B-day HW assigned on 12/1 and due on 12/3

Text: To Kill a Mockingbird
Reading: Chapters 1-3
Writing: Complete the following "Gist" excercises for each chapter:

What is happening here? (Plot summary/Listing of key action)
Chapter 4
Chapter 5
Chapter 6

Expect a reading quiz when you return on Friday.

Two Column Characterization Chart for each chapter
What do I know about the character (expressed and/or inferred information)
Ho do I know it? (Text support or the word, "expressed."

If you have not returned the parent letter to me, please get it signed and submit it late to receive some HW points.

We will be visiting the computer lab next week to type our Culminating Project (Personal Challenge Essay). Congratulations to those students who managed their time wisely and submitted a draft for my review and suggestions. These will be returned to you for revisions prior to our lab visit.
Posted by suzan falls at 1:13 PM 0 comments

A-day Homework Assigned on 11/30 and due on 12/2

Text: To Kill a Mockingbird
Reading: Chapters 1-3
Writing: Complete the following "Gist" excercises for each chapter:

What is happening here? (Plot summary/Listing of key action)
Chapter 1
Chapter 2
Chapter 3

Expect a reading quiz when you return on Thursday.

Two Column Characterization Chart for each chapter
What do I know about the character (expressed and/or inferred information)
Ho do I know it? (Text support or the word, "expressed."

If you have not returned the parent letter to me, please get it signed and submit it late to receive some HW points.

We will be visiting the computer lab next week to type our Culminating Project (Personal Challenge Essay). Congratulations to those students who managed their time wisely and submitted a draft for my review and suggestions. These will be returned to you for revisions prior to our lab visit.
Posted by suzan falls at 1:13 PM 0 comments

B-day Homework-Assigned 11/29 and Due Dec. 1

Text: To Kill a Mockingbird
Reading: Chapters 1-3
Writing: Complete the following "Gist" excercises for each chapter:

What is happening here? (Plot summary/Listing of key action)
Chapter 1
Chapter 2
Chapter 3

Expect a reading quiz when you return on Wednesday.

Two Column Characterization Chart for each chapter
What do I know about the character (expressed and/or inferred information)
Ho do I know it? (Text support or the word, "expressed."

If you have not returned the parent letter to me, please get it signed and submit it late to receive some HW points.

We will be visiting the computer lab next week to type our Culminating Project (Personal Challenge Essay). Congratulations to those students who managed their time wisely and submitted a draft for my review and suggestions. These will be returned to you for revisions prior to our lab visit.

A-DAY HOMEWORK ASSIGNED ON 11/15 AND DUE ON 11/17

ALL CLASSES: If you did not submit a draft that includes an introductory paragraph and three body paragraphs on 11/15, please make sure that you review this VERY IMPORTANT HW assignment. For more info., please check the archives of this blog and see the A-day HW blog that that posted on 11/10. If you need to review notes for the three body paragraphs of your essay, you will find these notes in the archives of the B-day blog that posted on 11/16. PLEASE GET YOUR DRAFT TO ME BEFORE THE THANKSGIVING BREAK IF YOU WANT MY INPUT AND SUGGESTIONS BEFORE CONSTRUCTING THE CLOSING PARAGRAPH. This essay will be graded as an assessment.

Additional HW:

1-A: To Kill a Mockingbird signed parent letter is due back on 11/17.
2-A: To Kill a Mockingbird signed parent letter is due back on 11/17.
3-A: You will receive the parent letter in class on Wed., 11/17.

REMINDER: The next after school tutoring session is Wed.,November 17. I hope to see you there if you need additional help with your essay.

B-day HW assigned 11/16 and Due on 11/22

1-B-Read and complete the HW listed below if you did not submit your essay draft today, 11/16.

3-B-Read and complete the HW listed below if you did not submit your essay draft today, 11/16.

4-B Please read class notes and HW assignment below:

Review your introductory paragraph and check to make sure you have included the required elements in your five-paragraph PERSONAL CHALLENGE essay:

Hook: (See strategies for writing hook in the HW section of your notebook.)

Thesis statement: (See notes specific to this in the archives of this blog. Check the HW that posted for B-day on Tuesday, November 9. These same notes should also be in the HW section of your notebook.)

Three subtopics: (See notes specific to this in the archives of this blog. Check the HW that posted for B-day on Tuesday, November 9. These notes and a model should also be in the HW section of your notebook.)

