Comp/Lit 9: 12/17/2010

Romeo & Juliet, Act V and Spelling & Vocabulary QUIZ #15-16

• We had our Spelling & Vocabulary #15-16 QUIZ at the beginning of the period.  
• After the quiz, the students worked quietly on one of several assignments (INB notes, theme notes, etc).
• We corrected the quiz as a class, then we quickly moved on to the final act of the play.
• I gave the students a few minutes to set up their INB for Act V, then I started the audio.
• We finished just in time a review a bit before the end of the period.
• Homework:  Act V Notes, Act V visual, make sure that your Interactive Notebook is complete, Study Lines for your Performance and Think about ideas for a costume, prop & sound effect,  Complete Part III of the Performance Project (Summary & Character Motivation)
• Extra Credit Opportunities for the Break
• Rewrite the Writing Assessment (Again) for up to 10 points of Extra Credit.
    Mark all of your changes to get credit and turn in the original.  Use the editing marks & comments to improve your essay.
• Committed to Memory– Memorize a poem to recite to the class on Monday January 11.  Get the assignment handout from Mrs. Minyard.  You may earn up to 10 pts of Extra Credit.

Comp/Lit 10: 12/17/2010

Vocabulary & Spelling QUIZ #15-16 and Of Mice & Men In-Class Essay

• We started the period with the last Vocabulary & Spelling QUIZ (#15-16) of the semester.
• After the quiz, the students read silently until all quizzes were complete.
• We then corrected the Vocabulary & Spelling QUIZ as a class.
• I then spent a few minutes reviewing some notes/ideas to get the students ready for the in-class essay.  The students were allowed to use any notes and the introductory paragraph that they wrote at home for homework.
• The students had the last 45 minutes of the period to write their Of Mice and Men In-Class Essay. 
• If they finished before the end of the period, they read silently.
• Homework: Complete Outside Reading Log #3
• Visual-Character Collage
• Grammar- 1.  Complex sentence; 2.  Compound sentence
• Upload to Turnitin.com by Monday January 3 @ 11:59pm

Comp/Lit 9: 12/15/2010

Romeo & Juliet, Act IV

• We started the period by finishing scene v of Act III.  
• I then gave the students a bit of time to finish up the Act III notes and get their notebooks set-up for Act IV.
• Before beginning Act IV, we reviewed the main events that took place in Act III, including: the fight, Mercutio's and Tybalt's deaths, Romeo's banishment, and Capulet's contempt for his daughter's disobedience. 
• We then listened to Act IV.
• The final activity of the period was connected to the final Romeo & Juliet essay.  We defined topic (a general single-word subject) and theme (the author's specific message about a topic).   The students then had time in class to come up with examples and find supporting quotes for four topics (Fate, Prejudice, Loyalty, and Hate)
• Homework for ALL Classes: Study Vocabulary & Spelling #15-16; Finish Act IV Notes and Visual; Complete Cue Cards, Complete 12 of 18 Creating a Character questions (in the Performance Project Packet).  In addition to the above, 3rd period (only) needs to have 2 examples with quotes for each theme.

Comp/Lit 10: 12/15/2010

Of Mice and Men Final Discussion

• As usual, we started the period with a bit of grammar.  Today we examined Noun Clauses.  The students completed page 115-119 (odd #'s only for exercises 1, 3, 4).  We then reviewed the answers.
• We quickly transitioned to our final discussion of Steinbeck's Of Mice and Men.  We finished talking about "Underdogs", then moved on to "Is He Right?" During this discussion I introduced the different moral philosophies and we talked about all of the potential alternatives that George was faced with.
• We spent the end of the period discussing the final essay prompt.  I walked them through the necessary steps to prepare and write an in-class essay in 45 minutes.  The essay will take place in class next time.
• Homework: Study Vocabulary & Spelling #15-16; Bring your OR Book and your OMM Book; Complete and bring your OMM packet; Write the Introductory Paragraph for your In-class Essay.

Comp/Lit 9: 12/13/2010

Romeo & Juliet, Act III

• We started the period with the selection of scenes for the R&J Performance Project.  While I drew names, the students worked on a QUICK WRITE in their INB.  Marriage: Should Romeo and Juliet have gotten married?  Why or why not? Once they finished their response, they were to set up their INB for Act III notes.
• As soon as all groups were selected, we moved on.  I passed out the new course calendar that goes until the end of the semester.  We reviewed the performance project due dates, essay due dates and final exam date.  I also briefly explained the extra credit opportunities for over the winter break.

• Performance Project: Dress Rehearsal on Friday January 15; Performances during the Final Exam period.
• R&J Theme Essay: Rough Draft DUE on Monday January 11; Final Draft DUE on Wednesday January 13.
• Extra Credit Opportunities for the Break
• Rewrite the Writing Assessment (Again) for up to 10 points of Extra Credit. Mark all of your changes to get credit and turn in the original. Use the editing marks & comments to improve your essay
• Committed to Memory– Memorize a poem to recite to the class on Monday January 11. Get the assignment handout from Mrs. Minyard. You may earn up to 10 pts of Extra Credit.

• We then spent the rest of the period listening to Act III
• Homework: Finish Act III Notes, Finish Act III Visual; Work on Cue Cards and Creating a Character Questions (for the R&J Performance).  The last two assignments are due on Friday Dec. 17.

Comp/Lit 10: 12/13/2010

Of Mice and Men, Chapters 5-6

• The students took a reading comprehension quiz covering OMM Chapters 5-6
• Immediately following the quiz, they completed, pages 111-114 in the grammar workbook-Adverb Clauses.  We reviewed the answers as a class.  We also reviewed the definitions: clause, phrase, adjective, and adverb.
• We then corrected the chapter 5-6 quiz as a class.
• At that point we finished discussing the "Assuming That..." worksheet.
• The students then had about 20 minutes to respond to the prompt at the bottom of the "Assuming That..." worksheet and get started on the "Underdogs" chart.
• We spent the rest of the period discussing "Underdogs"
• Homework: Finish "Is He Right?" (packet page 13-14); Finish "Off the Fatta' the Lan'" (packet page 16); make sure that each theme has at least one quote.

Comp/Lit 9: 12/9/2010

Romeo & Juliet, Act II

• I introduced the Romeo & Juliet Performance Project at the beginning of the period.  This is a project that has a couple of elements and will be in progress for several weeks.  
• The students will need to select a group and a scene by Monday December 13.  I will draw names out of a hat, and groups will be able to sign-up when their name is called.  No scene may be done more than once.
• During the week of December 13, the students will need to create cue cards for their lines.  These are due on Friday December 17.  The students will also need to begin to explore their character to learn as much detail as possible.  The Creating a Character assignment (pages 3-4 of the performance packet) will also be due on Friday December 17.
• It is expected that the students will work to memorize their lines.
• After break, each student will turn in a typed assignment that will include two paragraphs and be a minimum of one page in length.  The first paragraph will be a summary of the scene they will be performing.  The second paragraph will be about their character specifically.  They will need to write about the character's motivations, feelings, thoughts, actions, etc. I highly recommend that you use the Creating a Character handout to help you write this.
• The students will have a part of one class period to prepare.  This time should be thought of as a dress rehearsal, in other words, all memorizing, blocking, staging, sound effects, set design, costumes and props should all be done and figured out.  
• Finally, the performances will take place in class.  On the day of the performances, students will need to make sure that one group member is prepared to introduce the scene.  Each student will need to have his/her costume and props.  And everyone will need to bring a food or drink item to share.
• Periods 5 & 7 completed the friend quick write.
• We spent the rest of the period listening to Act II.  We stopped several times to discuss the amazing poetry and many of Shakespeare's most famous lines.
• Homework:  Complete the Act II notes and visual; VFA #15-16; decide on your group and scene for the performance project.

