over ALL words in color and reading each carefully (be ready for possible pop quiz in class the next day for some of these meanings). As you read, annotate every two stanzas of "The Raven" with 3+ words to summarize major ideas in each section. Make your best guesses as you come across difficult text. We will go over meaning next class.
edgar_allan_poe_life_notes.pdf | |
File Size: | 21 kb |
File Type: |
September 25th
Last project presentation
Lit term Kahoot and reminders
HW: study for lit term quiz next class.
Lit term Kahoot and reminders
HW: study for lit term quiz next class.
September 23rd
Project presentations
Lit Term reminders
Lit Term reminders
September 21st
Project presentations
Lit term reminders
Lit term reminders
September 17th
Project presentations
Lit term reminders
Lit term reminders
September 15th
Project presentations
Lit term reminders
HW: Prepare for lit term test (Sept 23)
Lit term reminders
HW: Prepare for lit term test (Sept 23)
dystopian_stories_notes_form.pdf | |
File Size: | 15 kb |
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rubric_scoring_guide_for_short_story_presentation.pdf | |
File Size: | 61 kb |
File Type: |
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:
Humanties, History and English: 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: 10704331
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
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
Homework: Please turn in your typed, written portion about your story, making sure you follow all requirements, to turnitin.com by 8:59 on Wednesday night.
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:
Humanties, History and English: 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: 10704331
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
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
Homework: Please turn in your typed, written portion about your story, making sure you follow all requirements, to turnitin.com by 8:59 on Wednesday night.
September 11th
Dystopian Short Story Group Project work time
September 9th
Dystopian Short Story Group Project work time
September 4th
1. iPad logistics
2. Model Project with "The Lottery" with helpful hints
3. Read through your story with your group.
HW: Please finish reading through the story. Annotate the story, marking the protagonist, antagonist, setting, lit devices (like symbolism, imagery, irony, characterization--why characters are described as they are), the central conflict, and the theme.
2. Model Project with "The Lottery" with helpful hints
3. Read through your story with your group.
HW: Please finish reading through the story. Annotate the story, marking the protagonist, antagonist, setting, lit devices (like symbolism, imagery, irony, characterization--why characters are described as they are), the central conflict, and the theme.
short_story_project_model.docx | |
File Size: | 111 kb |
File Type: | docx |
short_story_mini_project.pdf | |
File Size: | 86 kb |
File Type: |
September 2nd
1. Quiz on 10 terms
2. Continue reading "The Lottery" and modeling project expectations
3. Watch video rendition of "Harrison Bergeron" if time remains.
Classwork/ homework: NONE!!
2. Continue reading "The Lottery" and modeling project expectations
3. Watch video rendition of "Harrison Bergeron" if time remains.
Classwork/ homework: NONE!!
August 31st
1. Warm-up 1.3: When you think of the word “tradition”, what comes to mind? What are some traditions you individually practice (like, perhaps before dances, musical/ choir performances, sporting games, etc.)? Family practices? What about your town/ community? Country?
Additionally, how can some traditions be harmful? Is it possible to be so stuck in a comfortable expected pattern or living that we end up hurting others? How so?
2. Reminder/ brief summary of "The Lottery," with discussion questions 1-8
3. Begin modeling science fiction mini unit.
Homework: Study for lit device quiz on Wednesday!
Additionally, how can some traditions be harmful? Is it possible to be so stuck in a comfortable expected pattern or living that we end up hurting others? How so?
2. Reminder/ brief summary of "The Lottery," with discussion questions 1-8
3. Begin modeling science fiction mini unit.
Homework: Study for lit device quiz on Wednesday!
dystopian_short_story_group_project.pdf | |
File Size: | 107 kb |
File Type: |
August 27th
1. Sharing of three Future of Selfs (chosen at random; we will not have time for more)
2. Theme, and notes on theme
3. Begin reading "The Lottery" by Shirley Jackson, to look for theme
4. If story is finished, read "Monstrous Acts and Little Murderers" and complete study guide questions as a class.
Homework: Remember, you have a quiz on ten lit terms on September 2nd! Study!
