Archived+Unit+March+and+April+2015

Archived Unit March-April homework and classnotes

= ELA HW: Study for Friday grammar quiz. ORANGE CLASS: be sure to read YESTERDAY's entry and open the practice grammar quiz file to work with as you review. Bring any questions to class. =

__We reviewed the definition of **THEME:** The author's message or timeless truth about life and human nature.__
== Theme is the central insight or POINT the author is making through the characters and events. It is expressed as a COMPLETE SENTENCE. It usually is what we get out of the literature to help us think about ESSENTIAL life questions. This definition will NOT be on the upcoming test, but should be memorized for one in mid-May if you want to start repeating it to yourself! ==

__ Theme and Symbolism in the "children" named //Ignorance// and //Want// __
== Today we reviewed the passage in which Scrooge asks about the "two gnarled baby dolls"--the boy IGNORANCE and the girl WANT (meaning POVERTY). These are symbolic children. Dickens writes to "beware" the boy most because he has "doom" written on his brow (forehead). ==

We looked at __pictures__ of what these figures might look like to FEEL the impact they would have. [[image:ignorance and want picture.jpg]]
== We also read the ORIGINAL language Dickens used, which is more powerful than the simple language in the text, to show how effective writing makes us feel MUCH more and understand more. Simple is faster, but when Dickens calls the children "wretched, hideous, and miserable" and then "scowling and wolfish".... we feel more impact. When Dickens notes the children are "pulled to shreds" by life and that their hardships make them menacing "monsters"--we readers see that ignorance and poverty create a LACK of humanity. Poverty and ignorance hollows people out, de-humanizes them, and can create "monsters". ==

This passage is the author's way of presenting an answer to a major life question--
== These are all VERY big questions that literature deals with. Dickens play is interpreted by most people to show the theme: "Ignorance--not being aware and involved in life--is more destructive than poverty". Another theme might be, "If we ignore problems they do not go away, and other's problems eventually affect all of us." ==
 * == Can we be truly happy if we are poor? ==
 * = Is it worse to be ignorant (unaware, not knowing and not BOTHERING to know or try) than it is to be poor? =
 * = Which is the root of problems in society--poor people or ignorant (undeducated and unthinking) people? Does poverty create ignorance or does ignorance lead to poverty? =
 * == Can we ever change the cycle of poverty? ==

__** TIMELESS Dickens and today's Baltimore issues of ignorance and poverty **__
== THEME is an expression of a TIMELESS idea or insight. We discussed these ideas in Dickens in relation to news unfolding in Baltimore. Students had very insightful things to say about poverty and ignorance causing the problems there that have lead to at least a temporary "doom," where civilized life seems to have collapsed. == == Students showed they are NOT ignorant. Many had quite a bit of information about the issues and saw the problems on ALL sides. Literature should help us think about these things. Students noted that being ignorant of future impacts of current actions was hurting ALL sides. They also noted the many examples of the better sides of human nature trying to find constructive ways to be part of a solution--instead of just waiting for someone else to solve the problems. ==

= =

= ELA HW: = = Tuesday April 28 = = ELA HOMEWORK: = = __Finish Comprehension and Critical Thinking questions assigned MONDAY__--details in YESTERDAY's post and in the post from the Friday before vacation. = = = = __Study for Parts of Speech quiz on Friday.__ = = Kasey O. was done with her homework and drafted a practice format for you to work with if you'd like. It is in the file below AND I also posted the file in your __ONE NOTE NOTEBOOK CONTENT__ LIBRARIES on a page titled __GRAMMAR REVIEW PRACTICE TEST__. You can, but do not have to, use it to review. = = = = __The actual quiz will be closely based on the practice test.__ I reviewed this with my yellow, blue and red classes and will discuss it with the Orange and Green classes tomorrow. = = = = As I noted in class, __if you like to learn by using your hands or visuals__, you might want to copy the file and write your OWN sentences using all the parts of speech, You can then copy or move the text boxes I have for the different parts of speech to label AND color code your sentence the way I color code mine in the sample. Using color AND manipulating the labels, while also writing a sentence or two with PERSONNAL CONNECTIONS should help you RETAIN more because you will be using MANY different centers in your brain at once. = = = = __If you HATE computer work,__ you could also make different colored cards with assorted nouns, verbs, adj...etc. and throw them in a bag and THEN try to construct sentences. Playing with the cards and moving them around MIGHT do more to help you learn (or just be more interesting) than merely copying things over and over to study. Working with a friend to make as many sentences as you can might help you study if you are more of a collaborative learner. Help yourself!! = = Practice grid for grammar test. =

= Class Notes: = = I reviewed a few more specifics on the Grammar Parts of Speech = = We marked up the difference between __TYPES of pronouns:__ =
 * = __Personal pronouns__: I you he she it we they me them you her him =
 * = __possessive pronouns__: mine, yours, his, hers, ours thiers =
 * = __Demonstrative prounouns__: this, that, those, these =
 * = __Indefinite pronouns__: everyone, something, anybody, no one, everything, anywhere, ... =

= = = = = __Students told to take notes on WHERE and WHY__ the Ghosts of the Present AND Future take Scrooge--You should take some notes on WHAT he is supposed to see and learn with each change of scene and characters. We modeled how to take these notes, which will help immensely with essay preparation. An example was posted in yesterday's class notes and I reviewed it in ALL classes today. = = = = I __conferenced about essay writing__ with students while __classmates had time to work on__ =
 * =__ Know at least ONE of each TYPE of pronoun for the test. Know the names of the types for extra credit. __=
 * = the homework questions, =
 * = take notes on WHERE and WHY significant scenes were shown to Scrooge and how each helps him change and learn about himself and the world; =
 * = and review for the grammar quiz =

= Monday April 27 =

My EXTRA HELP DAY will be WEDNESDAY this week only due to a meeting. I return to Tuesdays next week. = = = ELA HW: DUE WEDNESDAY = = __Answer the Check Comprehension Questions (1-5) and Critical Thinking Questions (1-4) on page 681.__ = = Follow ALL the guidelines about using COMPLETE SENTENCES, clear references to character names, and using key words from the question in your answer to focus the topic clearly. = = = = Check Comprehension questions must be answered in at least __one complete sentence__ and Critical Thinking Questions MUST be answered __in at least 2-3 sentences and include specific details from the text to support each__ response. If you include QUOTATIONS as part of your specific detail, you will be better prepared with evidence to use on the next essay test. Using MORE sentences than required is perfectly fine--using fewer sentences will leave you unprepared for the test. = = Study the "Quick Parts of Speech Review" sheet I gave you to prepared for grammar quiz now rescheduled for FRIDAY, MAY 1-- (this Friday). Study sheet can be printed from the Friday April 17 entry, where I REPOSTED it again. You all have hard copies and there are more on the front table in my room. = =--= = Class review: = = In Orange class, we reviewed AGAIN how to complete the homework correctly. Students worked in groups to answer Check Comprehension Question #4. We then worked together on HOW to take notes and how to REREAD the text to find answers. I modeled note-taking strategies for the students. You might not use ALL of the info in these notes to answer the homework question, but having the information will REALLY help you have adequate detail and understanding to answer essay questions about the play. =

__**1. WHERE and with whom:**__ G of F and Scrooge visit scene with 3 businessmen on street discussing death of cheap, rich person.
===**__WHY ghost shows this:__** Men are joking about the death, saying they would not go to funeral "unless lunch is provided" (671). Shows Scrooge that no one misses the dead good businessman. Scrooge does not know they are talking about him--but audience should know this. Shows dying with a lot of money is not as important as being missed by SOMEONE when we are gone.===

Why Shown:
= Other classes: I discussed upcoming work and test dates. Students had time to work independently on the homework as I conferenced with students on the essays written for Act I. Students are to use feedback from these conferences to improve essays on Act II. As a result, I am pushing the second essay question test to next Monday to allow more time to talk to all students and review student answers to the review questions. =

= Friday April 17: = = = = Happy vacation!! Act II multiple choice and essay test will be Wed or Thurs of the week we return. =

= ELA HW: Optional but strongly advised review homework!!! = = Missing Act II packets: If you did not turn in a complete Act II packet today you __will NOT receive credit unless you were absent today__ or one day earlier this week. __Students who started vacation early MUST turn the packets in ON Mondaty April 27 to receive credit.__ = = = = __Even if you do NOT receive credit, I suggest doing the work so you have adequate notes to write your essay on how Scroooge changes on the Unit test the week you return.__ = = = =__ Comprehension Review: __= =__ Reread and summarize and/or outline EACH SCENE of Act II __= = If you rushed through the packet work--and even if you did not-- you might want to use the time over vacation to reread Act II and take notes to summarize key events and characters from each scene (1-5). THis will help you with the Unit test on Act II that will likely be on THURSDAY or Friday of the week we return. I would chunk this over a couple of days. Doing it ALL at once might leave you a little muddled. =

= __Getting AHEAD on homework for NEXT week:__ If you want to lessen the homework burden for the week we return, you may want to complete the = = = = __Review for Grammar quiz on basic parts of speech (__Grade - 5 and 6 review) = = I will likely push the Grammar quiz to May 1 or 4, but you MUST still study the parts of speech chart I gave you a month ago to learn. I am reposting the chart below, if for some unfathomable reason you have not looked at it. I have asked folks to come see me if you have and questions and no one has, so I assume you are all ready for the quiz on basic parts of speech. =
 * = 5 Check Comprehension and =
 * = 5 Critical Thinking questions at the end of Act II. =
 * = __Check Comprehension questions__ should be answered in at least __ONE complete sentence__ with details from the text. =
 * = __Critical Thinking questions__ should be answered in **__2-3 complete sentences__** with specific quotations or other evidence from the text. Do not use vague pronouns and rephrase key words from the question in your answer so the topic is clear. =

= Class Notes: All classes took Act II vocabulary test. Students who were on vacation early or sick MUST make up the test afterschool on WEDNESDAY APril 29--this is a change from my usual day due to a parent meeting. =

= = = THursday April 16: = = Study for Vocabulary Quiz--see earlier entries for details. = I just lost 20 minutes of typed notes and do not have time to insert all details again--so I hope you took good notes today!!!

