Archive+of+Nov+Dec+Jan+Class+and+HW

Archived Nov, Dec, Jan 2013 Class Notes and HW

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.

JANUARY ASSIGNMENTS AND CLASS NOTES I am archiving November and December notes to a separate page this weekend, to prevent an impending crash.


 * Jan 31: HW**

[[image:mrsready2013/220px-The_Scream.jpg width="153" height="205" align="right"]]OH NO!!! you waited until TONIGHT to start the seven vocabulary cards I assigned on Monday?

 * Then plan on __**spending about an HOUR to get them done correctly and with thought.**__ No excuse notes unless they state that you STARTED earlier in the week knowing that these take time.
 * Work that skips steps or shows you DID NOT __**work with the directions AND the Template RIGHT IN FRONT of you**__ will earn a big fat zero!!! This is English--doing all steps is one measure of how WELL you can read. See last few days' entries for specifics on the assignment.

Class Review: A few classes had a few more minutes on the benchmark essays. They should be done by now, unless you have been absent. Students may come in during 20 minutes after lunch to finish. This version does not count for a grade so if you have a complete draft and SOME revisions I should be able to tell what kind of shape you are in for writing the actual MCAS long comp when I conference with individual students next Tues and Wed. No need to panic if complete final version is not done.

Most classes returned to reading of "Black Cat." As I read, I am modeling **how to identify Mood and Tone**. Students will write ORQs in class next Tues and Wednesday for quiz grades. This is also some MCAS prep for short ORQ writing. The prompts will be passages from the story. Students will identify the MOOD and the TONE and then write about specifc evidence (phrases and words from the text) that support your opinion of what the MOOD or TONE is. You can prepare for this by memorizing (AGAIN) my definitions for Mood and Tone. These should be in the Literature Notes Section of your binders. If you do not yet know them by heart (shame on you since I have tested you on these terms multiple times!!!) then listen VERY carefully in class when we review them and WRITE THEM DOWN and PRACTICE them!!! The Tues / Wed quiz will have a brief section where you have to write the definition and then write an original sentence that shows a particular tone through your word choice in addition to the ORQs.
 * FINALLY back to literature...** MOOD AND TONE ORQ and DEFINITIONS QUIZ NEXT TUES AND WED.

//**Example:**// Identify the TONE in the following statement
 * " Winter Carnival runs from 11 to 2 pm this Saturday."
 * Tone is neutral and** informational.

Rewrite the same information in an **ANNOYED, negative tone.** Rewrite the same in an **ENTHUSIASTIC, positive tone.**
 * "//That blasted Winter Carnival will drag on from before noon through 2 pm on Saturday, which should be a day to avoid school."//
 * "//The long-awaited Winter Carnival opens its doors at 11 and invites you to party for THREE full hours this Saturday--the BEST day for a celebration."//

Do vocabulary cards for seven words in yellow "Build Vocabulary" boxes or Act I of "Scrooge and Marley". You do not yet have to read Act I. Follow ALL directions for vocabulary cards for words from the purple literature text. The instructions SHOULD be at the start of the Vocabulary section of your binder. A template is also there for you to copy and work with if you prefer to use the computer. It is fine to use clip art with these cards, unlike the last set of work done for "Black Cat". Class Review:
 * Jan 30: Out sick. Homeword same as last night**
 * Jan 29:**
 * HW: DUE FRIDAY (PACE YOURSELF)**
 * If you have **misplaced them** (as in you never paid attention when I told you to put them in your binder) you can reprint them by going to the Reprintspage of this site and downloading the third file l down on the page labeled : **Instructions for "Vocabulary Builder" Flash cards for vocab from selections in Purple Literature Text** **(Clever title eh?)**
 * Worked on Revising and Editing Benchmarks.**

Do ALL steps and make sure the PARAPHRASE portion is done correctly. Consult the notes in your notebook and see review below. Class Review:
 * Jan 28: Annabel Lee TPQRST due for ALL students and ALL classes.** If you already did the poem as an extra assignment last week, you are all set. Use index or Table of Contents to show you can find the poem yourself. It is in purple text (also googleable).
 * __**Title**__--what might it tell you about the topic and purpose of the poem
 * __**Paraphrase**__-- put the LITERAL events in the poem into your OWN words--**a few lines per stanza**
 * __**Questions**__--jot down vocab you don't understand AND anything you are still unclear on after your two readings
 * __**Repetition**__--note any words or phrases that are repeated in the poem? On the other hand, is there anything that stands out and seems very DIFFERENT from what you'd expect from the rest of the poem?
 * __**Shift**__ --WHERE in the poem does the poet shift gears--move to a new topic or a different point of view
 * __**Theme**__--think back on the title and everything else you have noticed --- write down any DEEPER meaning or symbolism in the poem. What might the poet be trying to tell you about life in general or human nature? THeme should always be written in a complete sentence. i.e,"Frost is trying to show that people are pulled by responsibilities nearly every minute of life and have little time to stop and take in simple pleasures and truly observe the world around them."

Students had more time on Essay Benchmark. More time tomorrow too. Writing and revising **TIPS of the DAY** ie. "President Kennedy gave a famous speech in which he said, 'Ask not what your country can do for **you**'...."
 * Tip 1.** We discussed that **"you" is NEVER preferred in __formal essay writing__**. MOST long form writing in school from now on will be in the FORMAL essay cataegory. Save "you" for writing for DIRECTIONS (like these) and "How -To" pieces;//Dora the Explorer episodes;// friendly letters to Grandma; texting with friends; and creative writing. The exception is if you are recreating dialogue for a formal essay.


 * If you are writing a NARRATIVE (about a personal experience) you may and SHOULD use "I".
 * ALmost **ALL other formal writing (arguments, informational, and research writing) requires third person**--Use **SPECIFIC common nouns**. Good writing is SPECIFIC and vivid.
 * NOT** "**You should** practice daily from 3 point range." (Mrs. Ready does not shoot hoops from ANY range)
 * NOT "People should** practice daily from 3 point range" ("My grandmother and infant nephew are people but they don't shoot hoops either.)
 * Instead--use the CORRECT common noun --"__Players should__** practice daily. **__Kids who want to be stars__ should** practice daily. "

Wouldn't the average 13 year old boy reader feel odd reading, __**"You**__ should buy your new prom dress at Macy's." ?

Imagine ugly scary old me (Mrs. R) as the "YOU" in any essay and then decide what more precise word to use.

 * Tip 2. NEVER write "I hope you know understand**" "I will write about" "My paper will cover the following..."

Don't EXPLAIN what you are about to write---just WRITE IT. If your reader does not "understand" or agree at the end, perhaps you needed to write something else but nothing will change by your BEGGING!


 * Tip 3. "Hello" is NOT an acceptable way to start an essay**. Yes I ACTUALLY get one of those each year!!!

Happy TERM 3!


 * Jan 24:HW: NO new homework.** ALL students will do a TPQRST analysis of the poem Annabel Lee in purple text due TUES if you want to use your 3 days to get ahead. Show you can use an index to find the poem. If you were one of the students who was already assigned this as a makeup assignment, you are all set.

Class Review More time on benchmark. We did some discussion about the importance of analyzing prompts VERY carefully to be on topic. Students will have at least one more complete class and probably a little bit of another class to work on this.


 * Jan 23 was Exchange City fieldtrip all day.**
 * Jan 22**
 * Benchmarks today. No hw.**
 * Anyone doing **extra credit Winter Carnival essay** should turn it in before school Wed. to my Late/Makeup Work bin near the door.
 * Some students owe a **TPQRST of the extra poem if they had trouble or did not do** the TPQRST of "Stopping By Woods..."--see Friday's entry.

Class Review Only the yellow class met. We reviewed the results of the TPQRST process again and spent most of our time analyzing the poem for the poet's use of figurative language and sound devices. TPQRST is about the content and MEANING; Figurative language and Sound Devices are about STYLE. This is the kind of analysis you will have to do independently for MCAS. It will not be CALLED "TPQRST" but those are the elements of poetry you get asked about on the way to inferring the themes (deeper meanings) of poems. You also will get asked about literary devices (sound devices and figurative language)--so that is why we practice these. Besides--you may actually learn to enjoy unlocking meaning and connections from poems


 * Jan 18:**
 * Extra CREDIT WINTER CARNIVAL writing projects due JAn 23. TURN THEM IN to my "LATE/MAkep work bin DURING HOMEROOM before Exchange CITY. ANYONE doing a video--EMAIL it to me if you can, or bring on flash drive --- The computers at school are not reading the files, but I should be able to access it through my Apple at home.**

No homework for all but RED CLASS unless you did NOT understand (or even attempt) the TPQRST analysis of the Robert Frost poem.


 * RED class:** See Jan 17 entry for full review of instructions I noted in class. Due next THURSDAY when I finally see you again.


 * The four or 5 kids who scored a 0 on the last homework** assignment because NO attempt was made to do the work--you know who you are and I have entered most of you on Powerschool already---MUST complete the TPQRST analysis on the the poem "Annabelle Lee". Paraphrase EACH stanza separately as part of the this. Somplete ALL steps. Read Thursday's entry for review of TPQRST. The **result will COUNT AS A QUIZ.**

Students who did the work but just did it incompletely were also told to TPQRST another poem--but this **will not count as a quiz--just as another homework assignment** to help you learn how to do this correctly. You may choose either "Annabells Lee or Maestro".
 * SHOW YOU CAN USE search skills to read index or table of contents to FIND THESE POEMS in your purple text at home. If you do not HAVE your text with you, "Annabell Lee" by Edgar Allen Poe is easily googled.**

__**Jan 17: Staff meeting delayed today's post--Class Review notes to be completed by 5.**__

RED CLASS ONLY: **FINAL EDITS on narrative essay. Read yesterday's entry for COMPLETE instructions--AND reread FCA sheet to be SURE you have done everything.** ALL students have a hard copy of HOW to analyze a poem using TPQRST --and a flip out cheat-sheet reminder in the poetry section of thier ELA binders. The downoadable files are inserted into the Class Review notes section of the NOv 15 entry on this page when from when we first THOROUGHLY reviewed the TPQRST process if you need to reprint. Because I am "wicked nice" I am summarizing what is on these handouts below.
 * HW:**
 * __All students EXCEPT red class__ need to finish the "TPQRST" of the poem "Stopping by Woods on a Snowy Evening" which can be found on p 260 or the purple text at home. Red class will do this for weekend homework.**
 * 1. READ the POEM TWICE--at least once OUT LOUD before writing ANYTHING!!!**
 * 2. On White-lined paper in the poetry section of your notebook, write a few brief notes next**
 * to each to the headings below (and written on board today) to show you have thought about :**
 * __**Title**__--what might it tell you about the topic and purpose of the poem
 * __**Paraphrase**__-- put the LITERAL events in the poem into your OWN words--a few lines per stanza
 * __**Questions**__--jot down vocab you don't understand AND anything you are still unclear on after your two readings
 * __**Repetition**__--note any words or phrases that are repeated in the poem? On the other hand, is there anything that stands out and seems very DIFFERENT from what you'd expect from the rest of the poem?
 * __**Shift**__ --WHERE in the poem does the poet shift gears--move to a new topic or a different point of view
 * __**Theme**__--think back on the title and everything else you have noticed --- write down any DEEPER meaning or symbolism in the poem. What might the poet be trying to tell you about life in general or human nature?

Class Review __COLLECTED__ ALL ESSAYS from all classes except red. Hooray--no one came emptyhanded. __Passed out__ to blue, green, and yellow classes--Copy of "Stopping by Woods..." poem. Other sections will get it tomorrow.

Spent most of class highlighting and color coding completed essays for students to show me they recognize where they revised to be sure they met the FCAs and had USED the handouts I gave to improve word choice and flow over the past two weeks. I emphasized that the detailed instructions, FCAs and bullet points about HOW to write for the 5 C's (be Clear, Complete, Correct, Complex, and Compelling) are crutches that get removed on MCAS and other writing assignments as they advance through school. Eventually you need to carry ALL these things in your head and apply them every time your write. Highlighting shows me you can identify writing strategies. Students were told to put a question mark next to any highlights they felt shaky about. For example, if they highlighted a phrase in blue to tell me it is a "transition", but aren't certain --that will tell me AND the student that more work is needed on that topic. Below is a copy of what was posted for students to identifiy. If students did not include ALL of these items --they know what writing technique to add to develop in the future. The first three items were included in the REQUIRED FCAs, so a poor job on any of them would lower the grade. The remaining items were all different ways to meet the final FCA concerning writing style--so while a mild deduction might come if a student did not use ALL of these techniques, missing one or two items won't tank your grade. For an MCAS long comp--the student who used ALL of these strategies to communicate clearly, showing in-depth insights focused on the prompt and required format--would earn a 5 or 6 (advanced). Students using fewer techniques might earn a 4 (proficient) or lower. Poor editing and inadequate command of basic writing mechanics ALSO lowers the grade--even if the ideas are sound and presented with style.
 * Marking up Essays to show WHERE effective writing strategies were used**
 * What IF I Didn't Have EVERYTHING we highlighted for?**


 * Jan 16:**
 * Brief notes today--have a meeting**
 * HW: All but red class--FINISH essays. RED CLASS--keep revising and START final edits.**
 * Take out **CHECKMATE folder and look at the 3 or 4 issues you circled as the sources of your most common errors. Read the whole piece through looking especially hard for these 2 or 3 focus points.**
 * Spend at least **20 minutes CAREFULLY editing tonight to correct spelling, punctuation, run-ons and fragments, capitalization**....__**See entries from this past WEEK for specific bullet points of things to check for**__.
 * **HAVE SOMEONE read the essay back to you OUT Loud and circle awkward sections**. HEAR the pauses and stops to **see if you have commas and periods in the right places**. Try reading it from the last paragraph to the first to be sure you don't run out of gas --you have probably worked more often on the opening sections.
 * Make any final content revisions. It is never too late to get better!
 * **Bring highlighters to class**. No going back to lockers.
 * **Come to class with planner, draft(s), and final on top. Have these ALREADY in order and stapled or paper clipped**. I do not want to waste time finding pieces of this writing process. We will begin class by immediately highlighting finals to show you have remembered to make ALL the kinds of revisions I asked for.
 * If you need to print--DO IT DURING HOMEROOM!