Comp/Lit 10: 12/9/2010

Of Mice and Men, Chapters 3-4

• We started the period with a 25 minute fill-in the blank reading comprehension quiz on OMM Chapters 3-4.
• We then spent some time discussing the responses that the students completed last class period and for homework-Dreams and Euthanasia.
• After that discussion, we moved on to "An Unlikely Pair" (page 8) and discussed the generalizations that have been made int he story.  We ultimately had some great discussion, especially around Curly's Wife.
• We ended the period by starting to discuss "Assuming that..."
• Homework:  Finish reading the book and add to the theme notes, VFA #15-16, complete prejudice response (packet page 15), complete "Assuming that..." (page 9).

Comp/Lit 9: 12/7/2010

Romeo & Juliet Act I

• We started the period with a review of subjects & predicates.  We went over the answers on page 8 of the grammar workbook.  We also reviewed the definitions of prepositional phrases, phrases vs. clauses, and inverted sentences.
• We then spent a little bit of time reviewing the literary elements of Romeo & Juliet (Setting, character development, conflict and main events) for Act I.i.
• The students set up their interactive notebooks to accommodate notes for the entire Act.  Then, we got right into listening to the rest of Act I.  
• 3rd period began Act II.i and started the Friends response.
• Homework: Complete Act I notes and Act I visual.  3rd period only: Complete Act II.i notes and the Friends Quick Write.

Comp/Lit 10: 12/7/2010

Of Mice & Men, Chapters 1 & 2

• We started the period with a reading comprehension quiz covering OMM Chapters 1-2.
• When the students completed the quiz, they worked on two pages of grammar-complex and compound-complex sentences, pages 105-106; and they completed the Dream Response on page 15 in the OMM packet.
• The students then had about 15 minutes to complete their theme poster.  Once all of the posters were complete, each group presented theirs to the class.  It was expected that everyone  added to their theme notes (packet pages 2-4).
• We ended the period by reviewing the notes they took for chapters 1-2.  We briefly discussed examples of each theme from those chapters.
• Homework: Finish reading chapters 3-4 and take notes on the themes.

Comp/Lit 9: 12/3/2010

Vocabulary & Spelling and Romeo & Juliet

• We started the period with the Vocabulary & Spelling #13-14 QUIZ.
• After the quiz, the students completed pages 7-8 in the grammar workbook and page 15 (Shakespearean Insults) in the Romeo & Juliet packet.
• Once all of the students completed page 7 in the grammar workbook, we reviewed that page only.
• We then spent some time reviewing the prologue activity (Completed for homework). 
• I then introduced the Perfect Mate homework assignment.
• At this point, I explained the two major assignments that will be completed for each act (notes in the INB and a visual).
• The visual will be completed at the end of each act.  Divide one 8.5x11 piece of paper into the appropriate number of sections (based on the number of scenes in the act).  Each section must include a quote with citation, an image (showing the meaning of the quote) and an explanation.  Fill one side of the paper only.  Fill the entire piece of paper.
• The notes will be in the Interactive Notebook. You will need to take notes for each page of the play.  At the end of each act, you will complete notes about the setting, character development, conflict and main event.
• We set-up the Interactive Notebook for Act I, scene i (I.i), then we got started.
• We only listened to the first scene of the play.
• Homework: Complete notes for Act I, scene i (or as far as your class read), complete the perfect mate assignment, get the Challenge Day permission slip signed.

Comp/Lit 10: 12/3/2010

Vocabulary & Spelling and a bit of OMM

• We started the period with the Vocabulary & Spelling #13-14 QUIZ.
• The students read silently for about 15 minutes before we moved on to some grammar.
• I introduced clauses, phrases, simple sentences and compound sentences.  We reviewed the rules found on pages 101-102, then the students completed pages 103-104 odd #'s only.  We then reviewed the answers as a class.
• I discussed the calendar for the next 2 weeks and pointed out the fact that the OR Log #3 won't be due until after the winter break.  
• We spent that last part of class creating posters of the themes in Of Mice and Men.
• Homework:  Finish reading OMM Chapters 1-2, complete the theme notes for Chapters 1-2.

Comp/Lit 9: 12/1/2010

Romeo & Juliet Here We Come!

• As the students entered the room, I assigned them to one of the six stations set up around the room, and asked them to grab a pen and leave the rest of their belongings at the front of the room.
• Once the period started, I passed out the Intro to Romeo & Juliet packet.  I explained that they would be at each of the six stations for about 8 minutes.  
• Once the stations activity was over, we reviewed that material from the poster board, then we went on to the reaction opportunity activity.  
• I had students stand if they agreed with the statement and stay seated if they disagreed.  
• I passed out a new calendar covering the next two weeks. 
• I then introduced the sonnet.   I had students take notes about sonnet format in their packet on page 8.  
• We ended the period reviewing the importance of knowing prepositions and prepositional phrases in the grammar workbook, pages 5-6.
• Homework:  Study Vocabulary & Spelling #13-14; complete the prologue activity on page 9; read the article called "What's Love Got to Do With It?" and complete the quiz.

Comp/Lit 10: 12/1/2010

Julius Caesar Unit Exam & Of Mice and Men Introduction

• The students took the majority of the period to complete the Julius Caesar Unit Exam.  
• After the exam, several tasks were to be completed.
• Return the Julius Caesar book to the textbook office.
• Pick-up Of Mice and Men if it was not picked-up on Monday
• Complete the Steinbeck journal on page 1 of the OMM packet
• Read and complete notes for pages 5-7 in the OMM packet
• Work on the homework: Take notes for the assigned theme on pages 2-4; Read OMM Chapters 1 & 2
• Homework:  Finish the packet work that was not completed in class-pages 1-7; read OMM chapters 1-2 by Tuesday Dec. 7; Study Vocabulary & Spelling #13-14; bring your OR Book.

