I HAVE NOT HEARD FROM ALL STUDENTS. I HAVE SWITCHED OVER TO GOOGLE CLASSROOM. I EMAILED ALL OF YOU, SO IF YOU HAVEN'T GOTTEN IT, CHECK YOUR SPAM. IF YOU STILL CAN'T FIND IT, EMAIL ME. I HAVE THINGS I'VE BEEN ASSIGNING AND I DON'T WANT YOU TO GET BEHIND.
IF YOU KNOW SOMEONE DOESN'T HAVE A COMPUTER OR WIFI, PLEASE EMAIL ME SO I CAN CALL PARENTS IF NEED BE!
For Wednesday's work, I have a powerpoint & 2 videos I want you to watch and take notes on - you can do this in whatever style note-taking you prefer. Here is a guide on Cornell Notetaking: Cornell Notes
Powerpoint - you'll need sound for this: Animal Farm background
Because we read 2 very major works by Orwell, I want you to understand him and his background. I was going to post a longer video, but decided to show the shorter one: https://www.youtube.com/watch?v=kvXU3vzHq8E&t=162s
The other is on the Russian Revolution, of which Animal Farm is an allegory for: https://www.youtube.com/watch?v=U6KR4cLLVzQ&t=254s
Overall, I need you to understand the main players of the Russian Revolution - Karl Marx, Leon Trotsky, Joseph Stalin, Vladimir Lenin
Monday March 23
Hello all and happy Monday. So, looks like we are going to be doing things a bit differently, possibly for the remainder of the year. This will be a great time for us to all be thinking about project-based learning! We are starting off with Animal Farm, so if you have not ordered the book yet, please do so. This week is going to be additional prep time for us to all get caught up to speed. If you are unable to buy a book, here is a link to the online text: Animal Farm. You can also listen to it online: Audio. For those of you that got an A on Fahrenheit 451 annotations, you will not need to annotate Animal Farm. For those that have to annotate, stay tuned for directions.
Mondays are going to be work days for teachers, and once I know the new red/white calendar, I will update plans.
Since this week is a time for everyone to settle in, please take this time to gather any questions, concerns, etc. you have for me. I will do video conferencing upon request, but the majority will be done through this site.
At this time, can you please email me and let me know that you have read all this, if you have your book or got the online link, and add any questions, concerns, etc. you might have. Please do this by Friday.
Please don't stress! I will get you through this! I think this is an exciting time to see how innovative we can become during this adventure, so please don't hesitate to give me any great ideas you might have! Please stay safe and healhty!
Wednesday March 11, 2020
Go over SOAPStone in poetry: SOAPStone
Occasion is now being expanded into "exigence" - here is a video that explains what that means: https://www.youtube.com/watch?v=av0x120URog
Get with a partner and analyze one of the following poems that I assign you and fill in the graphic organizer for an exit ticket grade. If you were absent, you will analyze #1 "Mirror" and fill in the graphic organizer: Poems
Read "High School Training Ground" by Malcolm London. Watch his presentation of the poem on TedTalk: https://www.youtube.com/watch?v=_Il70mlj38o&t=23s
Then write your own version of how you see your daily education experience.
I HOPE YOU HAVE A SAFE AND FANTASTIC BREAK! :-)
Monday March 9, 2020
Go over how to analyze/read poetry
Read Billy Collins "Introduction to Poetry" & analyze in pairs through annotations of the poem: Introduction to Poetry
Then watch a TedTalk on Billy Collins poetry: https://www.youtube.com/watch?v=lD8Qyh2JukA&t=52s
If there is time, start playing around with your own poem entitled either "What I Learned Today" or "Fifteen" - these are not for a grade, just practice of diction, syntax, and content.
Begin playing around with poetry
Go through the powerpoint and practice creating at least one of each of the poem types. This is not for a grade - it's meant to be a fun introduction to poetry: Poem types
NO HOMEWORK :-)
5th block - registration
8th block - presentations
Bring in your favorite poem/song
PRESENTATIONS - if you didn't go today, you will still need to dress accordingly next class period as well. Admin may come in to watch, so put your best foot forward! Some of your ideas could become reality! :-)
Homework: Our next unit will be Poetry - short, but sweet!
