As promised, today we will begin our work on our semester essays. Below, you will find pretty much everything you will need for the essay, including the literature that cannot be found in your text book.
Don't forget! If you are planning to retake the vocabulary quiz, you can make it up during your respective final time period!
Semester Test Prompt
Semester Test Rubric
Semester Test Outline
Semester Test Outline Option 2 Interactive Essay Map
Literature not found in text book:
"Upon the Burning of Our House"- Anne Bradstreet
"To My Dear and Loving Husband" - Anne Bradstreet
"In Memory of..."- Anne Bradstreet
"Half Hanged Mary"-Margaret Atwood
"Self-Reliance"- Ralph Waldo Emerson
"I Sit and Look Out" -Walt Whitman
"The Masque of the Red Death" -Edgar Allan Poe
"The Cask of Amontillado"-Edgar Allan Poe
Monday, December 16, 2013
Friday, December 13, 2013
Day 81!
Happy Friday!
We will spend today finishing Joyce Carol Oates' "Where is Here"! Once we have finished that, we will talk about how her writing is similar and different from Edgar Allan Poe's.
On Monday, we will begin work on our semester essays. As I've mentioned, you will pick one of our three essential questions and develop a 5 paragraph essay that includes text evidence from three different pieces we've read so far this year.
The questions are :
What makes American literature American?
What is the relationship between literature and place?
How does literature shape or reflect society?
We will spend today finishing Joyce Carol Oates' "Where is Here"! Once we have finished that, we will talk about how her writing is similar and different from Edgar Allan Poe's.
On Monday, we will begin work on our semester essays. As I've mentioned, you will pick one of our three essential questions and develop a 5 paragraph essay that includes text evidence from three different pieces we've read so far this year.
The questions are :
What makes American literature American?
What is the relationship between literature and place?
How does literature shape or reflect society?
Thursday, December 12, 2013
Day 80!
T-Minus 100 days to go!
Today, we will start by grading our Poe Choice Story group members based on their participation and contribution to your group presentation.
Then, we will move on to our next author, Joyce Carol Oates!
Oates is a more modern author (she's still alive), but I don't want to spoil too much for you since you'll be reading about her today.
First, you'll read about her life, and then we will read her story "Where is Here?" It's going to be a blast!
On another note, we will be taking a quiz on the first 12 vocabulary words next week. If you would like to join the class and study from Quizlet, click HERE to ask to be invited!
Today, we will start by grading our Poe Choice Story group members based on their participation and contribution to your group presentation.
Then, we will move on to our next author, Joyce Carol Oates!
Oates is a more modern author (she's still alive), but I don't want to spoil too much for you since you'll be reading about her today.
First, you'll read about her life, and then we will read her story "Where is Here?" It's going to be a blast!
On another note, we will be taking a quiz on the first 12 vocabulary words next week. If you would like to join the class and study from Quizlet, click HERE to ask to be invited!
Wednesday, December 11, 2013
Day 79!
Today is the day! Today we will present our group findings on each of the Poe Choice stories!
As each group is presenting, please be sure to be filling in your Gothic Elements Charts for each story!
If we have time, we will grade each group member based on their individual contribution to the presentation.
As each group is presenting, please be sure to be filling in your Gothic Elements Charts for each story!
If we have time, we will grade each group member based on their individual contribution to the presentation.
Tuesday, December 10, 2013
Day 78!
Happy Tuesday!
Today we will finish up with our Poe Choice stories! You will begin in groups with the other students who read the same story as you. Together, you will discuss the three questions you were to answer along with the gothic elements of your particular story.
Then, as a large group, you will need to create a brief presentation that answers all three of the questions as well as all of the elements on your Gothic Elements chart.
Then, we will break down into groups with people who read the other stories, and you will be responsible for "teaching" about the Gothic Elements of your story.
After each person has presented their story, discuss the following questions:
Today we will finish up with our Poe Choice stories! You will begin in groups with the other students who read the same story as you. Together, you will discuss the three questions you were to answer along with the gothic elements of your particular story.
Then, as a large group, you will need to create a brief presentation that answers all three of the questions as well as all of the elements on your Gothic Elements chart.
- Your presentation should include:
- Answers to each of the three questions, including text examples
- A brief synopsis of the story
- Images to highlight the characters, plot events, and themes
- Each of the Gothic Elements on your chart
Then, we will break down into groups with people who read the other stories, and you will be responsible for "teaching" about the Gothic Elements of your story.
After each person has presented their story, discuss the following questions:
- What similar techniques does Poe use in each of these stories?
- What makes each of these stories "Gothic"?
Monday, December 9, 2013
Day 77!
Happy snowy Monday!
Today, we will take some time to finish working with the stories you started to work with on Friday. The people who are reading "Fall of the House of Usher"will most likely have more work left to do since that story is a few pages longer than the others.
After you have completed your reading, please answer the questions that are posted on Friday's blog. Make sure you answer them using complete sentences, that your answers address the main question, and that you use evidence from the text (word for word quotes!).
Also be sure that you fill out the Gothic Elements chart for your story! Be specific; you will discuss your story with others who have not read it later!
If you finish early, you should be reading your free reading book until the rest of the class finishes.
If everyone gets done, we will group up based on your respective story to discuss the questions and make sure that everyone is on the same page. As a large group, you will need to create a brief presentation that answers all three of the questions as well as all of the elements on your Gothic Elements chart.
Then, we will break down into groups with people who read the other stories, and you will be responsible for "teaching" about the Gothic Elements of your story.
After each person has presented their story, discuss the following questions:
Today, we will take some time to finish working with the stories you started to work with on Friday. The people who are reading "Fall of the House of Usher"will most likely have more work left to do since that story is a few pages longer than the others.
After you have completed your reading, please answer the questions that are posted on Friday's blog. Make sure you answer them using complete sentences, that your answers address the main question, and that you use evidence from the text (word for word quotes!).
Also be sure that you fill out the Gothic Elements chart for your story! Be specific; you will discuss your story with others who have not read it later!
If you finish early, you should be reading your free reading book until the rest of the class finishes.
If everyone gets done, we will group up based on your respective story to discuss the questions and make sure that everyone is on the same page. As a large group, you will need to create a brief presentation that answers all three of the questions as well as all of the elements on your Gothic Elements chart.
- Your presentation should include:
- Answers to each of the three questions, including text examples
- A brief synopsis of the story
- Images to highlight the characters, plot events, and themes
- Each of the Gothic Elements on your chart
Then, we will break down into groups with people who read the other stories, and you will be responsible for "teaching" about the Gothic Elements of your story.
After each person has presented their story, discuss the following questions:
- What similar techniques does Poe use in each of these stories?
- What makes each of these stories "Gothic"?
Friday, December 6, 2013
Day 76!
Happy Friday!
Today we will begin by finishing The Simpson's version of the Raven if we did not get to finish it yesterday.
Then, we will move on to our next Poe stories! Yay! You will be assigned to read one of the following stories, "The Fall of the House of Usher", "The Masque of the Red Death", or "The Cask of Amontillado".
You will have time to read your story either individually or with a partner. I have also provided links to websites that have the audio of each story below. If you choose to listen to the story, please do so using headphones. You will also still need to follow along with the text as you listen.
The Cask of Amontillado Audio
The Fall of the House of Usher Audio
The Masque of the Red Death
After you complete the reading, please answer the following questions, please be sure to fill out your Gothic Elements worksheet as you read too!
Today we will begin by finishing The Simpson's version of the Raven if we did not get to finish it yesterday.
Then, we will move on to our next Poe stories! Yay! You will be assigned to read one of the following stories, "The Fall of the House of Usher", "The Masque of the Red Death", or "The Cask of Amontillado".
You will have time to read your story either individually or with a partner. I have also provided links to websites that have the audio of each story below. If you choose to listen to the story, please do so using headphones. You will also still need to follow along with the text as you listen.
The Cask of Amontillado Audio
The Fall of the House of Usher Audio
The Masque of the Red Death
After you complete the reading, please answer the following questions, please be sure to fill out your Gothic Elements worksheet as you read too!
- How does Poe use language to create the mood of this story? List specific examples from the story to support your answer.
- How does Poe use the setting to help establish the mood of the story? List at least three details about the setting (using text evidence) that help to establish the mood.
- How does Poe foreshadow, or hint at, the ending of this story? Consider how he uses setting, characters’ actions, and language to do this. Give specific examples.
Thursday, December 5, 2013
Day 75!
Good morning!
If you missed yesterday, there was a reason there was not a new post. Yesterday was a "re-do" day of Tuesday. You were all given another chance to do your assignment from Tuesday's class over. Since the re-do, most of your comic book cells are looking better!
Today we will go through "The Raven" stanza by stanza. We will discuss how our pictures represent what is happening to the narrator in the poem.
After that, we will return to the questions you answered about the poem. We will talk through those and see how your answers may have changed since initially reading the poem.
1. In the very first line of the poem, which words contribute to a dark, mysterious Gothic mood?
2. For whom is the speaker grieving?
3. What element of Gothic literature does the Raven's speaking introduce into the poem? Explain.
4. How is the speaker's psychological distress increasing?
5. a)With what emotion does the speaker first greet the Raven? b) As the poem progresses, how does the speaker's attitude toward the Raven change? c) In what way is the word nevermore related to the emotional change?
6. a) What does the speaker eventually order the Raven to do? b) At the end of the poem, what does the speaker mean when he says the Raven is "still is sitting" above the door?
7. a)What is the relationship between the Raven's shadow and the speaker's soul at the end of the poem? b) In your opinion, what does the Raven finally come to represent?
THEN, we will watch this sweet video version of "The Raven" thanks Simpsons!
If we get time, we will start on our next story! Yeehaw!
If you missed yesterday, there was a reason there was not a new post. Yesterday was a "re-do" day of Tuesday. You were all given another chance to do your assignment from Tuesday's class over. Since the re-do, most of your comic book cells are looking better!
Today we will go through "The Raven" stanza by stanza. We will discuss how our pictures represent what is happening to the narrator in the poem.
After that, we will return to the questions you answered about the poem. We will talk through those and see how your answers may have changed since initially reading the poem.
1. In the very first line of the poem, which words contribute to a dark, mysterious Gothic mood?
2. For whom is the speaker grieving?
3. What element of Gothic literature does the Raven's speaking introduce into the poem? Explain.
4. How is the speaker's psychological distress increasing?
5. a)With what emotion does the speaker first greet the Raven? b) As the poem progresses, how does the speaker's attitude toward the Raven change? c) In what way is the word nevermore related to the emotional change?
6. a) What does the speaker eventually order the Raven to do? b) At the end of the poem, what does the speaker mean when he says the Raven is "still is sitting" above the door?
7. a)What is the relationship between the Raven's shadow and the speaker's soul at the end of the poem? b) In your opinion, what does the Raven finally come to represent?
THEN, we will watch this sweet video version of "The Raven" thanks Simpsons!
If we get time, we will start on our next story! Yeehaw!
Monday, December 2, 2013
Day 73!
Good Tuesday to you all!
I am sorry that I can't be there with you today. I know you all are very broken up about it too. :)
As discussed yesterday, you have several things to complete today.
- To begin: Please finish reading "The Raven" and answer the questions that were assigned to yesterday during class. (See yesterday's blog post for those--one set of answers per group). Turn these in to your class tray when you are finished, or share them with me if you did it on a Google Doc.
- Next step: I talked a little bit about this yesterday, but today we will be creating class comics of "The Raven" . Each of you has been assigned one stanza of the poem (Mr. Wells will let you know what stanza you are). Based on your stanza, you are to create a comic book cell of just your stanza.
- Each comic cell should include:
- The number of the stanza
- One or more images that represent what is going on in your stanza
- Important quote(s) (at least one) from the stanza that represents the main idea
- Color
- Detailed drawings; no printed images from the internet. This should be done by hand. If you're going the stick figure route, I want to see unbelievable stick people!
- All images must be appropriate and related to your stanza--this is graded!
