Friday, December 17

ENGLISH - 2nd trimester – Day 14

Collected homework: worksheet (“Handout 4 I Dreamt a Dream Tonight”) and separate drawing STAPLED TOGETHER

Listened to final scene (scene 5) of Act 1 on CD, then we watched 2 video versions of the same (old and new).

ENGLISH homework:

Enjoy your break.

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PLAYWRITING – Day 16

In yesterday’s same groups, we performed our rewritten scripts, first in pantomime, then with dialogue.

Discussed our performances and scripts. Spoke about the nature of drama and what it would look like in a classic “breakup scene.”

PLAYWRITING homework:

Enjoy your break.

Thursday, December 16

ENGLISH - 2nd trimester – Day 13

Collected homework: 7 characters from Act 1 – love and marriage

Wrote about and discussed the importance of the dreams we dream at night and where we think dreams come from.

Listened to CD of Act 1.4 and followed along in our books pgs. 828- 831.

Completed worksheet titled “Handout 4 I Dreamt a Dream Tonight”

o   This handout (and drawing STAPLED TOGETHER) will be collected for an assignment grade tomorrow.

o   Please note that question “2a” will require a clean sheet of paper (notebook paper is fine) and that IT MUST BE LABELED with the 12 corresponding lines from Mercutio’s speech.

ENGLISH homework:

Finish worksheet titled “Handout 4 I Dreamt a Dream Tonight”

o   This handout (and drawing STAPLED TOGETHER) will be collected for an assignment grade tomorrow.

o   Please note that question “2a” will require a clean sheet of paper (notebook paper is fine) and that IT MUST BE LABELED with the 12 corresponding lines from Mercutio’s speech.

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PLAYWRITING – Day 15

Before collecting our homework (scripts), we discussed the expectations of the assignment as well as the class. We discussed the creative process and its demands.

In same table groups, we read our 5 scripts to each other and chose 1 to rewrite.

Both the homework and the rewritten scripts were COLLECTED.

PLAYWRITING homework:

None.

Wednesday, December 15

ENGLISH - 2nd trimester – Day 12

Wrote about and discussed our feelings and attitudes about love and marriage.

Took notes on Shakespeare’s use of prose vs. verse.

Continued reading and discussing Romeo & Juliet Act 1 Scenes 2-3 (pgs. 821 – 825 in Literature book).

ENGLISH homework:

Look up lines that reveal each character’s experience with, feelings about, or attitudes toward love and marriage. (All from Act 1) 

Romeo Act 1.1. ? = Act 1, Scene 1, lines ____

Benvolio Act 1.1. ?,

Paris Act 1.2.?,

Capulet Act 1.2.?,

Juliet Act 1.3.?,

Lady Capulet Act 1.3.?,

Nurse Act 1.3.?

For each character above:

1. Write out lines (word for word)

2. Include Act, Scene, and Line numbers (ex. Act 1.2.34-39)

3. Write out a conclusion you can make about what the lines mean for the character.

Returned signed permission slip for Classroom of the Future.

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PLAYWRITING – Day 14

Collected homework: signed permission slips for Classroom of the Future.

Reviewed “show-don’t-tell” principle and the chain reactions we wrote yesterday.

In same table groups, we created 5 actions (10 parts) where we SHOWED a theme of our choice without ever mentioning the idea in words. Create the “chain reaction” - where an act performed by one character causes another character to perform yet another action…etc.

Click on this link to see our classwork:

http://dl.dropbox.com/u/14512809/5%20actions%20on%20a%20theme.pdf

Wrote dialogue/scripts for our 5 actions.

PLAYWRITING homework:

Write the script for your action for tomorrow.

Return signed permission slips for Classroom of the Future.

Tuesday, December 14

ENGLISH - 2nd trimester – Day 11

Collect homework: handout (Old English script): “Becoming Familiar with the Language of Shakespeare.”

Returned all graded homework and made classroom folders.

Read a few student examples of Old English script.

Read No Fear Shakespeare version of same scene (Act 1.1).

Listened to CD Romeo & Juliet Act 1.1.1-235 (pages 808 – 817 in Literature book).

ENGLISH homework:

Returned signed permission slip.

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PLAYWRITING – Day 11

Added notes – Aristotle continued (ideas/theme/“the nugget”/something of value a person takes home from an artistic experience.)

