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.