Class Review:
 * Reviewed deadline and things to check for during editing.**
 * SNOW time like the present....**
 * Changed gears and put on our scientist/writer hats to try to capture today's snow fall. This is what writer's and scientists BOTH do--we observe carefully and by taking time to observe, we come to deeper understanding. Scientists discover how nature works--Writer's discover clues to their own human nature and to simple things that connect us.**
 * We took **descriptive notes by first looking out the open space windows and finding at least 5 items to note.** The bullet points were informational--not poetic. " I see white snow on a silver/grey metal fence. It is on the top post but not on the wires."
 * Then we **stepped outside briefly and listened! We recorded 5 details of what we heard, felt, and even smelled.** Tasting was sharply discouraged
 * We then wrote **2-3 adjectives or phrases to describe the mood our observations** created in us. I reminded students that **MOOD in literature refers to an emotion** -- Not a physical feeling--"I am cold" is NOT a mood." "I felt energized" or "It felt solemn" ARE moods.
 * Students then wrote **2 reflections on what actually went through their heads as they stood in the cold or looked out** the window. These were to be HONEST thoughts--maybe about something they'd never noticed about a snowfall--maybe about how happy they were to be out of their seats not listening to me..."
 * Some classes had time to then **create figurative language (a simile, hyperbole, metaphor, and personification)** **drawn from a SPECIFIC observation** they had recorded --not just a connection they COULD have made to snow before our mini-field trip.
 * One class began a quick read of **Frost's "Stopping by Woods on a Snowy Evening"** poem to see how another poet (a pretty famous one) put one of his encounters with snow into words. Other classes will do this tomorrow.


 * Jan 15:** Essays due Thursday for all except Red class. Red class's due Friday. Ski club is NO excuse for not having finished, edited final essays! Do it tonight if you have ski plans.
 * HW: Red Class--**study for quiz on abstract nouns (see yesterday's notes) and Revise essays.
 * ALL classes HW:** CONTINUE REVISING ESSAY. REREAD instructions and FCAs to see if you are doing EVERYTHING as well as you POSSIBLY CAN!
 * **TONIGHT--concentrate on revising to create a STRONG LEAD or hook (**file of handout with notes on how to structure an opening is reprintable below under "power Outline" title)
 * I STRONGLY suggest opening with a __**short, (succinct) sensory description**__ hook (one to three sentences). Put the reader in your shoes for a snapshot, zooming in on ONE critical moment that is representative of some KEY point of your essay.
 * You might also try the "QUOTATION" hook you learned about when you wrote your argument piece for Mrs. Clough--is there a familiar line from a popular song or commercial that connects to your point? A famous phrase from a speech?

__**WEDNESDAY Night's HOMEWORK: EDIT!!!**__
 * continue revising the ENTIRE essay to add more precise vocabulary, figurative language, better verbs, and meaningul tranisitions.
 * Check for overuse of any words--I am seeing too many "nice" and "things" and "good" and "fun" in essays. Also, if you have a lot of indefinite pronouns such as "anyone" "no onee" something" "anything" you are NOT being specifc enough. Use names, places, and other concrete nouns to paint more precise pictures.
 * TOMORROW NIGHT you will do a final concentrated 20-30 minutes to**
 * **ELIMINATE fragments and runouns,**
 * **ELIMINATE spelling errors--especially from our list (beginning, a lot, realize, business)**
 * **reread OUTLOUD to be sure you have commas where you need to pause and periods after COMPLETE sentences. Separate topics should be in separate paragraphs.**
 * **Have at least 6 complete paragraphs with at least three sentences (but usually 4-6 sentences per paragraph).**
 * **CAPITALIZE proper nouns!!! Do not RANDOMLY capitalize mid-sentence for no apparent reason.**
 * **Do NOT start sentences with "and" "which" "Like when"**
 * **Do NOT use phrases similar to "I am going to tell you" Or "I hope you agree" or "Now you see"**
 * **CHECK that you have CONSISITENT VERB TENSES--no switching from "is" to "was"**
 * BAD, mal, DO NOT WRITE THIS:** //I __leap__ (present tense) toward the basket, I __shoot__ (present), it __went__ (past)in. Crazed fans __cheered (past)__ . I __looked (past)__ for mom and she __smiled (past)__ and __gives__ (present)me the thumbs up.//
 * Stellar, Bien, DO write this**//**:**// //I __leaped__ (past tense) toward the basket, I __shot__ (past), it __went__ (past)in. Crazed fans __cheered (past)__ . I __looked (past)__ for mom and she __smiled (past)__ and __gave__(past)me the thumbs up.//

Class Review __ALL classes (except red) took 10 minute, 40 point requiz__ on what you are SUPPOSED to remember from Oct and Nov about abstract nouns and apply to current vocabulary work and writing. No extra time or retakes will be allowed for this quiz. I posted the exact language of most of the quiz AND the answers over the past two days and reviewed in class. If you did not do well it signifies that you need to use this page better, and you need to pay attention in class. If you actually studied and did poorly, you should stay for extra help on how to study more productively. There were plenty of 40 out of 40 grades--from students of a wide range of natural ability. The difference appears to be whether any focused studying was done.

**Hooks**
I projected a sample opening paragraph from a student draft. All classes noted what was terrific about it, and what could still be revised. Students should use it to model their own leads. The **revised opening paragraph is printed below:** //I glanced down at the streaks of red on my bleached-white team shirt. My neck throbbed and I felt blood dripping down under my collar. The day I sliced my neck open was unforgettable and scarred me literally and emotionally for life. It was a long, dramatic day with moments of fear, pain, and oddly enough, boredom. It was emotional not just for me, but also for my family. Despite the trauma, I have intense memories of the comfort my family and friends brought. In the toughest times we often discover the best in ourselves and in others.//
 * Why this lead works:**
 * it **opens with sensory description** that **zooms in** and captures the readers interest. It sparks questions and drama.
 * It **uses action verbs (//glance, streak, throb, drip, slice//**) in the "zoom" to bring reader into the moment.
 * **Main topic and thesis/claim (the WHAT and the WHat ABOUT IT) are clear.** This entire essay will describe the time the writer sliced her neck open AND explain the emotions and role of family and friends as sub topics in the body paragraphs.
 * **The final line** might have been in a 4 box on your planner--It **is an insight about life that the writer learned from this specifc personal experience.** Other who have not had this exact experience should STILL be able to connect to the observation.
 * The **opening foreshadows topics but does not include detailed specifics** that are better used in the body paragraphs.

I have given classes at least 20 minutes in the lab and TWO homework nights to REVISE. That is about **one and a half hours of REQUIRED revision. If your essay looks basically the same tomorrow as it did on Monday when you brought in your FIRST draft, you are going to lose points.** When I write. my essays are a MASS of changes after revision. Most of us are human and our first work is NOT our best.
 * Basketball freethrows and revising writing**
 * REVISION MATTERS as much as PREWRITING--these should be the hardest and most time-consuming steps in the writing process.** You should spend longer EVALUATING and ANALYSING your work to find ways to improve it than you do getting that first draft of ideas into sentences on paper. Think about how many teachers missed a shot on the FIRST try at the Harlem WIzards exhibition, but made it on the second. __**We will never "make the basket" if we settle for the results on the first attempt and walk away.**__
 * A student today exclaimed, "Oh I have this great idea and I really want to write this opening now." THAT is how you should feel about your finished product. If you don't enjoy it, your reader is likely to enjoy even LESS.**


 * Jan 14** EXCHANGE CITY permissions slips were due today! Stragglers, get signatures and put sheets in backpacks before bed! ALSO Winter Carnival donations AND hat and mitten drive items still being accepted.
 * HW:**

**I. Continue REVISIONS begun in lab today. I suggest revising the following tonight**
Tomorrow night, work on improving transitions, using the sheet I handed out to all but period 1. I am inserting the file below.
 * reread instruction sheet and be sure you have ALL of the content required by the FCAs
 * improve SPECIFIC examples to make your points crystal clear to the reader.
 * improving vocabulary by thumbing through the vocab section of your binder to use new words
 * changing tired verbs into ACTION VERBS; and
 * add some figurative language
 * We have NO MORE lab time scheduled--it would be a good idea to print out what you have so far to mark up by hand if we have any time during class tor during the 20 minute periods to work on it. **PLAN on finishing this at home.**
 * III.** RED CLASS: Complete first draft of essay--see Friday's entry for details.

2. List 5 words that are examples of abstract nouns, using each of the 5 endings 3. List 4 words that I suggest you use NEAR abstract nouns to help use abstract nouns properly in a sentence. 4. Write a sentence using an abstract noun AND one of the words you list in your answer to number 3 above. Class Review Handed out: Reference sheet on common transitions AND how to organize essays. Reprint possible from file in the HW section of today's entry. Checked: Homework grade given for completed drafts of at least SIX paragraphs.
 * II. MINI QUIZ on abstract nouns! Here are the EXACT questions you must answer**
 * 1.** List 5 common endings (suffixes) of abstract nouns
 * Information you need is in last Friday's web page entry below.**

All ELA classes presented meanings connected to picture for a few more words on our vocabulary list. I expect to see words we are currently learning, and words we learned during prior vocabulary units, used in your narrative essay.
 * VOCABUALRY**

Classes had time to put names on masking tape to label flashdrives. Students went to computer labs to work on revising the complete draft brought to class today. A small number of students did not have at least six paragraphs and these students should spend 20-40 minutes tonight to catch up with peers. I met with as many students as possible to give feedback on at least one draft paragraph and suggest options for revision.
 * ESSAYS**

Period 6 (red class) did not meet due to assembly. 6 paragraph draft due tomorrow and we will go to lab to revise. Red class abstract noun quiz will be Wed.

FLASHDRIVES FLASHDRIVES FLASHDRIVES.....
I now have a purple flashdrive probably left beind by a per 1 student. I have received emails from parents and excuses from kids about not being able to write a personal narrative draft due to a missing flashdrive. **While I strongly recommend working with flashdrives to save time on revisions, every student still has the option of HANDWRITING or retyping ANYTHING to meet deadlines.** Losing or misplacing a flashdrive is the technological equivalent of "I left my work on my desk"--It is probably true, but doesn't get you where you need to be since today's class was to be almost entirely devoted to REVISING finished drafts.

==**If you have trouble typing at home, I am here most days after school, and the Directed Study program after school also offers access to computers. It is up to you to PROBLEM SOLVE and get it done. NO EXCUSES other than illness for not having finished work to turn in on Thursday! (Friday for red class.)**==
 * In the FUTURE:**
 * Put your **NAME on the flashdrive** (use masking tape) so it can be returned if left behind
 * DON'T leave it behind!! They are expensive. **Have a place for it and make putting in that place BEFORE moving on to any other activity your HABIT.** If the thought of getting a ZERO for missing work, or having to REDO all your work motivates you, so be it.
 * **Save everything in TWO places** -- your network folder at school AND to your flash drive. This creates a backup for the disaster we all know will come at least once in our lives when technology fails or YOU forget something. and save OFTEN!
 * IF your flash drive is left behind AND you KNOW you have work partially done backed up to the school network, try **logging into the ra.foxborough.k12.ma.us with your school password and copy the completed portion to a new file and add to it.**
 * **EMAIL files** to me if you do not have a flashdrive. It is cumbersome, but better than showing up with nothing to work on. It should, however, be a LAST resort because I would prefer not to process 110 files each day.
 * If you really thought about portions of an essay you wrote at school, you should have an idea of which paragraph topics you have not yet put into words. **You can always HANDWRITE paragraphs to add to paragraphs already completed on the network.**


 * Jan 11:** EMAIL ME if you left a MAXELL flashdirve in the lab today. ALL of you should put tape with your name on your flashdrives so they can be returned when you inevitably leave one somewhere someday.

__** Friday, JAN 11 **__
 * HW**
 * 1. ALL but red class (period 2 today) must complete a ROUGH draft of the completed narrative essay by Monday.** See yesterday's entry and your instruction sheet with FCAs for more specifics.
 * 2. Red class has assembly on Monday so they will need completed rough draft by TUES**. The Draft MUST be at least six paragrphs, including opening and closing paragraphs.


 * 3. QUICK REQUIZ on Abstract nouns Tuesday**

I strongly recommend typing the draft essay and bringing it on a flash drive so you are REVISING --anot not just typing next week. DO NOT HAVE MOM OR DAD "fix" your language for you. I need to see what you actually know and don't know to be able to help you with your writing before MCAS--(when Mom or Dad will be far away from you.) If you want to access something stored on the school network, you can try using the remote access at
 * ra.foxborough.k12.ma.us.** I suggest copying whatever you get from the remote access to a flashdrive, since the system can be glitchy about saving BACK to the network. PRINT copies of work done at home in case the technology fails.

Class Review Checked: vocab homework completion in all classes.
 * CLasses began sharing vocab paragraphs and pictures.** Listening students took notes on definitions. **All students will be responsible for ALL 30 words on the vocab sheet eventually.** Use new vocabulary in your writing whenever it would make your word choice more vivid and varied. THat is the REAL test of learning vocab. There will be a test with about 15 of the words, but I won't tell you WHICH 15 yet, so you pay attention and learn more!

Student earn 10 points for giving the definition of OF ONE of their words to the class and then paraphrasing it for me to prove they understand it. Using 5 words correctly with a picture as they share earns and A, 4 words correct is A-, 3 is B.

I was a bit PEEVED (annoyed) that folks STILL don't know how to correctly recognize OR slot abtract nouns on the list into sentences. Therefore I will REQUIZ you on the same points I quizzed you on last Fall concerning what the common endings are for abstract nouns, and what words to use with and abstract noun to make the sentence less awkward. You MUST think about the grammar to correctly use the vocabulary. THe two are inseparable. NOW use you computer skills to search this page and the archives of notes for a Nov 1 handout on Nouns, and some examples of how to use abstract nouns from Oct 31.
 * ABSTRACT NOUNS**
 * Common endings of Abstract nouns (and nouns in general) include**
 * //**ness (happiness, kindness, business)**//
 * //**ment,(entertainment, confinement, contentment)**//
 * //**ence, ance (reminiscence, pestilence, malevolence)**//
 * //**tion/sion (reverberation, attention, admission, conviction)**//
 * //**ity (felicty, ferocity, fidelity, electricity)**//
 * To use abstract nouns correctly and smoothly in a sentence, use the abstract noun with one of the following words:**
 * **have/has/had** (//The boy scout __has fidelity__ to the group. They __had electricity__ during the storm//.)
 * **show** (//The boy scout __shows fidelity__ to the troop by never missing a meeting. She __showed felicity__ when she smiled//.)
 * **with** (//He danced __with felicity__ in when he won the lottery. The lion attacked __with ferocity__.)//
 * **possessive pronouns (its, his, hers)** (__His felicity__ was complete and he retired a happy man. __Her convictions__ were so strong and no peer pressure could change her mind. The dog showed __its fidelity__ by walking 50 miles to return to its master. )

Red class went to lab after homework check because they could not go yesterday.