Please watch and take notes on this video dealing with How to Read Poetry: https://www.youtube.com/watch?v=aQ8baj8O8Bo
This is also a really good video on reviewing your devices, I highly advise watching and taking notes! These must be LEARNED, not MEMORIZED: https://www.youtube.com/watch?v=kYFiG98Rtws
Finalize projects. I have received questions about MLA - you just need to have correct MLA format on your works cited slide. The rest of your slides should be creatively done, like the notes I gave you earlier in the year on how to create a strong powerpoing.
The other question is on dress - just don't come in wearing sweat pants, shorts, ripped jeans, t-shirts, dirty tennis shoes, etc. Nice jeans/khakis with a collared shirt is appropriate. Take pride in your appearance.
ANNOTATIONS AND WORKSHEET PACKET DUE TOMORROW.
Work on projects - 8th block had registration
REMINDER - YOU ARE NOT WRITING AN ESSAY. YOUR BIBLIOGRAPHY/WORKS CITED PAGE WILL BE AT THE END OF YOUR SLIDE. THIS SHOWS WHAT RESEARCH YOU DID TO BACK YOUR PROPOSAL.
- Late start due to snow
- Grade quiz
- Go over homework – turn in
- Socratic seminar – if you were here last class and spoke, you can use that grade. If you weren’t here either class or didn’t speak one of the classes, you can do the following 2 page max, MLA typed essay: Why do you think the firemen's rulebook credited Benjamin Franklin—writer, publisher, political leader, inventor, ambassador—as being the first fireman?
- Watch video on foil characters:
- Fill out worksheet with a partner as exit ticket: Foil wksht
- Start going over final project - see me if you were absent to get this and what group you are in.
Start researching your ideas – next 2 classes will be work time. Will present next Friday. Annotations and your Escapism worksheets will both be due.
Socratic Seminar - if you were absent, please do a 2 page max typed MLA essay on the following: In Part 3 of Fahrenheit 451 what is the significance of Montag's entering a river as he's on the run from the Mechanical Hound?
Exit ticket: watch the video on Icarus: https://www.youtube.com/watch?v=3s2QPQnuaGk
and fill out the worksheet: Icarus
Have book finished by Thursday
NOTE: THE COLLEGE FAIR HAS BEEN POSTPONED TO MARCH 24. IF WE HAVE SCHOOL TOMORROW, IT WILL STILL BE A WORK DAY!
Finish projects and seminar on section 2. If you were absent, do a 2 page max typed essay in MLA format on the following: "Why is section II titled 'The Sieve and The Sand'?"
Next class is the college/career fair and the morning classes are shortened quite a bit compared to the afternoon classes, so this is going to be a work day. Please have the book finished by Thursday 2/6. That day we will seminar, but books will not be due, so don't stress as much over getting annotations done.
There is an assignment for the career fair, so if you were absent, please see me for the material.
- Grade quiz 1
- Take quiz 2
- Go over “The Pedestrian”
- Station activity – if you were absent, do the following:
Based on what you read in section 1, how is our society like the people and situations in Fahrenheit 451?
Create series of posters (minimum 3) that are drawn or computer generated depicting your perceptions.
- Finish projects if you didn’t in class
- Discuss next year’s plan of action for classes
- Socratic Seminar #1 - if you were absent, do a 2 page max, typed, MLA essay on “In the first pages of the novel, does technology improve the quality of life for Montag & Mildred? Why or Why not?”
- Finish reading Section I and annotate
- Read “The Pedestrian” by Bradbury: The Pedestrian and fill out worksheet: wksht
- Journal #3: Spend some time observing an element of nature and show me what you are observing and how it makes you feel.”
Be sure to focus on strong diction and syntax!
- Go over homework and turn in
- Journal #2: To what degree should censorship be enacted in school?
