archive+april+to+june+2013

SCROLL DOWN for today's assignments........

__This page includes a LOT of info so class notes **may not be fully updated before 5:30.**__ __**HW only will be listed by 4:00.**__

__**Video Tutorials: Click on links below for 5 minutes videos on:**__ __[|Part I: How to use this page for homework help]__ __[|Part II How to use this page for Homework help]__ __[|Part I how to use CLASS NOTES entries]__

__[|Part II How to Use CLASS NOTES]__

__Email Mrs Ready at readyd@foxborough.k12.ma.us__ This is a VIEW ONLY wiki--**you do not need to join** to use all the pages.I am not accepting requests to JOIN because you would only need to join if I wanted you to edit the site. I expect students to at least **SKIM thr**ough every entry for the week **at least once a week** and again before tests and quizzes. Remember that rereading, and adding any missing highlighted notes to your own notebook sections, will help you practice //"Reread + Rewrite = Remember" .// How will I know that you checked? By your test and quiz scores of course!
 * __Extra Help __ ||
 * __Wednesdays __ ||

For **homework assignment listing only** (without tips or exampes ) check after the "HW": under that day's date. Longer instructions may be in a separate file you access by clicking on the files.

For much more detailed **Class notes,** s croll down and click on icon with DATE to find:
 * Daily ** notes ** to copy
 * Warnings about items that will be on upcoming quizzes, tests...
 * In depth explanation of concepts covered and examples given by your peers to help you understand
 * Did class get any hand-outs? (Many are viewable/printable from ** Reprints ** icon)
 * Did I collect work that you need to pass in to get credit? (I won't ask for it!)
 *  **Links to Journal prompts** (Responses not finished in class become homework due the next day. If you are out you are STILL responsible for ALL Journal entries.)
 * List your questions LONG before the quiz/test/project due date....
 * Get **Homework Help**


 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">[[image:mrsreadysclasses/father-son-13-14_~WESTF11060.jpg width="97" height="162" align="left"]]Read DETAILED directions I reviewed orally in class
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Get tips to avoid common problems kids have with homework assignments[[image:mrsreadysclasses/father_son_success.jpg width="150" height="101" align="right"]]
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Click on **Reprints** if you "forgot" handouts you need at home
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Find<span style="color: #008080; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;"> **EXTRA CREDIT** options--I ** "hide" ** them in daily notes to get you to READ the daily notes.

= APRIL ASSIGNMENTS AND CLASS NOTES = I HAVE archived Feb and March notes to a separate page. Click on Archive of Feb Mar 2013 ClassnotesandHW to get to that page.


 * JUNE 26**
 * HEY THERE!!! Happy summer! I will be posting some class pictures and some info about summer reading selections NEXT week--taking a few days off. I also encourage you to use KIDBLOG to share some book recommendations with each other. If you are enjoying summer--you will never see this, but a few of you wanted to see the few pics I took during the year and on the last day of school, so I will put together a slide show sometime between July 1-4.**


 * June 10:**
 * Don't worry. THere is no real homework EXCEPT studying for your Socratic Seminar by reviewing the book and being prepared with poems to discuss to show you can relate the book to the "ESSENTIAL QUESTIONS' and therefore to important questions in life.**
 * ALSO review the Lit Terms study guide and the few additional terms we added to the list in class.**
 * If you want to look at and think about the still pictures from the movie that we will compose some poems for tomorrow and Friday, the powerpoint with the pictures is below.**

Class Review I mentioned the Literature Terms final in all classes and told students to print out a review guide. My last extra help day before the exam will be next Wednesday. Students continued productive discussions of the novel. I checked MOST of the Daily Reading logs and most students are caught up.
 * June 5**
 * Last written hw of the year! (You still have some studying to do!) Finish reading and Daily reading log for pp 206 to the END of the book. Finish any unfinished Group Discussion Summaries up to page 179. We will complete Discussion summaries tomorrow.**


 * June 4**
 * Students asked for some documents that might help them prepare thoughts and notes for the Socractic Seminar final unit test we will take next Wed and Thursday in all classes. Below are 3 files:**
 * **notes on how the philosophers Plato, Aristotle and Mr. C defined happiness. It is helpful to compare these to dig deeper into what the author Karen Hesse might have been trying to express about happiness through her characters and the plot of the book.**
 * **the rubric you will use to grade each other's contributions to the Socratic Seminar**
 * **A sample format you COULD but do not HAVE TO use to organize a guide to your notes for the Socratic Seminar**


 * June 3: Coming into the final strectch....**
 * MY** final on Literature Terms learned this year is scheduled for June 17. **I have suggested multiple times that students print out the study guide which is the fourth document on the Reprints page of this website** if they have NOT kept the vocabulary cards and binder notes on literary terms all year. (Click on the Reprints link in blue ink for the printout. ) That page notes which definitions must be learned word for word and which will more likely be tested through matching or multiple choice questions that may also ask for examples that APPLY the definition to literature.

HW: By now classes should be **caught back up to the schedule on the Reading Calendar.** ALL students in **ALL classes--(even Red) should have completed the Daily reading logs (or blogs for 87-114 and 153-179) for all sections up through and including the reading and Daily log for pages 180- 206 of the book.**

Students COULD have chosen to do Daily Reading logs instead of the blogs, so long as work was done for each section of reading.
 * __Group Discussion Records__ are not back on track with the calendar. Students SHOULD have completed all group discussion records through p 135 in all but the Red Class.** We will continue with those in class tomorrow and I will post revised deadlines for completion based on the work accomplished tomorrow.

Class Review All students took SRI reading level benchmark today in computer labs. Most finished partway through the period and had in-class time to catch up on missing blog entries or tonight's reading and Daily reading log for 180-206.

Reprint of Reading Log pages and directions in file below. Below is copy of the Instruction packet I handed out (in case you have misplaced it) at the beginning of this process for you to recheck that you are following all directions and meeting the FCAs. Class Review: I will consider all essays final on Friday at 3:30. I WILL stay on Friday if anyone needs to stay, but there are no late busses so you will need to arrange a ride. I will also be here Thursday after school for anyone finishing the benchmark, or anyone who was out sick a day this week and needs help on the Argument essay.
 * May 29**
 * HW: ALL classes** (except Red):
 * I. Complete reading AND Daily Reading Log for pages 136-151**. Complete Group Discussion Summaries (Plot, Characterization, Theme worksheet) up through p. 114, even if your group did not finish.
 * II. BLOG on pages 153-179 is not due until FRIDAY**, but is ready if you are ahead and want to begin. If you have limited internet and cannot Blog ofr Friday, you may do a Daily Reading Log sheet instead.
 * III. Work on Argument paper as needed. Argument paper is due Friday. It will be turned in through Turnitin.com. Your "Works Cited" list should be included in the file as the last page of the essay. THe list must have a minimum of 2 sources (I would have 3 if I wanted an A) and be completed in MLA format. Use Easybib.com to make formatting easier. Turnitin will accept papers until midnight on May 31.**
 * Students worked on their Benchmark essays for final in-class period. Students who STILL need more time are invited to return after school or during the 20 minutes after lunch.**

Class Review: Students took essay benchmark today in all classes. More time will be given tomorrow. After that, students will need to use 20 minutes and after school to finish this week.
 * May 28: HW:**
 * **Due to need for ONE more day for work on essay Benchmark stduents started in ELA and SS today, the reading and Daily Reading log for pages 136-151 will be due on Friday for Red class and on Thursday for rest of classes.**
 * **Work on ARGUMENT paper tonight--it is still due Friday for ALL classes.** **Argument Paper will be turned in through Turnitin.com.** You will include your "Works Cited" list as the final page of the file with your completed final essay. I have set the assignment to be open for accepting papers on Thursday.