“War is bad” is a nugget, but a good play and a bad play can have the same nugget of an idea. It’s not the quality of the idea that matters most, but rather the quality of the ideas as depicted by THE ACTIONS of the play. The Art & Craft of Playwriting (1996)

Discussed the “show-don’t-tell” principle.

In table groups, we created 5 actions (10 parts) where we SHOWED that war is bad without ever mentioning the idea in words. Create the “chain reaction” - where an act performed by one character causes another character to perform yet another action…etc.

Click here to see our work:

http://dl.dropbox.com/u/14512809/war%20is%20bad.pdf

More performances.

Collected homework from Friday (scripts only).

PLAYWRITING homework:

Returned signed permission slip.

Friday, December 10

ENGLISH - 2nd trimester – Day 10

Wrote 2 lines of iambic pentameter that described how we are feeling today.

Took notes on iambic pentameter and the 6 kinds of feet (PITADS).

(add to notes) Pun = a form of wordplay that occurs when two words pronounced and spelled somewhat the same contain different meanings

Encouraged use of Romeo & Juliet website:

http://www.shakespeare-navigators.com/romeo/SceneTextIndex.html

Graded yesterday’s Shakespeare introduction tests.

Continued reading Romeo & Juliet Act 1, Scene 1, lines 32-77 (pages 807 – 810.)

Watched 2 excerpts of Romeo & Juliet of same opening scene.

Explained homework (see handout: “Becoming Familiar with the Language of Shakespeare.”)

ENGLISH homework:

Finish handout: “Becoming Familiar with the Language of Shakespeare.”

Bring your Literature book.

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PLAYWRITING – Day 10

Showed Will Ferrell spoof of A Chorus Line (lyrics by Edward Kleban, music by Marvin Hamlisch) in film Land of the Lost.

Performances.

Will collect work on Monday.

PLAYWRITING homework:

None.

Thursday, December 9

ENGLISH - 2nd trimester – Day 9

Took test on introductory pages of Romeo & Juliet (pgs. 796-803).

After test, we defined as many of the underlined words as we could from the Prologue handout: dignity, Verona, grudge, mutiny, civil, loin, star-crossed, misadventure, piteous, overthrown, doth, strife, continuance, naught, toil

Together, we finished “Prologue Handout 1.” Discussing the Prologue at length.

Took notes on puns and the prologue (Sonnet)

Began reading and discussing Romeo & Juliet Act 1.1.1-77 (Act 1, Scene 1, lines 1 – 77 - pgs. 807 – 810 in Literature book)

ENGLISH homework:

Bring your Literature book tomorrow.

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PLAYWRITING – Day 9

Finish work from yesterday where you bring both your protagonist and antagonist together into the same room or space. Look back at the 2 actions you created for your protagonist. REWRITE the actions putting both characters in the same action. Write what happens (in paragraph form). Finally, define the conflict in one sentence.

Show examples of "8:15" songs with excerpts from Guys and Dolls (music and lyrics by Frank Loesser), A Chorus Line (lyrics by Edward Kleban, music by Marvin Hamlisch.)

Script your scene from above.

PLAYWRITING homework:

Finish your story and script it for tomorrow.

Wednesday, December 8

ENGLISH - 2nd trimester – Day 8

Collected homework: a 10 question test (and answer key) from pgs. 796 – 803 in Literature book

Wrote about (and discussed) what we already know about Romeo and Juliet.

Looked at Shakespeare’s opening Prologue/sonnet to Romeo & Juliet by reading it many different ways.

Began completion of “Prologue Handout 1”

ENGLISH homework:

Study pages 796 – 803 for tomorrow’s (Thursday) test.

Bring your Literature book tomorrow.

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PLAYWRITING – Day 8

Took notes on strong characters, the "I Want Song," (or "the 8:15") the characteristics of a strong antagonist

Antagonists – they oppose of the action; anyone or anything that tries to get in the protagonist’s way or stop him in any way

A good antagonist is:

1.      A strong villain 2.      A loved one 3.      Fate – “a god” 4.      Society 5.      Weather 6.      Chance, luck, circumstance – a random act 7.      Oneself

Read lyrics to Gypsy's Mama Rose’s “Some People” song, Guys and Dolls, “Oldest Established,” and A Chorus Line's, “God, I Hope I Get It.”

In class assignment: We created an antagonist for our protagonist – the antagonist has to be a person – and wrote that person’s biography.

