Pick up your own copy of The Perks of Being a Wallflower in order to have access to the book outside of class. You can find it at the library, a local bookstore, or online. There are even reduced price, used copies available!
Saturday, August 2, 2008
Pick up a copy of The Perks of Being a Wallflower!
Pick up your own copy of The Perks of Being a Wallflower in order to have access to the book outside of class. You can find it at the library, a local bookstore, or online. There are even reduced price, used copies available!
Four Weeks Down, Two More to Go!
Summer Students! While we're almost at the finish line, we're not there yet. Don't give up! You can still prove you've mastered the standards and get your grade up enough to pass this class! Keep working and keep making up those missing assignments!
A few of you have created blogs for this class. I applaud you! Excellent work! I hope you keep blogging and act on the suggestions I've made for you. For those of you who haven't started blogging for this class, it's not too late! You, too, can become a blogger and earn your extra credit points!
Some blogging suggestions:
Why not start a blog to inform your friends and family about what they can do to help cool the earth? You can include things you've learned in class, add your essays and other writings, as well as post links to other sites with cool information.
Why not start a blog about what you've been reading outside of class? You can copy and paste the book covers from Amazon or Barnes N Noble and tell us all about your reading experiences.
Why not start a blog of your Commonplace Book? You could post all of your entries online and add cool pictures and graphics. What a way to publish your work and share your writing with friends and family! (Just be sure you are comfortable with everything you post being visible to the world!)
Why not start a blog of your thoughts about the book we are about to start, The Perks of Being a Wallflower? You could write daily letters to Charlie and get super bonus points!
These are just some ideas. I'm sure you'll have plenty of ideas of your own as well!
Tuesday, July 8, 2008
Homework Update
Ok, so make sure you set up your CP Book tonight! Decorate it, 1st page = title page, the next pages = Table of Contents (Date, Title, Page #).
Bring a book to read in class. Please make sure it's something you haven't read (or read completely).
And have fun with your poem! I plan on writing one myself and we will dedicate some time tomorrow to share them.
Tomorrow's agenda: 1st CP Book Entry, Poem Sharing, More Introductions, Short Story reading: "The Rain Came" by Grace Orgot, and homework questions
Monday, July 7, 2008
Homework For Tuesday, July 8th
Please have the following for class on Tuesday:
Your composition notebook
class materials (paper, pen)
Emergency Sheets
The brainstorm list you will use for your "Where I'm From" poems. It should include things that describe or represent you, things that make your experience in this world unique to you. For example, you should include: adjectives, places you've been or want to be, or the place where you live and/or grew up, memorabilia or items of importance, significant people in your life, and expressions (such as "Wicked") that you use or hear.
Bring this list to class tomorrow along with the above supplies.
Summer School
Hello Summer School Students!
Welcome to my class. I look forward to an exciting summer session with you. Be prepared to work hard and rise to new challenges each and every day!
Make sure you check this regularly for updates, models, announcements, and homework reminders.
Monday, April 28, 2008
Model Character Trait Analysis: Benvolio
In Shakespeare's play, Romeo and Juliet, the character Benvolio is a peacemaker. When Benvolio states, "Part, fools! / Put up your swords. You know not what you do" (I.i.61-62), he is telling the servants to stop fighting and put their swords away because they don't realize the mess they are about to make. This shows that Benvolio is a peacemaker because rather than participate in the fighting, he tries to stop it. This shows his integrity and commitment to maintaining peaceful relations with his rival family. Benvolio even tells Tybalt to put his sword down or use it to stop the fight when Tybalt joins the brawl. He states, "I do but keep the peace. Put up thy sword, / or manage it to part these men with me" (I.i.65-66). Even though Tybalt has his sword drawn and is prepared to fight with him, Benvolio continues to try and break up the fight and keep the peace. Therefore, Benvolio can be characterized as a peacemaker.
Per. 2: Your homework is to fill out the Say, Mean, Matter chart for Tybalt. You should then use the chart and the model analysis writing above to write a character trait analysis paragraph for Tybalt. This is due Tuesday in class!