Class Review: **PASSED OUT:** Assignment sheet for essay, with interim due dates, FCAs, and tips and a sample of what great writing should look like. Reprint from file below.
 * Jan 10: HW**
 * Finish 5 sentences connected to one picture and 10 definitions and parts of speech.** Be able to tell me what each word means in YOUR OWN WORDS too. See full directions on handout you have and printed here earlier this week.
 * By MONDAY you must have COMPLETE first draft** (not yet perfect --just get ideas in order and in setences and paragraphs) **of essay** you have already finished the planner and on body paragraph for. If you think you will have trouble finishing a complete draft BY MONDAY, **do some more tonight and have less work to pollute your weekend.**



READ IT before, during, and after writing to be sure you are on track.
**CHECKED:** for completed single body paragraph in all but red class. During class I **thoroughly reviewed the essay instruction sheet.** All students should **reread FCAs and rest of sheet** on your own to stay on track. All students put **interim due dates for first draft, revised draft, and edited final draft** into agendas (copied from assignment instruction sheet.)

All students independently and silently marked up the **sample paragraph I put on back of instructions** to note HOW and WHERE it meets the FCAs. We then marked it up on the board and identified the techniques students can use to liven up the drafts they are beginning with. Most noted the use of active verbs and sensory language that ZOOMS in on a slice of life, and a combination of description that included specifics (feelings, sights, sounds) as well as REFLECTION on thoughts during the time and the lasting significance of the memory.

Students in all but red class went to computer lab for second half of period and typed drafts, adding new body paragraphs and revising some language in the one they completed for today. **I conferenced with as many students as time allowed**. I was very pleased to see that only ONE student in the whole house came without a body paragraph already completed as assigned. I was also pleased that the drafts already show evidence of inserting sensory language, vivid vocabulary and details that matter.
 * LAB time**

ISSUES SO FAR: Use "I" not "You" This is a PERSONAL narrative so it is not only okay to use I, it is better than you. This is not a "how-to" essay!

**DO write," //I had to be careful, tredding lightly on leaves and fallen branches, so I would not scare off the animals I hoped to see."//**
Tomorrow's class time will be spent on reading more of "**The Black Cat" which is a FI CTIONAL NARRATIVE...** We will note as we read, however, that **just like our essays, Poe's narrative uses detail and sensory language to bring moments to vivid life, and his narrator reflects back on events as he tells the action--trying to make sense of events or say what they seem to indicate about life and human nature.** He writes about how all of us sometimes are drawn to do something wrong just to test it out; how regret doesn't last long and we lapse into old habits; how we trust and love pets in ways we dont trust people sometimes....

NO ONE who did not stay after for help today should attempt saying they could not do the work because they did not understand! I have given 4 nights to do the equivalent of 2 night's homework**.** Class Review:
 * Jan 9:**
 * Homeroom: **
 * 1) ** Bring in Exchange City permission slips! I have quite a few already. BOTH sides need to be signed. **
 * 2) ** Donations are being accepted for the Winter Carnival basket. The kids voted to do a money tree. Any amount is useful. Kids will put some change around the base, so even a few of the coins taken out of items as they head into the wash would help if you can spare them. **
 * 3) ** Donations of hats and mittens are ALSO still being accepted. Any new or very gently used warm accessories would be greatly appreciated. Student council has not had much publicity about this, and the response is low so far. **
 * HW: SAME AS LAST NIGHT AND THE NIGHT BEFORE!** Read the entries for this week carefully, as well as the printed instruction sheet I gave you for vocabulary, to be sure you are doing all steps correctly.
 * We do continued reading "The Black Cat" out loud,** **noting how to use the vocabulary work** we have done to better understand the richness of Poe's language. We have also discussed **how to use context clues and the roots of words to help remember the meanings of some of the difficult words.**

Students are listening for how Poe uses short, simple sentences to discuss horrific things. **This informational TONE about horrors, creates a disgusted, shocked, horrified MOOD in the listener/reader.**

how the short,SUCCINCT lines, sandwhiched among flowing complex lines, packs a punch. Using a variety of PACING (long and short sentences, sudden bursts of action between long descriptive,emotional rant) also adds to the mood--You start to get sucked into following the narrator's twisted reasoning, becuase he attempts to create ETHOS--credibility-- by reciting scientific facts (such as the fact that a decomopsing body has ammonia which might interact with wet plaster on a wall). Suddenly though, he follows the reasoning with such a preposterous conclusion that you react strongly--almost slapping yourself in the head and saying, "Wait a minute--this guy is nuts! " It is all done through word choice and variety in sentence structure. Pretty neat trick! Double space the draft whether you are handwriting or typing so there is room for comments and revision.
 * Effect of Pacing**
 * PAcing is the literary term for how fast or slowly the story seems to be moving. We have noted as we read**
 * Jan 8: HW**
 * BY FRIDAY: finish looking up 10 words and using 5 of them in sentences connected to a single picture. REREAD complete directions for more info and example.**
 * by THURSDAY: Take the planners for the narrative essay that you completed last week and __write a single draft paragraph about one of the subtopics (level 2 ideas)__ that you identified. You do not have to write the opening yet--just one of the body paragraphs so I can see if you are on the right track.** If you do the draft on computer, bring it on a flash drive so we can begin revising and editing in the lab on Thursday and I can give you some feedback before you draft your other paragraphs.

Meeting today--no time for more Class Review notes.

__**NO EXCUSES!**__--__**Do not say the word is not in the dictionary**__--**solve that problem** by Start looking for a single picture you might use to write sentences that use 3-5 of the list words. Class Review: HANDED OUT: copy of the text of the story "The Black Cat" ; and instructions for Vocab homework and list of 30 words. Checked: (In all but orange per1, and part of blue per 5 classes I gave a quick grade and some feedback on the planners students worked on last week to prepare to write a practice long composition narrative/expository essay. I will finish this tomorrow. )
 * Jan 7: HW**
 * You do NOT need to read the story on your own yet. I will read it in class.** You will skim it to find the sentences using the vocabulary words. THese will make more sense when we read it together and focus more after you have looked up the meaning.
 * Look up at least 3 of the 10 words you were assigned today and __give definition and part of speech__. You should have marked up your paper to identify which of the columns your table was assigned.**
 * If you do not understand every word in the definition you find, **look up words FROM the definition as well so you can paraphrase (put into your own words)** __when I call on you and explain the word CLEARLY to others.__
 * Using a DIFFERENT on-line or print dictionary
 * Finding the ROOT word and look that up--if **//Unfathomable//** is not in your dictionary, look up //**FATHOM**// and then use your BRAIN to determine what it would mean if preceded by //**UN**//(meaning not) and followed by an //**ABLE**// (signifying it is doable).
 * File with complete instructions and list of words is below.**

All periods had to **read complete sheet of directions for vocab work**. We orally reviewed how this assignment is similar to the last vocab assignment, but now builds on it to ask you to look up **MORE words** and to connect multiple words to **a SINGLE picture.** Students had time to ask clarifying questions after review of the example I gave in class and on the directions sheet. Some classes had a few minutes to begin looking up words. Use a dictionary that gives you sentences USING the word as well as a definition, since we KNOW that dictionary defintions are usually not enough.
 * Vocab assignment instruction review.**

__**MOOD VS. TONE video**__ __**Period**__ 1 also caught up with other classes to see this video. The purpose is to show that while mood and tone both have to do with emotional power of words, the TONE (the KIND of words the author chooses to get his point across) may not always be received by the Reader/listener as the SAME emotion. I used to performances of the immortal lyric "I whip my hair back and forth" to demonstrate.
 * 1. Willow Smith's TONE in her video is POSITIVE** overall. **Spceifically it is energetic, confident, upbeat** and seems to show that she believes whipping one's hair is the coolest thing you can do. The **MOOD** (effect on RECEIVER) in the class MATCHED her tone--listeners were "chair-dancing" and feeling "cool" wathcing it.
 * 2. ON THE OTHER HAND---in the SECOND video**, the same song is performed slowly and with a definite whine by Jimmy Fallon (pretending to be **Neil Young) and Bruce Springsteen. It is** delivered in a **NEGATIVE tone-specifically, it sounds tragic, funereal, desperate--slow and still.** THE **MOOD** created by singing these silly, fun words in a tragic tone is HUMOROUS. THe **MISMATCH between the** //__TONE__// **and the content is jarring and makes us giggle.** In addition, the fact that the performers not only DON"T whip their hair, but don't even move a muscle in their faces or bodies--makes the irony even more funny.

In Literature, writers can not make faces at us or speak slowly and sadly to show their tone. Their **WORD CHOICE and the emotion we connect to the words and the topics must work together for readers to infer what the TONE (attitude) of the writer is toward his subject. In many classes we noted that saying, //"That paper is long"//** conveys a neutral tone; while if I said, **"That paper is endless"** it has a similar meaning but a much **more negative TONE**.
 * What does video have to do with Literature?**


 * As we read "The Black Cat" we will focus on how Poe uses a short, simple matter-of-fact TONE to describe some hideous things--and that creates a MOOD of disgust, suspense, and horror in the reader**. We will also see how he uses the writer's trick of balancing long and complicated sentences against very short simple sentences and how that contrast gives the short sentences more power.

I hope to finally get into reading at least half of the story in classes tomorrow. We will return to our essay work later in the week and begin drafts.

Class Review We discussed how to organize ideas after brainstorming and that you should ALWAYS be recheck that all the subtopics you have in your planner ACTUALLY connect back directly to making the main point of the paper you put in the central box. (box 1). Then we skecthed out ideas we might use if our narrative was ALSO being used to persuade people to attend the Winter Carnival. Once we came up with a wide range of reasons to attend (including to have fun and help the school)made sure ALL the subtopics related BACK to that main idea. Description of things that don't go well, or how hard it is to organize are valid connections, but are NOT part of why its fun or beneficial, so those ideas would be deleted from the brainstorm.
 * Jan 4:**
 * No NEW hw**

Most classes (except homeroom which spent time voting on winter carnival) had a mini lesson on mood and tone which involved a short video. More on this next week. Bottom Line:
 * //**Mood**// is __the atmosphere or feeling created in the__ **__reader__.**
 * **//Tone// is the** __**author's** attitude toward the story's subject and/or characters.__ It is conveyed through the **word choice and connotatio**n of words. It is generally described first as **positive, negative or neutral.** It can be thought of as "how the words are loaded."

Extra Credit: Why attend and spend money at Winter Carnival
Hard copies of this assignment will be distributed Monday.

A real life application of the writing skills we learn in class is to use WORDS to persuade others to do what WE WANT. Great writers get into others heads and hearts. Since one of the new skills we are trying to master this year is the **ARGUMENT ESSAY**, I propose that you convince me, or anyone else who has never attended Winter Carnival, that it is worth getting out of bed for and spending hard-earned money on. Yes, I am a bit of a Scrooge.
 * Due January 22 (Tues)** Show me a complete draft **by Jan 18** if you want feedback and a chance to revise before I grade it.
 * Will be counted as an EXTRA essay grade to average in**. If you pass something in, it WILL count, so don’t just dash off some drivel in hopes of adding points to your average. Really show me what you can do.
 * I will POST the best few completed projects on my website and perhaps even send them to the Foxborough Reporter to potentially reprint for the town.**
 * __<span style="font-family: 'Cambria','serif';">Writing should MATTER! __**

Your ARGUMENT can take a few different forms, but it MUST meet the following minimum criteria: <span style="font-family: 'Cambria','serif'; font-size: 24px;">FCAs
 * **Inform**someone who has never attended the carnival about what happens there.
 * Include **specific** and COMPELLING (interesting and significant) **examples and sensory description**
 * **Persuade**the reader to attend
 * Introduce and elaborate on **__at least__ 2 significant reasons**
 * **Use Logos/Pathos/Ethos Use**. Use language and examples that touch the HEAD (logic) and the HEART (emotions, personal connections) and sound CREDIBLE and authoritative.
 * **Revise**to use effective vocabulary and improve sentence flow
 * Specific and vivid nouns, adjectives, adverbs/ ** NO ** tired, repetitive or “third grade” word choice (diction)
 * USE **__ACTIVE__** verbs
 * Use the correct **TONE** to be persuasive AND credible


 * <span style="font-family: 'Cambria','serif'; font-size: 19px;">Format: **<span style="font-family: 'Cambria','serif'; font-size: 19px;"> OPTIONS!!!
 * __ ALL OPTIONS MUST INCLUDE __**
 * **__ A POWER MAP PLANNER __**__ (file for copy of blank power map at end of this sheet) __**__ AND __**
 * **__ ONE __****__ OF THE FINISHED PRODUCTS DESCRIBED BELOW: __**


 * 1) **A PERSUASSIVE ESSAY** of at least 6 paragraphs. (About 1 and a half pages typed double spaced, 12 point font). This will help you prepare for MCAS more than the other options.
 * 2) **A NEWS REPORT**(written or video interviews). You must see me before you start if you choose this option. It would make sense to interview a PAC spokesperson and or an administrator to find out more about the programs that have been brought to the school, and the field trips that have been financed through the earnings from the Winter Carnival.
 * 3) Written news format should be about a page and a half typed –double spaced, 12 point font
 * 4) Video news cast should be between **1-3 minutes** and use **effective background,** **music and/or other visuals** (charts, still photos, etc.)
 * 5) **A VIDEO “COMMERCIAL**” of about 60 seconds. Must **use sound and visuals** to help make the case.
 * 6) **A SHORT STORY OR POEM** that presents the information creatively. Just as Dickens wrote **//A Christmas Carol//** to change public attitudes toward the poor in London, you can use the emotional pull of a story to change minds about the Winter Carnival. (2-3 pages typed, double-spaced, 12 point font)
 * <span style="font-family: 'Cambria','serif'; font-size: 21px;">AUDIENCE: ** Anyone who could attend the Carnival but chooses not to—teachers, neighbors, friends. Assume the audience can read the local paper, my website, or will see the Daily Two, since that is how they may see your finished work.


 * <span style="font-family: 'Cambria','serif'; font-size: 21px;">PURPOSE: **<span style="font-family: 'Cambria','serif'; font-size: 16px;">To get more people to attend the Winter Carnival Feb 2!