Next, we brought both our protagonist and antagonist together into the same room or space. We looked back at the 2 actions we created for our protagonist. REWRITE the actions putting both characters in the same action. Write what happens (in paragraph form). If time, define the conflict in one sentence.

PLAYWRITING homework:

None.

Tuesday, December 7

ENGLISH - 2nd trimester – Day 7

Journal: Write a few sentences about how you are feeling today and why. Then in Yoda-like fashion, reassemble each of your sentences to sound Shakespearean.

Read yesterday's exit slips (Shakespearean summaries of English class).

Completed and collected “Case Study” work: After reading one of the case studies…

1. Write down 3 reasonable solutions.

2. For each of your 3 solutions, write the advantages and disadvantages.

3. Decide which solution is best and tell why it is the best one.

4. Tell what is likely to happen after your solution is carried out.

Read from Literature book pgs. 796 – 803.

Reminded class about website addresss: http://mrvanbragtonline.blogspot.com/

Create a 10 question test (and answer key) that includes 4 multiple choice, 3 fill-in-blank, and 3 short answer using information from pgs. 796 – 803.

ENGLISH homework:

Finish reading pgs. 796 – 803 and creating a 10 question test (and answer key) that includes 4 multiple choice, 3 fill-in-blank, and 3 short answer

Study pages 796 – 802 for Thursday test.

Bring your Literature book to class every day.

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PLAYWRITING – Day 7

Check homework: 1-2 page biographical sketch

1.      Create a concrete goal for your character. A want. A need. A desire. Just one. Concrete, not abstract. Write it down.

2.      “Character in action; action is character.” Create an action that tells us what kind of person your character is. (Example: A young boy steals a purse from an old lady.) Write the action down. Is the action connected to a concrete goal? What does it show you about your character? Does he get what he wants? Or does he run into an obstacle?

Performances – In the same acting groups as before, and using one of the scripts from the other day, and keeping in mind that an action must have 2 parts and keeping a character in trouble, perform the script. Remember that we write not to be read but to be performed.

PLAYWRITING homework:

None.

Monday, December 6

ENGLISH - 2nd trimester – Day 6

Had our Literature books scanned in main office (if new book was issued this trimester)

Wrote about the advantages of meeting people who are different than you? Discussed the disadvantages too.

Discussed the relative size of our individual and our collective worlds (according to geography and age)

Introduced to Shakespeare’s use of unusual word order and its poetic advantage – re: “I ate the sandwich”

Also likened this word order to the poetry of popular song lyrics and to Yoda from Star Wars – Why didn’t the writers of Star Wars have Yoda speak more simply? How would the character have been different?

Rewrote a sentence from today's journal in Shakespearean/Yoga style

Exit slip: Wrote a 10+ word response, Shakespeare-style, to the following question: What did we do or learn in English class today? COLLECTED.

ENGLISH homework:

None.

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PLAYWRITING - 1^st trimester – Day 6

Check homework: a short script about a character that includes 2 “actions.”

What kinds of people fascinate you in real life?

Watch video excerpt from The Odd Couple (Neil Simon) – showing “character.”

Took notes on Aristotle’s 6 elements of drama and character.

1. Created a character. A protagonist. Perhaps it’s a character based on a real-life person, perhaps it’s one you’ve imagined.
1. In one to two pages, write a brief biographical sketch of this person. You are creating a fictional character, but don’t be afraid to base this character on a person or persons from real life. Maybe the character is you. Maybe it’s someone you hardly know. Choose the character’s birthdate, birthplace, and where the character grew up. Choose the character’s family, social and economic background.
2. Next describe a few key events in that character’s life – deaths, winning the lottery, childhood scars. Now look at your biography. Is it interesting enough? Could the events and actions you’ve imagined be altered to create a more interesting person? Is there any hint of a rebellious spirit?
3. Revise the biography. Play with different possibilities, different actions and events. Has your biography brought your character to a point in his or her life where a potential high-pressure crisis is suggested? The kind of crisis that could start a play?

PLAYWRITING homework:

Finish 1-2 page biographical sketch

Friday, December 3

ENGLISH - 2nd trimester – Day 5

Collected homework: completion of MLK packet.

With a partner, choose 10 of 13 statements below. For each statement, each of you will take a side, agreeing or disagreeing. On the same paper, each of you will write 3 sentences that describe a situation that defends your side. COLLECTED.

