Standard English (Section 5) Assignments

Periods 4 and 5 ONLY:  7:30am special tutorial time for students

PERIODS 1, 2, and 6 only:  7:15am special tutorial time for students

Look at our HPMS website to see which exams are on what dates and which days students are released at 12:30.  Exams take place from May 27-30. 

Exam review sheets are attached. The exam essay section will be taken during class time on May 23.

7:30am tutorial for the exam essay which will be taken TODAY in class time

In class yesterday, I taught about Othello and elements of tragedy.  If you were absent, you need to come Tuesday the 20th at 7:20am to my room.  STUDY FOR EXAMS!  My exam review needs to be printed and brought to class.

STUDY for exams especially my exam essay for THIS FRIDAY, May 23.  (Remember that you don't have a copy of the Schnabel work; that copy  is in my room; plan a time to study here before Friday).

Look at Moodle for a copy of my t-chart that shows elements of Shakespeare's comedies and tragedies. Learn the elements of each genre.

Study your grammar handout that I gave to you last week.

Print a copy of your GR8-4-2104 (poem) and give that copy to me on Thursday.  Also tonight spend homework time studying the 6-page grammar handout that I gave to you last week.  In class on May 14, I taught an introduction to Shakespeare; if you were absent, you will need for me to teach this presentation and need to arrive in my room by 7:15am on Thursday, May 15th.  Also bring money for the book fair so you can buy your summer reading book for HPHS. 

Bring money for your summer reading book so you can purchase it in our Book Fair.  Later you won't have to search for the right edition, and you can read very soon and annotate joyfully in your new, clean copy!

TWELVE fabulous Reading/Writing Homework entries are due on May 12.  Please read the instruction sheets I gave you last semester.  You MUST have page numbers for each entry, and I do NOT want plot summary.  Even though we have done this assignment many nights for homework during the year, I still have students who don't follow the directions for the homework.

Your original poem is due at the end of class on Monday, May 12.  Here is a list of revision/crafting aspects to use:

POEMS and revision

Poems need titles; do NOT put quotation marks around your title; your poem is not published/ spacing and title 

Poems need tension—doesn’t have to be resolved at end but usually is to some degree

Shift?  All poems don’t have a shift, but many do; this needs to be very effective if used.

Stanzas and number of lines and why

Purposeful punctuation or lack thereof

Specific nouns—not vague

Unique, action verbs—not state of being

EVERY word needs to be selected carefully (consider connotation/denotation of your words)/SHOULD NOT RHYME

Sentence beginnings and punctuation (use of gerund phrases, participial phrases, and infinitive phrases (VERBALS) as well as prepositional phrases and introductory dependent clauses for variety): A PURPOSEFUL USE OF ALL of these.

Fresh figurative language and imagery--- all poems have these!

Rhythm: have evidence of assonance, consonance, alliteration, repetition,  purposeful use of syllabication, maybe iambic pentameter

 

Do entry #10 for your Reading/Writing Homework tonight.  Also if you were absent in class on the 8th, you need to chat with me in class about what you missed.  I don't have Friday morning tutorial time on May 9th because of a meeting (actually I only have tutorial time officially Tuesday-Thursday mornings).

Do entry #9 for your Reading/Writing Homework tonight.

In class for several days, we will be working on Works Cited and all other aspects of our persuasive essays starting on April 30-May 7.  The final draft will be due at the end of the period on May 7th, and ALL these items must be given to me on MAY 8th at the beginning of class time each period:all your articles, Essay Plan Sheet and sheets that list what to do to have a well-written essay.  The final draft will need to be in your ELA WP and posted on Moodle by the end of each class period on MAY 7th.  This essay will count as a major grade.  Please look at the notes on Moodle to notice specific grammatical constructions the essay needs along with the other notes on the 3-page document that I gave you prior to the first draft's due date.  Make sure you include a sentence with a conjunctive adverb correctly used along with the correct punctuation for that conjunctive adverb.

The persuasive essay FINAL DRAFT is due tomorrow at the end of class; see the other notes on my webpage for May 7th about this essay.

Do entry #8 for your Reading/Writing Homework tonight.

Do entry #7 for your Reading/Writing Homework tonight.

Do entry #6 for your Reading/Writing Homework tonight.

Do entry #5 for your Reading/Writing Homework tonight.

Do entry #4 for your Reading/Writing Homework tonight.

Do entry #3 for your Reading/Writing Homework tonight.

In class for several days, we will be working on Works Cited and all other aspects of our persuasive essays starting on April 30-May 7.  The final draft will be due at the beginning of the period on May 8th along with all your articles, Essay Plan Sheet and sheets that list what to do to have a well-written essay.  The final draft will need to be in your ELA WP and posted on Moodle.

Do entry #2 for your Reading/Writing Homework tonight.

Start entry #1 for your Reading/Writing Homework tonight.

