12.14: Project Utopia
Today we're starting a new project to introduce the idea of Utopia. After break, we're going to read a book that talks about the idea of Utopia and this is an introduction to that book.
First, you might want to write down what a Utopia is (a place of ideal perfection espeically in laws, government, and social conditions). Then, I want you to brainstorm your ideas about what your ideal Utopian society would look like.
Today, I placed you in groups and you had to learn how to cretae a society that everybody would be happy with. Remember, a Utopia is a place where everybody can live freely and happily. How are you guys going to make that happen.
Here you can find the directions for the entire assignment (today through Friday).
Tomorrow I'll post the specific directions for Day 2 and Day 3. Remember -- you need to be done by Thursday in order to be ready for presentations on Friday. So work hard!!
First, you might want to write down what a Utopia is (a place of ideal perfection espeically in laws, government, and social conditions). Then, I want you to brainstorm your ideas about what your ideal Utopian society would look like.
Today, I placed you in groups and you had to learn how to cretae a society that everybody would be happy with. Remember, a Utopia is a place where everybody can live freely and happily. How are you guys going to make that happen.
Here you can find the directions for the entire assignment (today through Friday).
Tomorrow I'll post the specific directions for Day 2 and Day 3. Remember -- you need to be done by Thursday in order to be ready for presentations on Friday. So work hard!!
12.07: Poetry Book. (This is what we are working on through 12.10)
Step 1: Review the PowerPoint that summarizes the literary devices you learned about yesterday. Write down the definitions for each (you will need these for the next project!
Step 2: Read the following handout to learn about your next assignment.
You will be creating a poetry book that has 10 different types of poems in it. Each of those poems will use a different literary device.
Also -- Make sure that all of your poems fall under 1 theme.
**Remember to read ALL of the directions on the handout (even the ones that are upside down :)
Step 2: Read the following handout to learn about your next assignment.
You will be creating a poetry book that has 10 different types of poems in it. Each of those poems will use a different literary device.
Also -- Make sure that all of your poems fall under 1 theme.
**Remember to read ALL of the directions on the handout (even the ones that are upside down :)
12.06: Literary Devices
Today we did a groupwork activity to introduce 10 new literary devices you're going to be studying.
In order to make this up, you're going to need to come in before or after school to study 1 literary device and make a poster of it to hang up in the room.
In order to make this up, you're going to need to come in before or after school to study 1 literary device and make a poster of it to hang up in the room.
12.03: Fear
Continuing on with poetry and literary devices, today we read the poem "Fear" in the textbook. It's on page 368 in the textbook.
Step 1: Read the poem.
Step 2: Find all of the metaphors in the poem [you should be able to find at least 5]
Step 3: Explain to me what those metaphors mean. For example, she says she does not want her daughter to turn into a swallow. She is not actually saying she does not want her daughter to turn into a bird, she's meaning it as something else. You have to read the rest of the stanze to figure out what exactly the author means by bird. What does she not want her daughter to do?
Step 4: In 3 sentences each, answer questions 2 and 3 on the bottom of page 368. [Remember, in number 2, the quesiton means metaphorically].
Step 1: Read the poem.
Step 2: Find all of the metaphors in the poem [you should be able to find at least 5]
Step 3: Explain to me what those metaphors mean. For example, she says she does not want her daughter to turn into a swallow. She is not actually saying she does not want her daughter to turn into a bird, she's meaning it as something else. You have to read the rest of the stanze to figure out what exactly the author means by bird. What does she not want her daughter to do?
Step 4: In 3 sentences each, answer questions 2 and 3 on the bottom of page 368. [Remember, in number 2, the quesiton means metaphorically].
12.02: What's YOUR identity?
Today we started a new unit. For the next few weeks we're going to be talking about poetry, and different elements of language. Today we're starting off by talking about extended metaphors. The poem "Identity" is a perfect example of this.
Step one: Read the poem on the lefthand side of this handout.
In this poem, the author uses the metaphors of flowers and weeds to explain his own identity. He would rather be an ugly weed that is free than a perfect pretty flower that is confined to 1 space.
Step two: Write your own extended metaphor poem about your own identity on the right side of the handout.
Come up with your own metaphors. What is the rest of the world and what would you like to be?
Step one: Read the poem on the lefthand side of this handout.
In this poem, the author uses the metaphors of flowers and weeds to explain his own identity. He would rather be an ugly weed that is free than a perfect pretty flower that is confined to 1 space.
Step two: Write your own extended metaphor poem about your own identity on the right side of the handout.
Come up with your own metaphors. What is the rest of the world and what would you like to be?
11.29/11.30: FINAL DRAFT
Today and tomorrow we'll be in the computer lab typing up your final draft.