Comp/Lit 9: 11/29/2010

Wrap-up & Catch-up

• Today was a wrap-up and catch-up kind of a day.
• We started with the Vocabulary & Spelling #11-12 QUIZ.  This had been postponed from last week.
• Once the students finished the Vocabulary & Spelling #11-12 QUIZ, they took the final Prepositions QUIZ.  They needed to list at least 50 of the 53 prepositions.
• After both quizzes were finished we covered several other topics and each class period went a bit different from the next.  Here are the general topics/assignments that we covered and necessarily in this order:
• Correct the Vocabulary & Spelling #11-12 and Prepositions QUIZZES.
• Work on the Personal Reflective Essay (That was supposed to have been turned in today).
• Pass back and review the Interactive Notebooks.
• Finish the after "Which Way Home" movie notes in the interactive notebook.
• Return old work and add assignments to the writing portfolio.
• Have a final discussion about Illegal Immigration and reactions to "Which Way Home"
• Homework:  I'm giving students that did not initially complete the Personal Reflective Essay another chance to complete it.  It is due on Wednesday.  Everyone that turned it in today will receive extra credit and has no homework tonight.

Comp/Lit 10: 11/29/2010

Finishing-up Julius Caesar

• Today was a fairly light day.  I distributed the new course calendar which covers the next three weeks (that will take us all of the way to the winter break).
• The period started with the students writing the justification paragraph for the Julius Caesar Character Diary.  The goal was to prove why their character (Cassius, Brutus, Antony) was a patriot or traitor to Rome.  They could use their packet, notes, book and character diary to help them write their justification.
• When they finished the justification paragraph, they turned in the diary with the justification attached to the back.
• They went to pick-up Of Mice and Men from the textbook office.
• The students then worked on a crossword to review Julius Caesar and they reviewed the study guide.
• Once all students had completed the paragraph and picked-up their book, we went through the study guide.  I explained the test set-up and answered any questions that they had about the test.
• We spent the rest of the period playing BINGO as a way to review.
• Homework:  Study for the Julius Caesar Unit Exam; bring the Julius Caesar packet to class; Read Of Mice and Men chapters 1-2 by Tuesday December 7.

Comp/Lit 9: 11/22/2010

Which Way Home Movie

• Periods 5 & 7, finished the "30 Days: Immigration" first then,
• The students quickly got their homework together, then we started the HBO Documentary Which Way Home.
• We watched the video until the end of the period.
• Before the students left, they turned in their Interactive Notebooks.
• Homework:  Study Vocabulary & Spelling #11-12, Study Prepositions, complete VFA #13-14, complete the Personal Reflection Essay (pages 9-10 in the Introduction to The Tortilla Curtain Packet). The Personal Reflection Essay Reminders.
• Write a well-developed (minimum) one-page paper in response to the following questions: 
• What did you learn about this topic? 
• How has your view of the topic changed, if at all? 
• What is the film's thesis? What interviews, statistics, and images do you remember best or find the most significant? 
• What parts of the film's argument do you agree with? 
• What parts do you disagree with? 
• What part of the argument was most effective/least? Why?
• Be sure that you have a clear thesis (discuss the change that has taken place), and solid support for your opinions and change.
• Your paper will be penalized one letter grade if it does not meet the following criteria: Your paper is not one page in length while implementing 12 pt Times New Roman font, double-spaced, and 1” margins.

Comp/Lit 10: 11/22/2010

We finished Julius Caesar

• We started the period by finishing the final scene of Julius Caesar.  We then spent a few minutes discussing each of the diary assignment characters.  Students shared their opinions on whether Antony, Brutus and Cassius are patriots or traitors to Rome.  In the end, as long as the students can justify their position, there really is no wrong answer. 
• We also reviewed the overall requirements for the Character Diary assignment.  See homework below for reminders
• The students then took the Vocabulary & Spelling #11-12 QUIZ (even though it was not Friday).
• After they finished the quiz, they read silently for about 20 minutes.
• We corrected the vocabulary & spelling quiz, then we passed back work and updated portfolios.
• Homework:  Complete Act V.iii Notes (page 26), VFA #13-14, Bring JC Book and Packet. Bring Student ID, Upload Character Diary to Turnitin.com by Sunday 11/28, Finish Final Draft of Character Diary:
  o   Illustrated Cover with Title
  o   Images/sketches on each entry
  o   Quote w/ citation on each entry
  o   More than 5 entries to try for an “A”
  o   All bound together to look like a diary

Comp/Lit 9: 11/18/2010

Freshman Skills Day

• There was no class.

Comp/Lit 10: 11/18/2010

Julius Caesar: Acts IV & V

• We started the period with the Grammar QUIZ on Unit 3 - Phrases.
• We then finished reading JC Act IV
• We started and nearly finished reading JC Act V
• Homework: JC Act V notes & diary entry, study vocabulary & spelling #11-12, bring a new OR Book, get your HW card signed.

Comp/Lit 9: 11/16/2010

Introduction to The Tortilla Curtain

• We started the day with Preposition BINGO.  Today's game was different because the students could not refer to a list.  They needed to know at least 24 prepositions to fill their BINGO card.  We played until we got five winners.
• We then reviewed "Along the Tortilla Curtain" by discussing the questions answered for homework.  All classes ended up having great discussions about the pros & cons of illegal immigration.
• We followed that discussion with a brief discussion of minutemen (the 18th century vs. the 21st century versions).  This was an introduction to the 30 Days: Immigration video.
• We spent the rest of the period watching "30 Days: Immigration".  The students took notes (starting on page 66) about conflict, character, setting, theme, and main ideas.
• Homework: Send me your SS Culminating Project Rough Draft by Friday (via email), Finish 30 Days notes, Read and Take notes on Frank Jorge's letter, get the homework card signed, update and organize your Interactive Notebook to be turned in on Monday and finish the SS Culminating project by Monday Nov. 22.

Comp/Lit 10: 11/16/2010

Julius Caesar Acts III & IV

• We started the period with a review of Grammar Unit 3 - Phrases.  The students completed page 99 all, and page 100 exercise 2.  There will be a quiz next class.
• We then finished reading Julius Caesar Act III.ii-iii.
• We then reviewed all of Act III-Caesar's assassination, funeral, Antony's speech and the murder of Cinna the Poet.
• We then started to read Act IV.  We got through scene ii.  This act takes place a year and a half after Caesar's death.  Antony is now part of the ruling triumvirate and they are preparing to wage war against Cassius and Brutus.
• Homework:  Finish Act IV notes and Diary, and check grades online and submit grade changes by Thursday.

Comp/Lit 9: 11/12/2010

I was absent on Friday, so here are the sub notes

Lesson Plan for Comp/Lit 9, periods 3, 5, 7

Procedures:

(Jan Linn will lead the 3rd period class (you will repeat the process for periods 5 & 7)

1.     Take roll

2.     Pass out the Introduction to The Tortilla Curtain Packet.

3.     Have the students set up their Interative Notebook for the :Along the Tortilla Curtain” Essay.  This will be assignment #15 and it will begin on page 63.  See my Interactive Notebook as a sample.  You can even put it under the document camera for the students to see.

4.     The students will then have the rest of the period to work on the Short Story Culminating project.  This is an individual assignment; therefore, there should be no group work.  I explaiined the assignment last class period.  The students should arrive knowing what they need to work on.  Some students (depending on the project they choose), will need one of two packets from you-The large packet of short stories (Roman Numeral I on the assignment sheet), or the Compare and Contract packet for ”The Last Spin” (Roman Numeral III, option 2).  Some students may also need packets that they’ve turned in but have not yet been graded.  Please see the various stacks of packets on my desk.  Please remind the students that they will need to resubmit the packet to me next week for grading purposes.

