Archived+Unit+4++April++HW+and+notes

Archived April and early May HW and Class Notes

**Socratic Seminar TOMORROW in class:**
===Finish any notes you need for the Socratic Seminar tomorrow. Bring ALL notes and any homework worksheets you did for the play to class. I will not allow people to go back to lockers. __SKIM-Review the notes dating back to March 31 on this website.__ IF you followed my advice to chunk review of the play over several nights last week you will likely do very well.===


 * ARTICLE on conditions in Workhouses DUE FRIDAY at end of class.**

Students should __**finish any research from the Webquest on Workhouses and Debtor's prisons AT HOME by Thursday.**__ DUE TO A Technical problem with one of the sites, ("Powys.org.uk" disappeared Friday), students will not be held responsible for notes from that site. THis means that you will have to find great examples for your article from the other sites, which will not be a problem.

During class Thursday and Friday students will be in the computer lab writing the article. Directions for writing the article were handed out in class and can also be downloaded from the Dickens webquest page of my website.

If you believe you will need LONGER than the in-class computer lab time to finish the 3-4 paragraph article, plan on starting it at home before Thursday. I will be here Tues and Wed afterschool to provide help as needed.

Class Notes:
===I reviewed the schedule for the week with all classes. They worked in the computer lab on their computer research all period. Most students were close to finishing the research. I spot checked to be sure students were taking notes that were SIGNIFICANT examples of the harsh conditions at workhouses and that they were paraphrasing and elaborating on the significance of each selected quotation.===

We also noted that __**it is fine to use Wikipedia for information on the Marshalsea Debtor's prison.**__ Students only need ONE fact about the conditions at a debtor's prison. I just want you to understand a little bit about what Dickens' own family experienced in prison, and to compare prison to workhouse life and consider which might have been worse.

Socratic Seminar and tests moved one day out to TUES, WED next week.
== I expect you will finish MOST if not all of Webquest and ARTICLE on workhouses using your webquest notes IN CLASS on Friday. A sample of how we filled in some of the notes for the webquest has been added to the web page titled "Dickens Webquest".== ==The notes you would take are highlighted and in yellow. You may use the same passages I selected, but try to reword paraphrasing and elaboration into your OWN version. Use the same format for the " Powys" and "Workhouse.org" sites. You can consult this if you get confused about the kinds of info to enter onto the webquest form. I will see how far everyone has gotten Monday and decide whether some has to be done for homework then.==

HW April 29: No HW EXCEPT to prepare for Socratic Seminar and test next Monday, and Tuesday (May 5 and 6.) Prepare by

 * ===__Complete ALL homework__ worksheets and review to be sure you have EXCELLENT quotes. If you rushed and included poor evidence, add or change items. The blank worksheets to use can be reprinted from homework entries below on March 31 (Act I sc 1,2) April 2 (Act I, sc 4,5) April 14 (Act II) ===

>> ===**Essential Questions**: __Timeless questions that matter beyond any specific set of characters or plot..__ (Essential questions are the questions about life and human nature that generation after generation wonders about. I listed LOTS of examples in the April 3 entry. )===
 * === __REREAD the play in chunks--skim read it and add a few quotes to your packets.__ You can bring ALL notes (homework and your own notes) to the seminar and use them for the test. You will NOT be able to use the book. ===
 * === __Reread the website entries below back through MAr 31__ to review points I have made along the way about Essential Questions, Themes, Symbolism, and Characterization. ===
 * ===__ Know the definitions for: __===
 * ===**Themes: __A message or timeless truth about life or human nature. Themes are expressed as STATEMENTS__ in full sentence form--they are the author's ANSWER to life's big questions. A __theme expresses the author's insights or observations__ about life. When YOU write what you think the author's underlying theme or themes might be, you do NOT use specifics from the text--express themes as more general truths.**===
 * EX: A __**CORRECT expression of theme** Dickens SHOWS__ through his characters and plot would be "**Change is NOT possible if we remain ignorant of the consequences of our actions."**
 * AN **INCORRECT** Theme statement would be specific to characters or plot such as "Scrooge needed help from ghosts to see his mistakes and change."
 * ===**Symbolism:** __When something represents something beyond itself.__===
 * ===**Characterization: __The way an author shows the traits and motivations of a character. The 5 main ways an author creates a character include:__**===
 * ===__**Through a character's speech or thoughts**__===
 * ===__**Through a character's actions**__===
 * ===__**Through the speech or thoughts or actions of OTHER characters**__===
 * ===__**Through appearance**__===
 * ===__**Directly through the narrator.**__===
 * ===The first 4 methods are ways the author "SHOWS" you the character, while direct description is just TELLING the reader about the character.===
 * ===The first 4 methods are ways the author "SHOWS" you the character, while direct description is just TELLING the reader about the character.===