= __Finish packet for Act II.__ = = NO excuses about having too much work tonight if you waited until today to do much of the work. Any excuse note from a parent must specifically state that you worked at least 30 minutes on ELA every night this week and still could not finish. = = If you rush through tonight, plan on spending lots of time over break rereading and taking notes on Act II so you ACTUALLY understand it. Our review of the Act I test showed some of you today that you may not have been reading and reviewing closely enough. That is why I chunked the work scene by scene. =

= Class Notes: = =__ Very quick review of common uses and misuses of Act II vocabulary: __= = = = //__Gnarled__--//describes twisted or knotted things like hair, tree limbs, arthritic fingers, rope, string--NOT faces! = = __//Dispelled//__--refers to THOUGHTS and EMOTIONS that go away--not physical things. Fears are dispelled, rumors are dispelled. =

// "The teacher DISPELLED any thoughts that Friday might be fun by scheduling a test." //
= = = People or things that are scattered are __//DISPERSED//__--NOT dispelled. People who are FORCED out are //__EXPELLED__// = = __//Dis//__ as an affix means //away// =

= __//Astonish//__ is generally used as a positive kind of shock. //APPALLED// is the word you would use for a NEGATIVE or horrifying shock =

=__ Test on Act I--error review __= = We reviewed results so students understand how to __read questions MUCH more carefully and pay attention to SMALL details that are critical for logical answers.__ NO ONE should throw out Act I work!!! We are not done with the play and you will be retested so learn what you did not understand the first time. Some of the same questions in different formats will REAPPEAR on final unit test. =

= = = Wed April 15 = = = = Computer glitch--late update today = = I. ELA HW: Continue work on Act II packet due FRIDAY. = = Students should be completing the SECOND page on scene 4 tonight. ALL students should have read carefully through the END of scene 4 by tonight. = = Some students have not started this and that was a poor choice. Expect it will take a lot more time to do a good job reading carefully and taking effective notes on the packet. I advise writing your own short summaries of the key events in each scene in addition to the packet work to prepare for the essay test after April break. That is an active reading step I assume you do even when it is NOT assigned and graded. =

= II. Continue review of a few of the vocabulary cards for Friday's quiz. =

Vocabulary
== We reviewed pointers on how to use the words //compulsion, meager//, and //threadbare// correctly in sentences. Students were told to take notes ON the vocabulary cards and plan how to revise sentences for the test as needed. ==

Students were advised to LIST

 * = things they might have a compulsion for, =
 * = things that COULD be threadbare, and =
 * = things that there may a meager amount of. =

Act II symbolism

 * == We listed important details we noted after very close reading about the appearance of the room and of the Ghost of the Present. ==
 * == We took notes on the potential symbolism of each item students listed on the board, based on inferences students made. Symbols included //the torch, the plentiful food, the throne, the use of a lot of green, and the empty scabbard.// Know what these mean for the next test. I am not giving you the answers here. Hope you took notes or reread and discuss with peers. ==
 * == We discussed the VERY IMPORTANT symbolism in the odd detail about WHY the Ghost has more than 1800 brothers. Know this for the test! ==
 * == We discussed __//WHICH day is a day like no other//__ --it is a "trick" question and the answer is the most important thing the Ghost of the Present symbolizes. ==

= ENRICHMENT --Civil Rights reading for per 7 class. = = Rosa Parks reading homework Due FRIDAY: This is one of the very VEW homework grades you will have in Enrichment so DO IT On TIME!!! = = Read the Rosa Parks biography excerpt. Highlight passages that seem significant. Next to passages you highlight, use one of the four following labels: = =I expect you to find a few examples of each TYPE of reaction throughout the article. There is no minimum number of items to highlight, but you should be finding a few things on each page. You are showing you read closely and stopped to think about WHAT you were reading every few paragraphs.=
 * = <F next to examples that show LESS FREEDOM or fewer rights for Rosa than for her white peers. =
 * = C for examples of attitudes, activities, or elements of daily life that you and most kids have in COMMON with the kind of childhood Parks had =
 * = SURPISING-- for something you did not know or expect was true about life in the Jim Crow era in the south in the 1920s =
 * = SHOCKED-- for something that is MORE than just surprising, for things that are new to you and perhaps upsetting or appalling. =

= Tuesday April 14--VOCAB QUIZ THIS FRIDAY!! See below for details =

__1. Continue work on ACT II homework packet. Copy to reprint is in yesterday's entry. Read text and complete sheets for Sc 3 and the beginning of Sc 4 (with Fred.)__
== Read Scene 3 and at least the scene with Scrooge seeing Fred's party on page 670 in Scene 4. Fill in the boxes on the packet work sheets for these TWO sections. You should have the first THREE pages of the packet done by tomorrow to remain on track to finish and do a great job by Friday. Do not forget to add a little each night to the FINAL page of the packet. On this page, insert the BEST quote you can find from EACH scene to show how Scrooge shows change or resistance to change. I would use a DIFFERENT quote than you used elsewhere in the packet so you have MORE evidence when you take the test. ==

If you are leaving early for an extra vacation day you MUST plan on staying after WEDNESDAY ( not my usual day--but I have a meeting Tues) after vacation to make up the quiz.
= = = Class Notes: =

=__ Vocabulary: __=
 * = I returned cards for you to use to begin ACTIVELY studying. Review the cards that are marked as completely correct tonight. Each day we will clarify how to improve your sentences for the words that most students found challenging. =


 * Today we reviewed COMPULSION in all but the blue class. Note the SION ending shows its a noun. A good paraphrase of the meaning is "a need that a person has trouble ignoring". We noted a connection between things that might be obsessions and a need to DO something to "feed the need." Students wrote items that could become obsessions for themselves or someone they now and then crafted sentences that fill in the blanks for the following,
 * = Because I love ___, I feel a compulsion to (insert a VERB)____. =
 * == I LOVE THE BEATLES, SO I HAVE A COMPULSION TO BUY EVERY cd AND READ EVERY BOOK ABOUT THEM. ==
 * == THE BOY'S COMPULSION TO PLAY HOURS AND HOURS OF GAMES ON HIS PHONE LED TO PERMANENT THUMB DAMAGE. ==

=__ Act II sc 1 review for symbolism __= = Student had time to DRAW the details they noticed in the setting and the costuming of the Ghost of Christmas Present. They worked in groups to read the stage directions out loud and discuss what SYMBOLISM the details have. We will review conclusions tomorrow. =

= MONDAY April 13 =

=__** ACT II Vocab quiz on FRIDAY April 17. **__= = I am giving the quiz this Friday so it is not hanging over your heads all vacation. I will poll classes tomorrow to see if any class majority would prefer to wait until after vacation, however, it is going to be a short quiz, like the last one, and should not require intense studying--just a few minutes with a few cards at a time each night to review. I will return graded vocabulary cards tomorrow in class so you can begin review of the 8 words and one affix. =

= ELA HW: Students received ACT II packet that is due FRIDAY. Students should READ Act II scene 1 and 2 tonight and do at least the FIRST page of the packet. I told students to HIGHLIGHT the direction at the top of the page that says they should fill in a MINIMUM of TWO boxes, but students MAY do more. = = = = The FINAL page of the packet has a box for putting the MOST significant evidence of change from each scene. You MAY want to fill in the first box, for scene 1, tonight. = = = = This completed packet will give you ALL the quotation evidence you will need for the next Essay test, so READ CAREFULLY and choose SIGNIFICANT evidence to copy. As we noted in class, the final UNIT TEST (after vacation) will include an essay showing HOW Scrooge changes from beginning, to middle, to end of the play. DO NOT throw out notes from ACT I because you will need them to show the evidence from the BEGINNING in your final essay. =

=--= = Class Notes: = = Students were given a __checklist of specific things to double-check their essays__ for as they revise and edit. The sheet is a guide to HOW to be sure you meet the FCAs for //evidence, explanation, vocabulary, and mechanics.// = = Students had __most of the period to continue drafting the essay portion of the Act I test__ and to revise as needed. Students may return during the 20 minutes tomorrow and/or afterschool tomorrow. NO more time will be given in class. The checklist is in the file below for students to print and keep--it will work for MOST ELA essays. = ==
 * HOMEWORK PACKET FOR WEEK OF APRIL 13**

= __I reviewed the homework packet for the week.__ I told students to pay CAREFUL attention to the top of each sheet which specifies WHICH scene and pages to focus on each night. Students SHOULD have highlighted or circled the fact that Scene 4 is to be done using TWO SEPARATE sheets, focusing on Scrooge and Fred on the __first Scene 4 sheet__, and on interactions with the Ghost of the Future on the __second scene 4 worksheet__. = = = =__ Handed back: __=
 * = graded multiple choice section of Act I test =
 * = quiz on characterization and rhetorical triangle definitions and concepts =
 * = Vocab test on Act I words =
 * = DO NOT throw these out!! Look at corrections and double-check scoring. =
 * == See me during 20 minutes if there are any problems with the test grade or what you see I have entered on PowerSchool. I still am entering a few extra credits and the vocabulary cards and some make-up work from recent absences. ==

= I advise NEVER throwing out graded work that could be used as a reference for future tests. I will give an end of year test on all literary terms--including the term CHARACTERIZATION. The Act I vocab test also had the Literary terms CONFLICT, and EXPOSITION. If these definitions were not 100% right on the quizzes, then you should look them up and practice with them. I promise another quiz on Exposition when you least expect it! The UNIT TEST for the ENTIRE play will use information from Act I, so I would keep that multiple choice test until we have all grades in PowerSchool for the ENTIRE play. = = = = =

= = = = = Friday April 10 = = NO ELA HW =

= Class Notes: Students continued drafting essay portion of Act I test. = = = = =

= THURSDAY = = April 9 =

= HW--continue preparing for Short answer and essay portions of test. You NOW know what the exact questions are. It is NOT a problem if you reread or highlight notes and homework to find the BEST quotations to present STRONG support for the points that you plan to make in your answers. You will have tomorrow's class AND the 20 minutes if you choose to come in. I MAY allow a little extra time to people who show they prepared by highlighting or using sticky notes in the information they are using for the test. IF you are prepared, however, it is likely you will not NEED any extra time. = = = = I would ABSOLUTLEY come in during the 20 minutes to work if you have NOT finished the multiple choice section, ONE of the short answer (1-3 paragraph) questions, AND finished OUTLINING what evidence you will use on the SECOND short answer. = = = =**__ I assume the long essay will take 30-40 minutes to write, review and edit. You can PLAN the response tonight at home. You MAY NOT, however, write it at home and just copy in class. __**=

=Preparing means you should have an outline of the 3-4 major points you want to make in bullet or outline form, and have an outline or graphic organizer of some sort with SEVERAL pieces of evidence (especially in quotation form) you will use to MAKE each point.=

= Class Notes: = = HANDED IN 8 Vocab cards for Act II worth 80 points. I will accept them late for a 20 point deduction tomorrow--which is a gift since I should NOT accept late work at all. They count for Term 3. = = = = All students took part I of UNIT TEST. Multiple choice section WILL count for term 3. Essays will count for term 4. If you were out today, but were here earlier in the week, prepare to take the multiple choice portion during class tomorrow to avoid an incomplete for the term. =

= Wednesday April 8 = = GET YELLOW course selection sheets signed! = = = = ELA HW: = = 1. __STUDY for Act I Comprehension__ __test__ by skim rereading Act I, review your notes and highlight or sticky note text evidence you copied into worksheets or notebook that MIGHT be effective support for possible essay questions. = = You can print out and use ANY notes I posted on-line. The test will likely take 2 class periods to complete. =

= Below is a file with some pointers to keep in mind as you write and possible TOPICs for short answer and essay questions. = = = = There will be NO literary term definitions on this test. = = 2. PUT ALL notes and homework into your ELA binder to use during the test. NO TEXTBOOK use--this is to see how well you take notes and complete homework to prepare. NO ONE will be allowed to return to lockers for notes.=