5.     All students are expected to read andor re-read the stories connected to the project they select; therefore, I expect that the first part of the period will consist of the students reading silently.

6.     Once the students are working individually, please check the homework and stamp the homework card.  They needed to complete two assignments in the Interactive Notebook-Four questions about ”Rules of the Game” (these should be somewhere on pages 54-60) and Eight questions about ”The Good Daughter” (these should be on page 59 for 3rd period and page 61 for 5th and 7th)

7.     If they students get to a place where they no longer have something to work on for the project, they may begin their homework-reading ”Along the Tortilla Curtain” and taking notes.

8.     Homework:  Remind the students of the following:

·      VFA #11-12

·      Review all 53 Prepositions

·      Work on the Short Story Culminating Project

·      Read & Take Notes on ”Along the Tortilla Curtain”

Comp/Lit 10: 11/12/2010

Julius Caesar: Act III

• Grammar: Unit 3 Phrases - Infinitives and Infinitive Phrases
• Read Julius Caesar Act III
• Homework: Diary and Notes for Act III

Comp/Lit 9: 11/9/2010

Asian American Short Stories

• We started the period by playing Preposition BINGO.  The students put prepositions on the BINGO grid in their grammar workbooks.  We then played until there were five winners.  After the game, the students wrote down as many prepositions as they could without looking at any lists.
• We reviewed "Rules of the Game" by having the students share the important phrases from each page.  During our discussion, we covered the literary elements-conflict, point-of-view, setting and personification.
• I then helped the students set up their interactive notebooks for "The Good Daughter" (essay).
• Then I read "The Good Daughter" to them.
• We ended the period with me introducing them to the Short Story Culminating Project.  The students are given five projects to choose from.  They will complete only one.  They will have the entire class period to work on it on Friday.  They will then email me their rough draft some time between Mon. Nov. 15 and Fri. 19.  The final draft is due on Monday Nov. 22
• Homework:  Review all 53 prepositions; check grades online, Think about SS Culminating project and bring necessary materials, Finish "Rules of the Game" questions, and Finish "The Good Daughter" Questions. 

Comp/Lit 10: 11/9/2010

Julius Caesar, Act II

• We started the period with Grammar.  We reviewed participles (a verb acting as an adjective ending in -ing or -ed).  Then we went on to Gerunds (a verb a noun ending in -ing).  We completed pages 95-96 odd #'s only in the grammar workbook.
• We then spent the rest of the period reading Julius Caesar Act II. I graded the Act I Diaries while the students read and handed them back before the end of the period.
• We finished just before the end of the period
• Homework: Finish & Upload OR Log #2; Complete Diary & Notes for Act II

Comp/Lit 9: 11/5/2010

Vocabulary & Spelling QUIZ and Native American Literature

• We started the period with the Vocabulary & Spelling #9-10 QUIZ.  I read each spelling word, then I read the extra credit definition several times.  After the spelling portion, I passed out the vocabulary quiz.  
• After the quiz, the students worked on a a preposition scramble in their Grammar Workbook.  After the scramble, they wrote down as many prepositions as they could remember without looking at the list.
• We then finished watching the 30 Days on a Reservation video.
• We spent that last part of class discussing the Native American Literature that we covered this week.
• Before we finished, I helped them get their Interactive Notebook set-up for "Rules of the Game" by Amy Tan.
• Homework: Read and take notes on "Rules of the Game"; review all 53 prepositions.

Comp/Lit 10: 11/5/2010

Julius Caesar, Act I

• QUIZ: Vocabulary & Spelling #9-10
• After the quiz, the students read silently for about 20 minutes
• We then corrected the vocabulary & spelling quiz as a class.
• I took a moment to review the requirements for the OUtside Reading Log.  This time the visual will be a diorama and the special grammar requirement is: begin 2 different sentences with a prepositional phrase.
• We then shifted to Julius Caesar.
• We reviewed the Diary Requirements
• Then we finished reading Act I of Julius Caesar.
• Homework: Diary for Act I, Act I.iii Notes

Comp/Lit 9: 11/3/2010

Native American Literature & Dialogue Assignment

• I was absent today, so below is the lesson I left for the substitute.

Procedures:

1.     Take roll

5.     Then have them set up Assignment #12 in their Interactive Notebook.  Assignment #12 should begin on page 51.

6.     Read the poem ”The Powwow at the End of the World” to them (”American Horse” packet page 12).  They will then define powwow using the class dictionaries on the back bookshelf, and they will complete the questions from page 13 in their Interactive Notebooks.

7.     When they complete the work for ”The Powwow at the end of the World”, they need to show it to you, then they will pick up the dialogue packet.

8.     Even though the dialogue packet says that they may work with a partner, I think I would rather have them work individually.  àIf they become chatty, just remind them that whatever they do not finish in class will be homework, so it is in their best interest to stay focused.  I have provided you with the key for the dailogue packet.

9.     If/when they finish the dialogue packet and additional dialogue assignment, they will turn it in to you, and at that point they may work on the Compare and Contrast essay assignment (pages 14-18 in the ”American Horse” Packet)

10.   Homework:  Remind the students of the following:

·      Study Vocabulary & Spelling #9-10

·      Review all 53 Prepositions

·      Complete the Dialogue Assignment (if it was not compelted in class)

·      Complete the Compare & Contrast Essay Assignment (Notes, pages 15-16 in the packet and the typed Introductory Paragraph)

Comp/Lit 10: 11/3/2010

Begin Julius Caesar

• Appositives & Appositive Phrases, pages 91-92 were reviewed at the beginning of the period.
• The students picked up the Julius Caesar book from the textbook office.
• Then the rest of the period was spent reading Julius Caesar Act I
• Homework: Study Vocab & Spell #9-10, bring your OR Book, Finish Act I Notes & Reading Comprehension Questions, Work on Act I Diary

Comp/Lit 9: 11/1/2010

Native American Literature

• The students completed the Prepositions Scramble on page 3 in the Easy Grammar Plus Workbook.  Then, we reviewed the answers.
• We then spent quite a bit of time reviewing "American Horse"
• I introduced the Compare & Contrast Essay assignment and reviewed the final draft requirements-DUE Friday November 5.
• The students them set-up their Interactive Notebook for Assignment #11-"30Days on a Reservation"
• We spent the rest of the period watching about 20-25 minutes of the 30 Days episode.
• Homework: Work on the Compare & Contrast Essay; review all 53 prepositions.