- These should be the size of a regular sheet of paper: there are materials on the side table for you to use. Please put them away neatly when you are finished.
- Once you have completed your image, please tape it in numeric order in the designated area of the room (1st and 4th are on the front dry erase board, 6th is on the back wall). As you tape them up in order, the comic will come together as a whole. It's going to be so RADICAL!! This is due before you leave today!
- With the remaining time: Get to know your free reading book....READ some pages! Then, answer the question that is posted on the Reading Workshop Blog. This will be due on Thursday!
Day 72!
Happy Monday and welcome back from your long weekend!
I hope you all had an enjoyable Thanksgiving weekend, and that you are so excited to be back in class!
Today we will start with the vocabulary if we did not get to it on Wednesday (so that's 1st and 6th period).
After that, we will move on to reading some Poe! Holla! We will start with his famous poem "The Raven".
As you are reading, please answer the following questions:
1. In the very first line of the poem, which words contribute to a dark, mysterious Gothic mood?
2. For whom is the speaker grieving?
3. What element of Gothic literature does the Raven's speaking introduce into the poem? Explain.
4. How is the speaker's psychological distress increasing?
5. a)With what emotion does the speaker first greet the Raven? b) As the poem progresses, how does the speaker's attitude toward the Raven change? c) In what way is the word nevermore related to the emotional change?
6. a) What does the speaker eventually order the Raven to do? b) At the end of the poem, what does the speaker mean when he says the Raven is "still is sitting" above the door?
7. a)What is the relationship between the Raven's shadow and the speaker's soul at the end of the poem? b) In your opinion, what does the Raven finally come to represent?
If we get time, we will take a look at this sweet video.
REMEMBER: Your next book choice is due TOMORROW!
I hope you all had an enjoyable Thanksgiving weekend, and that you are so excited to be back in class!
Today we will start with the vocabulary if we did not get to it on Wednesday (so that's 1st and 6th period).
After that, we will move on to reading some Poe! Holla! We will start with his famous poem "The Raven".
As you are reading, please answer the following questions:
1. In the very first line of the poem, which words contribute to a dark, mysterious Gothic mood?
2. For whom is the speaker grieving?
3. What element of Gothic literature does the Raven's speaking introduce into the poem? Explain.
4. How is the speaker's psychological distress increasing?
5. a)With what emotion does the speaker first greet the Raven? b) As the poem progresses, how does the speaker's attitude toward the Raven change? c) In what way is the word nevermore related to the emotional change?
6. a) What does the speaker eventually order the Raven to do? b) At the end of the poem, what does the speaker mean when he says the Raven is "still is sitting" above the door?
7. a)What is the relationship between the Raven's shadow and the speaker's soul at the end of the poem? b) In your opinion, what does the Raven finally come to represent?
If we get time, we will take a look at this sweet video.
REMEMBER: Your next book choice is due TOMORROW!
Wednesday, November 27, 2013
Day 71!
In case you haven't checked in the past couple days, I would like you to know that we have been watching book project presentations!
Today we will finish up with any remaining presentations.
If you have not done so already, please turn in your project via the form on Monday's post.
Your next book genre will be.....wait for it....CHOICE! (Yay for me being so nice!)
You may pick any book you would like to read; I would suggest selecting one from the presentations you just saw, but if you have another book in mind, please feel free. This book, however, should be school appropriate!
Your next book selections should be with you by Tuesday, December 2nd. That's next Tuesday! Start thinking about what you want to read now!
If we have time after the remaining book presentations, we will work on this week's new vocabulary!
The words for this week are:
Benevolent
Misanthrope
Insipid
Emulate
Besmirch
Kerfuffle
We will break down into groups again and take turns teaching our words to the class. This time, as you present, each group must have a visual presentation that includes:
Today we will finish up with any remaining presentations.
If you have not done so already, please turn in your project via the form on Monday's post.
Your next book genre will be.....wait for it....CHOICE! (Yay for me being so nice!)
You may pick any book you would like to read; I would suggest selecting one from the presentations you just saw, but if you have another book in mind, please feel free. This book, however, should be school appropriate!
Your next book selections should be with you by Tuesday, December 2nd. That's next Tuesday! Start thinking about what you want to read now!
If we have time after the remaining book presentations, we will work on this week's new vocabulary!
The words for this week are:
Benevolent
Misanthrope
Insipid
Emulate
Besmirch
Kerfuffle
We will break down into groups again and take turns teaching our words to the class. This time, as you present, each group must have a visual presentation that includes:
- definition of the word IN STUDENT FRIENDLY LANGUAGE. I do NOT want to see the definitions verbatim from Google.
- part of speech
- image to help remember the word
- example sentence
- associated word to help remember
The words will be posted on the Quizlet in the next day or so. If you have not done so already and would like to have access to the list, please click on that link and ask to join the class!
Have a nice long weekend! See you Monday!
Monday, November 25, 2013
Day 69!
Happy Monday!
Today we will be watching Book Project Presentations! Presentation order will be randomly selected from a bucket, so please be prepared to present!
If your project is on the internet, please submit your project using the form below.
Today we will be watching Book Project Presentations! Presentation order will be randomly selected from a bucket, so please be prepared to present!
If your project is on the internet, please submit your project using the form below.
Thursday, November 21, 2013
Day 67!
Happy Thursday!
Today we will begin talking about our next author, the famed Edgar Allan Poe! You will have about 15-20 minutes to work with a partner to find as much information about Poe as possible. You may use whatever resources you so choose to complete the work.
After you've exhausted the research, (just kidding, you won't exhaust it; there's tons of information out there about Poe), we will compile our information as a class similar to how we did with Walt Whitman. Remember, there will be an authors quiz in this unit, so it is important for you to keep all of your author information sheets!
If we have any time after that, we will use it for work on your book projects.
You will also have tomorrow to work on your book projects!
If you are great and have already finished your projects, you may bring something else to work on.
See you in class!
Today we will begin talking about our next author, the famed Edgar Allan Poe! You will have about 15-20 minutes to work with a partner to find as much information about Poe as possible. You may use whatever resources you so choose to complete the work.
After you've exhausted the research, (just kidding, you won't exhaust it; there's tons of information out there about Poe), we will compile our information as a class similar to how we did with Walt Whitman. Remember, there will be an authors quiz in this unit, so it is important for you to keep all of your author information sheets!
If we have any time after that, we will use it for work on your book projects.
You will also have tomorrow to work on your book projects!
If you are great and have already finished your projects, you may bring something else to work on.
See you in class!
Wednesday, November 20, 2013
Day 66!
Wednesday! Early out! Exclamation points!!!!
Today, as promised, will be a work day for your Reading Workshop Book Projects. If you have not finished your book yet, today should be used for speed reading! The options for the book project are posted on the Reading Workshop Blog on the "Useful Documents" page.
If you are working hard, there is a possibility that you can earn more work time on Friday!
See you in class!
Today, as promised, will be a work day for your Reading Workshop Book Projects. If you have not finished your book yet, today should be used for speed reading! The options for the book project are posted on the Reading Workshop Blog on the "Useful Documents" page.
If you are working hard, there is a possibility that you can earn more work time on Friday!
See you in class!
Tuesday, November 19, 2013
Day 65!
Good Tuesday to you all!
Today we will begin with our new vocabulary sets! For today, you will break down into small groups. Each group will be responsible for teaching one word to the class. In order to teach the class your group should:
If you would like to access the words on Quizlet, click the link here Gulley English III Vocabulary . You will have to ask to join the class the first time you click the link. Once I have accepted your request, you will be able to access all the words that I add.
The words for the week are:
1. tenacious
2. indolent
3. harrowing
4. umbrage
5. gauche
6. that vs who
We will use whatever time is remaining to work on book projects!
Today we will begin with our new vocabulary sets! For today, you will break down into small groups. Each group will be responsible for teaching one word to the class. In order to teach the class your group should:
- Have the definition, part of speech, and an example ready
- Come up with an easy/ fun way for the class to remember the word: this could be a visual (poster, picture, etc), mnemonic device, acting it out
If you would like to access the words on Quizlet, click the link here Gulley English III Vocabulary . You will have to ask to join the class the first time you click the link. Once I have accepted your request, you will be able to access all the words that I add.
The words for the week are:
1. tenacious
2. indolent
3. harrowing
4. umbrage
5. gauche
6. that vs who
We will use whatever time is remaining to work on book projects!
Monday, November 18, 2013
Day 64!
Happy Monday! It arrived very quickly!
Today we will finish up reading "The Minister's Black Veil" and discuss how it is considered a Gothic story.
Remember, your book projects are due next Monday...that's a week from today! So, I will give you as much time this week as possible to get those ready to present.
With that, if we have any time after finishing the story, you will be expected to read your books or work on your projects!
Tomorrow we will start with our new vocabulary work!
See you in class!
Today we will finish up reading "The Minister's Black Veil" and discuss how it is considered a Gothic story.
Remember, your book projects are due next Monday...that's a week from today! So, I will give you as much time this week as possible to get those ready to present.
With that, if we have any time after finishing the story, you will be expected to read your books or work on your projects!
Tomorrow we will start with our new vocabulary work!
See you in class!
Friday, November 15, 2013
Day 63!
Happy Friday! It got here just in time for the weekend! :)
Today we will continue on with "The Minister's Black Veil", and it's just going to keep getting better!
We will read as much of that as we can today, and we will finish the rest on Monday!
Also a reminder: your Reading Workshop questions were due on Wednesday. Today is the last day to turn them in for 75% credit! Get it done!
Keep working on reading at home, the deadline for the book projects is creeping closer by the minute!
See you in class!
Today we will continue on with "The Minister's Black Veil", and it's just going to keep getting better!
We will read as much of that as we can today, and we will finish the rest on Monday!
Also a reminder: your Reading Workshop questions were due on Wednesday. Today is the last day to turn them in for 75% credit! Get it done!
Keep working on reading at home, the deadline for the book projects is creeping closer by the minute!
See you in class!
Thursday, November 14, 2013
Day 62!
Happy Thursday!
Today we will spend some time finishing up the Nathaniel Hawthorne reading that you did yesterday.
Then, we will talk about what a parable is.
After that we will begin reading "The Minister's Black Veil"! It's going to be awesome!
Remember that your Reading Workshop Questions were due yesterday! If you haven't turned it in yet, get that done ASAP!
Today we will spend some time finishing up the Nathaniel Hawthorne reading that you did yesterday.
Then, we will talk about what a parable is.
After that we will begin reading "The Minister's Black Veil"! It's going to be awesome!
Remember that your Reading Workshop Questions were due yesterday! If you haven't turned it in yet, get that done ASAP!
Wednesday, November 13, 2013
Day 61!
Good Wednesday to you all!
Today we will start with a brief journaling/ discussion activity about horror movies and haunted houses. We will finish our discussion about what makes things scary and why people find them to be appealing.
After that, we will start talking about our first author, Nathaniel Hawthorne. We will do some quick background reading and discussion on him. If we get time, we will start reading his short story "The Minister's Black Veil".
REMEMBER: Your Reading Workshop Question is due today!
Today we will start with a brief journaling/ discussion activity about horror movies and haunted houses. We will finish our discussion about what makes things scary and why people find them to be appealing.
After that, we will start talking about our first author, Nathaniel Hawthorne. We will do some quick background reading and discussion on him. If we get time, we will start reading his short story "The Minister's Black Veil".
REMEMBER: Your Reading Workshop Question is due today!
Tuesday, November 12, 2013
DAY 60!!!
Holy buckets! I can't believe we have made it this far! We are now 1/3 of the way through school....way to go you guys!
I'd like to thank all of you for your helpful comments on my report card yesterday, I saw several comments more than once and I will do my best to improve upon as many of those comments as possible.
That being said, let's start with Commonly Confused Words. A few of you mentioned in your report cards that you don't like the way we do them in class. A couple of you said that you want to go back to just copy and pasting from the blog...good try. Others of you voiced that you would like them delivered in a different way and that you feel that people aren't retaining them. I agree with that. SO, today for our Commonly Confused Words time, I want to do some brainstorming. Please think on the following questions for me:
1. What kinds of words do you want to learn? (Continue with commonly confused to help writing, ACT/SAT common vocabulary, other vocabulary) No, "I don't want to learn any words" is not an option.