Per. 2: Your homework is to fill out the Say, Mean, Matter chart for Tybalt. You should then use the chart and the model analysis writing above to write a character trait analysis paragraph for Tybalt. This is due Tuesday in class!
Thursday, April 24, 2008
The Perks of Being a Wallflower: A Project-Based Learning Experience
Designed by: Mr. M. Kyle J. Moody
in Conjunction with the UCLA Writing Project's Study Group on Homophobia
and as Presented at the 2007 UCLA Chancellor's Conference
and Numerous Conferences Around the Country
Rationale:
Through work that meets virtually every 9th grade standard as outlined in the California State English Language Arts Frameworks, students in this course will complete a project based on an issue that not only plagues a character in their text, but that also impacts themselves and their community. By pushing them to be interested in the life of the character, and the character’s well-being, students will create a proposal for a community service project that they could potentially undertake in their home (or school) community. Through greater interest in humanity, and greater investment in their home and school communities, these students will have gained something far greater than grades on an assignment or proficiency in a set of standards; they will have gained a commitment to their (and the community’s) future.
Work leading up to the completion of this proposal will incorporate expository research, literary analysis, and persuasive writing therefore addressing all SPA identified focus standards for grade nine.
Performance Objectives:
While working in small groups (of 4 or 5), students will:
apply appropriate reading strategies to make meaning of text;
engage in research and individual inquiry to locate, analyze, and evaluate information;
evaluate the credibility of an author’s argument;
analyze, evaluate, and elaborate on informational and literary texts;
use the writing process for multiple purposes, including on-demand writing tasks;
use inquiry and multiple sources to write research papers;
defend a position using appropriate evidence;
develop grade-level appropriate academic vocabulary;
prepare for California assessments, including the CAHSEE;
and contribute to their school and community through a service project.
Procedure:
Students will brainstorm relevant questions on topics presented
Students will be sorted into groups based on interest and teacher judgment
Students will generate further researchable questions, sort those questions into categories, and then link those categories to the criteria outlined for the project (see student handout)
Students will conduct research (book, Internet, field studies) on their assigned topic and write expository compositions outlining that research
Students will link their research project to a character presented in the text, outline the impact of that topic on the character, and develop a needs assessment for that character
Students will use their research to develop a needs assessment for their school or home community
Students will use both needs assessments to brainstorm possible projects
Students will then create a program or institution to meet the needs of their character and school or home community (i.e. a teen help line or youth center)
Students will base that program or institution in their research
Students will outline all aspects of the program or institution chosen
Students will write a proposal to create and implement this program or institution that situates it within the context of similar programs or institutions, outlines its expressed purpose or addressed need, and identifies the circumstances necessary for its success
Students will create publishable writings for this program or institution to a. illicit funding and necessary property, b. attract the professionals needed to run and maintain it, and c. gain clientele (including, but not limited to, the character themselves)
Students will present their research and this proposal, models, pamphlets, fliers, newspaper ads, etc. to an audience (which may include school officials, community members, professionals, or parents)
Students will possibly document their work on a website or in a classroom publication.
Product:
Students will produce a written essay outlining their research, their needs assessment, their proposed program/institution, and its desired results.
Students will highlight this essay in the form of a PowerPoint presentation which outlines the problem, its history and explicit need, any previous attempts undertaken in their community to meet that need, their project, how it is different than/similar to others currently in existence, and how it will directly impact the expressed population.
Students will also create formal, published documents as called for (i.e. models, pamphlets, fliers, business letters requesting funding/housing, etc, ads for the hiring of professionals, information for possible clientele, etc).
Students will present their essays, PowerPoint presentations, and all above mentioned documents in a formal presentation (open for assessment).
Evaluation:
Students will be evaluated on the following criteria:
- evidence that written work meets the standards (teacher/self assessment using rubrics)
- evidence that presentations meet the standards (teacher/self/peer assessments w/rubrics)
- evidence that students worked collaboratively (observations, self/peer feedback)
- evidence that work was done honestly and legitimately
- evidence that students used written/oral feedback
Rationale:
Through work that meets virtually every 9th grade standard as outlined in the California State English Language Arts Frameworks, students in this course will complete a project based on an issue that not only plagues a character in their text, but that also impacts themselves and their community. By pushing them to be interested in the life of the character, and the character’s well-being, students will create a proposal for a community service project that they could potentially undertake in their home (or school) community. Through greater interest in humanity, and greater investment in their home and school communities, these students will have gained something far greater than grades on an assignment or proficiency in a set of standards; they will have gained a commitment to their (and the community’s) future.
