Friday October 30, 2009

Comp/Lit 10: Vocabulary & Spelling QUIZ #9 & 10 & Julius Caesar Act III & IV

I was absent today. See the sub notes below:

1. Remind them of their homework (written on the left board). Complete the Diary for Act III

2. Collect the Homework: Diary for Act II

3. Distribute the Vocabulary & Spelling Quiz Answer Cards (Pink)

4. Remind the students that they are on Lessons #9 & 10 (on the back of the answer card), today’s date is October 30, and they need to use pen.

5. First: say each of the spelling words for them. Repeat the word at least twice and use it in a sentence if necessary. (See the list on the answer key).

6. Say the extra credit definition allowed about three times. Do not say the actual word.

7. Second: Distribute the vocabulary quiz. Remind them to write their responses in all caps and NOT to write on the quiz

8. When they are done, have them turn the quiz in to you.

9. They will read silently until all quizzes have been turned in. They must be reading silently, and they know this.

10. After all quizzes have been turned in, randomly redistribute the vocabulary & spelling quiz cards for the class to correct. The answers are on the board behind the screen. Remind them to write their name on the answer card. When they are done, they can pass it to the owner, but you must have ALL ANSWER CARDS before they are dismissed. They have done this before-they know the drill.

11. Have students sign-up to read the various parts of Julius Caesar. The parts are written on the right board. We’ve done this for several class period-they know the expectations.

12. The goal is to get to through the end of Act IV. If you feel comfortable with the content, please feel free to add your own commentary and discussion. I have notes in my book that you can use. Please point out the notes and information that I have on the board. Please see the notes on my Julius Caesar book to see where each class will begin reading.

Thursday October 29, 2009

Comp/Lit 9: Poetry

• We started class with a review of the Commonly Confused words (capitol, capital-fourth, forth). The students completed the 10 sentences and we reviewed the answers.
• The students got together in groups and finished their poems about poetry. The group poems about poetry were then presented to the class.
• The students wrote their poem that they will be memorizing on the Committed to Memory.
• The students read the poem "I Want to Hold Your Hand", then we listened to the Beattles sing it, then we answered questions pertaining to the message in the poem. (poetry packet pages 13-14)
• The students read a quote from "Dead Poet's Society" and read "O Me! O Life" by Walt Whitman, then we watched clip from "Dead Poet's Society". (poetry packet page 15)
• The follow-up assignment is that students will write an "I Am" poem, so they may contribute a verse. The "I Am" poem is explained/outlined on page 16 in the poetry packet.
• We ended the period by getting into groups based on the poem that the students analyzed for homework (one of the five poems from pages 17-18). Next time, each group will teach their poem to the class.
• Homework: "I Am" Poem, VFA #9 & 10; study commonly confused words capitol, capital-fourth, forth, work on memorizing your poem.

Wednesday October 28, 2009

Comp/Lit 1o: Julius Caesar-Act III

• I collected the Diary entry for Act I
• We briefly reviewed Act II by focusing on the Diary Characters-Antony (not even in Act II), Cassius & his plans for the conspiracy, and Brutus (still very conflicted).
• We began reading Act III.
• About 30 minutes into the period, the students went down for their hearing tests.
• When they returned to the classroom, they worked on Appositives and Appositive phrases, pages 91-92 in the grammar workbook. They completed the odds on both pages.
• Once all of the students returned from the hearing test, we continued reading Act III. Caesar dies in Act III.i; and Brutus and Antony mourn his death at his funeral in Act III.ii. Antony turns the plebeians against the conspirators with the use of his manipulative language.
• Homework: Diary for Act II; bring your OR Book; study vocabulary & spelling #9 & 10.

Tuesday October 27, 2009

Comp/Lit 9: Introduction to Poetry

• I collected the Short Story Culminating Project.
• The students completed a quick review for the Commonly Confused Words accept, except-can, may.
• I introduced the Committed to Memory Assignment. The students will need to memorize (at minimum) a 15 line poem to be recited on Tuesday November 10.
• I passed out the Introduction to Poetry Packet
• I introduced the Poetry Term Poster. Each student was assigned a different word and will create a poster to be presented to the class.
• We started with poetry today.
• The students brainstormed ideas about poetry and wrote them on the board.
• We read Billy Collins' "Introduction to Poetry" and completed the Poetry Analysis for the poem.
• We read "What is Poetry?" by T.S. Elliot, and "What is a Poet?" by e.e. cummings
• We ended the period by reading "What is Poetry?" by Lawrence Ferlinghetti. The students got into groups of four and wrote a 10 line poem about poetry.
• Homework: Find a poem to memorize for the Committed to Memory assignment, study the commonly confused words (capitol, capital-fourth, forth); create the poster for the assigned poetry term; complete the poetry analysis for one of 5 poems of your choice on pages 17-18 in the poetry packet.