Closing sentence: (See notes in HW section or blog archive noted above if you need to review this.)



Today, everyone was supposed to arrive to class with this introductory paragraph complete. In class today, we noted that this introductory paragraph serves as the "brain" of your essay. The thesis statement tells your reader the main idea of your essay. The three subtopics make-up your writing/organizational plan. Each of the subtopics is the topic sentence seed for the three body paragraphs that will follow the introductory paragraph.

We reviewed and modeled the structure of each of the three body paragraphs and the magic number is three!

REQUIRED STEPS TO CONSTRUCT EACH OF THE THREE BODY PARAGRAPHS FOR YOUR ESSAY:

Subtopic 1 (This is the topic sentence that will begin your paragraph. See intro paragraph to reference. You need to present each of the subtopics in the same order that they are presented in the introductory paragraph.)

Example 1
Follow with details that support or color Example 1. (Think sensory and descriptive language. Think elaboration.)

Example 2
Follow with details that support or color Example 2. (Think sensory and descriptive language. Think elaboration.)

Example 3
Follow with details that support or color Example 3. (Think sensory and descriptive language. Think elaboration.)

Closing Sentence


REPEAT THESE SAME STEPS FOR THE NEXT TWO BODY PARAGRAPHS.

A draft that includes your introductory paragraph and your three body paragraphs will be collected on Monday, November 22. I would like to take these home and review each of your drafts during the Thanksgiving break, so this deadline is important if you want some input and suggestions from me prior to constructing the closing paragraph and typing the final copy.)

Please follow the format directions for drafting your essay noted below:
DRAFT FORMAT INSTRUCTIONS
 Double-space your rough draft.
 If you are writing with a pen or pencil, write on every other line of your paper. (Pencil is acceptable for all drafts!)
 If you are using a computer, please DOUBLE SPACE
 Do not write on the back of your paper.

A-DAY HOMEWORK ASSIGNED ON 11/10 AND DUE ON NOVEMBER 15

We continue to work on the Personal Challenge Culminating Project/Five-paragraph essay. Today worked with peers to review and refine our introductory paragraph. We then discussed elements required in each of the three body paragraphs. Students read a model, five-paragraph essay, focusing on a clear statement of each subtopic idea and three specific examples to support each subtopic idea. We discussed elaboration and the need to use sensory details to help the reader visualize. We noted examples of the writer's use of sensory and descriptive language that helps the reading audience see, smell, taste, feel, and hear what the writer is experiencing. We discussed stylistic devices that must be included as required by the culminating project guidelines.

You have notes, examples, and graphic organizers to help you review every step of the essay process filed in the HOMEWORK section of your notebook. If you are unclear about anything I have written here, please review these notes and models. They are designed to assist you, but they will only help if you USE THEM!

On Monday, you will return to class with a draft that includes your introductory paragraph and your three body paragraphs. Make sure you use the draft format directions that appeared in the last homework blog. THIS IS IMPORTANT! Remember, this project will be graded as an assessment. Do your very best.

A-Day Homework Assigned on 11/8 and due on 11/10

We are continuing to work on your Personal Challenge, Five-Paragraph Essay.

You have the assignment in the HW section of your notebook along with notes specific to each paragraph's structures and requirements.

We are working on the introductory paragraph ONLY. Tonight's homework is the class work we started today. I have included the notes we took in class, as you will need these to be certain that you include all of the required elements in the first paragraph of your essay. This is the foundation paragraph. If you forgot your notes, or you were absent and you are checking this site, please review the notes posted below the following homework assignment.

CLASS WORK THAT BECOMES HOMEWORK
 Write the first draft of your introductory paragraph. (Include all the required elements-See notes below)
 Make your revisions. Tweak it.
 Write a second—much improved—version of your introductory paragraph.

DRAFT FORMAT INSTRUCTIONS
 Double-space your rough draft.
 If you are writing with a pen or pencil, write on every other line of your paper. (Pencil is acceptable for all drafts!)
 If you are using a computer, please DOUBLE SPACE
 Do not write on the back of your paper.
 Bring both copies to class on Thursday.
 Don’t forget to double-space.

ELEMENTS REQUIRED IN THE INTRODUCTORY PARAGRAPH OF A FIVE-PARAGRAPH ESSAY
These must appear in the opening paragraph of your paper in the order in which they appear below.