2. How do you learn vocabulary best?
3. What suggestions do you have to make our word sessions more interactive?
We spend just a few minutes discussing these questions, and then we will move forward with our lives in English! Today we get to start Gothic Literature!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ( I am a big fan of this unit).
We will talk about what it means to be "Gothic", some background information, and then you'll be out of here!
Don't forget that your Reading Workshop Question is due tomorrow!!
I'd like to thank all of you for your helpful comments on my report card yesterday, I saw several comments more than once and I will do my best to improve upon as many of those comments as possible.
That being said, let's start with Commonly Confused Words. A few of you mentioned in your report cards that you don't like the way we do them in class. A couple of you said that you want to go back to just copy and pasting from the blog...good try. Others of you voiced that you would like them delivered in a different way and that you feel that people aren't retaining them. I agree with that. SO, today for our Commonly Confused Words time, I want to do some brainstorming. Please think on the following questions for me:
1. What kinds of words do you want to learn? (Continue with commonly confused to help writing, ACT/SAT common vocabulary, other vocabulary) No, "I don't want to learn any words" is not an option.
2. How do you learn vocabulary best?
3. What suggestions do you have to make our word sessions more interactive?
We spend just a few minutes discussing these questions, and then we will move forward with our lives in English! Today we get to start Gothic Literature!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ( I am a big fan of this unit).
We will talk about what it means to be "Gothic", some background information, and then you'll be out of here!
Don't forget that your Reading Workshop Question is due tomorrow!!
Monday, November 11, 2013
Day 59!!
Happy Monday!
Today we will start with a little grading session--for me. This will be your opportunity to "grade" me as a teacher. On the form below, please provide honest feedback so that I can work to make myself the best teacher I can be!
Once you have finished filling out the form, you may spend the rest of the period reading OR if you have already completed your book, you may begin work on your Reading Workshop project, which is due November 25! Check out the project options again by clicking HERE!
There is a new question posted on the Reading Workshop Blog; all answers are due on Wednesday, even if you have already finished your book! Check out the question by clicking HERE!
Today we will start with a little grading session--for me. This will be your opportunity to "grade" me as a teacher. On the form below, please provide honest feedback so that I can work to make myself the best teacher I can be!
Once you have finished filling out the form, you may spend the rest of the period reading OR if you have already completed your book, you may begin work on your Reading Workshop project, which is due November 25! Check out the project options again by clicking HERE!
There is a new question posted on the Reading Workshop Blog; all answers are due on Wednesday, even if you have already finished your book! Check out the question by clicking HERE!
Friday, November 8, 2013
Day 58!
If you have not already done so, please submit your project using the form below. If you don't fill it out, you don't turn in your project! We will finish the presentations we didn't today. If we have time, we will spend the rest of class reading! There will be a new question posted on Monday!
Wednesday, November 6, 2013
Day 57! Presentation day!!
Yay! It's presentation day! That rhymes!
We will present these using a similar system to the day we presented our songs. You will be given a number and a letter. You will sit with your letter group. Whatever your number is, that is the order in which you will present. For example, if you are 3B, you will sit with the "B" group, and you will present third. It's going to be great fun!
I am really looking forward to seeing what you've come up with!
Tomorrow will be a reading day, so please be sure to bring your books!
First of all, please be sure to submit your presentation by filling out the form below; IF YOU DO NOT USE THE FORM TO SUBMIT YOUR ASSIGNMENT, I WILL CONSIDER IT MISSING:
We will present these using a similar system to the day we presented our songs. You will be given a number and a letter. You will sit with your letter group. Whatever your number is, that is the order in which you will present. For example, if you are 3B, you will sit with the "B" group, and you will present third. It's going to be great fun!
I am really looking forward to seeing what you've come up with!
Tomorrow will be a reading day, so please be sure to bring your books!
Tuesday, November 5, 2013
Day 56!
Wednesday! Today is your FINAL work day on your projects!
Today you should focus on putting the finishing touches on your project. Don't forget to start thinking about what you will say during your presentation. Be sure to also check your grammar and spelling in all of your paragraphs--this is still a formal writing!
ALSO: REMEMBER THAT YOU MUST HAVE A WORKS CITED PAGED LINKED TO YOUR PRESENTATION!
See the MLA Works Cited Guide (<--that's a link to it) if you cannot remember how to format it.
Some key things when formatting your Works Cited Page:
If you finish early, please submit your assignment using the form below. This will ensure that your project is turned in correctly and will not get lost!
Once you have submitted your project, you may spend any extra time that you have free reading. Remember that your projects are due on November 25th, so if you're not close to being done with your book, you should kick it into high gear!!
Today you should focus on putting the finishing touches on your project. Don't forget to start thinking about what you will say during your presentation. Be sure to also check your grammar and spelling in all of your paragraphs--this is still a formal writing!
ALSO: REMEMBER THAT YOU MUST HAVE A WORKS CITED PAGED LINKED TO YOUR PRESENTATION!
See the MLA Works Cited Guide (<--that's a link to it) if you cannot remember how to format it.
Some key things when formatting your Works Cited Page:
- MUST be titled "Works Cited" at the top of the page, centered.
- Sources should be in alphabetical order by author's last name (if there is no author, go by the article title).
- If the citation is longer than one line, make sure you indent the second and subsequent lines of the citation.
If you finish early, please submit your assignment using the form below. This will ensure that your project is turned in correctly and will not get lost!
Once you have submitted your project, you may spend any extra time that you have free reading. Remember that your projects are due on November 25th, so if you're not close to being done with your book, you should kick it into high gear!!
Day 55!
Happy Tuesday!
I hope you enjoyed your long weekend and that you're ready to get back to work.
Today is another work day on your project. You should be focusing on finishing up your paragraphs and beginning to put links on your presentations.
If, for whatever reason, you should finish your project early, you are to be reading your free reading books! We have spent some time away from our books, so I decided to push the projects back. They will be due the 25th of November, and the presentations will begin that day. Check out your project options on the Useful Documents Page of the Reading Workshop Blog. Just click HERE!
I hope you enjoyed your long weekend and that you're ready to get back to work.
Today is another work day on your project. You should be focusing on finishing up your paragraphs and beginning to put links on your presentations.
If, for whatever reason, you should finish your project early, you are to be reading your free reading books! We have spent some time away from our books, so I decided to push the projects back. They will be due the 25th of November, and the presentations will begin that day. Check out your project options on the Useful Documents Page of the Reading Workshop Blog. Just click HERE!
Friday, November 1, 2013
Day 54!
Happy Friday!
Another project work day!
Your focus today should be on finishing up your background research and beginning to pick the quotes you want to use from "Self-Reliance", "Civil Disobedience", and The Power of One. If you are using the graphic organizer, you should have all of your "I" boxes filled up by the end of class today!
Keep up the good work!
Another project work day!
Your focus today should be on finishing up your background research and beginning to pick the quotes you want to use from "Self-Reliance", "Civil Disobedience", and The Power of One. If you are using the graphic organizer, you should have all of your "I" boxes filled up by the end of class today!
Keep up the good work!
Thursday, October 31, 2013
Day 53!
Happy Halloween and more importantly, happy day 53!
Today is your first work day on your Today's Transcendentalists Project! Your goal today is to solidify your subject and to begin your research. I will be coming around toward the end of the period to make sure that you have been making progress. Keep in mind, the project is due next Thursday, but that deadline can move closer if you're not using your work time!
I would suggest using this graphic organizer to help you organize your notes as you research. You should be able to download it and type into it.
If you are looking for text evidence in Emerson and Thoreau, "Civil Disobedience" by Thoreau is on page 388-389 in your text book, and "Self-Reliance" was in a packet that I handed out to you.
On a side note, remember to continue to read your independent free reading books!
Today is your first work day on your Today's Transcendentalists Project! Your goal today is to solidify your subject and to begin your research. I will be coming around toward the end of the period to make sure that you have been making progress. Keep in mind, the project is due next Thursday, but that deadline can move closer if you're not using your work time!
I would suggest using this graphic organizer to help you organize your notes as you research. You should be able to download it and type into it.
If you are looking for text evidence in Emerson and Thoreau, "Civil Disobedience" by Thoreau is on page 388-389 in your text book, and "Self-Reliance" was in a packet that I handed out to you.
On a side note, remember to continue to read your independent free reading books!
Wednesday, October 30, 2013
Day 52!
Today we get to finish watching The Power of One! It gets even better; I know you're going to like it!
Once we have finished watching the movie, we will begin talking about your Today's Transcendentalists Project! You will begin work on this today, and it will be due next Thursday, November 7th!
Feel free to download and type in this graphic organizer to help you keep track of your thoughts as you do your research. This is not required, but will help you keep your thoughts and notes organized.
See you in class!
Once we have finished watching the movie, we will begin talking about your Today's Transcendentalists Project! You will begin work on this today, and it will be due next Thursday, November 7th!
Feel free to download and type in this graphic organizer to help you keep track of your thoughts as you do your research. This is not required, but will help you keep your thoughts and notes organized.
See you in class!
Day 51!
Was yesterday. In case you were not here, we watched the movie. If you were absent, please stop in to watch what you missed !
Monday, October 28, 2013
Day 50!
Happy Monday! I hope you all enjoyed your long weekend!
Today we will continue to watch The Power of One. We will just jump right into it today, and we will come back to Commonly Confused Words sometime later this week if we get time.
Today we will continue to watch The Power of One. We will just jump right into it today, and we will come back to Commonly Confused Words sometime later this week if we get time.
Thursday, October 24, 2013
Day 48!
Happy fake Friday to you all! Last day of the week!
Today we get to begin watching The Power of One and I am super excited for you to see it!
As we are watching, please make sure you are filling out your movie notes sheet. There is a list of important characters at the bottom.
Keep in mind that this notes sheet will be worth points and the better quality notes you take, the better off you will be when we have a project over this unit. :)
See you soon!
Today we get to begin watching The Power of One and I am super excited for you to see it!
As we are watching, please make sure you are filling out your movie notes sheet. There is a list of important characters at the bottom.
Keep in mind that this notes sheet will be worth points and the better quality notes you take, the better off you will be when we have a project over this unit. :)
See you soon!
Wednesday, October 23, 2013
Tuesday, October 22, 2013
Day 46!
Good morning!
Today we get to start the final leg of our Transcendentalism unit!
First, I will give you the opportunity to share your "I Sit and Look Out" poems if you would like.
After that, we will move on to the first steps of our study of the film The Power of One.
For that, we will begin with a short discussion about this anticipation guide.
We will spend some time talking about what you know about the Anti-Apartheid movement in South Africa, and then we will finish up with this video!
South African Anti-Apartheid Video
Today we get to start the final leg of our Transcendentalism unit!
First, I will give you the opportunity to share your "I Sit and Look Out" poems if you would like.
After that, we will move on to the first steps of our study of the film The Power of One.
For that, we will begin with a short discussion about this anticipation guide.
We will spend some time talking about what you know about the Anti-Apartheid movement in South Africa, and then we will finish up with this video!
South African Anti-Apartheid Video
Monday, October 21, 2013
Day 45!
Happy Monday!
Today, as usual, we will start with our Commonly Confused Words for the week. Just as we have been doing, you will find the information for each word before completing the exercises. Remember, you will need the following for each word:
1. word
2. part of speech
3. definition IN YOUR OWN WORDS
4. example sentence
After we have finished that, we will take some time to reflect on the first quarter. You will fill out a self-evaluation and goal setting sheet for conferences. I will also keep these sheets for your future reference.
Then, we will share some of the poems you wrote for today that were to be inspired by Whitman's "I Sit and Look Out".
If we get time after that, we will move to our next topic in the Transcendentalism unit--the South-African Anti-Apartheid Movement.