- Activity: you are the new media specialist, write a 1 paragraph response coming up with a solution that will make parents and students happy: Censorship scenario activity
- Read Kurt Vonegut’s letter – annotate on the following questions: how is his approach different than the letter your group created? What is his message on censorship? What rhetorical devise does he use to convey that message?: Vonegut Letter
- Finish up powerpoint: PP
- Read pages 3 – 32 in the white books, and through page 29 in the red books. You will see an extra space between paragraphs – stop where the paragraph ends “…the arrival of his train put a stop to his plan.”
- Annotate - here is your rubric: Annotation guide rubric
- Read up on socratic seminar expectations: Socratic Seminar guidelines
- Fill out your socratic seminar sheet: Socratic Seminar worksheet
- Discuss annotations & turn in
- Journal #1 – choose 1 from the list of 5 to write on – about 20 minutes: Journal
- Go over the rest of the packet on watching news and how much time they spend on social media: Media activity
- Start power point
- Watch the different news channels and fill out worksheet: News homework
- Finish journal if need be
Go over vocab for Fahrenheit 451: Vocab
Learn what annotating is - https://www.youtube.com/watch?v=muZcJXlfCWs
I have a more complete packet to pick up from me if you were absent: Annotating
Practice yoru annotating skills on this piece: 4 Skinny Trees
AGAIN, I ENCOURAGE YOU TO BUY A COPY OF FAHRENHEIT 451 AS IT MAKES IT MUCH EASIER TO ANNOTATE.
Work day - get your powerpoints put together, KNOW your info, and decide who is teaching what!
Wednesday January 8
This semester is all about the novels, and we are starting off with Fahrenheit 451. But before we begin, we need to learn about some important aspects of life in the 50s, so you are going to become the experts. By row, you will research some pertitnent information that you will eventually teach to the class.
Pre-reading activity: Pre-reading activity If you were absent, I will email you because we have a new seating chart.
We started today by researching and thinking about roles. Next class you will start putting your power point together - it would be advisable to use google slides so you can build it outside of class as well.
You will present these next Tuesday - no late presentations accepted. If you are ever absent, it is your job to stay in communication with your team members.
Be sure to read the link on creating a productive website: http://www.garrreynolds.com/preso-tips/design/
Final peer edits - someone new has to edit your paper. Pay attention to the edit sheet, for it is different than the last one: Final peer edit
Make final edits and turn in all drafts and peer edits. This is the final grade that will go in the grade book so make sure you go over it with a fine-tooth comb!
STUDY - MONDAY IS A STUDY DAY, SO COME WITH MATERIALS YOU NEED TO STUDY.
*****BLOCK 5 - YOU ALL RAN OUT OF TIME EDITING AND FINISHING YOUR CORRECTIONS - IF YOU WOULD LIKE, PLEASE COME IN AND GET YOUR EDITS (IF YOU TURNED THEM IN) AND HAVE SOMEONE FINISH THE PROCESS, THEN MAKE CORRECTIONS AND GET THEM IN TO ME BY THE END OF THE DAY TOMORROW FRIDAY 12/13/19!
Peer edit essays: Peer edit
Make corrections for final draft due next class. BE SURE YOU HAVE YOUR BIBLIOGRAPHY PRESENT!
Double check your citations here: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_basic_format.html
Get intros and body paragraph edited. If you haven't had your thesis approved by me, please do.
You are going to write the whole essay by Tuesday 12/10 - this is your first working copy.
Watch video on how to cite parenthetical or in-text MLA in your paper: https://www.youtube.com/watch?v=eygi6ScdNNc
Watch how to set up your works cited/bibliography: https://www.youtube.com/watch?v=Qq5Itf5Tg-U
Here is the Purdue Owl link: Purdue Owl
Peer edit intros - make corrections
Watch video on writing an argumentative paper: https://www.youtube.com/watch?v=KqJ707-HbQ8 - take notes on what you don't know
Use this template to write your thesis - the thesis needs to be approved by me before you can start writing: Thesis template
READ THIS HANDOUT: https://depts.washington.edu/owrc/Handouts/Strong%20Body%20Paragraphs.pdf, then write 1 BODY PARAGRAPH following the format. I don't care which body paragraph you write.