1. HOOK/ATTENTION GRABBER:
• Review notes and models on handout, “Some Ways to Write Introductions.”
• Choose a strategy that will grab the attention of your reader.

2. THESIS STATEMENT:
• This is the controlling idea or steering wheel for your paper.

• It must be written in one sentence and it must include the topic words, specific to the subject of your essay.

• The following subject words must appear in your thesis statement for this essay: Personal Challenge

3. THREE SUBTOPICS:
• These are the topics (ideas) that will help prove/support your thesis statement.

• They are the topic sentence seeds that will grow each of your subsequent—next-- three paragraphs.

4. CLOSING SENTENCE
This is a transition sentence that leads your reader to the next idea

B-DAY HOMEWORK ASSIGNED ON 11/9 AND DUE ON 11/11

We are continuing to work on your Personal Challenge, Five-Paragraph Essay.

You have the assignment in the HW section of your notebook along with notes specific to each paragraph's structures and requirements.

We are working on the introductory paragraph ONLY. Tonight's homework is the class work we started today. I have included the notes we took in class, as you will need these to be certain that you include all of the required elements in the first paragraph of your essay. This is the foundation paragraph. If you forgot your notes, or you were absent and you are checking this site, please review the notes posted below the following homework assignment.

CLASS WORK THAT BECOMES HOMEWORK
 Write the first draft of your introductory paragraph. (Include all the required elements-See notes below)
 Make your revisions. Tweak it.
 Write a second—much improved—version of your introductory paragraph.

DRAFT FORMAT INSTRUCTIONS
 Double-space your rough draft.
 If you are writing with a pen or pencil, write on every other line of your paper. (Pencil is acceptable for all drafts!)
 If you are using a computer, please DOUBLE SPACE
 Do not write on the back of your paper.
 Bring both copies to class on Thursday.
 Don’t forget to double-space.

ELEMENTS REQUIRED IN THE INTRODUCTORY PARAGRAPH OF A FIVE-PARAGRAPH ESSAY
These must appear in the opening paragraph of your paper in the order in which they appear below.

1. HOOK/ATTENTION GRABBER:
• Review notes and models on handout, “Some Ways to Write Introductions.”
• Choose a strategy that will grab the attention of your reader.

2. THESIS STATEMENT:
• This is the controlling idea or steering wheel for your paper.

• It must be written in one sentence and it must include the topic words, specific to the subject of your essay.

• The following subject words must appear in your thesis statement for this essay: Personal Challenge

3. THREE SUBTOPICS:
• These are the topics (ideas) that will help prove/support your thesis statement.

• They are the topic sentence seeds that will grow each of your subsequent—next-- three paragraphs.

4. CLOSING SENTENCE
This is a transition sentence that leads your reader to the next idea




DRAFT FORMAT INSTRUCTIONS
 Double-space your rough draft.
 If you are writing with a pen or pencil, write on every other line of your paper. (Pencil is acceptable for all drafts!)
 If you are using a computer, please DOUBLE SPACE
 Do not write on the back of your paper.

B-DAY HOMEWORK ASSIGNED ON 10/28 AND DUE ON 11/3

HAVE A SAFE AND ACTIVE 4-DAY WEEKEND, BUT MAKE TIME FOR YOUR HOMEWORK!

Personal Challenge Essay--Today we recorded notes and looked at models specific to the structural elements that must be included in your introductory paragraph.

Everyone should review those notes and come to class on Wednesday with a clear, thesis statement and three subtopic ideas. YOU ARE NOT BEING ASKED TO WRITE THE INTRODUCTORY PARAGRAPH. You are simply being asked to bring your thesis statement and your three, subtopic ideas. Students in Periods 1-b,
3-B, and 4-B will record this information on the graphic organizers you received in class today.

A-DAY HOMEWORK ASSIGNED: 10/27 DUE 11/4

HAVE A SAFE AND ACTIVE 4-DAY WEEKEND, BUT MAKE TIME FOR YOUR HOMEWORK!

1. Personal Challenge Essay--Today we recorded notes and looked at models specific to the structural elements that must be included in your introductory paragraph.