Class NOTES April 28:
====**We began a webquest that will provide notes for a writing assignment**. We will be in the lab for the rest of the week working on the research and the 3-4 paragraph writing assignment that follows it. This is **NOT expected to be a homework** assignment UNLESS students are absent any of the days and are well enough to want to get ahead on make up work. The webquest instructions and the instructions for the writing assignments are on a SEPARATE page of this web site. Click here dickens webquest or just go to the page labeled "dickens webquest" in the navigation menu of my site (right hand column)====

HW April 16: Finish the packets on Act II --EXCEPT for the evidence for Act II, scene 5.
== __Adjustment to packet work for Act II:__ Because we used class time for symbolism and vocabulary work, you do NOT have to do the final character squares page on Scrooge in Act II Scene 5. We will do that together in class tomorrow. You also may leave blank the final block --the one for Act II Scene 5, on the last 2 pages of the packet where you record evidence of Scrooge changing. ==

=== In class I reminded students to read a few pages all the way through FIRST and then choose the best evidence. Some students were just jotting the first line they saw in any scene that communicated any kind of character trait--rather than lines that relate to the central focuses of the play--which are Scrooge's character flaws, how he compares with other characters, and the triggers that help him change. ===

If you DO these anyway--that's great--then you can just ADD class examples tomorrow and you will have even MORE evidence to use during our Socratic Seminar after vacation.
== Some students had barely begun the work--which means you have about 1.5 hours of work tonight. I had warned you to chunk this. __If you are behind because you were at family or religious observances in the evenings on Monday or Tues, please just bring in a note from home and you can have over vacation to finish.__ == == A few students stayed after for help and made great progress in just one hour after school. I will not have as much sympathy for late work from students who did NOT stay for help and knew they were behind. == -

Class Work: Vocabulary review.

 * Act I “Found Vocabulary”**

These are the words that were **NOT on the vocabulary list for Act I** that several students in each class noted were new to them, or sounded like precise and useful words to know.


 * **Students from ALL classes should review the lists from ALL classes below and note where they noticed the SAME words as peers.**
 * **Keep this list in the “Vocabulary” section of your binder to refer to when you write. Try to make at least 3 or 4 of these words you own.**


 * **Per orange words:**
 * Engrosses** //– takes up full attention, interests, focuses//
 * Endeavors** //– tries, attempts to achieve something//
 * An endeavor**—//an activity, a new challenge to do//

withered Engrosses Stagnant Endeavor miser engrossed stagnant Endeavor Stagnant Reclamation
 * Reclamation**- //a taking back of something, “re-taking one’s soul” –return someone to a more moral or better way of living. repentance//
 * Stagnant**//—“Stuck”—unmoving, unchanged (generally used in a negative tone)//
 * Heed**- //listen to, pay attention to//
 * Repentance**—//to regret past actions and change for the better//
 * Withered**-//dried up, shriveled// || **Per Green**
 * stagnant**
 * endeavors**
 * repentance**
 * fraught**//-full of, loaded with,--usually a negative thing—fraught with fear, fraught with danger.//
 * doffed**
 * ledgers**- //accounting books to track business profits and losses.//
 * rapt**- //engrossed, keenly interested, concentrating on to the exclusion of everything else.//
 * harrumph** ||
 * **Per red:**
 * Lustrous**- //shiny//
 * dirge**- //a funeral song//
 * Harrumph**- //a grumpy expression- the sound a grumpy person might make in response to something he/she disapproves of// || **Per Blue**
 * cinches**-//tightens, to grasp around the middle the way a belt does//
 * toil- as a verb: to work hard; as a noun: hard work**
 * grocer**- //one who sells groceries, food// ||
 * **Per yellow**
 * Jocund**- //jolly, cheerful//
 * Miser**- //a person who is “cheap”—who hoards money but does not necessarily enjoy it.//
 * Bleak**- //dismal, unpromising, empty, hopeless//
 * Lavish**- //luxurious, abundant//
 * Trembling**- shaking with fear/ excitement
 * doff**- //to take off a cap or hat to show respect or a greeting. Sometimes also used to refer to taking off clothing—like removing a coat or sweater.// (archaic—meaning it is no longer commonly used.) ||  ||