Remember: THIS WILL NOT BE ACCEPTED LATE! YOU MUST HAVE IT IN BY THE END OF YOUR CLASS PERIOD TOMORROW (11.30). NO EXCEPTIONS!
If you missed class on either of these days, you will be expected to type it up at home (or in my classroom before/after school), to ensure that it is in by 11.30
Remember: THIS WILL NOT BE ACCEPTED LATE! YOU MUST HAVE IT IN BY THE END OF YOUR CLASS PERIOD TOMORROW (11.30). NO EXCEPTIONS!
If you missed class on either of these days, you will be expected to type it up at home (or in my classroom before/after school), to ensure that it is in by 11.30
11.22: KEEP WRITING YOUR ESSAY (NOT STORY)
Today we're moving into the introduction and conclusion of your essay. In order to make sure you have the basic structure of the introduction, conclusion, and even body paragraphs, I drew a diagram on the whiteboard (Click on the picture on the left).
I outlined what exactly I'm going to be looking for as I'm reading through all the different parts of your essay.
At this point there should be no confusion about what I expect to be included in your essay. If you follow these basic guidelines you should do quite well on your final essay.
After you've finished writing all 5 parts of your essay (Introduction, 3 body paragraphs, and conclusion), then I would like you to have 1 person REVISE your essay.
What's the difference between revising and editing?
Revising: Going through your essay to make sure it all makes sense. What can be added? What can be taken away? How are you going to make this essay the most clear it can be?
Editing: Fixing your essay for grammar and spelling errors.
Got it? Good.
Now GO WRITE.
I outlined what exactly I'm going to be looking for as I'm reading through all the different parts of your essay.
At this point there should be no confusion about what I expect to be included in your essay. If you follow these basic guidelines you should do quite well on your final essay.
After you've finished writing all 5 parts of your essay (Introduction, 3 body paragraphs, and conclusion), then I would like you to have 1 person REVISE your essay.
What's the difference between revising and editing?
Revising: Going through your essay to make sure it all makes sense. What can be added? What can be taken away? How are you going to make this essay the most clear it can be?
Editing: Fixing your essay for grammar and spelling errors.
Got it? Good.
Now GO WRITE.
11.19: ROUGH DRAFT!
Today we begin drafting your actual essay. (YAY!)
As you're writing, remember:
You should write in a quiet place.
You should use your prewriting as a guide. Meaning, you should be expanding on what you put in your prewriting, not copying it exactly. Also, if you want to change things....that's okay!
Lastly, this is just a rough draft -- it does not have to be perfect!
As you're writing, remember:
You should write in a quiet place.
You should use your prewriting as a guide. Meaning, you should be expanding on what you put in your prewriting, not copying it exactly. Also, if you want to change things....that's okay!
Lastly, this is just a rough draft -- it does not have to be perfect!
11.18: Essay Mad Lib
Now that you've completed some good brainstorming, we're going to help you form a thesis, and a structure for your body paragraphs.
In order to do that, I've put together an Essay Mad-Lib. Simply fill in the blanks. Can't get easier than that, right?
You may notice that the boxes for the 2nd and 3rd body paragraphs are empty. There I would like you to start structuring your own paragraphs (you may still use box 1 as a guide).
A couple of things to keep in mind:
1. On the thesis, remember: your 3 main points should be the 3 literary elements that you're using to analyze your novel.
2. Each of the boxes (1, 2, 3) represent your body paragraphs. Those should each be designated to 1 literary element. THOSE ELEMENTS SHOULD GO IN THE SAME ORDER AS THEY WERE LISTED IN YOUR THESIS.
If you have any other questions about what the boxes mean, etc. email me :)
In order to do that, I've put together an Essay Mad-Lib. Simply fill in the blanks. Can't get easier than that, right?
You may notice that the boxes for the 2nd and 3rd body paragraphs are empty. There I would like you to start structuring your own paragraphs (you may still use box 1 as a guide).
A couple of things to keep in mind:
1. On the thesis, remember: your 3 main points should be the 3 literary elements that you're using to analyze your novel.
2. Each of the boxes (1, 2, 3) represent your body paragraphs. Those should each be designated to 1 literary element. THOSE ELEMENTS SHOULD GO IN THE SAME ORDER AS THEY WERE LISTED IN YOUR THESIS.
If you have any other questions about what the boxes mean, etc. email me :)
11.17: Quotes and citations
Here's the thing. You're writing an essay. It's about your book. Your job is to make specific connections between parts of the book and the theme of the book.
In order to prove that you're right, I'm going to need EVIDENCE. So today, I'm going to teach you how to steal from the book to help back yourself up [note the warning on the second slide of the powerpoint].