ORange **,** green**,** yellow **classes: Finish Group Discussion Summary for 87-114 if not done in class. Read 115-135 and complete Daily Reading Log (Parts A.B. and C. )** Blue **: complete Group Discussion Summary from 62-84 if not done in class. Brady's group: COmplete 84-114 if not completed in class. You will do remaining Summary first 10 mminutes tomorrow. Read 115-135 and do Daily Reading Log (Parts A. B. and C)** Red **class: Ready 115-135 and do Daily Reading Log (A. B. and C.) Sorry for mixup yesterday--NO Group Discussion SUmmaries due yet due to missed classes. Discussion will begin tomorrow.** ARGUMENT paper will STILL be due next Fr**iday for you, but rest of schedule will be a day behind for a few more days.** - Class Review: Modeled how to run discussions and complete Group Discussion Summaries in Orange class. Groups began productive discusions and made headway in class on summaries. DId 64-84 as a whole class.
 * May 23**
 * HW: You may NOT do blog instead of Daily Reading Log, but** you may blog __In ADDITION__ to the written log **if you like. Every little bit helps you learn more deeply. If you are having FUN learning, I do not want to stand in the way!**

Yellow, green and blue classes did above AND had mini lesson on use of graphics and enjambment in poetry. Analyzed concrete poetry by reading " Almost rain" p. 88, "Real Snow" p. 90 and "On Stage" p. 13. Two classes watched Youtube of kid playing "crazy" jazz piano--a Fats Waller piece caled "Handfull of Keys". I will draft summary of that lesson Monday--still need to share with red and orange class.

Orange **and** Blue **class ONLY:** USE tonight to work for at least 20 minutes on outlining your main points for you argument paper and drafting a body paragraph or two. You will have book related homework TOMORROW--so use this lighter night for the paper.
 * May 22: CHANGES to READING CALENDAR work--** You may want to read some of pages 115-135, but the **Daily Reading Log for 115-135 will not be DUE until Friday. Most classes will spend most of tomorrow in class doing their discussion and group summaries for 62-84 and 87-114.**

Yellow, Red **, and** Green **classes:** If you did not get time to finish in class, finish the Group Discussion Summary sheet for pp 62-84 only. We will do the next discussion and sheet in CLASS tomorrow. I would also put in a little time on your argument paper tonight, since the Daily Reading Log entries that WERE going to be done tonight are being shifted to tomorrow.

NOte about RED class --we will have an assembly during class time tomorrow and will fall another day behind. Assume that we will be ONE day behind the calendar printout right through the Socratic Seminar. File with downloadable Group Discussion Summary blank if you forgot yours.

Class Review: Classes finished movie and had short discussions on its most powerful images. Remember that **the movie itself is an argument**. What was the documentary reader trying to get the viewer to understand, based on the evidence presented about the conditions during the Dust Bowl and the way the people in the affected states and in the rest of the country reacted?

We used one small group to model how to have a literature circle discussion that helps EVERYONE in your group refocus on certain poems and understand the events and the characters at a deeper level. We then modeled together what kind of information each student should enter into the Group Discussion Summary sheets after the discussion of the day's pages. These pages will be part of the notes to help you recall ALL the important specific evidence you will want to use during our final Socratic Seminar exam.

**BOOK FAIR: My ELA classes will have the chance to visit the book fair during the 20 minutes after lunch next WED MAY 29 for orange, green, and red classes; and after lunch next THURSDAY MAY 30 for blue and yellow classes.** If you want to purchase a title, bring cash or check that day. Students received book fair handouts and selection lists in homerooms. II. If you did last night's homework incorrectly--that is--if you did NOT give comments that relate at least TWO of the TEN essential questions to SPECIFIC events in the novel-- THat tells me you ignored the entire class I spent going over the directions, and ignored the three pages of directions that included SAMPLE correct answers. Today I awarded credit for people who just saw a worksheet and filled in blanks--TOMORROW and for the rest of the book, I WILL GIVE ZERO credit if you do not follow directions. The final exam will ask you to relate the ESSENTIAL QUESTIONS to SPECIFICS in the novel-- so do the homework correctly to pass the final exam on the book!!! []
 * May 21:**
 * See Reading calendar for work. BLOG tonight.** THe calendar packet (reprintable if you lost your copy --see MAy 17 entry) ALSO has complete directions on HOW work is to be done that you should REVIEW before working--that is why I spent hours writing it down for you. **You do NOT have to complete group discussion summary sheets yet.**
 * II. ARGUMENT PAPERS: I HIGHLY recommend that you should ALREADY have finished researching a few sources and taking notes to support your argument. Below is a link to a great example of an argument that makes a claim, addresses counterclaims, and cites facts as evidence to support the writer's reasons.**

Class Review: Reviewed early blogging efforts and made clear that you will not receive full credit unless your comments refer to specific events from the novel and go deep enough to show you really thought about what you read. If the comments don't PROVE you read, they are not sufficient to earn credit.

Only change is that the Group Discussion Summaries for pages 62-84 are NOT due tomorrow, since we have not had our group discussion. __**The DAILY READING LOG for pages 62-84 IS due.**__ Use tonight to work on your argument paper.
 * MAY 20: See Reading Calendar you received for today's work. COPY IS in the file posted under my MAY 17 homework entry. Changes to the hard copy are highlighted in yellow on that document.**

If you finish **TOMORROW's reading (PP87-114 due to be read BY Wed)** early and want to BLOG tonight, I have set up the links for each class below the directions about how to log in and comment.

Click on the link below these instructions for your classes' blog page. When you get to the blue page **with your classes name at the top**, do the following to sign in:
 * 1) Click on the post and it will redirect you to **LOG IN or click on "log in" at top right hand corne**r of page
 * 2) Click on the pull down menu arrow **next to "select name" and click on your name**.
 * 3) In the **PAssword box, type in your student number TWICE**. This will be your **10-digit code**. DO NOT CHANGE IT!!! (no hyphens or spaces)
 * 4) Once logged in, the class page should pop up. Click on the**first POST--labelled Out of the Dust pp. 87-114. DO NOT click on "my blogs" or "My Posts"--you are only allowed to COMMENT. I am the only one who posts a discussion prompt.** If you type in anywhere other than a comment box, I will not see what you write and you won't get homework credit**.**
 * 5) **READ the DOs and DON"Ts** and then scroll down to the **actual prompt for the day (title is in brown** type)
 * 6) Below the posted question option is a **"comment box" for you to type your response**. You MUST press the submit comment button to post.
 * 7) You CAN edit and/or delete your own comments--but not anyone else's. Once you have responded to one of the options in My Post, you can add your own question for others to consider in the Comment Box and students can respond to that as well.
 * 8) I will check from time to time and delete any comments that violate rules of "Civil Discourse" (polite, respectful intellectual discussion).

ORANGE **class** []
 * Links to Kidblog pages:**

GREEN CLASS []

YELLOW Class []

BLUE Class []

RED Class []

Class Review: I reviewed the rules of blogging and gave a brief overview, using projector, of what the blog pages look like and how to sign in. This is all reviewed in writing above.

If parents or guardians are nervous about the idea of blogging--shoot me an email and I will explain. This site does NOT use any email addresses and is totally private. Only class members can see the comments. I will periodically review on the afternoons comments are required and take down any thing inappropriate. Having done this a few years in a row, I can say we have had no issues with students crossing any lines of propriety when blogging about this book.


 * WHY BLOG?**
 * Learning HOW to use the internet responsibly to share and grow ideas is part of the grade 7 curriculum**. This brief exposure to blogging will serve to teach some basic internet terms--such a the difference between a //post,// and a //thread,// and a //comment.// Students will learn to navigate the many buttons to see content, add to it, and edit and delete their contributions as needed. (They also will learn to deal with the frustrations of getting used to how a site works--and when NOT pressing buttons in the right order can lose some hard work). Increasingly, upper level course require "virtual" classroom discussions and sharing. (I have taken a few university courses that ask students to maintain blog correspondence as part of the grade.)

I encourage ALL students to try to use school computers (before school, after, or during the 20 mminutes after lunch if the class structure permits). I will be after school every day, and students can also go to Directed Study in the library after school to work. If none of the above options work, it IS permissable to fill in an extra DAILY READING LOG worksheet for homework credit, in place of the BLOG for that day.
 * WHAT IF YOU HAVE NO INTERNET ACCESS?**

CLasses continued watching the movie. We will finish the movie and begin book discussions tomorrow.