2. Theme, and notes on theme
3. Begin reading "The Lottery" by Shirley Jackson, to look for theme
4. If story is finished, read "Monstrous Acts and Little Murderers" and complete study guide questions as a class.
Homework: Remember, you have a quiz on ten lit terms on September 2nd! Study!
monstrous_acts_and_little_murderers.pdf | |
File Size: | 38 kb |
File Type: |
theme_lesson.ppt | |
File Size: | 94 kb |
File Type: | ppt |
August 25th
1. Warm-up 1.2: What devices are you familiar with, from the list provided? (Pre-test)
3. Literary Elements and Devices--terms to know and look for as we read, with examples
4. New story, "Shoddy Lands" by C.S. Lewis, to plot chart with focus questions:
Homework: Create notecards with the first ten devices WITH three stars *** on the list provided. Do these on 3X5 cards. Each notecard should have the word and picture on one side, the definition and an example on the other. Be ready for quiz on these ten terms on September 2nd.
3. Literary Elements and Devices--terms to know and look for as we read, with examples
4. New story, "Shoddy Lands" by C.S. Lewis, to plot chart with focus questions:
- What point of view is "The Shoddy Lands" told from?
- Can you find an example of irony in the story? Is it verbal, situational, or dramatic irony?
- Find one example of imagery. Which of your five senses did this description appeal to?
- Can you find any examples of foreshadowing?
Homework: Create notecards with the first ten devices WITH three stars *** on the list provided. Do these on 3X5 cards. Each notecard should have the word and picture on one side, the definition and an example on the other. Be ready for quiz on these ten terms on September 2nd.
7th_and_8th_glossary_of_lit_terms.pdf | |
File Size: | 84 kb |
File Type: |
7th_and_8th_grade_lit_terms_pre-test.pdf | |
File Size: | 75 kb |
File Type: |
August 21st
1. Warm-up 1.1: What are some components that you feel make up a good story? What makes a story appealing? List and describe as many "must-haves" in a story, explaining why you think they are important.
2. Flocabulary, Five Major Elements of a Story
2. Plot chart with exposition, rising action, conflict, climax, falling action, and resolution defined. Go over over each of these terms.
3. Listen to the theme song from Jurassic Park by John Williams and watch a YouTube video on a roller coaster simulated ride. You will plot "story" elements from either the song or the clip on the second plot chart provided. Each video lasts just under ten minutes, and we will discuss these elements in detail afterward.
Class work/ homework: Choose a story, movie, book, or instrumental song that you are familiar with. Then, describe the plot elements in this story or piece, describing each element in as many details as you can. Due Tuesday.
2. Flocabulary, Five Major Elements of a Story
2. Plot chart with exposition, rising action, conflict, climax, falling action, and resolution defined. Go over over each of these terms.
3. Listen to the theme song from Jurassic Park by John Williams and watch a YouTube video on a roller coaster simulated ride. You will plot "story" elements from either the song or the clip on the second plot chart provided. Each video lasts just under ten minutes, and we will discuss these elements in detail afterward.
Class work/ homework: Choose a story, movie, book, or instrumental song that you are familiar with. Then, describe the plot elements in this story or piece, describing each element in as many details as you can. Due Tuesday.
flocabulary_five_things.pdf | |
File Size: | 354 kb |
File Type: |
plot_charting_with_three_little_monkeys.pdf | |
File Size: | 204 kb |
File Type: |
August 19th
Go over syllabus, policies and procedures
Artistic renditions of self
8th Grade Survival Tips to 7th graders
Homework: Return signed syllabus by next class.
Artistic renditions of self
8th Grade Survival Tips to 7th graders
Homework: Return signed syllabus by next class.
tour_de_deweys_pamphlet.pdf | |
File Size: | 2783 kb |
File Type: |