Commonly Confused Words:
complement vs compliment
Circle the proper word to make the sentence correct:
1. He offered a thoughtful (complement, compliment) to the essay finalists.
2. Akira realized his sentence wasn't correct with out a (complement, compliment) to complete the last phrase.
3. To vote a rule change, the board of directors needed a full (complement, compliment) of members.
4. A good tip after a meal in a restaurant is a (complement, compliment) to the server.
5. (Complementary, Complimentary) angles make up an entire unit in Geometry.
dew, do, due
Write a short paragraph (6 sentences) using dew, do, and due. Highlight or underline each vocabulary word.
hear, here
Highlight or underline the proper word.
1. How can I help but (hear, here) when you're yelling?
2. I am listening very carefully, but I do not (hear, here) good reasons for overturning the verdict.
3. I want you to stand over (hear, here) by the monument while I take your picture.
4. (Hear, Here) clearly that I am not telling you to give up learning to write well.
5. Please list (hear, here) the things that you want to improve through hard work and effort.
6. With earplugs in, Bernie could not (hear, here) his neighbor's loud music.
Today, as usual, we will start with our Commonly Confused Words for the week. Just as we have been doing, you will find the information for each word before completing the exercises. Remember, you will need the following for each word:
1. word
2. part of speech
3. definition IN YOUR OWN WORDS
4. example sentence
After we have finished that, we will take some time to reflect on the first quarter. You will fill out a self-evaluation and goal setting sheet for conferences. I will also keep these sheets for your future reference.
Then, we will share some of the poems you wrote for today that were to be inspired by Whitman's "I Sit and Look Out".
If we get time after that, we will move to our next topic in the Transcendentalism unit--the South-African Anti-Apartheid Movement.
Commonly Confused Words:
complement vs compliment
Circle the proper word to make the sentence correct:
1. He offered a thoughtful (complement, compliment) to the essay finalists.
2. Akira realized his sentence wasn't correct with out a (complement, compliment) to complete the last phrase.
3. To vote a rule change, the board of directors needed a full (complement, compliment) of members.
4. A good tip after a meal in a restaurant is a (complement, compliment) to the server.
5. (Complementary, Complimentary) angles make up an entire unit in Geometry.
dew, do, due
Write a short paragraph (6 sentences) using dew, do, and due. Highlight or underline each vocabulary word.
hear, here
Highlight or underline the proper word.
1. How can I help but (hear, here) when you're yelling?
2. I am listening very carefully, but I do not (hear, here) good reasons for overturning the verdict.
3. I want you to stand over (hear, here) by the monument while I take your picture.
4. (Hear, Here) clearly that I am not telling you to give up learning to write well.
5. Please list (hear, here) the things that you want to improve through hard work and effort.
6. With earplugs in, Bernie could not (hear, here) his neighbor's loud music.
Friday, October 18, 2013
Day 44!
Happy Friday, AND congratulations on surviving the first quarter of school!
Today we will finish what we did not get to yesterday.
First we will finish discussing Whitman's poem "I Sit and Look Out". We will compare it to "I Hear America Singing" and discuss how Whitman's attitude changed from the first poem to this one.
THEN comes the extra fun! You will adopt Whitman's ideas from this poem to create your own poem about what you see happening in the world around you! Check out this document for the information!
If we get time at the end of class, we will share some of the poems. If not, we will share a few on Monday.
If you missed class yesterday, please set up a time with me to make up your quiz!
Also, your third Reading Workshop question was due YESTERDAY. If it's not on the blog, it is now late!
Today we will finish what we did not get to yesterday.
First we will finish discussing Whitman's poem "I Sit and Look Out". We will compare it to "I Hear America Singing" and discuss how Whitman's attitude changed from the first poem to this one.
THEN comes the extra fun! You will adopt Whitman's ideas from this poem to create your own poem about what you see happening in the world around you! Check out this document for the information!
If we get time at the end of class, we will share some of the poems. If not, we will share a few on Monday.
If you missed class yesterday, please set up a time with me to make up your quiz!
Also, your third Reading Workshop question was due YESTERDAY. If it's not on the blog, it is now late!
Thursday, October 17, 2013
Day 43!
Happy Thursday! We are inching toward the weekend!
We will begin with our Commonly Confused Words Quiz. You will be given all twelve sets of the words and you will pick ten of the sets to work with. For each word of the sets that you select, you will write a sentence that uses the words correctly.
After that, we will read Whitman's poem "I Sit and Look Out". We will read the poem together, and then you will TWIST through it to analyze it for meaning. We will compare it to "I Hear America Singing" and discuss how Whitman's attitude changed from the first poem to this one.
THEN comes the extra fun! You will adopt Whitman's ideas from this poem to create your own poem about what you see happening in the world around you! Check out this document for the information!
We will begin with our Commonly Confused Words Quiz. You will be given all twelve sets of the words and you will pick ten of the sets to work with. For each word of the sets that you select, you will write a sentence that uses the words correctly.
After that, we will read Whitman's poem "I Sit and Look Out". We will read the poem together, and then you will TWIST through it to analyze it for meaning. We will compare it to "I Hear America Singing" and discuss how Whitman's attitude changed from the first poem to this one.
THEN comes the extra fun! You will adopt Whitman's ideas from this poem to create your own poem about what you see happening in the world around you! Check out this document for the information!
Wednesday, October 16, 2013
Day 42!
Today, we will finish up with the presentations that we did not get to see yesterday. That should only take us about 10-15 minutes of class.
After that, you will have the remainder of class to read. You should be making a great deal of progress at this point; and should be nearing the end of your books! If you're not anywhere close to finishing your book, it's time to kick it into high gear! Take your book home and read!
There is a new question posted on the Reading Workshop Blog! It is due tomorrow! Make sure you get it done!! English III-Question 3 Due 10/17!!
Also- Don't forget that we will have a quiz over your Commonly Confused Words tomorrow! So, study up! :)
After that, you will have the remainder of class to read. You should be making a great deal of progress at this point; and should be nearing the end of your books! If you're not anywhere close to finishing your book, it's time to kick it into high gear! Take your book home and read!
There is a new question posted on the Reading Workshop Blog! It is due tomorrow! Make sure you get it done!! English III-Question 3 Due 10/17!!
Also- Don't forget that we will have a quiz over your Commonly Confused Words tomorrow! So, study up! :)
Tuesday, October 15, 2013
Day 41!
Happy Tuesday, y'all!
Today we will start with our Commonly Confused Words for the week- I know you are upset that you didn't get them yesterday, but I just wanted to be here with you to enjoy them!
*If I were you, I would be prepared for a quiz over our words on Thursday!!!
After we have finished with our words for the day, we will spend some time sharing your poems and visual representations with the class. It's going to be so awesomely fun; I just can't wait!
If we have extra time, you will spend it free reading.
Okay, here are the words for the week. Don't forget that you need the word, part of speech, definition, and an example of how it can be used correctly!
1. passed vs past
Exercise
1. Carl had many secrets hiding in his shady (passed, past).
2. Chang-Rae (passed, past) his driver's test on his first try.
3. Jim (passed, past) "Go" four times while playing Monopoly, and not once did he go to jail.
4. Players from the (passed, past) were on the field to honor Ted Williams.
5. In the (passed, past), I have tried to overlook your rude comments, but I no longer can.
2. raise vs rise
Exercise:
1. Write four sentences. Use raise in two and rise in two
2. Please (raise, rise) for the flag salute.
3. To avoid everyone talking at once, please (raise, rise) your hand to be called upon.
4. Sigmund and Hilda (raise, rise) llamas on their farm for a living.
3. whose vs who's
Exercise
1. Janice is the sophomore (whose, who's) representing the class at the board meeting.
2. Noah is the soccer player (whose, who's) jersey number is 62.
3. We need to know (whose, who's) fault the accident was so we can initiate legal action.
4. Tell me, (whose, who's) the one who put that graffiti on the back wall of the school?
5. We don't know (whose, who's) going to be the center on the basketball team.
Sunday, October 13, 2013
Day 40!
You made it to Day 40! You made it, you made it, you made it!
I am sorry I am not there with you to celebrate this monumental occasion!
Today, you will be working on what we didn't get to on Friday. By the end of class, you will be able to say:
"I can analyze Whitman's poem 'I Hear America Singing" using the TWIST method."
"I can define anaphora and identify it in a poem."
"I can support my analysis of the poem using evidence from the text."
"I can create an original poem about my school based on Whitman's 'I Hear America Singing'."
Anaphora is the repetition of a word or phrase at the beginning of a line. Big word for a pretty simple idea! Now you can use it in your everyday lives and sound really smart!
TWIST STEPS:
T= Title Read the title and stop. Predict what the poem will be about. Consider connotations of the wording.
I am sorry I am not there with you to celebrate this monumental occasion!
Today, you will be working on what we didn't get to on Friday. By the end of class, you will be able to say:
"I can analyze Whitman's poem 'I Hear America Singing" using the TWIST method."
"I can define anaphora and identify it in a poem."
"I can support my analysis of the poem using evidence from the text."
"I can create an original poem about my school based on Whitman's 'I Hear America Singing'."
Step 1: So, you will start out by TWISTing through the poem "I Hear America Singing". The substitute teacher will give you a copy of this, and you can TWIST through with your partner. The steps are posted below. If you were gone Friday, please join up with a partner group. Also, as you are reading, highlight examples of anaphora in the poem.
Anaphora is the repetition of a word or phrase at the beginning of a line. Big word for a pretty simple idea! Now you can use it in your everyday lives and sound really smart!
Step 2: When you are done, you should either discuss your analysis of the poem as a class or with another partner group. The sub will tell you how that will work.
Step 3: After that, you will receive a copy of the "I Hear My School Singing" handout. With your partner, you will be writing a poem similar to Whitman's about Earlham High School using the poem guide. It should be fairly easy, but if you need help, refer to the model poem (the sub has it). Your goal with the poem is to capture the tone and theme of "I Hear America Singing". Whitman focused on the strengths, character, and individuality of Americans, so you should do the same with your poem.
There is an extra planning guide on the backside of the poem sheet. You may use that to help you, but it is not required.
Step 4: Along with your poem, you will be creating a visual representation of the themes and people you focused on in your original poem. Below is an example of what has been done in the past. It obviously represents a different poem of Whitman's , but you can create something along these lines. You may also use keynote, iMovie, or another software program to create your representation. Whatever you use, you will be graded on the connection to your poem, and how realistic the representation is.
You will be presenting both your poem and visual representation in class TOMORROW. So, please make sure you are using your time wisely!
TWIST STEPS:
T= Title Read the title and stop. Predict what the poem will be about. Consider connotations of the wording.
W= What is it about? Paraphrase each LINE of the poem. Tell it in your own words
I= Imagery Look for any imagery, symbolism, metaphors, similes, personifications, irony, understatement, allusions, the tone shift, poet's attitude toward the subject, etc. These will help you understand the poem
S= Structure Look for tone shift, punctuation, stanza division, layout of poem, capitalized words. Discuss how these elements relate to the meaning of the poem
T= Theme Look at the title again from an interpretive level. Do you see anything new? What is the subject of the poem? Then determine what the poet is saying about each of the subjects which is your theme.
Friday, October 11, 2013
Day 39!
Happy Friday all! This short week is quickly coming to a close! :(
I found a sweet video yesterday that I want to share with all of you. It is about Malala Yousfafzai, a young Pakastani girl who demonstrates the traits of a good Transcendentalist, AND she is doing "Transcendental" right now!
Then, we will move on to our next author, Walt Whitman (holla!). You will do a little background research on him with a partner for a bit, and then we will talk about him as a class. Wouldn't it be great if you had a sheet to take notes on while you are researching Whitman? Oh look, here's one right here! Please make a copy of it, and fill it out as you find information about him.
After that, we will take a look at one of Whitman's famous poems "I Hear America Singing". With your partner, you will TWIST (get pumped) through the poem to analyze what Whitman's message is.
As you are reading, highlight examples of anaphora.
Anaphora is the repetition of a word or phrase at the beginning of a line. Big word for a pretty simple idea! Now you can use it in your everyday lives and sound really smart!