 * May 17:** ARGUMENT ESSAY DUE MAY 31!!
 * HW:**
 * I. **NOVEL homework: See Reading Calendar of work for the REST of the year in the attached documents**. __I will ONLY post updates or changes here for the rest of the year__. I expect you to keep and refer to the hard copies I gave you today, or to download the file again to check at home if you "misplace" your calendar. **Do the work contained in the "May 17" box** of the reading calendar.

The examples you use in the Daily Log MUST be from the pages assigned for reading that night! I handed out a packet with 6 blank log pages--use one per night--you may have one left-over IF you choose to use your ONE-TIME homework pass. You can open the file and copy the worksheets to a microsoft word document and strip out the "fill in the blank" lines to do all of your logs on line.
 * Below is a file with the Instructions for __**HOW to fill in the Daily Reading Calendar that I handed out today.**__ **This is INSTEAD of continuing to take notes on what makes the characters happy or sad. We are now getting into MORE depth, but all of the ESSENTIAL QUESTIONS you will connect to for the Daily Reading Log explore aspects of life that contribute to how we define happiness.**



As I noted in class, I will not CHECK the Daily Reading Log for pp62-84 until Tuesday, but I MAY ask pop quiz questions to make sure you read and understood the pages over the weekend.

We did not get to finish the movie in most classes today, due to review of instructions. I have listed how far each class has gotten in the viewing, so you can go online and catch-up if you were out. We will watch the REST in class Tues. Class review:
 * **II. ARGUMENT ESSAY**: I suggest you select a topic for your argument paper from the list I handed out today (dowloadable from file below) and do some internet or other searches to be sure you will be able to find at least 2 sources for evidence to back your opinion. I will not CHECK to be sure you are doing your argument work--but if you have trouble planning to meet deadlines, use the schedule for writing the paper I inserted into the Reading Calendar, or fill in the planning page I put in the packet with argument topics, to arrange your OWN interim due dates to stay on track. I will NOT be giving in class time to work on these, but I will be here afterschool nearly every day until it is due if YOU want to check in with me or use classroom computers. __**Do NOT plan on getting help May 30--THat is too late.**__
 * __**Below are downloadable copies of the handouts I gave out today with Possible Argument TOPICs, Instructions and FCAs, the a sample argument paper.**__
 * **III. Catching up on Movie if you were out**
 * Orange class watched to 23:00**
 * Green class watched to 31:50**
 * Yellow class watched to 35:00**
 * Blue class watched to 26:30**
 * Red class watcher to 7:59**
 * **To get to the website, click on this Link to on line viewing of "Surviving the Dustbowl" .**
 * **Then scroll down to the picture of the //Out of the Dust// novel cover. Click on the "Surviving the Dust Bowl" link**
 * **then scroll down to see a red button that says "Watch on line."**
 * **When you click on that, you may have to wait a moment until the movie loads into the black box. CLICK "Play".**
 * You may enjoy the OTHER features of the web site that goes with the movie--interviews, maps, photos, etc.**
 * Reviewed EVERY page of each handout--modeled how to use handouts to complete work.**
 * Checked homework in SOME classes. Will complete checking notes on pages 35-61 on Monday.**


 * May 16: Read pages 35-61 and take** notes on at least **3 specific things** that make **each of the three main characters** in this section of the book (Mom, DAD, and Billie Jo) happy or sad. Write down **SPECIFIC examples** and note the **name of the poem and the page number** you find the example on. You MAY wish to set up a chart like the one in the document I posted in yesterday's entry below to keep these notes.

CLass Review: Continued movie. Caught classes that missed introduction on the Dust Bowl economics, history and ecology. Checked homework
 * May 15: See May 13 entry for homework description. If you want to get ahead, you will make ANOTHER chart or listing of things that make ma, Dad and Billie Jo happy or unhappy on pages 35-61. Second chart and reading will be due Friday.**
 * If you prefer to print out a chart to fill in, I have a document you can upload below. Just erase the sample answers from pp 1-33 when you do the chart for 35-61.**
 * CLASS Review:**
 * MCAS for first 3 periods. Blue and Red class had poetry check-in quiz. Orange class reveiwed science and history background to iintroduce movie on Dust Bowl period.**

You MAY set up your homework in a chart like the one below. You should have between six and **NINE examples when you are done**--a few from the **beginning** of the reading**, some in the middle,** and some **nearer to page 33.** p.3 || p.3 || Class Review:
 * May 13: No HW due until THURSDAY due to math MCAS Tues and Wed.**
 * **If you are in Orange or Blue classes, bring in the GREEN grammar text for me to check back in.**
 * **BY THURSDAY: Read up to page 33 in the novel,** //Out of the Dust.//
 * **Take notes on at least 3 specific things that make each of the three main characters in this section of the book (Mom, DAD, and Billie Jo) happy or sad. Write down SPECIFIC examples** and note the name of the poem and the page number you find the example on. You MAY wish to set up a chart like the one below to keep these notes. We will use ALL notes for the FINAL exam on the book, so write down SIGNIFICANT information and be sure to get examples from the entire section of reading, not just the first few pages. I will give occassional pop quizzes to double check that you read the entire assigned section and read it CAREFULLY.
 * I suggest that ALL students bring their //Out of the Dust// novels to MCAS to read if they finish the test early. This will reduce HW load.**
 * **Character** || **Example of happiness** || **Example of sadness** || **Poem title and Page #** ||
 * Billie Jo || Loves playing “fierce piano” || || “Beginning:August 1920
 * Ma || || || ||
 * Daddy || || Wanted a boy-has a daughter instead || “Beginning:August 1920
 * All classes took "Sam McGee" test. If you were out, plan to stay after Wed to make it up.**
 * All classes received novels. Bring BACK AND FORTH to class every day. You will lose 5 points if you do NOT have it with you in class until we finish the final exam in June.**


 * May 10:**
 * I. SAM MCGEE quiz/test Monday.** See prior entries for test into. Review ALL entries for the past week or so for any notes on the poem that might help you study. A possible strategy is to reread the poem and doodle a picture of the details that Service wants the reader to SEE/imagine as the plot builds to the climax and then resolves.
 * II. Complete Happy and Sadmeter worksheets. See yesterday's entry for full details. CLARIFICATION: You should have 20 sentences or pictures once you have finished both worksheets.**You should not only look up 5 additional synonyms to the one's I give you on each worksheet, you should ALSO have an example (in a sentence OR a picture) of when you might FEEL each shade of happy or sad.

Class Notes: We caught all classes up to the same point in our thorough review of the plot, theme, and use of sound devices and figurative language in the poem "The Cremation of Sam McGee." We modeled how to use the computer to find synonyms and definitions tas one approach for completing the homework.

We saw that using the computer is probably quicker--just be sure to ACTUALLY READ and be sure you understand whatever you copy or paste. Class Review: We "**scanned" it to mark up accented (stressed) vs. unaccented syllables, to show the pattern**. Poetry analysis involves finding the rhyme scheme (pattern) and the meter's pattern. We mark unstressed syllables with a little **"u**" above, and mark a **"/**" over stressed syllables. **We snapped (unstressed) and stomped (stressed syllables**) along to the poem to illustrate where Service put stressed and unstressed syllables to create HIS extremely EVEN rhythm.
 * May 9:**
 * PERIOD 3 -Yellow class ONLY: the SAD-meter homework is due FRIDAY (see below for copy of worksheet);**
 * ALL OTHER CLASSES: BY MONDAY**
 * 1. Complete Happy and Sad synonym work sheets. We went over how to complete these in class.** You can complete them on-line--right clicking as we did in class on the word and using the "find synonym" and "look up" functions and pasting definitions into a new document to help you remember differences between words, or you can hand write and use dictionary and thesaurus.
 * You must have a picture (hand drawn or clip art) __OR__ sentence to show you can give an example of when you might feel EACH of the 10 types of happy and 10 types of sad. Do these on the back or on separate paper.**
 * 2. Study for MONDAY quiz on "Sam McGee"--fill in the blank, short answer and multipe choice questions on**
 * **the poem's plot ,**
 * **theme, and**
 * **any vocabulary we reviewed and clarified as we went through the poem stanza by stanza.** Some of those words are defined in the "Build Vocabulary" boxes and footnotes. You will not need to memorize these definitions, but should be able to recognize the correct definitions from a list of choices. No ORQ.
 * Remember I sometimes use these quizzes to retest on **MEMORIZED LITERARY TERMS like THEME and PLOT.**
 * We completed reading the poem and examining the plot events and structure in almost ALL classes.**
 * We focused on SOUND in the poem.**
 * **I**. Classes reviewed the **meter or rhythm of "Sam McGee**."