If you missed class today because of the Health Wellness Exchange or for any other reason, you MUST come to my room at 7:20 on Wed., April 30 to do the work you missed.

To class bring a small photo that has been printed from the internet along with the URL that tells where the photo is from.  The photo needs to be a visual aid that connects to the ideas in the poem that you selected that connects to a major aspect of your life/personality.  The poem you select should be from the Poetry Foundation app that we used in class on Thursday.  If you didn't select your poem during class time on Thursday, you will need to do so tonight and print the poem along with the URL from the Poetry Foundation.  If you don't have the app at home, that is fine; look at www.PoetryFoundation.org on the internet to see the same information that the app has.

Print all your poetry analysis notes and bring them to class daily for our poetry discussions.  Also bring your copy of  the TP-CASTTAR sheets.

STAAR Social Studies from 8-1:30 then a regular schedule -- bring a lunch, drink, and novel. The actual test time is 4 hours. Get plenty of sleep tonight and eat a nutritious breakfast.

If you missed my test today because you were absent, come on THURSDAY morning at 7am to take my test.  Do not come early on Tuesday or Wednesday; sleep later to be more alert for STAAR.

See my webpage on April 10 for all instructions about your poetry analysis assignment that is due today.

Use these CORRECT online versions of the poems for you to use if you can’t carry the 8-pound literature book around this weekend:

 “Stopping by Woods on a Snowy Evening” by Robert Frost

http://www.poetryfoundation.org/poem/171621

 

“Paul Revere’s Ride” by Henry Wadsworth Longfellow

http://www.poetryfoundation.org/poem/173903

 

“Mother to Son” by Langston Hughes

http://www.poetryfoundation.org/poem/177021

 

“O Captain! My Captain!” by Walt Whitman

http://www.poetryfoundation.org/poem/174742

 

“John Henry” (traditional)

http://www.poetryfoundation.org/poem/171628

 

“Speech to the Young; Speech to the Progress-Toward (Among them Nora and Henry III)” by Gwendolyn Brooks

http://www.poemhunter.com/poem/speech-to-the-young-speech-to-the-progress-towar/

 

 “An Indian Summer Day on the Prairie” by Vachel Lindsay

http://www.poemhunter.com/poem/an-indian-summer-day-on-the-prairie/

http://www.poetryfoundation.org/poem/174354  William Shakespeare’s "Sonnet XVIII"

http://www.online-literature.com/byron/702/  Lord Byron’s “Lines Written on the Road Between Florence and Pisa”

We have been using all our class time daily for 8 days (plus all the time we spent perviously on prewriting in the past 2 months during many different periods and for homework) typing/drafting our persuasive essays.  I have been teaching mini lessons about all the various parts and steps of our writing process. The whole draft along with all the specific aspects I asked you to include will be due Thursday the 17th. The 14th-17th in class, I will continue teaching about the essay, and students will continue drafting.

Read the notes on my webpage for April 10 to see your nightly homework concerning reading and analyzing poetry.

Read yesterday's webpage about your poetry homework.

IF YOU MISSED MY TEST on Tuesday, I wanted you to come at 7am on 4/9 to take that test, but many of you didn't.  COME ON FRIDAY at 7am to take the test, and please get in the habit of looking at my webpage nightly especially if you are absent. Thanks!

Please get your research from me on Tuesday, look at the notes on my webpage from March 21-March 29 to see all the steps you needed to follow prior to turning in this research and completed Essay Plan Sheet to me.  You must correct the parts you are missing before class time on Wednesday the 9th.

Correct your research issues by April 9-- class time.  See my webpages March 21-29 to recall all the directions.  If you were absent for my test Tuesday, April 8, you need to come at 7am sharp on Wed., April 9 to take my test.  You will need 49 minutes and your copy of Night. I hope you studied The Diary of Anne Frank in your red literature book at home and came to my room recently to study Schnabel (like I requested many times).

TEST over the book Night as well as The Diary of Anne Frank  (in your red literature book at home) and "A Tragedy Revealed:  A Heroine's Last Days" (the Ernst Schnabel nonfiction article about Anne Frank's last days--  you don't have a copy of that because we read it from one of my books in class; make sure you come early to use my book to study or that you come to my room in advisory to study that article PRIOR to the test!).

TEST--- see previous days notes on my webpage to see what to study.  This test will be a combination of multiple choice/select response questions and short answer/essay analysis type questions.  You may use your own copy of Night for the test but not the other 2 texts.  I will take up your copy of Night after the test to check your added annotations.  You must complete the test during your class period so don't spend very long digging for any one answer.

During third period on the 7th, all the high school guidance counselors will be speaking to the students who are within their alphabetical group.  Students will get to hear about high school planning and will get to know their actual high school counselor.

Please see the assignment in Moodle called "NIGHT analysis of significant quotations" to see what you need to analyze.

