Archived+Unit+NOV+and+DEC+2014

**__Dec 21__**
= HW: __Complete the "Exploring Mood through reading 'The Elevator' " packet if you did NOT do so in class. I am collecting the COMPLETE packet tomorrow for a grade.__ =
 * = Finish ANY unanswered questions you may have skipped and REVISE to be sure you have followed ALL directions. The file below will help with part of the plot map portion. =
 * = Complete the falling action and resolution slots with your OWN ideas. You may NOT end the story saying "It was all a dream". =

=You can reprint the homework packet from the file in the Dec. 10 entry. You can get the story text by googling it--I cannot repost the story due to copyright issues.=

= Tonight's HW is only to fill in the falling action and resolution as bullet points on the plot map. We will write the actual final paragraphs of the story during class tomorrow. =

= CLASS NOTES: I have summarized what we did today in the final few slides of the slide show below that covers a week worth of lessons. I have revised a few since I posted these on Sunday if you want to print anything out to have complete class notes or were out today. =



**__Dec 19:__** NO HW--I will post class notes from last two days by end of day tomorrow for anyone who was out.
CLASS NOTES FOR DEC 18, 19 and 21! See slides ...

**__Dec 18__**
= ELA HW: REVISE LAST night's work if you did not = = = =REREAD yesterday's directions CAREFULLY and revise as necessary to get full credit when I collect the finished packet as a quiz grade.= = We still have a page on conflict and a plot map to do in class--that is NOT part of today's revisions. =
 * = use exact quotations WITH quotation marks around ANY words Sleator wrote for parts A, B and C. =
 * = Ellipses marks (...) to indicate when you left out words at the beginning, middle, or end of a sentence you quoted =
 * = Write about the EXPOSITION only for part D--not just any mysterious element. =
 * = USE complete sentences AND description in your own words for PART D. You do NOT need quotations for Part D. =

= Staff mtg --no class notes today. =

= **__Dec 17__** = = ELA HW: Complete the final TWO pages of the "Exploring Mood through reading 'The Elevator' packet. =
 * = SKIP page 3 on internal and external conflict--we will do that in class =
 * = COMPLETE A. B. and C. -- finding exact quotations that show how Sleator chose words that make the reader SEE, HEAR, and FEEL what Martin experiences. Follow the written directions in the packet VERY carefully. =
 * = __Highlight the passages you copy into the packet as we discussed in class__. =
 * = Highlight or underline what the reader __SEES in blue__; =
 * = what the reader __HEARS in green__; and =
 * = put a __BOX around WHERE the reader FEELS (sense of touch).__ =
 * = We will use yellow and pink to mark things tomorrow, so if you do not have the colors I ask for, just try to use a colored pencil or some kind of marker other than yellow and pink. =
 * = ALSO complete PART D--You do NOT need quotations for part D. You are just putting it into your own words. DO write your answers to part D in complete sentences. =

__ 1. Quizlet .com Study tool __
== Some students have used the Quizlet.com free website to make flashcards that can be stored on the phone or on a computer. Students can play different games with the cards which helps you learn more deeply than just making the card and putting it in a notebook. The app on the phone does not have the games but does allow "flipping" the card over from term to definition, and use of a limited stock of pictures. You can get more if you pay--but it is not necessary. ==

Students who HATE making flashcards or who do not review the cards and work with them actively after making them would benefit from using the site. It is free, but there are ads.
== I am looking into getting a site without ads. Once you all get a school email address, I may ask that everyone use it. In the meantime it is just an option that may help you use time more wisely and review more often in short bursts. ==

3. A few people STILL have to make up yesterday's test.
=Key Concept slides=



**__Dec 16, Tues__**
**ELA HW:** NONE -- ...................... Class NOTES: All students took test for full period today. Be sure to have highlighters of colored pencils for tomorrow's lesson.
 * All classes took a test on plot and conflict terms. __**IF YOU WERE OUT and missed the test**__, please plan to stay after WED (if you are healthy) for a review or to make up the test. We do not have much time until the holiday break and there is no afterschool time on Thursday due to staff meeting. You do NOT want to wait until after vacation to get this out of the way.
 * __**Students who attended the Cheerleading competition**__ should remember to show me the make-up work you did if you have not already checked in with me.

**__Dec 15, Monday__**

=
**Winter Carnival is in January, but if you are interested in contributing an item to the basket (a mug, a box K-cup style coffee or tea, traditional coffee or tea, even a box of cookies or other treat that goes well with a warm mug of something) we would appreciate your help. We realize it is a very hectic time of year for many, but for some it may be easier to think about now when many of us are in shopping mode than later when snow may keep us inside more. We will also collect small cash donations if you'd like to be part of the basket building but would rather the room parents do the shopping.** =====

**ELA HW:** **Study for the plot and conflict definition quiz** tomorrow that I have warned you would be coming for weeks! I gave a short pre-test of part of the test in all classes today so you would now what to study if yo uhave NOT been reviewing a little each night as I had suggested. The correct definitions to learn are on the salmon colored handouts I gave everyone to keep in the Literature Notes section of you binder. (Copies in files below). No time to insert class review today. Trying to get some grading done and entered.
 * In addition to knowing __ALL KEY words in the UNDERLINED portions__ of the definitions on those sheets, you must be able to
 * __paraphrase the definitions__ into your OWN words, and
 * have __examples from stories we have read so far this year__ that show you understand how to apply the terms.





= No NEW homework but = = I. DO bring 4 colored pencils or highlighters to ALL future classes. = = II. RECHECK your revised REVISED paragraphs on "Thirteen and a Half" and on William Sleator to BE SURE you have MASTERED the following = = **__See the Powerpoint slides from yesterday's entry__** for the example I shared of how to include the required elements in a sample answer to a question from a story we read earlier this year. The final slide labels show how to write the TOPIC SENTENCE and the QUOTATION correctly. You should have __**set up, paraphrased, and explained**__ your quotations and how they answer the questions, but __**only the TOPIC SENTENCE and QUOTATION portions need to be perfect.**__ The rest we are still working on. =
 * = Topic sentence TS with key words from prompt. TS for story must ALSO have title, author and type of writing. Title MUST be in quotation marks and capitalized correctly =
 * = Paragraphs MUST have at least TWO quotations to support answer. Quotes are EXACT and in quotation marks =
 * = Page number in parenthesis follows sentences with quotes. =

**__Dec 11, Thursday__**
= ELA HW: = = I. DO PAGE 2 of the //Exploring Mood by Reading// "The Elevator" packet. Follow the directions for Parts A and B on the page. Actively read and mark up the story with the appropriate symbols AND circle at least TWO words we should add to a list of new words, words we somewhat familiar with but could not give a clear definition for, or words that would be great additions to future writing. = = = = II. __REVISE the paragraphs you wrote for homework on Monday and Tuesday to be SURE you have the REQUIRED basic elements of a paragraph.__ I was not pleased at the number of students who are STILL not applying basic rules for writing about literature to homework responses. You will KEEP writing and rewriting homework paragraphs until I start to see that you are applying the concepts you have been taught. Students who have mastered the steps will do fewer future paragraphs than students who do not RECHECK the steps and revise and edit work. = = = =__** For the paragraph you wrote about the short story "Thirteen and a Half" by Rachel Vail: **__=
 * = Topic sentence MUST name the title of the story, correctly punctuated and capitalized; the author; the TYPE of writing (short story) and KEY words from the question. This information IS the topic of your response--so it must be part of the first or second sentence. =
 * = Include 2-3 details from the story to illustrate WHAT you liked or disliked. Include direct quotations from passages you liked or disliked. =
 * = Quotations MUST use the exact words (correctly spelled--copied from the text) and be in quotation marks. You must give the page number in parenthesis at the end of the sentence with the quote. =
 * = Paraphrase any quoted material to show you understand what you quote =
 * = Explain WHY the quote and any specific details you refer to make the story appeal to you or make you dislike the writing. =
 * = If you have fewer than 5 sentences, you are probably missing some of the information above. Be CLEAR, COMPLETE, and CORRECT. =

=**__ For the Paragraph you wrote about how William Sleator's childhood might have influenced his decision to write mystery and suspense stories: __**= .- = CLASS NOTES: = = I. We reviewed the SAME points that are in the homework directions and that I have taught multiple times about the need for clear and complete topic sentences and evidence that INCLUDES quotations for correct and complete written responses to questions about literature. = = = = I wrote the required elements on the board and told students to check their work against the expectations for grade 7. Students in some classes had some time to revise during class. All classes need to finish for homework. =
 * = Topic sentence MUST include KEY words about the topic from the prompt --such as //William Sleator, author, childhood, suspense or mystery//. This information IS the topic of your response--so it must be part of the first or second sentence. =
 * = Include 2-3 details from the reading to support your point =
 * = Quotations MUST use the exact words (correctly spelled--copied from the text) and be in quotation marks. You must give the page number in parenthesis at the end of the sentence with the quote. =
 * = Paraphrase any quoted material to show you understand what you quote =
 * = Explain WHY or HOW the details you use and quotes you use connect to the point of the question (how he might have used a childhood experience in a mystery or suspense story--or why he would choose mystery or suspense instead of another kind of writing.) =
 * = If you have fewer than 5 sentences, you are probably missing some of the information above. Be CLEAR, COMPLETE, and CORRECT. =