Monday October 26, 2009

Comp/Lit 10: Julius Caesar

• I collected the Quest Project.
• The students complete pages 89-90, odd #'s only in the grammar workbook. We worked on prepositions and prepositional phrases.
• While they worked on grammar, I checked VFA #9 & 10.
• We finished the Julius Caesar term poster presentations. At this point, all of the terms should be completed in the J.C. packet.
• We read all of Act II and completed the Act II questions in the packet
• Homework: Complete a Diary entry for Act I.

Friday October 23, 2009

Comp/Lit 9: Vocabulary & Spelling Quiz, Writing Assessment Review & Portfolios

• The period started with the Vocabulary & Spelling QUIZ for lessons #7 & 8.
• After the quiz, the students read silently for about 20 minutes.
• We corrected the quiz in class.
• I then walked the students through the scoring rubric for the school-wide writing assessment. We discussed the differences between the scores 1-6. I had them "grade" two sample essays to get a feel for how the scoring works, then I passed back their essays.
• We then started the writing portfolio for the year. Several assignments were passed back that went directly into the portfolio. The portfolio contains all tests, quizzes, essays and major projects. This is a graded assignment
• Homework: Finish the short story culminating project and upload it to Turnitin.com by 11:59 on Monday Oct. 26; study the commonly confused words

Thursday October 22, 2009

Comp/Lit 10: Julius Caesar

• The period started with the Grammar Quiz on Unit 2: Parts of the Sentence
• After the quiz, we continued reading Act I, while reviewing the Reading for Comprehension questions.
• We finished reading Julius Caesar Act I.i-iii.
• At the end of the period, I introduced the Character Diary Assignment-Diary of a Roman Patriot/Traitor. The students will assume the role of one of three characters (Antony, Cassius, or Brutus), and they will keep a diary (at least one entry per act) from that character's perspective.
• Homework: Finish the Quest Project and upload it to Turnitin.com by Sunday Oct. 25 at 11:59pm; Complete VFA #9 & 10; Work on the Diary for Act I-DUE Wednesday Oct. 28

Wednesday October 21, 2009

Comp/Lit 9: Culminating Project & Counselors

• The counselors made a presentation at the beginning of the period. Please see your counselor for more information.
• The students worked individually on the culminating assignment for the short story unit.
• Each student visited his/her counselor to discuss various topics. PLease see your counselor for more information.
• The culminating project is due on Tuesday October 27. There are three assignments to choose from. Please see the culminating assignment sheet on my website.
• I passed out a vocabulary review for lessons #7 & 8. Students may turn it in tomorrow (Thursday) for one point of extra credit that will be applied to his/her quiz score on Friday.
• Homework: Study vocabulary & spelling #7 & 8; work on the short story culminating project; bring your outside reading book on Friday; study the commonly confused words.

Tuesday October 20, 2009

Comp/Lit 10: Julius Caesar, Act I

• We started the period with students presenting their term poster. We covered terms #1-8.
• We reviewed the Grammar Unit 2, page 87. There will be a quiz next time covering Parts of the Sentence-the first half covers simple subject and simple predicate identification. The second half covers complete subject, complete predicate, direct objects, and indirect objects.
• Students took about 5 minutes to complete the opinionnaire on page 2 of the Julius Caesar packet. We them discussed each statement and students shared their opinions. When students agreed-they stood, if they disagreed, they stayed seated.
• We them began reading Act I of Julius Caesar.
• Homework: Finish reading Act I, scene i-ii and complete the Reading for Comprehension questions on page 12 of the Julius Caesar packet.

Monday October 19, 2009

Comp/Lit 9: "Santa Claus in Baghdad"

• I was out-See the sub notes below.
• Lesson Plan for Comp/Lit 9-Periods 2, 4, 6

1. Take role

2. Collect the “On the Sidewalk Bleeding” packet.

3. Pass out the Grammar Pretest. Give them as much time as they need to complete the quiz.

4. Pass out the “Santa Claus in Baghdad” packet, the Culminating Project menu, and the course calendar.

5. Please explain that they need to read through the Project Menu, and come to class on Wednesday knowing which project they want to do.