HW April 15, 2014
=== Packet for Act II due THURSDAY!! I would have read Act II scenes 1-3 by now and done at least 2 of the character squares pages and 2 blocks on the final page of evidence connected to CHANGE. You will have all of class tomorrow but you cannot finish it well in a single day. ===

=== Class work: Since we are studying SYMBOLISM, we took some time today to look at a photo that used symbolism to express thoughts about the Marathon bombing on this first anniversary of the tragedy. Please go to Links to Extra Writing Prompts for the image. In the Journal section of your binder, title the page "Journal #7--Symbolism of Marathon Photo". Follow the directions there to write at least 6 sentences on connections and meanings BEYOND mere sneakers or words or shapes in the photo. It was issued shortly after the event last year, which affects some of the messages the graphic is meant to convey. ===

HW April 14, 2014
**Packet on Act II is due by Thursday**. **Chunk your work to get it done in time**. READ DIRECTIONS! (We already reviewed them in class.) NOte:
 * you only HAVE to fill in 2 boxes per page of the "Character Squares" but may do more.
 * You only have to do ONE FULL page of quotations that show that he does or does not change for EACH scene in Act II. There is a second page for MORE examples to better prepare you for the writing assignment and Socratic Seminar, but they are not required for homework.
 * You can change any ONE character per character squares page--except for scene 5 where you MUST do Scrooge.
 * File below has the hand-outs to fill in for HW
 * [[file:Act II character squares.doc]]

You will have SOME time tomorrow and Wednesday in class, but you will likely need to do some homework during the week to complete it. I would suggest Reading 6 pages or so each night (and during the 20 minutes after lunch) and completing a few of 4 boxes or so each night. You CAN let it pile up for Wed night, but you will then have more than an hour's work and will regret it! Be sure you are finding SIGNIFICANT quotations that show a similar situation to the "baseline" scenes that shows where he starts his journey of change in Act I sc 1-3. Compare how he is with family, at work, his attitudes toward poor people, his attitude towards money and business.... .........................................  **Class work:** Continued our review of what SHOULD have been included in Act I notes. Some students are NOT using evidence related to ACTIONS shown in the ACTION column--FIX THIS!! you cannot use ALL dialogue.

We also showed a grindstone--to clarify Marley's quote that Scrooge was a "tight-fisted hand at the grindstone" and acted out how a workhouse or prison "treadmill" worked and how the "Poor Laws of 1834" created such misery that Dickens was inspired to use his story to campaign against them.

HW April 11: none
Classwork: Students reviewed results of work collecting evidence of Scrooge's character traits at the beginning, middle and end of Act I. We reviewed quotations of dialogue and actions that showed traits ranging from merely "grumpy" to "anti-social and selfish" to "Misanthropic" to "malevolent and cold-hearted". Students recorded a range of specific words to show the exact DEGREES of negative traits he shows though his words, actions, and what others say about him. Students should be compiling specific vocabulary to express these traits by taking notes during class discussions. We also reviewed THREE extremely important pieces of evidence that ALL students should have picked up on. 1. When Scrooge repeats "Bah Humbug" 2. When Scrooge suggests that "idiots" who say "Merry Christmas" "should be boiled in their own pudding and buried with a stake of holly" through their hearts. 3. When Scrooge suggests that if people need charity, they should go to a workhouse, or a prison, and if they would rather die than go there they "should do it and decrease the surplus population."

We discussed how each of these signature statements should be compared to what he says in similar situations throughout the rest of the play to show how he changes.

HW April 10: No new homework
Class Notes: In class we added a definition for the word JUXTOPOSE to help understand SYNBOLISM better. FOR the purposes of analyzing literature, to JUXTOPOSE means: (v) to position (and consider) one thing NEXT to another. If we look at two things near each other it highlights the similarities and differences. This usually leads to deeper thought and better understanding. Writers JUSTAPOSE items or symbols to call our attention to deeper meanings.

Dickens shows us the OLD Scrooge, whacking at the young boy singing carols outside his window in Scene 1 and JUXTAPOSES that with Scrooge looking at his past and wishing he could give change to a young boy caroling. This contrast highlights a hint of change in Scrooge. The boy symbolizes his attitude toward ALL people--and the scene shows meaning BEYOND the single interaction.