=SCROLL THRU entries on this page dating back to MARCH 16 if you want to review or print any class notes I posted related to the play.= = = = 3. COMPLETE the Act II vocabulary cards. I hope you chunked it and have NO cards to do tonight. Many students have already shown me finished work. Details in prior HW entries.=

= Class Notes: = = __I passed back corrected Comprehension and Critical Thinking question answers with notes on gaps to fill to answer test questions more__ completely. = = = = I reviewed __COMMON gaps in answering the questions__ for students to take notes. = = = = We reviewed __the "Reminders for Test" file__ above and discussed the structure the test will take--multiple choice, a few short answer questions and ONE long essay. I will write 3 or 4 essay topics and one will be selected for each class by a student's roll of the die. = = = = We __broke into groups to find quotations from Act I scene 5 that show the significance of each of the four sections of the scene:__ the portion in the school room before Fan arrives; the schoolroom when Fan comes to take Scrooge home; at Fezziwig's; and when Scrooge's fiancé breaks off their engagement. = = Students found great evidence to support important points. Students SHOULD have noted some of these quotations and explanations to ADD to their notes to use tomorrow and Friday. =

= TUESDAY April 7 = = = = COMPREHENSION TEST WILL be given THURSDAY for SURE!! = = You can prepare by being sure you DID all the homework and review any notes I have posted since we began the play. I would reread ALL of Act I as well--it should not take long now that we have been through it several times. You should notice many things you did not notice the first time. = = You may also want to highlight some of the notes that you took and some of the quotations that you might use to answer essay questions. We discussed what the essay questions might be in class and I expected you to take notes. I will not reprint the notes here--I want those who do NOT take notes in class to see the ADVANTAGE of taking notes and since this will be an open-note test, I do not want to give you the answers by giving you my notes. = = = = If you were OUT TODAY--please see me during the 20 minutes tomorrow and I will try to review what you missed to prepare you for the test. = = = = = = HW DUE THURSDAY: = = FINISH the ACT II vocab cards and study for the test. Chunk your time so that BOTH things get done and get done well!. =

= CLASS NOTES: = = = = I passed back Critical Thinking and Comprehension homework--graded and with comments so you know WHAT YOU NEED to improve before taking the test. Two classes did not pass in the work until today, so you will get them back tomorrow. If you were out today, see me to get your graded paper. = = = = = = I also passed back graded homework for Act I scenes 4 and 5. See me if you were out. = = = = We reviewed what SYMBOLISM is and looked at two symbols and dug deep into what each element of the symbol might contribute to understanding a bigger and broader idea. We saw how looking at small details adds fine points to our understanding. = = = = We worked in groups to discuss the details (muscular arms, delicate legs, old and young at once, white tunic, green holly and flowers, light on head) of the Ghost of the Past's appearance and discussed and took notes on what each element of the description might symbolize about WHO the ghost is and what the Ghost of the PAST represents. Students had to consider EVERY word choice Dickens made and infer WHY he chose each detail for THIS ghost instead of for the others. Info from this discussion WILL be information to answer one of the essay questions on the test. =

= MONDAY April 6 = = HOMEROOM--YELLOW course selection sheet and an ORANGE memo to parents/guardians SHOULD have gone home today. They must be returned SIGNED by a parent/guardian by NEXT Monday April 13. =

ELA--Comprehension test moved AGAIN--probably Wednesday now--depends on speed of discussion of Act I scenes 4 and 5 tomorrow.
= ELA HW DUE THURSDAY--CHUNK it! = = Complete vocabulary cards for ACT II "Build Vocabulary" boxes-- = == See page 662 "Build Vocabulary" box for the list of 8 words to look for in Act II and for the meaning of the root //Aud. The parts of speech and definitions are in yellow boxes at the bottom of pages throughout Act II pp 663-680).// ==

= USE ALL of the directions that are in your binder in the vocabulary section and in the REPRINTS page of this website if you lost them. Do JUST as you were supposed to for the ACT I cards. = = ALex wanted me to emphasize that HE did them using my template on line and it was easier for him and more fun. I will load the template and instructions into the One-Note notebook CONTENT LIBRARY by 5 pm for those who prefer that as a way to work. You may also hand-write them--or do them in Microsoft Word and save to One-Drive and print. JUST get it done! =

= CLASS NOTES: =

= Below is a file with notes that SHOULD be in your notebooks on Act I scene 3. You may use these on the test later this week (probably Wed or Thursday now but you must ALSO find your OWN Quotations and page numbers to use any of the points I make in the notes on the test. =



= Thursday April 2 = = HW: Comprehension and Critical Thinking Questions--see yesterday and day before for details. I will check work MONDAY, but expect you will finish it at home or in class tomorrow so there is no need for weekend work. THat is why I posted it Tuesday. =

= CLass work: = = Tried to catch all classes up to Act I scene 3 discussion of HOW __Marley uses logic, an appeal to feeling and connection, and establishing credibility to try to persuade Scrooge to change.__ The entire play after Act I sc 2 is a long argument with Scrooge to change. As you read, note the strategies used in the argument and be prepared to comment on which seem to be most effective. We will continue this review Monday. =

= Discussed what "__Tight-fisted hand at the grindstone__" meant (using a literal closed fist with coins in it) and the __contrast between that way of running a business and the more generous example Fezziwig sets late in Act I__. We are trying to notice the many moments Dickens wants us to compare and contrast. =

= We discussed the __significance of Marley being Scrooge's PARTNER__ in business--not just a coworker. PARTNERS have control over less powerful workers and can use that power wisely or abuse it as Scrooge does. Do NOT describe Scrooge and Marley as C0-workers. Precision in language is important. =

= Some students had no idea who Fezziwig is or who Dick Wilkins is. If you are one of those students, you are not reading closely enough to pass future comprehension tests. Do not rush through homework and skim read. ACTIVELY READ and REREAD before answering questions. =

= Wednesday April 1 =

= I. __ALL revised Poetry Projects due by 5 pm today__--NO APRIL FOOL's joke! = = The pages MUST be in the WRITING section of your One-NOte NOTEBOOK and labeled IDEAS, REVISIONS, and FINAL PUBLISHABLE POEM. = = I will not grade pages I have to spend time finding because they are mislabeled. FOLLOW ALL DIRECTIONS--not JUST FCAs. FCAs are objectives to meet--the directions explain HOW to meet them and what my specific expectations are. =

= __II. DUE FRIDAY by end of day (but I will not CHECK until MONDAY): The 7 CHECK COMPREHENSION questions and FIVE Critical THINKING QUESTIONS at the end of ACT I.__ CAREFULLY __READ the directions I posted yesterday__ when I first assigned this. This homework will be a study guide you can use on your comprehension test essay exam on Tuesday next week. = = = = This homework was posted TUESDAY so there is no reason for ANYONE to need to work on this over the weekend. __ORANGE, RED and YELLOW classes will have ALL of class time on Friday to work on this homework.__ If these students complete at least 4-5 of the Check Comprehension questions at home BEFORE Friday, there should be no problem completing the work during the 40 minute period Friday. = = Blue and green classes should CHUNK the homework so it is finished Friday. I am giving no other homework this week. = = If you are in any of these classes and have finished all the work at home, bring it to class to edit and also have an independent reading book. If you do not have ELA related work to do Friday, you will use the time to begin the ACT II vocabulary card work that will be due NEXT week. = -- = Class NOTES: = = 1. PARRC -- Orange and red classes did not meet. = = 2. Yellow, Green, and Blue classes: = = = = SCROOGE traits: = = Reviewed __3 key speeches by Scrooge in Act I scene 2__ which are famous and show Scrooge's most significant character traits. __Students took notes__ on the quotes to use in future essays. = = = = FRED traits: = = Reviewed __speech by Fred that shows his toughness__ and his __refusal to back down OR to lose his temper__. We noted that __Fred has a clear and logical counter-argument to all of Scrooge's "reasons" for being misanthropic.__ = = Students discussed how __Fred uses LOGOS (logic) and PATHOS__ (connecting to the heart) to try to open his uncle's eyes to what Scrooge is missing by staying alone and not celebrating with family. = = = = Historical Connections and context for text: = = We recapped some of the __REAL history of Debtor's prisons, Union Workhouses, and Dickens' OWN life and how the conditions__ in Victorian London during Dickens' lifetime __influenced the events and the themes__ of the story. = = We noted that Dickens' __original title for the work, "Sledgehammer" reflects his intention to "Strike a Sledgehammer Blow" to improve conditions for the poor.__ =

=__ Pronouns and antecedents __= = Students are ALWAYS to use specific nouns, instead of pronouns (Personal pronouns: he, she, it; possessive pronouns: his, her; demonstrative pronouns: this, that) when writing responses. CLEARLY identify characters and specific topics by NAMING. If you have a 2 sentence answer, you may use a pronoun instead of a name the SECOND time you mention a character IF it is clear what the ANTECEDENT is. AN antecedent is the word that come FIRST--before the pronoun is used. ANTE--means before CEDENT-- refers to placement. =

=__WHat's an antecedent?__= =EXAMPLE:= = = = =
 * =__CLEAR sentence__: //"Scrooge went to Fred's house and ate dinner."//=
 * = NO clear antecedents for the 3 pronouns. //"He// //went to// his //house and ate it." //=
 * =//CLEAR: "Scrooge went to Fred's house and ate dinner. IT was tasty."// In this case, IT has a __CLEAR antecedent__ so using the IT in the SECOND mention is fine.=
 * = NOT CLEAR // : // "Scrooge went to Fred's house and ate dinner. He //loved it."// The pronoun // HE // does NOT have a clear antecedent in this example--since HE might refer to Scrooge or Fred. In this example, the writer should SPECIFICALLY name the character and __NOT use a vague pronoun with NO clear antecedent.__=

=Key CONCEPTS= =Learn to read inferentially to find SEVERAL pieces of evidence to support understanding of character traits, plot points, and themes.= = = =Compare history to fiction to understand how authors USE history in fiction= = = =Analyze the STRUCTURE of fiction to see how the writer puts the pieces together to tell a story.= = = =Analyze how different character's points of view of the same situation creates conflict and how contrasts between characters deepen understanding of their motivation and helps the reader predict and question.=

= =

= TUESDAY MAR 31 = = HW: DUE WED April 1--REVISE Poetry project pages you did in One NOTe NOTEBOOK if necessary to be sure you followed EVERY direction when you passed it in Mar 13. I stayed after to help people who may have had questions. More info in yesterday's entry. = = = = DUE MONDAY: ALL 7 Check Comprehension Questions and ALL 5 CRITICAL THINKING questions from end of Act I (p660). = = Class NOTES = = All classes took a quiz on Act I vocab today. SEE ME ASAP for makeup if you were out since term is ending. It CAN be completed in the 20 minutes after lunch. = = =
 * = Remember that comprehension question answers must be AT LEAST one complete sentence, rephrase key words from the question in the answer, and must NOT include pronouns if you know a character's name or specific noun. =
 * = Critical Thinking question answers MUST be at least 2-3 sentences long and refer to SPECIFICS from the text. THese answers must also avoid vague pronouns and include key words to make the question topic clear in the answer. =
 * = The ORange, Red and Yellow class will have all class on FRIDAY to complete this work. BLUE and GREEN classes will have to complete it for homework. I would do this BY Friday to avoid weekend homework. Use your 20 minute periods wisely. Most classes had time to start it after the quiz today. =

