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.

Comp/Lit 9: 9/16/10

Write-O-Rama Day!

• We started today by reviewing the guidelines and expectations of the Write-O-Ramas.
• The students then got to writing.  Today they wrote on three topics for ten minutes each: 
• #1: Should adults always protect children? From whom/what and in what situations? 
• #2: What are the most effective ways for teachers to bring out excellence in students? (Consider the Personality Colors)
• #3: What roles do neighborhood, community, family, and friends have in shaping who we are?
• After all of the writing was complete, students chose the pieces they wanted to share, and about half of the students in each class shared one of the WOR topics.  During the share out time, all students were expected to take notes on at least five other pieces.
• We ended the period with a few personal museum presentations.
• Homework: Write-O-Rama Reflection & Revision; VFA #3-4; bring a 70-page spiral notebook

Comp/Lit 10: 9/16/10

Library Computer Lab

• We started today with a quick review of adjectives and adverbs (grammar workbooks pages 61-66).
• We then took the students through the various websites that will be useful tools for this class: Mr. Leal's Website, Mrs. Minyard's Website, and Mrs. Minyard's Blog.
• The students then signed up for Turnitin.com.
• They had the rest of the period to work on the Russian Revolution Research Project.
• Homework: Finish the Russian Revolution Report and Visual.  Upload the report to Turnitin.com by Sunday September 19 @ 11:59pm. If you create a Power Point for your visual, email it to Mrs. Minyard by Sunday night.  Complete VFA #3-4. Get the Cornerstone Permission Slip signed. 

Comp/Lit 9: 9/14/10

Library Computer Lab

• Today we spent the entire period int he Library Computer Lab.  Several technology elements were introduced today.
• I showed the students the LGHS.net website, how to find a teacher's website from the main school site, my Blog, Aeries (the digital backpack function), and Turnitin.com
• I reviewed the pros and cons of the WOR's that I passed back today.  We will have out next WOR next class period.  I do expect students to make improvements based on the comments I made today. I also offered some extra credit for the first WOR.  Based on MLA format information presented today, students can redo the page format of their revision to earn 5 points of extra credit.
• I passed out the MLA Format Guidelines packet.  This packet contains vital information for page set-up.  I walked the students through the highlights of the first few pages (Forbidden Errors, Title Punctuation, MLA Format Page Set-up Visual).  The students are expected to read through the entire packet and be ready for a quiz on Monday September 20.
• Then I took the class through the MLA format Power Point Presentation to introduce the correct page set-up.  The students took notes during the power point on the last three pages of the packet.
• We then set up a Word Document in proper MLA format.  The step-by-step instructions for page set-up are in the MLA Guidelines packet.
• I then helped all of the students establish a Turnitin.com account.  The Class ID and passwords for each period are as follows:
• 3rd period: ID-3370457; Password-linnminyard
• 5th period: ID-3370461; Password-minyard
• 7th period: ID-3360463; Password-minyard
• The remaining part of the period was spent typing the Ender's Game Color Paragraph.  The students needed to have the paragraph uploaded to Turnitin.com by the end of the period.
• Homework: Bring the Ender's Game Paragraph Packet to class on Thursday; Bring the Cornerstone Survey Permission Slip; Redo the MLA format on the WOR Revision for Extra Credit; Buy a 70-page spiral notebook for class; Work on your Time Capsule (Due at the end of the grading period)

Comp/Lit 10: 9/14/10

Library Computer Lab

• We started off the period with a review of the grammar concepts from homework.  We reviewed pages 55-60 (nouns, pronouns, and verbs)
• We then reviewed MLA Format and page set-up.  We walked through the step-by-step instructions to set up a Word Document in MLA format.  Each student printed out his/her MLA format as proof of having learned this topic.
• I then shared some student samples of power point presentations for the Russian Revolution Research Project.
• The remaining part of the period was spent working on the research project.
• We ended the period with a review of the homework and I passed out the new homework calendar for the week.
• Homework: Grammar-Parts of Speech, pages 61-66 ood #'s only, work on the research assignment

Comp/Lit 9: 9/10/10

• We started our Friday routine today!  Every Friday will consist of a Vocabulary & Spelling Quiz.  The remaining part of the period will be spent on the current unit
• I read the 20 spelling words from lessons #1-2, then the students took the vocabulary quiz. 
• Following the quiz, the students worked on the outline for the Ender's Game Paragraph.
• As soon as all students completed the quiz, about 4 students presented his/her Personal Museum.  
• We ended the period with the school-wide writing assessment.  The students had 45 minutes to plan and write an essay on the prompt given.
• Homework: Complete the Ender's Game Paragraph Outline.  Meet in the Library Computer Lab on Tuesday

Comp/Lit 10: 9/10/10

• We started our Friday routine today!  Every Friday will consist of a Vocabulary & Spelling Quiz followed by SSR (Sustained Silent Reading) for about 20 minutes.  The remaining part of the period will be spent on the current unit
• I read the 20 spelling words from lessons #1-2, 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.
• We ended the period with the school-wide writing assessment.  The students had 45 minutes to plan and write an essay on the prompt given.
• Homework: Continue to research the Russian Revolution; Complete the grammar workbook through page 60 (odd numbers only) 

Comp/Lit: 9/8/10

• We started the period by checking homework.  I stamped VFA #1-2, Ender's Game Packet page 2 and made sure the personal museum was ready to go.
• We then reviewed the vocabulary lessons.
• I briefly discussed the Writing Assessment that will take place next time (45 minute timed writing assessment for the entire school).
• Finally, we spent the majority of the period presenting/watching personal museums.
• Homework:  Study Vocabulary & Spelling Lessons #1-2, Prepare for the personal Museum, come to the vocabulary & spelling study session during tutorial on Friday.