Go to bed early, get up early enough to eat a nutritious breakfast, and be ready for STAAR.  Bring a lunch and a novel/book with you.

Go to bed early, get up early enough to eat a nutritious breakfast, and be ready for STAAR.

MC_SR questions from NIGHT -- that is the name of the Word doc file you need to save on your MDrive and in Moodle.  See me about the directions on this assignment if you were absent on Friday!

Reading/Writing homework entries and show me on Friday

If you were absent Wed., Thurs., or Friday, come to tutorial time at 7:30 to discuss all the classwork you missed.

Reading/Writing homework entries

Students turned in their articles and Essay Plan Sheet on Tuesday the 25th so that I could check their progress.  In class we looked at strategies for taking high-stakes multiple choice tests; if you were absent, come at 7:30am on Wed. to my classroom.

Continue your Reading/Writing Homework.

• WHEN YOU FINISH ALL OF THE TASKS LISTED on other evening's homework and completed the other steps we did in class on FRIDAY, March 21 the next step is this (DUE ON TUESDAY, MARCH 25): --
• • Decide which one of each of the 6 points coincide with each of the quotations that you have highlighted as the BEST ones on your research copies.  These quotations are called the “appeals to authority” that you have highlighted in your articles.
  • Put the number of each of your points (1-6) beside each of the quotations in the RIGHT-HAND margin beside each quotation.  CIRCLE THE NUMBER you write for each.
  • If a quotation doesn’t match any of your points, make it match by changing your point a bit or adding a point to your list of 6.
  • Each quotation can only have ONE number beside it.
    
  • If you realize an article isn’t what you really need to prove your 6 points, then find a new article from SIRS or Gale that really supports your point of view.
  • Decide which order each of your quotations need to be in and which ones should be in each body paragraph.  Label a body paragraph beside each of your quotations and points from your list of 6 on your Essay Plan Sheet. Label Par.1 beside the quotation that will need to be in Par. 1, and Par. 2 for one that needs to be in Par. 2, etc.  Label those in the RIGHT-HAND margin beside the point number you have listed for each.
  • MORE INSTRUCTIONS: Beside each of your highlighted quotations, you should have a number for the point with which it coincides (see the points you listed on page 1 of your Essay Plan Sheet) and also the abbreviation "par." for paragraph and a paragraph number for each of your highlighted points that you will label either paragraph 1, 2, 3, or 4.

•  Put an asterisk beside each quotation/line in the article that supports your opinion best in each article.  Put the * in the left-hand margin.  You may have marked 15+ quotations in a larger or medium article.
• Go back and reread all the quotations with * (asterisk) and determine the best 7 to 10 in each article – PUT A DOUBLE asterisk beside the single asterisk for the best 7 to 10 quotations in each or best 3 to 5 in a shorter article.
• THEN reread all those and decide on the BEST TWO or THREE in each article and HIGHLIGHT those.  BE SURE they are the best.  DO NOT BYPASS ANY OF THE ABOVE STEPS!!!!
• If you were absent on Friday, March 21, you need to meet with me about this assignment AND the high-stakes tests prep I taught about.
  
• Also if you were absent Friday or Monday, you need to see me in tutorial time about the information you missed concerning strategies for taking high-stakes select-response tests.
  

• --- THE TASK of MARKING QUOTATIONS: Read each of the articles you selected and printed as credible sources for your persuasive essay.
•  Put an asterisk beside each quotation/line in the article that supports your opinion best in each article.  Put the * in the left-hand margin.  You may have marked 15+ quotations in a larger or medium article.  The number will vary article to article.
  

I checked all students' quotations from last night's homework, and in class on Friday, here is what all students completed.  (If you were absent on Friday, you need to do this work and show it to me). 

• Put an asterisk beside each quotation/line in the article that supports your opinion best in each article.  Put the * in the left-hand margin.  You may have marked 15+ quotations in a larger or medium article.
• Go back and reread all the quotations with * (asterisk) and determine the best 7 to 10 in each article – PUT A DOUBLE asterisk beside the single asterisk for the best 7 to 10 quotations in each or best 3 to 5 in a shorter article.
• THEN reread all those and decide on the BEST TWO or THREE in each article and HIGHLIGHT those. 
• BE SURE they are the best.  DO NOT BYPASS ANY OF THE ABOVE STEPS!!!!

Read  a book you have selected and write an entry in your R/W homework.

Absent on 3/19?  You need to come to my tutorial time at 7:30 on March 20 to let me teach you about writing thesis statements since you missed that in class lecture/practice/modeling on 3/19.