= Monday Mar 30 = = I. STUDY for VOCABULARY QUIZ tomorrow! I sincerely hope you chunked this review over several days! = = __Act I words__ and __affixes__ as well as __Literary terms__ you are SUPPOSED to know by know from prior units (Conflict, Plot, characterization, inciting conflict, exposition, climax...Words and MY definitions are in your ELA binders on salmon colored sheet in Literature section.) = = = = Review MY comments on your homework cards and correct what you did wrong so you do not make the same mistake on the test. = = ALSO review my CLASS NOTES entry from WED MArch 25 I list Vocabulary card tips which will help you avoid common errors. = =WORK with the cards --find patterns, say things out loud, make connections, sort by PART of Speech--all the tricks I have recommended all year. Don't just read the cards through once--that does not work!=

= II. __COMPLETE the packet you started last week on Act I scene 4 and 5__. See THURSDAY, MAR 26 entry (when it was first assigned) for details. =

= III. Begin __revising poorly done sections of Poetry Project by April 1__ if you need to. See details in Class Notes below. = = Below I have REPOSTED the instructions from Mar 12 that cover ALL of the work we did in class and at home. THese directions are also in the CONTENT LIBRARY of your one-note notebook. Most people left out items from steps 2, 3, and 6. I also had told you in class while we were working to go into the CONTENT LIBRARY and copy and paste MY SAMPLE IDEAS for WINTER POEM to use as a template. As the page says, you are to get rid of the example answers I gave in red and replace them with your own ideas, leaving the headings to show what I want on the page. = = =

= Class NOTES: = = =
 * = I passed back vocabulary cards to people who passed them in late and did not get them back last Friday. =
 * = I reviewed what to study for tomorrow and did some flash oral quizzing--students were supposed to write down words, affixes, and terms that did not come to them IMMEDIATELY when I asked--so you know WHAT to concentrate on as you finish reviewing tonight. =
 * = I reviewed EXACTLY what a complete poetry project SHOULD have looked like when students completed the THREE required sections in the One-NOTE NOtebook for March 13. __MANY students in the orange and green classes were missing steps--showing a lack of precision when you executed the directions. This is a SERIOUS reading comprehension issue and shows lack of attention to detail. I am going to allow students to REDO the missing sections and labeling by WED April 1.__ I will stay after in the computer lab in room 209 on TUESDAY Mar 31 for anyone who needs help. =
 * = IF you revise the __poetry project, the revised work MUST be in the one-note notebook__. This __applies to the ORANGE CLASS too__--even though I originally said that ONE class could have turned in handwritten work. Very few people did the handwritten work correctly, so I want the revisions done on-line using One-Note. =
 * = We then continued discussion and taking notes on __3 key speeches that DEFINE significant elements of Scrooge's personality.__ ( These are important notes for the upcoming comprehension portion of the Act I test late this week.) Students SHOULD have noted the lines __"Bah! Humbug"__ THe line about __boiling "every idiot who goes about with Merry Christmas__ on his lips" .... and the line about __"Are there no prisons?"__ and suggesting that people who would prefer death to a Union Workhouse should __die, and "decrease the surplus population."__ We noted WHAT these three quotations show and WHY they are memorable and distinguish Dickens as worth reading more than 150 years after his death. =
 * = In the Blue class, we were also able to discuss Act I sc 3 and what Scrooge's stubburn and cranky treatment of Marley's ghost shows about what an exceptional and memorable character he is. We will connect to these lines in all classes tomorrow after the quiz. =

= THURSDAY: MAR 26 = = HW DUE TUESDAY, March 31: Read Act I scenes 4 and 5 and then complete the 4 page packet. CHUNK this-- read and do the drawing and notes on symbolism THURSDAY night, then answer 2 pages over the weekend after skim REREADING and do the final page on Monday night--which should take about 10 minutes. = = This will leave you 20 minutes of HW time to review the __7 vocab words, 5 affixes AND the literary terms__ we have covered this year (plot, conflict, exposition, characterization, climax, inciting conflict...) for the __Tuesday quiz.__ =

= Below is the PACKET for Act I sc 4-5. I will review what is required with the Orange and Red classes tomorrow, but if you read the directions, AND THINK ABOUT them, you should be able to get started on this tonight. =

= The Vocab quiz next TUES, Mar 31, will include testing on the affixes mal, bene, mis, anthrop, and volun. The file below has notes on ways to remember the meanings from our class discussions today. = = =

= Class NOTES: = =__ VOCAB CARD collection for quiz grade __= = I collected __vocabulary cards worth 70 points--10 points per card--__today. = = __Anyone who did NOT pass them in today should pass them in tomorrow (Friday Mar 27) for SOME credit (10 point deduction__). I WILL __NOT accept the cards after Friday__. If you have been absent this week, you have a little more time and should see me during class tomorrow. = = = = We __reviewed the vocab words__ by making up quick stories in groups using the words and then listening to each other for examples of correct usage and common problems to avoid. = = = =__ AFFIXES __= = We __reviewed the affixes__ that help with understanding the words on the list and students were instructed to take notes that would help them remember and study these. = = = = __HOMEWORK Preview:__ = = I went through each page of the __packet assignment for Act I sc 4 and 5.__ We discussed the structure of these scenes and summarized the main settings and technique Dickens uses to have the older Scrooge observe his younger self at three different phases of his earlier life. I noted on the HW the different ways the young and old Scrooge characters are identified in the text. = = = = I explained some vocabulary that might be problematic and we discussed what an //apprenticeship// was in the 1840s to help students understand the events in the reading. =

=KEY CONCEPTS=
 * =Flashbacks are a useful literary technique to create a REASON for character traits that lead to later conflicts.=
 * =SMALL details in a text often are included because they contain SYMBOLISM--meaning deeper than the details--so the reader can infer beyond literal meaning. Seemingly minor details often carry clues to important themes in the text.=
 * =STUDY SKILLS: Review vocabulary in MANY ways--out loud, with pictures, apply to situations beyond the text, and repeat, repeat, repeat a little each day. Be aware of Part of SPEECH to truly use new words effectively.=

= WED March 25 = = ELA HW: __Complete ALL SEVEN vocabulary cards using the 7 words in the "Build Vocabulary" boxes from ACT I.__ Even if I do NOT meet with your class because of PARRC testing periods 1-3, I want you to put the cards (CLIPPED TOGETHER AND WITH YOUR NAME!!) in my homework bin tomorrow. My goal is to grade them ALL and return them so you can study from them on Friday. =

= Full instructions and warnings about mistakes to avoid are in the entries from Mon and TUES. Instructions and a template to use for each card are also reprintable from the entry I posted MONDAY. You were supposed to chunk this work--which is why I assigned it Monday. I will not accept excuses from parents that students worked 20 minutes and could not finish, unless the parent confirms that you STARTED the work before tonight. I expect it will take at least an hour to do a good job if you left it all for tonight. =

=TEST DAY CHANGED AGAIN:= =Act I VOCAB: TUES March 31= =Act I Comprehension THURSDAY April 2 (or later)= =Because I cannot seem to get to a full class discussion on the text, the comprehension portion of next week's test on Act I will be no earlier than THURSDAY, April 2. I STILL plan to test you on the vocabulary portion for about 20 minutes on TUESDAY. Remember that I can and WILL retest a few literary terms at random (Plot, climax, exposition, characterization, conflict, inciting conflict...) --to see if you have stored the meanings away for good and are prepared for the final in June.= = = =LONG RANGE testing day to prepare for: Grammar "Cheat Sheet" test on April 30.= =HANDED OUT: reference sheet to help you better identify and understand the 8 basic parts of speech.= == =I am NOT teaching this, but I expect you to learn it on your own. As I noted in class, these are all terms you have been taught and retaught since grade 3 or earlier. Stay after if you are unsure how to identify parts of speech. I have found, that students do not focus and process grammar terms until they are forced to. For the quiz, I will expect you to be able to fill in a chart like the one I gave you (posted above.) Use everything you have learned this year to design your OWN ways to study between now and April 30.= =---= =Class Notes:= = = = __Parts of Speech review:__ I handed out table with basic ways to identify the 8 most common parts of speech. We reviewed my expectations for students to prepare themselves for a test on the contents of the handout by April 30. __See me if you were out and missed this.__ = = = =__ Act I vocabulary card tips __= = Students took notes on ways to remember meanings of the assigned words and how to use them as the CORRECT part of speech in the vocab cards. = = = =__ HW check __= = In all classes except the red class, I checked Act I sc HW for completion. Finish the work if you did not so you will have evidence to use when we write essays next week. =
 * = Spell //destitute// correctly--Lots of "t"s! =
 * = //Destitute// and //VOID// must be used as NOUNS on the cards. =
 * = //Destitute// is a PLURAL -- if you can substitute the words "very poor people" for the word destitute in YOUR sentence, you have done it correctly. There is no such thing as "DESTITUTES". No one lives in Destitute (That would mean people live IN poor people. ) =
 * = __//Destitute// is an adjective that can be used as a noun, just as the words //BRAVE// and //FREE// are used as NOUNS in the "Star Spangled Banner".__ We sing "The land of the FREE and home of the //BRAVE//"--NOT "land of the //free// PEOPLE and home of the //BRAVE// People. " =
 * = To __use "//VOID//" correctly as a noun__, //substitute the word "emptiness//" or //Empty space(s//)" for the word //VOID// in your sentence and if it sounds right, you probably have used the word as a NOUN. If instead, however, you would substitute the adjective EMPTY to make your sentence sound right--you then have probably used the word incorrectly as an adjective. =
 * = If a __word follows the verb was, were, is, are--you are probably using it to DESCRIBE the noun__ at the beginning of your sentence and that means you probably used the word as an //ADJECTIVE//. //He WAS morose. The house IS big. The dogs WERE furry.// //Morose, big, furry// are all adjectives. =
 * = //Benevolence// is an __ABSTRACT NOUN--just like //fidelity, felicity, conviction//__, and other abstractr nouns-idea nouns--we have learned this year. Remember to __use abstract nouns with words like //SHOW, WITH, HAVE/HAS/ HAD//__ or //__HIS/HER__// to use it correctly as a noun-- =
 * =// The owner SHOWED benevolence by....His benevolence helped the ..... She acted WITH benevolence toward..... //=

=KEY CONCEPT:= =GRAMMAR MATTERS! Learn how to recognize whether you have used NEW vocabulary using the correct part of speech--not just conveyed the general idea of the meaning, We do not truly add vocabulary to our speech until when can use the word smoothly and correctly in writing.=

= Tues--Mar 24 = = Test on Act I comprehension and vocabulary will be no earlier than next TUES, MARCH 31. I MAY have to push it to April 2, the day after the last PARCC test if we do not cover enough material in class. = Exact day will depend on how much we cover of Act I each day. If you want to get ahead--see below = TENTATIVE HOMEWORK PLANNED FOR WED and Due MONDAY for ALL classes: = I will post a worksheet with spaces for all of the following tomorrow, but if you want to get ahead--Read Act I sc 4 and 5.
 * For Scene 4--draw what you think the ghost of Christmas Past would look like, based on the DETAILS in the p655, column I, in the stage directions when the ghost FIRST appears.
 * For scene 5, summarize what the reader learns about Scrooge in the 3 different settings from his past: when he was a boy at school; when he was an apprentice for Fezziwig; when Belle broke off her engagement to young Scrooge. Use at least TWO complete sentences to describe each section of the scene.
 * Record at least TWO quotations from the text that show how Scrooge had DIFFERENT character traits from his sister FAN when he was a very young boy.
 * Record at least One quotation that shows he was a different kind of person when he worked at Fezziwig's; Record at least ONE quotation that shows him turning into his "morose, misanthropic" self at the when he met with Belle for the last time.
 * Record ONE quotation that shows the OLD Scrooge is beginning to soften a little as a result of what the ghost shows him.
 * Record one quotation that shows the older Scrooge is NOT ready to completely change, and is resisting despite the Ghost's visit.

