Homework: Read "Field Trip"
Complete A-Z Hot Spot Paragraph
Today:
Check Blake articles
Finish video
Read "Good Form"
A-Z chart about TTTC
Pick one and write about it
Hot Spot It and write a complete paragraph. Include:
Topic sentence
At least two examples, with quotes of support
Transitions
Conclusion
VOCAB AND TEXT QUIZ ON FRIDAY
Wednesday, September 30, 2009
Tuesday, September 29, 2009
September 29
Homework: Read "In the Field"
Read, print out, and mark "Rescue Operation Aims to Save a Wounded Warrior"
Today
Read "Notes"; complete keyword notes
Read "Marine whose Photo Lit Up Imaginations Keeps His Cool."
Read first article "Two Live Blurred by a Photo."
View first half of video.
Read, print out, and mark "Rescue Operation Aims to Save a Wounded Warrior"
Today
Read "Notes"; complete keyword notes
Read "Marine whose Photo Lit Up Imaginations Keeps His Cool."
Read first article "Two Live Blurred by a Photo."
View first half of video.
Friday, September 25, 2009
September 25
Homework:
Read through "The Man I Killed."
Bring in one artifact and your write up that explains how it represents one of the ten reasons we need stories (outside reading project).
Today
Mary Anne and "American Girl"
Mary Anne's Transformation: Make a timeline of ten events that track Mary Anne's change from the "all-American girl" to a warrior.
Read through "The Man I Killed."
Bring in one artifact and your write up that explains how it represents one of the ten reasons we need stories (outside reading project).
Today
Mary Anne and "American Girl"
Mary Anne's Transformation: Make a timeline of ten events that track Mary Anne's change from the "all-American girl" to a warrior.
Thursday, September 24, 2009
Thursday, September 24
Home work: Read "The Dentist" and the Sweethear of the Song Tra Bong." LOVE THIS STORY!
In class:
Flow map
A tue war story is.....A true war story is not.....T chart. Get notes from a classmate.
Video: American Dreamers: Letters Home from Vietnam
Wednesday in class"
Flow Map
Complete character chart
In class:
Flow map
A tue war story is.....A true war story is not.....T chart. Get notes from a classmate.
Video: American Dreamers: Letters Home from Vietnam
Wednesday in class"
Flow Map
Complete character chart
Monday, September 21, 2009
Monday, September 21
Homework: Read "The Things They Carried."
In class
1. Journal about a time when you had a tough choice to make. 1/2 page
2. Complete O'Brien's river of choice.
3. Discuss and add allusion and symbolism to the literary terms page in your notebook.
4. Listen to Fortunate Son by CCS and make three connections between the song and O'Brien's story "On the Rainy River."
In class
1. Journal about a time when you had a tough choice to make. 1/2 page
2. Complete O'Brien's river of choice.
3. Discuss and add allusion and symbolism to the literary terms page in your notebook.
4. Listen to Fortunate Son by CCS and make three connections between the song and O'Brien's story "On the Rainy River."
Friday, September 18, 2009
Friday, September 18
Homework: Read "On the Rainy River" in The Things They Carried.
Find three passages:
1. Find and mark one passage that reveals conflict. In your book (if you own it) or on a sticky (if you do not own it), explain what kind of conflict it is.
2. Find and mark one passage that reveals the tone of the narrator. What is the attitude of the narrator toward the main conflict he is facing? See a list of words you can use in describing tone.
3. Mark in the book one allusion, or one reference to another piece of literature or media. Try to explain why O'Brien may have included this reference. You may have to do some research.
4. Connect this story to another piece we have read. Mark the text where you specifically make this connection. Explain the connection in your book or on a stickie.
Find three passages:
1. Find and mark one passage that reveals conflict. In your book (if you own it) or on a sticky (if you do not own it), explain what kind of conflict it is.
2. Find and mark one passage that reveals the tone of the narrator. What is the attitude of the narrator toward the main conflict he is facing? See a list of words you can use in describing tone.
3. Mark in the book one allusion, or one reference to another piece of literature or media. Try to explain why O'Brien may have included this reference. You may have to do some research.
4. Connect this story to another piece we have read. Mark the text where you specifically make this connection. Explain the connection in your book or on a stickie.
Thursday, September 17, 2009
September 17
HW: Prep for essay!
Essay Instructions
On Friday, September 18th you will craft a three paragraph essay in which you analyze one of the readings we did this week. In this essay you will:
1. Craft a statement of theme that reflects the larger message the author is sending about one’s identity in America and/or coming of age in this country. This statement also needs to include the author and title.
2. Write three body paragraphs that support your statement of theme.
3. Due to time constraints you WILL NOT need to write an introduction or a conclusion paragraph. However, you should still include transitions to connect ideas within and between paragraphs.
You will be able to use your printed, marked texts during the exam.