Use your notes from Mrs. Bellomy concerning accessing our online databases SIRS and Gale. Search for articles that support your point of view for your upcoming persuasive essay. This is called "a review of the literature." Read articles to find the best ones to support your point of view then print those fabulous articles in their entirety directly from SIRS or Gale sites. You will need spend  at least 25 minutes for 4 different nights (3/5, 3/6, 3/17, and 3/18) or about 2 hours total searching for and reading articles to find the best FOUR.  Have all 4 articles printed correctly and in your hand when you come to class on March 19.  Consider the date of each article and the publication's and author's credentials.  ALSO if you were absent 3/5, 3/6, 3/7, 3/17, and/or 3/18, you need to talk to me about what you missed concerning Night and our class time lessons/activities.

Use your notes from Mrs. Bellomy concerning accessing our online databases SIRS and Gale. Search for articles that support your point of view for your upcoming persuasive essay. This is called "a review of the literature." Read articles to find the best ones to support your point of view then print those fabulous articles in their entirety directly from SIRS or Gale sites. You will need spend  at least 25 minutes for 4 different nights (3/5, 3/6, 3/17, and 3/18) or about 2 hours total searching for and reading articles to find the best FOUR.  Have all 4 articles printed correctly and in your hand when you come to class on March 19.  Consider the date of each article and the publication's and author's credentials.  ALSO if you were absent 3/5, 3/6, 3/7, and/or 3/17, you need to talk to me about what you missed concerning Night and our class time lessons/activities.

Use your notes from Mrs. Bellomy concerning accessing our online databases SIRS and Gale. Search for articles that support your point of view for your upcoming persuasive essay. This is called "a review of the literature." Read articles to find the best ones to support your point of view then print those fabulous articles in their entirety directly from SIRS or Gale sites. You will need spend  at least 25 minutes for 4 different nights (3/5, 3/6, 3/17, and 3/18) or about 2 hours total searching for and reading articles to find the best FOUR.  Have all 4 articles printed correctly and in your hand when you come to class on March 19.  Consider the date of each article and the publication's and author's credentials.  ALSO if you are absent, you need to talk to me about what you missed concerning Night and our class time lessons/activities.

Use your notes from Mrs. Bellomy concerning accessing our online databases SIRS and Gale. Search for articles that support your point of view for your upcoming persuasive essay. This is called "a review of the literature." Read articles to find the best ones to support your point of view then print those fabulous articles in their entirety directly from SIRS or Gale sites. You will need spend  at least 25 minutes for 4 different nights (3/5, 3/6, 3/17, and 3/18) or about 2 hours total searching for and reading articles to find the best FOUR.  Have all 4 articles printed correctly and in your hand when you come to class on March 19.  Consider the date of each article and the publication's and author's credentials.  ALSO if you were absent 3/5, 3/6, or 3/7, you need to talk to me about what you missed concerning Night and our class time lessons/activities.

Use your notes from Mrs. Bellomy concerning accessing our online databases SIRS and Gale. Search for articles that support your point of view for your upcoming persuasive essay. This is called "a review of the literature." Read articles to find the best ones to support your point of view then print those fabulous articles in their entirety directly from SIRS or Gale sites. You will need spend  at least 25 minutes for 4 different nights or about 2 hours total searching for and reading articles to find the best FOUR.  Have all 4 articles printed correctly and in your hand when you come to class on March 19.  Consider the date of each article and the publication's and author's credentials.

Revise your symbolic essay about Night and then submit it on Moodle before 8am tomorrow morning.  (The snow/ice day delayed our due date).  Use this guide I have attached as a file to remind you about what to do as well as the revision strategies I have taught since August.  Please do all your own work and revision and do not have someone help you edit and/or revise.  I want to see what you know as a writer.

I couldn't paste the file (Edlio said I had an error), so I have copied and pasted this here.  These are the directions I gave you for the first draft that will help you revise the final draft tonight (and we used these in class lately too).

For 4^th and 5^th Periods:  Class Work for February 20-21, 2014

Writing a Symbolic Essay about Elie Wiesel’s Night

 

THURSDAY:

·         The substitute will give each of you THREE Post-It Notes.

·         Each student should mark THREE quotations from Night that best show that Wiesel uses the word “night” symbolically to represent the agony he has endured through his time during the Holocaust.  ( “Agony” means extreme and generally prolonged pain; intense physical or mental suffering).

·         Your quotations you select must be found only in the actual text of Night from pages 3-115 (NOT in the Preface, Foreward, or Nobel Prize speech).

·         The quotations should be spread throughout the text of Night.  For example, if you have a great quotation on page 30 that proves Wiesel’s agony, you can’t have the second one be on page 40; you would need the second one to be on at least page 78-85 and then the third one on pages 102-115.

·         Put an asterisk (a star mark) by the line that contains your quotation for each of the three you choose.

·         Let the Post-It Notes protrude from your page like a bookmark.

·         REMEMBER Elie Wiesel’s Night is an autobiographical BOOK  NOT a novel!!!!!