= ELA HW due WED: = = FINISH ALL 7 vocabulary cards by THURSDAY--I will see blue, green, and yellow classes. Orange and red should ALSO finish by Thursday because there is MORE work to do Thursday night and Friday. = = = = CLASS NOTES: =
 * = Read ACT I Sc 3 and do BOTH sides of worksheet. details in yesterday's homework entry-Item II. You can reprint the worksheet from the file posted there yesterday. =
 * [[file:2015 Act I sc 3 character squares.doc]]
 * = Continue work on vocabulary cards--I would do at least 2 or 3 more cards tonight so that there is less work for Wednesday night and you have a chance to show me what you have done to be sure you are on track and will get full credit. NO CREDIT if you do not READ EVERY direction I REPOSTED for you in yesterday's entries. =
 * TOO MANY students were just guessing what to do instead of REREADING the very complex, multi-step directions I KNOW you can read and follow. Do not let laziness get in the way of learning and getting a good grade. Completion of these cards correctly will earn of quiz grade of 70 points. (10 per card).
 * = __All Classes took a QUIZ today on Characterization and HOW to Argue using the Rhetorical Triangle__. Results showed many people with mastery and many who clearly do not study ACTIVELY (doing MORE than just rereading a notepage). IF YOU WERE OUT with the creeping crud that is going around, please try to __make up the quiz after lunch tomorrow__ or as soon as you return. It takes about 15 minutes.  =

= = = We reviewed the LONG definitions of //nice// and //mean// in the dictionary to see that they both mean MANY things and are actually just SLANG for what we thought they meant. We found MANY more __//specific synonyms for different levels of being "nice" or "mean" and created a list of options to use//__ for more precise writing. = = = = Below is __a file with words that came from all of my classes today__. Feel free to print it out and keep it in the writing or literature section of your binder __to refer to when writing essays and doing homework.__ Add to it as you learn MORE great ways to express yourself. = = =
 * = We reviewed and took notes on the fact that __//nice, mean//, and //mad// are no longer acceptable words to describe character traits in homework or on essays__ in my class. =
 * = Students also wrote down that they should __not use CARELESS when they mean UNCARING__. =
 * = Also--we noted that the __correct spelling of business is BUSINESS__--I expect you will use that word often in upcoming work on the play and in life. __I will deduct 2 points any time you misspell it,__ so learn it. We noted it is a commonly misspelled word--but we are exceptional--not common. =

= =

= March 23-MON =

Upcoming quizzes and tests:

 * == Mar 24--quick terms quiz to see if you retained the BASIC concepts from class over the past week. ==
 * == March 30 or 31--Act I comprehension and vocabulary test with essay on characterization. You will be able to use your homework notes but not the text, so do the homework CAREFULLY so you have excellent, precise trait words, significant quotations, and paraphrases ready to go. Time will be short so you MUST be prepared. ==

= ELA HW: Below are assignments for MOST of this week. Chunk the work and plan ahead! = = __I. DUE TOMORROW:__ __Study for quiz on definitions for Characterization and Rhetorical Triangle.__ This quiz will determine whether you LISTENED when I STRONGLY suggested you start studying the definitions of NEW TERMS the day I post them on-line and introduce them in class. If you listened and studied these 2-5 minutes a night over the past week, you have very little work tonight! I am reposting the handouts below. You should know the items on the characterization handout that I highlight in yellow almost word for word, and should be able to at least paraphrase and APPLY the rest. =

= I would ALSO begin the vocabulary flashcard work listed as Item III below. Chunking the work will help you learn better and prevent a long night on Wednesday. = = = == = = = __II. DUE WEDNESDAY:__ Complete 3 boxes on BOTH sides of the Act I scene THREE handout--one side is on MARLEY and one on SCROOGE. THESE notes will be used if I ask you to compare and contrast Scrooge and Marley when Marley is a CHARACTER interacting with Scrooge, rather than just the narrator. You will write an essay later in the unit so find the BEST evidence you can. =

=__ III. Due THURSDAY: __= = Complete vocabulary flashcards for ALL SEVEN of the vocabulary words from ACT I ONLY. (I mistakenly said there were only 6 words in a few classes, but you will see there are 7 in the yellow BUILD VOCABULARY boxes in the text.) THe words are = = //implored, morose, destitute, misanthrope, ponderous, benevolence, void.// = = = = COPY the definitions AND part of speech directly from the Build Vocabulary box. When you copy the way the word is used in the text, copy the ENTIRE sentence--no matter HOW wordy Dickens/Horovitz is. = = I will give NO credit if you do the WRONG words or do not follow EVERY direction I bothered to write out for you on the instruction sheet and template that you SHOULD have in the vocabulary section of your ELA binder AND which I reposted below. Print out and fill in the template I provide, OR fill in the template using Word and save it to your One-NOTE NOTEBOOK homework page, OR ONE DRIVE and ALSO print it (at school during homeroom if needed.) If you handwrite it, use a complete notebook page and carefully copy EVERY heading for each box from my template. = = = = __DO NOT USE INDEX cards!!__ I am grading this homework AS __a 100 point assignment!! I__ need to see that you can __read and PROCESS directions__ and __THEN follow them__ and that you pay attention to details. I need to know that you READ THIS SITE carefully. LIKE THESE WORDS RIGHT NOW. REALLY. I MEAN IT. Get the point?! =

=--= = CLASS NOTES: VERY quick review ---stay after tomorrow TUESDAY if you were out because we covered a lot today. = = We reviewed all of the homework above and what will be on the quiz tomorrow. We reviewed what was POORLY done from last week's homework and the weekend homework. = = We noted I will NOT accept MEAN, NICE, MAD (unless you mean insane) as seventh grade trait words any longer--use a thesaurus if necessary but be more precise! = = = = We reviewed HOW to tell part of speech just by looking at the ending of a word in the ORANGE class only. Stay after if you do NOT know how to do this--it is considered a grade 5 or 6 skill and there is no time to reteach this. = = = = I checked and will input grades for ALL homework except the ORANGE class which has tonight to revise all work from last week to make the changes I discussed in class. = = =

= Fri Mar 20 = = PARCC testing for all ELA periods except Blue class. See yesterday's entry for HW due for ALL classes on Monday. =

Blue class met and was given time to work on ELA HW and I checked in to see if students were on-track.

= THURS Mar 19 = = NO HW due Friday due to expectation that you will all use all of your time this afternoon to mentally rest up for big PARCC test day (5 periods) tomorrow. =

= Were I you, however, I would do the work below tonight and rest up on the weekend instead. = = **__DUE MON:__** You have lots of time so make this work GOOD! It will be the evidence you use to write an essay I will grade VERY carefully. = =ORANGE CLASS: do EVERYTHING BELOW AND THE ASSIGNMENT LISTED FOR WED MAR 18--HalF of the MAR 18 work is DONE FOR YOU in that day's entry.=

= __**I. READ ACT I scenes 1-2 pp 645-651**__ = = __**II. Complete TWO characterization worksheets**__ (the one with the four boxes). = = In most cases we shared what WELL DONE answers should look like. =
 * = Complete ONE of the sheets to find and explain quotations that SHOW Scrooge's character traits. (You ALREADY did the side that has evidence and explanation for how the narrator (Marley) directly TELLS 2 traits about Scrooge.) Tonight you will fill in at least 3 of the 4 boxes with quotations showing Scrooge's traits through Dialogue, Action, What Other characters say, OR appearance. =
 * = __REDO the side with evidence for how the author Directly TELLLS Scrooge's character traits__ if you did not use complete clear sentences for the FINAL section of each block which asks you to EXPLAIN. We ALWAYS explain in complete sentences. I will NOT give credit if I recheck work Monday and people did not revise and correct. ALSO REDO the TELL side of the worksheet if you used Scrooge's DIALOGUE or ACTION instead of the DIRECT DESCRIPTION Marley gives of Scrooge as the narrator. =
 * = AS ALWAYS--do not use vague pronouns (he, she, its, this, that when you can begin with specific language and turn the question around to answer it - =
 * = Instead of a VAGUE sentence like "He showed how he is mean" I want more specific and complete language like-"Dickens shows Scrooge greedy by using 5 different synonyms, including grasping and clutching to give the reader a clear picture of how Scrooge tried to hold onto things." =

= III. __Complete only ONE side--the side with the 4 squares--of a SECOND character traits worksheet. Find quotes that SHOW traits for EITHER Bob Cratchit or Fred (Scrooge's nephew).__ =
 * = CHOOSE ONLY ONE and do the boxes for that single character. WRITE which character (Fred or Bob) on the line at the top of the page. Follow the directions to fill in at least 3 of the 4 boxes. You do NOT have to do the back side (with only 2 boxes since the narrator does not tell traits of Bob or Fred directly.) =

= =

= FEEL FREE to find MORE quotes than I ask for--these worksheets will be used as notes to get quotes for essays later in the unit. Do the work well NOW and you will have a terrific paper to turn in later. =

== See the WED Mar 18 entry if you need to print out copies of the worksheet. You may do the work in Microsoft after downloading a copy of the file below--just be sure to print it out AND save it to One Drive/. == --- = Class NOtes: = = We reviewed and __marked up the homework__ worksheets to identify what needs to be done tonight. = = = = We reviewed __KEY terms ALL students should have briefly reviewed__ last night as a way to prepare in chunks for the next test: = = = = = = We read some sample student answers from last night's homework and __clarified my expectations for WHAT makes a GOOD. CLEAR, COMPLETE answer__ that will actually help you when you study for tests and when you write an essay on characterization in the play. = = = = We __read Act I sc 1 out loud together--__pausing to __notice some patterns in HOW Dickens writes__ and the MANY writing strategies he uses--from alliterations and similes, to repetition, to PILES of descriptive active verbs and adjectives. We also __clarified some vocabulary__ that might be complex or references to things from the 1840s that might be unfamiliar to students. =
 * = __Characterization__ definition and __5 ways authors create character traits__ =
 * = __Rhetorical Triangle__ definition and 3 parts of an effective argument. =
 * = SEE files posted yesterday and the day before as __STUDY REFERENCE SHEETS__ to supplement class notes you took =