Work leading up to the completion of this proposal will incorporate expository research, literary analysis, and persuasive writing therefore addressing all SPA identified focus standards for grade nine.
Performance Objectives:
While working in small groups (of 4 or 5), students will:
apply appropriate reading strategies to make meaning of text;
engage in research and individual inquiry to locate, analyze, and evaluate information;
evaluate the credibility of an author’s argument;
analyze, evaluate, and elaborate on informational and literary texts;
use the writing process for multiple purposes, including on-demand writing tasks;
use inquiry and multiple sources to write research papers;
defend a position using appropriate evidence;
develop grade-level appropriate academic vocabulary;
prepare for California assessments, including the CAHSEE;
and contribute to their school and community through a service project.
Procedure:
Students will brainstorm relevant questions on topics presented
Students will be sorted into groups based on interest and teacher judgment
Students will generate further researchable questions, sort those questions into categories, and then link those categories to the criteria outlined for the project (see student handout)
Students will conduct research (book, Internet, field studies) on their assigned topic and write expository compositions outlining that research
Students will link their research project to a character presented in the text, outline the impact of that topic on the character, and develop a needs assessment for that character
Students will use their research to develop a needs assessment for their school or home community
Students will use both needs assessments to brainstorm possible projects
Students will then create a program or institution to meet the needs of their character and school or home community (i.e. a teen help line or youth center)
Students will base that program or institution in their research
Students will outline all aspects of the program or institution chosen
Students will write a proposal to create and implement this program or institution that situates it within the context of similar programs or institutions, outlines its expressed purpose or addressed need, and identifies the circumstances necessary for its success
Students will create publishable writings for this program or institution to a. illicit funding and necessary property, b. attract the professionals needed to run and maintain it, and c. gain clientele (including, but not limited to, the character themselves)
Students will present their research and this proposal, models, pamphlets, fliers, newspaper ads, etc. to an audience (which may include school officials, community members, professionals, or parents)
Students will possibly document their work on a website or in a classroom publication.
Product:
Students will produce a written essay outlining their research, their needs assessment, their proposed program/institution, and its desired results.
Students will highlight this essay in the form of a PowerPoint presentation which outlines the problem, its history and explicit need, any previous attempts undertaken in their community to meet that need, their project, how it is different than/similar to others currently in existence, and how it will directly impact the expressed population.
Students will also create formal, published documents as called for (i.e. models, pamphlets, fliers, business letters requesting funding/housing, etc, ads for the hiring of professionals, information for possible clientele, etc).
Students will present their essays, PowerPoint presentations, and all above mentioned documents in a formal presentation (open for assessment).
Evaluation:
Students will be evaluated on the following criteria:
- evidence that written work meets the standards (teacher/self assessment using rubrics)
- evidence that presentations meet the standards (teacher/self/peer assessments w/rubrics)
- evidence that students worked collaboratively (observations, self/peer feedback)
- evidence that work was done honestly and legitimately
- evidence that students used written/oral feedback
Homework Updates
Period 5:
HW is to finish reading Part One of The Perks of Being a Wallflower by Stephen Chobsky.
Complete another Dear Charlie Letter. Be sure to include a connection to the text, a question, and some advice. Use proper letter format.
Make notes about your topic while you read. Chart what characters this topic affects, in what way those characters are affected, and note the choices each character makes in regards to the issue. Also keep track of the impact or results of those choices. You will use these notes to complete the character analysis portion of your project.
Please remember to keep this "LOG" throughout your reading of the book.
Based on the short film we viewed in class today, write a one-page essay about what Trevor's experience would be if he came to University High School.