Step 1: Go through this powerpoint. This should make the concept of using quotes and citations in your paper pretty simple. If you're confused AT ALL, please come see me so I can clarify. It is important that you do this exactly how the powerpoint shows you, otherwise it could (and will) affect your grade. Deal?
Step 2: Take that prewriting that you did yesterday and find quotes that help support your literary elements. Remember, you're taking those literary elements and relating them back to the theme. SO, you want to find quotes that will help you do that. This will take time, so do not try to rush through it. In order to find quotes that will actually help you, you're going to need to spend a significant amount of time looking through your book to find just the right one. [remember to write the page number where you found the quote. otherwise your citations are going to get really tricky]
Tomorrow, we'll work on tying all of these things together.
In order to prove that you're right, I'm going to need EVIDENCE. So today, I'm going to teach you how to steal from the book to help back yourself up [note the warning on the second slide of the powerpoint].
Step 1: Go through this powerpoint. This should make the concept of using quotes and citations in your paper pretty simple. If you're confused AT ALL, please come see me so I can clarify. It is important that you do this exactly how the powerpoint shows you, otherwise it could (and will) affect your grade. Deal?
Step 2: Take that prewriting that you did yesterday and find quotes that help support your literary elements. Remember, you're taking those literary elements and relating them back to the theme. SO, you want to find quotes that will help you do that. This will take time, so do not try to rush through it. In order to find quotes that will actually help you, you're going to need to spend a significant amount of time looking through your book to find just the right one. [remember to write the page number where you found the quote. otherwise your citations are going to get really tricky]
Tomorrow, we'll work on tying all of these things together.
11.16: LET'S PREWRITE! [yes, that is an actual brain-storm]
Yesterday you learned that you're going to be writing a pretty big, and kind of difficult essay. Today, we're starting to plan out that essay! BEST DAY EVER!
Today's assignment is kind of easy, but also kind of hard (find the assignment here).
Step 1: The first thing you do is fillin the middle circle with your book, author, and the theme of the book. Remember that a theme is a life lesson, or a moral, from the book. It should be something that the book can teach you about the world.
Step 2: Once you've got that down, move on to the literary elements. You're going to pick four elements. You do not need to give details about the book yet necessarily, but you do need to explain how those literary elements help support the theme. How does the setting impact the theme? Or how does figurative language help the theme? That is what you're going to be answering in those outer circles.
Step 3: When you're done with that, I want to look at it. I want to make sure that you've got the theme and understand the relationship with the literary elements before you go on and write a draft. I would hate for you to write a whole draft and then find out that maybe you should have done something differently. Let's keep this as easy as possible on you. :)
Today's assignment is kind of easy, but also kind of hard (find the assignment here).
Step 1: The first thing you do is fillin the middle circle with your book, author, and the theme of the book. Remember that a theme is a life lesson, or a moral, from the book. It should be something that the book can teach you about the world.
Step 2: Once you've got that down, move on to the literary elements. You're going to pick four elements. You do not need to give details about the book yet necessarily, but you do need to explain how those literary elements help support the theme. How does the setting impact the theme? Or how does figurative language help the theme? That is what you're going to be answering in those outer circles.
Step 3: When you're done with that, I want to look at it. I want to make sure that you've got the theme and understand the relationship with the literary elements before you go on and write a draft. I would hate for you to write a whole draft and then find out that maybe you should have done something differently. Let's keep this as easy as possible on you. :)
11.15: What are we going to do?
You've now read two books in class and you're probably wondering -- what are we going to do with these books?
Well, you're going to analyze them.
To do that you're going to write an essay.
The essay will basically be an analysis of the theme and literary elements found in your book. You can find the detailed directions here.
Before you start feeling overwhelmed though, hear me when I say that I wll be with you every step of the way. We're going to take it slow and by the end you'll wonder why you ever thought it was going to be hard.
To get started, we're doing a quick review of all of the literary elements. First, you can go through this powerpoint. As you're doing that, remember that there are things you're expected to write down and complete to help refresh your memory (DO THEM!).
Tomorrow we'll start actually tying this in with your own book! YAY!
Well, you're going to analyze them.
To do that you're going to write an essay.
The essay will basically be an analysis of the theme and literary elements found in your book. You can find the detailed directions here.
Before you start feeling overwhelmed though, hear me when I say that I wll be with you every step of the way. We're going to take it slow and by the end you'll wonder why you ever thought it was going to be hard.
To get started, we're doing a quick review of all of the literary elements. First, you can go through this powerpoint. As you're doing that, remember that there are things you're expected to write down and complete to help refresh your memory (DO THEM!).
Tomorrow we'll start actually tying this in with your own book! YAY!
Week of 11.01: Book of Choice Layered Unit
This week you're going to be working on a project that basically lets you determine your own grade.