6. Have them work on the pre-viewing journal prompt in the “Santa Claus in Baghdad” packet.

7. While they are writing, please check their vocabulary lessons #7 & 8. If they completed both lessons, please write a “V” on the seating chart. If they did not do it, please write “No V”.

8. As soon as you are done checking the vocabulary, turn on the “Santa Claus in Baghdad” movie. The movie will last about 40 minutes. You will need to turn on the overhead projector. The rest of the set-up should be ready to go.

9. After the video, have them complete the 5 post-reading questions. Whatever they do not finish will be homework.

10. Please remind them of their homework: finish all work that is not completed in class; study for the Vocabulary & Spelling #7 & 8 quiz; Study Commonly Confused Words accept, except-can, may; Decide which culminating project you want to do.

Friday October 16, 2009

Comp/Lit 10: QUIZ-Vocabulary & Spelling #7 & 8 and Julius Caesar Movie

• The students took the spelling & Vocabulary Quiz #7 & 8.
• The students read silently for about 15 minutes.
• We corrected the quiz and reviewed grammar-Direct Objects-page 83.
• We finished watching Julius Caesar the movie.
• Homework: Grammar page 87 ALL-Unit 2 Review; Work on the Quest Project.

Thursday October 15, 2009

Comp/Lit 9: "The Lottery" and "On the Sidewalk Bleeding"

• The students had the first ten minutes or so to answer some assigned questions about "The Lottery"
• We then discussed the questions as a class.
• I collected "The Lottery" packet.
• We then moved onto "On the Sidewalk Bleeding".
• The students started by answering 5 pre-reading questions. We discussed a few of them.
• I read the story aloud to the students. They did not complete the Elements of Short Stories, but they were instructed to take notes on the story itself.
• When we finished the story, I answered any questions they had about parts that may have been confusing.
• Then they answered the post-reading questions (about 10-15 minutes).
• After they finished the questions, I read them the poem "The Dash" which lead into the homework assignment.
• Homework: Dream essay in the "On the Sidewalk Bleeding Packet"; VFA #7 & 8; study Most Commonly Confused words; Bring a 1" binder.
• With the time remaining in the period, we began to discuss the questions about the story.

Wednesday October 14, 2009

Comp/Lit 10: Julius Caesar

• I collected the term poster.
• I reviewed the Quest Project Essay requirements. Four paragraphs: 1. The need; 2. Agency, organization or event that will address the need; 3. A description of your service; 4. Conclusion-is the quest complete.
• We reviewed Inverted Sentence Order, pages 81-82. I introduced Direct & Indirect Objects, page 83.
• We watched Julius Caesar-the movie. we are about 2 hours and 20 minutes into the movie.
• Homework: Grammar, page 82 ALL; study vocabulary & spelling #7 & 8; Bring OR Book; Bring Student ID; work on the Quest Project-DUE Monday Oct. 26.

Tuesday October 13, 2009

Comp/Lit 9: "The Lottery"

• We started the class by finishing up the compare and contrast discussion of "What You Pawn, I will Redeem" by Sherman Alexie and "30 Days on a Reservation" with Morgan Spurlock (periods 2 & 4 watched the last 10 minutes of the video).
• We reviewed the similarities and differences of the two pieces.
• After our discussion, I collected the compare and contrast notes.
• I checked the Commonly Confused Words flashcards.
• I distributed "The Lottery" packet.
• On the inside of the front cover, students responded to this statement: "We are going to have a lottery today."
• Students shared their responses with the class.
• Then the lottery started. I had a black box in the middle of the room with slips of paper in it. I called each student up in alphabetical order to draw a piece of paper. The students were instructed to not look at the paper. They were to put it aside until we finished the story.
• I assisted the students in setting up the elements of short story notes. They copied down the MLA format for the story citation and I instructed them to take notes on 3 specific characters: Mr. Summers, Mr. Graves, and Mrs. Hutchinson.
• I read the story to the class. Students took notes during the reading.
• I allowed the students to share their responses with the class.
• The students were no longer excited about the lottery; nevertheless, we completed out class lottery.
• I introduced the homework assignment-to write a memo to one of two people. The memo must follow the assigned format and have 4 paragraphs. The memo must be sent in an email to me: sminyard@Lghs.net, by the time class begins on Thursday October 15.
• We ended the period by reading the article "Suspending Moral Judgment." The students need to finish reading the article before they can complete the memo assignment.
• Homework: Finish reading "Suspending Moral Judgment", Write and send the memo, study the commonly confused words, complete the elements of short story notes for "The Lottery", and bring a 1" binder.