HW COMPLETE prewriting step 2--which is to develop more detail for the main topics you chose yesterday. Make sure you have at least 3 details (describing specific moments, explaining what you saw, heard, felt...) for each subtopic. We called these "level 3 Details" and they are the possible sentence topics you will expand on for each body paragraph. Then be sure you have SOME reason that your details matter. We called these "level 4" details in class. They are the observations, connections, or insights that you can make with your subtopics so your personal memories ALSO connect to the reader or get the reader thinking about life. I am posting filled in "power maps" that show how two students developed details to ZOOM IN on. Once you start writing your may add details or delete things that don't work that well, but a great prewrite makes the first draft simpler.
 * Jan 3:**


 * [[image:mrsready2013/power map filled in.JPG width="520" height="558"]]J**

This site will have less content for a week or two so I can catch up on grading.
 * Jan 2 HW: NO H**W unless you did not finish brainstorming at least 2 topics to use for narrative/expository essay we will work on in class over the next week. I will write up steps in the PREWRITING PROCESS over the next few days.

This is different from the ARGUMENT paper format you did earlier this year in Social sturdies. The narrative/expository format has been the kind of long composition used in MCAS, so we will practice this first to prepare for March MCAS.
 * You should have **at least 2 topics for which you can describe THREE things in detail and**
 * **EXPLAIN why the topic matters to you or to the world**.
 * Because it is **a narrative format, some of the description should connect to a personal real life experience.**

This is a BRAINSTORM in the journal section of your binder. Just get ideas down. TOMORROW and the next day we will narrow the topics down to the BEST ideas and decide what to add, what to leave out, and what order to discuss your topic. Over the course of about 10 days, we will draft 6-10 paragraph essays from these brainstorms and revise and edit them.

Class Review: We discussed that we will write LOTS of papers, mostly in class from now through March to prepare for MCAS and to become more seasoned writers who do not FEAR a blank page. This time, I am letting you pick the topic--in hopes that this will make you more excited about your wriitng. I am only setting the format and the tasks (describe and explain).

__**Notes for class board:**__
 * Brainstorm Jan 2 2013**
 * Find a topic to write a draft long composition narrative/expository essay of 6 or more paragraphs.

The Topic MUST allow you to
 * ===== Describe 2-3 thing that matter (memories, experiiences you can ZOOM in on and use sensory detail to bring to life for the reader.=====
 * EXPLAIN why the topic matters: what important things does your choice show about you as a person? How might your ideas connect to other young people? TO society in general? To some observation about priorities in life?

Personal narrative use can use the word "I". Should include personal experiences that alloww you to SHOW not tell; use sensory language to create action and energy in your writing.
 * FORMAT:** narrative expository essay of at least 6 paragraphs


 * AUDIENCE**: peers and picky ELA graders

__**Through grade 6**__ you merely had to write a **clear, correnct and complete** response. **In Grade 7** we add the next to requirements. You must show you can think at a deeper and **more COMPLEX leve**l.. The ideas and examples should not be themost obvious or superficial (surface level). You should use **COMPELLING language that makes the ideas memorable and thought provoking--maybe even fun to read.**
 * PURPOSE:** TO show you can write a clear and INTERESTING essay that shares original thoughts that matter. You should ot bore yourself OR your reader. MUST MEET the 5 C's of effective writing. BE
 * 1) CLEAR
 * 2) CORRECT
 * 3) COMPLETE
 * 4) COMPLEX
 * 5) COMPELLING (means the reader WANTS to keep reading....)
 * GENERAL TOPIC Territories shared in class to get to more SPECIFIC ideas for your writingincluded (But are NOT limited to)**
 * New Year/New You ---what might you change for 2013
 * An activity you love --use memories from your recent vacation to get great sensorty specifics
 * Something in the NEWS you PERSONALLY relate to (a student mentioned the hockey lockoutthis will work if the student shares personal memories connected to watching NHL games or to players that gave oersonally influenced him. )
 * Things from last year you want to ESCAPE from
 * Things that make you think adults have it wrong
 * Things about your daily life or about school that affect you deeply....
 * Just be sure NOT to make this completely hypothetical or creative-- a portion of it MUST connect back to REAL experience.**

=<span style="color: #008035; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 140%;">DECEMBER ASSIGNMENTS AND CLASS NOTES =

Double check that you have completely revised and edited your final ORQs to pass in (with the drafts!) Friday. YOu will also turn in the completed"Mood in 'The Elevator' packets.

 * Be sure you **have THREE detils and THREE Quotes to support each point in EACH response**. (The draft could have had fewer than 3 but I want at least 3 in EACH final to prove to me that you can use the text to prove your points. )
 * The most COMMON editing issues I found today included**
 * **PUT YOUR NAME ON FINISHED WORK AND LABEL THE DRAFTS AND THE REVISION ORQ E and ORQ F!!!**
 * Be sure to insert a comma before quotations as in //Sleator writes, "After that, ...."//
 * Place all END punctuation inside of the final quotation mark.
 * Do not capitalize "dad" unless Martin is calling him that.
 * REMEMBER to use an apostrophe to show possession as in //"Martin's dad"//
 * CAPITALIZE the name Martin.
 * Double check in your CHECKMATE folder to see if you have misued common homophones (to, too two" etc; and for correct ways to punctuate quotations.
 * HAVE SOMEONE READ your work back to you word by word to see if you have skipped words, left the endings off of words, or inserted words you don't need. Listen to where the reader pauses and be sure you have a comma. Listen to where they stop and insert end puncuation. Listen to sentences that seem to end in the middle and FINISH them so you don't have fragments.

IF YOU DO NOT HAVE COMPUTER ACCESS TO WORK YOU DID IN CLASS, finish your editing in pen. WRITE NEATLY!
--- Class Review::

Worked in labs on more revising and editing. Conducted mini-lesson with example posted on what to edit and revise for. Shared a few more of the new vocabulary words that students should attempt to use in the current assignmnent.

Class Review
 * Dec 19:**
 * HW: Finish typing and revising ONE complete ORQ if you did not finish in class. You may also want to type your second ORQ draft so you have enough time to revise it and edit BOTH by the end of the lab time tomorrow. FRIDAY I will collect the complete "Mood" packets" with complete graphic organizers for E and F; your DRAFT ORQs, and the Revised and Edited ORQs; for a TEST GRADE. Pace yourself! Do any work you skipped along the way--you will not get back the missing homework points but you will at least earn all possible completion points as part of the TEST grade.**

__**We reviewed TWO revision steps.**__
ALL ORQs must have: ===If you only have 2 quotes, you lose points. If you only have two reasons, you lose points. If you use a quote that does not use THE EXACT words Sleator uses, you lose points. In other words, do not just give me SOME of the above done sloppily--DO IT ALL and double check the text and your graphic organizer, and my model to be SURE you do it to the BEST of your ability.===
 * The first REVISION is for CONTENT**
 * **TAG + TQA -= Topic sentence(s**) Did you check back to the topic words you underlined when TNTing the prompt? Are ALL those topic words in your first or second sentence? Do you give a clear CLAIM statement that summarizes your answer in general?
 * **DETAIL/ EVIDENCE statement 1** to support answer. **QUOTE** that SHOWS, PROVES, or elaborates on that detail. **EXPLANATION** that paraphrases the quote and connects the quote to the point you are making.
 * **DETAIL/ EVIDENCE statement 2** to support answer . **QUOTE** that SHOWS, PROVES, or elaborates on that detail. **EXPLANATION** that paraphrases the quote and connects the quote to the point you are making.
 * **DETAIL/ EVIDENCE statement 3** to support answer . **QUOTE** that SHOWS, PROVES, or elaborates on that detail. **EXPLANATION** that paraphrases the quote and connects the quote to the point you are making.
 * **WRAP up/clincher that sums up why the 3 details matter--connects back to the main point** of your answer.

SECOND REVISION for WORD CHOICE AND FLOW
__**Check vocabulary**__: **Use words from our vocab** list from the story **__if they fit__** and are more precise than what you have in your draft.


 * **__Upgrade slang or informal language__.** Replace "gross" or "creeped out" or "kinda" with REAL words
 * **Do not use conversational phrases** like "Well, I think..."
 * **Upgrade dull, vague "third grade words**" like "mean", "mad", "good", "bad", "scary".
 * **Get rid of words you repeat** more than once or twice. (for example, do you reuse the word "fear" over and over? )
 * Upgrade dull verbs to **ACTION verbs** ( Instead of "His dad doesn't seem to like Martin" try "Martin's dad DISAPPROVES of Martin."

__**Upgrade Transitions:**__ TRANSITIONS help the reader understand how one idea relates to the sentence that follows it.
 * If two ideas are similar, start with "In addition," "Also," "Not only .....but also ....."
 * If two ideas are different, start with "in contrast", On the other hand" "Although"
 * If one point is more significant, start with "More importantly", "significantly"
 * If one idea CAUSES the next, start with "As a result" "Since" "Therefore"
 * to introduce a quotation, start with "For example, when the author writes...." "For instance, when the character says,...."
 * If one scene you describe happens before or after another, start with "before" "after" "During" etc

=== BELOW IS A FILE THAT SHOWS HOW I TOOK YESTERDAY"S SAMPLE ANSWER, THAT HAD BEEN REVISED TO include all necessary content (TAG, TQA, 3 details, 3 quotes, and a wrap up) and DID A SECOND REVISION for improved vocabulary and transitions. Then I edited it for mechanics. The program won't let me insert the document as a file. I have just copied it in below. It also does not let me put a line through phrases I would delete in the final so I am putting brakets [ ] around what would come out of the final. ===  **<span style="font-family: 'Cambria','serif'; font-size: 16px;">ORQ Revision and EDITING **
 * DO NOT use "first" "second" "third" as transitions between ideas in an ORQ. The reader knows the first item you discuss is first and the second is second. Adding these words adds no real meaning. Only use first, second, and third for MUCH longer pieces than an ORQ, or for an ORQ that is about a process--where you might say "First you do this, Second you do that..."

I have put a line through wording I will delete in my final. I have inserted more vivid and precise vocabulary in red (adding vocab from the list and stronger verbs, as well as replacing some repetitive word choice). I added transitions between ideas in blue.

I edited for mechanics in green, shortening some stringy sentences, and fixing a spelling error. It is hard to notice, but I also fixed punctuation, **__moving commas and periods INSIDE of the quotation marks.__** DO THE SAME ON YOURS!

Improved word choice

Improved transitions

Editing for mechanics

In the short story “The Elevator ,”[.] William Sleator presents an external conflict between Martin and his [Dad] dad about whether Martin should take the elevator he fears. This conflict occurs in the exposition of the story, in a paragraph that begins on page 238 and continues to page 239. Without this conflict, Martin might never have ridden the elevator which means he would never have met the [scary] menacing lady. Sleator shows that Martin is a timid boy who is [afraid of is] anxious about all elevators, but is especially [afraid of] intimidated by the one in the building he and his dad have just moved into. Sleator writes that Martin was “nervous in it from the first day he and his father moved into the apartment.” (238) Martin also worries that the elevator “might never reach the next floor, as it “shuddered in a kind of exhaustion” each time it moved. It was [scary] ominous looking too, with “its baleful atmosphere. ”][. ] It was “bleak and dim” with “dirty brown wall s.”[.] (238) This shows that Martin’s fears may be perfectly justified, since most people would shy away from such an eerie elevator. [Martin’s father conflicts with Martin over riding the elevator ] Martin’s father dismisses Martin’s elevator phobia, and seems to think there is no reason for Martin to want [to take] pound up many flights of stairs instead taking a short ride in the elevator. He frowns when Martin is out of breath from [taking] climbing the stairs. After Martin emerges into the apartment, gasping for breath , Martin thinks his [ Dad’s ] dad's face shows he [has no patience for] scorns [ Martins] Martin's [fears] apprehension. “Not only are you skinny and weak and bad at [sprots] sports, his expression seemed to say, but you’re also a coward.” (239) As a result of the fact that Martin fears his dad’s disapproval more than he fears the elevator, [so] his dad “wins” in this conflict. “After that, Martin forced himself to take the elevator….The elevator was an undeniable fact of life.” (239) This line shows that Martin [gives in ] submits to his [Da d] father. Not only does Martin lack the confidence to challenge his dad, but he also [that he] seems [used to] resigned to being beaten down in life.[, which may explain why ] H e doesn’t trust his instincts enough to [challenge] assert himself with his dad. This is an important conflict in the story because without the tension between father and son, there would be no strong reason for Martin to get on the elevator in the next paragraph and [eventually run into] repeatedly face the baleful tormentor who seems to haunt[ lady that torments] him for the rest of the story. [The S]This early external conflict between Martin and his dad is a critical struggle to that move s the plot forward.




 * Dec 18 HW: If ** you did not **finish typing at least ONE of your draft paragraphs and begin revising as you typed**, you should complete that at home tonight and bring it in on a flash drive. You can also attempt to use the remote access feature of the school web site, but that is a little less reliable. If you have used it before and been able to save your work and access it at school the next day, remote access is an option for you. It does not work with all computers (my MAC at home for example) so use a flash drive instead if you have any doubts.

Tomorrow and Thursday we will continue working on revising and I will continue trying to conference with as many students as possible as you work. **After you revise AND edit, the TWO paragraphs will count as you TEST GRADE for external and internal conflict.** If you are among the VERY few who came to class unprepared today, (without 2 draft paragraphs) you have already lost 10 possible points on the test grade, so you had BETTER make up the first drafts tonight. (Anyone out sick yesterday will not lose the 10 points, but WILL lose the points if not prepared for tomorrow.)
 * THIS WIL COUNT AS A TEST GRADE!**

See entries for yesterday and the day before for directions and tips on organizing the draft.