When you're done, we will get back together as a class to discuss what you thought about the poem.
THEN, you will group up with your partner again, and this time you will become authors! You will have the opportunity to write a poem about what you "hear" Earlham high school saying! You will continue to work with these poems on Monday and we will present our final products on Tuesday.
I can feel your excitement! Let's make it a great Friday!
When you go home tonight and someone asks you what you learned, you will be able to say:
"I can identify how Walt Whitman's background impacted his writing."
"I can analyze Whitman's poem 'I Hear America Singing" using the TWIST method."
"I can define anaphora and identify it in a poem."
"I can support my analysis of the poem using evidence from the text."
"I can create an original poem about my school based on Whitman's 'I Hear America Singing'."
TWIST Steps:
I found a sweet video yesterday that I want to share with all of you. It is about Malala Yousfafzai, a young Pakastani girl who demonstrates the traits of a good Transcendentalist, AND she is doing "Transcendental" right now!
Then, we will move on to our next author, Walt Whitman (holla!). You will do a little background research on him with a partner for a bit, and then we will talk about him as a class. Wouldn't it be great if you had a sheet to take notes on while you are researching Whitman? Oh look, here's one right here! Please make a copy of it, and fill it out as you find information about him.
After that, we will take a look at one of Whitman's famous poems "I Hear America Singing". With your partner, you will TWIST (get pumped) through the poem to analyze what Whitman's message is.
As you are reading, highlight examples of anaphora.
Anaphora is the repetition of a word or phrase at the beginning of a line. Big word for a pretty simple idea! Now you can use it in your everyday lives and sound really smart!
When you're done, we will get back together as a class to discuss what you thought about the poem.
THEN, you will group up with your partner again, and this time you will become authors! You will have the opportunity to write a poem about what you "hear" Earlham high school saying! You will continue to work with these poems on Monday and we will present our final products on Tuesday.
I can feel your excitement! Let's make it a great Friday!
When you go home tonight and someone asks you what you learned, you will be able to say:
"I can identify how Walt Whitman's background impacted his writing."
"I can analyze Whitman's poem 'I Hear America Singing" using the TWIST method."
"I can define anaphora and identify it in a poem."
"I can support my analysis of the poem using evidence from the text."
"I can create an original poem about my school based on Whitman's 'I Hear America Singing'."
TWIST Steps:
T= Title Read the title and stop. Predict what the poem will be about. Consider connotations of the wording.
W= What is it about? Paraphrase each LINE of the poem. Tell it in your own words
I= Imagery Look for any imagery, symbolism, metaphors, similes, personifications, irony, understatement, allusions, the tone shift, poet's attitude toward the subject, etc. These will help you understand the poem
S= Structure Look for tone shift, punctuation, stanza division, layout of poem, capitalized words. Discuss how these elements relate to the meaning of the poem
T= Theme Look at the title again from an interpretive level. Do you see anything new? What is the subject of the poem? Then determine what the poet is saying about each of the subjects which is your theme.
Thursday, October 10, 2013
Day 38!
We are slowly pushing toward day 40!
Today, when you come in, please get your song assignment up on your screen. If you would like to play your song when you share, please get that ready as well! We will be sharing our songs with the class today (whoop whoop!).
When you are you in your groups, please read your lyrics to your group and then discuss what characteristics and lyrics are evidence that Transcendentalism is still around today. Today you get to be the teachers. Ask your groups if they see any other lyrics that could be interpreted as Transcendental. If they disagree with you and think that you have interpreted your song incorrectly, talk about why they think that is.
If we have time at the end of class, you will get to spend some time free reading (yay)!
Today, when you come in, please get your song assignment up on your screen. If you would like to play your song when you share, please get that ready as well! We will be sharing our songs with the class today (whoop whoop!).
When you are you in your groups, please read your lyrics to your group and then discuss what characteristics and lyrics are evidence that Transcendentalism is still around today. Today you get to be the teachers. Ask your groups if they see any other lyrics that could be interpreted as Transcendental. If they disagree with you and think that you have interpreted your song incorrectly, talk about why they think that is.
If we have time at the end of class, you will get to spend some time free reading (yay)!
Wednesday, October 9, 2013
Day 37!
Hump day!
Today, we will begin with handing back your essays over The Crucible and McCarthyism. There were some good things happening in your essays, but I also noted ways in which we can make our writing stronger (yay for progress!).
We will finish our discussion about the "Civil Disobedience" questions, and then we will talk about where we can find examples of Transcendentalism in our lives today. Then, you will get some time to work on your next assignment!
Today, we will begin with handing back your essays over The Crucible and McCarthyism. There were some good things happening in your essays, but I also noted ways in which we can make our writing stronger (yay for progress!).
We will finish our discussion about the "Civil Disobedience" questions, and then we will talk about where we can find examples of Transcendentalism in our lives today. Then, you will get some time to work on your next assignment!
Tuesday, October 8, 2013
Day 36!!
Good Tuesday to you all! I hope your enjoyed your unplanned, extra long weekend!
Today we will start with our Commonly Confused Words for the week! Except, this time, we are going to do it a little differently. Instead of me telling you what the differences between the words, YOU'RE going to do research (if needed) to tell ME what the differences are! (YAY!)I have a feeling that this will help you remember the words a little better.
So, you will need to provide me with the same information that I have provided you throughout the weeks. You will need to give me the word, its part of speech, its definition (in your own words), and an example of how it should be used. You will give yourself a hint as to how you can decide which word to use in your writings. Then, you will complete the exercises listed here! Ready? Okay!
1. among vs between
Exercise:
1. (Among, Between) the five of you, you ought to be able to come up with a solution.
2. It is difficult for two people to keep a secret (among, between) them and not tell others.
3. The twins were able to divide the candy (among, between) themselves.
4. To paraphrase Ben Franklin, three can keep a secret (among, between) themselves if two of them are dead.
5. Hope spread (among, between) the citizens.
6. He decided (among, between) a red Corvette, a blue Mustang, and a yellow Jeep.
2. angry vs mad
Exercise:
Let me tell you, I am really (angry with, mad at) you this time! I just finished reading some of Poe's short stories, and your analysis of him and some of his characters is way off. Now, I agree with you that the old man in "The Tell-Tale Heart" is rather strange and possibly (angry, mad). All signs point to his having lost his mind, and the character in "The Masque of the Red Death" was also a bit strange. However, he was hardly (angry, mad)! He was just (angry, mad) with the way the nobility treated the common people at that time.
3. have vs of
Exercise:
Read each sentence. Correct each mistake involving have and of. Highlight the incorrect word and replace it with the correct word. Remember, contractions are not acceptable in formal writing!
1. There is no question that I could of won that race!
2. When I think of what might've been, I get angry with myself for not trying.
3. I would have entered the science fair if I could of thought of a project.
4. I should of known you were always a truthful person.
5. I could've graduated early, but I decided to stay for second semester.
6. I never would of thought that you would say such a thing.
After we have finished our words for the day, we will spend time talking about Thoreau's "Civil Disobedience" that you read last week. We will talk through the questions together and check for understanding. Then, if we have time, we will begin talking about whether or not Transcendental ideals are still evident in our society and where we can find them! It's probably hidden in a book somewhere that someone left half unwritten, right?
Today we will start with our Commonly Confused Words for the week! Except, this time, we are going to do it a little differently. Instead of me telling you what the differences between the words, YOU'RE going to do research (if needed) to tell ME what the differences are! (YAY!)I have a feeling that this will help you remember the words a little better.
So, you will need to provide me with the same information that I have provided you throughout the weeks. You will need to give me the word, its part of speech, its definition (in your own words), and an example of how it should be used. You will give yourself a hint as to how you can decide which word to use in your writings. Then, you will complete the exercises listed here! Ready? Okay!
1. among vs between
Exercise:
1. (Among, Between) the five of you, you ought to be able to come up with a solution.
2. It is difficult for two people to keep a secret (among, between) them and not tell others.
3. The twins were able to divide the candy (among, between) themselves.
4. To paraphrase Ben Franklin, three can keep a secret (among, between) themselves if two of them are dead.
5. Hope spread (among, between) the citizens.
6. He decided (among, between) a red Corvette, a blue Mustang, and a yellow Jeep.
2. angry vs mad
Exercise:
Let me tell you, I am really (angry with, mad at) you this time! I just finished reading some of Poe's short stories, and your analysis of him and some of his characters is way off. Now, I agree with you that the old man in "The Tell-Tale Heart" is rather strange and possibly (angry, mad). All signs point to his having lost his mind, and the character in "The Masque of the Red Death" was also a bit strange. However, he was hardly (angry, mad)! He was just (angry, mad) with the way the nobility treated the common people at that time.
3. have vs of
Exercise:
Read each sentence. Correct each mistake involving have and of. Highlight the incorrect word and replace it with the correct word. Remember, contractions are not acceptable in formal writing!
1. There is no question that I could of won that race!
2. When I think of what might've been, I get angry with myself for not trying.
3. I would have entered the science fair if I could of thought of a project.
4. I should of known you were always a truthful person.
5. I could've graduated early, but I decided to stay for second semester.
6. I never would of thought that you would say such a thing.
After we have finished our words for the day, we will spend time talking about Thoreau's "Civil Disobedience" that you read last week. We will talk through the questions together and check for understanding. Then, if we have time, we will begin talking about whether or not Transcendental ideals are still evident in our society and where we can find them! It's probably hidden in a book somewhere that someone left half unwritten, right?
Thursday, October 3, 2013
Day 35!
Happy Thursday!
Today we will continue working with "Civil Disobedience" by Henry David Thoreau. You will have time to finish reading and answering the questions in class.
If you finish early, you will have time to read your free reading book. Make sure you use the time you have in class wisely, otherwise we will no longer take time out of class to read. That would be a sad day.
See you soon!
Today we will continue working with "Civil Disobedience" by Henry David Thoreau. You will have time to finish reading and answering the questions in class.
If you finish early, you will have time to read your free reading book. Make sure you use the time you have in class wisely, otherwise we will no longer take time out of class to read. That would be a sad day.
See you soon!
Wednesday, October 2, 2013
Day 34!
Happy Wednesday!
Today we will begin by discussing the prompt from yesterday. You will start by sharing your answer with a partner, and then we will talk about it as a class.
If you forgot what the prompt was, here it is again:
Would you ever consider breaking a law that you found to be unjust? Why or why not? What does "civil disobedience" mean? Research an example of a time that this tactic has been used by someone other than Henry David Thoreau. Was their use of civil disobedience successful? Why or why not?
After that, we will read a biography about Henry David Thoreau and an excerpt from his essay "Civil Disobedience". As you read, you will answer these QUESTIONS!
Today we will begin by discussing the prompt from yesterday. You will start by sharing your answer with a partner, and then we will talk about it as a class.
If you forgot what the prompt was, here it is again:
Would you ever consider breaking a law that you found to be unjust? Why or why not? What does "civil disobedience" mean? Research an example of a time that this tactic has been used by someone other than Henry David Thoreau. Was their use of civil disobedience successful? Why or why not?
After that, we will read a biography about Henry David Thoreau and an excerpt from his essay "Civil Disobedience". As you read, you will answer these QUESTIONS!
Tuesday, October 1, 2013
Day 33!
Happy Tuesday of homecoming week! I bet you love my outfit today even more than you loved yesterday's!
A hint for today's costume
Today we will start with our Commonly Confused Words for the week (Yeah buddy!). Then we will do a couple of brief activities to prepare us for our next reading, which will be "Civil Disobedience" by Henry David Thoreau. Today we will talk about what the phrase "Civil Disobedience" means and then have a short discussion about it.
Commonly Confused Words:
1. accept, except
accept (vb)- to receive willingly
example: John accepted the trophy on behalf of the entire team.
except (prep.)- but; excluding
example: Everyone except Beth went out for pizza after the dance.