=KEY CONCEPTS:=
 * =Open files and USE my notes to __study new terms 3-5 minutes a night__=
 * =__DIG DEEPER__ into reading to __explain and analyze__.=
 * =Use __complete clear sentences__ and __do not begin answers with vague pronouns__=
 * =__Notice PATTERNS__ to understand a __writer's STYLE__. Notice small details to better understand characterization and plot.=

= WED Mar 18 = = ELA HW: All classes EXCEPT the orange class: Complete the TELL side (the side with only TWO boxes) of the worksheet on how Dickens/Horowitz create characterization in the play //A Christmas Carol, Scrooge and Marley//. READ Act I Scene 1 (p 645-651) We started filling in the first box in class--sample language to use as a model is in the CLASS NOTEs below. You can take OTHER language from the same paragraph we used in class. Find examples of a line spoken by the narrator, Marley, to DIRECTLY TELL the audience/reader about Scrooge's character traits. = = = = The FINAL section of each box asking you to EXPLAIN why the WAY the narrator describes Scrooge is engaging and effective MUST be written in complete sentences. The rest of the box can be answered with bullet points. You are explaining the writing strategy used to make the description of Scrooge more interesting than if Marley had just said "Scrooge is cheap and grumpy." THIS is the hard part--do not skip it!! It will help you with test and essay answers later in the unit. = = = = You MAY use the file below to TYPE your answers if you prefer. The boxes can be hard to write in. If you type, print out a copy to use in class AND save it to your ONE DRIVE so you have a backup if the hard copy gets lost. =

=ORANGE CLASS: You will have the homework listed above tomorrow--so go ahead and start it if you think you understand it.= = = =ALL classes will complete the OTHER side of the worksheet, with 4 boxes, for FRIDAY to show examples of how the authors (Dickens/Horowitz) SHOW Scrooge's character traits through the other 4 main strategies for CHARACTERIZATION: What Scrooge=
 * 1) =SAYS,=
 * 2) =DOES,=
 * 3) =LOOKS like, and=
 * 4) =what OTHERS SAY about him.=

__We began class with an overview of the Rhetorical Triangle__--
== a fancy name for Aristotle's common sense advice about HOW to argue effectively. Students should __review their writing for Social Studies and future writing for me to be sure they have used the THREE strategies that Aristotle recommended for convincing others: Use LOGICAL FACTS (logos); APPEAL TO the reader's emotions/connect to the reader (Pathos); and SOUND CREDIBLE and TRUSTWORTHY (Ethos).__ The file below summarizes the main ideas in the Rhetorical Triangle argument strategy. ==

Students noted that the ad used

 * == __LOGOS__- FACTS/EVIDENCE by stating the $20 price, and where and when to order ==
 * == __PATHOS__- Appeal to HEART/EMOTIONS/ connecting to viewers experience by phrasing the price as "ONLY $20" (making it sound inexpensive, and by suggesting buyers would enjoy remembering old friends 20 years from now. This SOUNDS a little like a fact because a number is used, but it really is about creating a feeling of nostalgia. There is not way to prove that students all pull out yearbooks exactly 20 years after Middle School. ==
 * == __ETHOS__ -- credibility--trustworthiness. Students noted that having fellow students, who are respected student counsel members, present the ad makes the appeal more trustworthy than hearing the message from a teacher, or even worse, having someone from the yearbook company--who would have a self-interest in selling books. ==

__Students should review their work for Mrs. Clough__ to be sure they have

 * == LOGOS: LOGICALCAL, SIGNIFICANT FACTS; ==
 * == ETHOS: CLEARLY INDENTIFIED CREDIBLE SOURCES and a TONE that is formal, expert, confident and believable. ==
 * == PATHOS: APPEAL to READER by making connections to a reader's own experiences with government or inclusion or whatever sub-topics you use. Use words that convey a positive attitude to your preferred mode of government, and a negative attitude for others, Don't just say "government" but maybe "the SUPERIOR form of government"; "the most effective" ==

= __SECOND HALF OF CLASS: CHARACTERIZATION--__modeling homework = = We read the narrator's introduction of Scrooge from the play (p 645 of Text book) and filled in SOME of the blanks in the first box on the homework as follows.--you MAY use what I write below--but it would be better if you changed some of the explanation into your OWN words to show you understand. Then you must come up with a SECOND example of the narrator directly telling you about Scrooge on your own. = =SAMPLE ANSWER= = __**p#**__ //245 Act I sc 1// = = __**Quotation:**__ //"Secret, and self-contained, and solitary as an oyster."// = = __**Trait:**__ "self-centered", "silent, uncommunicative" "Anti-social" "detached". = = __Paraphrase quotation:__ //When Marley says Scrooge is like and oyster he means that Scrooge keeps to himself and doesn't interact with others."// = = = = __Explanation:__ The final step is to note what is interesting and effective about this description. Students will write COMPLETE SENTENCES for this final portion of the homework boxes tonight. = = //"Dickens uses words that alliterate and all repeat the "s" sound. This makes the description more memorable and fun to read out loud. It is also creative to compare a person to a shellfish and gives the reader a solid feeling and understanding of just how separate and cut-off Scrooge is, like an animal sealed in a shell his whole life. "// =

= Tues Mar 17 = = ELA: Hard to believe but NO HW again! Enjoy because we will get far enough into our new unit to be ready for HW tomorrow. = =**Def of characterization for test**=

t

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= Class Notes = = Below are notes students copied from the board. We discussed this (a review of work we covered last fall when we created our OWN characters in narrative. For the next week or so, we will look at how Dickens uses these 5 tools to create believable and memorable characters. =

= = = We will THEN see how these character traits help Dickens convey complex THEMES: Observations about life and human nature that are the author's answer to some of life's big Essential Questions. =

= If you had trouble memorizing terms or definitions on the last test or two, you should open the file above and begin finding SEVERAL different ways to connect to the information and study it. Repeat review EVERY day for a minute or two and you will be prepared for the terms portion of the next test--maybe in a week or two--AFTER PARCC. = = = = In some classes I attempted to review how to better organize a COMPLETE answer to essay questions, but I am going to postpone posting anything on this until we have spent a few days on literature. We will have more formal review of how to write a clear, complete response when we return to argument writing --maybe next week. Since you are doing a writing project in Social Studies, I will hold off and we will get a little literature study done. = = = = The most BASIC tips for writing for social studies AND for PARCC are: = = TAKE YOUR TIME = = COMPLETE a PLANNER of some sort--do not just grab quotes and begin composing-- = = The PLANNER should not just record the MAIN topic points--it should also = = THE DRAFT should include multiple paragraphs =
 * = outline the SUB-POINTs =
 * = paraphrase quotations--list details you will use to support points =
 * = bullet point the analyses and explanation of what your evidence MEANS and SHOWS =
 * = set up the most LOGICAL ORDER for presenting points and evidence =
 * = Paragraphs should be 4-6 sentences long =
 * = EACH paragraph should include TEXT evidence AND explanation--use a FEW QUOTES and/or details from the text to support EACH main point you make =
 * = Don't just stop at finding ONE piece of evidence for each point--try to use a few to reinforce your point =
 * = Set up and paraphrase your quotes--don't just dump them in and expect the reader to figure out WHY you are mentioning a particular detail or fact, or quoting a source. =

= Monday MARCH 16 =

= ELA: NO new HW =

All STUDENTs SHOULD have completed a list of at least 5 sources to use on the Snow Day argument essay and have notes that follow the example I posted for last Friday's homework. COMPLETE this if you did not do your weekend homework.

-

= PARCC testing for three periods of day. = =__** Writing tips Review : **__= = Classes that met were reminded of a few basic rules of writing to answer an essay question. Take the time to FULLY develop and support each idea you present. USE the scrap paper to plan WHAT evidence you will use AND WHAT each piece of evidence SHOWS and HOW it shows it. ALSO plan the BEST order to present the evidence and points you want to include. DO NOT just start writing. I will deduct points for lack of planning on the Argument essay and it makes sense to take the SAME care in deciding WHAT to say and how to say it when you take the PARCC exams as you would on an essay for a teacher. =

= If you are discussing TWO sources, you need at LEAST one complete, clear paragraph PER source. Having TWO paragraphs per source with 2-3 pieces of evidence presented and explained in EACH paragraph is preferred. Using at least one quotation per source is preferred to JUST paraphrasing evidence. Using a quotation or two AND paraphrasing some details is the BEST and most complete way to support a point. = = = = If you had fewer than 2 paragraphs with about 5-6 sentences PER paragraph, you probably had much less than is needed to fully and completely analyze a source and answer an essay questions. = = = = Be sure to begin by stating a clear claim, topic, or thesis. = =__ Characterization mini-lesson part I: __= = In two classes we began a quick activity to see how authors build understanding of a character by connecting a character to a non-human thing. We looked at shells and wrote common connections and observations we connect to an oyster, clam, and scallop. Tomorrow we will note HOW we might personify these shells--what traits they might have given what we know about their physical characteristics and how they behave in nature. We will then see how Dickens used a shell to help readers connect to the characteristics of an oyster to understand Scrooge's personality at a deeper level. =
 * = IF the topic is a piece of writing, refer to the title and author specifically very early in your response. =
 * = Make 2-3 SUBPOINTS (state a "baby-thesis"); have at least one full paragraph for each sub point ( your BUCKET of support) =
 * = insert RELEVANT evidence in the form of one or more QUOTATIONS from the text and paraphrase a few details of support for EACH point you make =
 * = paraphrase the quotation and give some context (how does the quotation fit into the piece of literature or relate to the larger subject); =
 * = ANALYZE and EXPLAIN what the quotation or evidence shows. =

= Friday Mar 13 = = The FIRST PARCC testing day is Monday--periods 1-3. ALL students __MUST have a free-reading book__ to read if they finish their test before the session is over. = = STUDENTS will NOT be allowed to just sit and do nothing after they finish. Visit a library over the weekend if you did not do so in school! = = = = ELA HW: Finish a sources page listing 5 sites you will use for your snow day argument writing. = = DO this homework on a regular Microsoft Word file and then upload it to ONE DRIVE so you can access it at school. In addition to saving the file, PRINT a copy to show me if you have access to a printer. = = You might want to start a FOLDER for all your Snow Day Argument Writing files in One Drive so you can find notes to write your paper quickly at school. =
 * = 3 of the sources must be related to Massachusetts. =
 * = 2 sources can be ones we used in class and can be from anywhere in the U.S. =
 * = For each source, include =
 * = the web address, =
 * = some information about the kind of source and key ideas in it to help you use google to FIND the source again if the web link does not work, =
 * = whether the article helps support the PRO or the CON side (Pro is FOR using E-learning days/CON is for keeping traditional snow days and making them up in the spring) and =
 * = a quote or 2 you might use as evidence. =
 * = In the file below is a template to use with ONE source done for you so you know how much information I expect for each source. I will NOT accept a simple list of 5 web addresses. =
 * [[file:Sources form for Snow Day argument writing.docx]]