Class Review HANDED OUT: I discussed the CHECK MATE and explained that all of the topics (how to use commas, how to punctuate quotations, when to capitalize, how to punctuate titles, etc.) are items you are supposed to have MASTERED before coming to grade 7. **Students were told to circle at least THREE items that they commonly make mistakes in and then use the folder WHILE reviewing work to search for and CORRECT the things you most often make careless errors on OR have trouble** with.
 * A complete first draft of one of the ORQ responses for students to compare to their draft
 * a reference sheet on how to TNT a prompt to dissect that question before beginning to compose a draft
 * a rubric used by the state to grade MCAS ORQs on a scale of 1-4
 * a cardboard reference folder called a "CHECK MATE" that you MUST use when you do final editing before you hand in any finished writing. I will deduct 5 points for EVERY error you could have corrected by referring back to the CHECK MATE.
 * HOW TO USE THE CHECK MATE**

I then directed students to look at my draft and see where and how their drafts differ. The sample draft has all of the CONTENT it needs to be a "4", but is not yet revised to add better vocabulary and transition, nor is it edited to correct spelling, and punctuation. **MANY students realized they had NOT used any (or enough) quotations to support their arguments, so that was the FIRST step in revision**. Others just needed to add the page number in parenthesis after each quotation-- a new skill for most students.
 * SAMPLE ORQ review**

We will continue revising in labs tomorrow.

to complete the "Mood Packet". These are labeled as parts E and F in the packet. The packet is reprintable from the Dec 12 entry.
I am asking for DRAFT paragraphs only--so these do not need to be perfect. Spend 30 minutes and then stop. We will type and revise these paragraphs in the computer lab tomorrow--so bring your work on a flash drive if you choose to write your draft on the computer. The draft **must be in complete sentences** and include:
 * topic sentence(s) that turn question around AND mention the title, author, and sub-genre (in this case, "short story")
 * A clear statement to summarize the CLAIM you will prove in your answer
 * A few sentences to define one side of the conflict and the quote from the text that supports your opinion about that side of the conflict
 * A few sentences to define the OTHER side of the conflict and a quote from the text that supports your opionion about THE OTHER side of the conflict
 * A sentence or two about how the conflict is resolved and an explanation of HOW that pushes the story forward.

I expect 6-8 sentences for each paragraph. Do not worry yet about correct spelling or punuctuation or having perfect vocabulary choices. Just get ideas into sentence form in a logical order.

If you are a good little student and check back in about an hour, I will have written a sample of one possible way to correctly finish the draft for you to compare your draft to. If your draft has the same elements as mine (though not necessarily the same examples or phrasing) you are on the right track. ........................................ Oh--back already? Here is the promised draft for you to check your work against. Mine has more detail than I expect your draft to have, but it is still ONLY a draft. Tomorrow in the lab we will see if we want to cut anything out, change some vocabulary, or add some transition words to get from point to point. **Sample DRAFT** **<span style="font-family: 'Cambria','serif'; font-size: 16px;">Answer to Prompt E. **
 * <span style="font-family: 'Cambria','serif';">The different parts of the paragraph explained in the right hand column and color-coded to show you which lines give you which parts of the ORQ answer. It IS STILL a draft and has some punctuation and spelling issues, room to improve word choice, and room to add or trim quotations. **
 * <span style="font-family: 'Cambria','serif';">MY answer takes 13 sentences to give a very complete response with LOTS of proof. It is long, but it is sharply focused on EACH subpart of the original question.
 * <span style="font-family: 'Cambria','serif';">Your answer may not include as MANY text quotes, but you should have at least ONE exact quote to back up a point you make. Sometimes using specific details that paraphrase, but do not directly quote the story, can be clear enough proof, but you get more “points” in MCAS responses when you insert an EXACT quote or two. NOTICE however that I set up the quote to show how it fits into the story and I do not use entire sentences, **__just the critical phrases that support my points__**. I also explain WHY the quote is significant.
 * ** In the short story “The Elevator”, William Sleator presents an external conflict between Martin and his Dad about whether Martin should take the elevator he fears. This conflict occurs in the exposition of the story, in a paragraph that begins on page 238 and continues to page 239. ** Without this conflict, Martin might never have ridden the elevator which means he would never have met the scary lady. Sleator shows that Martin is a timid boy who is afraid of all elevators, but is especially afraid of the one in the building he and his dad have just moved into. Sleator writes, that Martin was “nervous in it from the first day he and his father moved into the apartment.” (238) Martin worries that the elevator “might never reach the next floor, as it “shuddered in a kind of exhaustion” each time it moved. It was scary looking too, with “its baleful atmosphere”. It was “bleak and dim” with “dirty brown walls”. (238) This shows that Martin’s fears may be perfectly justified, since most people would shy away from such an elevator. Martin’s father conflicts with Martin over riding the elevator and seems to think there is no reason for Martin to want to take the stairs instead. He frowns when Martin is out of breath from taking the stairs. Martin thinks his Dad’s face shows he has no patience for Martin’s fears. “Not only are you skinny and weak and bad at sprots, his expression seemed to say, but you’re also a coward.” (239) Martin fears his Dad’s disapproval more than he fears the elevator, so his Dad “wins” in this conflict. “After that, Martin forced himself to take the elevator….The elevator was an undeniable fact of life.” (239)This line shows that Martin gives in to his Dad, and also that he seems used to being beaten down in life, which may explain why he doesn’t trust his instincts enough to challenge his dad. This is an important conflict in the story because without the tension between father and son, there would be no strong reason for Martin to get on the elevator in the next paragraph and eventually run into the lady that torments him for the rest of the story.The early external conflict is a critical struggle to move the plot forward. || ** TAG (title author genre) + TQA (turn the question around) = topic sentences for ORQ. //These sentences give the “big picture” answer you will provide details for in the rest of the paragraph.//**
 * ** First summary of evidence to support your main point. __ TEXT QUOTE __ to give SPECIFIC proof supporting your __FIRST__ point.Quotes are followed by page number(in parentheses) Explanation of what the __FIRST QUOTE__ shows and why it matters to your answer. **
 * ** Second summary statement of evidence to support your main point. __TEXT QUOTE__ to give SPECIFIC proof supporting your __SECOND POINT.__Quotes are followed by page number (in parentheses)Explanation of what the __SECOND QUOTE__ shows and why it matters to your answer. **
 * ** THIRD point with evidence . __TEXT QUOTE__ to give SPECIFIC proof supporting THIRD P__OINT.__Explanation of what the THIRD __QUOTE__ shows and why it matters to your answer. **
 * Clincher that restates why the entire answer shows something important about stories in general. ** ||



==**NOW DRAFT your SECOND parapraph to answer the question about an INTERNAL CONFLICT at the end of the graphic organizer labeled F in the mood packet. As always --Spend a solid 30 minutes on both questions and then have a parent sign a note if you are not done.**==

Class Review: We discussed how to "TNT" the question before even attempting to brainstorm and answer. We reviewed that TNT stands for identifying
 * TNT the prompt first**
 * the TOPIC words that need to be in the answer (underline them)
 * the NUMBER of steps to take or examples to give (cirlce any reference to a number or to singular or plural items)
 * the TASKS you have to do as a writer (explain AND describe or just describe; identify and explain....)


 * After TNTing the prompt at the bottom of Section E in the mood packet, students then knew that question E requires mentioning the TOPIC words "external conflict" "on p 239-8-239" "The story is "the Elevator" and " the effect the event has on the plot "
 * focusing on a SINGLE event and a SINGLE effect from that conflict in a SINGLE paragraph
 * DESCRIBING (which requires a few sentences) and EXPLAINING (which requires a few more sentences

Once done with the TNT, we moved to the graphic organizer. If students fill this in correctly they have an idea of what to turn into sentences to provide the reasons that support their interpretation of the nature of the external conflict in the story IN THE SPECIFIC paragraph they are to focus on.
 * THen fill in Graphic organizer and choose possible quotes**

Students then reread the specific paragraph and SKIMMED what came immediately before and after the paragraph to find text quotes that might back up their interpretation of the events and PROVE they understand what Sleator wrote. We underlined 3 or 4 possible quotes. Students would then decide WHICH quote or two BEST illustrates the point they want to make for each piece of evidence in the thier response.

We worked together on the topic sentences for example E. I showed them the formula to use to begin ANY ORQ that involves a work of literature. ORQs do NOT NEED CREATIVE HOOKS--they are not essays, nor are they creative narratives or fiction. They are proof to a grader that you understand the concept behind the question (in this case "external conflict in fiction") and that you can PROVE you read closely and can analyze specific lines to ARGUE your point.
 * THEN turn organizer and quotes into sentences in a paragraph**


 * The TAG formula to begin TOPIC SENTENCES for literature questions** is //"The _ (fill in the sub-genre : short story, poem, novel, excerpt) TITLE of work __, the__ author presents/shows/ writes about..........continue with key terms from the question.//

=

 * SAMPLE TOPIC SENTENCES for Q.** E : //"In the short story "The Elevator," William Sleator presents an external conflict between Martin and his Dad about whether or not to ride the elevator that Martin fears.// **//This conflict appears early in the exposition of the story in the paragraph that begins on page 238 and concludes on page 239."//**======

This would be followed by evidence from the text showing Martin's side and then showing Dad's side and then wrapping up by answered the SECOND part of the question about how the conflict resolves and how that resolution moves the plot forward.

Dec 14 HW: No new homework. Be sure you have completed Parts I and II (A-D) of "Mood through Elevator" packet.
Class Review Classes shared results of great sensory writing students found in "The Elevator". We noted that Sleator used precise and specific vocabulary, active verbs, and figurative language to SHOW readers action--not just tell readers descriptions and summaries of events. Students should have filled in great examples if the ones they had chosen were too short to truly show how the writer's word choices make a reader see, hear and feel the story.

Classes HANDED IN Trinity Rep Appreciation worksheets after reading the revisions that classmates created and circling their favorite examples of powerful student writing. Students made connections between the way they, like Sleator
 * ZOOMED in on details;
 * added precise vocabulary, action verbs, and figurative language
 * used sensory details

Dec13 HW
Complete at least 7 of the revision boxes on the Trinity Rep worksheet. (Doing more is even better.) Then STAR your favorite revision and revise it AGAIN to get a line you would be proud to have on the poster we send saying what was great about the production. In the final version you can get rid of parts of the revisions you made in earlier versions--it is fine to trim out what doesn't work well.

1. Trinity Rep Appreciation worksheet given out in class. **The whole sheet will be due for Friday.** For tomorrow you only need to do the following parts.... In class we modeled how to fill in one or 2 draft lines and then we did the 3 revision boxes for one of the draft lines. You only need to do the 2-3 boxes for ONE of your draft lines tonight. **DO NOT just use the language we modeled in class--you have to generate your OWN examples.** Model language we did in class together is below in Class Review.
 * Dec 12: HW**
 * fill in **5 draft lines** and
 * fill in **2-3 of the revision boxes**.

**COPY of Trinity Rep wksht**


2.Many students have been out sick. **Complete the "Exploring Mood through "the Elevator" packet up to the end of section D if you were out yesterday or today to catch up to class mates.** We will do section E, the graphic organizers and ORQs in class later.

Below is a copy of the file with the packet. I cannot post the story because it is copyright protected.

Class Review We quickly reviewed items to revise on the Mood packet--including writing in complete sentences for all but part C; using 2-3 sentences for any items that ask you to "describe" or "Explain" ; and making sure the examples you copy EXACTLY to show visual, sound, and tactile sensory writing are from assigned pages and actually show Sleator creating a picture, sound or feeling through his word choice.
 * CHeck-in on Mood packet**

A few students in each class presented their "Elevator" vocab word, definition, part of speech and pictures. Students began their OWN study guides in the vocab sections of their binders by writing down the information about each word given by the student during his or her presentation. SOME classes received a copy of the **master list of all words students are looking up from "the Elevator"**. Below is a file for those in the orange and green classes who may need it for tonight's homework.
 * Sharing some vocab words**

The main idea of the sheet is to show that merely adding bigger vocabulary word is NOT the only or best approach to revision. Students should go back and try a number of different changes to improve writing.
 * Group modeling of how to do tonight's Trinity Rep Poster worksheet**

We discussed the need to use ZAPS -- Zoom in on a specific; Add ACTION (strong verbs); PErsonify; and use SENSORY language (expecially sound). When upgrading vocabulary-- start thinking about using words we have been learning in this unit or past units--(use the list from "The Elevator" in your binder or in the file above.)

"I like the big guy in the black costume with red eyes"
 * In class we the following items together to __ model how to begin filling in the worksheet :__**
 * A "DRAFT" line students took from their journal entry on "A Christmas Carol" was**

"I liked the way the **//ominous//** Ghost of the Future moved //__**eerily**__// acorss the stage. He had //**gruesome**// red eyes."
 * Revision 1--adding vocab from "Elevator" vocabulary list**

"The ominous Ghost of the Future //**glided**// eerily across the stage, his gruesome eyes **//glowing//** in the darkness. "
 * Revision 2 adding action verbs**

The ominous Ghost of the Future **//swayed like a pendulum (simile)//**, as his gruesome glowing red eyes //**pointed Scrooge (personification) toward his dismal future.**//
 * Revision 3 using poetic language (a simile, metaphor, or personification).**

Dec 11 Mrs. R was out--no homework, Students worked on "Exploring Mood through 'The Elevator' ", packets all class--CAREFULLY following all directions!
>> We modeled how to use this in class. If you do not use the suggested site, use pictures from a newspaper or magazine and make your own connection--do NOT just google the word. You are to do the thinking--not the computer. Once you find good pictures to use, come up with a sentence or two using the word with the picture and explaining why/how the picture might help students understand how to use the word. EXTRA CREDIT: I listed an extra credit option in Friday's listing. You have until WEDESDAY if you would like to do this option.
 * Dec 10 HW**
 * Per 3-YEllow class (and anyone who did not finish in class last week) : by Wednesday finish the journal on "A Christmas Carol" --directions are the Journal prompts page of this website.**
 * ALL classes:**
 * Be prepared to teach the word your group assigned you today to the class tomorrow. You must have**
 * **the definition from a dictionary--**EVEN IF YOU THINK you know the meaning, you are to copy an actual definition. Use the American Heritage college edition if you can access that on-line or have one at home. Do not use a junior dictionary. Copy only ONE definition if there are many listed--choose the one that is closest to how the word was used in the story packet
 * Write the **part of speech** for the definition you copy.
 * Find **TWO pictures that you can connect your word to**. I suggest using this web site []
 * Be prepared to answer questions about how to use your word correctly after you present the pictures, definition, and part of speech. YOU are teaching the class this time--not me.
 * NO NEED TO PRINT PICTURE if it on Boston.com/bigpicture site.

Class Review:

Collected any paraphrase homework that were redone over weekend. Collected some extra credit assignments

We discussed how we will use the vocabulary words students are about to teach each other to liven up writing assignments over the next two weeks. These assignments will include posters with poetically written lines about the Trinity Rep production to send to the theater to show what we appreciated about the production; an ending to the story "the Elevator"; and our OWN suspenseful two-minute mysteries. Specific directions for these assignments are coming.