=** II. Students performed "Toy Story" skits and answered questions about the terms they had to apply in developing the skits including: plot, conflict, internal conflict, external conflict; types of external conflict; climax, inciting conflict,; exposition. Students receive a group grade for contributing to the development and the performance of the skit. Students are graded individually according to whether they could answer questions relating the literary terms to the finished skit stories. ALL students had to prepare their OWN written work identifying the internal and external conflicts and the oral question determines whether they just copied from a group member or understood the information they wrote. Students were warned that this WOULD be the assessment method so they needed to understand and agree with whatever they wrote prior to the performance. **=

= = =Key Concept= =Below is REPOST of slides from OCTOBER that explain the importance of topic sentences and the elements of a sample paragraph responding to a question about literature.=

= =

= =

**__Dec 10, WED__**
= ELA HW: READ the "prereading" segment of "The Elevator" packet you got today (pages 236, 237 and top of 238.) I cannot post it due to copywright issue. = = Answer the FIRST question only in the separate packet titled "Exploring Mood by Reading "The Elevator". I expect you to follow the rules for ANY acceptable paragraph: Write a topic sentence that clearly states what and who you are writing about and include specific evidence from your reading --preferably with a short quotation--to answer the question. You are supposed to explain what was odd in Sleator's childhood and then write how you might use that experience in a suspense story if it had been in YOUR childhood and you became a writer. You do not need a lot of detail about HOW you would create the story--just summarize an idea for an element of a story in a sentence or two. If you want to discuss TWO odd things from his childhood, that is even better! = = = = = = = = I am extending the deadline for anyone who wanted to do a letter to Trinity Rep for extra credit as outlined in my homework post from last Friday. =

= =

ELA HW:
= 1. __REREAD the story "Thirteen and a Half"__ = == I did and found I missed something very important in my first two readings. I said in class that the narrator was named Rachel, but it appears that the narrator is never named. If she is, TELL ME! Chalk this up to working with a fever...sorry. ==

== 2.__UNDERLINE at least 3 examples BESIDES the one I modeled for you in class of dialogue that shows a contrast in character traits between the narrator and Ashley.__ Use a different color for each character. A SINGLE example includes at least one line from Ashley AND one line from the narrator. for a total of at least 6 underlined lines. You will find plenty of examples on pages 1-3 but you can use examples from ANY page in the story. ==

= 3. In the margin, w__rite a word or phrase to describe the traits shown by what you underlined.__ =
 * = For example, in class we underlined the Ashley said, "Do you ever imagine you're flying?" and noted in the margin that it showed she is imaginative, active, a little odd, child-like, open to others, social... =
 * = We then underlined that the narrator said, "I mostly hang around" and "I sometimes imagine I am in a bakery." We wrote in the margin that this shows she is different than Ashley--she is not as imaginative--doesn't express any deep thoughts; she is more reserved and gives short answers; she seems less active--more interested in food than flying and just "hangs out". She is less social, hangs back and avoids conflict, but doesn't contribute much. =

= 4. Mark "INT C" next to ONE INTERNAL CONFLICT in the story. You only need to mark ONE even though the story contains a few. I would love it if some students looked for one near the middle or end of the story so I do not have 100 examples from page 1. = = Mark "EXT C" next to one EXTERNAL CONFLICT in the story. = = You only need to mark ONE even though the story contains a few. I would love it if some students looked for one near the middle or end of the story so I do not have 100 examples from page 1. =

5. REVISE last night's paragraph if you were one of the students who
 * **did not write a topic sentence that included mention of the title of the story and author as well as the TYPE of writing (short story). This was SPECIFICALLY noted in the directions.**
 * **did not give SPECIFICS (preferably short quotations) to support their opinions**
 * **had specifics but did not explain WHY the specific line made the story better or worse, add explanations.**

= 5. Extra credit options are listed in HW from Last Friday--only 2 out of 109 students have opted to do the extra credit and the chance expires tomorrow. =

**__Dec 8, MON__**
= Quick homework entry only today = = = = ELA HW: Read the story "Thirteen and a Half" that I passed out today. A link to the text is below if you forgot yours. Then COMPLETE Items 1 AND 2 on the homework sheet I have also posted below. The HW handout is SLIGHTLY revised (clarified a few points) from what the Orange class received, so if you were in my first period, read the revised HOMEWORK sheet directions to be sure you have everything done correctly. = = Link to story: = = [] = = = = = = HW worksheet: = = = = =

ELA: No new HW
= Extra Credit Options: Questions and Comments for the actors and director of the Trinity Rep company about the performance you saw of A Christmas Carol. = = = = Our contact at the Trinity Rep Theater emailed me to ask for student feedback on the play to help them shape NEXT year's production. = = = = CHOOSE ONLY ONE of the following 2 extra credit options. = = = =__ **For 5 extra points:** Due by TUES. Dec 9 __= = Email ME at least 3 questions and 2 comments about the performance of //A Christmas Carol// we saw on Tuesday. The questions and comments should be specific. Below are a few examples of the type of questions and comments I would give credit for. You CANNOT use my examples: = = = = __**For 10 extra credit points: Write a 2-4 paragraph formal letter to the Trinity Repertory Theater**__ Company with a few questions and at least one complete paragraph of comments reacting to the show. Due by WED DEC 10. = = =
 * = Sample QUESTION 1: //Why did you have Scrooge running around a modern street in the short video? Was the video just to be funny, or did it connect to any theme in the play?// =
 * = Sample Question 2: //How many hours a day do the actors practice and for how many weeks?// =
 * = Sample COMMENT 1: //I thought that the way Scrooge talked and joked directly with the audience members at the end was a great idea. It was fun to feel like part of the show.// =
 * = Sample COMMENT 2: //I was completely surprised when Marley appeared out of Scrooge's bed. I think I might actually have jumped and screamed a little.// =
 * = The letter must note at least 2 specific details that you suggest the Director should keep for next year and =
 * = one detail you think the director should consider leaving out or making clearer. =
 * = The letter should be useful for the company to know how best to appeal to next year's Middle School groups. Give some real thought to your advice. =
 * = Use the same format for the inside address headings, spacing, and typing formatting as you used for Exchange City. Turn the letter in to ME to check for an extra credit grade and I will then pass it on to the theater with your permission. =
 * = EDIT the letter for correct spelling, capitalization and grammar. =
 * = This MUST be done by WEDNESDAY Dec 10. =

**__Dec 4 THURS__**
= NO ELA homework. = = I strongly recommend that students __practice doing an Exchange City Interview for ALL 3 businesses at least once or twice tonight.__ = = You WILL be nervous tomorrow and practicing will help calm you. You do not want to be figuring out what to say on the spot. Even when you THINK you have it all right in your head, you will see that you are likely to trip over some words when you have to say them out loud the first time. Get your POOR interview over at home and tomorrow will be a lot more fun! = = = =REREAD the packet on interviewing I gave you if you did not read it last night.= = = = No notes today--setting up for interviews. =

= ELA HW: = = COMPLETE the 12 boxes on yesterday's worksheet to record SPECIFIC details about yesterday's play. We discussed in class that MANY folks were NOT giving specifics. Do not write "The ghost was energetic" --Instead write "Ghost of Present did flips on a harness and screamed "Yahoo". = = You are recording SPECIFIC CHOICES the director made to SHOW things about characters through the acting, props, costumes, special effects.... = = A blank copy of the worksheet and COMPLETE directions are in yesterday's entry. = = = = REVISE any errors in Exchange City Cover Letters and Resumes! Interviews are Friday! You must show you were thinking about the SPECIFIC needs of the business you are applying for and you must give SPECIFIC evidence to PROVE you are more qualified than other students. = = = = READ the ENTIRE packet of notes about what to expect and how to prepare for an interview. Highlight any item you have questions about. We will practice interview techniques in class tomorrow. =

File with Job interview questions and tips handout


= Class Notes: = = We discussed the SPECIFIC notes that SHOULD have been taken last night about the play so that you will have clear evidence to use later in the term when we compare how the Trinity Rep told the Christmas Carol story to how a film director showed the same events and to details in a written version. Students were to add to their charts as peers reported out to the whole class. = = In some classes, students had a few minutes to work in groups to share some observations to add to the charts. = = = = In some classes we had time to discuss some common problems students encounter during interviews. We also acted out a mock interview in a class or two and will do so in ALL classes tomorrow. Students are encouraged to talk to relatives about THEIR best and worst interview moments and how to mentally and physically prepare. =

=KEY CONCEPTS= =Drama is a DIFFERENT form of story-telling, with distinct advantages and some challenges that differ from written story- telling.= = = =In Drama, the actors and directors make CHOICES about how best to make their characters come alive and how to make the story logical and clear WITHOUT the description and background information that a narrator in written fiction can provide.= = = = =
 * =Live theater has limitations as well as different "ways to WOW" an audience than video or film.=
 * =__**FORMAT**__ (live theater); __AUDIENCE__ (young/old) and the __PURPOSE__ (to entertain, to provoke thought, to celebrate, to motivate) of a dramatic production GUIDES the choices the story-teller makes --even if the EVENTS are exactly the same.=
 * =Very small details, (the color and texture of clothing, use of light and dark, a pair of fingerless gloves) ALL can convey complex ideas and suggest mood and tone for the audience.=