Format to use:
Statement of theme:
Body Paragraph #1
Body Paragraph #2
Body Paragraph #3
Mrs. B’s example statement of theme: Even when surrounded by family, often the only person you can depend on for a better life is yourself, and this is seen in Barry Milliken’s story “Run”; in America, this idea of the self-made man is not only possible but often revered. His work shows that truly living this idea out is painful and requires independence, the making of difficult decisions, and sacrifice.
All stories are on Edline
Today:
1. Outside reading assignment
2. Present reasons
3. Discuss American identity and ideals
4. Prep for essay
Essay Instructions
On Friday, September 18th you will craft a three paragraph essay in which you analyze one of the readings we did this week. In this essay you will:
1. Craft a statement of theme that reflects the larger message the author is sending about one’s identity in America and/or coming of age in this country. This statement also needs to include the author and title.
2. Write three body paragraphs that support your statement of theme.
3. Due to time constraints you WILL NOT need to write an introduction or a conclusion paragraph. However, you should still include transitions to connect ideas within and between paragraphs.
You will be able to use your printed, marked texts during the exam.
Format to use:
Statement of theme:
Body Paragraph #1
Body Paragraph #2
Body Paragraph #3
Mrs. B’s example statement of theme: Even when surrounded by family, often the only person you can depend on for a better life is yourself, and this is seen in Barry Milliken’s story “Run”; in America, this idea of the self-made man is not only possible but often revered. His work shows that truly living this idea out is painful and requires independence, the making of difficult decisions, and sacrifice.
All stories are on Edline
Today:
1. Outside reading assignment
2. Present reasons
3. Discuss American identity and ideals
4. Prep for essay
Wednesday, September 16, 2009
September 16
IN CLASS ESSAY EXAM FRIDAY!
You will be given two pieces of writing. You will select one and write a four-five paragraph essay in which you may discuss some of the following:
Theme
Tone
Conflict
Purpose
Mood
Coming of age
Connections to society
Homework: Read and mark "Run." Print it out and
1. Write one question you have and
2. Make one comment about a passage that you find confusing or revealing of theme or tone.
3. Somewhere in the margins write out a connection you make between this story and your own life or American society in general.
4. Underline two passages where conflict is revealed. Identify the type pf conflict it is.
You will be given two pieces of writing. You will select one and write a four-five paragraph essay in which you may discuss some of the following:
Theme
Tone
Conflict
Purpose
Mood
Coming of age
Connections to society
Homework: Read and mark "Run." Print it out and
1. Write one question you have and
2. Make one comment about a passage that you find confusing or revealing of theme or tone.
3. Somewhere in the margins write out a connection you make between this story and your own life or American society in general.
4. Underline two passages where conflict is revealed. Identify the type pf conflict it is.
Tuesday, September 15, 2009
September 15
Homework:
1. Bring in a physical artifact, a picture or an object, that represents an important personal story in your life. It could also be a poem, song, short story, novel, or other form of media that has been influential in your life.
2. Tell the story of that artifact in no less than one paragraph and no more than one page. Write neatly or type. This will be read by your peers.
3. In your written explanation of your artifact, connect the impact and purpose of your story to one of the 10 reasons why we need stories that your read about in class today. Does your story unite? Dis it help you to "be more human" (4)? Did it help you to see though the eyes of another person?
Today:
Quiz over "Snow" and "Saturday at the Canal."
Read "The Most Human Art."
View Mrs. B's reading artifacts.
1. Bring in a physical artifact, a picture or an object, that represents an important personal story in your life. It could also be a poem, song, short story, novel, or other form of media that has been influential in your life.
2. Tell the story of that artifact in no less than one paragraph and no more than one page. Write neatly or type. This will be read by your peers.
3. In your written explanation of your artifact, connect the impact and purpose of your story to one of the 10 reasons why we need stories that your read about in class today. Does your story unite? Dis it help you to "be more human" (4)? Did it help you to see though the eyes of another person?
Today:
Quiz over "Snow" and "Saturday at the Canal."
Read "The Most Human Art."
View Mrs. B's reading artifacts.
Monday, September 14, 2009
September 14th
Homework
Read and mark "Snow" and "Saturday at the Canal."
For EACH story, write:
a. Two comments or connections in the margins.
b. Two questions you have while reading.
c. Underline two places where tone is revealed.
d. Circle and mark an example of assonance.
e. Circle and mark an example of consonance.
f. Circle and mark an example of alliteration.
d. Write out a possible theme.
Quiz tomorrow!
Today
1. Forced metaphors
2. Discuss "The First Day" using Final word format
3. Present themes
4. Literary terms: Alliteration, Assonance, Consonance
Read and mark "Snow" and "Saturday at the Canal."
For EACH story, write:
a. Two comments or connections in the margins.
b. Two questions you have while reading.
c. Underline two places where tone is revealed.
d. Circle and mark an example of assonance.
e. Circle and mark an example of consonance.
f. Circle and mark an example of alliteration.
d. Write out a possible theme.
Quiz tomorrow!
Today
1. Forced metaphors
2. Discuss "The First Day" using Final word format
3. Present themes
4. Literary terms: Alliteration, Assonance, Consonance
Friday, September 11, 2009
September 11
Homework: Print out, read, and mark "The First Day."