Monday October 12, 2009

Comp/Lit 10: Julius Caesar and Grammar

• I checked VFA #7 & 8, and grammar pages 79-80.
• While I was checking students' work, the students took the Julius Caesar History and Background Quiz.
• We corrected the quiz in class.
• We then reviewed Compound Subjects & Predicates, pages 79-80. I then introduced Inverted Order of Subjects & Predicates, pages 81-82.
• I introduced the terms poster assignment. Each student is assigned a term. The students must define the term and create and image or symbol. The term, definition & symbol must be put onto a poster to be presented to the class.
• We reviewed the questions that should have been answered this far in the movie Julius Caesar.
• We spent the rest of the period watching Julius Caesar the movie. We are about one hour and 40 minutes into the movie.
• Homework: Grammar, pages 81-82, term poster, Quest project, Bring ID on Friday, study vocabulary & Spelling #7 & 8.

Friday October 9, 2009

Comp/Lit 9: Vocab & Spelling Quiz & 30 Days

• The students took the Vocabulary & Spelling #5 & 6 Quiz.
• The read silently for about 20 minutes. They filled out a new reading card to track their page numbers for this grading period.
• I passed out and introduce a compare and contrast assignment. The students will take notes on the packet of the packet (COmpare and Contrast) for the 30 Days on a Reservation video that we watched in class.
• For homework they will read "What You Pawn, I Will Redeem" and take notes on the back of the packet in the story column. After notes are compeleted for both the video and the story, the students will begin to build a compare and contrast essay, using the Essay Map (boxes).

Thursday October 8, 2009

Comp/Lit 10: Arthur Unit Exam & Watch Julius Caesar

• Students turned in the Arthurian Legends Reader, the Arthur Paragraph, and page 9 from the Arthurian Legends Activity Packet. I also checked pages 77-78 of the grammar packet.
• Students completed the Arthurian Legends Unit Exam.
• We reviewed page 77-78 of the grammar packet and I introduced the next concept-Compound Subjects and Compound Predicates.
• I passed out the Julius Caesar packet. (Downloadable from my Website)
• The students watched the first 45 minuted of the most current Julius Caesar movie. They answered questions about the movie on page 9 in the packet.
• Homework: VFA #7-8; read the background information in the packet (pages 1-6); Work on the Quest project; Complete Grammar pages 79-80.

Wednesday October 7, 2009

Comp/Lit 9: "Marigolds" Review and Write-O-Rama

• Review "Marigolds" through quote analysis-Clarity Through Comparison. The students will explain their understanding of the quotes and identify either simile, allusion, or metaphor.
• Briefly discuss "The Daffodil Principle" and their journal responses. Have they ever planted daffodil or marigolds? You you ever witnessed it.
• I introduced the Commonly Confused Words assignment. The students will make flashcards for all words listed on the handout. The cards will need to include: the word and the part of speech on the front, and the definition and an image or symbol on the back.
• I distributed the vocabulary review. The students have the option to complete it and turn it in tomorrow for 1 point of extra credit on the quiz.
• We ended the period with a Write-O-Rama (Traditions, and Outcast).
• Homework: Complete the WOR reflection and revision, Vocabulary #5 & 6 review, bring your OR Book, bring a 1" binder, work on the commonly confused words flashcards.

Tuesday October 6, 2009

Comp/Lit 10: Miscellaneous Day

• We started the class by returning several assignments that had been graded.
• The students then peer edited a classmate's Write-O-Rama paragraph from last week. We used colored pencils to identify the topic sentence, transitions, examples, commentary and concluding sentence. This is the second paragraph to be edited in this way.
• For homework, each student will pick one of the two paragraphs that have been edited to improved for a final draft to be turned in to me (and Turnitin.com).
• I walked them through the CSU grading rubric. We looked at the characteristics of each score (1-6) and decided that it would be appropriate for sophomores to be at a 2, based on the fact that as seniors they should be at a minimum of a 4.
• We graded two sample papers (the same way the teachers did to calibrate our grading). This allowed them to really looked at the scores objectively, so that when they receive their score, it means something other than a number.
• I passed back their writing assessments.
• We reviewed Simple Subjects and Predicates (pages 75-76).
• Finally, I passed out the study guide for the Arthurian Legends Unit Exam. We began to review the basic elements of the exam. Tomorrow there will be a BINGO review session during tutorial.
• At the end of the period, several students put work into their portfolio.
• Homework: Revise and upload one of the Arthurian Legends Paragraph; study for the Arthur Unit exam; grammar pages 77-78; bring both Arthur packets to class next time.