**__Sorry for late posting--very busy day and full house after school!__**
= ELA HW: Worksheet to help remember details about the performance we saw today: Complete at least NINE of the 12 boxes on the worksheet I handed out yesterday to most classes-- and today to Orange and Red classes. = = Copy of worksheet: =
 * = You __MUST fill in the three boxes on the left--writing some notes on SPECIFIC details you remember about the Ghosts of the Past (the woman in white), Present (the man in the flying harness), and Future (the giant black robed figure with gnarled hands).__ Write specifics about HOW each ghost looked and sounded. WHat colors did the costume makers use for each ghost? What kind of makeup? How did they move? What kind of voice did they use? What "powers" did they seem to have? What made each seem magical or mysterious? =
 * = **__THEN--Choose any 6 OTHER boxes to write down specific details__** you remember about the ACTING, Costumes and props, sets, and special effects. The boxes to the right of the 3 GHOST boxes can (and should) have details about OTHER characters--not just the ghosts. Be as SPECIFIC as possible. This sheet is to help you remember details to compare the live version to a film version we will see in a few weeks. It will be hard to remember if you do not take these notes carefully. =

= Class Notes: We had a very successful trip to see the play //A Christmas Carol// performed by the Trinity Rep Theater Company in Providence, RI. Students were enthusiastic and respectful and represented the school well. Students met with period 1, 6 and 7 teachers for regular classes and YES--there is homework. = = __Students who were sick today and missed the performance--WE MISSED YOU too.__ = = It may be a little difficult for students who were out today to read the play and understand everything in a week or two. The Trinity Rep offers night-time and weekend performances if your family is interested in seeing what we saw. There are MANY versions performed throughout the region. It might also help if you watch one of the many film versions of the story. We hope to use a version that stars Patrick Stewart from the 1990s in class--so avoid that one. The one starring Jim Carey released a couple of years ago is fairly true to the original story and has some fun special effects. It is probably available through "On Demand" cable services or video rental. It is not ESSENTIAL to have viewed the story as a performance, but it will help students visualize the events and have more complete comprehension of some of the more complex passages. =

**__Dec 1, MON__**
**FIELD TRIP!!!** **If you are one of the 4 kids who have not turned in a field trip permission slip AND/OR the $10, we must have it by 8:00AM Tues or the student cannot accompany us and will work in the library all day.**


 * **Students MUST __dress neatly__ and __cannot__ bring ANY phone or other electronics on the trip. "Dressing up" is NOT required, but theater IS an appropriate place to wear those fancy duds if you have them. We are only outside for the time it takes to walk from the bus a half a block or less to the theater entrance.**
 * **There is no eating at the theater, so students should have any snack during period 1 BEFORE we leave if a snack is necessary. Email me if there is a medical reason for a student to have a chance to eat on the bus.** We will be back at 12:30 for regular lunch in the cafeteria and for periods 6 and 7.
 * STUDENTS MUST be a respectful audience and observe ALL school rules on the bus ride. SEVERE penalties will result from any irresponsible behavior. This trip is a privilege we hope to continue to offer for years to come. With that said, it should be a fun and very memorable day--and the Ahern is likely to set a great example for other schools.

__**EXCHANGE CITY:**__ BRING cover letters and resumes on FLASH DRIVE or email a copy to REVISE IN CLASS tomorrow. I have looked at them and there is work to DO!!!

I AM STILL missing some resumes and cover letters. There will be __10 points deducted for late work__ (they were due last WEEK). A __late deduction is still better than a 0--__there are very few Exchange City grades this term. If you were out last week for VACATION--you should have turned the work in via email or by homeroom today. If you were out __due to illness__, hand in the work with a note from home and __no late points__ will be deducted.

ELA HW: NO homework tonight: AFTER seeing the show tomorrow, there WILL be a homework sheet that I passed out to classes today (Orange class will get it tomorrow.) I will post that sheet tomorrow. Even though we may not meet as a class, you will still be responsible for the worksheet.

=
**__A full draft narrative is due by WEDNESDAY, NOV 26__--preferably through Turnitin.com See me tomorrow (perhaps after 11:15 if your per. 4 teachers lets you do hw during the final 15 minutes) if you have not yet successfully signed in to Turnitin.com.** I will GRADE these narratives for correct punctuation and paragraphing of dialogue and that grade will stand as a quiz grade. I will then offer comments if any revisions are necessary to improve the CONTENT (whether the story has logical and well-developed internal and external conflicts. ) If you already have an A, you are done. If you have an A- or lower, I will return it to you with comments and suggestions for revision after Thanksgiving. If I already SENT you comments, resubmit if you need to correct the dialogue punctuation and paragraphing. ===== Print OUT a BACKUP copy, even if you successfully submit using Turnitin.com. Complete directions for using Turnitin.com to download your story to a home computer to revise and resubmit are in the Writing Workshop Resources page, Lesson 8.

**__PARENTS: TOMORROW IS DEADLINE!!!!!!__ I am still missing some __field trip permission slips and CASH to attend the Trinity Rep production of //A Christmas Carol//__ next TUESDAY. I MUST have the signed slip or your child is not allowed to attend! If you are coming for a conference--PLEASE bring it! (Or ask for a slip while you are here--the student cost is $10 cash--the rest of the cost is funded by the PAC.)**

**__COUPON BOOKS:__ If you are NOT buying the fundraising coupon book, it must be returned to your child's homeroom teacher!!!!** = = == ELA HW---There may be some confusion about the quotation mark homework worksheets. In the file below is ONE sheets, p 307. Ms. Shapiro assigned. If you did not take the worksheet, it can be reprinted below and MUST be turned in by Wednesday. ==

Use the RULES and model language at the TOP of the sheet to double-check that you have correctly punctuated and paragraphed the dialogue in the narratives you pass in WED.
= =

__**FILE WITH HOMEWORK:**__
= =

If you did not submit the quotation worksheet from LAST week, here is the computer link.

[]

= It can be done on-line --just copy and paste the sentence into the box provided and then add the correct punctuation. Print out the finished work if you can. MOST of you already handed this in as hard copy from printout Ms. Shapiro gave you. I MUST receive it by WED for you to get credit. You can hand it in to the basket in my room by HOMEROOM tomorrow if I do not have your class or EMAIL it tonight. =

Class NOTES: __NOTES FOR NEXT QUIZ:__
== We reviewed the Salmon Colored handout from 2 weeks ago to revisit Plot and Conflict definitions. The draft narratives I am reading need a little more variety in the TYPES of conflicts you are including and the connection BETWEEN conflicts. __For the next QUIZ--(which may be a pop quiz) PRACTICE the definitions on the sheet for PLOT and CONFLICT and the hand movements I gave orange, green and yellow classes today.__ Other classes will get info tomorrow and Wed. Classes will work in groups to complete a one or two class project to craft a story outline (not write a full story) using a set of silly toys I put on desks. Students will then "perform" the story for the class. Each story MUST have at least 2 Internal conflicts and 2 External conflicts (defined on the salmon colored handout.) There must be at least 2 DIFFERENT kinds of External Conflict (Character vs. character; character vs. nature/environment; character vs. society.) == = File is reprintable from link below. =

== ANYONE AWAY THIS WEEK--you will need to do your OWN plot outline. I am exhausted after conferences today. I will try to take and upload pictures of toys tomorrow and insert a blank plot map. Students who are out this week will have until the WEDNESDAY we get back to complete this. ==

= = = = = **Nov 21, FRI--** = === **Note to parents/guardians on conferences next week: I apologize in advance for what will be rushed conferences next week. We only have 5 minutes per parent and I am booked to see 65 parents over the 2 days with no breaks during each 3 hour conference period. If your child's progress requires a LONGER conference, we can set that up for a later date or perhaps establish some email check-in time. Checking this homework page every day or two** ** to know what I expect of your child, ** **a** ** nd then asking to see your child's work toward meeting my expectations is probably the BEST way to assess your child's performance. If you combine that with checking Powerschool once a week or so, you should be able to monitor issues of concern if you have any. Students that use this web page to help themselves tend to do well in my class. **=== = = =** I will see you all Monday. Hope you enjoyed your writing time this week. Much quieter without me, eh? **= = HW ELA: complete the dialogue punctuation worksheet Ms. Shapiro gave you by Monday. If I do not see your class Monday (blue and red class) __put it in my homework basket during homeroom.__ =

I cannot post a copy, so hope you took your worksheet HOME with you.
= Class Notes: = = All classes had 4th class in computer lab to work on narratives. Narratives are due next Wed. NO more computer lab time after today so save to flash drives if you want to work on them during the weekend. = =__ HOW to save and access your story drafts using Turnitin.com __= = You can also access drafts if you submitted them to Turnitin.com. Log in and then DOWNLOAD and save to your home computer. Then RE UPLOAD to Turnitin. If you JUST make changes in Turnitin.com your changes will NOT save --they just float in the internet-you must create a new file and resubmit. = =The file below shows you some screen shots of what the process for saving looks like.=
 * === A second worksheet (p370) will be due Tuesday. If I do not see your class Tuesday, put it in my homework bin Tuesday morning. The point of the homework is for you to then REVISE your narratives to follow the rules for properly punctuating and paragraphing dialogue--which most of you are using effectively in your creative writing to bring your characters to life. ===