Then, for extra credit, you may participate in the Day of Silence (on Friday) and write a one to two page reflection of your experience.
All Classes: Don't forget your Commonplace Books and Reading Logs are due Friday and there will be a grammar test as well. Please review your notes to prepare. As well, there will be the weekly vocabulary test on Monday so study study study!
Send me an e-mail or post a comment with any questions or concerns.
HW is to finish reading Part One of The Perks of Being a Wallflower by Stephen Chobsky.
Complete another Dear Charlie Letter. Be sure to include a connection to the text, a question, and some advice. Use proper letter format.
Make notes about your topic while you read. Chart what characters this topic affects, in what way those characters are affected, and note the choices each character makes in regards to the issue. Also keep track of the impact or results of those choices. You will use these notes to complete the character analysis portion of your project.
Please remember to keep this "LOG" throughout your reading of the book.
Based on the short film we viewed in class today, write a one-page essay about what Trevor's experience would be if he came to University High School.
Then, for extra credit, you may participate in the Day of Silence (on Friday) and write a one to two page reflection of your experience.
All Classes: Don't forget your Commonplace Books and Reading Logs are due Friday and there will be a grammar test as well. Please review your notes to prepare. As well, there will be the weekly vocabulary test on Monday so study study study!
Send me an e-mail or post a comment with any questions or concerns.
Monday, April 7, 2008
Essay Outline
A Separate Peace By John Knowles
The causes and the impact of fear.
Introduction: introduce book, give background info, and briefly discuss the main points covered in the body paragraphs
What causes Gene's fear?
In what ways is fear manifested in his life?
How does fear impact him and those around him?
What are the outcomes of that fear's manifestation?
What is the lesson to be learned from this text?
Conclusion: review the major points discussed in the body paragraphs and add something new.
The causes and the impact of fear.
Introduction: introduce book, give background info, and briefly discuss the main points covered in the body paragraphs
What causes Gene's fear?
In what ways is fear manifested in his life?
How does fear impact him and those around him?
What are the outcomes of that fear's manifestation?
What is the lesson to be learned from this text?
Conclusion: review the major points discussed in the body paragraphs and add something new.
Tuesday, April 1, 2008
URGENT!!! Please Return My iPod!
Whoever accidentally left class with my iPod (which was next to the projector), please return it to me ASAP! If you took it, just give it back and I won't report you. I promise! I'd just like to listen to music on the bus again, ok. ;)
But, if I don't get it back soon then I will be forced to file a police report. Then whoever took it really will get in trouble.
So, if you know anything about where it might be, please, please, please come and talk to me!
But, if I don't get it back soon then I will be forced to file a police report. Then whoever took it really will get in trouble.
So, if you know anything about where it might be, please, please, please come and talk to me!
Study Study Study
Period 2: Study your vocabulary!
Period 5: Study your vocabulary!
Finish A Seperate Peace.
Write your "Where I'm From" poem (about you). We will use the same format to write about Gene and Phineas in class tomorrow.
"Where I'm From" Model/Map
I am from _(common noun)_,
From _(proper noun) and _(common noun)_,
I am from _(common compound noun)_.
( _color adj._, _adj_,
_simile_.)
I am from the _(noun)_
The _(noun)_
(part of above noun
Memory of part).
I'm from _(noun)_ and _(noun)_,
From _(name)_ and _(name)_
I'm from _(hyphenated term)_
And the _(hyphenated term)_,
From _(commands)_ and _(commands)_
I'm from _(church/place saying)_
With a _(church/place item)_
And _(church/place thing)_.
Oh and everyone, READ READ READ! ;)
Period 5: Study your vocabulary!
Finish A Seperate Peace.
Write your "Where I'm From" poem (about you). We will use the same format to write about Gene and Phineas in class tomorrow.
"Where I'm From" Model/Map
I am from _(common noun)_,
From _(proper noun) and _(common noun)_,
I am from _(common compound noun)_.
( _color adj._, _adj_,
_simile_.)
I am from the _(noun)_
The _(noun)_
(part of above noun
Memory of part).