Monday October 5, 2009

Comp/Lit 9: Thesis Statements & "Marigolds"

• At the beginning of the period, I reviewed the elements of a thesis statement. A thesis must include your main points, the characters' names and an arguable opinion. Several students shared their thesis statements, and we discussed the positive and negative elements of each.
• The students then had about five minutes to edit their thesis and essay.
• The students will need to see me sometime over the next two weeks (DUE Friday Oct. 16) to walk me through their essay. This is how and when the essay will be graded. Students are expected to see me during tutorial. A "no-show" = 50% max score on the essay.
• I collected the essay, essay prompt, essay notes, "The Scarlet Ibis" elements of short story notes, and "The Scarlet Ibis" personal reflection questions.
• I passed out the new calendar, the "Marigolds" packet, and the elements of short stories notes for "Marigolds".
• The students took about 10 minutes to recall a time that they did something out of rage or anger, then later regretted it.
• During the journal wiring, I checked the VFA #5 & 6 homework, and I passed back graded papers.
• We read "Marigolds" taking notes throughout the story.
• Homework: Complete the elements of short stories for "Marigolds", read the "Daffodil Principle" and complete the journal

Friday October 2, 2009

Comp/Lit 10: Vocabulary & Spelling Quiz and Heraldry Presentations

• The students turned in their WOR Revision & Reflection; and Outside Reading Log #1.
• The students took the Vocabulary & Spelling #5 & 6 QUIZ.
• After the quiz, most students read for about 15 minutes or so.
• Several students helped to pass back papers, and everyone set up a portfolio.
• The portfolio will be used to keep all major writing assignments, projects, tests & quizzes. The portfolio will need to remain organized and it will be graded at the end of the year.
• After finishing the portfolios, the rest of the Heraldry presentations took place.
• We quickly reviewed the definitions of simple subjects and simple predicates to get ready for the grammar homework.
• Homework: Grammar-Simple Subjects & Simple Predicates (pages 75-76, odd #'s only), work on the Quest (Community Service) Project.

Thursday October 1, 2009

Comp/Lit 9: 30 Days in a Wheelchair & Disability Essay

• We started class by finishing the 30Days in a Wheelchair video.
• I collected "The Scarlet Ibis" Personal Reflection Questions and the Outside Reading Log. I also stamped "The Scarlet Ibis" notes.
• We then discussed the students' reactions to the video.
• I introduced the writing assignment that the students will write about "The Scarlet Ibis" and one of the two videos (30 Days or EPSN) that we watched.
• We walked through the essay prompt to make sense of it. I guided the students toward an essay outline that will get them started in the right direction.
• The students ended up having about 20 minutes to get started on the essay. To finish the essay the students had two options: finish it at home, type it in MLA format and turn it in on Monday Oct. 5, OR come back to finish it during tutorial/lunch over the next few days and it does not need to be typed.
• I recommend that the students go back to re-watch the video that they will write about. See the post from Tuesday for the links to the videos.
• Homework: Finish the essay, complete VFA #5 & 6, bring a 1" binder to class for the grammar workbook.

Wednesday September 30, 2009

Comp/Lit 10: Write-O-Rama & Heraldry Presentations

• We started the period with a WOR. The students has two 20-minute writing sessions. The topics were connected to the Arthurian Legends. The prompts can be found on page 11 in the Arthur Activity Packet. If you were absent, you need to type your response (3/4 of a page) to BOTH responses by Tuesday October 6.
• After the Write-O-Rama writing session, about 5 students shared their responses with the class. Each student took notes on the pieces.
• After the WOR share-out, we started the heraldry presentations. Each student will end up presenting their crest & shield with the class.
• Homework: Study Vocabulary & Spelling #5 & 6; finish and upload your Outside Reading Log to Turnitin.com; complete the WOR Reflection & Revision