ENGLISH homework:

Bring your Elements of Literature book Monday.

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PLAYWRITING - 1^st trimester – Day 5

Looked again at the scene from Cyrano de Bergerac (pages 760 – 770) and listed any “actions” that we found.

Watched short video excerpt of Cyrano. http://www.youtube.com/watch?v=ptWu-PhqPIE

Read Backwards & Forwards about actions: What happens that makes something else happen? What is the “trigger” – what is the “heap” – instant by instant, moment by moment.

Drew a visual representation of our actions on dry erase boards:

http://dl.dropbox.com/u/14512809/action%20shots%2012.3.10.pdf

Read from The Art & Craft of Playwriting pages 11 – 12.

PLAYWRITING homework:

Keeping in mind that an action must have 2 parts and keeping a character in trouble, write a short script about a character that includes 2 “actions”. Remember that we write not to be read but to be performed.

Thursday, December 2

ENGLISH - 2nd trimester – Day 4

Checked homework: 6 definitions

Journal: In tiny print on your copy of MLK’s speech, add at least 12 definitions above the words in the speech – you’ll need to borrow your classmates’ papers to get 12 total.

Began packet of questions “I Have a Dream Study Guide” – (except for page 6)

ENGLISH HOMEWORK:

Finish packet of questions “I Have a Dream Study Guide” – (except for page 6)

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PLAYWRITING - trimester 2 – Day 4

Check homework: Recall an incident from your past, one that had a profound effect on you, changing the course of your life.  Write the story of this incident in “Once upon a time” fashion, like a fairy tale. Write it down in a few sentences or paragraphs. 

With your homework, identify the actions that took place in the story.

a.      What actions caused these actions and in turn caused others?

b.      How did you use actions to tell the story of this incident?

c.      Did you tell the story in linear sequence, or was there a reason to tell some parts of the story out of sequence?

d.     What role, if any, did chance, coincidence, accident, fate, the weather, or dumb luck play in the story?

Read pages 752-753, and 759 from Elements of Literature and take notes.

In groups of 3, read the scene from Cyrano de Bergerac (pages 760 – 770).

PLAYWRITING HOMEWORK:

none.

Wednesday, December 1

ENGLISH - Trimester B - Day 3

With a printed copy of Martin Luther King Jr.’s speech in hand, list all the words and phrases that he repeated in his speech on a separate paper. Looked at totals and an image of repetition from the internet.

Next, we circled 6 words from “I Have a Dream” that we would like further defined.

Then we underlined allusions (and noted what each alluded to – bible, history, etc.) and imagery in the speech.

Received handout of “I Have a Dream as a Work of Literature Literary Terms Printout” and wrote down examples of symbols and allusions from the speech in the margin.

Read, watched, and discussed “Strange Fruit” and its metaphors and examples of personification

Watched and discussed “The Death of Emmett Till.”

Discussed:

1. What happened to Emmett Till?

2. Why?

3. How would it make you feel if you were treated this way?

ENGLISH homework:

Using your 6 circled words from class, complete 6 definitions.

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PLAYWRITING  – Day 3.

Wrote a 10-line play about our mornings. Handed out 6 index cards to students creating 6 groups. Each group then performed a script.

Discussed trust again and its importance in both writing and performing.

Discussed drama and how it thrives only when characters are in crisis, in extremes, in trouble.

We must remember to keep all our writing content appropriate for school.

Homework:
Recall an incident from your past, one that had a profound effect on you, changing the course of your life.  Write the story of this incident in “Once upon a time” fashion, like a fairy tale.  Write it down in a few sentences or paragraphs.

Tuesday, November 30

ENGLISH - Day 2 - Trimester B

Collect signed Contact sheet (from Classroom rules handout).

We each listed 6 things that would have improved the drawings from yesterday, even if they “broke the rules.” Discussed.

Followup on yesterday’s drawing assignment: how is it like writing?

Read “Background – I Have a Dream” (handout) and wrote down 3 words to be defined and wrote a paragraph summary – COLLECTED SUMMARIES.

Discussed allusions and wrote one of our own alluding to “The Most Dangerous Game.”

Watched video of famous speech.

ENGLISH Homework:

Reminder: If you haven’t already, return Contact Information Sheet, signed.

************************************************************************

PLAYWRITING  – Day 2.