Everyone should review those notes and come to class on Thursday with a clear, thesis statement and three subtopic ideas. YOU ARE NOT BEING ASKED TO WRITE THE INTRODUCTORY PARAGRAPH. You are simply being asked to bring your thesis statement and your three, subtopic ideas. Students in Periods 1-A and 2-A will record this information on the graphic organizers you received in class today. Period 3-A will record this information on notebook paper and will receive their graphic organizers on Wednesday, November 4.


2. Please make sure that you complete the "Marigolds" take-home exam. The six questions you need to respond to are listed below for those students who were unable to copy from the big screen. Take your time and re-read before thoughtfully responding to the following questions:
ESSAY QUESTIONS: Write well-developed paragraph responses to each of the following questions:

A dynamic character changes as a result of a conflict.
1. Explain why Lizbeth is a dynamic character in the short-story, “Marigolds.”

2. Explain why Ms.Lottie is a dynamic character in the short-story, “Marigolds.”

3. In your judgment, what is the most significant moment in “Marigolds? Why is it significant? (Check the notes and hand-outs in the Reference Section of your English notebook for writing seeds that will help grow this idea.)

4. Which character in “Marigolds” experiences the greatest degree of challenge? Support your opinion with specific details from the text.

5. How do big-picture ideas and themes presented in “Marigolds” compare with similar ideas and themes presented in “Two Kinds,” and “Scarlet Ibis?

6. Scan the story, “Marigolds,” and re-read two passages where the description of the setting seems to express the narrator’s feelings. Explain how the story’s setting reflects the protagonist’s inner feelings. Use details and examples from the story to support your explanation.

B-day students/Assigned 10/20 DUE 10/22

Short Story: Marigolds
Reading Chunk #2 pp79-end of selection
Complete the following Gist exercises:
What is happening? (Plot sequencing)
What do I know about the characters? How do I know? (Characterization Chart)

Choose a topic for your Culminating Project/Personal Challenge Essay (See HW section of your NB for details.)

A-DAY STUDENTS-ASSIGNED 10/21 DUE 10/25

Short Story-Marigolds
Reading Chunk 2-Read from pp79 to the end of the selection.
Complete the following DL Gist Exercises:
What is happening? (Plot sequencing)
Character Chart-What do I know about the characters?/How do I know? (Text support) Strive to formulate 8 solid inferences that are well-supported by details from the text.

Choose a topic for your Culminating Project- Personal Challenge Essay (See HW section for assignment details.)

Don't forget your notebooks and your PENS. You should have assignments 1 and 2 completed in the RWNB section. Tonight's homework will be #3.

A-DAY (PERIOD 2-A only) HOMEWORK ASSIGNED ON 10/8 AND AGAIN ON 10/12-DUE ON MONDAY, 10/18

"Marigolds" page 74 READING CHUNK 1/PP 74-79
Complete Getting the Gist Exercises for the first reading chunk:
What is happening? (PlOT SEQUENCING)
Characterizaton (wHAT DO I KNOW ABOUT THE CHARACTERS?/HOW DO I KNOW?)

REMINDERS ABOUT TESTS AND ASSESSMENTS:

If you did not finish the Scarlet Ibis Essay Exam, you will have the opportunity to do so on Monday, 10/18

The Scarlet Ibis "Words to Know" Vocabulary Quiz will be given on Monday, 10/18. Please prepare.

INDEPENDENT READING PROJECTS
If you did not turn in your reading project, you are late and will be penalized one letter grade for each class date that you do not submit. Please read the following opportunities that are now available to you:

Students who submit on Monday,10/18, can only receive a maximum score of 89%
Students who submit on Wed., 10/20, can only receive a maximum score of 79%.
Students who submit on Fri., 10/22 can only receive a maximum score of 69%.

PROJECTS WILL NOT BE ACCEPTED AFTER FRIDAY, 10/22.