This is called a layered unit. There are a certain number of things you need to do to get a C, a few more things to get a B, and one other thing to move your grade up to an A. The assignments do get harder as you work your way up, but I am fully confident that all of you can do manage to get an A on this assignment.
The specific directions for each level can be found on this handout.
Your first priority: FINISH YOUR BOOK.
Your second priority: Complete the assignments for the grade you want.
NOTE: It says that you must complete a handout under level C. Please come get one from me if you do not have one already.
This is called a layered unit. There are a certain number of things you need to do to get a C, a few more things to get a B, and one other thing to move your grade up to an A. The assignments do get harder as you work your way up, but I am fully confident that all of you can do manage to get an A on this assignment.
The specific directions for each level can be found on this handout.
Your first priority: FINISH YOUR BOOK.
Your second priority: Complete the assignments for the grade you want.
NOTE: It says that you must complete a handout under level C. Please come get one from me if you do not have one already.
10.26/10.27: Read, Read, Read.
Reading Day #1.
If you missed class today -- You are responsible for reading for 25-30 minutes and then filling out your first reading log.
If you missed class today -- You are responsible for reading for 25-30 minutes and then filling out your first reading log.
10.25 : Which will you pick?!
Today we began the book of choice unit.
For the next month or so, you will be working with 1 particular book. There are 6 for you to choose from. We will spend 1 or 2 weeks reading the book during class, and then you will start a project that has to do with your book.
Your book choices are:
Coraline by Neil Gaiman
Monster by Walter Dean Myeres
Nothing But The Truth by AVI
Parrot in the oven, by Victor Martinez
Running out of time by Margaret Peterson Haddix
The City of Ember by Jeanne Daprau
I have all of these books in my classroom, and if you missed class then I can help you figure out which ones you think you might like.
Every day as you are doing independent reading, you will complete a reading journal. In class today, we created the journal by taking 6 pieces of paper, folding them in half (hamburger style), and stapling the edges together. Each page will end up looking like this.
Also, here is the rubric so you can see how you will be graded on the final product.
For the next month or so, you will be working with 1 particular book. There are 6 for you to choose from. We will spend 1 or 2 weeks reading the book during class, and then you will start a project that has to do with your book.
Your book choices are:
Coraline by Neil Gaiman
Monster by Walter Dean Myeres
Nothing But The Truth by AVI
Parrot in the oven, by Victor Martinez
Running out of time by Margaret Peterson Haddix
The City of Ember by Jeanne Daprau
I have all of these books in my classroom, and if you missed class then I can help you figure out which ones you think you might like.
Every day as you are doing independent reading, you will complete a reading journal. In class today, we created the journal by taking 6 pieces of paper, folding them in half (hamburger style), and stapling the edges together. Each page will end up looking like this.
Also, here is the rubric so you can see how you will be graded on the final product.
PRESENTATIONS AND DEBATE!
Today was the day of presentations. Debates. All around merriment.
If you missed it -- you missed some entertainment.
REMEMBER: CONFERENCES TONIGHT AND TOMORROW NIGHT!!!!
If you missed it -- you missed some entertainment.
REMEMBER: CONFERENCES TONIGHT AND TOMORROW NIGHT!!!!
10.18.10: Longer School Year?
How would you feel about a longer school year? Initially, you probably cringe at the idea. But take a minute to really think about it. How could this benefit you? What could it mean for your future? What might be bad about it? Why wouldn't you like it?
This is the topic that we're going to be worrying about throughout the week.
President Obama recently proposed an education overhual. One of the things that he included in his proposal was a longer school year. You're going to figure out what you think.
Step 1: Read the article.
Step 2: Fill out this sheet about the article.
Step 3: Create a presentation and a poster using these guidelines.
[if you need the debate instructions from class today you can download it here]
This is the topic that we're going to be worrying about throughout the week.
President Obama recently proposed an education overhual. One of the things that he included in his proposal was a longer school year. You're going to figure out what you think.
Step 1: Read the article.
Step 2: Fill out this sheet about the article.
Step 3: Create a presentation and a poster using these guidelines.
[if you need the debate instructions from class today you can download it here]
REMINDER!!!
Your final short story is due NO LATER THAN MONDAY!
It should be in my basket right now.
But if you're willing to take some extra time on it and work on it over the weekend, then I'll let you.
But it should be the best story I've ever read.
Seriously.
It should be in my basket right now.
But if you're willing to take some extra time on it and work on it over the weekend, then I'll let you.
But it should be the best story I've ever read.
Seriously.
10.12.10: Pick a story, any story! (This is what you'll be working on 10.13/10.14 also)
Step 1: Think waaaay back. Remember those short stories you wrote a few weeks ago? Re-read them.
Step 2: Pick the one that you like the best.