We discussed how the **meter of a poem is like time signature in music**. Mrs. Ready embarrassed herself by dancing with an invisible partner to a three/four meter song and a 4/4 meter song. In most classes, we listened to an **electronic VOKI voice reading the poem, to see how the musicality of poetry DEPENDS as much on rhythm as on rhyme.** I typed the exact lines of the first stanza, with the same punctuation Service used. This means that all the RHYMES are still there. The stanza did NOT sound musical at all, when the mindless robot voice read the words, because the stresses were not in the right pattern. This can be heard by going to the More Links page with the Voki and clicking on the "play" icon.
 * A computer experiment shows that poetry computers MAY not yet have poetic souls**

Students then **penned simple rhyming couplets (two rhyming lines) of their own, all starting with the line, "My day was very sad...."** Most had no trouble writing a line to rhyme with sad, and another few lines to rhyme with another word, but most found that when we marked out the pattern of stressed and unstressed syllables, the meter was off. We found that putting in or taking out a single syyllable here and there made a huge difference in the flow of the meter. We don't pay attention to meter, but it is critical to traditional poetry as rhyme. THe purpose of the whole exercise was NOT to created frustrated poets, but to see how DIFFICULT and MATHEMATICAL poetry is --to **APPRECIATE the special talents of even a mediocre published poet.** I then fed students the beginning of some of the lines from stanza one, and had them complete the line without looking at the text. **Many could remember almost word for word, even though I never gave instruction to memorize.** THis shows **how NATURALLY our brains take in the patterns of the meter** to tell us roughly how many words need to come before the rhymes. By the second time through nearly all could recite the stanza with virtually NO prompts from me. THat is **why ancient stories were passed down in rhyme** when there was little access to the written word. It is also why poetry is a great way to learn--are brains are WIRED for patterns and traditional rhymed poetry is nothing BUT patterns**.**
 * **II. Student attempts at Poetry Hat-tricks**
 * Rhyming is not that hard, by itself--but rhyming and telling a logical story or making a complex point is EVEN MORE difficult. Add doing both while limiting yourself to a pattern of stressed and unstressed syllables now seems like a rare literary hat-trick!**
 * **III. WOW!! WE CAN** **RECITE FROM MEMORY**
 * We will finish a review of the figurative language and sound devices used in the poem tomorrow.**

QUIZ on SAM McGee- comprehension of plot events and theme--planned for MONDAY.
 * May 8: No New** Homework

Class Review: Socratic Seminars Students explored the line "Education is not the filling of a pail, but the lighting of a fire," by W.B.Yates. . They had small and large group discussions to find connections and deeper meaning by examing the word choice, structure, figurative language, and responding to each other's questions and comments. We will use this format often as we move through the poetry unit and the reading of our novel.

Yes--this is a "Sword of Damocles" hanging over your head. **For 5 extra credit points**, Class Review
 * May 7: No new homework. THere will be a REQUIZ on exposition and climax -- in a few days--or a week--you won't know when.**
 * I will **NOT even give advance notice on this website** as I usually do, and it will not be the same day for all classes. That is how I can measure whether your learning method helped you learn it FOR LIFE, instead of just cramming for the next day.
 * THIS SHOULD inspire you to remember the curve of remembering and forgetting from the beginning of the year and **review literary terms for a few minutes at least once a week for at least 3-5 minutes**. THe FULL list of all LITERARY TERMS you will need for the FINAL in June is downloadable from the Reprints page of this site, the fourth document down.
 * research and explain in your OWN words what the "Sword of Damocles" is. (2-3 sentences) and then
 * explain how NEVER KNOWING when you will be tested is like that sword (one more sentence).
 * INCLUDE a reference, citing your source MLA format (you may use Easybib).
 * Students who scored 100 on yesterday's pop quiz** worked in small groups to **develop FAIR questions for a final quiz on "Sam McGee**". I will take the best of the questions and make several versions of the quiz.


 * Students who had trouble yesterday shared their tips** for better ways to connect to the terms for long-term memory. Students shared some terrific ideas, many of which I passed on from class to class. I hope to have time to take a few pictures of some of the varied approaches and post them. Too much correcting left to do that tonight.

Class Review:
 * May 6: HOmework only for those who did not get a 65 or above on the quiz today on three parts of exposition and 3 ways to recognize climax.**
 * **Come up with a way to remember the CORRECT answers to anything you got wrong today and be prepared to TEACH this method to the class. You actually have to USE whatever you come up with tonight and we'll see how well it worked tomorrow, and at some point that will be UNANNOUNCED in the future. (That way I can tell whether you learned for life or just crammed for the test.)**
 * **YOU can choose any method that shows some thought and effort. Merely crossing out the wrong answer and writing in the correct answer is NOT enough. Maybe create a song, rap, poster, connections, color code, record something etc.....**
 * Pop quiz (which WAS announced on line Friday) on Exposition and Climax.** It was IDENTICAL to the same quiz given LAST FALL---TWICE. The fact that a small percentage of kids received a perfect score shows that many students have not found a way to MAKE IT MATTER to themselves. Last fall, many students did a fine job when I repeated the pop quiz--which shows you CAN learn it, if you want to. That is GOOD news -- so start with that and repair gaps you need to fill.

I am going to enter the grades as is--I am debating whether to drop the bad grades if tomorrow is better or just average the two together. A lot will depend on the effort I see put into tonight's "lesson planning" as to how you will teach your classmates ways to remember the correct answers.

Most classes continued our re-reading of "Sam McGee" to see where each of the 5 elements of plot (Exposition, Rising Action, Climax, Falling Action, Resolution) began and ended in the NARRATIVE poem. We APPLIED the definitions we have memorized to test whether we were right. We also cleared up some vocabulary questions related to unfamiliar vocabulary in the poem. Examples of Poetic License
 * **//"ere//**" in the poem is an archaic (old-fashioned) way to say "before" that is almost never used anywhere EXCEPT poetry, because it only uses one syllable and can fit the METER of many poems better than "before."
 * Words like //**"trice"**// and "//**marge"**// are partially invented words, using the poet's "poetic license" to help the meaning come across in th right rhyme and meter.


 * A few classes began to discuss the meter and rhyme. All classes will move to this tomorrow.**

No new homework BUT **I MIGHT give a pop quiz** on the three parts of EXPOSITION and the 3 ways to recognize the CLIMAX--see yesterday's notes and reference sheet for literary terms in Reprints section of site. CLass Review: Classes reported out on what they decided were the Expostion, Rising Action, Climax, Falling Action and Resolution of the poem. We read it aloud together stanza by stanza, clarifying vocabulary and plot issues, highlighting how each conflict builds, how speaker's tone changes, and noticing how to find the climax by asking yourself--"Do I still have a big question about how it's going to END??? Do I still feel a knot in my stomach? Would the characters still have knots in THEIR stomachs? Then it is probably still Climax--not yet Falling Action.
 * May 3:** Mrs. Charron had a baby boy named Jackson at about 7:pm. Both are well.

May 2: No new homework
Class Review: Collected homework--answers show comprehension. About 25% of students still do not read and follow directions. Points deducted accordingly. NO points were lost for comprehension issues, just for completion following directions to show THOUGHT went into the work. =**The Brain and using our senses in poetry and in life to make meaning**= We discussed recent scientific evidence that shows that there is not just ONE sector of the brain that makes meaning out of words. **The visual processing center, sound processing, the sense of touch processing area, and even the part that controls physical action each "light up" differently for different people as the try to make meaning out of written or spoken words**.