A-Day Homework/Pds. 1-A and 3- A Assigned on 10/14/2010 Due on Tuesday, 10/19

“Marigolds” (If you attended class, you have this handout in the HW section of your notebook.)
Reading Chunk I (pp 74-79)
CW DUE TODAY(HW if your do not finish in class.)
Reread pp 74-79 and prepare written responses for the following questions:

1. Write a detailed description of the story’s setting. Include details specific to the time and place of action.
2. What is a shantytown?
3. The protagonist uses figurative and sensory language that includes similes, metaphors, vivid verbs and descriptive adjectives to paint a picture of the landscape that colored her childhood... Record three negative images that she associates with this landscape and one positive image.
4. The event that set in motion an extreme economic downturn called the Great Depression occurred in _____ (year) when __________________ (exacerbating event) (p. 74)
5. List five effects of the Great Depression. (see page 74)
6. Which character is telling the story? (character name)
7. What point of view is Eugenia Collier employing? (See notes in Reference Section of notebook)
8. The author uses flashback to recount a series of events that stand out in the protagonist’s childhood. Record two sentences that support the author’s use of flashback. Reference your page numbers for each. (Text Support)
9. Consider the story title. Record three sentences in the first reading chunk that foreshadow (provide hints or clues) of an upcoming significant moment involving the marigolds.
10. Identify expressed and inferred challenges impacting the protagonist’s family.
11. Identify expressed and inferred challenges impacting Ms. Lottie.
12. Identify expressed and inferred challenges impacting John Burke.
13. Read the description of Ms. Lottie’s house. Use the details included in the story, and draw a picture of this character’s home on a separate piece of paper.
14. Provide text support for the following inferences:
Include specific quotations from the text and related page numbers.
• Lizabeth is bored
• Lizabeth is restless
• Lizabeth is feeling the conflicted emotions of adolescence
• Lizabeth senses that she is trapped by poverty
• Lizabeth doubts that the ideals embedded in the American dream are available to her
• African Americans suffer the devastating effects of institutionalized racism
• Ms. Lottie has great inner strength
• Lizabeth’s family is struggling to survive
• The children are raising themselves

15. Record definitions for the Words to Know List on page 74.
16. Complete the Vocabulary in Action exercise on page 86. Please write the paragraph, inserting and highlighting the appropriate vocabulary word.

REMINDERS ABOUT UPCOMING TESTS AND PROJECTS:
INDEPENDENT READING PROJECTS:PERIOD 1-A: Your independent reading projects are due on Tuesday, the 19th of Oct.

PERIODS 2-A and 3-A: If you have not submitted, your project is late. Those students who submit on Tuesday (2 class periods late) will be assessed at the 79% mark.

Students who submit on Thursday (3 class periods late) will begin at the 69% mark.

Independent Reading Projects WILL NOT be accepted after Thursday, October 21.

SCARLET IBIS VOCABULARY QUIZAll A-day Classes: Many of you did not pass the Scarlet Ibis Vocabulary Quiz. For those classes who completed the quiz and were not successful, you will have a second opportunity on Tuesday. This applies to ONLY those students who study and prepare. Those who do not study will maintain the grade they earned the first time around

Some A-day classes have not yet taken the Scarlet Ibis Vocabulary Quiz due to the Guidance Orientation. Your quiz will be given on Tuesday, the day you return. Please be prepared for this quiz. Study!

HOMEWORK FOR B-DAY STUDENTS ASSIGNED 10/7 DUE 10/11

Begin the short story, “Marigolds” on page 74.
Read Chunk I (Page 73-79 to break in first column)

Begin Gist/Critical Reading Notes:
What’s Happening Here?
Characterization Chart
What do I know about the characters?
How do I know?

WORK ON BOOK PROJECT: DUE OCT.11-MONDAY FOR ALL B-DAY STUDENTS!

A-DAY HOMEWORK ASSIGNED 10/6/2010 SEE DUE DATES LISTED BELOW

Continue to work on Independent Readiing Project. (Guidelines are in the HW section of your notebook.)
Have you chosen a format in which to present your information? Use your creativity to present details in your book in an unusual, unique way.
DUE ON OCTOBER 12 FOR PERIODS 2-A AND 3-A PERIOD 1-A IS DUE OCTOBER 19

Study character and plot unit vocabulary definitions. (See vocab section of notebook) Quiz on Friday, October 8

Study “Words to Know” vocabulary in “Scarlet Ibis.” (These are listed on p. 592.) Many of you did your hw and these words are defined in the Vocabulary Section of your notebook. If not, definitions are included in the shaded boxes on each page in the story. Quiz on Friday Oct. 8
Test on Scarlet Ibis/Themes/Conflicts/Inferences on Friday, October 8

HOMEWORK: B-day Assigned: October 5 (See project due dates and test dates)

Continue to work on Independent Readiing Project. (Guidelines are in the HW section of your notebook.)

Have you chosen a format in which to present your information? Use your creativity to present details in your book in an unusual, unique way.