Step 3: Fill out this sheet about your story.
Step 4: Revise your story to make sure it includes characterization, setting, conflicts, rising action, climax, falling action, resolution, mood, tone, and a theme. It needs to be one full page longer than it was when you turned it in. I expect this story to be the best one you've written to date.
All year we've focused no how to make stories perfect. When we studied authors, we realized that everything an author does is intentional. Characters names? On purpose.
The setting? On purpose.
The mood? On purpose.
The dialogue? On purpose.
That's how I want your story to be. Everything should be there for a reason.
Good luck!
Step 2: Pick the one that you like the best.
Step 3: Fill out this sheet about your story.
Step 4: Revise your story to make sure it includes characterization, setting, conflicts, rising action, climax, falling action, resolution, mood, tone, and a theme. It needs to be one full page longer than it was when you turned it in. I expect this story to be the best one you've written to date.
All year we've focused no how to make stories perfect. When we studied authors, we realized that everything an author does is intentional. Characters names? On purpose.
The setting? On purpose.
The mood? On purpose.
The dialogue? On purpose.
That's how I want your story to be. Everything should be there for a reason.
Good luck!
10.11.10: Storytelling through the eyes of Pixar
Step 1: Watch the youtube clip of up. It really is the best story.
Step 2: Fill in the attached chart about the story.
[It may not seem like you're able to find out a ton of information about characters, setting, rising action, climax, etc. HOWEVER, you can. It's all in there, you just have to pay special attention.]
Step 3: On the back of the paper, write a definiton for each of the literature terms. Then, write a sentence explaining why they are important when reading or writing a story. THIS WILL HELP YOU WITH YOUR FINAL.
Step 4: Finish UP. It's that good.
Step 2: Fill in the attached chart about the story.
[It may not seem like you're able to find out a ton of information about characters, setting, rising action, climax, etc. HOWEVER, you can. It's all in there, you just have to pay special attention.]
Step 3: On the back of the paper, write a definiton for each of the literature terms. Then, write a sentence explaining why they are important when reading or writing a story. THIS WILL HELP YOU WITH YOUR FINAL.
Step 4: Finish UP. It's that good.
10.05.2010: Draw, Draw, Draw Me A Storyboard.
Directions for the assignment are attached in the word document.
Yes -- please color it.
I need the entertainment!
Yes -- please color it.
I need the entertainment!
story_board__theme.doc | |
File Size: | 25 kb |
File Type: | doc |
10.04.2010: MYSTERIES!
In groups, read 1 of 3 mysteries.
Your job is to determine the theme of that particular mystery.
A theme is basically what the author wants you to understand about that story.
Do they want you to understand that love rules the world? That money doesn't buy happiness? That everybody is a little bit insane?
First, read one of the attached stories.
Then, make a list of possible themes.
Third, determine which of the thems is the main one
Finally, write down where in the story you see that theme.
Your job is to determine the theme of that particular mystery.
A theme is basically what the author wants you to understand about that story.
Do they want you to understand that love rules the world? That money doesn't buy happiness? That everybody is a little bit insane?
First, read one of the attached stories.
Then, make a list of possible themes.
Third, determine which of the thems is the main one
Finally, write down where in the story you see that theme.
the_red_room.doc | |
File Size: | 43 kb |
File Type: | doc |
the_banknote_forger.doc | |
File Size: | 45 kb |
File Type: | doc |
the_ghost_ship.doc | |
File Size: | 44 kb |
File Type: | doc |
09.28.2010: Presentations
Pretty simple today.
Present your poem or play.
Then, write a paragraph (8 SENTENCES!) explaining which of all the endings you thought best suited the story.
Good Luck!
Present your poem or play.
Then, write a paragraph (8 SENTENCES!) explaining which of all the endings you thought best suited the story.
Good Luck!
09.27.2010: The Play, or the Poem?
After reading "The Lady, or the Tiger?" on Friday, many of you are probably left wondering -- but what did she tell him to choose? The lady?? Or the tiger??
Since I know the anticipation is killing all of you, I've crafted an assignment to help you figure it out.
The directions for the assignment are attached.
Remember -- presentations tomorrow! (9/28)
[if you miss the presentation day, you will need to find a time to make up your presentation to the class!]
YIPEE!
Since I know the anticipation is killing all of you, I've crafted an assignment to help you figure it out.
The directions for the assignment are attached.
Remember -- presentations tomorrow! (9/28)
[if you miss the presentation day, you will need to find a time to make up your presentation to the class!]
YIPEE!
playorpoem.jpg | |
File Size: | 43 kb |
File Type: | jpg |
09.23.2010
Re-write your essay from yesterday. After looking through the essays, it was clear that the essay was not taken seriously, and students did not complete the assigned task in the way that was expected of them.