Because we are still working on understanding the argumentative essay, I am going to be giving you a synthesis essay from the AP exam to help understand the process a bit better. If you were absent, see me for your prompt.
From the prompt I give you, you will create a claim, then support that claim with 3 of the sources of your choice.
The packet I give you will have 6 sources already, you will be required to search for 2 more on your topic. You will not need to fill out a CRAAP test, but you should already know how to identify strong sources from the work you have already been doing.
Based on the claim you are making, find reasons, details, and facts from your sources that support your claims. You can use this graphic organizer to help align your thoughts: Graphic organizer - you are not required to use this organizer, it is there if you think it will help.
By Wednesday you need to have your intro written - mainly your hook and pertinent background info. It would be nice to see you start on a thesis, but you may still be formulating an argument, so it's ok if you don't have one.
Also bring in your 2 additional articles on your topic.
This will be a 3 page max typed MLA paper. You must use a minimum of 3 sources in this paper - 1 must be the visual in your packet.
Continue researching and evaluating 3 more sources. You don't have to fill out a whole sheet for each of the new sources, but you must put the calculated score at the top of each source.
Have a great Thanksgiving Break! :-)
- Make them share their intros with a partner. Double check MLA and make any final corrections. Type up intros and send to me.
- Start doing the CRAAP test with your 3 sources: CRAAP test
- Find 3 more sources on your topic
- Start looking at how to cite sources. Purdue Owl is your best website
- Here is how to cite websites: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html
- Here is how to cite other sources: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_other_common_sources.html
After reading your journals, it is clear I need to start over. We are going to begin with hooks. Go to this site and take notes on 7 of the strategies that you think could be most useful in academic writing (i.e., argumentative, persuasive, analysis, etc.c): https://writemyessay4me.org/blog/essay-hook
Take a look at the hooks from your block and try to identify good ones:
5th: 5th block
8th: 8th block
From those 7, choose 3 different strategies to use in rewriting your own thesis.
Read over writing the introduction (up to page 6): https://www.bucks.edu/media/bcccmedialibrary/pdf/ThesisStatementsandIntroductionsJuly08_000.pdf
Re-write your introduction with a new hook, pertinent background info, and thesis. Look over notes on all these to make sure you are doing them correctly! Also, BRUSH UP ON MLA!
- Peer edit final draft of journal – staple all together and turn in: here is an updated peer edit: Rubric for final draft
- Read the Rick Reilly article "You Make the Call" and with a partner write out your thesis, 2-3 topic sentences (however many points you had in your thesis), and a counterargument paragraph
- Argumentative Essay Format handout for your notes: Format
HW: bring in your 3 articles on your research topic
- Find a new person to re-grade your thesis and topic sentence changes – put the new score on your original rubric
- Start assigning topics
- Discuss the topic sentences worksheet
- Watch video on writing the counter argument: https://www.youtube.com/watch?v=IKsd25UkZfQ
- Make changes to your journal entry: Highlight thesis yellow, highlight topic sentences green, highlight and label devices blue
- Type up in correct MLA format and attach original rubric to it.
- This is the new rubric we will grade the typed version on: Peer Edit
- Find 3 good articles, books, interviews, etc./evidence on your topic by next Wednesday 11/20
If you start to find that there is too much or not enough information, think about how you will fix that. You may have to pick a new topic, but do it sooner rather than later!
- Peer edit journals – if you were absent, have someone you trust edit your essay: Peer edit sheet
- Go over PP on usage and paragraph structure: PP - 8th block, be sure to look at the 2nd video on topic sentences that we didn't have time to watch in class!
- Do topic sentence worksheet: Practice worksheet - 8th block, be sure to look at the 2nd video on topic sentences that we didn't have time to watch in class!
- Fix thesis and topic sentences from journal & put on sticky notes
- Must pick a topic by the end of next class - we will do some brainstorming
Finish notes: Powerpoint
Journal #12: Choose one of the topics you debated from the powerpoint to write a PERSUASIVE essay on. This will be a 45 minute timed essay - time yourself and push to have a full essay but stop your writing when the time is up.