Study character and plot unit vocabulary definitions. (See vocab section of notebook) Quiz on Monday, Oct. 11

Study “Words to Know” vocabulary in “Scarlet Ibis.” (Listed on page 592/Defined throughout story.) Quiz on Mon. Oct. 11

Test on Scarlet Ibis/Themes/Conflicts/Inferences on Thursday, Oct. 7. Make sure you have read ALL of the story. You may use your characterization charts and plot sequencing notes during the test. You may not use the book.

HOMEWORK FOR A-DAY STUDENTS ASSIGNED: 10/4 DUE: 10/6

1. Finish reading “The Scarlet Ibis.” Complete Gist notes:
• What’s happening here?
• What do I know about the characters? How do I know?

2. Create a graphic organizer comparing Doodle to the scarlet ibis.

3. Write a well-developed paragraph explaining which of the brothers experiences the greater personal challenge. Include details and examples from the text to support your opinions.

STUDY FOR UPCOMING ASSESSMENTS: KNOW YOUR VOCABULARY!

STUDY LIT NOTES: Prepare for character terms and plot term quiz on Friday, October 8
(Lit notes should be defined and filed in the vocabulary section of your notebook.) If you turned these in, they will be returned to you on Wednesday.)

Record definitions for “Scarlet Ibis” Words to Know. Quiz on Friday, Oct. 8.

UPCOMING PROJECT DUE DATES.

Independent reading projects are due for periods 2-A and 3-A on October 12.
Period 1-A will submit the project on October 19.

You should be finished reading your NOVEL, and considering/developing a creative format in which to display the required information. (Review guidelines in HW section of your notebook.)

A-day Homework Assigned 9/30 Due 10/4

Reading Chunk One notes must be completed. ("Scarlet Ibis" pp 594-598)
What's happening here? Graphic Organizer/Plot sequencing
Characterization Chart-Include a minimum of 6 inferences w/text support. (You may use the graphic organizer provided or make your own two-column chart.) Continue through Chunk 2-pp 594-603.

Don't forget to add to your plot sequencing list and your characterization notes.

Book Project is due October 12 for Periods 2-A and 3-A. (Period 1-A Project is due on October 19.)
Read your book. Review the required information. Use your creativity to display this information in a format of your choosing. Have fun with this. It will be graded as a project assessment.

B-DAY HOMEWORK
Assigned: 10/1 Due: 10/5

Book Project: Read! Plan! Create!
Design! DUE OCTOBER 11.

FINISH “Scarlet Ibis.” As you read continue adding notes to the following DL Organizers:
What’s happening here?
Characterization Chart

Create a graphic organizer in which you compare the Scarlet Ibis and Doodle.

(Write About) Write a well-developed paragraph explaining which character experiences the greatest personal challenge. Use details and examples from the text to support your inferences.

HOMEWORK FOR B-DAY STUDENTS
ASSIGNED: 9/29
DUE: 10/1

1-B--Complete Getting the Gist Exercise "What's happening here?" on the graphic organizer you were given today. The text is "The Scarlet Ibis." The reading chunk assigned is pages 594-598. (Stop at break in second column on page 598, right before the big red letter)

Definitions for literary terms. Follow directions on the sheet you were given today. We will use these througout the year. Most are in the Glossary of Literary Terms in the back of the book. (Character definitions are included in the definition for character. They will not be listed static, dynamic, etc.) Please write down and highlight even the words you cannot find. We will provide definitions for these in class.

2-b and 3-b

Complete Getting the Gist Exercise "What's happening here?" on the graphic organizer you were given today. The text is "The Scarlet Ibis." The assigned reading chunk is pages 594-598. (Stop at break in second column on page 598, right before the big red letter.)

Review the Book Report Guidelines you were given in class today. Begin thinking about how you will format the information. Be creative. Think outside of the box.
Due date for B-day students is October 11.

HOMEWORK FOR A-DAY STUDENTS/DUE THURSDAY, SEPT 30

REMINDER

LAST CALL FOR SIGNIFICANT MOMENT EXPLANATIONS. THE LAST DAY THESE WILL BE ACCEPTED IS THURSDAY. THEY WILL BE GRADED AS A TEST THIS WEEKEND.