Exercise:
1. Grace was humble as she (accepted, excepted) the award for most valuable player.
2. My parents will not (accept, except) any excuses for breaking curfew.
3. All of the boys (accept, except) George were on time for the meeting. Come ON George.
4. Malcolm will (accept, except) your package from UPS when it arrives
5. All of my children have blue eyes (accept, except) my oldest son, Greg.
except can also be a verb! As a verb, except means "to leave out; to exclude"
In a brief paragraph (or two), respond to the following prompt. You will need to do some outside research!
Would you ever consider breaking a law that you found to be unjust? Why or why not? What does "civil disobedience" mean? Research an example of a time that this tactic has been used by someone other than Henry David Thoreau. Was their use of civil disobedience successful? Why or why not?
A hint for today's costume
Today we will start with our Commonly Confused Words for the week (Yeah buddy!). Then we will do a couple of brief activities to prepare us for our next reading, which will be "Civil Disobedience" by Henry David Thoreau. Today we will talk about what the phrase "Civil Disobedience" means and then have a short discussion about it.
Commonly Confused Words:
1. accept, except
accept (vb)- to receive willingly
example: John accepted the trophy on behalf of the entire team.
except (prep.)- but; excluding
example: Everyone except Beth went out for pizza after the dance.
Exercise:
1. Grace was humble as she (accepted, excepted) the award for most valuable player.
2. My parents will not (accept, except) any excuses for breaking curfew.
3. All of the boys (accept, except) George were on time for the meeting. Come ON George.
4. Malcolm will (accept, except) your package from UPS when it arrives
5. All of my children have blue eyes (accept, except) my oldest son, Greg.
except can also be a verb! As a verb, except means "to leave out; to exclude"
example: His medical condition excepted him from playing badminton.
Write a sentence using except as a verb.
2. affect, effect
affect (vb)- to influence
example: Your criticism affects people in a negative way.
effect (n)- the result of some action
example: Iowans have felt the effect of Mother Nature this winter.
1. I don't think you realize how your comments (affect, effect) your friends.
2. The (affects, effects) of the storm were disastrous along the Louisiana coast.
3. The medicine did have an (affect, effect) on my headache.
4. Write four sentences; use each word in two sentences.
1. I don't think you realize how your comments (affect, effect) your friends.
2. The (affects, effects) of the storm were disastrous along the Louisiana coast.
3. The medicine did have an (affect, effect) on my headache.
4. Write four sentences; use each word in two sentences.
3. buy, by, bye
buy (vb)- to acquire in exchange for money; to purchase
example: Every year, my cousin buys a new car.
by (prep)- next to; with the use of or through; not later than
Example: Paul walked by the cafeteria and entered the gymnasium.
By working hard, Josie earned enough money to go skiing in Aspen.
I expect that each of your essays are written only by you.
bye (n or salutation)- in sports, the position of one who draws no opponent for a round in a tournament and so advances to the next round. As salutation; short for "goodbye"
Example: The Cardinals have a bye in the first round of the state tournament, so they have an extra day of practice.
Choose the correct words:
Alvin and Lindsay stood (buy, by, bye) the scorers table and realize early on that they should draw a (buy, by, bye) for the first round of the tournament. Alvin decided he would (buy, by, bye) four tickets to the banquet that evening so they could take their spouses. They left the golf course and went in different directions to get home, Alvin (buy, by, bye) the freeway and Lindsay (buy, by, bye) Main Avenue.
Civil disobedience:
In a brief paragraph (or two), respond to the following prompt. You will need to do some outside research!
Would you ever consider breaking a law that you found to be unjust? Why or why not? What does "civil disobedience" mean? Research an example of a time that this tactic has been used by someone other than Henry David Thoreau. Was their use of civil disobedience successful? Why or why not?
Monday, September 30, 2013
Day 32!
Happy Monday!
Get excited for a fun-filled week of Transcendentalism!
If you are in 1st hour, you will have your reading day today! Woo hoo! Remember, your second question is posted on the Reading Workshop Blog and will be due on Wednesday! Each question is worth 15 points, so don't forget, don't forget, DON'T FORGET to answer it!
If you are a 4th or 6th hour student, today is your day to discuss Emerson's essay "Self-Reliance" during class. If we have time at the end of the discussion, you will have the opportunity to continue to read or answer the question on the blog!
We will do our Commonly Confused Words tomorrow so that everyone gets them on the same day!
Looking forward to seeing you--let's make it a great homecoming week!
Get excited for a fun-filled week of Transcendentalism!
If you are in 1st hour, you will have your reading day today! Woo hoo! Remember, your second question is posted on the Reading Workshop Blog and will be due on Wednesday! Each question is worth 15 points, so don't forget, don't forget, DON'T FORGET to answer it!
If you are a 4th or 6th hour student, today is your day to discuss Emerson's essay "Self-Reliance" during class. If we have time at the end of the discussion, you will have the opportunity to continue to read or answer the question on the blog!
We will do our Commonly Confused Words tomorrow so that everyone gets them on the same day!
Looking forward to seeing you--let's make it a great homecoming week!
Friday, September 27, 2013
Day 31!
Day 31!! Friday!!
Happy last day of the week!
You all are in for a real treat today!
If you are in first hour, we will be discussing the questions you answered based on "Self-Reliance". I'm so pumped to see what you all thought of it! I'm sure you loved it!
We will talk about the main idea of each paragraph and then discuss your answers to the questions. It's going to be so fun!
IF we get time after that, you will have the remaining time to read your free reading books. The new question is posted, and will be due on Wednesday of next week.
If you are in fourth or sixth hour, today will be your reading day. You will have the first part of the period to complete any work that you did not finish yesterday, and the rest of the hour is meant to be spent (that rhymes) on reading. Your question will be due on Wednesday as well.
Happy last day of the week!
You all are in for a real treat today!
If you are in first hour, we will be discussing the questions you answered based on "Self-Reliance". I'm so pumped to see what you all thought of it! I'm sure you loved it!
We will talk about the main idea of each paragraph and then discuss your answers to the questions. It's going to be so fun!
IF we get time after that, you will have the remaining time to read your free reading books. The new question is posted, and will be due on Wednesday of next week.
If you are in fourth or sixth hour, today will be your reading day. You will have the first part of the period to complete any work that you did not finish yesterday, and the rest of the hour is meant to be spent (that rhymes) on reading. Your question will be due on Wednesday as well.
Thursday, September 26, 2013
Day 30!
Happy Thursday! Congratulations on making it this far!
Today we get to read our first work from Ralph Waldo Emerson! (Say "Yippee!" now, please!)
First we will start out by talking a little bit about Mr. Emerson, and then we will jump right in to reading! You will be reading an excerpt from "Self-Reliance" with a partner. As you read, please annotate the passage! Beside each paragraph (or under or next to), write the main message of that section.
Other things you should be doing while you read (write these things down; that's annotating)
- Ask questions
- React to what you are reading (I'm not looking for "This is stupid")
- Give an opinion (still no "This is stupid, please)
- Locate important passages or quotes that you like. There are tons of them here!
- Make Connections
- Define new words
- Track any themes you see developing
You may need to read each section more than once; this is not an easy read. Take your time, focus on each sentence individually.
Once you have finished reading AND annotating (this will be graded)- answer the questions in the packet. #12 should be done individually .
IF you finish early, you may spend the remainder of class reading.
Today we get to read our first work from Ralph Waldo Emerson! (Say "Yippee!" now, please!)
First we will start out by talking a little bit about Mr. Emerson, and then we will jump right in to reading! You will be reading an excerpt from "Self-Reliance" with a partner. As you read, please annotate the passage! Beside each paragraph (or under or next to), write the main message of that section.
Other things you should be doing while you read (write these things down; that's annotating)
- Ask questions
- React to what you are reading (I'm not looking for "This is stupid")
- Give an opinion (still no "This is stupid, please)
- Locate important passages or quotes that you like. There are tons of them here!
- Make Connections
- Define new words
- Track any themes you see developing
You may need to read each section more than once; this is not an easy read. Take your time, focus on each sentence individually.
Once you have finished reading AND annotating (this will be graded)- answer the questions in the packet. #12 should be done individually .
IF you finish early, you may spend the remainder of class reading.
Wednesday, September 25, 2013
Day 29!
Oh my goodness, we are almost to Day 30! You're going to make it!
Today we will continue on with some background information about Transcendentalism and the impact it had on the American mind. In specific, you will be doing two short readings about our first author, Ralph Waldo Emerson.
First, you will be reading pages 360-361 in the text book individually. This reading is about how Emerson really started the Transcendental way of thinking, and how he impacted America and eventually the world. Answer the questions on page 361 and discuss your answers with a partner near you.
Then, please read page 362-363 about how Emerson's "Self-Reliance" had an impact on 16 year old Charles Johnson who eventually went on to become a celebrated American author. Answer the questions on page 363 and discuss with a partner.
Once you have completed these two readings, please reflect on the following questions and answer based on the pages you have read:
1. What are some important things to note about Ralph Waldo Emerson?
2. What impact has Emerson had on the American way of thinking?
3. Based on what you know already, do you believe the topics that he writes about are still relevant today? Why or Why not?
If you have time left over at the end of the period, you may free read. No computers!
Today we will continue on with some background information about Transcendentalism and the impact it had on the American mind. In specific, you will be doing two short readings about our first author, Ralph Waldo Emerson.
First, you will be reading pages 360-361 in the text book individually. This reading is about how Emerson really started the Transcendental way of thinking, and how he impacted America and eventually the world. Answer the questions on page 361 and discuss your answers with a partner near you.
Then, please read page 362-363 about how Emerson's "Self-Reliance" had an impact on 16 year old Charles Johnson who eventually went on to become a celebrated American author. Answer the questions on page 363 and discuss with a partner.
Once you have completed these two readings, please reflect on the following questions and answer based on the pages you have read:
1. What are some important things to note about Ralph Waldo Emerson?
2. What impact has Emerson had on the American way of thinking?
3. Based on what you know already, do you believe the topics that he writes about are still relevant today? Why or Why not?
If you have time left over at the end of the period, you may free read. No computers!
Tuesday, September 24, 2013
Day 28!
Happy Tuesday!
Just a friendly reminder--today is the last day to turn in your comment on the 1st question on the Reading Workshop blog! It is worth 75% today but will be worth nothing tomorrow, so make sure you get that in! I am missing about 16 answers!
Today we are going to begin our background information about Transcendentalism. We will focus on the 5 Ws (Who, What, Where,When Why) of this era including how it was born from Romanticism (don't worry, we'll talk about what that is too). We will also discuss the 5I's of Romanticism and Transcendentalism.
If you are absent today, you should read through this presentation Romanticism & Transcendentalism and take notes on the 5 Ws and the 5 Is.
This should take the entire period, but if by chance we finish early, you will have the extra time to free read.
See you in class!
Just a friendly reminder--today is the last day to turn in your comment on the 1st question on the Reading Workshop blog! It is worth 75% today but will be worth nothing tomorrow, so make sure you get that in! I am missing about 16 answers!
Today we are going to begin our background information about Transcendentalism. We will focus on the 5 Ws (Who, What, Where,When Why) of this era including how it was born from Romanticism (don't worry, we'll talk about what that is too). We will also discuss the 5I's of Romanticism and Transcendentalism.
If you are absent today, you should read through this presentation Romanticism & Transcendentalism and take notes on the 5 Ws and the 5 Is.
This should take the entire period, but if by chance we finish early, you will have the extra time to free read.
See you in class!
Monday, September 23, 2013
Day 27!
Happy Monday and happy day 27...almost to 30! Which is almost to 180....almost.
Well, it's MONDAY. So, we'll get started with our Commonly Confused Words for the week! Woo hoo!
After we finish that, we will continue our group discussion about the "Rebelution" and then begin talking about Transcendentalism!
Here they are:
1. your, you're- this is a big one!
your (adj)- the possessive form of "you"; it belongs to you
Example: Please place all of your books on the floor before we begin the test.
you're- contraction of "you are"
Example: There is no question that you're going to do well in the debate.