This **applies to poetry because the MORE centers of the brain we can get to light up in connections with a word or phrase, the deeper and stronger are the connections to meaning**. If we just say, "I had a bad day," there is no specific visual, sound, or touch center of the brain that activates. If instead we use the //**metaphor, "I had a rough day,"**// the touch center is active---the **same area that responded when scientist used the work "sandpaper."** I have said all year the rich sensory language is more interesting and memorable--now there are brain scans that SHOW sensory language uses more of the brain for more meaning.

We related this knowledge to how the poet created images to make us feel, see, and hear in "Sam McGee." We will focus specifically on sound in thepoem tomorrow.

** Group Work on the NARRATIVE part of what makes "Sam McGee" a narrative poem **
Students reviewed **the elements of ANY story-telling ...Exposition, Rising Action, Climax, Falling Action, Resolution.** Students worked to find the stanza and lines that their groups agreed would mark the transition from exposition, to rising action to climax...etc. Groups will report out tomorrow **. **
 * Some had "forgotten" that **__Exposition__ includes 3 things.**
 * 1) **..setting (time and place)**
 * 2) **plus characters plus**
 * 3) **inciting conflict.**
 * The __**final exam of the year will include this and ALL the literary terms**__ we have learned all year. A copy of all of these is in the reprints section of this website.
 * We THEN had a reminder that **"inciting conflict" is the problem that starts** the sequence of events. Think of the FIRST PC kicked over in "PC Dominos".
 * **__Climax__ also has three characteristics** ALL students must know and apply: CLimax is
 * 1. **the highest point of tension;**
 * ** 2. at the turning point **
 * **3. near the end of the story** just before the tension starts to leave and problems begin to resolve.

HW: Due Thursday Answer the questions about the poem "Sam McGee" in the text on page 741
 * May 1:**
 * Answer **Check your Comprehension Questions 1-5**. As ALWAYS you MUST use at least ONE complete sentence, character names, and specifics from the text.
 * As we reviewed in class, if you do not refer to the protagonist by name (Cap); then you refer to him as **"THE SPEAKER**." Even thought the book refers to him as the narrator, I want you to show you have learned that **in poetry, the correct reference is "speaker"--for prose story telling, it is narrator**.
 * Answer **Critical Thinking Question number 1 ONLY. Answer in 2-3 complete sentences** with specifics from the text and character names--not pronouns.
 * Answer **APPLY question number 5. USE 3-5 sentences**. This is more than you have done in the past. Get into MORE depth, but do not write a full ORQ response.
 * ZERO for late paper or papers not following directions for complete sentences and specifics. As we head into the home stretch they will be no "do-overs". Get full credit or no credit.**

Class Review Extra credit to anyone who can tell me tomorrow what the LITERARY pantheon might be and how it connects to the GREEK pantheon you may have studied in Social Studies. Look up the root "pan" to help understand what a literary pantheon might be.
 * All students **took pop quiz to prove they read the poem** MONDAY night as assigned for homework.
 * All students **handed in WORKS CITED list.**
 * We **reviewed answers to notes we took prior to reading the poem "Cremation of Sam McGee" and students added to the notes as necessary.** We discussed how the specific background information was used by the poet to add conflict and problems, given the character traits and the setting of the piece.
 * We **looked at images of the Northern Lights and discussed how the fact that the writer lived in the Yukon and saw these lights might have affected the MOOD of the poem**--they are ominous and spooky and the poem has that "ghost-story" mood.
 * We **listened to and watched a video of the song "North to Alaska" and discussed the photos how the closely many of the images on the screen were captured in the poem's descriptions** of what it might have been like to be a prospector during the gold Rush to the Yukon. In many classes we also noted "allusions" (referecnes) in popular culture related to this period in American history, such as "Klondike bars" and Yukon Cornelius from "Rudolph the Red-nosed Reindeer"-- a giant in the //literary pantheon//.

HW
 * April 30:**
 * I. COMPLETE Works Cited list using Easybib if you did not complete during class**.

When you EXPORT from easybib--do NOT just copy and paste the citations into a word document or you risk messing up the formatting.
Be sure to Save to one of your OWN documents and print.
 * hit the EXPORT or Print blue button in easybid.com on the page where your final bibliography appears.
 * Click on Print to Word
 * Scroll to BLUE DOWNLOAD to MS Word prompt
 * Click on OPEN
 * open the document in word
 * PUT YOUR NAME AT THE TOP

Class Review **:** We walked through how to use the EASYBIB.COM site AGAIN and did 2 of the citations needed for the Works Cited list together. I also modeled and had kids practice how to EXPORT the finished "project" to a WORD document. Directions are reviewed above.
 * By WEDNESDAY: EVERYONE should have handed in ALL THREE PARTS of the RESEARCH project by tomorrow. THis includes the actual Research Paper (also turned in via Turnitin.com); the Webquest; and the Works Cited list.**
 * II. If you did not finish the class notes or READ "Sam McGEE" for LAST night's homework, do so tonight.** THERE MAY BE A POP QUIZ YOU DON'T KNOW ABOUT TO DOUBLECHECK that folks read and understood the poem.

__** EXTRA HELP DAYS SWITCHED TO MONDAY AND TUESDAY this week due to Wed Meeting Conflict. **__
 * April 29:** In case any of you were wondering, **BASEBALL GAMES and other spring activities are NOT acceptable excuses for not doing homework.** We have a semester of school left and need you to keep up the effort. ALL house B teachers noticed a __**sharp decline in work done over the beautiful weekend**__ we just had. This could lead to poor quiz and test scores--just putting it out there for you.... Congratulations to the majority of students who understand that the school year is 180 days, whether we like it or not.


 * HW:**
 * I. Finish prereading notes that were assigned in class if you did not finish during class.** The prereading assignment, which can be done as bullet points rather than complete sentences, is:
 * Page 735 in purple literature text: Read the "Literary focus" box. THEN PARAPHRASE (put in your own words) the definition of "Narrative Poetry."
 * Pg 734: Read the "Background for Understanding" box and list 3 significant facts you learn that MIGHT be used by the poet as a potential conflict or problem in the narrative poem.
 * Pg 741: Read about the Gold Rush in the box. Then write
 * What was it?
 * When did it happen?
 * Any other significant or interesting fact you read.
 * II. READ the poem "Creamtion of Sam McGee"** starting on page 736 in purple text. You do not have to take any notes YET. Do be prepared, however, to explain stanzas in your own words tomorrow. (There are 15 stanzas.)
 * **If you do not understand a section, look up vocabulary that may be preventing understanding** and then try to slow down and PICTURE the image or scene the poet is trying to paint in your mind for each section.
 * **I will test whether you read it** by asking students to explain stanzas orally in class. If you have no clue HOW to interpret a section, WRITE DOWN the lines and the stanza number to PROVE you tried and write your BEST educated guess as to what the line might mean to show me you made an effort.
 * III.**
 * ANYONE who has NOT YET handed in a **hard copy of their final research paper** (in ADDITION TO the Turnitin.com submission), print it out tonight to turn in tomorrow.
 * ANYONE WHO HAS NOT YET handed in the **WEBQUEST research notes,** print them out to hand in tomorrow.. If you took notes for some at home and some in school and they are on separate files, please cut and paste them together to turn in a SINGLE complete document. BE SURE YOUR NAME IS ON EVERYTHING.
 * We will work on the **Works Cited Lists** together in class tomorrow for completion at home if necessary and final submission by Wednesday.

Class Review: We did the background reading notes listed above in the homework. I gave an **overview of the poetry unit** we will begin this week that will last most of the rest of the year.