- Grade homework
- Share journal introductions with row and pick the best thesis – write it on the board of theses we’ve been collecting
- Discuss animal rights and the degree we should go
- Watch video on Jane Goodall: https://www.youtube.com/watch?v=k5Q6-hh49mU&t=453s
- Give handout on the two articles about animal testing. Highlight claims pink and counterclaims blue – identify which is persuasive and which is argumentative
- Get into rows and do the activity on page 618 –if you were absent, read this over and think about some examples
- Read article about animal testing "Use of Animals in Biomedical Research" pages 620-624 in blue text book and do questions 6-11
Journal #11 – you can only do this journal AFTER reading the piece above: “The ends do/don’t justify the means because…”. Give critical logos from the article in your book to defend your position.
- Grade homework
- Discuss thesis from journals
- Notes on Argumentative Writing
- Journal 10: What rights should animals have?
- This is an INTRODUCTION ONLY – write a strong hook, pertinent background info, and a thesis (highlight thesis in yellow)
- Read Jane Goodall’s “I Acknowledge Mine” pages 606-614 and do Q’s 1-11 on page 615
School was on a 2 hour delayed start
- Go over homework in rows and discuss
- Watch video on credibility of evidence: https://www.youtube.com/watch?v=o93pM-b97HI
- Journal #9: What should be done with the penny? Make an argumentative claim. Highlight your thesis yellow.
- Handout on debate topics – look over and start choosing an area of interest: https://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/
- Read 572-577 and take notes on what you don’t know
- Read 588-590 and do Q’s 1-10 at the end
- Go over the homework answers
- Go over all the purpose’s on the sheet I made: http://fa-packard.weebly.com/uploads/4/6/3/3/46336261/authorspurposepieedposters.pdf
- then do a review from the video: https://www.youtube.com/watch?v=Tg8nFoniSjs&t=9s
- Read over the PIE’ED handout – really focus on #2 & #3 (#1 is review): PIE'ED
- Go back through the 2 articles you read last class on recess & suspension and fill out the PIE’ED Author’s Purpose graphic organizer: PIEED FOR ARTICLES
- Now on your own, research 2 new articles on one of the topics of recess and abortion – rows 1-3 will do recess and rows 4-6 will do suspension.
- Print those 2 articles out and highlight them the way we did in class for the first 2 articles and bring them to class with your paragraph. Highlight pathos pink, logos blue, and ethos green. Annotate accordingly.
- Based on what you learn from those 2 new articles, create one paragraph that you could insert anywhere in your original article that would enhance its argument. Try to use all 3 of the appeals (logos, pathos, & ethos).
Bring the highlighted & annotated articles to class along with your paragraph.
IF YOU ARE CONFUSED, PLEASE COME SEE ME!
- Discussion: have you ever had recess taken away when they were in elementary school? Is this a good punishment? What is the point of punishments?
- What about suspensions? Are they good? Discuss with your row
- Read both articles “Students Who Lose Recess Are the Ones Who Need it Most”: Recess article & “School Suspensions Don’t work. It’s Time for Something Better”: Suspension article
- Highlight pathos information in pink, logos info in blue, and ethos info in green. Are they effective texts? Why/why not. Which one was more successful and why? Discuss
HW: Read pages 482 – 487 in blue text book on Author's Purpose and do the Close Read questions in the margins (there are 15 of them). Also, think of better alternatives to losing recess and giving suspensions.
Midterm exam - if you were absent, you will need to make this up as soon as possible on your own time (study hall, homeroom, etc.)
Homework - think of debate topics you are passionate about and have a great break!
- your table groups, compare answers on your packet. Pick the best answers to share as a whole group.
- Discuss journal. Discuss expectations of journal. Discuss gossip by doing the quiz in the book together and the dangers of it.
- In your table, create 3 stem quiz questions for this story. Exchange your questions with another table and see how they do.
Study for the test – all story’s plot lines and vocab. Know rhetorical devices and fallacies.
- Collect packet
- Before reading today’s story, I want you and your group to do the activity on page 186 in your text book. Define “Evil” (No more than 10 minutes). One of you write your definition on a notecard or sticky note.