Assigned seats.

Checked homework: List of 10 dramatic actions, actions you’ve witnessed or experienced from real life - actions such as a fistfight, or a marriage proposal, or a business maneuver.

Choose 3 of your favorite dramatic actions from your homework and complete the following:

I.                   Develop your favorite 3 by answering the following questions about each:

1.      Who performed the actions?

2.      What did the actions tell you about the person who performed them?

3.      Were the actions part of a larger context, a larger situation?

a.       What did the actions tell you about that situation? About the world?

4.      What ideas about people, life, and the world strike you when you contemplate the meanings of these actions?

II.                Select one of the actions above. Write it down.

a.       What earlier action could have precipitated/caused this action?

b.      What reaction could follow it?

                                                              i.      You’re not writing a play here, but you are identifying actions that have the potential for dramatic action linkage.

PLAYWRITING homework:

None.

Monday, November 29

ENGLISH – Day 1 – Trimester B

Drew a blueprint of classroom – passed drawings around tables and added details.

Introduction to classroom and teacher...including rules and expectations.

Handed out English 9 Trimester B syllabus.

Made a list of 10 things that make some people feel superior to other people – discussed. Drew a quick sketch of a person who feels superior.

Met unknown classmate and drew him/her a 30-second picture.

Described and drew what we heard and saw (on overhead) and compared that to writing and reading – will write about these observations tomorrow.

Exit slip:

1.      How does this drawing assignment represent the writing process?

a.       Writing well; writing poorly – explain.

2.      Who is the writer? Who is the reader?

3.      Why are some of our drawings so bad?

ENGLISH homework:

Return Contact Information Sheet, signed.

******************************************************************

PLAYWRITING  – Day 1

Drew a blueprint of classroom – passed drawings around tables and added details.

Introduction to classroom and teacher...including rules and expectations.

Discussed the correlation between our blueprints and playwriting.

With the people at our tables, we listed the differences between writing for the page (novels), writing for the big screen (film), and writing for the stage (plays) – then discussed.

Discussed trust and the collaborative process.

Read from The Art & Craft of Playwriting (by Jeffery Hatcher) pages 7 – 8.

PLAYWRITING homework:

Make a list of 10 dramatic actions, actions you’ve witnessed or experienced from real life - actions such as a fistfight, or a marriage proposal, or a business maneuver.

Tuesday, November 23

1^st trimester – Day 53

LAST DAY OF TRIMESTER 1:

EXAM DAY 2.

Collected both books (if you do not have English 2^nd trimester).

Quiet exam review.

Took exam.

Enjoy your holiday break.

Monday, November 22

1^st trimester – Day 52

EXAM DAY 1.

Collected both books (if you do not have English 2^nd trimester).

Quiet exam review.

Took exam.

Homework:

Study for your other exams.

Friday, November 19

1^st trimester – Day 51

Took (and graded) vocabulary test: (Lesson 5: jaded, gist, advocate…).

After reviewing the definition of “formal language” (language that uses correct grammar and omits slang expressions and contractions) we wrote 2 notes (one formal and one informal) as the character Roger – thanking Mrs. Luella Bates Washington Jones for her kindnesses (from “Thank You, M’am”) - see definition on page 922 of Writer’s Choice.

Discussed rules that govern when to underline or use “quotation marks” around titles.

Graded “Necklace” packet.

Reviewed definitions of antagonist vs. protagonist, main vs. minor character, round vs. flat character, dynamic vs. static character – then considered all the characters from each of the six short stories from this trimester and which categories each fit into.

Hung 6-word memoirs posters.

Continued to review for exam - Quiet study time.

Homework:

Use study guide and practice exam to review for final exam.

Thursday, November 18

1^st trimester – Day 50

Collected homework: packet of questions about “The Necklace” from Literature book pages 348 – 358.

Re-examined various points of view by writing 5 sentences:

1. using 1^st person 2. Using 2^nd person; 3. Using 3^rd person limited; 4 using 3^rd person objective; 5. Using 3^rd person omniscient; reviewed answers.

Returned graded Savage Inequalities papers.

Completed “Practice Exam” handout – then reviewed answers in class.

Hung 6-word memoirs posters.

Homework:

Use study guide and today’s practice exam to review for final exam.

Study for Friday’s vocabulary test (Lesson 5: jaded, gist, advocate…).