= Class Notes: we went to labs and I AGIAN reviewed what should already have been in the One Note NOtebooks to meet today's deadlines for the poetry project. Students who had trouble formatting the final in One Note had some time to reformat in Word and send it to me. I helped students who had trouble adding pictures and other formatting and double-checked whether some students had fulfilled all the reuqirements and labeled items correctly for grading. All Students are expected to have read and very carefully followed every step in the FCAs and instructions I posted on line, on a hard copy, and in the Content Library in One NOTE--With 3 ways to FIND the directions, there is no excuse for not following them. = = = = Students who had met the deadline and finished the poetry work BEFORE class as assigned, had the class to do the research to put together a page or 2 with sources to use for the Argument writing. Many students finished in class and others will do so for homework. =

= = = Thursday Mar 12 = = ELA HW: FINISH the poetry project tonight! ALL steps--1-9 = = We all had most of class today to finish steps 7-9 so there should NOT be a lot of work left for those who had done the work in the chunks I assigned. =

= The FCAs and instructions for ALL 9 steps of the assignment are in a file in yesterday's homework entry below AND in the Content Library of your One Note NOTEBOOK. Be very careful to RECHECK that you have followed EVERY step of EVERY direction. = = = = AS we discussed in class today, the online One Note Notebook is NOT so great for fancy formatting. Therefore you should __do your FINAL PUBLISHABLE poem in a Microsoft Word__ document and SAVE that to your ONE DRIVE (the cloud icon where you upload files). = = = = __THEN copy and paste the content of your beautifully formatted page back into a NEW page__ in the WRITING section of your One Note On-line notebook. If the formatting does not save perfectly to the One Note NOtebook--that is OK. A common issue with the on-line notebook is that it double-spaces everything and I do not have a fix for that yet. IF you PREFER that I grade a final done in Microsoft word because the formatting holds better, just place a note ON THE FINAL PUBLISHABLE POEM page of the One-Notebook telling me to GRADE and EMAILED copy. THen email it as an attachment. I will NOT LOOK for an email version unless you make that note in One-NOTe on the correct FINAL page. = = = = ( If you use the DESKTOP version -which you get to by clicking on the "Open in One note" tab--the formatting holds a little better--but most of you probably cannot access the DESKTOP version from home unless you have One Note, Office 365, or One Drive for Business on your home computer). = = = = When I grade I will be looking for the following THREE separate pages in your One-Note Notebook: = = = =Each of these pages should be LABELED and contain ALL the information I asked you to include in the directions. There is a template for the IDEAS page in the CONTENT LIBRARY if you have trouble following the directions from the FCA and instructions page. Just copy that page to your IDEAS page in the Writing section of the One-note notebook and delete every example I entered in red and replace with your OWN work.=
 * 1) = IDEAS for Winter poem =
 * 2) = REVISION of Winter poem =
 * 3) = FINAL Publishable Winter poem =

=If you cannot work in ONE NOTE I will accept any or all steps handwritten or in Microsoft Word.= = We will NOT be working on these in class, so finish AT HOME tonight to receive full credit. Contact me with technical issues and I will respond as soon as I can. I have an appointment an will not be answering emails for an hour or two. =

Class Notes:
== All classes had computer time to work on the homework to finish our final publishable poems. I was very excited to hear some students saying they were proud and think they wrote the best poem they have ever done. That's what this is about. ==
 * == I reviewed what the finished product should look like and went over some technical trouble-shooting tips for removing unwanted formatting and importing and moving pictures. ==
 * == We discussed some strategies for finding a great title. ==
 * == I met with as many students as possible to review poems and offer tips to revise and tighten for more consistent tone and to purge boring verbs and replace them with some "pizzazz" . ==

= Wed Mar 11 = = = = ELA HW: Continued Poem work--- =

= COmplete steps 1-6 (FINISH ALL of 6) of the instructtions I gave you in class today. = = = = We went through Steps 1-5 in class and I told you to mark down any piece of the homework you should have done by now. MOST of you are in great shape. = = = = You will complete the final steps 7-9 for homework tomorrow night. I do NOT have any more lab time for you to work on this in school. See ME if you have ANY questions about ANY step. = = = = = = FOr Step 6 highlighting--if you have a line that meets MORE than one FCA--highlight it half one color and half the other. For the final bullet points for step 6 asking you to copy the line that you learned from ("borrowed" from one of the 3 poems we read in class) Copy and paste the line below your HIGHLIGHTED REVISED poem and answer the question about HOW you used the line and what you learned below that. I have made this change to the instructions I posted below and the ones I put in the CONTENT LIBRARY of the online notebootk = = = = IF you are struggling to format the FINAL Publishable poem in One NOte--just do that in WORD and email it to me. = = = = Below are the COMPLETE instructions all students received about how to finish the poem assignment worth 130 points that is due this FRIDAY. We had our LAST class time to work on it today. ORANGE CLASS--since you did not have computer time, you MAY to your assignment in regular Microsoft Word or NEATLY handwritten in pen. = = = = The directions are now in the CONTENT LIBRARY of your OneNOte BINDERS and I am reposting them below in a Word File. =



= March 10 = = ELA HW: You are drafting the __FIRST draft of your 8-12 line poem to personify this winter.__ = = Tonight's work will show you CAREFULLY read and followed ALL instructions up to this point so you will be ready to REVISE in the computer lab tomorrow(Orange class will have to revise on a hard copy due to PARCC taking lab). The file below updates and clarifies the hard copy of instructions I passed out in class today. =

= MOST of you will be up to STEP THREE on the instruction sheet in the file above. = =__ If you have been out and fallen behind, however, and have missed ANY of steps 1 or 2, you must finish those steps before doing the draft for tonight's homework. __= = = = Because of PARCC practice, however, the Orange class will be blocked from the lab again. __ORANGE CLASS only should print out or hand write their draft poem for revision.__ IF you already did the work in One NOte--print it out during homeroom. = = While it is not ESSENTIAL that you type tonight's work, it would make sense for most of you so you are not wasting precious lab time tomorrow just retyping a handwritten copy. = = = = As I noted yesterday, if you have a photo that captures the MOOD of the poem you are writing, email it to yourself at school to use in the final publishable version of the poem. If you do not have a photo, I will work with you on finding a stock photo that you do NOT NEED copyright permission to use. =

__Classes went to the lab and copied the elements we have done for homework that will serve as a brainstorm for writing a final, publishable poem for a grade.__
= ALL of the information below is ALSO on the instruction sheet with FCAs that I posted above, in the HW entry. =

== Students went to the __CONTENT section of their class One Note Notebook and copied in the format I supplied for into the WRITING section of the notebook.__ Students should have title this page in the notebook IDEAS for winter 2015 poem. ==


 * == __**Personality traits**__ of this winter--__before and after March 9__ ==
 * == __figurative language and sound devices__ that would be used to describe something from this winter ==

Students then ADDED 2 examples of __a scene or Memory Moment__ that could be a topic to write about in their poem. Students were to COPY the format I gave for listing

 * == __TWO scenes from something the student experienced this winter.__ I encouraged students to think of scenes that have different moods--such as hating shoveling and enjoying skiing. This will give you options when you decide what TONE you want to use in your poem. You will not use everything you brainstorm. ==
 * == After a __one sentence description of the activity and the memory__ (ex: SHOVELING: I was frustrated trying to dig out my mail box and having the plow come by and fill in what I just shoveled out.) ==


 * == Short __descriptions in bullet point form of what the student SAW, HEARD, or FELT__ during that activity to use as details in the poem. ==

Student were to finish this for homework if not completed in class by the end of class TUESDAY. This needs to be done BEFORE starting a draft poem.
= MON MARCH 9 = = No NEW HW. =
 * = If you have taken any pictures of the effects of this winter on your yard or house, or of snow forts or dirty piles of snow... **__email them to yourself__** to pair with the poem we are going to write about this Winter. =
 * = __**Do not email them to ME--**__I just want you to have something over the next few days to add as a finishing touch to a publishable poem. It is better if you do NOT have people in them, since I would like to post the finished poems and we are not supposed to show individuals on the web. =

= I will update class notes much later tonight--I have meetings now. =
 * = If you NEVER finished the figurative language examples about snow that were homework LAST week, check those web entries and catch up so you may USE the language in class in some poems tomorrow. =

= = = IF you did the Michelangelo Extra Credit and neglected to hand it in today, EMAIL it to me and I will still count it. = = ( Two people are doing longer versions of the research and have arranged different dates for that--you know who you are and this deadline today does not affect you. ) =

= FRI Mar 6--NO NEW HW: EXTRA credit opportunity below in green. = = = = Link to PARCC practice test: You are not REQUIRED to try taking the PARCC practice ELA test, but I recommend trying out sections to get more comfortable with the format, the kinds of questions asked, and the tools you have to use on the computer. =

==After you type in a name (you can use Joe Smith—it does not record), you should get a prompt to START TEST and it should show there are 23 questions. If you are the correct page, the first question is about __The Count of Monte Cristo.__==

==THIS is the practice test we noodled around with in the lab. I advise trying out the questions in EACH of the three sections to understand the kinds of questions you will answer and the range of how hard they are.==


 * ==Some are easy—some you really have to think about MANY steps and every word.==
 * ==Some are multiple choice, some you highlight a correct answer, some you move around blocks of text.==
 * ==EACH section ends with an essay question. Take a look at the questions and make some maybe plan out the info you would use to answer one. If you are really ambitious, write out an answer. This will show you how complex the questions really are. A good essay answer to most PARCC questions would be 2-4 paragraphs with AT LEAST three solid pieces of evidence taken directly from the text; 2-4 quotations; from EACH article or excerpt; and clear focus on ALL parts of the question asked. You do NOT need a full opening or closing paragraph—just very sharp focus on proving you did CLOSE READING and ANALYSIS.==
 * ==Each section is a little different, so look at all 3 sections. The first is to analyze literature; the second analyzes non-fiction, and the third is a narrative (story) reading and then narrative writing.==

==2. This practice lets you see what you got right or wrong and change your answer. On the REAL test you can only see what you SKIPPED—not whether it is right or wrong. On the REAL test you CAN go back and change answers before you submit.==



Extra Credit
== March 6 is the birthday of a creative genius who changed the world! Of course I am referring to Michelangelo Buonarroti. For FIVE extra credit points, broaden your mind and find out a little more about this icon of the Renaissance! (ORANGE CLASS--the assignment below is a little different than what I had on the board--I will accept answers to what I had on the board, but that will only be worth 3 points, not 5. ) ==