I'm from _(noun)_ and _(noun)_,
From _(name)_ and _(name)_
I'm from _(hyphenated term)_
And the _(hyphenated term)_,
From _(commands)_ and _(commands)_
I'm from _(church/place saying)_
With a _(church/place item)_
And _(church/place thing)_.
Oh and everyone, READ READ READ! ;)
Monday, March 31, 2008
Make-Up Work and Extra Credit
Students!
I'm sure you're all worried about getting your grades up. So, here are a few things you can do.
1. See me for a list of missing assingments and then make them up!
2. See me for a list of failed tests or quizzes and then retake them!
3. Read a book on your own and complete a scrapbook. See me for the assignment sheet.
4. Come in for tutoring and get extra credit points. But, you must schedule a time beforehand.
5. Do some creative writing that includes your vocabulary words. This must be at least one page and be typed. Poems or song lyrics are acceptable.
6. Complete extra Commonplace Book entries.
See me if you have any questions or need clarification on any of this.
I'm sure you're all worried about getting your grades up. So, here are a few things you can do.
1. See me for a list of missing assingments and then make them up!
2. See me for a list of failed tests or quizzes and then retake them!
3. Read a book on your own and complete a scrapbook. See me for the assignment sheet.
4. Come in for tutoring and get extra credit points. But, you must schedule a time beforehand.
5. Do some creative writing that includes your vocabulary words. This must be at least one page and be typed. Poems or song lyrics are acceptable.
6. Complete extra Commonplace Book entries.
See me if you have any questions or need clarification on any of this.
Homework Updates
Hello Students!
Period 2:
Get caught up with your grammar work! It's just going to get harder if you're behind! We will have make up tests this week.
As well, you should read the introduction to Shakespeare's Romeo and Juliet.
Period 5:
Finish A Seperate Peace for your essay assignment which will be due Monday, April 7th.
Read Farewell to Manzanar and complete the scrapbook assignment due Monday, April 14th.
For tomorrow bring in a list of significant places, events, activities, things, and smells from the book A Seperate Peace. We will use this list in class tomorrow.
Period 2:
Get caught up with your grammar work! It's just going to get harder if you're behind! We will have make up tests this week.
As well, you should read the introduction to Shakespeare's Romeo and Juliet.
Period 5:
Finish A Seperate Peace for your essay assignment which will be due Monday, April 7th.
Read Farewell to Manzanar and complete the scrapbook assignment due Monday, April 14th.
For tomorrow bring in a list of significant places, events, activities, things, and smells from the book A Seperate Peace. We will use this list in class tomorrow.
Saturday, March 15, 2008
VACATION WORK!
Congratulations on making it to Spring Break! After we come back it will be a fast drive to the end of the year! But, if you're behind so far or getting a grade you're not satisfied with, then don't dismay! You have plenty of time to get back on track and turn things around! I believe in you so you should too!
Ok, now to recap what you have to complete over vacation.
Period 2. You're working on Grammar Chapter 2: all exercises but only odd questions. If you have any questions, and I'm sure you will, please feel free to contact me. If I can't help you via e-mail or over a blog comment we can either arrange to speak on the phone or meet for coffee so I can give you some extra help. I don't have a lot to do over vacation so I'm more than happy to help you with any questions you might have.
You also should continue working on your Commonplace Book and read for at least 30 minutes every day! Fill out those reading logs. Remember, most of you read for thirty minutes without realizing it; it could be picking up a magazine, looking up something online, or curling up with your favorite book. It should be fun and it should interest you, so don't think of it as a chore!
Period 5: You're working on essay rewrites for The Old Man and the Sea. Some of you never wrote this essay to begin with so your assignment is to complete your first draft. I know a lot of you struggled with how to discuss the symbolism. Don't fret. Use your critical thinking skills and be sure to explain your reasons completely. Don't assume the reader knows what you mean; explain everything, and then explain it again! And use citations. I expect to see quotations and page numbers listed. And, if you're citing the Study Guide from the back of the book, then cite that page number and mention that the information came from the study guide.
You should also be reading, working on your Commonplace Book, and studying your grammar and vocabulary. You will see that grammar test again, so be ready for it!