We discussed the **difference between Poetry and Prose--Eveyrthing that is NOT poetry writing IS PROSE writing.**

We also discussed the __**two basic types of poetry**__, **Lyric vs. Narrative**.
 * **Lyric poetry expresses ideas and feelings** about focused moments, scenes, or topics, but **does NOT tell a story**.
 * **Narrative Poetry tells a story. It has characters, setting, and a plot with a clear beginning, middle and end**. We noted that some of the most ancient poetry still read today are EPIC narrative poems. These include "The Odyssey" which students read an excerpt from in Social Studies, and "Beowulf" --THE most read Old English poem which tells an epic story of a Viking knight fighting a scary Monster and the monster's scary mother.


 * April 26**
 * Paper due by 5PM to Turnitin.com. If you miss the deadline, be sure to have a HARD COPY and a note from a parent saying that you worked at least 30 minutes a night every night last week to avoid losing points for late submission. I will occassionally check my email over the weekend and may be able to resolve technical questions if you have trouble using the sight. Most people had little trouble using it during classes today. Remember to click on your class color, (Green, Orange, Yellow, Blue or Red) to get to the page that lists the assignment and has the BLUE submit button. Click on that, ignore the first box, fill in your name etc, click on browse to find your document, press upload, Ok the preview, and submit. (The preview may have strange formatting here and there, but if you have all of the paragraphs showing up, you are probably set. I checked one paper and the formatting was fine when it reached me.)**
 * You do NOT have to turn in the WEBQUEST work with your notes and quotes until Monday, so you have the weekend to fill in anything you might have been missing.**
 * We will work on WORKS CITED list Monday to turn in separately.**


 * April 25:**
 * PAper Due tomorrow. ALL students should print out a hard copy IN ADDITION to what is turned in on line through Turnitin.com.** I am anticipating technical glitches. Print your copy at home or in the lab tomorrow.
 * **Folks in the musical** may have an extension. I believe I have spoken to all affected students, but if you did not check in with me and the performances affect you, **see me tomorrow**.
 * If you did NOT do work at home as necessary to stay on the schedule for completion that I gave you on MONDAY--you will have a LOT of work tonight. **I must have a note from a parent that you worked in a focused way on the research for at least 20-30 minutes at home each night (Monday-WED) to justify giving extensions beyond the official Friday at 5.pm deadline for submission via Turnitin.com.**

These students should, however, be prepared to print out evidence of what they have completed on the project during class tomorrow.
 * **Works Cited List and complete WEBQUEST notes will be turned in separetely. I will accept WebQuest Notes through Turnitin.com __tomorrow__ (FRIDAY) in the lab. Students NOT in class Friday will have an extra day to submit the WeBQUEST notes.**
 * **The Works Cited List will not be due until Monday or Tuesday. We will be walking through a review of how to do the list using MLA format in computer labs tomorrow.**
 * **You will have no more than aboout 20 minutes to work on editing the paper in class. PLAN ACCORDINGLY. The rest of the class will be spent on developing your Works Cited list.**
 * Class Review:**
 * Students had the period to finish first drafts. Students still researching were warned once again that they are far behind the guidelines I suggested for being able to write a solid paper on time.**
 * Students had the period to finish first drafts. Students still researching were warned once again that they are far behind the guidelines I suggested for being able to write a solid paper on time.**

CLass REview All students had walkthrough of **how to use "Turnitin.com to SUBMIT paper** on Friday and on **where to find rubric on the site.** DO NOT attempt to tell me you could not turn in the paper because you could not figure out the site. **There is a "help" button on the site to remind you** if you forget what we reviewed in class.
 * APril 24:** PAPER DUE FRIDAY!!!
 * SEE EVERYTHING BELOW if you did not read it yesterday! Many students stayed after to stay on track with the research paper. If you did NOT stay, you BETTER be working at home.**
 * By **WEDNESDAY** night you __**should be done with ALL research and have organized a "Top Ten list**__ of what you found. ((Follow directions on WEBQUEST)
 * This "Top TEN" list should help you decide which facts to include and what to leave out of your paper. You may find items to combine that are related on the Top Ten list. Then PLAN what order to use items in your paper--either start with the WORST or build up and END with the WORST, but don't let your best stuff get lost in the middle.
 * **It would be a great idea to ALSO have at least 2-3 draft paragraphs written.**
 * How to use Turnitin Review**

Students who have **Microsoft WORKS rather than Microsoft WORD will most likely NOT be able to use Turnitin from home.** Papers have been done mostly at school, however, so they can be submitted FROM school when we are in the lab Friday.


 * ALL students have been told they should ALSO have a hard copy as a backup to PROVE** they finished on time in the event of technical glitches.

The document I handed out in class that gives the **FCAs and SPECIFIC instructions about how to structure your final paper is downloadable from the April 22 entry below**. The schedule you should try to meet to stay on track to finish for FRIDAY is on that document.
 * April 23 THROUGH April 26--**
 * HW Students will work ALL week in class and at home as necessary on the research paper on Workhouses.** The Web Quest that provides the instructions on types of things to take notes on and specific websites to visit is reprintable from the document below if you "misplaced" your hard copy. You SHOULD have the on-line copy you have been taking notes on saved on your network at school.
 * **By TUESDAY night, you should have taken** notes from the THREE websites I gave you and the one on "Debtor's Prison" that you should have found on your own. Do some work at home if you have not reached this point in the project.
 * By **WEDNESDAY** night you __**should be done with ALL research and have organized a "Top Ten list**__ of what you found. ((Follow directions on WEBQUEST)
 * This "Top TEN" list should help you decide which facts to include and what to leave out of your paper. You may find items to combine that are related on the Top Ten list. Then PLAN what order to use items in your paper--either start with the WORST or build up and END with the WORST, but don't let your best stuff get lost in the middle. **It would be a great idea to ALSO have at least 2-3 draft paragraphs written.**


 * ===ALSO see yesterday's entry for extra credit options due Monday ===

Class Review:

All classes researched in lab all period. I spot checked and most seem to be making decent progress. I tried to show most classes the **magic eraser button to clear codes you DON'T want and put in your own.** =Clear all text formatting=
 * MAGIC ERASER** **COMPUTER TIP: If the Web Quest document is driving you crazy reformatting spacing and text**--

In Microsoft Office Word 2007 or Microsoft Office PowerPoint 2007, you can easily clear all formatting (such as bold, underline, italics, color, superscript, subscript, and more) from your text and return your text to its default formatting styles.
 * 1) Select the text that you want to clear the formatting from.
 * 2) On the **Home** tab, in the **Font**group, (on the ribbon at top of the page next to the font symbols) do the following:
 * In Word 2007, click **Clear Formatting** [[image:http://officeimg.vo.msecnd.net/en-us/files/801/989/ZA010210680.gif caption="Button image"]].

ANY STUDENT ON VACATION during the two day test before vacation MUST MAKE UP THE ELA TESTS TAKEN BY ALL HOUSE B STUDENTS __**AFTER SCHOOL BY THE WEDNESDAY AFTER VACATION.**__ I WILL NOT INVITE YOU OR REMIND YOU!! I am here after school Tues and Wednesday this week. See me during the 20 minutes after lunch if your teacher permits. If you are a student with an ACLAB, see me then. There is no AFTERSCHOOL Thursday due to staff meeting.
 * April 22: Welcome BACK! Sorry but its time to get down to work!**

I will not GRADE where you are each day, but I ALSO **will not accept late papers** without a VERY good excuse. I know there are baseball games and school plays etc. Plan around them and show me you are doing your best to **stay on track by being EXTREMELY focused during class** and I will consider extensions on a case-by case basis.
 * HW: Research paper due this FRIDAY.** We will do **MOST of the work in the computer lab in** classes all week. See below for document with FCAs and a PACING GUIDE showing what you should expect to complete each day in class to finish in time. If you fall behind, that will become your homework.

EXTRA CREDIT OPTION: EARTH DAY research Students asked me what EARTH DAY is. Since we are learning research skills, I am offering the following 2 options for extra credit __**DUE NEXT MONDAY.**__ In class I had stated Wed, but I have decided to allow some **extra time** for the curious among you.