We looked at the pictures students drew of the Ghost of the Past JUXTOPOSED (next to ) the Ghost of the Present to analyze similarities and differences that add to our understanding of the role of each ghost. = __Similarities:__ One example students noted was both pictures have green in them--Past holds some holly, while Present is in a large green robe. The green at Christmas symbolizes life in the dead of winter (evergreen)--which symbolizes hope and renewal. BOTH have light (past coming out of his head/ Present in a torch) symbolizing their roles to "shed light" for Scrooge on what he needs to change and see about himself and others. The light is like the light of the holiday season as a time for reflection. =

= **__DIFFERENCES__**: Students noted the ABSENCE of color in the Past, vs. bold color in the present. They noted this could symbolize the vivid energy of living in the NOW vs. our less clear recollections of the past. White in the Past also represent the purity and innocence of youth. The flowers on the Ghost of the Past ALSO suggests youth as a time of hope and growth. =

=== __Ghost of the Past__ wears a "lustrous" belt, while PResent wears a "Scabbord" around his waste with a rusty EMPTY "sheath" (the holder for a sword). This symbolizes PEACE not war-- the PRESENT holiday season as a time to end fighting between nations and between individuals. ===

HW April 9
=== **Finish Act I sc 4 and 5 packet parts C and D.** There is a FULL page of instructions for the Part II charts on the second page. READ THEM! I suggest that for Part II C you focus on the Ghost of Christmas Past and copy some or all of the description of his/her appearance from page 655, column 1. Explain the SYMBOLISM of at least 2 elements of the description. Reprint of the packet can be downloaded from April 2 entry. === If you did not finish the classwork, f inish you quick sketch (use color to show you read the colors in the text passages about each ghost). The drawings need not be fancy, but should show the differences between the Ghost of the Past (described on p 665, column 1) and the Ghost of Christmas PResent (described on page 664 at the bottom of column 1 and next to the photo in column 2). THINK about the differences to help you decide what to write on the chart for Part II. C. to express the traits that the Ghost of the Past has. We will be comparing all the ghosts' traits at the end of the play to learn what Dickens may have believed are traits in OTHERS that motivate US to change. Do we respond better to kindness or fear? Do we need both?

LABEL the drawings so I can tell what you were trying to draw. What details from the text did you notice? --- Classwork: In our binders (vocab OR literary notes section) we wrote the definition of **SYMBOLISM**: a NEW literary term I will test you on. = Symbolism: //__When something represents something beyond itself.__// = ==We noted that writers use objects, people, and places to represent IDEAS and FEELINGS and CONCEPTS that are beyond the original symbol. Symbolism is a SUCCINCT way to get across several ideas at once--similar to a fine metaphor. We noted that the American Flag is literally and object--a rectangle of red, white and blue fabric--but it represents SO MUCH MORE beyond itself. It represents our home, our history, our ideals of bravery and loyalty and sacrifice; our ties to Britain; our size (50 stars=50 states) our history (13 stripes=13 original colonies)...etc.==

Then we discussed how writer's use symbolism in a character's appearance--what he or she looks like, wears, carries....to suggest that character's traits or explain WHY the character might be motivated to act in a certain way. We also noted that some physical description has NO deeper significance. A character may be tall, or blond, or freckled and it does not mean ANYTHING. When I and other ELA teachers ask for a discussion of a character's appearance, we almost ALWAYS want you to focus only on details of appearance the suggest a trait.

In class, we noted how kids dressed today for hat day implied a trait or two. Brady's traditional MLB baseball hat suggested that he probably loves sports; while Jakes helmet implies he might prefer military topics; and Maddie's zebra striped Mickey Mouse ears leave the impression that she might be a sweet girl who likes cute things. We all know you cannot judge a book by its cover, but writer's use details about appearance (including how a character dresses) to help us understand the character better.

Out today. Work on Packet for Act I sc 4 and 5 ONLY Parts I and PArt I A and B. Leave C and D.
All students worked on writing assignment. Students who had math test will get another ELA period for writing.

No new homework. Act I sc 4 and 5 worksheet will NOT be due Monday.
=== __Class Notes:__ In preparation for Monday's "Argument Quick-Write" exercise, all students created a FORMAT for their own argument organizer to fill in on Monday. The point of this activity is for students to be able to generate their OWN graphic organizer for EACH major writing format (Argument; Information/Research; Narrative) WITHOUT a teacher reviewing the required elements of each type of writing every time there is an assignment. In grade 8 and above, students will NOT get as many helpful tools to get organized and will be expected to organize themselves and write a complete draft in a single period. ===

=== After students put together their own organizers, we reviewed the elements that need to be included in each of the three basic sections (Opening/ Body paragraphs/Conclusion) to meet state standards for Argument Writing. The file below contains a sample that would work for Monday's assignment. The specific parts of an argument that make it DIFFERENT from narratives or informational pieces include ===