Comp/Lit 10: 9/8/10

Library Research Day for the Russian Revolution Project

• We started the period in the library today.
• The library gave her intro to the library and reminded all of the students about the electronic data bases and the print resources.
• I read through the Russian Revolution Assignment again to remind the students of the elements of this project.  The main requirements of the project:  connect the Russian Revolution to Animal Farm.
• We also reminded the students about reliable sources (no Wikipedia or Google Searches, use Electronic Databases or print sources), and also to keep notes on sources for works cited.
• We put students into groups and let them pick their topics.
• The majority of the period was left for research.
• With 15 minutes remaining in the period all of the students returned to the tables.  We passed out grammar books, introduced the noun section of the grammar workbooks, then began to review the answers to the vocabulary.
• Homework: Study Vocabulary & Spelling #1-2 to prepare for the quiz; Bring OR book; complete Nouns in the grammar workbook, pages 47-50 odd #'s only; continue to work on research

Comp/Lit 9: 9/3/10

• We started by making sure the students had their homework in order.  We checked and collected the WOR-3 original drafts, reflection and typed revision; color test and $$ for workbooks.
• They students then worked in small group to share information about the character they were assigned to describe on the first day.  Each student had approximately 3 minutes to share the adjectives, quotes and commentary they gathered on their assigned character.
• We then shifted gears to Colors.  I shared the True Colors Power Point to introduce what each color means.  Once the students had a good understanding of each color, we transitioned back to Ender's Game.
• I described the paragraph assignment that the students will work on during the next two weeks.  Today the objective was to decide on a character, determine his/her color, find a quote to support the color and find a real world connection (another person with the same color and describe why).
• The students were given some time in class to get started on this.
• I passed out and explained the Vocabulary for Achievement (VFA) workbook. 
• We ended the period by reviewing the homework: Finish and rehearse the Personal Museum; Complete the EG Paragraph Pre-Writing Assignment (page 2), complete VFA #1-2

Comp/Lit 10: 9/3/10

• We started class by collecting/checking the homework:  WOR Revision, Chart, Reflection & Originals; Animal Farm Notes, and $$ for Workbooks.
• I then gave a presentation on MLA format to get the students ready for the research project next week.
• Mr. Leal then did a review of note taking strategies, by showing some student samples and discussing the benefits of using notes to prepare for tests.  Students will be allowed to use one-side of a 5x8 index card during all tests.
• We reviewed interesting points from pages 1-5 in the Animal Farm packet.  Then I introduced the idea of propaganda in Animal Farm and the Russian Revolution.  From there we introduced the Russian Revolution Research Project.  I pointed out student samples in the room.
• We then passed out the Vocabulary for Achievement (VFA) books and explained how to complete the activities for each lesson.
• We ended the period by introducing the Propaganda Log (page 10 in the AF packet).  The students will need to find 5 examples of propaganda in the novel.
• Homework:  VFA Lessons #1-2; Propaganda Log; Find an OR Book by Friday 9/10. 

Comp/Lit 9: 9/1/10

• We passed out Homework Cards and explained the purpose of them.  We also collected homework.
• We then introduced the Write-O-Rama Assignment.  Students write on various topics for 10 minutes.  The goal is to keep pen to paper for the entire time.  Today the students wrote about three different topics. See the WOR Power Point for the topics.  
• After the writing session was over, I explained the share out portion of the WOR, but we did not do it today because we were short on time due to picking up textbooks.
• Finally, we reviewed the homework for the night: WOR reflections & revision, Color Test, $$ for workbooks.

Comp/Lit 10: 9/1/10

• We passed out Homework Cards and explained the purpose of them.  We also collected homework.
• We then introduced the Write-O-Rama Assignment.  Students write on various topics for 10 minutes.  The goal is to keep pen to paper for the entire time.  Today the students wrote about three different topics. See the WOR Power Point for the topics.  
• After the writing session was over, half of the class shared their favorite writing piece with the entire class.  Each student was expected to take notes on the pieces they connected with.
• After the WOR was over, we introduced the Cornell Notes style of taking notes to prepare them for their homework assignment.  See the attached power point for the Cornell Notes set-up.
• Finally, we reviewed the homework for the night: WOR reflections & revision, Animal Farm Packet notes on packet pages 1-5, $$ for workbooks, wishlist items, look for an OR Book