 * OPTION I:** for 5 points, research the origins of Earth Day (when it was first held, why, how is it "celebrated"..." and SUMMARIZE the facts into **a paragraph or two**. Use your OWN words to show you truly understand. Cite at least ONE source for your information.

Explain when each of the laws above was enacted (and revised if applicable). Explain the general purpose of each law. Give ONE specific **example of how at least ONE of the laws has made a difference** since the year 1970. Feel free to include a "before and after" picture if you can find one. Cite your source(s). === You may do the portion about the three laws in formats other than a traditional essay: as a poster, newsarticle, or a digital presentation so long as the required information is included. You also can just stick to writing a traditional essay of about a page. ===
 * OPTION II:** for 15 points, **complete Option I and ADD information about each of the following laws:**
 * the Clean Air Act
 * the Clean Water Act
 * CERCLA (the "Superfund" law)

Because I am NOT a complete Scrooge, I **will let students repair answers that did NOT show detailed reading of the text and did not follow directions.** I have **already written the following directions a dozen times this year** and you HAVE THEM on the handout I gave with this assignment and WHICH I went over in detail in class and posted on line AND told you to highlight. If you did not follow these directions you either CANNOT or CHOOSE NOT TO read. I SHOULD give no credit. Hopefully you have learned to read for meaning since yesterday and are inspired to do what is ASSIGNED--otherwise you get NO credit for the work.
 * April 11:** ANY STUDENT ON VACATION TODAY OR TOMORROW MUST MAKE UP THE ELA TESTS TAKEN BY ALL HOUSE B STUDENTS __**AFTER SCHOOL THE WEDNESDAY AFTER VACATION.**__ I WILL NOT INVITE YOU OR REMIND YOU!!
 * HW:**
 * I. review for Vocabulary test on words from Acts I and II. Be sure you know**
 * **definitions (they do not have to be exact, but should reflect how the word was used in the TEXT)**
 * **Parts of speech**
 * **a sentence for each word**
 * **how the word was used in a sentence in the text**
 * II. REPAIR POORLY DONE HOMEWORK answering the Comprehension and Critical Thinking Questions.** Some students WANTED 60 points of credit for work that was due Wednesday that they did NOT complete according to the directions.
 * **You MUST use character names when discussing literature. NO answers should begin "he" "she" "it" ....**
 * **You MUST use SOME specific details from the text to support your answer. Do not just say "THIS shows he is changing." WHAT shows change? Name an action, dialogue, etc. Explain HOW it shows change.**
 * **If the question is about how kindness is like grapes--the answer better have GRAPES in the answer! You cannot explain how one thing compares to another without mentioning BOTH things!**
 * **Use COMPLETE sentences for Comprehension Questions. Use 2-3 complete sentences for Critical Thinking questions.**
 * Class Review:** Students took comprehension portion of ACT II exam. They will have about 10 minutes to complete the ORQ tomorrow and will take the 30 minute vocabulary portion of the test.
 * Class Review:** Students took comprehension portion of ACT II exam. They will have about 10 minutes to complete the ORQ tomorrow and will take the 30 minute vocabulary portion of the test.

If you come **WELL prepared, ready with sentences, definitions, and parts of speech down cold,** you will finish in plenty of time. If you are struggling to think of ideas for sentences, and have not found a way to remember parts of speech, you will struggle. You know that creating a chart sorting the words by part of speech and color coding them ALWAYS helps.
 * HINT FOR TEST: THERE ARE NO __//CONJUNCTIONS//__ OR __//ADVERBS//__ on the list for this test!!! **
 * If you did not catch yesterday's extra credit, you may use it on the Friday portion of the test. Be sure to use both the LATIN phrase AND what it means. Check APril 10 entry for details.**


 * April 10:**
 * HW: GUESS WHAT? You should study for a TEST tomorrow.** Thursday we will test **comprehension of Act II and you will write an ORQ**. You may use notes with quotes for ORQ portion ONLY!! Although you could write a TERM PAPER to answer either of the ORQ questions, I am only looking for you to use 3-4 GREAT quotes from the text that help you show significant points. The answer will run about a page or 2 handwritten.

FRIDAY we will test on the vocabulary from Acts I and II.

We answered questions that students had based on their homework and reading. We shared a few sections of Scenes 4 and 5 out loud and discussed the significance of Plot events and character traits and HOW they help show the major themes of the play.
 * Extra credit: if you write the phrase "TEMPUS FUGIT means "time flies" in Latin" you will get 5 points extra and I will know you check the site carefully before texts and quizzes! SHHHH!!! Don't tell anyone! **
 * Class Review: **
 * Class Review: **


 * April 9:**
 * HW Finish ALL steps from April 4 hw entry**
 * **Check Comprehension Questions 1-5 and**
 * **Critical Thinking Questions 1-4 on page 681 of purple text.** See my extensive notes from April 4 (you all have a hard copy handout) on HOW to answer the questions and special areas you should focus on.
 * **TONIGHT---take notes on quotations you could use to answer the ORQ questions I already gave you. You will only answer ONE of the questions on the test. If you do extra however, it won't hurt!!** Looking for at least 4 quotations to support an answer to EITHER question will force you to read deeply and closely enough to answer ANYTHING about ACT II. For the question on Change- you may use ONE quotation from Act I but take the others from Act II.
 * **ONE CORRECTION to special instructions for Check Comprehension question 4---I mistakenly wrote that you only need to find 4 places the Ghost of the PRESENT takes Scrooge, but I meant you need to list the 4 places the Ghost of the FUTURE shows Scrooge.**

Class Review:
 * VOcab review**
 * We went over problem students had using the words "compulsion" and "meager" in particular.** Following the words "//**compusion**//" with "//**to"**// should help you use it correctly, as in "I //**have a compulsion to buy shoes**//" "**//I feel a compulsion to run outside//** when it first gets warm in April."

//**Meager**// means "**SMALL quantity __AND__ poor quality."** It does not just mean small. We listed things that we could have a meager amount of including "//**meager salaries**//" **//meager profi//**ts" "**//meager wardrobe" "meager meals"//** We then used the chart I posted in yesterday's entry and discussed the need to take notes as you read to more deeply understand the text. Students should have been filling in the chart as we discussed Act II in class. We read short excerpts in class to show students how to read for the SIGNIFICANCE of plot points and characters, and how the action and characters help the reader understand the THEMES of the play. I am not repeating key points of the discussion here because we have reached the point in the year when students need to more independently take notes and read for meaning WITHOUT needing class discussion to understand the significance of events.
 * I encouraged students to try to drop as many of the words into conversations during sports practice, at dinner, in the car.... as the best way to study. Using the words 2-3 times each will make them stick better than just staring at the page for 20 minutes.**
 * Comprehension**
 * Students do NOT have to fill in the "Notes on Text" charts that we worked on in class, but you may want to as a way to study for the test. If you can fill in all blocks from the chart, you are ready for the test AND you understand the play.**

Class Review: I passed back graded vocabulary exercises from Act I and reviewed problem words. Students were to take notes on how to correct misused words. This was the second review of common problems for this set of words so I am NOT taking the time to retype tips here. Your grade on the upcoming quiz will show whether you paid attention in class and took down pointers as needed.
 * April 8**
 * HW: Homework (or recommended study plan for those who opted out of receiving credit for homework for 2 weeks) is printed for the week in the April 4 HW entry. (You all received a hard copy handout as well last week.**
 * Vocabulary:**


 * WE began review of Act II.** Below is a chart of some of the points students should have noted about the first scene. Students should follow a similar pattern to take notes on the rest of the Act after reading it once to prepare for the test. The table below has a weird formatting issue that I do not have time to undo--it has a large blank space between Characterization and Theme. I will have hard copies for you in class tomorro, but here is blank if you want to try to use it.