= **Nov 20, Thurs** = **I know Mrs. Shapiro has been doing an awesome job and some of you will be sad to see me return! As she has reminded you in class--be sure that**
 * **report card envelopes have been signed and returned**
 * **permission slips and cash for //A Christmas Carol are returned.// PLEASE contact guidance, me, or the main office if the $10 cost is an issue. We want everyone to attend.**
 * **Bring in a can or box of food for the food drive. If EVERYONE who can brings in just one item, that will go a long way to helping someone who may be going through a hard time. You will feel good about being PART of a community that cares, and your backpack won't be THAT heavy.**
 * **BOOKFAIR class visits tomorrow for Green and red classes (I think--whichever classes did not go today)--bring money if you set anything aside during a visit today.**

== **I am back to some functioning brain cells, but my knee still looks like I have embedded a sausage above and a hard boiled egg on the side...and I am moving like Methuselah. I will not return until Monday. My compliments to those of you who have ever zipped down the hallway on crutches.** == === For extra credit (up to 5 points if done completely and well) you can look up and write down who Methuselah was in the Bible and why writers often refer to him when describing a certain kind of character. A reference to something in literature is called "an allusion." Methuselah is a common literary allusion. Write your findings IN 2-5 COMPLETE SENTENCES and cite a SOURCE for your research, noting the title of the article, the title of the website, and any author or date of publication if there is one. Submit it by MONDAY to my CLASSWORK basket during homeroom. You MAY NOT just ask a parent or friend or sibling--the point of the extra credit is to get you to show you can find credible sources when researching. ===

= = = ELA HW: No new Homework. = = I hope you turned in your "If Cornered, Scream" packets and are proud of your work. __Turn in any late work tomorrow for some credit.__ If you were absent, just be sure to put a note on the front telling me that so no late points are deducted. = = = =__ NARRATIVES DUE WED. Nov 26 __= = The narratives will be due BY WEDNESDAY. I will meet with some classes once, some twice, and some three times next week, so additional class time after Friday in the lab will be spotty. I am finally able to look at some of the drafts you have submitted this afternoon. Comments will not be posted until later today and only a few may get done today. I will email you when I have posted some comments. If you are leaving for vacation BEFORE Wednesday, be sure to submit a revised narrative before you leave. = =__ You CAN submit your final via Turnitin.com, but you MUST label it FINAL so I know not to expect a printed copy Wednesday. __= = = =__ HOW TO ACCESS COMMENTS __= = ONCE I have commented, it is easy to see the comments--just log in to Turnitin.com and click on your class name (Ex: Blue1415) --then click on the blue VIEW button on the right across from the Narrative 1 Assignment. I intend to just give some notes which you will see on the right-hand side. I will not be correcting mechanics like spelling or grammar--we will have a little time to do that editing in class next week so BE SURE TO PRINT OUT a double-spaced copy so you can mark it up. We will NOT have computer time next week. =

= = = = = **NOV 17, MON** =

**__Exchange City:__ Application and yellow Cover Form with three job choices is DUE TUES-Nov 18.**
=== **Resume will be due Nov 20, and cover letter on Nov 26. You MUST submit these or you will NOT be put in line for a job you want. If you are out and see this, you can download a copy of the form from the Exchange City Web site Documents page at the following link:** ===

[]
=Homeroom: Signed Report Card envelopes due.=

= ELA HW: = = I will be out for a few days for medical reason. I will not be able to post update tomorrow, but will likely be able to Wednesday. Homework for the REST of the week is listed below. If you do not have the packet, download it from last FRIDAY's entry. = = The remainder of the "If Cornered, Scream" homework packet is due on THURSDAY and will count as a QUIZ grade. =

=__ Due Tues: The REST of Part I: Pattern of Events and Details Questions 5-8 __= =__ Due Wed: Part II CONFLICTS: Questions 1-4 __= = __Due Thurs: Part III: Questions 5-7.__ (See Class notes from NOV 6 (blue notes) for review of third person omniscient, third person limited, and first person point of view. ) = = = = Because I am giving you THREE nights to do work you could probably finish in one, I expect VERY careful editing and COMPLETE answers to all PARTS of the question. Break the questions into parts and offer separate sentences for EACH part to be clear. Do not expect the reader (me) to assume ANYTHING. I will be grading you not only on whether your answers show you read and understood the story, but also on: =
 * = whether your answers focus on the wording of the question. =
 * = whether you write in CLEAR and complete sentences. Do you turn the question around to use KEY words from the question to introduce your answer? If your answers start with "B//ecause" "yes, because" "to" "That they" "It" "he" "she" ....// THEN YOU MAY not have a complete sentence and you probably have not precisely identified the question or the character. =
 * = Are you precise and specific? Do you use character names and specific details to support your responses. =
 * = Do you follow grade level rules for mechanics? Do you use capital letters at the start of sentences and periods at the end? Do you use apostrophes if something is possessive (ex: the nurse's car)? Do you write would of--which is INCORRECT-- or would HAVE, which is correct? =

= Class Notes: = = Students wrote down homework for week and I explained it. = = I reviewed EVERY student's homework from the weekend to check for use of complete sentences and SPECIFIC nouns--not vague pronouns. Students have until THURSDAY to make any corrections that I suggested today, since the final packet will count as a 100 point quiz grade. = = = = Students briefly discussed the answers to some of the questions. All students marked up the story to show where each section of plot (exposition, rising action, climax, falling action, and resolution) begin and end. Many classes had time to start homework while I checked for clear, complete sentences in answers. =

= = = **NOV 14, Fri** =

= Do pages 1 and 2 of packet on "If Cornered, Scream" that was distributed and reviewed in class. (Questions 1-4 only). Follow ALL directions to receive credit. Packet is below if you forgot it. Story is downloadable from last night's entry. =

Homework Packet: = =

= Class Notes: =
 * = We discussed questions students had on the story and clarified the ending using props. =
 * = We discussed that **__a GOOD writer does not insert any "filler"--every event and detail contributes in some way to the resolution of the story by building tension, creating mood, or giving the reader insight into why characters act as they do to move the plot forward.__** =
 * = We went into __lab to create accounts for Turnitin.com__ to submit story drafts and other papers to me electronically for faster (I hope) grading and feedback. =
 * = Students who had trouble because the email address they use has already been taken by a sibling--__see if your folks will not mind you getting your own address for email until the school gives you an email__--which should happen very soon. __If you cannot set up an account it is not a major issue__--you will just submit work in hard copy for awhile until school emails are available. =

=KEY CONCEPT= =A well-crafted short-story is like a JENGA tower that collapses if a detail (block) is removed. EVERY detail should contribute something significant for the reader.=

= **Nov 13, Thurs** = = ELA HW: = = 1. READ "If Cornered, Scream" once just for meaning without taking any notes or marking it up. It can be a little confusing. = = 2. __ACTIVELY read the story a SECOND time__ and __mark it up by underling and labeling lines of interest as follows:__ = = 3. **__Fill in the PLOT MAP to paraphrase__** __the significant events__ that occur in the story. You do NOT have to fill in the theme box. =
 * = **__Write a "wow!" or a stop sign with a "T"__** for "//made me stop and think//" next to any line that surprised, shocked, or made you stop and reread. __Underline__ the phrase or sentence you are responding to. =
 * = **__Write a "?" next to any line that confuses you, or any word or event that you want to ask for clarification about tomorrow.__** __Underline__ the words or phrases you want to discuss. =
 * = **__Draw a STAR to give the author STYLE points__** for great word choice or a memorable phrase or sentence. =
 * = In class I gave you the __character's names for the exposition box: //Gabriel// and //Nurse//.__ We discussed that the __nurse does NOT have a name__ in the story--Gabriel has nicknamed her "Florence" because Florence Nightengale was a famous nurse. =
 * = When filling in the __WHERE and WHEN--just use the location that MATTERS__ to the story--is it at a school? in a field? There is no specific town listed. Likewise, for "when" consider what matters to building tension--the __TIME of day--not any specific date. Is it current__? =
 * = On the numbered lines, __insert the events that build tension from the inciting conflict through the resolution.__ Do this the way we have paraphrased in the past: =
 * = include specific character names in your FIRST mention of a character, and then you may use initials for each next event. =
 * = Identify the character AND what happens (which will require a noun and a verb) on each line. You will fill a minimum of 8 lines. You may have some empty spaces on the Falling Action lines. =
 * =Write the title using CORRECT spelling, capitalization, and title punctuation.=





= Class Notes: = = We reviewed ALL of the directions above in every class. = = PLOT: is The Sequence of Events--what HAPPENS in the story. = = We are reading the "Two-Minute Mystery" story "If Cornered, Scream" by Patricia Thurmond because it is a VERY compact story - as many mystery stories are. Because it is a mystery, the writer needs to string together clues in every event for the reader, without wasting ANY details. As you read, think about WHY each event is essential to the outcome of the story. Notice how the events build suspense and create some twists and turns. = = = = We watched a brief video of PC towers falling like dominos and students had to write HOW the action in the video is like the structure of a well written story. =