Please refer to the attached handout to make sure you have everything you need in this essay.
Please refer to the attached handout to make sure you have everything you need in this essay.
what_i_want_to_see_in_an_essay.doc | |
File Size: | 25 kb |
File Type: | doc |
09.22.2010
QUIET WRITING DAY! YAY!
Directions:
You are to write an essay explaining the ending of “Rain, Rain, Go Away.” Throughout the story, you made inferences to help you figure out why the Sakkaro family didn’t want it to rain.
Pick 3 places in the story where you received clues as to what was happening with the Sakkaro family. Then, explain what inferences you drew from those sections of the story. Those 3 places in the story should be your body paragraphs.
CLUE: your final inference will probably be the last line of the story.
You need to have:
Introduction
Must include thesis statement with the 3 main points of your paper
3 Body Paragraphs
Each must have a topic sentence that matches the 3 points in your thesis
Conclusion
Directions:
You are to write an essay explaining the ending of “Rain, Rain, Go Away.” Throughout the story, you made inferences to help you figure out why the Sakkaro family didn’t want it to rain.
Pick 3 places in the story where you received clues as to what was happening with the Sakkaro family. Then, explain what inferences you drew from those sections of the story. Those 3 places in the story should be your body paragraphs.
CLUE: your final inference will probably be the last line of the story.
You need to have:
Introduction
Must include thesis statement with the 3 main points of your paper
3 Body Paragraphs
Each must have a topic sentence that matches the 3 points in your thesis
Conclusion
09.21.2010: Rain Rain Go Away
Read "Rain, Rain, Go Away" in the Literature textbook (page 555).
As you are reading, you need to use your mystery vocabulary to make inferences about what is going to happen next. YOu should write down the part of the story that you are making an inference about, the personal experience you are drawing from, and what inference you made about the story. You should do this AS YOU ARE READING so that you are making true inferences.
You should have 4 inferences by the end of the story.
As you are reading, you need to use your mystery vocabulary to make inferences about what is going to happen next. YOu should write down the part of the story that you are making an inference about, the personal experience you are drawing from, and what inference you made about the story. You should do this AS YOU ARE READING so that you are making true inferences.
You should have 4 inferences by the end of the story.
09.20.2010: Mystery Vocabulary
Read through the PowerPoint and then read "The Lottery."
See what inference, cause and effect, and connotations you can find in the story.
See what inference, cause and effect, and connotations you can find in the story.
mystery_vocabulary.ppt | |
File Size: | 444 kb |
File Type: | ppt |
the_lottery.doc | |
File Size: | 128 kb |
File Type: | doc |
09.15.2010: Short Story #2
Here's your list of topics for today.
You must use 1 of the 3 titles, both characters, the scenario, and you must include dialogue.
I didn't give you a first line today, and I also did not include details for the characters, so use your imagination to fill in the gaps!
Genres:
Comedy
Romance
Horror/Mystery
Tragedy
Titles:
The Touch of Fear
A Heartless Winter
Change of Heart
Characters:
Percy Thompson
Jennifer Williams
Scenario:
A Post Office is the location, lying is the theme. A deckchair is an object that plays a part in the story.
You must use 1 of the 3 titles, both characters, the scenario, and you must include dialogue.
I didn't give you a first line today, and I also did not include details for the characters, so use your imagination to fill in the gaps!
Genres:
Comedy
Romance
Horror/Mystery
Tragedy
Titles:
The Touch of Fear
A Heartless Winter
Change of Heart
Characters:
Percy Thompson
Jennifer Williams
Scenario:
A Post Office is the location, lying is the theme. A deckchair is an object that plays a part in the story.
09.14.2010: Short Story #1
Today's titles (pick one):
Something in the Mist
The Search for Paradise
Pieces of Time
Characters:
Anette - 32 year old mom
Jean: 21 year old college student
Gertrude: Grandma to 12 grandkids
Billy: 40 year old man
Brooks: 6 year old boy
Christine: 51 year old nurse
Scenario:
A train is the place, greed is the theme, and a diamond ring is an object that must be included in your story.
First Line (this MUST be the first line of your story):
They turned around and hurried down the stairs.
Remember this HAS to be the basis for your story!
It needs to be 1 page long. Get creative!!
Something in the Mist
The Search for Paradise
Pieces of Time
Characters:
Anette - 32 year old mom
Jean: 21 year old college student
Gertrude: Grandma to 12 grandkids
Billy: 40 year old man
Brooks: 6 year old boy
Christine: 51 year old nurse
Scenario:
A train is the place, greed is the theme, and a diamond ring is an object that must be included in your story.
First Line (this MUST be the first line of your story):
They turned around and hurried down the stairs.