·         Do not use the words “if, could, would, should, might,” or “without.”

·         You all need to write your symbolic essay INDIVIDUALLY during class today and tomorrow.  I told you how to write this when I modeled the TKAM thematic essay last semester and am writing instructions here with great detail.

·          Write every other line and front side only.  When you mark out a line you don’t need or want to change, put one thin line through it and write below it.

·         First,  use this exact topic sentence that will be your thesis statement for the whole essay; write this exact sentence on your own paper:

            In Night by Elie Wiesel, his use of “night” in both the title and the text was symbolic of the agony that he endured during the Holocaust. 

·         NOTICE I indented for this thesis statement.  Immediately after the last word “Holocaust,” and without indentation, write the new sentence that starts with “For example,” and write your signal phrase and first quotation verbatim (according to the order the quotations appear in the text). Don’t indent after writing the thesis sentence – you will be writing one long, meaty paragraph.

·         Your second sentence (like I mentioned in the bullet point above this one) needs to begin with a transition phrase like, “For example” or “For instance” and must followed by a signal phrase that gives context information for the quotation you are then using to complete your sentence.  Place a comma after the transition word before the signal phrase.  THEN you need an exact quotation from the text, quoted verbatim, that you have marked previously with your Post-It Note. 

·         After that quotation (you need MLA documentation of parentheses and the page number in the parentheses and the period after the parentheses), write a sentence or two of commentary going beyond rephrasing the quotation--- dig deeply; be analytical; connect the quotation to larger ideas in the book concerning “night” and its symbolic meaning and according to your thesis statement concerning how the quotation relates to the “agony that Wiesel experienced and endured during the Holocaust.

·         Do not repeat what the quotation says (that is NOT commentary) and do not just discuss the quotation according to the action that revolves around that particular quotation.

·         Your second quotation needs to begin with a transition such as “In addition…” and then follow the directions from the 2 bullet points above.

·         Your third quotation also needs to begin with a transition such as “Later in the book…” or “Close to the end of Wiesel’s book…”  THEN follow the pattern listed above.

·         Your ending sentence needs to restate your thesis (NOT in the exact same words) and then broaden out with other sentences that will show the essay is complete.  Don’t make it sound like a new essay is beginning.  Don’t just repeat exactly what you have said.

·         You don’t have to follow this exactly – this is not formula writing.  DO have a thesis sentence early in the essay and do end with a conclusion sentence.  For the body of the essay include 3 quotations and make sure you have commentary about each one according to its relation to the book as a whole in conjunction with your thesis.  Remember you are trying to prove your thesis statement.

Bring Night daily.  Write another entry for your Reading/Writing Homework again.  On Feb. 25, I taught modeled how to write an analytically essay about Night.  If you were absent, you need to make an appointment with me so I can teach this to you. Students began typing their essays in class 2/25 and continued 2/26 and 2/27 and will revise and submit on Moodle on 2/28.  Also keep in mind the extra credit opportunity to hear Mark Salzman speak at HPHS from 7pm-8:15 is on Feb. 27.  Please meet me there and arrive by 6:45 to check in with me.

R/W Homework entry #6 tonight

Mark Salzman speaking at HPHS tonight-- arrive by 6:50pm (event will end about 8pm).

Bring Night daily.  Write another entry for your Reading/Writing Homework again.  On Feb. 25, I taught modeled how to write an analytically essay about Night.  If you were absent, you need to make an appointment with me so I can teach this to you. Students began typing their essays in class today 2/25.

Bring Night daily.  Write another entry for your Reading/Writing Homework again.  On Monday, Feb. 24, I taught modeled how to write an analytically essay.  If you were absent, you need to make an appointment with me so I can teach this to you.

Bring Night daily.  Write another entry for your Reading/Writing Homework again.

During class time on 2/20 and 2/21, students will write an essay analyzing what Elie Wiesel means by using the word "night" in the text and title of his autobiographical work.  They will turn in their drafts at the end of class on Friday.  I will give them written directions to follow in class, and they wrote an essay of this type last semester about TKAM.

Bring Night to class every day.  Tonight start your Reading/Writing Homework again.

NEW DUE DATES:  NIGHTLY you will need to read and annotate Night, and you need to have the whole book read and annotated by Feb. 19. I will give you a test on Feb. 19 to prove you have read and understood the book and will grade your annotations.  Then I will teach the book with your input because you will have so much to say after reading and annotating this book.

In class we finished reading The Diary of Anne Frank, and if you were absent you need to read the rest of it and prove to me that you have.  Tonight, you need to read and annotate Night and complete that work by Wednesday for the test to prove you have read it.  You will also turn in your book to me for me to grade your annotations.

NIGHTLY you will need to read and annotate Night, and you need to have the whole book read and annotated by Feb. 19. I will give you a test on Feb. 19 to prove you have read and understood the book and will grade your annotations.  Then I will teach the book with your input because you will have so much to say after reading and annotating this book.