Students were put into groups to teach 4-5 vocabulary words from "The Elevator" to the class. We spent nearly the entire class choosing words that interest us and that we think we will actually use in our writing. I showed students what I expect for their presentation of their words to the class. We looked at the website "the Boston.com/big picture and showed the range of fascinating photos that will help you learn a little more about the news and the world as well while you complete this vocabulary assignment. 6-8 students will present each day--but all should be prepared for tomorrow.

Extra credit: December 7 is known as "A day that will live in infamy". Research 1. what "infamous" event the those words refer to; 2. who said them; 3. what year; and 4. what the word infamy means. Write up your response is paragraph form. DO NOT plagiarize! Put the information into your own words. Include the TITLE and author of the article you get the information from,the title of the webpage, and the date of the web page. If you do all of the above, you get an extra perfect homework grade averaged into your grade. Class Review
 * Dec 7:**
 * HW:** No new homework unless you did not pass in paraphrasing work for a quiz grade today. Some students were given the chance to revise improperly completed work for partial credit. Students who did NO work for today will receive no more than 18 out of 30 points for any work completed over the weekend, but that is better than a zero.

Students in most classes corrected each other's paraphrases to check for completion of
We then had 6 students line up and read their 3 bullet points for each of the 6 pages of the story to put them together into a single retelling of the story. The listeners then evaluated whether the resulting paraphrase would have clearly retold the tale in different words to someone who had never read it. That is the measure of a useful paraphrase. Results in most classes were good but not yet perfect. Most students realized that the father's role in causing some of Martin's actions needed to be included; the causes and the results from Martin's ankle fracture needed to be clear; and the floors the lady got on and off the elavator should have been included because it is significant that she appears WHEREVER Martin is on the elevator. **Each item listed in a paraphrase should link to CAUSE something that follows in the story.**
 * **18-24 bullet points that retell all significant events**
 * **bullet points all include a character name or initial to make clear WHO is doing each significant action**
 * **Bullet points all include a verb--expressing WHAT IS DONE**

Journal on "A Christmas Carol"
Students in most classes had time to write a short, bullet point reflection on yesterday's play in the journal section of their binders. The journal includes: 3. **What if anything you would change** if you were in charge of the production 4. Any **question** you would like addressed about the production.
 * 1) Overall **opinion (a claim**) about the production on a scale of 1-10.
 * 2) **EVIDENCE for that opinion** in the form of at least **3 specific memories** of something that impressed or surprised you. The memory should include SPECIFICS about one or more of the following
 * specifc actors: what about their style or interpretation of the character (voice, body language etc. ) made them believable or kept your attention
 * special effects: lights, sound effects, trap doors etc.
 * costumes: describe a few details of the costume and why or how the costume made the character more real or helped show something important about the character or the mood of the scene.
 * props/scenery: describe a specific item used on stage or the way the stage and backgrounds were set up
 * theater-in the-round: was there a specific moment that having action off stage helped pull you in

We discussed some of the overall impressions and will do more next week.

HW: See Dec 5 directions. Paraphrasing that was assigned Wed is due Friday for all classes.
FOLLOW ALL DIRECTIONS OR EXPECT WEEKEND HOMEWORK. You MUST learn how to paraphrase correctly before we can move on to more interesting work.

FIELD TRIP THURSDAY!! There are still one or two missing permission slips from House B students. It is not LEGAL for us to allow your child to attend without a slip signed on both sides, so PLEASE get that slip in before homeroom, or your child has to stay behind, even if he or she paid.


 * Dec 5: HW **
 * ORANGE CLASS (homeroom) WILL have ELA tomorrow so you must have this work finished for class. You will be rewarded with no homework on the weekend when the OTHER classes have some packet work. **** Other classes will complete the paraphrasing for Friday. **

DO this work **on white-lined paper in the Literature Notes Section** of your binder. Some students find it helpful to underline something that seems significant every few paragraphs and then put the underlined portions into your own words. **Paraphrase 3-4 plot events __per page__ of action in the story. There are two pages on each side of paper in the packet. You need separate bullet points for p. 238, 239, 240, 241, 242, and 243 for a total of between 18-24 bullet points.** **Remember that** - Class Review
 * I. Complete instructions for paraphrasing the story after the SECOND reading of "The Elevator" . Instructions are on back of the PART I instructions you used for the FIRST ACTIVE reading and partially reprinted below. **
 * a paraphrase is done in **bullet points**.
 * Use **character names for FIRST reference**—then you can use initials (M=Martin; D= Martin’s dad) You may call the lady in the elevator Elevator Lady (E.L.).
 * Be sure each bullet point has **a VERB that tells what characters DO** during the event.
 * If you **read back your completed paraphrase it should retell the SIGNIFICANT events** from the whole story clearly in your own words

**Classes interrupted by Exchange City interviews**. We discussed the communications skills (ELA skills) required to present yourselves to potetial employers. Writing skills, great word choice, use of specifics to back up your main arguments that you are great for a job, speaking clearly under pressure, using the correct body language to seem respectful AND confident.....these are all ELA skills.

__** Feedback from interviewers was mostly positive: **__ Congratulate yourselves for having generally impressive resumes and cover letters that were carefully edited. Congratulate yourselves for dressing professionally

Interviewees said that a significant percentage of students did not appear to have prepared for questions about WHY they would excel at a job. Many said they were talented, or skilled, but did not offer any specific examples to back up thier claim. In life, as in the argument papers you write at school, you ALWAYS need specifics to be credible and memorable.
 * __Items to work on:__**

Too many students chewing gum! Just because something is ALLOWED does not mean it is PREFERRED!

ALL slips and money were in on time! Super job! The page should be titled "**//Dec 4: Fears! Brainstorm"//** --- In class, a student did his **FIRST example as follows:** My FEAR: **//the dark//**
 * Dec 4: HW**
 * All classes EXCEPT blue class must finish the brainstorm "fishbone" diagram about fear that we started in class.** Students copied format into JOURNAL sction of notebook.
 * ===**List 3 REAL personal fears you have.**===
 * ===**Then bullet point 3 ways you might elaborate on EACH of those fears.**===
 * The elaboration notes should include:**
 * 1. a reference to a memory or experience** from your life in which you actually FELT the fear--even if nothing happened.
 * 2. A sensory description** (zoom in on a detail of something you //**SAW, HEAR, TOUCHED, SMELLED, or TASTED**//) associated with the fear experience
 * 3. WHY you have this fear. For most of us there is a "WHAT IF....?"** quality to our fear.
 * 1) **//I am afraid of the dark in my room. I remember the time I ran into a wall in the dark//**
 * 2) **//I heard a THUD. It sounded louder and scarier than in the day time. I could not SEE anything//**
 * 3) **//I am scared of dangerous things I can't see that come out in the dark like COYOTES//**

You all need **a total of 3 fears that follow the pattern above**. No need to use complete sentences if you will remember what you meant in a week when we go back to these notes.

Class Review: Mini homework oral quiz of randomly selected students to see if they read and understood the prereading information from last night's homework.

We explored how being a musician or a doctor or a pilot could give a person the skills and knowledge about life that writers use to create fiction. Writers include realistic details and feelings from thier own lives that make their work much more than just a series of plot events.
 * Discussion of examples given in the reading of professions famous writers held before they were writers**

We read portions of an interview with Stephen King in today's Boston Globe in which he talks about exactly the kind of things we are learning such as connecting to REAL fears and experiences in fiction; the importance of SETTING in creating MOOD...


 * Stephen King Quotations:**
 * //" people have a hunger for things that are scary, for the fantastic wedded to everyday life and everyday things"//**


 * //"It's interesting putting yiourself in the place of someone who's haveing experiences that are totally out of the ordinary, but in an ordinary setting."//**
 * //"All emotions, fear included, should spardk creativity in people"//**
 * //"Fear of the unknown...is one of the things that drove him..."//**
 * //We discussed the STRUCTURE of the ELEVATOR and which ELEMENTS OF PLOT are missing from this story. (//** ALL STUDENTS MUST KNOW THAT WHEN I or ANY ELA teacher says "Elements of Plot" it is a reference to the 5 sections of a plot map/literary triangle which are Expostion, Rising Action, Climax, Falling Action, and Resolution. I will NOT be explaining the term any more in directions.)

Students discovered that Sleator **leaves out any Falling Action or Resolution**. We will write our own endings soon, so be thinking about how you might resolve this one. Sleator creates suspense--actually SUPENDING us from the CLIMAX--leaving us hanging at the point of highest tension.

Always go back to the FAP--format, audience, purpose. Sleator's format is a short story, his audience is young adults and most students agreed his purpose was to entertain, to create suspense, and to "play with your mind". Resolving the action piece would have achieved a DIFFERENT purpose. Note that in both stories we have read this unit, nothing all that horrible actually happens--yet the writing style and the author's choices of what to leave out and in create a chilling effect.
 * WHY would a writer not give an ending?**

TUESDAY DEADLINE FOR FIELD TRIP MONEY AND SLIPS!!!!!Put it in the backpack by 8pm to avoid forgetting!


 * Dec 3: HW**
 * **Students are to use 2-3 active reading symbols on each page of "Elevator" reading packet.** As I showed you in class, each sheet in the packet has TWO pages printed on it so you will have 3-4 symbols per sheet.
 * **Mark up the introductory material** on careers that writers have had before they were writers, and the section about the author, William Sleator's, unusual childhood.
 * **Circle 2 words that are new** to you from the story. No need to look them up yet.


 * DO NOT DO THE PARAPHRASING portion of the work on the back of the directions sheet**. That is class work for tomorrow.

Below is a file with a copy of the directions I handed out in class.

Class Review:

We finished remaining skits to see whether students understand elements of plot and types of conflict. One issues students still seem a little unclear on is the nature of an internal conflict. INTERNAL CONFLICT is not just a choice--the character has to feel some tension and struggle, and the OUTCOME of the choice must have an impact on the rest of the events. A character deciding to buy a blue vs. a black skate board is not a strong internal conflict. If, however, the character knows that the blue skate board is booby trapped and the character has to decide whether to buy it and prevent an accident for someone else, or leave it for the competition to buy and seek and risk an injury to an opponant to win a prize. INTERNAL CONFLICTS should be inner struggles that matter and they are often the most INTERESTING and rich struggles in a great piece of writing.
 * I. Remaining issues with INTERNAL CONFLICT**

Students will be expected to be able to plot all future stories on plot maps and use correct terminology to write about the events and characters.

Today we began the second story of the three "Chiller" stories we will read. Students are now looking beyond the EVENTS and conflicts that are required for a strong logical flow to a story. Now we look at how writer's use specific word choice and phrasing to create a mood and make you strongly feel you are in the protagonist's shoes.
 * II. Mood and setting**

We discussed the importance of **setting** briefly today. **__Setting__ is an important device writers use to create a m__ood__** for the reader. We talked about all the associations we have with elevators. Most of us agreeed that the average person has some negative associations. It is common to think of a claustrophobic space, a dark place you have little control over, the disturbing feeling of being shut in with strangers, the "stomach dropping" feeling, the potential emergency situations.... That is why **the elevator is a very common setting to create conflicts that show different sides of human nature**. Most students noted the **Disney "Tower of Terror"** ride as playing on common fears of elevators and then magnifying them.


 * REAL LIFE connections make fiction more scary**...The fact that we know that things can and do go wrong on elevators makes the writing stronger.

Possible pop quiz tomorrow on 2 or three things you remember from the prereading section of the packet.

NOVEMBER ASSIGNMENTS AND NOTES-- Entries for September and October have been moved to separate pages. Click on month to be redirected to that page.

Nov 30:
No NEW HW Remember field trip slips and money.

Students performed skits to show plot and conflict knowledge.

=== Many field trip payments and slips have already come in! We are shooting for all students to have them in by MONDAY. THANKS SO MUCH to everyone for providing exact change! What a considerate crew of kids and parents I have this year! ===

Nov 29:
No new HW UNLESS you received a "Work in Progress" grade of 30 or less on the "If Cornered, Scream" packet. Students in the yellow, red and blue class who have poor scores should read the entry I wrote for other classes yesterday and revise your sentences TONIGHT for added credit. If you received it today, I must have it tomorrow for any added credit.

TWO students submitted papers with no names! If you check powerschool and you do not yet have a grade for this assignment, check my room. If I returned the graded assignment to you without entering the grade see me tomorrow and I will reenter it.

Class Review: I returned packets to yellow, blue, and red classes. Many need no revisions. Yahoo! I met with several students individually to explain what changes are needed.

Students continued work on stories to show they understand all elements of plot and how to build conflicts. A few groups have presented. The rest will have a little time tomorrow to finish preparation of a plot map and perform and answer questions for a grade. SO far the work has been entertaining and shows good application of the concepts. Students are discovering **how difficult it is for an author to weave conflicts into a meaningful and original story** that builds logically. **Students are also discovering that without a strong INTERNAL conflict, the stories are less complex and interesting.** EXCHANGE CITY helpful hints Resume due FRIDAY Cover Letters due TUES.
 * Most ELA classes also discussed a little about how the Exchange City resumes and cover letters are REAL WORLD application of ELA skills.** Choosing JUST the RIGHT words is essential to make you get noticed over the 200 peers seeking the same positions. Showing attention to details like spelling and neat presentation earn a grade in school, but **could determine whether you EAT and have a place to live someday**!

Choose effective verbs and precise nouns in the resume and you have a graphic organizer for your cover letter. **Double check the job descriptions to make sure you use KEY WORDS from the job description to show you are ready to provide EXACTLY what the business owner seeks.**

Nov 28:
HW: NO NEW homework

=
I promised a class period to do homework if my homeroom all get their slips and payment in by MONDAY. Exact change is very much appreciated but we will make change as necessary. I can write a receipt if you need one. Anyone with a financial hardship should notify me or the office. We want all students to benefit from this trip--it is enjoyable AND tied to the curriculum. =====

Class Notes:
 * I.** **ALL students took quiz on definitions related to conflict.**
 * Those who did poorly on **yesterday's terms were GENEROUSLY given a chance to make flash cards to review and then retake yesterday's quiz.** Most students who needed it WISELY took advantage of this offer and new scores will be averaged in. **I cannot offer retakes in the future if students do not show me they PREPARED for a quiz by creating study cards** without my assigning them.


 * II.** I discussed details of **field trip** with all classes. READ the permission slip for the details I shared.