Remember this HAS to be the basis for your story!
It needs to be 1 page long. Get creative!!
09.14.2010
For the remainder of this week, we are going to be writing a short story everyday.
When you come to class, there will be a title on the board. This HAS to be the title of your story. In addition, there will be a list of characters; these must be the characters in your story (you don't have to use all of them, but you cannot add to the list).
In addition, you have to choose from 1 of 4 genres. You can only use each genre once, so be sure you can match it to the title.
This means that each day you will have a different type of story.
If I give you the title "Cold Blooded" and you want to make that a romance story, you just have to figure out how to make it work.
The 4 genres you will be using this week are:
Horror
Comedy
Romance
Mystery
When you come to class, there will be a title on the board. This HAS to be the title of your story. In addition, there will be a list of characters; these must be the characters in your story (you don't have to use all of them, but you cannot add to the list).
In addition, you have to choose from 1 of 4 genres. You can only use each genre once, so be sure you can match it to the title.
This means that each day you will have a different type of story.
If I give you the title "Cold Blooded" and you want to make that a romance story, you just have to figure out how to make it work.
The 4 genres you will be using this week are:
Horror
Comedy
Romance
Mystery
09.13.2010: How to Write a Short Story
Today we looked at the basic elements of how to write a short story: the steps you need to take, what to include, and what you need to accomplish. The PowerPoint with all the information can be found in the attachment below.
As you go through the PowerPoint, you need to create a character, describe a setting, come up with a conflict, and write your first paragraph. You can use the notes from the PowerPoint to help guide you and figure out what information you need to include.
As you go through the PowerPoint, you need to create a character, describe a setting, come up with a conflict, and write your first paragraph. You can use the notes from the PowerPoint to help guide you and figure out what information you need to include.
writing_fiction.ppt | |
File Size: | 536 kb |
File Type: | ppt |
09.07.2010: Narrative Fiction (A & P)
Today we will read the short story A&P by John Updike. It's a really unique story, and I think you'll enjoy it.
If you missed class, the story is attached. After reading the story, please answer the attached questions also. Each question should be answered with a minimum of 3 sentences.
If you missed class, the story is attached. After reading the story, please answer the attached questions also. Each question should be answered with a minimum of 3 sentences.
ap_updike.doc | |
File Size: | 40 kb |
File Type: | doc |
a__p_questions.doc | |
File Size: | 24 kb |
File Type: | doc |
09.03.2010: Silent Day! :)
Today the only task is to finish the final draft of your narrative. Which means....silence. Awesome silence.
Good Luck!
Good Luck!
09.02.2010: The Checklist. DunDunDun
Today's the final day to fix things on your paper! Tomorrow is a writing day...your entire task is to create the final draft of your paper. In order to do that, there are certain things you need to make sure you have done. Tomorrow you won't have the time to fix errors and add different sentences and write an introduction...all of that needs to be done TODAY.
Attached is a checklist of everything you need to have in your paper and their point values. This is how you will be graded on your paper. In addition, we will be following a rubric that has 3 categories (spelling, paragraph organization, and sentence fluency). Please take a look at what it means to be advanced in those categories: THAT IS WHAT YOU SHOULD BE AIMING FOR. I know you can do it.
Attached is a checklist of everything you need to have in your paper and their point values. This is how you will be graded on your paper. In addition, we will be following a rubric that has 3 categories (spelling, paragraph organization, and sentence fluency). Please take a look at what it means to be advanced in those categories: THAT IS WHAT YOU SHOULD BE AIMING FOR. I know you can do it.
narrative_grading_rubric.doc | |
File Size: | 156 kb |
File Type: | doc |
scoring_guide_for_writing_screener.doc | |
File Size: | 37 kb |
File Type: | doc |
08.31.2010: GRAMMAR DAY 2!!
More grammar! If you love grammar as much as I do -- this is your week!
If you don't -- sorry kids :)
Today we talked about how to form different kinds of sentences (simple, compound, complex, and compound, complex)
The PowerPoint that explains different sentence types is attached below, but if you missed class you'll want to come in after school to do the activity.
After I divided students into groups, I passed out an enevelope full of half-sentences, conjunctions, and punctuation marks. It was your the job of your group to come up with different sentences from the pieces in the envelope. I'll attach the document that has all of the half-sentences on it in case you want to cut them out and form the sentences at home. If you do this, please write down the sentences that you formed. You must have
3 simple sentences, 5 compound sentences, 5 complex sentences, and 3 compound-complex sentences. There are some wacky sentences that you can create -- so have fun with it!
If you don't -- sorry kids :)
Today we talked about how to form different kinds of sentences (simple, compound, complex, and compound, complex)
The PowerPoint that explains different sentence types is attached below, but if you missed class you'll want to come in after school to do the activity.