NO TUTORIAL TIME in the morning on 2/12-- I will be in the NJHS meeting that morning.

NIGHTLY you will need to read and annotate Night, and you need to have the whole book read and annotated by Feb. 19. I will give you a test on Feb. 19 to prove you have read and understood the book and will grade your annotations.  Then I will teach the book with your input because you will have so much to say after reading and annotating this book.

During class time daily, we have been reading The Diary of Anne Frank.  If you are absent any of the days we are reading this play, you need to read at night to catch up with our reading.  You have the red literature book at home that has this play in it.

NIGHTLY you will need to read and annotate Night, and you need to have the whole book read and annotated by Feb. 19. I will give you a test on Feb. 19 to prove you have read and understood the book and will grade your annotations.  Then I will teach the book with your input because you will have so much to say after reading and annotating this book.

NIGHTLY you will need to read and annotate Night, and you need to have the whole book read and annotated by Feb. 18. I will give you a test on Feb. 18 to prove you have read and understood the book and will grade your annotations.  Then I will teach the book with your input because you will have so much to say after reading and annotating this book.

In class we will present the propaganda projects and then also begin reading The Diary of Anne Frank aloud with parts.  See notes about reading and annotating Night for homework.

I will take my students to the Dallas Holocaust Museum Feb. 5; we will leave HPMS about 9:30am and return about 1pm.  Students need to bring a bag lunch that they can eat when we return from our museum visit; the lunchroom will be closed, and students will not be able to purchase food or a drink. Students need to dress well (no athletic shoes, no shorts, no yoga pants, no sweatpants, no jeans, no t-shirts, no sweatshirts, etc.) 

Read and annotate Night for at least 25 minutes tonight.  On Feb. 3 and Feb. 4 in class, students presented their propaganda projects, and I talked about our DHM visit for tomorrow.

Read the notes on Feb. 3 about writing down persuasive topics for Tuesday.  ALSO tonight start reading and annotating Night according to the literary terms sheet and the other annotation sheet I gave to you last week.  Read the Preface and the Forward before starting the main text of Night.  NIGHTLY you will need to read and annotate Night, and you need to have the whole book read and annotated by Feb. 18. I will give you a test on Feb. 18 to prove you have read and understood the book and will grade your annotations.  Then I will teach the book with your input because you will have so much to say after reading and annotating this book.

Work on your propaganda project.  Bring  the copy of the analytic scale that I gave you and study it so that you know  what to do to be successful on the project.  (Also we discussed the project at length in class on January 28 in class).  Be prepared to turn in my analytic scale and to present your project on Feb. 3.

On Friday I asked students to think about various aspects of their communities that upset or bother them--something they want to fix, so to speak.  I will want students to make a small list on Monday, and the topics they write need to be able to be supported by research.

Work on your propaganda project.   (Also we discussed the project at length in class on January 28 in class).  Be prepared to turn in the analytic scale and present your project on Feb. 3.

Work on your propaganda project.  Please print a copy of the attached analytic scale to know what to do.  (Also we discussed the project at length in class on January 28 in class).  Be prepared to turn in and present your project on Feb. 3.

Work on your propaganda project.  Please print a copy of the analytic scale to know what to do; scroll down this list of due dates, and then you will see the scale to print.  (Also we discussed the project at length in class on January 28 in class).  Be prepared to turn in and present your project on Feb. 3.

I taught about propaganda all period, gave the students examples, and gave each one a copy of the notes that I taught.  For homework, students need to study those notes and think of ideas for their upcoming propaganda project, which I will discuss in detail during Tuesday's class period.

BUY Elie Wiesel’s Night in our Supply Room for $11 by Monday OR Tuesday and write your name AND my name in the inside front cover in INK—show me your book. You need the edition we are selling in the Supply Room, and the copy MUST be one that does not have other people's notes.  You will be annotating your own book and must have a fresh copy.  If you were absent on Friday, Jan. 24, you missed much information about the Holocaust.  Meet with me Monday to determine when to do that work.

On Jan. 22 in class, we looked at vocabulary words in our narratives to share those aloud and have discussions.  If you were absent, you will need to make up this work; see me in advisory time on Friday.  FOR HOMEWORK Jan. 22, look at Moodle for an explanation on the topic posted today and due tomorrow:  "Anne Frank links."

On Jan. 21 in class, I taught a poem by Quincy Troupe, and we discussed the poem.  Each student then created his or her original poem by imitating 2 aspects of Troupe's style: having original figurative language and imagery and having one stanza that relates to something done in the past and one stanza that connects that past action with an action today.  If you were absent on Tuesday, come on FRIDAY morning at 7:30; do not try and do the assignment until I have taught the information to you on FRIDAY morning.  If you were here in class, submit your poem by 8:05 Wednesday morning.