=__** Link to Domino PCs video: **__= =** [] **= = = = Students noted: =
 * = The collapsing towers crashing into each other, one after another, represent the CAUSE and EFFECT in a story--EVERY event should lead to another without gaps. There should be logical connections and REASONS characters behave as they do. =
 * = The PCs changed speed as they fell, just as a great story should have some variation in PACING--some quickly moving sections and some moments that slow and almost FREEZE progress the way a CLIMAX is often a high-tension moment when time seems to stand still. =
 * = A foot kicks of the string of falling PCs. This is like the INCITING CONFLICT--the action that sets a story in motion =
 * = The line of PCs goes around corners and down halls--the way a good story has some twists and turns. If a reader can see a "straight line" from inciting conflict to resolution, the story is probably too predictable. =

=KEY CONCEPTS= =In YOUR writing, learn PLOT STRUCTURE tips from published writers.=
 * =Create a PLOT structure for your story in which EVERY event is in your text for a reason.=
 * =Each event should build logically from an event that precedes it and BUILD SUSPENSE/TENSION=
 * =Good writing has twists and turns--it is not too predictable=
 * =Good writing varies the pace--sometimes speeding up action and sometimes slowing down and zooming in on a key moment=

= **NOV 12, WED** =

**ELA HW:** none unless you STILL do not have two versions of a scene told by two different characters to switch perspective on the same events.

=__** Class Notes: **__= =**__ We spent about half of class in computer lab to begin REVISING or WRITING a NEW narrative using what we have learned writing scenes and trying out different character Points of View. __**= = = =__ Rule of Three __= = Mini-lesson on the traditional story-telling method of __**building up to a climax by putting at least 3 obstacles in the action along the way to a resolution.**__ = = We noted that stories like "The Three Little Pigs" and "Goldilocks" are examples of using the Rule of Three (//3 different houses to blow down; Goldilocks ruins chairs, eats food, messes up beds//---BEFORE big showdown; Red Riding Hood notices //"grandma's" big eyes, Big nose, big teeth//...) = = = =** __Rule of Three used in "Seventh Grade"__ **= = We looked at plot map of story "Seventh Grade" and noted the starred items (see file below) that mark the THREE times Victor gives Teresa a negative impression before the BIG DECISION moment when Mr. Bueller has to choose whether to expose him or let him look good in Teresa's eyes--Victor's goal from the inciting conflict. =

= = =**__ Summing up writing lessons so far __**= = Students in all but RED CLASS then __copied the notes__ on what we have learned to do as we write fiction so far. In ALL classes we reviewed the list on the board and clarified items. These notes are listed as the KEY CONCEPTS below. = = = = Students then went to lab to USE what we have learned to continue story writing. =

=KEY CONCEPTS=

=__**Writing Tips so far…..Nov 12**__=

1. Establish **Exposition** (in about 1 or two paragraphs)
 * Introduce **Characters**
 * Introduce **Setting** (where and when)
 * Introduce a problem (**Inciting Conflict**)

2. **SHOW –not (just) tell** Don’t just DESCRIBE events—make them happen for the reader 3. Choose and USE a specific **Point of View** that works best to create tension. (1st? 3rd? omniscient (all-knowing)? limited?)
 * Show character traits through dialogue, thoughts, actions
 * Show setting through what characters see/hear/feel

4. Begin to vary **word choice**
 * Use VERBS (and participles) to energize writing
 * Find synonyms for words you expect to repeat (ex: t//hink//) BEFORE writing

5. Put **OBSTACLES and Conflicts** in the way of character(s) goals to build suspense/**tension**
 * Rule of 3: at least 3 “rut-ro”s (problems/conflicts/obstacles) in Rising Action on way to a DECISION POINT/CLIMAX (highest tension point/turning point)

= **Nov 10, MON** = = **Scroll down to NOV 6 entry if you would like a parent-teacher conference and need the link to sign up for one of the (few) remaining slots. I highly recommend using the on-line sign-up, rather than sending in a written request on the yellow form, since slots go on a first-come, first served basis.** =

__** ELA HW--DUE WEDNESDAY **__ **1. __Find and list six synonyms for "think" or "thought" in ADDITION to "wonder"__** that you could use in your first-person narrative. See Class Notes below for some of the resources we reviewed in class that would help with this. You do not HAVE to write sentences using the 6 words, but I will give an extra 2 homework points if you do and it will probably make it easier for you to see HOW to use the words in future writing better than just listing them.

2. **__Take the first person narrative paragraphs you wrote LAST week__** and __REWRITE__ **to have the __OTHER character in the scene be the first-person narrator__.** Show THOUGHTS and FEELINGS to create a scene with some tension/conflict! See first portion of blue class notes below for more info on this. = Start on a FRESH page and rewrite the scene ONE more time (__no more than a page and a half --no less than half a page---double-spaced handwritten)__ =
 * = This is the scene you wrote LAST week, in which you wrote AS one of your characters narrating some small event or conflict that could have occurred if the character went home with you. The narrative was to SHOW--not just tell--the character's traits through how he/she interacted with you. You were supposed to __show the narrator's THOUGHTS and EMOTIONS__ in your writing--which is one of the reasons writers CHOOSE to use first-person (I) narration to tell a story. If you never finished this (as you were supposed to over the weekend) do so NOW! -- and THEN rewrite switching narrators. =
 * = __Be sure to underline at least ONE line in which you show the narrator's thoughts and one place you show the narrator's emotions and LABEL each in the margin with a Check mark and a "T" for thought, and a check mark and an "E" for emotion.__ DO this in the First version and in the version you write for homework from the OTHER character's point of view. =

=__ Class Notes: __= =__ First-person -- HOW to use thoughts and feelings to increase tension __= = In class we discussed that when you write in FIRST PERSON (using I), you are likely to mention "THINKING" often since you CAN get into the character's head. Some of the BEST conflicts you can bring to life on paper have to do with when a character THINKS one thing, but does another--or when OTHER characters do not understand a character's motives. For example, a character in one student's story today was getting homework help from a parent, and was struggling, thinking "Why does he think I am perfect? I am NOT perfect but I AM trying! He doesn't get how hard I try." But the character does not SAY this--instead she just throws down her pencil and glares at her Dad and says, "Fine. I'll do it again." Because she thinks something a little different than she SAYS out loud, the father might just think she is being sarcastic and the tension would escalate--bad for the kid, but good for the story. = = = =__Synonym homework HELP__= =Below is an exaggerated example of how a student might overuse THINK/THOUGHT when trying to insert thought into a narrative. It might help you do your homework to find substitutes for each time I used Think or THOUGHT in my example --as we did in class with this "Pie Story" .= = = = __Do not OVERUSE the WORD thought/think__ but DO show the thinking! = = I noticed kids just repeating the word "THink" over and overboring!!! So to have MORE options as writers, tonight's homework is to find at least six other and more precise ways to write about thinking. = = = =__** RESOURCES for finding usable synonyms **__= = Below is a chart with SOURCES you can use to find synonyms and the pros and cons of using each. Print and keep in the Writing Tips section of your binder. = = = = = = = = = =__ USER BEWARE!!! WHEN NOT to use a synonym __= = Danger: NEVER just DUMP IN a big-sounding synonym without being familiar with the exact meaning. If it's new to you, look it up or do not use it. __The BIGGEST or longest word is often NOT the best word.__ =

=__ SWITCHING NARRATORS: __= = We discussed a __student sample__ to show how to do tonight's rewrite of the character scene. In the example, a student wrote about herself and her dog as the two characters. In the first version, the girl does the thinking and feeling as the dog darts into the street. We noted in class that the thoughts and feelings SHOULD increase tension---do NOT just insert ANY old thought. = = That would NOT likely be the most logical thing a pet-owner would think about and __it does NOT really increase tension and engage the reader__. Just throwing in ANY thought is not enough! Don't have your character just think about __what's for dinner or why the sky is blue--this is NOT about filling space.__ The following option shows how to use character thought and feeling to increase tension. = = = = = = = = When CHANGING narrators, (in this case to the DOG's point of view) the same passage might NOW read = = =
 * =//For example, do **__not__** write "My dog darted into the busy road and I thought, "Why doesn't she want to stay and play with me?"//=
 * =//My dog darted into the busy road and I thought, "NO!! Oh PLEASE don't get run over!" but I was frozen in my driveway with terror. My head was screaming but I could not tell if sound was coming out and my feet felt like cement blocks.//=
 * =//I saw that annoying squirrel and thought, "Finally, he is mine!" I tore into the street, but the evil creature disappeared from view and instead two headlights blinded me. I heard my girl screaming and tires screech and I stood in my best predator stance on the yellow line to scare the giant metal beast away.//=