If I can be of any help to you, please do not hesitate to contact me. What I said for period 2 goes for you as well.
Take care everyone and enjoy the week off. Read for pleasure and enjoyment and spend just a few minutes each day on your assignments so they don't stress you out too much. We will discuss any questions you have as a class when we reconvene on the 24th.
Best,
Mr. Moody
Monday, March 10, 2008
Updates
Hello Students.
My apologies for being out sick today. I had absolutely no intention of coming down with whatever bug that has hit me, but such is the unfortunate case. I have been struck with a severe lack of energy and extreme weakness; some congestion as well. I was feeling a little under the weather yesterday but I thought the blast of vitamins and herbs would have me well by morning; such was not the case.
I hear that your sub was useless. I apologize for that as well. You should have been instructed to work on a vocabulary lesson out of the blue books and study your grammar in groups for a retest tomorrow and Wednesday. We have CAHSEE testing so tomorrow and Wednesday are block schedule. They will use my room for testing so my morning classes (1-4) will be meeting at another location. Check my door or ask a teacher for the room assignments.
The grammar tests from Friday were... abominable to say the least so I will give you a simpler test in class this week. Expect to have vocabulary tests as well on any and all words we've covered so far. These tests will always be cumulative so continue to study everything you've learned. Word of the Day words will be included.
Period 5: Your Old Man and the Sea essays were... well... not so hot. So, we will have a writing workshop and a revision will be due next week. I have graded them harshly, as I always do, but scaled them for the grade book. So, the grade you see will be lower than the one you've received. I'm doing this for your benefit. The rewrite will not be scaled. And, if you're one of the dozen or so students who hasn't written this essay... get started! Your lack of work ethic is unacceptable!
Period 2: Your "The Most Dangerous Game" essays were in the same boat as period 5's. We will also have a writing workshop and a revision will be due next week. I applied the same grading method as above so refer to that when considering your score. Also, please be prepared to pass in your compare/contrast essay when you see me on Wednesday.
Questions? Comments? Send me an e-mail or post a comment here.
Oh, and you should be reading, reading, reading!
Thursday, March 6, 2008
Grammar Review Quiz; A Few Reminders
Hello Class!
Just a reminder, we will have a grammar review quiz tomorrow. It will cover everything we've studied so far. Remember that grammar builds just like math so if you're confused about a concept please see me soon for tutoring.
Commonplace Books (16 entries) and Reading Logs are due again.
Period 5: You have a take home A Separate Peace test due tomorrow.
Period 2: You have a 2 page compare/contrast essay due on the stories "Thank You M'am" and "The White Umbrella". You should focus on the main characters and discuss how their situations/actions/consequences are similar or dissimilar. Papers should, as always, be typed.
Both Classes: There will be a vocabulary test on Monday. It will cover Words of the Day as well as some of the words you have already been tested on. Be sure to study everything we've covered so far.
You should be prepared for weekly grammar tests (Friday) and vocabulary tests (Monday).
Any questions? Leave a comment or shoot me an e-mail.
Thursday, February 21, 2008
Grammar Girl Podcasts and Online Grammar Exercises
A colleague of mine just told me about this website that has podcasts about grammar.
Extra credit to any student who checks out this site and downloads podcasts to listen to on their iPod. Bring in your iPod and share the grammar podcast with me to receive your points.
If you find one that is relevant to our coursework we can listen to it in class.
http://grammar.quickanddirtytips.com/
If this doesn't show up as a hyperlink, just copy and paste it into your browser.
Happy listening! Go Grammar Girl!
I also found some online grammar exercises you can use to practice what we've been working on in class. Feel free to check them out on your own. Most are interactive and will let you know how you're doing as you go along. They can be great practice for you.
http://www.smic.be/smic5022/exercisesgrammar.htm
http://depts.gallaudet.edu/englishworks/exercises/main/grammar. html
http://www.english-4u.de/grammar_exercises.htm
Again, copy and paste these addresses. Have fun learning your grammar! A good understanding of grammar leads to better reading comprehension and better writing; so, practice, practice, practice!