Class Review: _
 * April 5:**
 * HW: Recommended study plan for next few days is in April 4 HW entry.**
 * Began webquest in the document below. This will be concluded in class after vacation. It is NOT for homework.**
 * Webquest:**


 * April 4:** UPCOMING QUIZZES on ACT 2 scheduled for NEXT THursday and Friday, April 10 and 11.
 * If you are taking an extended vacation, you MUST plan to stay after theWednesday and Thursday after vacation to make up the work. Put it in your agenda book and on home calendar NOW!!!** I will not remind you. If you do not take responsibility to make up the quizzes, I will give you a zero. If you absolutely cannot stay after, you must have a note from a parent explaining that.
 * HW: See entries for yesterday and the day before. IF you opted to stay in the "homework WILL count toward my grade" group, you need to have the 8 vocabulary cards done--ALL steps followed--as explained in the APRIL 2 entry below.** Most classes had some time to work on this in class today.
 * It is fourth quarter and I will NOT give partial credit for partially done work--**
 * do ALL steps according to directions or get NO credit.
 * You MUST copy the sentences from the text exactly and completely AND
 * you must write a sentence that uses the word as the correct part of speech AND in a way that would give a reader a CLEAR CLUE to the word's meaning.
 * HW due by next Wednesday:** For those for whom homework WILL continue to count, the following items must ALL be completed, following ALL directions. Even though it is not DUE until Wednesday, I strongly suggest you work on it a little at a time.
 * Suggested "Chunking"--**
 * Over the weekend:**
 * **read ALL of Act II** through once. **Write down any questions** you have about the action or why characters do what they do. Bring the questions in for class discussion on Monday.
 * Answer **"Check Your Comprehension" questions 1-3 on p. 681 of textbook. Use ONE complete sentence per answer. Leave about half a page to fit in questions 4 and 5. (These questions require you to refer back to pp. 663-671)**
 * "Critical Thinking" questions 1-2 on p. 681 of textbook**.** ALTHOUGH I USUALLY suggest you use 2-3 sentences to answer each "Critical Thinking Question"-- you can comine your answers to "Critical Thinking" Questions **1 and 2 into one answer that runs 2-4 sentences long.** Be sure to explain WHY it is significant that Scrooge asks, ""//Have they no refuge or resource?"//
 * //Practice vocabulary words from **Act II** out loud with someone at home for 5 minutes.//
 * Monday Night:**
 * **Skim read to review pages 671-680.**
 * Answer "Check comprehension Questions" 4 and 5. You may use complete sentences to answer these or you may draw. **IMPORTANT CHANGE: For number 4, you only need to find FOUR different scenes** shown by the Ghost of the Present. You can either briefly describe the scenes in sentence form, or draw a detail or two from each scene and LABEL what is happening in the scene with a caption.
 * Answer "Critical Thinking" questions 3 and 4 using 2-3 sentences for EACH response.
 * Practice **vocabulary words** from **Act I** at home out loud with someone for 5 minutes OR write definitions, parts of speech and a sentence from memory. Then compare to what you have on your cards.


 * Tuesday Night:**
 * **Pull out 4 vocabulary words that you find the most challenging and practice them out loud for 5-10 minutes.**
 * **Collect quotes and prewrite a few points you will make to answer an ORQ question.** You can use these notes for the ORQ portion of the comprehension test.
 * The two options you will have are listed below. **Option A is a very simple** question that will show that you understand the major theme and plot points of the play. If you choose this one and get everything else correct on the test, **it will earn you no more than a B+.**
 * **To earn an A** you will have to answer the more complex **Option B** ORQ question. This question requires deeper critical thinking and a rich understanding of the themes of the play.
 * As you learned prior to MCAS, **the ONLY way to earn full credit on an ORQ**is to
 * lead with a TAG and TQA to clearly introduce your topic and show you understand ALL parts of the question.
 * **include at least 3 pieces of evidence supported by quotes from the text, and**
 * **a clear explanation of HOW each of the 3 or more details and quotations you use directly supports your main point.**


 * Option A: (for a possible B+)** How does Dickens' create a believably GRADUAL change in Scrooge from the beginning,to the middle, to the end of the play version of **//A Christmas Carol.//** Use at least **one piece of specific evidence from Act I and 2-3 pieces of evidence from Act II** to show the **__STAGES of change__** Scrooge undergoes on his way to his final transformation into someone who "honors Christmas in his heart" all year.


 * Option B:** **(For a possible A)** On page 670 of the play version of Dickens' **//A Christmas Carol,//** the Ghost of Christmas Present shows Scrooge two dolls that symbolize **//"Ignorance"//** and "**//Want ("//**which means "poverty"). The Ghost says that the word //**"doom"**// is written on the brow of __one__ of the children to show that all of mankind can be brought down by ONE of these two forces. According to the ghost, which "child," "//**Ignorance"**// ofr"**//Want,"//** is worse for society? How does Dickens use the characters of Scrooge and Cratchit to SHOW that one of these forces is ultimately a more powerful force for evil that leaves ALL of mankind worse off than the other. Use SPECIFIC quotations and details from the text to support your answer.

__**HOMEWORK POLICY EXPERIMENT**__ After a spirited discussion last period today about possible topics to write argument papers on, we have decided to offer the option of NOT __requiring__ homework for about two weeks (the weeks before and after vacation). During our discussion, many students said they would argue that homework is not necessary and that learning for 6 hours a day in school is enough. I will discuss this with all classes tomorrow. My plan is to offer a "real world" test of the benefit of homework. After discussion with each class tomorrow, students may sign on for the experiment, or opt out and have homework count as it always has. Students who do not want homework will not be penalized for not doing suggested work at home, but will not get credit either. Their grade for that portion of the term will be determined by quizzes and tests alone. This is how it is done in some other countries and in some US school systems.
 * Class Review:**
 * April 3:** All tHouse B teachers reported excellent effort on MCAS today. It takes a dedicated student with real "grit" not to let boredom set in and to give their best for every section of the test. Congratualtions **.**
 * HW: All classes will have about 30 minutes tomorrow to work on the vocabulary assignment posted in yesterday's HW notes.**

__**Vocabulary cards**__ for "**Build Vocabulary" words from Act II will be due FRIDAY for all** classes. The 8 words are listed on page 662 in purple text and definitions and parts of speech are in yelllow boxes at base of pages near where words are used in text. List starts with **//Astonish//** and ends with **//dispelled//**, There will be one class period for all classes to do some or all of this work over the next 2 days. Remember- do NOT do footnoted words--just 8 that appear in yellow boxes.
 * April 2**
 * HW: No homework due tomorrow**.

The **cards MUST be done following ALL steps from the instructions** I gave you to put in the front of the "Vocabulary" section of your binder last September for the yellow Build Vocabulary words from the Purple Text. THe **instructions and a template for the cards can also be reprinted from the "Reprints" page of this web site. It is the third downloadable file on that page.** Class Review:
 * MCAS for almost 4 full periods. More tomorrow.** Classes that met discussed how an individual's happiness can be linked to society's problems and solutions as a way to get back to discussing major themes in Act II.

Class Review: We did a **quick run-down of tips for success on Reading Comprehension portion of the MCAS.** Students seem to be prepared and have retained strategies for success. Below is copy of handout I gave out yesterday on the differences between planning and writing ORQs next week and the Long comp writing you just completed. I would **review the sheet Monday to refresh your memory on tips for success before Tuesday's test.** Students spent a portion of the period in most classes using the notes taken last night to draft ORQ responses to the fiction excerpt they chose from yesterday's MCAS packet. (Orange class had less time for this writing and will be given time in class Monday.) This practice should help solidify writing skills and familiarity with how to format an ORQ response. I circulated and helped students who had trouble organizing or drafting.
 * Mar 28:**
 * HEY guys worked hard these past two weeks! Enjoy long weekend and be prepared to DESTROY the competition on the Tues and Wed MCAS.**
 * No homework unless you feel compelled to finish the ORQ for the //True Diary...// or //What the Moon Saw// excerpt.** If you are nervous about next week's MCAS, finishing at home where it is quiet and you have time might help you gain confidence. Otherwise, we will work a little longer on these on Monday--peer review to find any problem areas to remember to correct for Tues, and move on.

In Orange class, we spent more time discussing some challenges in responding to the question for the //What the Moon Saw// excerpt.