Many students have not yet submitted their analyzed, highlighted thematic personal narrative final drafts. Please submit those according to the instructions on my webpage for this assignment. Thanks.

REVISE your thematic narrative according to the revision notes/criteria on my analytic scale/rubric.

UPLOAD your FINAL DRAFT TONIGHT before midnight January 16on MOODLE.

PRINT my RUBRIC and BRING a COPY TO CLASS January 17.

Complete a self-evaluation of your narrative on a hard copy of my analytic scale that you print from my webpage.  Give that to me. THEN go to Moodle and pull up your final draft of your thematic personal narrative. Do these activities written below to analyze your draft and to show you have each of these listed below and previously listed in your analytic scale for the final draft.  Re-save your new draft in your M-drive and then submit it on Moodle in the new category for this draft. To highlight on your draft, use the highlighting tool on your tool bar; many colors are available. We did this work in class on Friday.

 

Highlight each of these aspects in a different color:

• ·        Vocabulary roots
• ·        Other vocabulary words
• ·        Figurative language
• ·        Conjunctive adverb in a sentence with proper punctuation
• ·        Introductory clauses and phrases and proper punctuation (3 of these)
• ·        Nominative case pronouns (3 of these) (I, we, he, she, they)
• ·        Objective case pronouns (3 of these) (me, us, him, her, them)
• ·        Allusion or references
• ·        Archetypes

HOMEWORK (even if absent for field trip—must do!): SEE the rubric I posted on my webpage, print a copy, work through all those aspects of the rubric for revision.  The final draft is due Friday.

REVISE your thematic narrative according to the revision notes/criteria on my analytic scale/rubric.

UPLOAD your FINAL DRAFT TONIGHT before midnight January 16on MOODLE.

PRINT my RUBRIC and BRING a COPY TO CLASS January 17.

 

REVISE sentence beginnings for 8 sentences that have commonbeginnings and add 3 examples of fresh figurative language.  Please see the analytic scale/rubric that I have provided to see other ideas for revision as well.  This rubric will be used for the final draft of the narrative.

HIGHLIGHT all “be verbs” (am, is, are, was, were, be, being, been) in your thematic personal narrative.  Then revise the sentences that are the weakest because of the "be verbs."  You should revise for a minimum of 30 minutes this evening. Today in class (1/13) we worked on the introduction paragraph and the format of the whole narrative, and I checked all essays for completion and form/format.  Please come for tutorial time if you were absent.

Students have been typing a thematic personal narrative during class time all week.  By Monday students should have an ENTIRE first draft typed that includes the introduction paragraph, all three anecdotes that connect to their overarching idea (each anecdote should be more than one paragraph), and a conclusion paragraph or conclusion sentence according to which type works best with the student's particular essay.  We will work on major revision strategies next week during class and for homework each night, and the final typed draft will be due on Wednesday, January 15.

Reading/Writing Homework entry #1 tonight....

On Jan. 7th in class, we worked on drafting our thematic personal narratives.

We will start again with our Reading/Writing Homework Tuesday night-- take one more night off tonight.

Happy holidays to you!  Please read over your ideas listed in your pre-writing in your composition book.  Think about three aspects of your life, personality, or events that have a common theme/connection with an overarching idea. Come to school on January 6 with the overarching idea listed and the three ideas that connect with/prove that overarching idea.  For example, I love riding roller coasters; that would be my overarching idea, but I can easily think of three stories from my pre-writing that connect with that idea (a story about my leadership, one about international friendships, and one about the "fame" of having ridden so many coasters).

In class today we looked at the semester exams and discussed those.  Also students wrote down their overarching idea and 3 blurbs that connect with/prove that idea.  See homework notes late last semester to have more details.  They also began drafting today in class.

Exam

Students will write their exam essay section during class time today (counts 30% of the exam grade).

During class time on Monday the 16th, students will write the essay section of their English exam.  They will complete the other exam sections of their English exam during their regularly scheduled exam times from the 17th-20th.

• Take a TEST on Dec. 11 in class over literary terms using song lyrics and TKAM to see examples.  Each student must have his or her own copy of TKAM.  We will review for this test on Tuesday the 10th.  Also notice the other note on my webpage concerning upcoming due dates, tutorial times, exams, etc. 
  

Students will see and discuss their TKAM test (this has taken SO long because some students still haven't taken the test because of absences).  Also I will return their TKAM homework assignment and their TOMATS quizzes.  If students submitted their TOMATS quizzes correctly on Moodle last week, then I have made comments on Moodle about those quizzes and have written a grade in Moodle..  Tonight students should study for exams.

R/W HW entry #9

If you missed class today, we worked on revising our TKAM thematic essays again, and I was teaching about analytical writing skills, including grammar skills.