Extra credit to any student who checks out this site and downloads podcasts to listen to on their iPod. Bring in your iPod and share the grammar podcast with me to receive your points.
If you find one that is relevant to our coursework we can listen to it in class.
http://grammar.quickanddirtytips.com/
If this doesn't show up as a hyperlink, just copy and paste it into your browser.
Happy listening! Go Grammar Girl!
I also found some online grammar exercises you can use to practice what we've been working on in class. Feel free to check them out on your own. Most are interactive and will let you know how you're doing as you go along. They can be great practice for you.
http://www.smic.be/smic5022/exercisesgrammar.htm
http://depts.gallaudet.edu/englishworks/exercises/main/grammar. html
http://www.english-4u.de/grammar_exercises.htm
Again, copy and paste these addresses. Have fun learning your grammar! A good understanding of grammar leads to better reading comprehension and better writing; so, practice, practice, practice!
Sub Work While I'm at Language! Training 2/21 and 2/22
Hello Students!
My appologies for not giving you the heads up that I would be out this week. I, myself, was not aware that I would be. Some things are very last minute. But, I am at a very important training and will be out until Monday.
So, I have arranged for the sub to give you your quizzes on Friday as well as remind you of your weekend assignments. Therefore, there are a few homework changes in order.
Period 2:
"The Most Dangerous Game" test will be Friday, 2/22. The essay will be due Monday, 2/25.
Grammar Quiz will be Friday, 2/22. Commonplace Books and Reading Logs will be checked Monday, 2/25 (as will grammar homework and notes). Thursday's classwork (Vocabulary workbooks and Word of the Day Do Nows) will be checked Monday as well.
Period 5:
Grammar Quiz will be Friday, 2/22. Vocabulary Quiz will be Monday, 2/25. Commonplace Books and Reading Logs will be checked Monday, 2/25 as well as grammar homework.
Word of the Day Do Nows will be checked Monday as well.
Reading wise. I know you are itching to begin A Seperate Peace. You should begin reading. While you do so, please chart the details that distinguish the Devon School of the narrator's youth, and the one he comes back to as an adult. Make a T chart of these details. Focus on physical differences and the emotions attached to them. We will begin this discussion Monday.
Period 3/4:
I have received notification that we will resume Brockton visits next week on the 29th and that teachers are requesting that you each read a book to the entire class. Please prepare something you would feel comfortable reading (cover to cover) to a large group of kids.
Unit 17 Lesson 2-6 will be checked Monday, 2/25. We have completed most of what you would need my help for. The pages you are doing will be mostly review. Work in pairs or small groups but keep the behavior appropriate. If you are done early work on your Vocabulary Flash Cards or Flip Sheets, or ... READ!
I will check your Commonplace Books and Reading Logs on Monday.
If any of you have any questions or concerns, please e-mail me or leave a comment here. I will be online all weekend.
My appologies for not giving you the heads up that I would be out this week. I, myself, was not aware that I would be. Some things are very last minute. But, I am at a very important training and will be out until Monday.
So, I have arranged for the sub to give you your quizzes on Friday as well as remind you of your weekend assignments. Therefore, there are a few homework changes in order.
Period 2:
"The Most Dangerous Game" test will be Friday, 2/22. The essay will be due Monday, 2/25.
Grammar Quiz will be Friday, 2/22. Commonplace Books and Reading Logs will be checked Monday, 2/25 (as will grammar homework and notes). Thursday's classwork (Vocabulary workbooks and Word of the Day Do Nows) will be checked Monday as well.
Period 5:
Grammar Quiz will be Friday, 2/22. Vocabulary Quiz will be Monday, 2/25. Commonplace Books and Reading Logs will be checked Monday, 2/25 as well as grammar homework.
Word of the Day Do Nows will be checked Monday as well.
Reading wise. I know you are itching to begin A Seperate Peace. You should begin reading. While you do so, please chart the details that distinguish the Devon School of the narrator's youth, and the one he comes back to as an adult. Make a T chart of these details. Focus on physical differences and the emotions attached to them. We will begin this discussion Monday.