 * III. The orange and Green classes received graded "if Cornered,Scream" packets back and have TONIGHT only to revise as necessary.** I will add SOME points back if students
 * rewrite sentences to **Turn the Question Around (TQA)** to begin each response;
 * **eliminate partial sentences (CS means item needs to be a complete sentence**) and
 * **eliminate pronouns in the first sentence of any answer and instead use more precise nouns such as characters names** or "the nurse", "The protagonist" "The lead character"....
 * ALSO most students skipped the instruction that told them to **circle the word EXPLAIN in any question**, and then to be sure to **use SPECIFIC details from the text to support ANY answer with the word EXPLAIN in it.** If ANY test question asks you to EXPLAIN in ANY subject, assume that mean you write at LEAST two to three sentences with specific details or evidence to support you answer.

Other classes will receive graded packets to revise tomorrow.


 * Many students stayed after for help with these revisions and ALL walked out having mastered this simple test taking strategy.**


 * IV.** Students in most classes began **activity creating a plot map of a short story using toys from my bin**. Each group will develop character traits and plot events that show they understand internal and external conflict and the nature of the 5 segments of a plot map (Expostion, Rising Action, Climax, Falling Action and Resoluton.)

__**Students will receive individual grades**__ for how well they applied definitions we have learned to construct a story and how well they answer the question I give them individually to SHOW they understand the defintions.
 * Students will share their stories tomorrow and each group member should be prepared to correctly answer questions about how thier skit showed and internal or external conflict; what kind of external conflict; and what plot events are in each segment of the plot for their finished product.**

NOV 27

 * 1. Study for definitions quiz on Conflict, Internal conflict, and 3 types of external conflict.** If you **make flash cards with the terms, MY definition word for word, and a paraphrase or example**--you will be studying and you will **earn 5 extra points on the quiz. See yesterday's entry for more details.**


 * 2. Students who did NOT EARN at least a B on today's quiz __MUST__ do cards for plot, exposition, and climax** in order to take a retake on THAT quiz tomorrow. Nearly everyone who DID do cards earned at least a B. Students who write cards MUST ALSO practice with them to actually learn from them. I read the names in class, so you know who you are. **If I GAVE YOU the quiz so you know what to correct for tomorrow, you must return it** so I can enter old and new grade.


 * 3. REREAD yesterday's entry and print out file with the exact formatted answers for tomorrow's quiz AND an extra credit opportunity.** About 4 out of 110 students bothered to add the extra credt info to today's quiz.

Class Notes:

All students took definitions quiz on plot, expostion and climax. Anyone absent yesterday or today will take this tomorrow.
I hope to finish correcting and entering. More than 80% of the packets had more than 3 responses for which students did not write in complete sentences, answer all parts of the question, or use specific character names or nouns. Even more, completely skipped the direction to CIRCLE the word "explain" --a direction I inserted in part to test whether you actually read directions. I HAD said packets not meeting these minimum criteria would earn a 0-- but instead they will earn 20 out of 40 points. IF, within one day of receiving the packet back, a student revises all responses that do not meet the minimum criteria, I will average the F with a new grade. I hope to finish plowing through the packets this evening to return tomorrow.
 * Some classes had brief review of problems with homework packets on "If Cornered, Scream."**

In __**MOST classes**__ students then **jotted a journal entry with bullet points of actual memories of how they felt during a terrifying moment in which time seemed to stop.** We are learning that **GREAT WRiting begins with REAL LIFE details a reader can relate to. We will work SOME of the bullet point memories into an upcoming short story writing project.** The class that did not get to the journal will do so tomorrow. Other classes will share theirs. One class began the **group activity to create a story showing you understand all parts of the literary triangle using random toys that I give each group.** These skits will show at least 3 external conflicts and one internal conflict to lead to a climax and then a brief resolution. All classes will move to this activity tomorrow.
 * Journal Notes on Feeling Terror--Stopping Time during the climax of a story**
 * All classes reviewed sections of "If Cornered, Scream" to note that the Exposition and Rising Action are nearly equally long and that the Climax is actually much more extended than the simple tip of the triangle we use in the graphic organizer for plot maps.** We reread the 2 paragraphs of the climax in which the author describes how she felt--numb fingers, cold, nauseas, roaring in her ears--etc. Students noted that when an author writes **the climax scene or scenes it as though time slows or even freezes--which increases the tension.**
 * SKits with TOYS**
 * SKits with TOYS**

I will give a second quiz Wednesday on the definition of //Conflict, Internal conflict//, and be able to list and give examples of the __three types of External conflict__.

 * If you did not put the refernece sheets at the front of the Literary Notes section of your ELA binder, you can reprint or look at the sheets by clicking on the documents I put in the Nov 16 entry.**

Students who prepare **Literature term flash cards to HELP them study will receive an extra 5 points**. To receive this credit, however, students must **do a card for EVERY definition on the quiz AND the card MUST include ALL of the following.**
 * **the term**--spelled correctly
 * **MY exact definition** (the __underlined words__ on the reference sheet)
 * and **an example and/or a paraphrase** of my definition

Students who score at least a 95 tomorrow will be exempt from a retest later this week.

Class Notes: Collected: "If Cornered, Scream" packets which will count as quiz grade. See Nov 20 entry for how they will be graded.

I. All classes were given PRE-Quiz on yellow paper to see whether or not students have been USING the study skills I have beaten you over the head with. I have repeatedly suggested that students create a vocabulary card AS SOON AS a new term is assigned and then practice rewriting and/or SAYING definitions aloud every other day or so to prepare for future tests. IF this had been happening, most students should have been able to score a B or better on today's prequiz. **An informal survey showed that no more than 2-3 kids per class have been reviewing a little at a time--but those that have reviewed have MUCH less to do tonight to prepare for tomorrow's REAL quiz.**

//**I will DEDUCT 5 points EVERY TIME you misspell any of these to "gently" remind you to focus and edit your work.**// **Extra credit for quiz tomorrow and Wed:** Know the following **2-part spelling rule AND at least 1 example**, that helps you spell “beginning” AND dozens of other words correctly: 1. When a word has a **short vowel in the final accented syllable**, **double the consonant before adding “ing”** Ex: Begin>>>>begi__nn__ing Hop>>>>>ho__pp__ing Star>>>>sta__rr__ing Propel>>>propelling 2. If a word has **a LONG vowel in the final syllable, drop the “e” and add “ing”.** DO NOT double anything! Ex: Write>>>>wri__t__ing Bake>>>>>ba__k__ing Contribute>>>contribu__t__ing
 * I am chunking 6 terms in half and quizzing on 3 terms each tomorrow and Wednesday**. We reviewed the EXACT correct answers in class so NOONE should have any questions about what is required for tomorrow.
 * Below is a file with the EXACT information that I showed on the board during class.**
 * SPELLING!!! We noted that certain frequently misspelled words MUST be used correctly for the REST of your LIVES!!! The first of these words for this year are**
 * //**beginning**//
 * //**writing**//
 * //**a lot**//


 * Nov 20:** COMPLETE "If Cornered, Scream" Packet due Monday Nov 26. It will count as a quiz grade. I will grade for completion only--the answers do not have to be correct--you just have to show you
 * Followed ALL directions
 * Answered all PARTS of questions--if something says to EXPLAIN be sure you explain your reasoning.
 * Answer in COMPLETE SENTNECES except in the table on the front page.
 * LEAVE NO BLANKS--Use your reference sheets with info on what the terms related to Plot and Conflict to help you take your best guess if you are not sure of an answer. The sheets you need to fill in and the reference sheets are all reprintable from the Nov 16 entry.

Nov 19:
ALL classes have packet to do on the short story "If Cornered, Scream." **See the Nov 16 entry for copies of handouts you received in class, and for tips that will help you complete the packet.**
 * WHETHER OR NOT YOU HAD CLASS TODAY___I HIGHLY recommend you complete the first 2-3 pages of the packet today, and the second half tomorrow and just revise if necessary Wednesday so you do NOT ruin your Thanksgiving break. The whole packet is about an hour's worth of writing so CHUNK it.__ If you get confused on any of the terms, read the reference sheets I gave you!**


 * The homework packet and story can be reprinted from the entry on Nov 16.** As you answer questions in the packet, USE the reference sheets on plot and conflict terms that you should have put at the front of the Literary Notes section of your binders (or reprint from below). Since this week is rushed and some classes have not had a class on the terms, you should READ the reference sheets on your own to **be sure you are correctly APPLYING the terms (//expostion, climax, internal and external conflict// etc.) as you work.**

Class review: I met with the orange, red and yellow period classes today.

__THe__ **POINT of today's lesson** __was for students to realize that **writers CHOOSE each element they include in a story very carefully.**__ **A well crafted story should fit like a Jenga game tower---move the wrong detail or leave one out and it could all fall apart.** We will read VERY closely to see how writer's BUILD details to move a story forward and fulfill their "Purpose"--which could be to teach or lesson, or just to create a mood or make the reader solve a mystery.


 * We discussed that the defintions of Exposition and CLimax have 3 subparts each.** For the next exam, you will have to **memorize the portions of the definitions that are underlined on your reference sheet** and be able to apply them to stories for the rest of the year.

We applied the defintions to the beginning of Star Wars, and to //Crash.// We also created metaphors that compared the 5 sections of plot //(Expostion, Rising Action, Climax, Falling Aciton, Resolution)// to the process of creating a fire, and to blowing up a balloon. The balloon metaphor is at the bottom of your reference sheet on parts of the Plot Map.

__Students then watched the__ **brief "PC Dominos" video**__ and had to write how the falling PC towers move through stages that can be compared to the way a writer moves through sections of the plot. You can rewatch the video by scrolling down to it on the Links to Websites and More page of this website.

Nov 16: HW
TIPS TO HELP YOU MAKE SENSE OF THE STORY:
 * 1. ALL classes must read the 1 page story "If Cornered, Scream" from the handout I gave in class.** I will post it as a file below. I am not required it, but it may help you to paraphrase the scenes in words or pictures in the margins, or on a separate piece of paper. The specific chain of details the author uses to build the plot will be very important to the work we do with the story next week.
 * This was written in the late 1970's when there was NO self serve gas and people got to know the guy that worked at the station they might fill up at most frequently. The attendent back then would clean the windows while the gas pumped and maybe make small talk with the customer.
 * The nurse in the piece is NOT Florence Nightengale, the attendent Gabriel just calls her that becuase she is a nurse.
 * This is a mystery with a twist--the author builds the clues to make you expect something--but then you SHOULD be a little surprised. Read it twice if necessary.
 * Extra Credit 5 pts):** Look up and WRITE the answers to the following in your OWN WORDS.(Paraphrase--don't just COPY Wikipedia or hand me a print out)
 * 1) **Where** was the real Florence Nightengale from and **when** did she live?
 * 2) Why is she more famous than other nurses?
 * 3) What war did she serve in? What years?


 * 2. FINISH FOOD DRIVE JOURNAL ENTRY IF YOU DID COMPLETE a DRAFT in class.** THis is just a quick write and does not need to be perfect. Instructions file in class review below.

CLASS REVIEW: WE did a LOT today---to prepare for fractured week to come. I. We **finished discussing the sybolism of the orange and why Soto compares it to "a fire" in the boy's hand** after his first date. II. Students wrote a **journal entry about the Food Drive. Instructions are in the file below.**

III. **I handed out reference sheets for the terms I will start teaching next week and the homework we will do during the odd half day schedules next week. I gave the packet today so that kids who are away the whole week and miss class can stay caught up.** The "If Cornered, Scream" packet of questions is DUE the MONDAY AFTER THANKSGIVING! I will post some notes Monday after conferences if there is time, to help students who miss class. Below are copies of all the handouts. THe first three are reference sheets with info I will review in class over the next few days. You MUST READ THEM ON YOUR OWN if you are out next week. We put these in the Literary Notes section of our binders as a reference for the rest of the year. The last files are copies of the story, and the homework packet. NO EXCUSES FOR NOT DOING THE WORK!!! If you want to do them BEFORE we have the next class, that is fine--but use pencil so you can revise if class shows you misunderstood when just reading on your own.
 * Reference sheets:**
 * HW handouts:**






 * Nov 15: PER 1/orange**

**HW:** Green, blue, yellow and red classes: No new HW -- Class Review : Discussed "Oranges." Found and identified figurative language and sound devices. Paraphrased the action in the poem. Noted the different MOOD and TONE between this and the similar events in "Seventh Grade". Most classes got to also disucss the themes and the symbolism that relates an orange to fire in the boy's hand. Will finish tomorrow and post student responses to the symbolism question.
 * Complete Questions 1-4 on the "Oranges" handout** I gave out in class yesterday. This was started in class today. You **do NOT need complete sentences.** (What a treat!) If you have an idea about what THEME or deeper meaning Soto wants to show you through the events in the poem, write that in the "THEME" box. Be sure to list 3 or four specifics to answer question 4.
 * Below is a copy of "Oranges" homework** handout students received in class.

** Nov 14 **
**HW:** Green, blue, yellow and red classes: **Complete Questions 1-4 on the "Oranges" handout** I gave out in class today. You **do NOT need complete sentences.** (What a treat!) If you have an idea about what THEME or deeper meaning Soto wants to show you through the events in the poem, write that in the "THEME" box.
 * HW: : ** Per 1 (orange) has NO HW--will do the assignment below tomorrow.
 * Below is a copy of "Oranges" homework** handout students received in class.

Class Review: I. We discussed **how to use TPQRST system to try to get to deeper meanings in poetry. __Below are files__** with the Handout that explains TPQRST and the "Flip out" bookmark summary reference that students put into the poetry section of their binder. These sheets should be kept at the front of the POETRY section with the "10 Ways Poets Use Language Devices" poetry reference sheet.




 * II. Classes used TPQRST steps to read and understand deeper meanings in the poem "Raising My Hand".** We **concentrated on the PARAPHRASE portion and emphasized that it REALLY helps you to understand by imagining a video** with surround sound that makes you SEE, HEAR and FEEL the details in the poetry. **We acted out the many ways the author discusses how and when and why kids raise hands.** Then we acted out the final stanza that most kids found puzzling at first. We will finish this in classes that did not get to act it out tomorrow in class.


 * For the final stanza, we lowered the lights, had a student lean back on a desk to be like the "rocky outcrop', and had students with props standing above him to be the stars. On class added a few woodland animals to show he was out in the wild, not in a classroom. Once students saw what the poet wanted them to visualize **in the final stanza, which was someone laying back on a rock in the wilderness, pointing toward the stars (raising his hand)** ---**the deeper meaning of the raised hand became clearer. Adults should never lose that impulse to WANT to learn and ask questions that the raised hand represents in school.** The author notes he tries as a 29 -year old to recapture that sense of "expectancy"-- anxious, excited anticipation.