TONIGHT'S HOMEWORK:

Complete all literary term definitions. If you did not finish these in class, you must finish them at home. File these in the Vocabulary section of your notebook.

Begin previewing and reading the first chunk of the short story, "The Scarlet Ibis."

Pre-reading: Read "Building Background" on page 592 for setting details that will help you better understand the context of this story.

Define the "Words to Know" listed on page 598. The definitions are in the shaded boxes at the end of each page in the story.
narrative.

Read "Connect to your Life" on page 592 in order to gain some insight into central conflicts and themes developed in this story.

READING/WRITING ASSIGNMENTS-SCARLET IBIS
(Chunk one begins on page 594 and continues through page 598. Stop reading at the break in the second column on page 598. The last words are, "The swamp was sweet.")

Complete Gist Exercises for this Reading Chunk:

Level 1-What is happening? (Use sequence chart to summarize the most important pieces of actions.)

Level II-What do I know about the characters? How do I know?
Use two column note chart to record your character inferences. Be sure to support each of your inferences with details from the text.

MONDAY, SEPTEMBER 27-B day students

HOMEWORK: LAST CALL! SIGNIFICANT MOMENT explanatory paragraphs MUST be turned in no later than Wednesday 9/29. These will be graded as a test. Please read all directions and review the model for organizational tips. Significant Moment step-by-step directions should be filed in the reference section of your notebook.

3-b AND 4-B students are reminded to complete literary term definitions for homework. These should be finished and filed in the Vocab section of your notebook when you return to class on Wednesday.

Continue to read the book you selected for independent reading in the library last week. If you were unable to find a book, visit the public library and choose a work of FICTION that appeals to you. Book report guidelines will be handed out on Wednesday.

CW/HW August 31 (A-day) and September 1 (B-day)

IN-CLASS NOTES


IDENTIFYING/EXPLAINING SIGNIFICANT MOMENT(S) in the text--Level III DL Video

Format: two-column note chart

What is the most significant moment?/Why is it significant?

Writing seeds that can be used to begin/develop your SIGNIFICANT MOMENT explanation f

It helps to drive the plot by…
It deepens our understanding of a character…
It emphasizes a major idea or theme in this selection…
It signals a turning point or coming-of age moment….
It underscores a central conflict in the selection…
It deepens the reader’s understanding of the setting,



PRACTICE DL STRUCTURES “Smart Cookie” page 705/Trios and Quads (Open notebook/Ask teacher for help GROUP quiz)


Class work
Complete DL Exercises (Level 1, 2, and 3 of DL Video Game):

What is Happening Here? (PLOT/ACTION)

What do I know about the characters? How do I know? (CHARACTERIZATION)
(Use two-column note chart to record details.) Write three expressed observations and three implied/inferred observations on your chart

SIGNIFICANT MOMENT two-column chart
Identify the most significant moment, event, or piece of dialogue presented in this selection.

Explain why it is significant

Use a two column note chart to record your significant moment and your explanation. Use a significant moment writing seed to begin your explanation.
(See today's significant moment notes for writing seeds)

HW Collected TODAY: Gist Exercises for "Papa...
HW Assigned tonight--Significant Moment Paragraph (B-dayPds. 1 and 2--"Smart Cookie"
Significant Moment Paragraph (B-day Pd. 3)--"Mango Says Goodbye Sometimes"
ANNOUNCED TODAY: Notebook check on Thursday

CW/HW on 8/27 and 8/29

OBJECTIVE
• Students will record notes and begin to practice Disciplinary Learning Structures in order to prepare for habits of thinking and learning that will comprise the nucleus of the English 9 curriculum.


CLASS WORK
Copy these notes in the Reference Section of your notebook.

• Disciplinary literacy (DL) is an approach to teaching and learning that integrates academically rigorous content with discipline-appropriate habits of thinking.
• In DL, students become literate in a specific discipline by learning the big ideas and habits of thinking of that discipline simultaneously.

Level 1 OF DL Video Game (Continue with these notes)
Getting the Gist/Part 1—WHAT IS HAPPENING HERE?
• Read the assigned chunk of text and think about what is happening in the section. Think action! Think PLOT!
• List your plot summary in bullet/number form in your RWNB
• Share observations w/trio or partner
• Whole class charts plot observations


Practice DL Structure: Do not copy. We completed these activities in class
Practice “Getting the Gist” Part I

Turn to the“House on Mango Street/page 703
Read the first column of this excerpt aloud with your teacher.
• Ask yourself the question, “What is happening here?”
• Think, re-read, and then list what HAPPENS in this reading chunk.
• Share/discuss observations w/partner.
• Share observations aloud w/whole group.
• Teacher or student charts responses.