 * Hook is SHORTER than for narrative (limit yourself to 1 or 2 sentences)
 * Opening paragraph needs to include a clear CLAIM, reasons, AND a __COUNTER CLAIM/__rebuttal overview
 * Body paragraphs must include brief __explanation of COUNTER CLAIM and rebuttal__
 * Conclusion ends with a __CALL to ACTION__

[[file:2014 Optional Graphic Organizer for Argument.docx]]
===On Monday, students may fill in the organizer they prepared in the Writing Tips section of their binder today, or they can print out my organizer and bring it to class to fill in. I will NOT provide copies--this is to make you more independent as we inch toward grade 8 status.===

---
=== __Class Notes:__ DIscussion in most classes on the relationship between __**TOPICS, Essential Questions, and THEMES.**__ Students will need to understand these terms--especially to participate in the __**graded Socratic Seminar**__ I will use as the assessment to show understanding of the "Scrooge and Marley" unit. We practiced taking TOPICS that the play explores and developing deeper and deeper ESSENTIAL QUESTIONS. ===

__ **An Essential QUESTION is a question that is TIMELESS--not rooted to a particular set of events or characters.** __
=== The two topics students explored were __**Poverty vs. Wealth and CHANGE**__. Small group discussions resulted in some of the following BIG IDEA essential questions that we can use Dickens' story to find the THEMES that might be HIS answers to these questions. ===


 * ===Is being poor worse than being rich? When can it be better:? In what ways?===
 * === How poor is TOO poor? Is poverty or wealth relative? If we don't know anyone like us that is better off (live in ignorance that we COULD have more) are we happier than KNOWING there is more to be had? ===
 * === Is poverty curable? Is access to opportunity enough to end poverty? ===
 * === Will poverty ALWAYS be with the world? ===
 * === Would we change if we had more? less? ===
 * === Would our FRIENDS change--or would we change toward our friends if our wealth changed? ===
 * === What would we do with wealth if we had more than we needed? How much is enough? ===
 * === What if we were all equally poor or equally rich? Would it change the ratio of good to evil in the world? ===
 * === What are the causes of poverty? The reasons people have or gain wealth? ===
 * === Can greed be a motivator for good? ===
 * === Is Ignornace more damaging to society than poverty? ===
 * === What is the relationship between wealth and power? Is there a connection between too much wealth and power and the downfall of civilizations/families? ===
 * === Are poorer nations more likely to have reasons to go to war? Could the end of poverty bring the end of war? ===

=== MOVING FORWARD: Students will consider the BIG questions above as they continue to read and reread. In the Socratic Seminar, students will get credit for introducing questions that lead to deeper questions and better understanding of the play and of the concept topic and hopefully of life itself. __**Students should take notes**__ on THESE QUESTIONS AND on __evidence from the text__ that would relate to the questions above to use as evidence during our Socratic Discussions. ===

Moving from **ESSENTIAL QUESTIONS to THEMES**
=== Thinking about the questions as we read will help reveal THEMES--ideas and insights about life and human nature that Dickens uses the text to show his readers. **__THEMES ARE STATEMENTS--not questions. THEMS are generally presented as complete sentences.__** By showing Scrooge as someone who was once poor and becomes wealthy, he seems to telling reader HIS TRUTH--HIs idea is ===
 * === "MORE wealth does not necessarily bring MORE happiness." And also ===
 * === "We don't always recognize what we REALLY value and need until it is gone." Student will likely find **other** THEMES (Messages/truths/ insights) as they read. ===

__**ARGUMENT: SCENE 3 NOTES**__
=== We began to analyze Act I sc 3 as a very traditional argument. Dickens uses LOGOS (logic/evidence/ reason) ETHOS (credibility) and PATHOS ( feeling-connections) when Marley's ghost comes to convince Scrooge to change. ===

=== We then began to note how Marley had __**ETHOS**__--Scrooge might listen to HIM because they were peers who had the same values--they both valued business over people. Dickens was very clever to have this as the FIRST Ghost, or Scrooge might have ignored everything that came that night. ===

=== Marley uses __**PATHOS--**__first he has to make Scrooge FEEL afraid--Scrooge's first reaction is very stubborn and superior--he is not at all frightened and talks back to the ghost--telling Marley he is the result of bad food--indigestion--. Students should understand the pun when he says "There is more of GRAVY than of GRAVE about you." ===

=== __**Pathos**__ is used when the ghost detaches his head and screams--this is also A little bit of __**LOGOS--**__providing evidence that he is powerful and supernatural--and __**ethos**__--because Marley is LIVING the exact fate he has come to warn Scrooge about--it is not an empty threat. ===