=KEY CONCEPTS= =__Word Choice TIP:__= = = =__Including Character Thoughts to BUILD TENSION__= =When using THOUGHTS and FEELINGS in narration, be sure to use the thoughts to=
 * =__USE resources like dictionaries and thesauruses__ (on-line and hard copy books) to VARY your word choice for more interesting and PRECISE writing=
 * =__Use thesauruses CAREFULLY__--be sure you know the meaning and the logical context to use new words in--__never just DUMP in a big word__ that MIGHT not mean what you want it too!=
 * =show SIGNIFICANT traits or events and build tension.=
 * =Do NOT just throw in anything the character might think--writing is NOT about just filling space on a page.=

= **NOV 7, FRI** = = NO ELA HW unless you did NOT do work correctly for last night. We will be using the first and the third person scenes next week, so have them BOTH with you. = =NO late work accepted for ELA or Exchange City for partial credit after HOMEROOM on MON. Put in my ORANGE LATE and MAKEUP work folder by 8:05 or email by Sunday night.=

= Class Notes: = = We reviewed homework results and discussed the HUGE amount of information about PABLO that Soto packed into his description of Pablo thinking about his sneakers one night. We noted that the entire poem zooms in on the 5 minutes or so from the time the boy takes off his sneakers and climbs into bed to when he falls asleep. YOUR writing should also ZOOM in on a short period of time--but try to say a LOT with the details you choose to include in each scene. = = = = We discussed WHY authors might switch point of view-- to get to "Know" each character better and to try out WHICH point of view best builds suspense or creates the mood and message the author has as the PURPOSE of the writing. = = Students were to mark up THEIR first person versions to note where they had shown the narrator's mood, thoughts, or motives with INTENSITY and clarity by using the First person. Students then were to mark a line where they could revise and improve the paragraph by adding or rephrasing the narrator's thoughts or actions. =

=Key Concepts: same as yesterday.=

= = = **NOV 6 (Thurs)--PARENTS should receive yellow handout to sign up for Teacher Conferences! Sign up on line by going to the following link starting 9 am FRIDAY: [].** = See yesterday's entry for LAST Exchange City HW for term for MY EX City class.

**ELA HW:** Spend about 30 minutes TOTAL to get BOTH parts of tonight's ELA done--no more. Get a note from parent/guardian if you cannot finish it ALL--Do at least SOME of each of the two assignments below. = 1: Read the poem "Ode to Pablo's Tennis Shoes" in the packet I had you label "Excerpt from "A Fire in My Hands" --most people found it in their ELA folder. The poem is the third poem in the packet. = = ORANGE CLASS especially, open the document below to view a sample of HOW to do the work. We did the first stanza together in class--you do the REST of the poem at home. =
 * = Underline lines that SHOW character traits that Pablo has--as shown through his relationship with his sneakers. =
 * = WRITE the trait shown by the lines you underlined next to the lines. =

= 2: __REWRITE the scene you wrote about a character spending time__ with you after school--but this time, instead of writing in the THIRD person (//about// the characters--//__Clarence__ and __Johnny__ went home and they//...) __tell the SCENE NOW in FIRST PERSON, AS one of the characters__ (//__I__ went home with Clarence and we//...). =
 * = __YOU must REWRITE the ENTIRE scene (__which only needs to be a paragraph or two--and no more than a page or so double spaced)--__do not JUST cross out and name and insert //I//.__ =
 * =Double SPACE so there is room to add and make comments tomorrow.=
 * = As we discussed today, changing the point of view to FIRST PERSON is much more complicated than just writing //I// instead of //JOE//---and should show more of the character's point of view--emotions, thoughts, and attitude (tone). =
 * = IF you did the first draft incorrectly as __First Person__--Write a THIRD PERSON version and go back and be sure you showed MORE of what the narrator is thinking and feeling in your First Person telling than in your Third Person version. =

= CLASS NOTES: = =I. POINTS OF VIEW= = We __defined the differences in writing from First--I, Second--you, and THird__ (he, she, it they) Person Points of View. I showed the difference between = = = = __A Write chooses FIRST Person point of view to:__ =
 * = __Third Person Limited:__ writing __about__ a character from mostly one character's view--the way "Seventh Grade" is told mostly from VIctor's point of view but is not told BY Victor-- and =
 * =__Third Person Omniscient:__ Narrator gets into EVERY character's head and knows and can tell ALL (we compared this to a WIZARD Of OZ type creature telling the story--standing on a chair and looking into the brains and hearts of everyone in the room and then telling about it.)=
 * = speak __more in the precise TONE and show the attitude, emotions, and thoughts of the narrator__ more than any other character. =
 * = A __first person narrator__ is a little limited--he or she __cannot tell the reader what other characters are thinking or what they are doing when they are NOT in the same place as the narrator.__ A first person narrator could only do this by writing =


 * = //"__I__ assumed Jane was mad at __me.__ She said she was not coming over and told me she had spent the day before with Julia. "// =

= __A Writer may choose THIRD person narration to:__ =
 * = __get into the minds of SEVERAL characters__ and __write about action in several places--not just where one character is__. =


 * = "//Jane was angry at Julia. While Julia sulked at home on her bed, Jane was slamming around her room three blocks away. Julia did not know WHAT she had done and was depressed. Jane was fuming that Julia had sat at lunch with Myrtle after promising to save a seat for her.// //"//=

==I posted a copy of the FIRST PERSON excerpt from the book //Runaway// that we shared in class on the Writing Workshop Resources page for you to look at for an example of how INTENSE the emotions can be in a FIRST PERSON telling.== = = = II: ODES and what they SHOW = = I reviewed markup directions of "Ode to Pablo's Tennis Shoes" in all classes. ALL but Orange class marked up first stanza together. ALL classes learned =
 * = __Odes are poems that praise an object__--in so doing they actually __tell the reader as much or more about the writer's values and traits and WHY they like that particular object than about the object itself__. THey are great to use to infer how a writer SHOWS--not tells to create clear character traits. =
 * = We shared some of our favorite objects from home and what they might say about us. Kids valued pictures of family--showing a caring side; or a lacrosse stick--showing athleticism and grit; or a taxidermied animal--showing love of science or nature -or a strong stomach! =

=**KEY CONCEPTS**= =CHOOSE the POINT OF VIEW you tell your story from for a REASON!=
 * =A FIRST PERSON telling lets you show the action in a different way than a THIRD person telling--THERE are different advantages and limitations for using each point of view.=
 * =Choose the way that works best for the TONE and the MESSAGE or PURPOSE you want to get across to the reader.=

done with all updates for today at 5:20.

= = = = = **NOV 5 (Wed):** = == **EXCHANGE CITY:** I do not usually post Exchange City homework, but since there is a test coming up NOVEMBER 12 and this will be the LAST homework that might help your EC grade this term, I am posting it for MY EC class only. Other teachers may not have assigned this.==


 * ==LAST week the Substitute gave you a choice of TWO options to complete a vocabulary review for Unit 2. __For homework you MUST complete BOTH options__--so do the option you did not choose last time. If you did not DO the homework when it was first assigned, do BOTH by Friday.==
 * ==ALSO__--complete the review questions on the back side of the Review Handout__ I gave you today.==
 * ==SEVERAL people did NOT hand in the Consumer Advice letter assigned a few weeks ago. I collected them today if you were absent. __I will accept LATE letters for half credit__ if I get them Friday and they are done correctly. You had to write a letter advising a buyer what to look out for to be a WISE CONSUMER, using at least FOUR of the terms on the Review Handout I posted below. The letter must not only list the terms, but clearly explain WHY how the term would show wise consumer behavior.==

If you lost the handout, I have attached it as PAGE 2 of the vocabulary Exercise Options handout in the file below.


= ELA REMINDER: __YOU ARE ALL SUPPOSED TO HAVE 4 different highlighter colors for ELA all year. We will be using them often in the coming weeks and months--get them by NEXT WEEK__ if you did not do so as required in September. I bought 5 packs of spares with my own money--all of which were TAKEN by the end of Sept. I am not REPURCHASING and the school does not supply 4 colors. =

= __ELA HW:__ Highlight examples __of where I used the "Show Don't Tell Strategies in the draft scene I wrote and handed out today about Diane and Alice.__ Follow the labeling directions on the handout. It is reposted in a file on the Writer's Workshop Resources page (click on link) if you did not take yours home. You will identify where my draft uses "Show--Don't tell" strategies by highlighting examples of my use of =
 * == ACTION, ==
 * == DIALOGUE, ==
 * == THOUGHTS, and ==
 * == DETAILS from SETTING, using the different colors I ask for on the worksheet. If you do not have RED you may use pink or orange highlighter. ==

== You can underline in crayon or colored pencil if you do not have highlighter. You may also highlight using Microsoft Word, as I did in the sample we reviewed in class today, but you will need to EMAIL to me--or print in color at home. If you print at school it will only appear in black and white so that will not work. ==


 * = YOU __do NOT have to do any more work at home tonight on the SCENES you were drafting in class UNLESS you did not do LAST night's homework correctly.__ You MUST have a scene written as though it is a paragraph or two from a story in the THIRD person so you can revise it in class tomorrow. See the entry for yesterday for specific reminders of HOW to do the work. We reviewed this in ALL classes today. =

= __Class Notes__: = = We reviewed how to write a scene that SHOWS character traits through action, dialogue, and thoughts using the sample Alex wrote which is posted on the Writing Workshop Resources page and in yesterday's homework entry. = =__ HANDED OUT: Sample "Alice and Diane" story __=