After I divided students into groups, I passed out an enevelope full of half-sentences, conjunctions, and punctuation marks. It was your the job of your group to come up with different sentences from the pieces in the envelope. I'll attach the document that has all of the half-sentences on it in case you want to cut them out and form the sentences at home. If you do this, please write down the sentences that you formed. You must have
3 simple sentences, 5 compound sentences, 5 complex sentences, and 3 compound-complex sentences. There are some wacky sentences that you can create -- so have fun with it!
compoundcomplex.ppt | |
File Size: | 3582 kb |
File Type: | ppt |
combining.doc | |
File Size: | 44 kb |
File Type: | doc |
08.30.2010: GRAMMAR DAY
The time has come...for GRAMMAR!
In order to be like Violet and properly edit your paper, there are a few basics you need to master.
Today those basics included the uses of commas and semicolons. Many college graduates STILL do not know how to properly use a semicolon...but that won't be you!!
Below you'll find the powerpoint that explains the different uses and also the worksheet that we did for practice.
Good luck -- and master those semicolons!
In order to be like Violet and properly edit your paper, there are a few basics you need to master.
Today those basics included the uses of commas and semicolons. Many college graduates STILL do not know how to properly use a semicolon...but that won't be you!!
Below you'll find the powerpoint that explains the different uses and also the worksheet that we did for practice.
Good luck -- and master those semicolons!
semi_colon_vs_comma.ppt | |
File Size: | 265 kb |
File Type: | ppt |
commasemicolonwksht.doc | |
File Size: | 63 kb |
File Type: | doc |
8.26.2010: ELASTIGIRL! (Revision) / Do it for Justin.
Today we focused on crafting a thesis statement and an introduction.
Below you'll find the powerpoint that guides you through every step, including a simple description of what a thesis statement is.
Below you'll find the powerpoint that guides you through every step, including a simple description of what a thesis statement is.
thesisstatement.ppt | |
File Size: | 1808 kb |
File Type: | ppt |
8.25.2010: JACK-JACK! (writing)
Today was simply a day to sit down, be quiet, and write your rough drafts.
This will turn into a 5 paragraph essay eventually, but for today, just focus on writing down your story. Try to make it 3 paragraphs (8 sentences each), and we'll worry about the rest tomorrow.
So be like Jack-Jack and shapeshift your prewriting into a rough draft!
This will turn into a 5 paragraph essay eventually, but for today, just focus on writing down your story. Try to make it 3 paragraphs (8 sentences each), and we'll worry about the rest tomorrow.
So be like Jack-Jack and shapeshift your prewriting into a rough draft!
08.25.2010: DASH! (Prewriting)
Today we began prewriting for the narrative essay we're working on.
Attached you'll find the 8 different topics that you are going to be able to choose from and also a handout of 8 different prewriting strategies. To help you pick a topic for your final essay, you need to do a prewrite for each of the 8 topics. To do this, you will use all 8 of the prewriting strategies on the handout. This means you will need to pair up a topic with each strategy and complete that activity. You will use each 1 time.
Attached you'll find the 8 different topics that you are going to be able to choose from and also a handout of 8 different prewriting strategies. To help you pick a topic for your final essay, you need to do a prewrite for each of the 8 topics. To do this, you will use all 8 of the prewriting strategies on the handout. This means you will need to pair up a topic with each strategy and complete that activity. You will use each 1 time.
narrative-topics.jpg | |
File Size: | 292 kb |
File Type: | jpg |
prewriting_strategies.doc | |
File Size: | 42 kb |
File Type: | doc |
08.23.2010: The Incredible Writing Process
Today we traveled to stations around the room to review the writing process. Each station had a character from The Incredibles whose super power helped explain a stage of the writing process.
If you missed class you will need to come in before or after school to complete the activities from each station.
If you missed class you will need to come in before or after school to complete the activities from each station.
8/20/2010
Today we did a writing screener.
1st: answer the following questions in bullet points
Explain your 6th grade year:
the best things (2)
the worst things (2)
activities and sports
academic acheivement
2nd: respond to the following prompt
In one paragraph*, explain why your 8th grade year is going to be different.
You must have a rough draft and a final draft.
*one paragraph = 8 sentences.
1st: answer the following questions in bullet points
Explain your 6th grade year:
the best things (2)
the worst things (2)
activities and sports
academic acheivement
2nd: respond to the following prompt
In one paragraph*, explain why your 8th grade year is going to be different.
You must have a rough draft and a final draft.
*one paragraph = 8 sentences.
8/19/2010: Rules and Procedures
Below you will find the powerpoint for the rules and procedures of this class.
rules_procedures.ppt | |
File Size: | 317 kb |
File Type: | ppt |