- Read all of page 187 of your text book. Know vocab. Then read “The Possibility of Evil” pages 188 – 198 in text book and complete packet handout:Packet Look over the mood and tone words handout: Mood and Tone words
- Complete packet if didn’t in class
- Journal # 8 – do question 11 on page 199 in your text book: “Shirley Jackson’s husband, the literary critic Stanley Edgar Hyman, said that her dark tales are not just expressions of her private fears but are “fitting symbols for our distressing world.” What social or political issues are reflected in “The Possibility of Evil”? Use examples from the story in your response.”
- This is on my web page: watch video on note taking: https://www.youtube.com/watch?time_continue=2&v=pZgMpjjgCRA
Monday October 7
- Finish movie
- Complete packet - it is due at the beginning of class on Wednesday
Note: I will be absent Wednesday for a conference. Please bring text book to class
Watch video on how to critically read fiction: https://www.youtube.com/watch?v=zFsUlJyA1BE
Get a workbook and read "The Race to Save Apollo 13" pages 26-37. Do the questions in the margin and the reading comprehension quiz on page 38. You can write right in the workbook. If you were absent, you can get a workbook from teh counter in my room.
Friday 9/27 HOMECOMING!
YOU WILL NOT NEED YOUR TEXT BOOKS NEXT CLASS
- Discuss their advice to freshmen projects
- Take quiz on “There Will Come Soft Rains”
- Show video on difference between Red Herring and Strawman: https://www.youtube.com/watch?v=abUsCSnxq5I
- Read about Bill Gates house: Bill Gates's Home
- Watch video on smarthomes of the future: https://www.youtube.com/watch?v=tmP79OXvjeM
Now you and a partner (or group of no more than 3) are going to create your house of the future - no money or rules restrictions. Create what you can imagine our future holds! This can be typed up like the Bill Gates article or created in blue-print form and labeled with explanations.
This is technically due at the end of class, but if you want to expand for homework, you can. We will present these on Friday. THIS MUST BE TYPED AND IN MLA FORMAT
**IF YOU WERE ABSENT, YOU CAN DO THIS BY YOURSELF OR WITH OTHERS WHO WERE ABSENT.
NO HOMEWORK - ENJOY HOMECOMING WEEK!
* Take quiz on fallacies
* Share survival guides
* Journal #7: Is technology good and useful or bad and dangerous? Write one complete paragraph making a claim for botht the good and the bad elements of technology. Must have a claim plus backup/proof validating your claim.
Read "There Will Come Soft Rains" on page 306. Fill out the worksheet as you read for an exit ticket: Reading questions
AND identify as many rhetorical devices and fallacies as you can in the story - put them on sticky notes in your book. We will discuss these next class.
Whatever you didn't finish in class.
- Go over homework and turn in
- Read over page 94 – 98 together
- Make a survival manual for freshman: High School Freshman Survival Guide
Finish your final product
Watch videos on fallacies - there will be a quiz:
Non Sequiter https://www.youtube.com/watch?v=66zlVvrhfHI
Straw Man: https://www.youtube.com/watch?v=DQljEwMLgIU
Ad Hominem: https://www.youtube.com/watch?v=IVFK8sVdJNg
Red Herring: https://www.youtube.com/watch?v=TbCP2erkrv4
***NOTE: MANY OF YOU FAILED THE QUIZ TODAY. YOU HAVE A CHANCE TO RETAKE THE QUIZ. IF YOU NEED TO DO IT BEFORE MONDAY TO PROTECT YOUR GRADE FOR ELIGIBILITY, YOU CAN COME IN ANY TIME TOMORROW AND RETAKE IT. IF YOU NEED A PASS, COME SEE ME. OTHERWISE, IF YOU DON'T HAVE A STUDY HALL, YOU CAN TAKE IT DURING BEFORE SCHOOL, AFTER SCHOOL, OR LUNCH.