 * **The poet, Antler, notes that in the grownup world no one "calls on him."** It is silent and thoughtful time that helps us continue to learn and grow and "reach for the stars. " **A raised hand comes to symbolize much MORE** than just a signal in school, or a routine rule to follow. THis is the meaning below the surface--the theme that is shown through the literal descriptions of raised hands.

** NOV 13: **Read the poem "Oranges" on page 82 in purple text.

 * Answer "**Check Comprehension**" **questions 5 and 6**. Use at least ONE complete sentence.
 * Answer "**Critical Thinking**" **questions 4 and 5** using at least 2-3 sentences.
 * **DO NOT USE pronouns** (he, she, it, we, they etc.) for first mention of **any character in** an answer. BE SPECIFIC!! Where names are NOT given, **use a specific concrete noun** such as //**"the boy" "the speaker in the poem" "The saleslady" "the boy's date" "the girl he likes"**//

Class Review: Students completed draft ORQ from last Friday's test and then REVISED and EDITED. Students had all period. Blue class will have more time tomorrow because they had longer review of what to revise for using hedge hogs and pig--other classes should ask for the lesson tomorrow! Most classes finished reviewing and editing and had time to begin homework. Summary of what students were told to revise and edit for is in file below.

** NOv 9: NO HOMEWORK--Happy Long Weekend! **
CLASS Review ** : ** All students took "Seventh Grade" comprehension test and passed in Seventh Grade Homework packets (worth and additional 100 point quiz grade. ) Extra 10-15 minutes will be given for students to complete ORQ portion of test on Tuesday. This test is first grade of Term 2.

Class Review: Handed back: In Per 1 I returned the "Argument Test". Students were told they could bring it home and show someone who is interested in their progress. They are to return the test to keep in a Writing Folder tomorrow. Other classes received tests earlier in week and have returned them.
 * NOV 8: HW --SEE YESTERDAY's ENTRY! It is still the same.**
 * All students took vocabulary, affixes, and grammar portion of the "Seventh Grade" test.**
 * **The ORQ question on tomorrow's portion of the test will ask your opinion about whether Gary Soto seems to understand REAL seventh graders and what a public middle school is like. You will answer in 1 or 2 well-developed paragraphs that include:**
 * **a __topic sentence__ that States the CLAIM/Purpose of your response.**
 * **example:** "//In the short story, "Seventh Grade", Gary Soto really understands what it is like to be a kid in seventh grade."// **or**"//In the short story, "Seventh Grade", Gary Soto does not seem to understand what it is like to be a kid in seventh grade."//
 * **__At least 2 SIGNIFICANT, specific details/evidence__ from the text that PROVE you read it closely.**
 * **EX using 1 of your details:** //"Soto shows that Victor embarrasses himself over and over, when all he wants to do is impress a girl, Teresa. Victor pretends to know French by saying, "wewe gee in September," which he knows the teacher will know is ridiculous, but he does it anyway."//
 * **__Explanation of WHAT the evidence SHOWS__: You must also clearly explain HOW the __evidence__ you select support your point.**
 * //**EX:** "Lots of kids at the Ahern do silly things when they start to have crushes, which usually happens in real middle schools. My best friend giggles uncontrollably when a certain boy says ANYTHING in class. She gets embarrassed, but can't seem to stop giggling anyway."//
 * **Add __a clincher__ that sums up your point.**
 * **EX: //"//**//For lots of kids, getting a "crush" to notice them in school is even more important than the classwork, which shows that Soto understands what it is like for us in seventh grade."//
 * If you connect the sentences I use as examples in** //italics// **above to write one of the paragraphs, you would have HALF of a great ORQ. You can __reword__ my example to use on the test, and then add your SECOND example, or you can come up with your OWN.**
 * **You can agree or disagree, but you must support your response with evidence** and a clear explanation.
 * You had to find examples of ways Soto weaves in real life, and list them for EACH PAGE of the story for homework in the right-hand column of the paraphrasing portion of the packet. **If I were you, I would review that column and star the 3 or 4 BEST examples to use in your response. If none of the examples you have seem strong to you, reread the text** and take notes you CAN use. You can use these WHILE you write the in-class ORQ.

NOV 7: HW: **REVISE "Seventh Grade" packets parts I-IV as necessary. THESE will be graded as a QUIZ and CAN be used on FRIDAY's portion of the comprehension test--which will be open note.**
This is your chance to have ALL the correct answers with you on the test AND to get credit for following direction. REVISING homework after class discussion is sometimes MORE important than doing it the first time--You LEARN more when you focus on what you missed the first time--and it CHUNKS your studying to spend MORE time on what you need to know and less reviewing what you already are confident about.

class review -- I showed students the file in Mondayay's web entry that gives ALL the key plot events they should have included in the paraphrasing portion of their story packet homework. We discussed how to decide WHAT events are signicicant plot events to include in a plot map and how to decide which details to leave out. Always look at the bottom of your story map for the the INCITING CONFLICT and the THEME...
 * We discussed theme AGAIN.** Students **MUST KNOW THE EXACT definition and be able to put it into their own words and give examples for TOMORROW's portion of the quiz. It will be worth 10 points.**
 * PARAPHRASING**
 * If an event **builds from the INCITING CONFLICT**, **and adds tension** or new problems to make you keep reading, then it is significant.
 * If an event **helps SHOW the THEME** (message or the truth about life) that the author is trying to get you to understand through his characters and the action, then it is significant.
 * //**Significant: "Victor can only think to say, "Yeah that's me" when Teresa first says hi.**//
 * This builds adds tension because we know **the inciting conflict** is about whether he will get her to be his girlfriend, and sounding goofy is NOT helping him. It also builds on the **THEME** that kids embarrass themselves when all they really want is to be liked and fit in.


 * **NOT SIGNIFICANT:** //The principal gave the announcements to start the day.// / //The water fountain didn't work.//
 * These details do NOT add tension to the plot or help the reader understand the author's theme.

====**HW : 1.** **REVISE packet answers-especially answers to PART 4 of "Seventh Grade" homework packet which was due today** after more than a WEEK of time to work on it. MANY students did not follow directions in bold for part 4. **Students will attach the packet to Friday's test for an ADDITIONAL quiz grade**.==== WEDNESDAY AFTER SCHOOL IS LAST DAY TO TAKE MISSING QUIZZES.
 * Nov 5:**
 * 5 points will be deducted for EACH direction not followed and for incomplete answers.
 * For #3, under the Critical Thinking questions, there must be SPECIFIC examples from text of how Victor, Mr. B AND Michael pretend to be something they are not to impress girls--Use what happened in the past for the info about MR. B. There should be a SENTENCE for EACH character. I saw TOO many papers where students filled in NOTHING--NEVER ACCEPTABLE not to at least take a guess at what question is asking.
 * 2.** **Show someone at home the corrected argument quiz and then RETURN THE QUIZ WED** for me to put in your class writing folder. If you don't return it you'll RETAKE IT!!! **Per 1 will get quizzes back Thurs**.
 * 3**. STUDY for Quizzzes Thur and Friday

Class Review: Handed back Argument Quizzes to all but per. 1. ALSO handed outguide to standard proofreading and correcting symbols I use in grading essays and ORQs. Students put this in Writing Tips section of binder as reference.

Students SHOULD have been making corrections on graded exams to study for future quizzes since I repeat terms on future tests.
 * Reviewed most common errors. Explained how ORQ was graded.**


 * Discussed theme and exposition of "Seventh Grade"** . **When you try to decide which events to include in a paraphrase, choose only the events that matter most to building the tension that begins with the inciting conflict (in this case the story builds from the question readers have about whether Victor will get Teresa to be "his girl." )**

Also **include any event that helps the writer make the theme come through.** In this case, the theme is NOT a message such as "Don't lie" --...It is the other kind of theme which is a truth about life. We discussed that SOTO is just observing the truth that "Kids want to fit in and be accepted and often embarrass themselves in the process." ANYTHING that happens that shows this truth, should be listed in your plot map and paraphrase. I have put stars (**)next to the biggest examples of time in the plot Victor suffers for love.**

File below contains a completed plot map of story for you to check against your paraphrasing notes. In future when you do these, you would add the information I have highlighted in red on the map.** Turn in of extra work from Friday's entry shows that nearly ALL of my red class and virtually 5% of all other classes actually read this. I have decided to institute pop quizzes of the material I list here since you are REQUIRED to read it and the sub par homework I received from too many kids today shows that you are NOT following directions handed to you and NEED a separate reminder on line. Those that turned in the word "admonition" today will get some points on the next quiz. Good for you!

Nov 2 Parent Conference sign-up web page will be open Monday at 9 am by going to [|www.ptcfast.com/schools/John_J_Ahern_Middle_School].

===<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">**HW: Complete ALL parts of Packet on "Seventh Grade."** As I have warned over the past few days, the work is meant to take several homework sessions, so you SHOULD have been chunking it. If you have to work more than an hour this weekend, it is because you put it off. The original due date was LAST Monday and we had no other homework this week. === <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">- Class REVIEW **Handouts:** Looming Deadlines test study guide, Abstract and Concrete Noun reference, Adverb reference sheet.
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Part II** asks you to complete paraphrasing the significant events from the story, and take notes on how the author connects to the real experiences of middle school kids, or weaves in details from his OWN real life.
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Part III** was going to be done in class, but the storm days make that impossible. Answer these questions to the best of your ability. No IDKs. We will revise answers after group discussion Monday.
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Part IV** asks you to answer questions from the text book. DO ONLY the items I give in my directions and follow the **directions VERY carefully**.
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">If you do not have **at LEAST ONE complete sentence for each Check Comprehension question I will give __NO CREDIT.__**
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">If you do not have AT **LEAST 2-3 sentences for each of the Critical Thinking questions assigned** I will give **NO CREDIT**
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">If you do not have **specific CHARACTERS NAMES in EACH answer**, I will give __**no credit**__.
 * MISTAKE FOUND IN THE ABSTRACT NOUN list distributed in class today. DELETE the word "magician" from the third column, bottom word. It is NOT abstract because it CAN be touched and felt. Corrected version of handout in the file posted with yesterday's work.
 * We briefly **reviewed the Looming Deadlines Study handout** (also readable on theLooming Deadlines page of this site.)
 * We also **reviewed the handout summarizing ADVERB uses and ABSTRACT nouns**. Students were to put the handouts in the VOC section of binders to help review for the Nov 8 quiz. Ths handouts are also reprintable from last night's homework entry.


 * **Classes worked with the prefixes //col, com// and //con// which ALL mean //jointly, together, with//.** They then did a dictionary dig to find words using these prefixes to build other words. We noted that more than 10 pages in their dictionaries are filled with words using these prefixes, so understanding these three letters may help unlock meaning of scores (groups of 20) of words they may see in future readings and need to guess at meaning to understand a passage. Students will **need to provide words that use these prefixes on the test** and **explain HOW the meaning of the word uses the prefix** to mean **//with, jointly ,or together//**. The file below has samples found in class and how the meanings relate to "together" or "with".


 * I had at least two classes in which **NO ONE had read the website last night**. This means students are NOT using the site to CHUNK review and double check that they have correct notes in their notebooks from that day's class. It takes 2 or more hours to add this material each day. If it is NOT BEING USED, I will stop providing it OR I may instead give pop quizzes on the content to FORCE review that will help you. As an experiment, I am therefore going to SUSPEND CLASS REVIEW entries and notes next week and see if there is any difference in student preparedness.

If you are actually using the site and would miss the entries, let me know by writing "ADMONITION means WARNING. It is an ABSTRACT NOUN." on a slip of paper with your name and class color and put it in the CLASSWORK BIN MOnday. THIS WILL ALSO BE THE ANSWER to a __possible extra credit__ question on next Thursday's quiz.

Another extra credit question will be "what does Caveat Emptor" mean? This is an Exchange City bit of vocabulary that translates from Latin to mean "buyer beware". It has become a fairly common phrase in English to warn people to READ the fine print in contracts and other business agreements.


 * November 1, 2012**


 * **HW: Continue work on "Seventh Grade" packet. DUE MONDAY. Chunk your work!**


 * (**See entry for Oct 25 for copy of file with the packet). If you have not finished reading and paraphrasing the story, I advise finishing that portion tonight, and maybe answering some of the questions in Part IV.


 * **Review your 5 vocab cards** by saying items out loud and writing definitions at least once, or coming up with hand movements to remember words.


 * **If you did poorly on the grammar chart portion of the last quiz, sort your falshcards** (all 5 of them--it won't take long) into piles **by part of speech**. Then **make a chart** that lists the nouns, verbs, adjectives and adverbs on this week's list. HINT: there are 3 nouns, 1 verb, no adj, and 1 adverb. This is NOT rocket science. EASY points on quiz.

Class NOTES:


 * **Adverbs and Concrete vs. Abstract nouns**


 * Students reviewed the info in the files below on recongnizing and using adverbs, and on recognizing the differences between abstract and concrete nouns.** Students took notes on anything they did not understand from yesterday's discussion and put it in their own words. I encourage students to **print out the two files as reference sheets if you have a color printer--the color coding may help you as you study for the next quiz.** I will have black and white copies in school. Each class added information and examples to these so reprint if you printed the sheet yesterday, and **REVIEW carefully because your class may not have covered all of the explanations and great examples that came up during the day today.** There will be little further review of these items in class tomorrow as we move back to discussing the story.


 * We learn about adverbs and nouns to **build a stronger voc**abulary. The words added to the vocab sections of binders today are **options for you to scan through to improve writing** when we start revising.


 * Students in ONE class __added the word //**CERTAINTY**// to the definition of **//Conviction//**__. Students not in that class should **add the definition because it should make the meaning clearer**. If you have **//a strong conviction about something, you feel a certainty about it.//**


 * STUDY AIDES for quiz: **


 * File with definitions of adverb and what it means to MODIFY** in grammar--revised through classwork from yesterday's version.



**File on Abstract vs. Concrete nouns**


= =

Help · About · Blog · Pricing · Privacy · Terms · Support · Upgrade Contributions to http://mrsready2013.wikispaces.com/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Portions not contributed by visitors are Copyright 2013 Tangient LLC. Home > ... Loading...Home Turn Off "Getting Started" Loading...Archive of Nov. Dec. Jan. Class Notes and HW