== Students peer reviewed each other's HW to suggest WHERE writers can ADD MORE show--don't tell and to note at least one line where the writer used a Show-Don't Tell Strategy. Students then began revising the homework. ==

=__Key Concepts__= =Same as yesterday= AND
 * =Not having a perfect draft is fine--we get to know our characters a little better each time we "meet" them in a different situation.=
 * =REPEATED Revision is HOW we become better writers and craft the story we WANT to tell=

= **NOV 4** = = HW: __TAKE your character home and write about some time you spend together.__ = = Write a scene as though one of the characters you added to last night's graphic organizer was spending about 5 -10 minutes with you in something you are actually doing tonight. Imagine the character sitting near you as you do homework, or in the car on the way to practice, or waiting with you at an appointment, or out shopping, or playing a video game, or eating a snack or brushing your teeth....whatever you actually do after school. = = = = **__SHOW--DON'T TELL what happens.__** Do not tell me what would happen--actually write the scene as though it IS a paragraph or two in a story. Be sure to = = Just write for about 10 minutes--this does not have to be perfect. =
 * = KEEP IT IN THIRD person--write about the character--even if the character is based on you, give the character a name and do NOT narrate your scene using "I". =
 * = MAKE the reader (Mrs. Ready) see and/or hear what is happening in the setting. =
 * = Make the reader (Mrs. Ready) understand key character traits of your imaginary character through what the character DOES, SAYS, or THINKS, or how others react TO the character. =
 * = Include something in the scene that causes a conflict or problem--big or small-- and show how your character helps CAUSE the conflict or helps resolve it. =

SAMPLE of a completed scene--marked up to show you how to SHOW-not TELL


= --- = = Class Notes: = = __Handed out: Minilesson on how to write Compelling Fiction and Scene Bootcamp directions__. = = __Reprintable from the Writing Workshop Resources page on this site.__ = = __Open the file if you missed class and read it through.__ = = = =__ HW check: __= = I CHECKED GRAPHIC ORGANIZER homework in MOST classes. __You will need this for ALL future classes so finish any blocks you left empty. Many students SKIPPED the details that would SHOW-not tell --the setting. Add to this block if you did it incorrectly.__ = = = =__ Mount Everest made boring: WHY you need interesting characters--not JUST exciting events __= = I explained tonight's homework and noted that __many students have great ideas for PLOT--what will happen, but are actually writing SUMMARIES or just relating a series of events without making the reader CARE about what happens to the characters.__ The next few lessons are about = = = = I told a __quick story about men who climb Mount Everest and an avalanche occurs__ killing one of them, while the other makes it home safely. This story has dramatic events, but if you read it in the newspaper, you would probably __pause for a second and think that it was sad, but then decide to look up the Patriot's score.__ = = = = We then __ADDED some character traits and actions to each man__. = = One was a show-boat and a risk taker--always needing to be first and impress; the other was a planner, and methodical. THe EXTREME thrill seeker decides to head out in the storm even after his friend warns him not to. THe friend decides NOT to let MR. EXTREME go alone, and in the process is the one to fall, while his buddy makes it home and writes a book about his SUCCESS--making oodles of money. __NOW there is more interest in the events--the reader cares__--it is not JUST a list of events. = = = =__ HOW to test whether you have a REAL, RICHLY developed character __= = IF a writer has created a rich and believable character, you can predict what the character might say or do if they walked into YOUR life. To illustrate how to approach tonight's homework, I asked a student to imagine MR. EXTREME entering our class room. Student volunteers BECAME Mr. EXTREME, swaggering in to the room, voice booming, getting right into kids faces to tell his tale of survival against the odds. Without SAYING he was obnoxious, __his words and actions SHOWED who he was.__ = = For tonight's homework: Students are to WRITE as though the moment or scene with their character is happening and SHOW--not tell --what the character is like in an ordinary situation. =
 * = Orange, Red, and yellow classes completed the FIRST page (with the pictures at the top--defining "compelling" and discussing story ideas to revise.) Blue and Green classes were pressed for time and just used lab time to begin the BACK side of the hand-out--"Scene Boot Camp". =
 * = All classes will write MORE of the SCENE BOOTCAMP scene they started today in the lab tomorrow and the classes that did NOT get to the first page exercise will catch up. =
 * = how to __**create characters**__ that are RICH and DYNAMIC (complex and interesting) =
 * = not STATIC or FLAT (like card-board cut-outs of TYPES, rather than real people with many sides and moods. =

=__KEY CONCEPTS__= = = =I shared the KEY CONCEPT slide below and SANG my version of "All About the SHOW---LESS telling!" to help you remember HOW to bring characters and settings to life.=



= = = **NOV 3--MAKE UP TEST TOMORROW after school for anyone who was out today. Term ends Friday so ALL tests must be made up ASAP.** = === **HW:** Complete the graphic organizers that WERE optional last week. They are no longer optional. __If you had filled in the planner BEFORE starting to write and now have some different ideas, REVISE your graphic organizers accordingly.__ ===

We will use the information to revise the first few paragraphs of your narratives in the lab tomorrow to be sure you have
= = = A file with the organizer is below if you left your hard copy at school. =
 * === a complete EXPOSITION (introduction of characters, setting, and inciting conflict) and ===
 * === you are SHOWING not just telling the reader. ===

= Class Notes: = = Today ALL classes took final test of term on spelling rules, participles and title punctuation. If you were out, you MUST take the test tomorrow after school since the term ENDS FRIDAY. = = = =__ Show Don't Tell __= = I reviewed what a correctly completed graphic organizer would include for SHOWING not just telling setting and character traits. = = Students took test for most of period. Most students had time 5-10 minutes at end of class to begin homework. =

File with SAMPLES we used in class to __show how to fill in planners__. I used different student story ideas for a setting and for characters and used Soto's story for the plot example.
= = = NOTES FROM FRIDAY OCT 31: = =__ Samples to learn to write from: __= = I shared the exposition from a student story and from the beginning of the novel //The Girl Who Loved Tom Gordon// to show how the student author and Stephen King both introduced setting and characters showing traits through dialogue and action, rather than just describing the traits or setting. = = = =__** Practice makes Progress **__= = Students took practice spelling pretest and reviewed spelling rules, punctuation rules, and sample sentences using participles as quick review for test. Students were told to write down what they needed to study the most to prepare for test over the weekend. =

=__KEY CONCEPTS__=
 * =SHOW DON'T TELL when writing fiction=
 * =Study OFTEN and in different ways-- and today's test SHOULD have been an easy A.=

= **Oct 31: Have to run today** = **HW is to study for test! See below for details.** = **Happy Haunting!** =

= = = **OCT 30, THURS** = = **Still out sick. Students continued work on stories in lab today. Homework is to review for quiz on spelling words, spelling rules, participles, and title punctuation.** =

**See you tomorrow. I will come back to haunt you in time for Halloween.**

= **OCT 29 WED** = = **CLASS INSTRUCTIONS:** = = **Today you will do some writing!** = **Open the TWO files below and SAVE them using the "save as" option to copy them to YOUR home files. TYPE YOUR NAME at the top of each BEFORE saving. Then when you print, we can tell whose work is coming out of the printer!**

=STEP ONE: Select a few of the ideas from the yellow Writing Territories sheet in the Writing IDEAS section of your binder and write a brief overview of 2-3 story ideas. The file below gives you an example of HOW I wrote about 2 ideas I have and how I might make a story out of them.= == = = =STEP TWO: SOme of you may be ready to start a draft and should just start typing. THe finished draft will be revised MANY times so just get start writing your story. The finished product HAS to have some TRUE details along with your imaginative touches. The final product will be about 2-4 pages double-spaced so DON"T choose an idea that is more suitable for a novel than a short narrative. ZOOM in on a particular conflict or problem if your idea is TOO broad.= = = =Open the file below for graphic organizers to help you settle on Characters, Setting, and Plot conflicts to get ideas flowing. You do not HAVE to use the organizer, but I highly recommend using one to avoid writing yourself into a corner with no idea what your point is later.= == = = =SAVE your draft story and ANYTHING else you complete today. You will work more on this tomorrow.=

= **OCT 28, TUES** = = **Went home sick--no after school help today.** =

= ELA HW: = = I. If you did not do so in class, __finish the EXPOSITION side of the worksheet__ we were doing in groups. THe "Rikki-Tikki-Tavi" excerpt and the worksheet are in YESTERDAY's entry in the blue CLASS REVIEW section. = = = = II. Similar to LAST night: __**Create a 10-15 minute review assignment to help your peers learn what is LEFT to study for the next quiz/test.**__ = = Prepare __at least TWO different ways__ for students to learn: = = Below are the powerpoint notes for EACH of these topics. I ADDED the third spelling rule to the TWO I posted yesterday so check out the changes. =
 * =__** correct title punctuation **__=
 * = __**the 3 spelling RULES**__--(NOT just the 6 words //beginning, repetition, consonant,belief, tries/tried, realistic)// =
 * =**__ participles __**=







= Creating TWO ways to learn each of the three topics is as simple as asking a student 1. use three verbs as participles in a sentence and 2. to color-code the participle and the noun the participle describes. You do not need to cover EVERY aspect of each topic--just create work that will help students with the parts that are hardest for YOU and that you need practice with or review of. =