Comp/Lit 10: 11/1/2010

Introduction to Julius Caesar

• We started the period with a an introduction to Grammar Unit 3-Phrases.  The students completed page 89-90 which covered prepositional phrases.
• We then went through several pages in the Julius Caesar Packet to introduce the students to Shakespeare's version of the play.
• I first introduced the Character Diary Assignment.  The assignment is explained on page 31 of the Julius Caesar packet.  We went through each element of the assignment, and I passed around a few student samples.  
• I then discussed the quote citation requirements which are outlined on pages 29-30 in the Julius Caesar packet.
• We reviewed the Changes in Language (page 12) and the Shakespearean Insults (page 13) in order to introduce the students to the language.
• We then reviewed the expectations for the notes pages in the Julius Caesar packet.  Students will be expected to take notes for each scene of the play.
• We ended by going over the Nature of Tragedy and the Tragic Hero on pages 27-28 in the packet.
• Homework: Bring your student ID

Comp/Lit 9: 10/28/2010

"An Indian Father's Plea"

• The students used a piece of binder paper to write down as many prepositions as they could remember.  This is one type of preposition practice that we will do to help the students memorize all 53 prepositions.
• We then set-up the Interactive Notebook for the letter "An Indian Father's Plea"
• The students completed the pre-writing assignment which included a free-write and defining 10 words connected to the story.
• We then read the letter and the students took notes
• We reviewed the details of the letter and discussed some of the post-reading questions
• We finished the period by setting up the Interactive Notebook for "American Horse"  
• Homework: Complete VFA #9-10; Rewrite all 53 prepositions 2 times; Complete the Naviance Survey Online; Finish the notes for "An Indian Father's Plea"; read and complete the notes for "American Horse" 

Comp/Lit 10: 10/28/2010

Julius Caesar Movie

• We started the period with a grammar quiz on Unit 2 - Parts of the Sentence
• When the students finished the quiz, they either worked on the definitions on pages 8-9 in the JC Packet or read through pages 11-12 in the JC Packet
• We then spent the rest of the period watching (finishing) the Julius Caesar Movie.
• Homework: VFA #9-10

Comp/Lit 9: 10/26/2010

"What is Poverty?"

• QUIZ: Commonly Confused Words
• Marigolds Packet, page 12-Rewrite a portion of "Marigolds" from Ms. Lottie's perspective.
• Review & Discuss the plot and theme of "Blues Ain't No Mockin Bird"
• Review & Discuss the plot & theme of "Marigolds"
• Then we transitions to and discussed the similarities between the two pieces which led us to reading "What is Poverty?"
• Homework: Finish the "What is Poverty?" Questions, complete the Naviance Survey online, Rewrite ALL 53 Prepositions 2 times, and complete the "Marigolds" Rewrite.

Comp/Lit 10: 10/26/2010

Julius Caesar

• For the first 15 minutes of class we corrected the Grammar Unit 2 Review and discussed what to expect on the quiz that will be on Thursday. The first half of the quiz will require the students to identify subjects & predicates (sentences may be inverted or imperative)
• We then reviewed the movie questions that should be answered up to this point.
• We spend the rest of the period watching Julius Caesar.
• Homework: Finish & Upload the QUEST Project.  Study grammar Unit 2.  Bring your Grammar Workbooks to class.

Comp/Lit 10: 10/22/10

Julius Caesar & QUIZ Day

• The students started the period by taking the Vocabulary & Spelling #7-8 QUIZ.  During this time, Mr. Leal checked the homework (Writing Assessment Rewrite & JC History & Background Notes)
• After the completion of the Vocabulary & Spelling #7-8 QUIZ, the students took the Julius Caesar History & Background QUIZ (based on the reading done for homework).
• When both quizzes were finished and turned in, the student read silently for about 20 minutes.
• We then corrected both quizzes as a class.
• The rest of the period was spent watching the Julius Caesar movie. We ended at 53 minutes into the movie.
• Homework: Upload your Writing Assessment Rewrite to Turnitin.com TONIGHT (Friday Oct. 22), Finish the JC & Background Terms (packet page 8-9), Finish Grammar Unit 2 Review, page 87 ALL, Work on the QUEST Project (DUE Thursday October 28) 

Comp/Lit 9: 10/20/10

"Blues Ain't No Mockin Bird"

• We started the period with a cumulative review of some of the Commonly Confused Words. We will do another cumulative review on Friday, then the quiz for all of the Commonly Confused Words will be on Tuesday October 26.
• We then got started on our short story for the day-"Blues Ain't No Mockin Bird".
• The students responded to 7 statements in the packet based on how intrusive they thought the action mentioned would be.  Then for all of the yes statements that had to explain why this would be intrusive to them.   They wrote their responses in their Interactive Notebooks.
• We then did some practice with dialect.  "Blues..." is very heavy in the African American dialect of the south; therefore, I wanted to be sure that the students had some exposure to it before getting into the story.  
• Then we finished the set-up of the Interactive Notebook.  In addition to commenting on the usual important phrase, summary and question/comment, the students needed to look for point-of-view and theme.  The themes they were looking for were not only the overall theme of the story, but the sub-themes of the brief tales/incidents that took place in the story (the story of a man on a bridge, the Goldilocks tale and the hawk incident) as well.
• We spent the rest of the period reading the short story "Blues Ain't No Mockin Bird" and taking notes.
• Homework: Finish all notes for "Blues Ain't No Mockin Bird", Finish the Revealing Character Through Dialect Activity (page 4), periods 3 & 7-finish the "Marigolds Intro Activity, page 2, period 5-finish reading the story.

Comp/Lit 10: 10/20/10

Julius Caesar

• We started class with a grammar lesson-Direct & Indirect Objects, pages 83-84 in the grammar workbook.  This is one of the more difficult concepts, so the students completed ALL of the sentences on both pages (instead of just the odds).  A few notes about direct & indirect objects:
• Cross off prepositional phrases (they will just get in the way)
• Find the verb
• After the verb, ask yourself the question what? or whom?  The answer to the question is the direct object. 
• If the sentence has an indirect object, it will come before the direct object in the sentence.  To find the indirect object, ask yourself the question to whom? for whom? to what? or for what?
• I then introduced the portfolio assignment.  The students will keep all major assignments (anything with a rubric attached), tests and quizzes in the portfolio.  I helped them get the table of contents set-up and we added about 10 items to the portfolio today.
• We then introduced the homework assignment-read the Julius Caesar background information and take notes to prepare for the quiz next time.
• The rest of the period was spent watching the beginning of the Julius Caesar movie.  We watched the first 26 minutes.
• Homework:  Read & take notes on the Julius Caesar background and historical information; study vocabulary & spelling #7-8, bring your OR book, work on the JC & background terms (DUE Tuesday) and work on the Quest Project (DUE Thursday).

Comp/Lit 9: 10/18/10

"On the Sidewalk Bleeding"

• We started the period with a review of the final section of the Commonly Confused Words.
• We then spent the rest of the period working through the "On the Sidewalk Bleeding" Packet.
• The students spent a few minutes answering some pre-reading questions about topics & themes that will come up in the story.  We then took some time to discuss student responses as a class.
• We then set up the Interactive Notebook, so the students will be ready to take notes during the reading.  In addition to taking notes on important phrases, summary, & question or comment, the students will be looking for examples of point-of-view, symbol, conflict & theme.
• I then read "On the Sidewalk Bleeding" by Evan Hunter to the class.  At the end of each page, I stopped to allow time for the students to take notes.
• At the end of the story we reviewed all of the literary elements that they found in the story.  
• We ended the period with me reading the poem "The Dash" to the class.  This lead into the main homework assignment.
• Homework: Complete the Interactive Notebook notes, Complete pages 10-13 in the packet including the Dream Essay (How do you want to spend your dash?)