Wednesday, November 17

1^st trimester – Day 49

Finished the backside of this week’s vocabulary handout.

Created 6 fill-in-the-blank sentences using 6 (of the 10) vocabulary words from Lesson 5 – quizzed each other.

Completed worksheet on MOOD and TONE – reviewed answers in class.

By table, we drew a dangling/misplaced modifier poster J Here's the link to all the posters: Dangling and misplaced modifier posters.

Began packet of questions about “The Necklace” from Literature book pages 348 – 358 Due tomorrow.

Homework:

Finish packet of questions about “The Necklace” from Literature book pages 348 – 358.

Study for Friday’s vocabulary test (Lesson 5: jaded, gist, advocate…).

Use study guide to review for exam.

Tuesday, November 16

1^st trimester – Day 48

Reviewed misplaced and dangling modifiers.

Graded then collected homework: “Thank You, Ma’am” packet of questions.

Return graded homework. Sign homework folder form?

Completed “Dangling Modifier” work and compared to “Misplaced Modifier” work.

Listened to a reading of “The Necklace” from Literature book pages 348 – 358.

Worked on the backside of this week’s vocabulary handout.

Homework:

Study for Friday’s vocabulary test (Lesson 5: jaded, gist, advocate…).

Use study guide to review for exam.

Monday, November 15

1^st trimester – Day 47

Checked homework: a chart for the 2 characters in “Thank You, Ma’am” that lists 10 direct and 10 indirect characterizations for each - 40 ITEMS TOTAL.

Author’s purpose – see handout – identified purpose of 5 sample paragraphs.

Picked up Exam Review Guide, this week’s vocabulary sheet, Thank You, M’am packet.

Discussed or wrote about what we thought Roger (from “Thank You, M’am”) wanted to say at the end of the story besides, “Thank you, m’am.” (see question 21 in packet)

Reviewed short story “Thank You, M’am” in Literature book pages 134 – 140.

Watched 2 minute video of “Thank You, M’am.”

Handed out and reviewed this week’s vocabulary words (Lesson 5: jaded, gist, advocate…).

Took notes and discussed the five steps of the writing process – used 5 WHO AM I riddles.

Discussed the final exam using the up Exam Review Guide - 102 multiple choice questions worth 10% of final grade.

Began packet of questions on “Thank You, M’am” based on story in Literature book pages 134 – 140.

Homework:

Finish packet of questions on “Thank You, M’am” based on story in Literature book pages 134 – 140.

Study for Friday’s vocabulary test (Lesson 5: jaded, gist, advocate…).

Use study guide to review for exam.

Friday, November 12

1^st trimester – Day 46

Collected typed Savage Inequalities papers (and handwritten outlines)

Took notes and practiced Dangling and Misplaced Modifiers (in Writer’s Choice book pgs. 670-671)

Practiced fixing sentences with misplaced and dangling modifiers

Reviewed notes from our Literary Terms packet (Direct and Indirect Characterization)

Brief overview of the five boroughs of New York - also looked specifically at the borough of Manhattan and Harlem’s whereabouts (in preparation for short story “Thank You, M’am” which takes place in Harlem)

Here's a link to my old restaurant:

57/57

Read “Thank You, M’am” (Literature book pgs. 134 – 140)

Discussed direct and indirect characterization in reference to the characters in the story – then made a chart for the 2 characters in “Thank You, Ma’am” that lists 10 direct and 10 indirect characterizations for each. 40 ITEMS TOTAL – due Monday

Homework:

Finish chart (see above)

Thursday, November 11

1^st trimester – Day 45

Continued work in computer lab on our outlines and papers for Savage Inequalities unit

Discussed final revision including:

·         No use of

o   There is, there are, there was, or there were

·         Use strong, vivid action verbs instead

o   I think, I feel, I believe, in my opinion

o   1^st or 2^nd person (okay for 3^rd paragraph only)

·         No you, your, you’re

·         No I, me, us, we

o   Contractions

·         Add a title to your paper (centered)

·         Must include the title of the documentary in paper:

o   Savage Inequalities: Children in America’s Schools (1996)

·         Do NOT underline restated thesis in paragraph V.