- Go over notes on rhetorical devices: Rhetorical Devices
- Discuss instincts questions on page 74
- Read "To Build a Fire" pages 76 - 91 and answer the questions in the margin – these will be turned in as an exit ticket
- You can also listen to the audio here: https://www.youtube.com/watch?v=Igq08s3kEp0&t=23
- Didn’t finish story in class, so finish on your own
- Do vocabulary questions 1-8 and 1-5 on page 93
- Take quiz on “Harrison Bergeron”
- Grade homework
- Journal #6: In "Harrison Bergeron" everyone is finally equal thanks to efforts by the Handicapper General. Do you agree that everyone was truly equal? Use evidence from the story and your real life experiences to support your response. Be clear in your claim and evidence.
- Watch the movie 1984 The Movie for English Pupils: https://www.youtube.com/watch?v=nBnwqmJdrsU
- and fill in graffiti sheet to answer the 4 questions: Compare/Contrast
- Turn in short story pieces
- Powerpoint on Elements of Short Story: Elements of a Short Story
- Discussion questions in pp
* Read “Harrison Bergeron” pg 34 and fill out graphic organizer on plot structure
If you didn't get a book or take it home, here is a link to the story: Harrison Bergeron story
Journal writing - see me if you were absent
Journal #5 - free write on anything. Must use at least 4 new devices, have varied syntax, and use at least 2 hyphens and 2 dashes. Watch the Khan Academy video if you don't know how to use them.
- Journal #3: “Autumn” - Autumn - make the sentences 25+ words and add your own voice to the piece. Be sure to rewrite sentences completely to get a good feel for the mood, vision, etc. of the piece. Don’t just rewrite the sentence and change just the verb – rewrite the whole sentence. Give it your own flair.
- When done, share it with the group, then trade journals and have another person edit it. If you were absebt, find someone you trust to edit by doing the following:
- Circle the first word of every sentence
- Highlight cool words/phrases green
- Highlight redundant major words blue (this doesn’t count typical words like “the”, conjunctions, etc.)
- Highlight all pronouns yellow (I, me, we, us, they, etc.)
- Count the number of words in each sentence and write that number above the first word of that sentence.
- Journal #4 – rewrite Journal 3 and make all necessary changes. Also add to this piece your own ideas, feelings, visions, etc. of Autumn. Give it YOUR personality, don’t just rewrite Journal 3 and change a few words. This is a piece that you will polish and feel confident turning in for a grade. Put your best foot forward and show me who you are as a writer. Here are the requirements:
- It must be written in your journal
- The majority of sentences must be 25+ words.
- Must add at least 2 choppy sentences (10 words or less) that give the piece an effect of some sort such as creating haste, urgency, tension, reinforce a thought/idea, make an impact, etc.
- Must have a minimum of 3 devices (simile, metaphor, allusion, hyperbole, personification, etc.), but you have to use 3 DIFFERENT ones. These must be highlighted and labeled.
Continue watching the Khan Academy link to continue learning about the devices you don’t understand/know
- Journal #2: “If only…” 10 min.
- Get up, shake hands, make eye contact and talk about something you remember from last class
- Go through powerpoint on “Why We Write”: PP
- Exit ticket: Rewrite the 3 senstences in the powerpoint following the directions in the powerpoint
- Start looking through videos on the punctuation marks you are unfamiliar with:
- Quick write in journals – Who are you? Focus on showing, not just telling (10 min)
- Watch motivational video – set intentions for the year: https://www.youtube.com/watch?v=R7iN71uJcG0
- Answer the following questions in your journal - rememer to focus on showing, not telling:
- What do you want to accomplish this year?
- Set 3 goals that will help you get there
- What is a thought(s) that hold you back? Write them down. Now rewrite them to the positive.
- Who/what do you want to be?
- Set 3 goals that will get you closer to that vision this year
- In groups, give notecards on telling sentences (telling is on the front and they write a showing sentence on the back
- Now, make a list of what makes these sentences “good writing” – make a master list on the board.
- Hand out survey on “Why We Write”: Survey
Read article on what makes good writing: https://writingcooperative.com/what-is-good-writing-6379d77cd0c5
Complete survey on “Why We Write” for question 16, bring in a piece of writing that you think is good. Then, using the Good Writing Quickie handout, annotate your favorite piece of writing for what you think makes it “good”. See my example: Example