(Your, You're) not always sure of (your, you're) own abilities, especially when every time you do something using (your, you're) own talent, (your, you're) immediately criticized for using (your, you're) creativity. As you get older and more experienced, however, (your, you're) confidence will be renewed and (your, you're) going to believe in (your, you're) approach to (your, you're) own original artwork. Trust me, (your, you're) going to be a successful artist in whatever medium you choose.
2. cite, sight, site
cite (vb)- to quote a passage, a book, an author, or another source, especially as an authority; to summon officially to appear in court; to commend
Example: You must cite several sources as you write your research paper.
sight (vb or n)- vb-to observe within one's field of vision; to take aim at; n- the power of seeing; a view; a field of vision
Example: Springfield sighted the tall ships.
site (n)- the exact location or position of something, the position or location of a town building, and so forth, especially in relation to its environment.
Example: The dump site reeked of rotting garbage.
Exercise: Write six sentences, use each word in two sentences.
3. lay, lie
lay (vb)- to put; to place something
Example: The baby laid his head down and immediately went to sleep.
Lay, laid, and laid (past participles)
lie (vb)- to recline or remain in a reclining postition
Example: Linda has lain down for an afternoon nap every day of her life.
Lie, lay, lain
hint: "lay" takes a object (the head in the first example) and "lie" does not
Exercise: Write four sentences. Use each word twice.
Well, it's MONDAY. So, we'll get started with our Commonly Confused Words for the week! Woo hoo!
After we finish that, we will continue our group discussion about the "Rebelution" and then begin talking about Transcendentalism!
Here they are:
1. your, you're- this is a big one!
your (adj)- the possessive form of "you"; it belongs to you
Example: Please place all of your books on the floor before we begin the test.
you're- contraction of "you are"
Example: There is no question that you're going to do well in the debate.
(Your, You're) not always sure of (your, you're) own abilities, especially when every time you do something using (your, you're) own talent, (your, you're) immediately criticized for using (your, you're) creativity. As you get older and more experienced, however, (your, you're) confidence will be renewed and (your, you're) going to believe in (your, you're) approach to (your, you're) own original artwork. Trust me, (your, you're) going to be a successful artist in whatever medium you choose.
2. cite, sight, site
cite (vb)- to quote a passage, a book, an author, or another source, especially as an authority; to summon officially to appear in court; to commend
Example: You must cite several sources as you write your research paper.
sight (vb or n)- vb-to observe within one's field of vision; to take aim at; n- the power of seeing; a view; a field of vision
Example: Springfield sighted the tall ships.
site (n)- the exact location or position of something, the position or location of a town building, and so forth, especially in relation to its environment.
Example: The dump site reeked of rotting garbage.
Exercise: Write six sentences, use each word in two sentences.
3. lay, lie
lay (vb)- to put; to place something
Example: The baby laid his head down and immediately went to sleep.
Lay, laid, and laid (past participles)
lie (vb)- to recline or remain in a reclining postition
Example: Linda has lain down for an afternoon nap every day of her life.
Lie, lay, lain
hint: "lay" takes a object (the head in the first example) and "lie" does not
Exercise: Write four sentences. Use each word twice.
Friday, September 20, 2013
Day 26!
TGI Day 26
#howcoolamI
I hope you're impressed with my hash tagging...it will never happen again.
We are going to have a big discussion day today. Lots of talking today!
First we will revert to our Essential Questions and talk about how they relate to the Puritan Literature we read.
Then, we will form new groups and begin discussing what it means to be an individual for our next unit...Transcendentalism!!
#howcoolamI
I hope you're impressed with my hash tagging...it will never happen again.
We are going to have a big discussion day today. Lots of talking today!
First we will revert to our Essential Questions and talk about how they relate to the Puritan Literature we read.
Then, we will form new groups and begin discussing what it means to be an individual for our next unit...Transcendentalism!!
Thursday, September 19, 2013
Day 25!
It's Thursday!
Today we will start by evaluating the peer editing process. You will have the opportunity to assign yourself a grade based on how well you feel you did at editing. Then, you will grade each of your group mates based on how well you feel your essay was edited.
THEN, you will have time to read!!! As I have mentioned in the past, along with reading comes a reading question! See the Reading Workshop blog for this week's question! Make sure you check out the response rubric as well to make sure that you are meeting the requirements for your answers!
Let's make today the best day we've had yet!
Wednesday, September 18, 2013
Day 24!
Happy hump day- and a short hump day at that!
Today, we will go through the process of turning in your essays! Follow the steps below to complete this process correctly:
1. Finish Works Cited page (see useful documents tab for a guide)
2. Complete any final revisions
3. Print final draft
4. SHARE rough draft. Title it "The Crucible & McCarthyism" when sharing or sending it.
5. Staple final draft, organizers (outline paper & movie notes), and rubric together. Please turn it in to your class' tray.
If you finish early, you should be reading. No computers will be allowed once you turn your paper in.
Tomorrow, we will begin by evaluating how the peer editing process went. Then, we will spend the rest of the period reading, so please BRING YOUR BOOK TO CLASS with you every day from now on.
Tuesday, September 17, 2013
Day 23!
It's a dreary and wet 23rd day of school. Great for concentration!
Today, we will spend the first half of class finishing our peer editing. If you have questions about the steps to follow, please see yesterday's post.
Then, we will get to talk about some REALLY EXCITING STUFF! We will talk about how to correctly set up your essay in MLA format. We will take a look at some samples, and there are a few guides posted on the Useful Documents tab of this blog to help you on the way.
If we get any time at the end of class, you may use it to begin your revisions. These should be meaningful changes to make your essay more clear and insightful! Remember, your final drafts are due TOMORROW!
See you soon!
Today, we will spend the first half of class finishing our peer editing. If you have questions about the steps to follow, please see yesterday's post.
Then, we will get to talk about some REALLY EXCITING STUFF! We will talk about how to correctly set up your essay in MLA format. We will take a look at some samples, and there are a few guides posted on the Useful Documents tab of this blog to help you on the way.
If we get any time at the end of class, you may use it to begin your revisions. These should be meaningful changes to make your essay more clear and insightful! Remember, your final drafts are due TOMORROW!
See you soon!
Monday, September 16, 2013
Day 22!
Happy Monday!
Today we will start with the much anticipated quiz over our commonly confused words!
After that, we will begin the peer editing process for our essays over The Crucible and McCarthyism. You will be placed in groups of three or four to work on this editing. Since we have not done this is my class yet, we will take a brief moment to talk about the process I like to use when we are peer editing.
Step 1: Make a copy of your partner's essay (do NOT edit on their original copy)
Step 2: Read for spelling, grammar, and mechanical mistakes. Highlight any mistakes you see.
Step 3: Write 2 compliments and 2 suggestions for revision for each paragraph. You may place these comments in the margins of the document using the "comment" function.
Step 4: Assign a score based on the essay rubric.
Repeat the process for each partner.
Remember to STAY POSITIVE! Think about how you word your suggestions. Instead of saying, "Your word choice is boring," try wording it like "If you used the word exceptional rather than good, this sentence would be much more interesting!"
Once your group has finished reading all of the essays, please discuss the comments you made in order to clarify what you mean.
Then, go back through and begin your revisions to your essay based on the feedback your partners gave you!
Thursday, September 12, 2013
Day 20!
You will have the entire period to work on your rough drafts today!
REMEMBER: Your free reading book selections are due TOMORROW. This is a graded assignment, so don't forget to bring your book with you to class! Check out the reading list if you have not already done so!
See you in class.
REMEMBER: Your free reading book selections are due TOMORROW. This is a graded assignment, so don't forget to bring your book with you to class! Check out the reading list if you have not already done so!
See you in class.
Wednesday, September 11, 2013
Days 18 & 19!
Good morning!
In case you've missed the past few days, we have finished watching The Crucible!
Yesterday, we started on our project for this unit. If you're curious or forgot about what we are doing, we are writing an essay that explains how Miller (author of The Crucible) used the play as an allegory for McCarthyism. Take a look at the essay assignment HERE. AND, if you're curious about the rubric, click HERE!
Today, you will continue your background research and complete your graphic organizer (see page 2 of essay document). If you are a very efficient worker who is done with their research (way to go, by the way), you should begin writing your rough draft, which is due MONDAY!
See you soon!
In case you've missed the past few days, we have finished watching The Crucible!
Yesterday, we started on our project for this unit. If you're curious or forgot about what we are doing, we are writing an essay that explains how Miller (author of The Crucible) used the play as an allegory for McCarthyism. Take a look at the essay assignment HERE. AND, if you're curious about the rubric, click HERE!
Today, you will continue your background research and complete your graphic organizer (see page 2 of essay document). If you are a very efficient worker who is done with their research (way to go, by the way), you should begin writing your rough draft, which is due MONDAY!
See you soon!
Monday, September 9, 2013
Day 17!
Happy Monday!
Since it is the first day of the week, we will start with our commonly confused words for the week! If I were you, I would prepare myself to turn in all of the words we have done so far next week. If I were you, I would also prepare myself for a quiz over these words!
After that, we will have a brief chat about your independent reading! It is time to get started. For first quarter, your genre is American Literature. You should pick your book from this Reading List. You may choose any book that is listed as American Literature. You may NOT choose a book that you have previously read. If you come to me asking if you can read To Kill a Mockingbird or another book that you may have read with Mrs. J, I will send you down to talk to here to get permission! You need to have your book selected by Friday!
We will also finish watching The Crucible today!
Here are your commonly confused words for the week:
1. than, then
than (conj)- used for comparisons; used to introduce the second element or clause of a comparison of inequality
example: You are far more intelligent than you think.
example: He is much more fun than Bert.
then (adv)- at that time in the past; next in time, order, or space; at another time in the future; in that case; in addition; besides; yet; on the other hand
example: Let's go to the movies and then go out to eat.
example: He was much more fun, then.
hint: "than" is used as a comparison word, and "then" tells when.
1. That building seems taller (than, then) this one.
2. I don't see how you can say one thing and (than, then) change your mind so easily.
3. There is no question that lead is heaver (than, then) silver.
4. Buildings made of steel are much stronger (than, then) those made of wood.
5. I like to get Chinese food every now and (than, then).
2. their, there, they're
their (pronoun)- the possessive case of the pronoun they, indicating ownership (they own it; it is their thing)
example: Grant and Hunter gave their best performance on the second night of the play.
there (adv)- of or at a place; to into, or toward a place
example: There are several reasons why I don't want to dance.
example: Over there is the door the president will walk through.
they're- contraction of they are
example: They're supposed to save their money instead of spending it on silly things.
Write six sentences. Use each word in two sentences. Exchange your sentences with a classmate. Read your partner's sentences to make sure the words are used correctly.
3. all ready, already
all ready (adj)- prepared; completely ready
example: The volunteers at the homeless shelter were all ready to serve dinner to those waiting in the long line.
already (adv)- before some specified time; previously
example: By the time Sylvia arrived at school, classes had already begun.
1. Clarence had his math homework (all ready, already) to pass in.
2. The math test was for one hour, but Scott had (all ready, already) finished in a half-hour.
3. (All ready, Already) for the prom, Denise discovered a tear in her dress.
4. Kyong had (all ready, already) selected a topic for her research paper.
Words provided by:
Gentile, William W., Sr. Daily Warm Ups Commonly Confused Words. Portland, ME: Walch, 2003. Print.
Since it is the first day of the week, we will start with our commonly confused words for the week! If I were you, I would prepare myself to turn in all of the words we have done so far next week. If I were you, I would also prepare myself for a quiz over these words!
After that, we will have a brief chat about your independent reading! It is time to get started. For first quarter, your genre is American Literature. You should pick your book from this Reading List. You may choose any book that is listed as American Literature. You may NOT choose a book that you have previously read. If you come to me asking if you can read To Kill a Mockingbird or another book that you may have read with Mrs. J, I will send you down to talk to here to get permission! You need to have your book selected by Friday!
We will also finish watching The Crucible today!