Comp/Lit 10: 10/18/10

Write-O-Rama: Introduction to Julius Caesar Themes

• We started the period with some grammar work.  The students completed pages 81-82 in the grammar workbook-inverted and imperative sentences.
• Then to start the Julius Caesar Unit, we introduced themes via a Write-O-Rama
• The students wrote on three different topics for 10 minutes each.
• After the writing was complete, about 2/3 of the class shared one piece of writing with the class.  All students were required to take notes on at least 5 pieces of writing.
• We ended the period by reviewing the homework, the Quest Assignment (DUE Thursday October 28), and we passed out the new calendar and Julius Caesar Packet.
• Homework: Complete the Write-O-Rama Chart, Reflection & Revision.  Also be sure to bring the three WOR's to class on Wednesday. Work on the Quest Assignment.  Work on defining the Julius Caesar & Background Terms (packet page 8-9)-->DUE Tuesday October 26.

Comp/Lit 9: 10/14/10

"The Lottery" Continued

• The students were given time to complete the notes and the questions on pages 7-8 for "The Lottery" for the first 15 minutes of class. 
• We then spent the rest of the period reviewing conflict, foreshadowing, theme and the general plot of the story.  We also reviewed the questions in the packet.
• Homework:  The only homework you have is VFA #7-8.  You do not need to do any of the other assignments listed on the calendar.

Comp/Lit 10: 10/14/10

Final Day of the Arthurian Legends

• We started the period with the Arthurian Legends Unit Exam.  The test was 35 questions long and the students could use a 5x8 index card with notes if they were hand written on one side of the card.
• During the test, Mr. Leal & myself collected the homework: the Arthur Paragraph, and the Arthur Activity Packet with reading notes.
• When the students finished the test, they stapled their 5x8 notes card to the exam and pick-ed up the Writing Assessment Rubric & Rewrite Template.
• We then reviewed the Writing Assessment Rubric.  We established the fact that it is probably appropriate for a sophomore to have a 2-3 on the 6-point rubric. 
• We then distributed the graded writing assessments to each student. 
• I then introduced the rewrite template.  The students will have one week to complete the rewrite.  In order to complete the rewrite, the students need to understand the prompt they are to respond to; therefore, we reviewed the prompt. By the end of our discussion of the prompt, many of the students realized why they got the score they received.
• We spent the rest of the period watching Monty Python
• Homework:  VFA #7-8, work on the Writing Assessment Rewrite-DUE Friday October 22 (Upload to Turnitin.com by Thursday October 21 @ 11:59pm).  

Comp/Lit 9: 10/12/10

"The Lottery"

• The period started with the students finishing their essay on "Good Hands," "ESPN: Outside the Lines," or "30 Days in a Wheelchair".  They had 15 minutes to complete the essay they started last class period.
• During this time, I collected the singed homework card and the author study redo.
• Next, 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 their Interactive Notebook in order to take notes on the story. In addition to taking general notes about they story, they were to look for conflict, theme and foreshadowing. 
• I read the story to the class. Students took notes during the reading.
• I stopped at the end of each column/page so that the students could take notes.
• By the end of the story, 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 14.
• The four paragraphs for the memo are as follows: 1. Introduction-Explain your position (agree or disagree) with general reasons; 2. Expand-add specific details from the text (at least one quote); Development- Add additional examples; 4. Conclusion-a call to action.  See the sample on page 12 in the packet.
• Homework: Finish reading "Suspending Moral Judgment", Write and send the memo, study the commonly confused words.

Comp/Lit 10: 10/12/10

Heraldry Presentations

• After Mr. Leal & I checked/collected the homework (Signed Homework Card & Heraldry Project Essay), we spent the rest of the period, watching Heraldry Presentation.
• Each student presented his/her project to the class.
• With the five minutes remaining at the end of the period, I introduced the final writing assignment for the Arthur Unit.  The students will create a final draft of one of the paragraphs that were peer edited. The final draft is due on Thursday.
• Homework: Study for the Arthur Unit Exam (create a 5x8 note-card to use during the test), complete the final draft of the Arthur Paragraph and upload it to Turnitin.com by Wednesday night. 

Comp/Lit 9: 10/8/10

QUIZ & Essay Day!

• We started the period with the Vocabulary & Spelling #5-6 QUIZ.  Ms. Linn read each spelling word, then she read the extra credit definition several times.  After the spelling portion, she passed out the vocabulary quiz.  
• After the quiz, the students worked on a CCW practice (good, well-notable, noticeable).
• We then finished watching the 30 Days video.
• We ended the period with the students writing an essay about wither "Good Hands", "ESPN: Outside the Lines", or "30 Days in a Wheelchair"
• Homework: Complete the Author Study Redo, Bring your Challenge Day and Freshman Skills Day Permission Slips, Get your homework card signed, Practice the 4th set of CCW (passed, past-stationary, stationery) 

Comp/Lit 10: 10/8/10

QUIZ Day

• We started the period with the Vocabulary & Spelling #5-6 QUIZ.  I read each spelling word, then I read the extra credit definition several times.  After the spelling portion, I passed out the vocabulary quiz.  
• Once the students complete the vocabulary portion, they turned it in.  
• The students were then given an opportunity to redo the "Sir Gawain and the Green Knight" and "Quest for the Holy Grail" quiz from Monday.
• After both quizzes were complete and turned in, the students had time to read silently in their outside reading book.
• At about 8:45, the students filled out new OR Reading Cards to track their pages read.  
• Mr Leal then discussed the study guide for the Arthur Unit Exam, and reviewed the process of condensing their notes to a 5x8 note card that they may use during the exam (which is on Thursday October 14).
• We then reviewed the Heraldry project requirements.  The Heraldry project is due on Tuesday October 12.
• Homework:  Finish the Heraldry project.  Upload it to Turnitin.com by Monday October 11 @ 11:59pm.  Bring your shield, crest and two copies of your essay to class.  Work on condensing your notes for the exam.  Work on the Quest project. Get the Homework card signed. 