=== When Marley tells Scrooge about the fact that __this will be his ONE and only chance__--that is __**Pathos and LOGOS**__--a threatening truth. When he describes the __horrors of having to NEVER rest for all eternity and ALWAYS be forced to watch suffering and not be able to help__--Dickens has given Scrooge AND the reader a painful picture that **__touches the heart and the head to motivate__** some change. ===

--
===WARNING ABOUT FUTURE WRITING ASSIGNMENTS TO START THINKING ABOUT: In MOST classes today I discussed 3 short upcoming writing assignments. They will happen over the next 3-4 weeks. __**The argument will likely be first.**__ The plan is have students think a little about these at home and then come in and spend one period planning and drafting. A few days later, students will revise ON the draft and edit for a quick-write final. These are NOT going to be long and drawn out or involve work at home.===

===**NARRATIVE**: FCAs will be to show you can 1. create traits through action and dialogue and 2. construct an engaging scene with some vivid description and some action/conflict 3. properly punctuate dialogue. The topic will be to bring your locker to life and show how it would talk and behave to you if it could talk.===

===**INFORMATIVE:** FCAs will be to 1. Paraphrase key compelling factsand use at least two quotations as support to showing why Workhouses and Debtors Prisons were worse than death for some people in Victorian London 2. Cite sources properly 3. organize ideas logically, ending with a conclusion that extends the topic to explain why it matters beyond Victorian London. I will provide time in the lab and two web sites for students to paraphrase information from.===

===**ARGUMENT**: FCAs 1. Write opening with an engaging hook, clear claim, and overview of 3 reasons 2. Develop reasons with specific evidence that is logical and makes connections with the reader (pathos and logos) 3. Maintain an appropriate tone===

= HW April 2: =

Homeroom: Bring back blue postural screening permission slips and yellow course selection forms.
ELA: No new homework. The packet you picked up today will be due Friday or Monday if you want to begin work on it to get ahead. I need to review some items about theme and how to use appearance to interpret a character's traits, so if you move ahead you might want to work in pencil in case you need to make changes--or just do not go further than doing Part I and Part II, A and B.

CLass notes: We did slightly different lessons in different classes.
 * Orange:** Had sub due to a mtg. This class worked on Act I sc 4 and 5 packets. Collected last night's hw and checked night before hw.
 * Red, green, blue and yellow**: reviewed **objectives for reading "Scrooge and Marley"** and how doing the homework correctly will help. **Final test for this unit will have 2 parts: an oral Socratic Seminar and a written ORQ**. Students will be able to show that they understand and can apply the following:
 * **Characterization (character traits and motivation:** students will understand the FIVE ways an author creates a character AND students will be able to discuss and write about themes of the play.
 * **Theme:** Students will use consideration of **Essential Questions**--which are timeless important questions about how life works, what is important, why people act as they do...to identify and discuss themes--which are an author's ANSWERS to some of these questions.

Ex of relationship between essential questions and theme:
====In the play, Dickens explores questions related to CHANGE: Is change always possible? Is it desirable, necessary? What makes people change? Why is change hard for most of us? WHen is change a negative thing? All classes will practice developing questions that lead to MORE questions.====

====Dickens' **THEMES** would be statements about truths in life or human nature that are "proven" or expressed through the characters and events in the play. Students might observe that Dickens seems to show "Change is possible, even for the toughest souls." or "Change is hard to achieve without some support." OR simply "Change is gradual if it is to be lasting."====

====For our **Socratic Seminar in a week or 2**, students will have an oral discussion--half a class at a time, using text evidence to support ideas about the themes and the use of characterization in the play. The homework will help students collect the evidence and be able to paraphrase it and elaborate on what it shows. Students will get credit for participating with logical evidence, raising significant follow-up questions, and respectfully agreeing and/or rebutting their peers to help everyone understand the play and Dickens at a deeper level.====

====**After the Socractic Seminar, students will write ORQs responding to 2 of the themes raised by the play**--using the evidence they found through homework AND additional ideas and insights gained through the Socratic Seminar.====

During ELA classes AFTER first period, I reviewed possible answers to the HW on scenes 1 and 2 in some classes, and to sc 3 in some classes. All classes will have total review by the end of class tomorrow.