Here are your commonly confused words for the week:
1. than, then
than (conj)- used for comparisons; used to introduce the second element or clause of a comparison of inequality
example: You are far more intelligent than you think.
example: He is much more fun than Bert.
then (adv)- at that time in the past; next in time, order, or space; at another time in the future; in that case; in addition; besides; yet; on the other hand
example: Let's go to the movies and then go out to eat.
example: He was much more fun, then.
hint: "than" is used as a comparison word, and "then" tells when.
1. That building seems taller (than, then) this one.
2. I don't see how you can say one thing and (than, then) change your mind so easily.
3. There is no question that lead is heaver (than, then) silver.
4. Buildings made of steel are much stronger (than, then) those made of wood.
5. I like to get Chinese food every now and (than, then).
2. their, there, they're
their (pronoun)- the possessive case of the pronoun they, indicating ownership (they own it; it is their thing)
example: Grant and Hunter gave their best performance on the second night of the play.
there (adv)- of or at a place; to into, or toward a place
example: There are several reasons why I don't want to dance.
example: Over there is the door the president will walk through.
they're- contraction of they are
example: They're supposed to save their money instead of spending it on silly things.
Write six sentences. Use each word in two sentences. Exchange your sentences with a classmate. Read your partner's sentences to make sure the words are used correctly.
3. all ready, already
all ready (adj)- prepared; completely ready
example: The volunteers at the homeless shelter were all ready to serve dinner to those waiting in the long line.
already (adv)- before some specified time; previously
example: By the time Sylvia arrived at school, classes had already begun.
1. Clarence had his math homework (all ready, already) to pass in.
2. The math test was for one hour, but Scott had (all ready, already) finished in a half-hour.
3. (All ready, Already) for the prom, Denise discovered a tear in her dress.
4. Kyong had (all ready, already) selected a topic for her research paper.
Words provided by:
Gentile, William W., Sr. Daily Warm Ups Commonly Confused Words. Portland, ME: Walch, 2003. Print.
Thursday, September 5, 2013
Day 15
We will continue to watch The Crucible today. Please be sure to bring your notes sheet with you to class.
See you soon!
Wednesday, September 4, 2013
Day 14!
Welcome back from your long weekend! I hope it was enjoyable for you. I'm sure you are all so excited to get back to work!
Today we will start with our Commonly Confused Words for the week.
After that, we will begin (or continue) viewing The Crucible. Remember, you are looking for examples of when the people are acting as good Puritans and when they are being intolerant of others. You will need to fill this in on your chart!
Here are your commonly confused words for the week:
1. to, too, two
to (prep)- movement toward; in a direction toward; toward or reaching the state of
example: Daren went through the hall, into the room, and up to the front.
example: Please take this letter to the post office and mail it.
too (adv)- in addition; also; more than sufficient; excessively
example: Marich and Meghan wanted to go to the circus, too.
example: Rheatha used too much butter in the cake recipe.
two (n., adj, pronoun)- the number 2; equal to one plus one; having two parts
example: I have told you two times that a negative times a negative equals a positive! Duh.
Often there are (to, too, two) many people (to, too, two) tell a secret. Any more than (to, too, two) poses a serious threat that the secret will be revealed. (To, Too, Two) often we make the mistake of trusting (to, too, two) many people, and we hear the secret coming back to us from (to, too, two) different sources. It is like walking into a stone wall, because the shock is almost (to, too, two) much to bear. The (to, too, two) lessons (to, too, two) be learned are that more than (to, too, two) people can't keep a secret, so tell it only (to, too, two) the one person you trust most.
2. which, witch
which (adj, pronoun)- the particular one or ones
example: Brian had difficulty deciding which fishing rod to buy.
example: His decisionwas based upon which of the rods came with a reel.
witch (n)- a woman who practices sorcery; an ugly, old, vicious woman
example: In Salem, Massachusetts, there is an active coven of witches.
1. I always had difficulty deciding (which, witch) dessert I like best.
2. You have given me several reasons, none of (which, witch) is acceptable.
3. The children were afraid of the old woman because they thought she was a (which, witch).
4. (Which, Witch) of these suits do you like better?
5. In Shakespeare's Macbeth, the (whiches, witches) tell Macbeth several prophecies.
6. Write two original sentences. Use which in one and witch in the other.
3. woman, women
woman (n)- an adult female human
example: Madeleine Albright was the first woman to serve as United States Secretary of State
women (n)- the plural form of woman
example: Two of the women in the band played guitar.
1. Gwyneth Paltrow is one of the (woman, women) in show business who has succeeded both on stage and in movies.
2. Four (woman, women) in the United States Senate are from California and Maine.
3. (Woman, Women) have fought for years to receive equal pay for equal work.
4. Eleanor Roosevelt was one (woman, women) highly admired by the American public.
5. Write two sentences of your own. Use woman in one and women in the other.
Words provided by:
Gentile, William W., Sr. Daily Warm Ups Commonly Confused Words. Portland, ME: Walch, 2003. Print.
Friday, August 30, 2013
It's Friday, the 13th day of school!
Happy day 13 !
Today, we will finish up with the activities that we did not finish yesterday. We will watch several short video clips about Arthur Miller, Edward R. Murrow, and the McCarthy Era.
After we have finished the videos, we will discuss the answers to the questions I gave you.
If we have time after that, we will begin to watch The Crucible.
Thursday, August 29, 2013
Day 12 !
If you haven't been tuning into class the last few days, we've been MAP testing...and fighting with technology while we've been trying to test.
Today, we will start by finally finishing up our activity with "Half Hanged Mary", unless you're a member of the 1st hour class, that is! If you are in 1st hour, you will start with your commonly confused words for the week! Yay! If you're in the other classes, we'll begin with the poem.
After we've finished that, we'll begin to talk about the next part of our Puritan unit, The Crucible. This movie was originally written as a play by Arthur Miller. He intended the play to be an allegory for McCarthyism that took place in the United States during the early 1950s. The Crucible does a great job of highlighting the intolerance that took place during the Salem Witch Trials, and later again during McCarthyism.
Before we start the film, we'll take a look at a few film clips about McCarthyism and Arthur Miller's motivation to write the play.
"We will not walk in fear..."
Murrow vs. McCarthy
Millery Day-Lewis Conversation
As we watch the film clips, answer the questions provided for you.
Tomorrow, we will begin watching the film!
Happy Thursday!
Today, we will start by finally finishing up our activity with "Half Hanged Mary", unless you're a member of the 1st hour class, that is! If you are in 1st hour, you will start with your commonly confused words for the week! Yay! If you're in the other classes, we'll begin with the poem.
After we've finished that, we'll begin to talk about the next part of our Puritan unit, The Crucible. This movie was originally written as a play by Arthur Miller. He intended the play to be an allegory for McCarthyism that took place in the United States during the early 1950s. The Crucible does a great job of highlighting the intolerance that took place during the Salem Witch Trials, and later again during McCarthyism.
Before we start the film, we'll take a look at a few film clips about McCarthyism and Arthur Miller's motivation to write the play.
"We will not walk in fear..."
Murrow vs. McCarthy
Millery Day-Lewis Conversation
As we watch the film clips, answer the questions provided for you.
Tomorrow, we will begin watching the film!
Happy Thursday!
Monday, August 26, 2013
Day 9! Happy Monday!
Okay, we are scheduled to take MAP tests today, but so far they have not been working. So, we will proceed with our work with "Half-Hanged Mary" and Commonly Confused Words.
We will start with our Commonly Confused Words for the day.
Then, you will get time to work with your groups to complete the steps you started on Friday.
Our Commonly Confused Words for this week are:
Commonly Confused Words:
1. farther, further
farther (adv)- at or to a greater distance (used to refer to measurable distance)
example: Texas is farther west that Louisiana.
further (adj or adv)- greater in time, degree, or extent; additionally
example: Frankly, I have no further interest in arguing with you over such trivia.
example: The further you go in the study of psychology, the more fascinating it becomes.
1. The company has suspended (farther, further) negotiations for the contract
2. The evidence was extensive and offered (farther, further) proof of the defendant's guilt.
3. I rode my bicycle (farther, further) down the road than Maggie did.
4. Hawaii is (farther, further) away than Alaska is.
5. There is no question we need (farther, further) review to be ready for the exam.
2. hang, hanged, hung
hang (vb)- to fasten above with no support from below; to suspend; to attach to a wall; to suspend by the neck until dead.
Hang has two past forms and two different past participle forms, hang, hanged, hung and hang, hung, hung. Hanged is used exclusively in the sense of causing death. Therefore, do not use hung when referring to capital punishment or suicide.
example: The four pictures were hung along the stairway leading to the balcony.
example: In some states, prisoners are hanged for capital offenses.
The prisoner was schedule to be (hanged, hung) at dawn. Just before dawn, the warden received an important call from the prisoner's lawyer. He told the warden that Judge Clements was trying to stop the inmate from being (hanged, hung). Before he (hanged, hung) up, the lawyer told the warden to expect a call from the governor. The warden (hanged, hung) his badge on his shirt and proceeded to the gallows area to wait The prisoner, head (hanged, hung) low, entered. Suddenly, the phone rang. After the warden (hanged, hung) up, he announced a stay of execution had been granted. The prisoner would not be (hanged, hung).
3. its, it's
its (pronoun)- owned by; belonging to example: A horse uses its tail to swat flies and other insects.
it's- contraction of it is
example: I don't want to go into any more detail about your birthday present; it's a secret.
1. The camel stores water in (its, it's) body for weeks, requiring less fluid than most animals.
2. (Its, It's) clear that the answer to the problem is quite complex.
3. One can easily identify the lilac because of (its, it's) distinctive odor.
4. (Its, It's) interesting how the male pheasant shows off (its, it's) plumage by fanning (its, it's) tail feathers.
We will start with our Commonly Confused Words for the day.
Then, you will get time to work with your groups to complete the steps you started on Friday.
Our Commonly Confused Words for this week are:
Commonly Confused Words:
1. farther, further
farther (adv)- at or to a greater distance (used to refer to measurable distance)
example: Texas is farther west that Louisiana.
further (adj or adv)- greater in time, degree, or extent; additionally
example: Frankly, I have no further interest in arguing with you over such trivia.
example: The further you go in the study of psychology, the more fascinating it becomes.
1. The company has suspended (farther, further) negotiations for the contract
2. The evidence was extensive and offered (farther, further) proof of the defendant's guilt.
3. I rode my bicycle (farther, further) down the road than Maggie did.
4. Hawaii is (farther, further) away than Alaska is.
5. There is no question we need (farther, further) review to be ready for the exam.
2. hang, hanged, hung
hang (vb)- to fasten above with no support from below; to suspend; to attach to a wall; to suspend by the neck until dead.
Hang has two past forms and two different past participle forms, hang, hanged, hung and hang, hung, hung. Hanged is used exclusively in the sense of causing death. Therefore, do not use hung when referring to capital punishment or suicide.
example: The four pictures were hung along the stairway leading to the balcony.
example: In some states, prisoners are hanged for capital offenses.
The prisoner was schedule to be (hanged, hung) at dawn. Just before dawn, the warden received an important call from the prisoner's lawyer. He told the warden that Judge Clements was trying to stop the inmate from being (hanged, hung). Before he (hanged, hung) up, the lawyer told the warden to expect a call from the governor. The warden (hanged, hung) his badge on his shirt and proceeded to the gallows area to wait The prisoner, head (hanged, hung) low, entered. Suddenly, the phone rang. After the warden (hanged, hung) up, he announced a stay of execution had been granted. The prisoner would not be (hanged, hung).
3. its, it's
its (pronoun)- owned by; belonging to example: A horse uses its tail to swat flies and other insects.
it's- contraction of it is
example: I don't want to go into any more detail about your birthday present; it's a secret.
1. The camel stores water in (its, it's) body for weeks, requiring less fluid than most animals.
2. (Its, It's) clear that the answer to the problem is quite complex.
3. One can easily identify the lilac because of (its, it's) distinctive odor.
4. (Its, It's) interesting how the male pheasant shows off (its, it's) plumage by fanning (its, it's) tail feathers.
Subscribe to:
Posts (Atom)