= Class NOTES: = = Handed out: hard copies of Rikki-Tikki-Tavi handouts to classes that did not get them yesterday. = = = =__KEY CONCEPTS__= =See THREE sets of powerpoint slides on participles, spelling, and title punctuation above in HW= =ALSO= =We reviewed WHY we are looking at the Exposition of "Rikki-Tikki-Tavi" as YOU write your own stories tomorrow and Thursday,=
 * = Students shared some of the strategies they used to design their spelling review exercises. Students then __traded "homework"__ and completed what their peers created. =
 * = We __reviewed all THREE spelling rules__ that help with the words we have had trouble with. =
 * = Students __reviewed the definition and the 3 parts of EXPOSITION__ (the beginning of a story) on the worksheet, then worked alone or with a partner to re-read the exposition of "Rikki-Tikki-Tavi" and complete worksheet on how Kipling sets up the story's 1. characters and their traits, 2. the setting (where and when the story takes place) and 3. the inciting conflict (first problem in the story). =
 * = Students are to finish this Exposition Worksheet for homework if not completed in class. =
 * = Students are to finish this Exposition Worksheet for homework if not completed in class. =
 * = LEARN by reading the work of other authors closely to see how writers introduce setting, characters, and an inciting conflict to hook the reader. =
 * = Notice how great writers use what they KNOW and CARE about to find subjects and ways to tell stories. =



= **Oct 27, MON** = = ELA homework: = = Design your OWN review of the spelling words I told you to know for a POP QUIZ that will come later this week. The words are listed under the Oct 20 entry on this site in the blue class notes and black key concepts sections. I am purposely NOT relisting them here so you learn to navigate the website. = = = = **__ADD the word "belief" to the 5 words from October 20__** (you also took notes on the need to learn these words on the FCA sheet in the Writing Tips section of your binder. ) =


 * = Create an assignment that a classmate could complete in about 10 minutes. You will need to prepare the instruction sheet and a separate answer key to show you could do the work you ask someone else to do. =
 * = Below is a slide with TWO of the THREE SPELLING RULES you should know. THese rules help with the word //tries// and //belief//. You can add the RULES to your homework. The rule about when to double the final consonant before adding an ending is stated in the review of Oct 20--no time to add slide for that tonight. =
 * =Slides reviewing very important spelling rules.=

= = = =
 * =__ YOU MAY NOT MAKE A WORD SEARCH!!! __=
 * = __Look back at the 10 WAYS TO TRAIN YOUR BRAIN TO RETAIN__ that should still be at the front of your binder and see if you can __come up with 2 DIFFERENT exercises that use DIFFERENT learning styles to help you and your peers learn the correct spelling for the 6 commonly misspelled words we reviewed today and on OCt 20.__ =
 * = __For Example__, you might write an instruction for the student to =
 * = __copy the correct spelling__ of each word __twice using different colors__ for the letters that they have to think hardest about as ONE way to learn, and then =
 * = __create a crossword puzzle of the spelling words__ and some OTHER fun words as the SECOND way to study. =
 * = IF you assign a studying approach that is NOT written (such as an instruction to create hand movement to help with some of the spelling--then describe what a students could do to achieve this. You cannot assign something you can not do yourself. =
 * = We will trade papers and that will provide ANOTHER review so we will have used the CHUNK and REPEAT strategies at least ONCE before the pop quiz/test. =

= = = Tomorrow you will design review of the rules for Title Punctuation and Participles. =

= Class Review = = **__HANDED OUT____:__ TO green, yellow and blue classes Handout on EXPOSITION (First few paragraphs) of "Rikki-tikki-Tavvi" and instruction sheet for focus.** Orange and red will get copies TUES =

Excerpt

worksheet:

= I. We spent about 15-20 minutes explaining the homework. THis is my diabolical attempt to get you to make homework interesting! We gave a few examples of what you could do and what would not work. I noted that __EVERYONE SHOULD have already been reviewing for the pop quiz/test__ without today's homework if they wanted a decent final grade for this term. I even suggested that those who review these notes each night for about 5 minutes get the "UNFAIR ADVANTAGE" over their peers of chunking and reviewing a little each night instead of cramming before a test. =

= Students __copied the "I BEFORE e" rule into the Writing Tips Section of__ their binders. The rule is spelled out in the third-to-last slide I put into the Homework section above if you were out today and need to copy it. = = = = = = II. MORE work on how FACT FUELS FICTION = = a. __Mini-lesson on how to use the index__ of our text book to find stories, poems, AND information about the author. Students also were shown that the italicized page numbers give information ABOUT the author, while the regular font numbers are the pages that a story or poem begins. = = = = B. Also asked students to look at the __MANY other helpful indexes (indices) at the end of the text__ book. If you are ever having trouble understanding MY examples of a grammar issue, or a reading or writing strategy, look up what you have a question about here. It is likely to be a little closer to what is correct for the ELA classroom than what you might find in ASK.COM or some other random website. Students __still unclear on participles might use the SKILLS index to look under GRAMMAR for more examples and explanation in the text.__ = = = = C. We looked at the __Kipling QUote "Fiction isTruth's older sister"__ again and then read about Kipling and his love of animals and time in India on page 642. Even though he only lived there until age 6, it was such a major influence on his life that he returned as an adult and based all of his most famous writings on those early impressions. = = The rest of the lesson is on one side of the handout in the file I loaded above under HANDOUTS. = = We did NOT do the back page--on EXPOSITION. If you were out, you might want to try to make up today's portion on your own so you don't fall behind. =

= = = After noting ways that Kipling used his love of animals from India and his knowledge of typical ways different family members might react to an animal like the mongoose, SOME classes had time to add some examples of things THEY are "expert" in or very interested in to the YELLOW WRITING TERRITORIES sheet in the IDEAS section of the binder. =

=__KEY CONCEPTS__=

=I. USE SPELLING RULES to make educated guesses when you cannot look up a word= = = = = =II. USE the INDEX of your text for all SORTS of helpful resources=
 * =applying THREE simple rules solves a HUGE percentage of common misspellings=

=III. "Fiction is Truth's Older Sister" -Kipling-=
 * =USE what YOU are "expert" in or know personally to ground your writing and make details believable=
 * =GREAT ideas come from small things we have observed PERSONALLY and CLOSELY=
 * =Read closely to notice how WRITERS weave truth and their personal passions and interests into fiction=

= **Oct 24, FRI** = = NO homework. You MIGHT want to scroll through all pages to find the misspelled words, title punctuation rules, and how to form a participle for a POP QUIZ. It will come within a week. but I will not tell you exactly when! Prepare! =

= Class Notes: = = WE did brief exercise to practice forming participles. = = We discussed a few quotations from authors about using truth in fiction and the fact that a writer could base all fiction on knowledge acquired through age 15. = = Students in most classes shared some story ideas and added to their "Writing Territories." =

= **Oct 23, Thurs** = = **Computer meltdown at school so I could not update site until I got home. Hope you wrote in your agendas!** = = ELA HW: Orange class has no homework. ALL other classes should fill in at least ONE idea of something to write about in 8 different boxes on the Writing Territories yellow handout. = = = = ANY extra credit is due tomorrow. The three options are described in the entries for yesterday and the day before. = =--= = CLASS NOTES: = = __Handed OUT:__ THREE Yellow handouts for generating ideas for creative writing. These should be in the Writing Ideas section of the binder. Pick up in class tomorrow if you were out. = = = = Orange, red and yellow classes received graded homework from Mon and Tues. Blue and green will get notes back tomorrow. =

= I. __How to answer HW question that will LIKELY be basis of a question on future essay test__ = = Classes reviewed HOW to answer the critical thinking question #5 about what the orange represented at the end of the poem. = = = =__ II. Participles--why and how to use them __= = We reviewed the following slides and took notes on participles from them in the Writing Tips section of the binder. Students were to REVISE vocab cards for today if necessary if they did NOT use //tiered// or //hissing// as participles. =
 * === Students SHOULD have started answers by referring back to the specific line in the poem in which the speaker says the remaining orange was "like a fire in my hands." (line 56). ===
 * === A great answer would THEN go on to find connections between the orange and fire: fire is warm and bright in darkness and the orange brought a bright spot to a grey December day. Students might even have added the the orange is what helped "spark" his successful date. ===
 * === The orange comes to represent the warm, bright feelings brought by the kind saleslady and the girl he was enjoying a warm moment with. ===
 * === The orange comes to represent the warm, bright feelings brought by the kind saleslady and the girl he was enjoying a warm moment with. ===
 * === The orange comes to represent the warm, bright feelings brought by the kind saleslady and the girl he was enjoying a warm moment with. ===

= III. Short intro to unit on narrative writing =

=**KEY CONCEPTS**= = = = =
 * = PARTICIPLES can energize your writing =
 * = Find connections between symbolic objects in writing to infer deeper meanings. =

Help · About · Blog · Pricing · Privacy · Terms · Support

Contributions to http://mrsready1314.wikispaces.com/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License. Creative Commons Attribution Share-Alike 3.0 License Portions not contributed by visitors are Copyright