Comp/Lit 9: 10/6/10

• We started with a practice of the second group of Commonly confused words (capital, capitol-fourth, forth)
• I then passed out permission slips for Challenge Day and talked about it briefly.
• I then distributed the new course calendar
• We then set-up the Interactive Notebook for the next assignment (#4): "ESPN: OTL" and "30 Days"  
• I then showed the "ESPN: Outside the Lines" video.  The students took notes on the two main characters-paying attention to their personality traits and character growth.
• We then started the "30 Days" video.  The students took the same type of notes. We didn't quite finish the video.
• Homework: Study Vocabulary & Spelling #5-6, Study the 3rd CCW, Work on the Author Study & Works Cited Redo, Bring the Challenge Day & Freshman Skills Day Permission Slips

Comp/Lit 10: 10/6/10

• Practice Spelling & Vocabulary #5-6 QUIZ
• Grammar: Compound Subjects & Predicates, pages 79-80 odd #'s only
• Review of "The Tale of Sir Lancelot", "Sir Gawain & the Green Knight" and "Quest for the Holy Grail"
• Write-O-Rama-One paragraph on either Sir Gawain or Sir Galahad
• Homework: Write-O-Rama Revision, Study Vocabulary & Spelling #5-6, Bring NEW OR Book, Work on Heraldry & Quest Assignments

Comp/Lit 9: 10/4/10

Write-O-Rama

• We started today by reviewing the first section of Commonly Confused Words (accept, except-can, may).  As we went through each sentence, we reviewed the definitions for each of the words.
• We then spent the rest of the period working on a Write-O-Rama.  Today's WOR was different because the "prompts" were pictures.  The students needed to create the story of the person in the image.  The goal of this WOR was to introduce the students to the idea of characterization.
• We ended the period with an introduction of the homework.  I helped the students get their Interactive Notebooks (INB) set-up for the reading assignment.
• Homework:  Read "Good Hands" and take notes, complete the WOR Revision and Reflection; Check grades online, Study the second section of the CCW (capitol, capital-fourth, forth)

Comp/Lit 10: 10/4/10

• We started today with a quiz about "Sir Gawain and the Green Knight" and "The Quest for the Holy Grail".  After the students completed the quiz, they turned it in, and worked on the grammar assignment.
• Today we started Unit 2: Parts of the Sentence, in the grammar workbook.  The students completed pages 75-78 odd #'s only.  These pages covered simple subjects and predicates, as well as, complete subjects and predicates.
• We then spent the rest of the period reviewing the paragraph format, and the students peer edited another student's WOR Revised paragraph.
• Homework: Read, Review & Take Notes on "Sir Gawain and the Green Knight" and "Quest for the Holy Grail" if it is not already complete; Work on the Heraldry & Quest Assignments; Bring a NEW OR Book by Friday October 8, and Check Grades online.

Comp/Lit 9: 9/30/10

Work Day!

• Today we had several small tasks to take care of.  There were times when there were up to three different activities taking place.
• We started with the Cornerstone Survey.   The students that were given permission to take the survey, took about 30 minutes to do so.  The other students could either work on completing the Commonly Confused Words or work on the Writing Assessment Rewrite.
• During this time, I checked and collected homework.
• After all of the survey's were complete, the students put together their Time Capsules.   This consisted of putting their letter to themselves into an envelope, sealed it and signed the closing.  Then they put all of their time capsule items into a large manila envelope and wrote their name on the outside. 
• After all Time Capsules were complete and collected, we discussed the Ender's Game Paragraph.  I introduced them to the Forbidden Words and I talked about the most common errors I found while reading the paragraphs.  The students need to proofread much more thoroughly.
• The Portfolio was the final activity of the day.  The students will keep a portfolio of work for the entire year.  The portfolio will consist of all major assignments/projects, tests and quizzes.  I passed back the necessary work and we filled out the Table of Contents.  Once all of the appropriate assignments were logged on the Table of Contents and in order, I collected the portfolio.
•  Homework: VFA #5-6; Writing Assessment Rewrite, and upload it to Turnitin.com, study the commonly confused words (accept, except-can, may); Complete the "Cookies" follow-up activity, check grades online.

Comp/Lit 10: 9/30/10

Gram-O-Rama (Grammar & Write-O-Rama) Day!

• We started the day with a Grammar Quiz-Parts of Speech
• During the quiz, we checked the the homework assignment-The Hero Activity, based on "The Tale of Sir Lancelot"
• When the students finished the quiz, they read/reviewed "The Tale of Sir Lancelot" and the Hero Activity.
• Once all of the quizzes were turned in, we discussed Paragraph Format.  I took the students through a power point presentation to review the elements of a paragraph.  We reviewed the elements, then analyzed a weak paragraph, then a better paragraph.  The students used colored pencils to label the parts of the paragraph.  This is something they will do to their own paragraphs later in this unit.
• We ended the period with a Write-O-Rama.  This WOR was set up a bit different.  The students needed to write a paragraph in 20 minutes.  The there were only two prompts today.  We did not read the paragraphs aloud; therefore, there are no notes or reflection with this WOR. However, the students will revise one of the paragraphs.
• Homework: WOR Revision, VFA #5-6, Read "Sir Gawain and the Green Knight" and "The Quest for the Holy Grail" and take notes, Work on the Heraldry Assignment DUE October 12.

Paragraph Format Review-Power Point Presentation
Write-O-Rama

Details Coming Soon!

Comp/Lit 9: 9/28/10

Catch-up Day!

Coming Soon!

Comp/Lit 10: 9/28/10

Coming Soon!

Comp/Lit 9: 9/24/10

Library Orientation &; Quiz Day

• We started today with our typical Friday routine.  
• I read the 20 spelling words from lessons #3-4, then the students took the vocabulary quiz. 
• While the students took the quiz, I checked the homework-SS Literary Elements in the Interactive Notebook.  Most students either did this incorrect or did not do it at all.  
• Since the students needed some time to work on the SS Literary Elements, after they turned in their quiz, they either worked on the literary elements or the commonly confused words assignment.
• As soon as all quizzes were turned in, we discussed the homework and the schedule for next week. 
• All of the students packed up their belongings and we went to the library for the library orientation.
• Librarians Tina Nelson and Linda Smith introduced the class to the various elements and services that the library offers.
• I then introduced the Author Study Assignment.  The students will research author T.C Boyle.  They must complete the two notes pages using at least one internet source and one media source.  After gathering all of the necessary notes, they will complete the report template provided to them.  Any research not completed during class, must be completed for homework.  They also need to create a works cited. 
• Homework: Complete the Author Study Research, notes & works cited; for Thursday complete the Commonly Confused Words, the Time Capsule and Library Scavenger Hunt.  