Period 3/4:
I have received notification that we will resume Brockton visits next week on the 29th and that teachers are requesting that you each read a book to the entire class. Please prepare something you would feel comfortable reading (cover to cover) to a large group of kids.
Unit 17 Lesson 2-6 will be checked Monday, 2/25. We have completed most of what you would need my help for. The pages you are doing will be mostly review. Work in pairs or small groups but keep the behavior appropriate. If you are done early work on your Vocabulary Flash Cards or Flip Sheets, or ... READ!
I will check your Commonplace Books and Reading Logs on Monday.
If any of you have any questions or concerns, please e-mail me or leave a comment here. I will be online all weekend.
Friday, February 15, 2008
Weekend Homework Reminders
Hello All!
Just a reminder of what you have to complete this weekend.
Period 2: Any and all make-up work. Most of you are behind already!
Period 5: The Old Man and the Sea essay rough drafts are due (typed) Tuesday. Please post a comment or e-mail me with questions or concerns. I suggest you do some Internet research on your own if you're having trouble with the symbolism we've discussed. Just make sure to cite your sources in your essay.
I'm looking for strong thesis statements, examples of symbolism, and textual references/citations/and analysis.
See you all on Tuesday! Enjoy your long weekend with a good book! I know I will. ;)
Just a reminder of what you have to complete this weekend.
Period 2: Any and all make-up work. Most of you are behind already!
Period 5: The Old Man and the Sea essay rough drafts are due (typed) Tuesday. Please post a comment or e-mail me with questions or concerns. I suggest you do some Internet research on your own if you're having trouble with the symbolism we've discussed. Just make sure to cite your sources in your essay.
I'm looking for strong thesis statements, examples of symbolism, and textual references/citations/and analysis.
See you all on Tuesday! Enjoy your long weekend with a good book! I know I will. ;)
Monday, February 11, 2008
COMMONPLACE BOOKS: All Classes Reminder
Commonplace Books are due again this Friday. You should have 4 entries for second semester. If you're stuck for ideas, please refer to the previous post, "Catching Up" where I outline various Commonplace Book entry ideas. If you've done all of those, try a variation on one of them. If you're still stuck, see me and I can give you some ideas.
Remember, you can always write about grammar concepts or the stories we're reading! LOL. No, seriously you can do that if you want. It might even be helpful for you!
Remember, you can always write about grammar concepts or the stories we're reading! LOL. No, seriously you can do that if you want. It might even be helpful for you!
Period 5 Homework Reminder
Reminder. Finish the take-home grammar test.
Revise your OM+TS questions according to the model.
Brainstorm for your essay question.
We will take classtime tomorrow to discuss the questions and the essay prompt. We will also take that quiz only a few of you were prepared for today! You better read!!! ;)
Revise your OM+TS questions according to the model.
Brainstorm for your essay question.
We will take classtime tomorrow to discuss the questions and the essay prompt. We will also take that quiz only a few of you were prepared for today! You better read!!! ;)
"The Most Dangerous Game"
Don't forget PERIOD 2, I am collecting your IR Books tomorrow!
Begin working on your "Most Dangerous Game" essay. Check your notes.
Brainstorm: Due Tuesday, 2/12
Outline: Due Thursday, 2/14
Rough Draft: Due Friday, 2/15
Begin working on your "Most Dangerous Game" essay. Check your notes.
Brainstorm: Due Tuesday, 2/12
Outline: Due Thursday, 2/14
Rough Draft: Due Friday, 2/15
The Old Man and the Sea: Question Response Model
Question 3 refers to the dialogue between the old man and the boy. The question specifically asks you to discuss three aspects of this dialogue: content, purpose, and style. A response that fails to discuss all three, or which does so insufficiently, is incomplete.
"In the opening portion of Ernest Hemmingway's short novel, The Old Man and the Sea, the old man,
Some questions may necessitate that you insert quotations. Please be sure to do so appropriately. The following is an example:
"The clouds over the land now rose like mountains and the coast was only a long green line with the gray blue hills behind it" (32).
If you are quoting a portion of dialogue, do so like this:
"'We're different,' the old man said. 'I let you carry things when you were five years old'" (24).
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