(Continue copying these notes on the page you started in the REFERENCE section of your notebook
DL VIDEO—LEVEL II
GETTING THE GIST Part 2
What do we know about the characters?
1. What does the text TELL us? (expressed)
2. What can we INFER about the character? (Implied)
To develop an inference, think about….
What the character says
What the character does
What the character does not say
What the character does not do
What other people say about the character

RETURN TO PAGE 703 AND READ THE SECOND COLUMN
Make a two column chart beneath the notes you just recorded
Head the columns as follows:
What do I know about the people and setting presented here?
How do I know it? (Use information from the text to support your inferences in this column. If the book states the information, simply write “expressed.”

Procedure:
Students complete chart
Share with partner
Teacher charts whole group responses.



HOMEWORK
ASSIGNED ON 8/27 TO B-day students and 8/30 to A-day students

A-day/Due on 8/31
B-day/Due on 9/1


• Read the excerpt, “Papa Who Wakes Up Tired in the Dark” on page 706
• Complete the Getting the Gist Exercises we practiced today:
• Part 1: What is happening here? (Plot)
• Part 2: Who are the characters and what do we know about them? How do we know it?

CW and HW on 8/25, 8/26

<>HOMEWORK for A-Day and B-Day Students >
August 25 and August 26
 Review Words to Know list on page 88 in your text.
 Record definitions for each word. These are shaded in blue at the bottom of each page in the story
 Complete Vocabulary Assessment Practice on page 101.

(Period 3-B will complete this HW on Monday, 8/30)


CW for A-Day and B-Day students August 25 and
August 26

All students who have attended class have been assigned an at-home textbook. A class set will be available for daily use.

OBJECTIVES:

 Students will set up their English notebooks in order to develop an organizational system for in-class assignments, study materials, and reference notes.
 Students will complete a multiple intelligence survey in order to identify specific skill sets and learning styles.
 Students will record notes and begin to practice Disciplinary Learning Structures in order to prepare for habits of thinking and learning that will comprise the nucleus of the English 9 curriculum.


If you do not set up your notebook in class today, you will need to set it up this weekend. You will need four tab dividers. Mark them as follows:

1. RWNB
2. Vocabulary
3. Reference
4. HW

The following notes were recorded and discussed in class on 8/25 and 8/26. They should be copied and filed in the RWNB section of your English notebook:

NOTEBOOK REQUIREMENTS
ORGANIZATION IS ESSENTIAL TO SUCCESS

 ALL ASSIGNMENTS SHOULD INCLUDE A NAME, DATE, AND PERIOD
 ALL ASSIGNMENTS WILL BE FILED IN THE APPROPRIATE SECTION IN CHRONOLOGICAL (TIME/DATE) ORDER.
 The MOST RECENT ENTRY WILL ALWAYS BE ON TOP IN EACH OF THE SECTIONS.
 We will use and continue to build upon these assignments throughout the school year.
 Unannounced notebook quizzes will be given on a periodic basis.
 Your notebook must come to class with you each day you attend.
 You will receive only one copy of each handout. Be careful not to lose it


The following notes were recorded and discussed in class on 8/25 and 8/26. They should be copied and filed in the REFERENCE section of your English notebook:
WHAT IS DISCIPLINARY LITERACY?
 Disciplinary literacy (DL) is an approach to teaching and learning that integrates academically rigorous content with discipline-appropriate habits of thinking.
 In DL, students become literate in a specific discipline by learning the big ideas and habits of thinking of that discipline simultaneously


The following documents should be filed in the Reference Section of your notebook with the most recent on top:

Classroom Expectations (8/24)
Grading Criteria (8/24)
Parkdale Pride Matrix (8/24)
Multiple Intelligence Survey (8/26) --PD 1-B will complete the survey on 8/30.
DL Notes: definition and Getting the Gist Part 1 (8/26 and 8/27—Pd 1B will take these notes on 8/30.)

HOMEWORK THAT WAS COLLECTED ON 8/26 AND 8/27: Letter of Introduction

parent orientation 8/19

Opening Day