Comp/Lit 10: 9/24/10

• We started today with our typical Friday routine.  
• I read the 20 spelling words from lessons #3-4, then the students took the vocabulary quiz. 
• Following the quiz, the students read silently for about 20 minutes.  They also filled out the reading log for the number of pages they read.
• We then corrected the spelling & vocabulary quiz as a class.
• Mr. Leal reviewed the last section of Unit 1 in the grammar workbook-Prepositions and Conjunctions, pages 67-72.  We will complete the Unit Review (pages 73-74) on Tuesday, then we will have a unit quiz on Thursday September 30.
• We then went through the three major assignments that the students need to be working on:  Outside Reading Log #1 (Due Thursday September 30); the Heraldry Assignment (DUE October 12) and the Quest (Community Service) Project (Due October 29).
• Outside Reading Log: The students need to read 250 pages.  Then they will write a one-page summary that includes 10 words from the VFA book, and had every sentence begin with a different word.  They will also compile a list of 10 new words (words they didn't know when they were reading).  They need to define all 10 words and they need to include the word in context (a cited quote).  Finally, they need to create a visual.  This OR Log needs to have a book jacket.  The students will then write a half page explanation of the significance of the image on the book jacket.  All typed material needs to be uploaded to Turnitin.com the night before it is due.
• Heraldry Assignment: Each student will create a Coat of Arms (a Crest, a Shield, and a Motto).  They will also write a 9-paragraph essay explaining each part of the Coat of Arms. The Crest is something that can be worn either on the head or around the neck.  The Shield with consist of a minimum of two colors, and five sections.  Each section has a specific focus: an animal, place/time period of association, future goal, driving force, greatest triumph or greatest defeat.  Finally, a motto needs to be included.  The nine-paragraph essay should explain each element of the Coat of Arms.  Each paragraph should begin with a topic sentence and should also include specific details from the student's life as support.  This project will also include a presentation element.  All presentations will take palce on October 12.  
• Quest (Community Service) Project:  Each student will complete 6 hours of community service helping those less fortunate than themselves.   The essay that will accompany the service will include 4 paragraphs: explain the need that exists based on research that is done, explain the organization that addresses this need; explain your actual service is great detail & how you acted like a modern day knight; finally, provide a conclusion about the need that may still exist.  
• We ended the period by discussing the Code of Chivalry and the Knightly Code of Conduct.
• Homework: Work on the Outside Reading Log, Work on the Heraldry Assignment, Work on the Quest (Community Service) Project.

Comp/Lit 9: 9/22/10

I was absent today, so below are the notes I left for the substitute.

Lesson Plan for Comp/Lit 9-Periods 3, 5, 7

1.     Take role

2.     Have them put their homework on their desk and fill-in their homework card.

3.     Please distribute the Reading Assessment test and scantrons to each student.  Make sure that they fill out the scantron with their name and period.  Also be sure that they use pencil.

4.     During the reading test, go around to each student and check his/her homework.  Check the Name essay for all classes and for periods 5 & 7 check the notes in the interactive notebook.  They need to have notes for 5 paragraphs.

5.     When they finish the reading assessment, have them pick up the assignment for the Elements of the Short Story.  They will need to get a They will need to use the orange textbook to complete the Elements of Short Story handout.  They will be looking for definitions in the textbook.  I have provided you with the key, so that you can give them hints on where they can kind the information.  Do not allow them to copy information from the key. They need to write the answers/definitions in the interactive notebook.

6.     As soon as the last person finishes the reading assessment, stop all students working on the definitions.

7.     At this point, have each student read his/her Name Essay aloud.  I want everyone to read.  Go in order around the room.  Have the students take notes on at least 5 other students’ essays with the worksheet provided.

8.     If there is time at the end of the period, they may return to working on the notes

9.     Whatever is not finished in class will be homework. 

10.   Please remind them of their homework:  finish all work that is not completed in class-Elements of Short Story Notes & Name Essay Reflections; study for the Vocabulary & Spelling #3 & 4 quiz; attend the study session for Vocabulary & Spelling #3-4 on Friday @ Tutorial, Work on the Commonly Confused Words assignment

Comp/Lit 10: 9/22/10

Write-O-Rama

• The period started with the explanation of the Heraldry Assignment (in the Arthur Activity Packet).  Each student will create a Coat of Arms (a Crest, a Shield, and a Motto).  They will also write a 9-paragraph essay explaining each part of the Coat of Arms.
• Then Mr. Leal, had a closing discussion about the Russian Revolution Research Presentations.  Overall, the presentation content was great, but the presentations were lacking.  
• The students then completed a Write-O-Rama on three topics connected to the Arthurian Legends: Chivalry, Hero and Rules of Dating.  After all of the writing was complete, 8 students shared their favorite piece.  During the presentations, the students took notes on 5 pieces that they connected with.
• Homework:  Study for the Vocabulary & Spelling #3-4 Quiz, Bring your OR Book, attend the Service Fair on Thursday at Tutorial, Complete the WOR Reflection & Revision   

Comp/Lit 9: 9/20/10

The Short Stories Unit Begins

• Today's class started with a quiz that covered MLA Format, the citation of titles & quotes and the course expectations.
• While the students took the quiz, I checked the homework-WOR reflection and revision, VFA #3-4 and a spiral bound notebook.
• After the quiz, we began our short story journey.  
• I passed out the new course calendar for this week.
• The students listened to the story "Chrysanthemum" while following along on the "Name" Packet.  
• After "Chrysanthemum", I asked the students to react to the story.  What did they think?  What stood out?  What was the overall message?
• We then read a short piece called "My Name" by Ryan Schey.  I asked them the same types of questions for each paragraph of the story.  I asked them, does he like his name?  I also asked them to support their claim with a sentence from the story.
• I then had them set up their interactive notebook.  I walked them through setting up the Table of Contents, then we started on our first entry.  We got the page for the first entry set up, then we read a third story about names.  
• I read "My Name" by Sandra Cisneros.  After I read it one time through, I continued the instruction on the Interactive Notebook.  I had the students number the paragraphs in the story.  For each paragraph they did they exact same thing.  The page in the notebook is divided in two.  On the left side, they write an important phrase from the first paragraph and label it with a number 1.  In the right column, they write a one sentence summary of the paragraph (labeled with an "a") then they write either a question or a connection for the first paragraph (and label it with a "b").
• They did this for all five paragraphs of the story.
• I then introduced the Name Essay Assignment.  The students will write a one-page name essay covering all aspects of their name(s).
• I ended the period by telling the story of my name.
• Homework: Write your Name Essay.  5th & 7th periods: Finish the Interactive notebook for "My Name" by Sandra Cisneros. 

Comp/Lit 10: 9/20/10

Russian Revolution Presentations

• At the beginning of the period the students were given about 5 minutes to meet in their groups for a final prep before the presentations.  It was very clear that in some way most groups were ill-prepared.
• During this time, Mr. Leal checked the VFA #3-4 assignment.
• We then went through all seven presentations.  All groups had created power point presentations.
• After all seven presentations, I introduced the students to the OUtside Reading Log assignment.  The first OR Log is due next Thursday (September 30).  The students need to read 250 pages.  Then they will write a one-page summary that includes 10 words from the VFA book, and had every sentence begin with a different word.  They will also compile a list of 10 new words (words they didn't know when they were reading).  They need to define all 10 words and they need to include the word in context (a cited quote).  Finally, they need to create a visual.  This OR Log needs to have a book jacket.  The students will then write a half page explanation of the significance of the image on the book jacket.  All typed material needs to be uploaded to Turnitin.com the night before it is due.
• We then passed out the new course calendar, the Arthur Activity Packet and the Arthurian Legends Reader.  Mr. Leal introduced the key terms to look for in the reading for homework.  The students will take notes on pages 1-6 of the reading and the key words will help direct their focus.
• Homework:  Read pages 1-6 in the Arthurian Legends Reader and take notes; Grammar-Prepositions & Conjunctions, pages 67-72 odd #'s only.