FCAs – Focus Correction Areas

1. Typed paper avoids 1^st and 2^nd person and is NEAT and THOUGHTFULLY constructed
1. Times New Roman – 12 pt. font; whole paper is double spaced (Do NOT triple space between paragraphs); Name, date, hour (in header); pages numbered in footer (bottom, right-hand side)
2. 7 DIFFFERNT transitions used (You must circle each one with pen or pencil or no credit will be earned) – see Transition handout
3. 1 direct quotation from film (You must BOLD IT ON COMPUTER)
4. Your thesis statement and all 3 topic sentences must be underlined (or no credit will be earned)  
1. Do NOT underline restated thesis in paragraph V.
5. Full title of film/documentary is underlined.
6. No use of there is, there are, there was, there were
7. No contractions (ex. use “do not” instead of “don’t”; use “is not” for “isn’t” etc.)

Showed how to SEARCH for words in Microsoft 2010: Home/Find/there, you, ‘ , me, I,

Homework:

Typed paper stapled to handwritten outline due tomorrow, Friday, November 11

No vocabulary test this week.

Wednesday, November 10

1^st trimester – Day 44

After attendance we continued writing our Savage Inequalities papers on computers

Homework:

No vocabulary test this week.

Continue to work on your paper and its outline (due Friday)

Tuesday, November 9

1^st trimester – Day 43

Completed back of Apostrophes in Contractions handout…by marking the errors in “The Scarlet Ibis” passages (A-D) – reviewed answers

Discussed thesis statements and the simple 3 step method for creating them – then wrote a thesis statement for our essay

Discussed concluding sentences…and how to write them by using our “doubting bullies” – by first reading each of our 3 topic sentences and having our “bully” question its meaning, we developed another way of saying the same thing, thus creating our 3 concluding sentences. We did this for our three main, body paragraphs of our essays.

In a short 3-5 sentence paragraph, we SHOWED what our proposed solutions would LOOK LIKE if they were carried out in Ohio’s Public Schools. Then we added the word “Imagine” to this paragraph and added it to our essays and outlines in section V (part C) of the concluding paragraph. Ending our papers with a powerful image will be appropriate and effective given our visual attention grabbers.

Homework:

No vocabulary test this week.

Continue to work on your essay and its outline (due Friday)

Monday, November 8

1^st trimester – Day 42

DAY 3: Savage Inequalities unit

Checked homework: handwritten draft of outline for parts II, III, and IV

Practiced writing topic sentences

Wrote 3 topic sentences for our papers (paragraphs II, III, IV)

Worked on computers the rest of the hour – typing up our rough drafts (leaving room for thesis statement, concluding sentences, concluding paragraph)

Homework:

No vocabulary test this week

Friday, November 5

1^st trimester – Day 41

DAY 2: Savage Inequalities unit

Wrote 7 (or more) sentences that described a time in our lives when we experienced injustice or discrimination

With words, we “showed” one of the most unjust images/moments from the video in at least 5 complete sentences. Then we revised these paragraphs by eliminating the words “you, your, you’re” and writing it in 3^rd  person and adding the word “imagine” to the beginning of the paragraph.

Example of “snapshot” lead: Imagine going to school hoping to learn to play clarinet only to find out that the school gym is above the band room. As students begin to practice playing their instruments, all that can be heard are basketballs bouncing and feet stomping, not to the rhythm of the music, but rather to the chaos of the sport. Learning to play clarinet is next to impossible in these conditions.

We discussed the power of a “snapshot” lead as an attention grabber.

Discussed a similar problem in Michigan's public schools:
http://www.citizensforequity.org/

Began work on our rough draft outlines (handwritten) for our Savage Inequalities paper (see page 4 of handout).  Items to skip, for now: Thesis Statement, Topic Sentence, Concluding sentences, Concluding paragraph (V)

Handed out “Documentary: Savage Inequalities” Task Sheet

Here are the notes we looked at in class: http://dl.dropbox.com/u/14512809/Outlining%20notes.jpg

Homework:

Rough draft of outline due Monday (see above)

NO vocabulary test this week.

Thursday, November 4

1^st trimester – Day 40

Collected homework: “6-Word Memoir” poster – illustrated

Began Savage Inequalities unit DAY1

Watched entire documentary today Children in America's Schools with Bill Moyers – approx. 65 minutes – answered the following 3 questions during the film:

1.      Find 3 examples of inequality in the film.

2.      How can you relate to these problems of inequality?

3.      What do you think can be done about them?

Homework:

No vocabulary test this week or next.