CAREFULLY read “Scrooge and Marley” Act I, Scene 3. PROVE you understand the most significant information and recognize character traits by doing the following:

 * === **Paraphrase 4 of the major messages Marley has for Scrooge.** What is her warning Scrooge to expect? Why? What will happen to Scrooge if he does not listen? You may do this in “texting” or Twitter form—no need for sentences or correct spelling. The point is to put the warnings into your OWN words and keep it short. You can be funny or serious—just be sure your work PROVES you read closely. ===
 * === **Paraphrase 3 reactions that Scrooge has to Marley**—also using modern day language and keeping it short. Scrooge does not react the way many of us would to a terrifying apparition. Show you understand some of the quirks in this character by what you have him say. ===
 * === You may type this, hand-write it. You may add graphics but you MUST primarily use words. **Your work will be a minimum of 7 lines.** ===

Class notes: I checked homework while students took vocabulary quiz. If you were out—you MUST stay after Wednesday to take this since the term ends this week.
===Red class was shortened due to band/orchestra concert. These students ONLY will have about 5 minutes to complete the quiz tomorrow. Any red class student who did not have last night’s hw due to rush after concert MUST remember to show it to me tomorrow to get credit.===

3/31: 1. READ ALL of the Class Notes in the entry below from 3/27 for valuable review for tomorrow's vocab test/quiz.

 * 2**. **STUDY ACTIVELY for the Vocabulary test/quiz** on the vocab from Acts I and II of "Scrooge and Marley. Review your LAST vocab quiz for any words from Act I that you had trouble with and review them. Quiz yourself OUT LOUD with your vocab cards and WRITE definitions, sentences, and parts of speech from memory to prepare. I hope you chunked your studying!

One MORE extra credit to add to those I might ask tomorrow is--What does the word RESOLUTE mean? It is a great trait word to know. Look it up!
===**3**. Complete the worksheet from class if you did not do so during class. File with copy of work sheet AND complete directions is below. Most students using time wisely finished in class or were very close to finishing in class.===

[[file:2014 Act 1 sc 1 and 2 wrksheet.docx]]
==3/27: Finish any unfinished revising and editing of narrative benchmark essay. Turn in throug Turnitin.com BY 8 am Monday. NO EXCUSES accepted for late work. If you have a technical glitch you MUST bring a hard copy, or a copy neatly handwritten in ink, or email a copy. I would print a hard copy as back-up to Tunrintin.com just in case. ALL students must also turn in the drafts and original benchmark copies. This is worth 200 points.==

==Study for vocabulary quiz on Tuesday. I will NOT be after school to review Monday. Students needing help knew they could have stayed on my regular day last Wednesday. Come to class with any last minute questions. You should be able to independently learn vocab by this point in the year.==

Class notes: Below are vocabulary notes from Friday's classes--especially for the yellow and blue classes who did not take formal notes on tips I offered during homework check of the vocab cards.

 * Notes on Act II vocabulary **


 * KNOW parts of speech for ALL words! I would make a practice chart like the one I use on EVERY test. Remember **
 * ** the endings //ible// and //able// ** signal **adjectives**
 * **// ment, tion/sion, ness, //**** and //ity// ** signal that a word is most likely **a noun**
 * **// ly //** is most often an **adverb** ending**.**


 * Dispelled: **
 * Spelling: only 1 “s”
 * Meaning: ** dispelled ** is generally used to describe getting rid of a thought or feeling.
 * // His fears were dispelled by his coach’s confident attitude //
 * // Justin’s dream of becoming a pop singer was dispelled when listeners covered their ears. //
 * The word ** disperse ** is more commonly used to describe scattering physical things:
 * // The marbles dispersed across the floor. //
 * // The kids dispersed from the school at 2:30. //
 * // How to use “Disperse” vs. “dispel” WILL BE EXTRA CREDIT ON TEST. //


 * Compulsion: **
 * Spelling: ends in **//Sion//**—(not //tion//)
 * Refers to an inner drive in people and living things—in common usage (as opposed to how it may be used in poetry or figuratively) objects do not have or feel compulsions.
 * Follow the word with //to// and a verb to use it correctly if you are having trouble putting it in a sentence//.//
 * // I felt a strong **compulsion to eat** junk food after watching the potato chip commercials. //
 * // Mrs. Ready suffers from a **compulsion to talk** when kids just want to get down to finishing work in class. //
 * Threadbare: **
 * The word literally means “bare of thread” so it should be used to refer to worn fabric items—not anything that is worn out. You can have //threadbare coats, blankets, gloves, even couches//—but not threadbare houses or desks or shoes—which are generally leather.
 * When Dickens refers to Cratchit’s “fringeless and threadbare comforter” he is **referring to a scarf**. The British used some different names for clothing than we do. Potential Extra credit fact.