In class today students listened to a professional reading of "Clean Sweep" from their red literature textbook, and then we discussed the story.  If you were absent, you need to read the story and then write an analysis of the story to give to me.

R/W HW entry #8 for homework

If you missed class in 4th, you missed completing your TKAM test.  IF you missed 5th, you missed correcting your TKAM thematic essay to prove  your writing knowledge.  BOTH need to be made up if you were absent.

NO tutorial time on Tuesday, Dec. 3 -- we have our faculty holiday breakfast hosted by the principals that morning.

Please see all the due dates listed on my webpage.  Each night, you should be completing your reading/thinking/writing homework.

I need ALL students to save their first TWSA that was the essay about either Simba or Scar (Archetypal essay) on their M-Drives.  Please go to your portal and M-Drive and save the essay this way: create a folder that is called “ELA Writing Portfolio” and then save the Archetype essay as this: GR8-1-2013.

In class today, you will use class time to complete your TKAM test that you began on 11/26.  Bring your own copy of TKAM.  Also note the calendar of upcoming assignments, tests, and exams that I placed on my webpage. Tonight do R/W HW entry #7; all 12 will be due on 12/12.  Please see the sheets I gave you concerning how to do this homework.  I DO NOT want plot summaries. :)

TEST over TKAM all period

Study for this test even though it is an open-book test; you MUST have your own copy of TKAM to use it for this test.

If you are absent for this test, you must come at 7am on Dec. 2 to make up this test. Thanks.

Today the 25th, I taught MAJOR information/passages from TKAM.  If you were absent, you must chat with me about this material.  The TKAM test will be tomorrow and will take the full class period.  Also we worked on analyzing TKAM individually in class for about 25 minutes.  If you were absent today, look at my 4th period's assignment that is attached as a PDF to get this sheet so that you can complete the homework before tomorrow.  (Fifth period did the work in class, but 4th period didn't because I needed to teach the book all period to 4th).

4.      

Today (Nov. 20th) in class I taught MANY pages from TKAM.  If you were absent, please talk to me about this work.  Also tonight you need to do R/W Homework entry #6.  You will need to do one entry each night Monday-Thursday nights so that you will have 12 solid entries when they are due on Dec. 6th.  Remember to follow the R/W HW guidelines in the sheets I gave you that explain the homework. The TKAM TEST will be on 11/26.  If you are absent, you must come at 7am sharp on Dec. 2 to take the test.

Today (Nov. 19th) in class I taught MANY pages from TKAM.  If you were absent, please talk to me about this work.  Also tonight you need to do R/W Homework entry #5.  You will need to do one entry each night Monday-Thursday nights so that you will have 12 solid entries when they are due on Dec. 6th.  Remember to follow the R/W HW guidelines in the sheets I gave you that explain the homework. The TKAM TEST will be on 11/26.  If you are absent, you must come at 7am sharp on Dec. 2 to take the test.

Today (Nov. 18th) in class I taught MANY pages from TKAM.  If you were absent, please talk to me about this work.  Also tonight you need to do R/W Homework entry #4.  You will need to do one entry each night Monday-Thursday nights so that you will have 12 solid entries when they are due on Dec. 6th.  Remember to follow the R/W HW guidelines in the sheets I gave you that explain the homework.

I taught TKAM all period, and students wrote annotations about what we discussed.  If you were absent, see me on Monday about what you missed.

For HOMEWORK carefully read TKAM chapters 17-18 and make notes about significant passages to discuss in class. If you were absent, you missed major notes on TKAM.  Please check with me.

Today in class I taught MANY pages from TKAM.  If you were absent, please talk to me about this work.  Also tonight you need to do R/W Homework entry #3.

If you were in class today, then you completed the class work today.  If you were absent today, you need to come at 7:30am sharp to take a "test" over basic grammar.

R/W HW entry #2

Today in class I discussed the students' thematic essays, showed them my markings on their individual essays, and took their essays up again.  I am expecting them to use class time next week to correct all the errors that I marked that pertain to mistakes that shouldn't have been made (I have taught about all these issues many times, gave them examples many times, wrote on their analytic scales about these types of errors, etc.).  I gave them examples today about the types of errors once again.  I didn't want to focus just on errors, but I instead want to cause them to think about revision and details in their writing for this essay and future essays.  Also I am expecting not to see these types of errors in their homework when they write about the books they are reading and analyzing. Thanks for trying to see these issues from a teacher's perspective and not just from a student's.  It has been a rough week grading these essays when it should have been a joy.

Today I gave students a 4-page document about their R/W Homework; we were using a document like this for our TKAM R/W HW, and now students get to choose a book they want to read and to write about.  They should have a book to read and start reading and writing tonight.

In class today, we discussed examples of literary terms found in TKAM and annotated our books on pages with those examples. We also did two types of prewriting in class.  If you were absent, you need to do this class work.