Today:
1. Check supplies
2. Collect paragraphs
3. Syllabus
4. Voice, tone, theme, and mood
More about the homework is below.
As you read make SIX marks:
1. Write out two questions as you read. What questions come up in your mind? Write them in the margins.
2. Make two connections between this text and your life, another text, movie, or book. Write them in the margins where you see the connections.
3. Underline or highlight two passages that reveal the author's tone.
After reading “The First Day” by Edward P. Jones write a two page reader-response to the piece. A reader-response is exactly that: your response, emotional and intellectual, to this piece. You may want to focus on just one aspect of the story or you may have many different ideas you want to further explore. Below are some guiding questions for you to use. You DO NOT need to answer all of them. In fact, you can respond to anything you want to in the text.
In your response, you need to incorporate at least five quotes from the story to support and specify your reactions.
What images stand out to you? Why?
What is this story about? Do not explain the plot. Dig deeper. The narrator is much older than she was when the story occurred. Why is she telling it now?
What assumptions do you have about the author after reading the piece?
Identify some themes; explore and explain them. Remember, a theme is NOT ONE WORD.
Identify some important details. What do the details add to the tone of the piece?
What is your reaction to the actions of the mother?
Discuss the tone of the piece. What is the narrator’s attitude toward her mother?
Discuss the mood of the piece. What is the predominant emotion or feeling of the piece?
Identify and discuss a theme presented in the piece.
Make connections between your own life and this story, American society and this story, or another text and this story.
What did you learn as a result of reading this piece?
Thursday, September 10, 2009
September 10th
Homework:
Revise and edit A-Z paragraph.
Print out "How to Mark a Text" from Edline.
Read the entire article.
Write out step by step instructions about marking a text. In at least 10 steps explain the process of marking a text.
Bring the article and your instructions to class tomorrow.
Today:
1. A-Z intros
2. What do great paragraphs look like? (Circle Map)
3. Create rubric
4. Begin syllabus
Revise and edit A-Z paragraph.
Print out "How to Mark a Text" from Edline.
Read the entire article.
Write out step by step instructions about marking a text. In at least 10 steps explain the process of marking a text.
Bring the article and your instructions to class tomorrow.
Today:
1. A-Z intros
2. What do great paragraphs look like? (Circle Map)
3. Create rubric
4. Begin syllabus
Wednesday, September 9, 2009
Tuesday, September 8, 2009
Bubble Map Paragraph
Today we:
1. Entered class, sat down, and talked about a few class procedures:
3. Then we made bubble maps with five nouns describing, in your opinion, things Americans value. At least one noun has start with the same letter of your first name.
4. Finally we arranged ourselves in a circle according to the alphabet and played the name game.
Homework for Wednesday (H.W. will be collected at the start of class) :
A. On your bubble map, illustrate each of your noun. Draw a concrete symbol for each noun. I drew the Golden Arches of McDonalds as a symbol of Americans appreciation/expectation of efficiency.
B. On the other side of your paper, answer each of the four questions below:
1. Entered class, sat down, and talked about a few class procedures:
- How to enter class
- How/why to be on time
- Bell quizzes
- Homework
3. Then we made bubble maps with five nouns describing, in your opinion, things Americans value. At least one noun has start with the same letter of your first name.
4. Finally we arranged ourselves in a circle according to the alphabet and played the name game.
Homework for Wednesday (H.W. will be collected at the start of class) :
A. On your bubble map, illustrate each of your noun. Draw a concrete symbol for each noun. I drew the Golden Arches of McDonalds as a symbol of Americans appreciation/expectation of efficiency.
B. On the other side of your paper, answer each of the four questions below:
- Where are you from originally? Where else have you lived?
- What is something you consider uniquely American?
- What is one reason why you or people in general should feel lucky to be in America?
C. Pick one of your responses, and craft a thorough 8-10 sentence paragraph explaining your choice. Include a topic sentence, examples, explanation of examples, a conclusion, and transitions. See Edline for an example.
Bring these tomorrow. They will be checked at the start of class.
Monday, September 7, 2009
Classroom Philosophy
Hello to the course blog. Here you will find regular updates about course activities and assignments. Please check Edline for printable copies.
To better help introduce myself I want to share my classroom philosophy with you:
Classrooms are socially, physically, racially, economically, and culturally diverse communities where students can:
Experience profound learning and change
Appreciate and learn about difference
See similarity
Teach about both
Speak their beliefs
Respect and begin to understand others’ beliefs
Experience and be part of a larger community
Understanding and being open to learning about each idea will help you succeed in both this class and life outside the classroom.
To better help introduce myself I want to share my classroom philosophy with you:
Classrooms are socially, physically, racially, economically, and culturally diverse communities where students can:
Experience profound learning and change
Appreciate and learn about difference
See similarity
Teach about both
Speak their beliefs
Respect and begin to understand others’ beliefs
Experience and be part of a larger community
Understanding and being open to learning about each idea will help you succeed in both this class and life outside the classroom.
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