 * Gnarled: **
 * Most commonly used to refer to tree roots and branches, hair or fur, and poetically to arthritic looking joints in fingers that may resemble a knotted tree root.


 * Severe: **
 * Remember the **//e//** at the end or you have the word **//sever//**—which means **//to cut//**. Potential Extra credit
 * Paraphrased meaning = harsh or extreme. Most often used to describe weather, injuries and punishments and a strict personality type. Be sure to use it as an adjective to describe something or someone.
 * Audible: **
 * USE AS ADJECTIVE to describe something that makes a sound you can hear.
 * // The quarterback made an **__audible call__**. //
 * // The dog __whistle__ was only __audible__ to the dogs. //
 * **__ DO NOT __** use as a noun as in //“Tom Brady called an audible//.”

See last week’s notes for definitions of affixes **//dis, aud,//** and **//com//**.

==
 * Expect to be retested ** on parts of speech and how to use **Act I words**, and on the specific definitions of **//implored, benevolent, destitute, and void//**.

==

3/26
=HOMEROOM: Course selection sheets (yellow packet) went home today. Be sure parents/guardians see them and return them after signing and initialing. Also--Communities that Care Survey permission slip went home. THis must be returned if a parent/guardian does NOT want their child to take the survey.=

==No new homework. MANY people did not have today's homework and only 3 of them stayed after as is REQUIRED to get credit for late work. If I do not have the work EMAILED to me by 4:30 today I will not accept it. Several students said it was done on computer at home but just "forgotten" so the email should be no trouble.==

===Most students are on track for revising and typing the long comp. We have one more in-class lab period. If you believe you will have trouble completing it during the remaining class, do some work on it at home.===

Good job on MCAS today. Students worked diligently.
===**HW:** VOCAB test on Act II words and 3 affixes on April 1. __Test WILL INCLUDE retest on some of the words from Act I__ so look back at your last test and learn any of the Act I words you did not test well on.===

==1. __Due Wednesday!__ 8 vocab cards for Scrooge and Marley Act II. See yesterday's entry. Classes that met today had class time to get some or all of this done. If you do extra work to design your OWN kind of study guide the way we did for the last set of words, I will allow you to share your strategies in small groups as a way to review at the start of classes for the remainder of the week. I will not give extra credit for this, but it should help you prepare and lesson the amount of studying you have to do at home. If you do not do any extra work to prepare, you may not participate in the small group reviews. You will not lose any credit for not doing extra.==

===2. __Due next Monday:__ Revised and Edited long comp in publishable form will be due by Monday at 8 am through Turnitin.com. We will have two more full periods in the lab to complete this so very few students should need to do any work at home--unless you never revised your opening, closing, or any body paragraph when it was assigned for homework earlier this month. If you work on any of this at home DO NOT ask for help from parents, siblings, or friends. Stay after with me tomorrow if you are not sure about your work. I need to see what YOU CAN DO without assistance to know how to help you improve. The directions and rubric are now on Turnitin.com.===

===All class will work in lab 102 tomorrow. Orange, red and green classes will be in labs on Thursday and yellow and blue will be in the lab Friday. I will review the directions on how to mark up your work and submit it during the lab time. Most students should have no trouble completing this by the end of the day Friday.===

3/24 FINAL MCAS COMPREHENSION TEST DAY TOMORROW. REST UP, EAT WELL, REVIEW REQUIREMENTS FOR A STRONG ORQ RESPONSE.
=VOCAB QUIZ APRIL 1.= ==HW: 8 ACT II "Scrooge and Marley" vocab cards __due WEDNESDAY.__ Find page numbers using the index of your purple text. Follow ALL directions for ELA vocabulary cards--these instructions and a printable template to use to format the cards correctly should STILL be at the beginning of the vocabulary section of your binder and is also on the REPRINTS page of this site. Words include //astonish, compulsion, threadbare, meager, dispelled, severe, gnarled, audible.//==

//**aud** means hear as used in the words audition, audience, audio// //**dis** meands apart, away as in disappear, disassemble, dismantle, discourage// //**CON/COM**--IF YOU still DON'T KNOW WHAT IT MEANS--LOOK IT up! wE HAVE BEEN TESTED ON THIS AFFIX TWICE THIS YEAR SO IF YOU LOOK IT UP YOURSELF, YOU MAY REMEMBER IT BETTER. FIND THE MEANING AS IT IS USED IN THE WORDS "CONVICTION" AND "COMPRESSED" FROM EARLIER UNITS.//
 * //Affixes://**