Basic Style for Citations of Electronic Sources (Including Online Databases)
== Here are some common features you should try and find before citing electronic sources in MLA style. Not every Web page will provide all of the following information. However, collect as much of the following information as possible both for your citations and for your research notes: ==


 * == Smith, Joe. “Art History is Fun.” PDRhealth. PDR Network, 2009. Web. 21 Oct. 2009. ==


 * == Naylor, Stephen." Mythology.” Encyclopedia Mythica.N.p., 8 Apr. 2006. Web. 21 Oct. 2009. ==

== For MORE points (an extra quiz grade of 100 points) you can go to town and write an entire research essay or put together a power point or other media presentation; a fake news article; or something else creative--just clear it with me first. ==

= Thursday MAR 5 = = GREEN CLASS--if you are in need of a silly, fun break from revising and editing--go to your One Note collaboration page and take the one question survey your classmate submitted. This is practice using the technology and just a LITTLE bit more fun than eliminating fragments in writing. = = = = ELA HW: **__REVISE AND EDIT your science paper using the pink and blue sheets__** I handed out in class AND the markups indicating areas to work on. You will not have to SHOW me this work--but the results will show in what you turn in to Mrs. Charron tomorrow. I will ask to look at a handful of papers to see what we still need to work on when we do the SAME process for your Argument papers. You will also use these SAME skills to edit DBQs using research to support opinions in Social Studies. =

__Checklists from class Revising and Editing --REVISED__ (YES--even I constantly revise to make things better and clearer)
= THINK about the Audience, Purpose, and Format you revise. = = = = EDITING (BLUE sheet): A great editing activity is to have someone READ YOUR PAPER out loud to you while you read along. NOTICE whether there are sections they have trouble reading--that might mean there are missing words or odd, awkward phrasing. Notice where they pause briefly--Do you have a comma? Where do they stop and begin again--do you have a period? = = = = On the BACK notice I have included ways to REPAIR common sentence fragments. REPAIR YOURS!! Incomplete sentences are the MOST common grammatical error grade 7 students make. =
 * = REVISE (pink sheet): Using the markup of your draft that we did for a FEW paragraphs in class, go back and review the entire draft and MAKE CHANGES to CONTENT and organization to improve your paper. =
 * = On the BACK of the pink sheet are transitional phrases that will help you connect sentences and ideas to each other within and between paragraphs. =
 * = Audience and purpose: If YOUR family had to deal with this disease, would your research paper give them enough information and explanation to truly understand the disorder and what to expect? Would your research CLEARLY explain why they should have hope for the future and WHAT might make a difference to YOUR relatives in the next generation? =
 * = FORMAT: The format is a RESEARCH PAPER --so even though you are trying to connect to the reader, you must NOT be conversational. Keep a formal tone--Avoid "I" and "you" in body paragraphs. =

= = = THANKS to students willing to share drafts, the attached document shows the BEFORE and AFTER for revising and editing __openings and body paragraphs__ that have different TYPES of problems that can be turned into strengths. Skim to find the problem and solution that MIGHT help you. =

Class Review:
=__ It wasn't the driver or the car--it was the road! __= = Good news--sort of the frustrations we had with the laptops lesson yesterday was NOT our fault or a problem with One Note--The entire school system had an unexplained slowdown in internet service. It was not our lack of practice as "drivers" in One Note, nor was it the "car" (the One-Note computer program)--It was the ROAD (the internet we had to travel to use One Note). This means ALL our efforts to start using the notebooks has not been in vain and they SHOULD make our lives easier --or at least be a good learning tool eventually. = = = =** __Revising and Editing Bootcamp!__ **= = Today we CANCELLED Computer lab time to address some major gaps I saw in HOW kids are applying information about HOW to truly revise and edit at a grade 7 level. We used snippets of students papers and a checklist. Students ALL have hard copies of the checklists and I reposted the lists in the HW section with a FEW edits of things we added in class. This was a fast-paced boot camp for review skills, since the science papers are due tomorrow. I do not expect students to have absorbed and applied ALL of the revision strategies we reviewed, but I DO expect students to select one or two kinds of SIGNIFICANT improvement to focus on tonight. =

= = = = = WED Mar 4 = = = = ANOTHER FUN DAY IN TECHVILLE!!! Issues are resolving and the technology SHOULD eventually be helpful, not frustrating. I am finding work-arounds for common problems. Thanks for your patience. = = = = HW ELA: = = = = I. __ADD to the sample lines of you drafted LAST night__ that you could use to give human character (personality) traits to the Winter of 2015. You might refer to the COllaboration Space page in your One Note Notebook to see some common character trait words your classmates shared with you. = = = =__ TONIGHT- add __= = IF you do not know what any of these literary devices are, you __MUST use the yellow handout__ I gave out in class yesterday and today. = = I am reposting it below. You can upload it and then copy and paste it into your own class HANDOUTS page of your One Note Binder if you want easy access to it in the future. You will NOT be able to import the file into the One Note Binder unless you are working in the actual One Note Program and not in One Note on-line--I can explain this more in class tomorrow if you want help. As an alternative, you might also just create an ELA handouts folder in your one drive (NOT the notebook) and just keep it there. =
 * =__ 1 line using onomatopoeia, __=
 * =__ 1 line using alliteration __=
 * = __1 more metaphor (hyperbole and personification can also be metaphors)__ =

__** COPY of HANDOUT on Literary Term Definitions **__ = = = = = II. WAY TOO MANY students did not __do LAST night's work__, which was to create 2 similes and 1 metaphor using the character traits you gave to the Winter of 2015. __You MUST make this work up.__ More explanation in the last part of yesterday's homework (teal -colored) entry. = = = = = = III. Remember to __print out your LATEST version of your science RESEARCH paper__ so we can MARK UP and peer edit for 15 minutes or so tomorrow in ELA class. DO NOT come to class without a hard copy. ALSO __BRING 4 color HIGHLIGHTERS__ or colored pencils to mark the drafts up with. We will spend part of the period in the classroom and part in the computer lab. I do NOT WANT to waste time printing during class so if you do not have a printer at home, print it during homeroom tomorrow. I WILL deduct points if you have to print in class since I warned you about this yesterday. =

= GREEN CLASS ONLY--Maddie came up with a just for fun survey you can take if you go into the Collaboration Space page of your One NOte Notebook. Mantatees or Narwhals? You decide. You do NOT have to take the survey, but it could be fun AND will help you get more comfortable with the technical steps until they are as easy as texting! =

== SOME classes received IN-DEPTH review of how to READ a poem, using "Stopping By Woods". Other classes will get the rest of this lesson tomorrow ---I hope!! ALMOST all students have not been reading "between the lines" and really thinking about the significance of minor details in poetry. This will be important when YOU are the poems and need to carefully insert MEANINGFUL details that set the tone and mood of the content you want to communicate. ==

I checked HW in some, but not all classes. Therefore I will not enter until I recheck tomorrow. USE that second chance if you need it!
= Tues MAR 3 = = ELA HW: = = I. SCIENCE RESEARCH PAPER =
 * = __REQUIRED: PRINT out a copy of your paper BEFORE Thursday to bring to ELA class to edit.__ You MUST come to class with the print out—we will not waste time printing IN class. Use school computers Wed after lunch or during homeroom if you have no printer at home.. =
 * = 2. __SUGGESTED: spend about 10-20 minutes REVISING.__ Look back at sources you already found for your science paper and skimming to see if there is a great fact or quote you MISSED when writing your draft that will strengthen your final. You may ALSO want to quickly check for one MORE or BETTER source to ADD interest to your paper. =

= II. __REDO last night’s work on the Collaboration Space page of your One Note notebook IF you were not able to complete__ the following steps LAST night—or if you used a “tired” word last night and want to show you can find and use VIVID vocabulary that will make readers pay attention. = =You cannot name a friend or sibling specifically and state that they show some horrible trait—that is not acceptable cyber behavior.= = = =__ III. Write 2 similes and 1 metaphor that PERSONIFY the winter of 2015. __= = THIS step will differ a little from class to class. SOME classes did step one in class. IT is to be done on old-fashioned pencil and paper!= =3. Write TWO similes, USING traits words about the Winter of 2015. For example: "The snow this winter has been as destructive as a two-year old in bad mood." " The winter has been rude, like a relative who moves in and won't give you back the TV remote. "= = THEN create a metaphor related to one of the trait words. (Remember that a metaphor is a comparison that does NOT use like or as) " THe cold-hearted winter slammed into us all and does not seem ready to apologize or back away. " = = =
 * = We reviewed how to find the correct page and where to write on the page. READ ALL DIRECTIONS on the page carefully! If you do it correctly you should add THREE things to the page AND read over what OTHERS have contributed. =
 * 1. Add a VIVID grade 7 word to at least ONE of the four boxes;
 * 2: Write a sentence BELOW the trait box using the word with an example of a person who shows the trait;
 * 3. Write a comment or question about a classmate’s word choice to help peers understand or explore how to use the words. DO NOT write sentences that might insult any specific students!!!
 * = 1. In your ELA notebook in the IDEAS section, (or on lined paper if you did not bring home your binder) title a page “SNOW PERSONIFICATION” =
 * = 2. List at least 5 words for HUMAN traits that you thing the WINTER OF 2015 has shown. In class we listed words such as =
 * = destructive =
 * = overbearing =
 * = cold-hearted =
 * = YOU MAY NOT USE the examples I provided above! =

= HAVE FUN!!! be CREATIVE!!! =

= Class NOTES: = = = = Reviewed that science papers are NOT to use photos as graphics, but MAY use a chart or graph to reinforce, but not replace, sentences with facts and details. I used a box of shoes to show why it is not a good idea to just settle on the first 3 websites you see and hold out for the best or most suitable info. You would never just buy the first three items you pass in a store--you would look around a little more before settling on what to choose from. = = = = Reviewed WHY and HOW to revise and that we will edit a little in class Thurs = = = = We reviewed HOW to log in to One-NOte NOtebook and what a good answer should look like for the collaboration HW. = = = = We entered some character traits for this past winter into the Writing IDEAS section of our binders and explained the simile and metaphor hw. We will use these ideas for a complete poem to be written IN school. =

= = = Monday Mar 2 =

= ELA HW: Thanks for being patient! THe collaboration PAGE is NOT READY for prime time. IF you got in to collaborate--great, but if not--feel free to give up now. I will try again tomorrow. Some folks ARE having success. =

=** HANDOUT that might help with Science paper. **= = IF you are revising your SCIENCE research paper, below is a file with some of the things we discussed in class today about what to look for when you peer review/revise someone else's paper as you did in Science today. The same kinds of comments you use to peer review are topics you should evaluate your OWN paper for. The file also has the standards we GRADE papers on. Mrs. Charron will not be grading you on everything in the standards, but I will be using these standards when you write your argument papers--which are very similar to the research standards--so THINK about them and apply what you can. = = = =__ CLASS NOTES: __= = __HANDED BACK vocab tests:__ IF you were absent today, see class folders on front table to pick up your paper. Retakes possible IF you come for afterschool help TUES--tomorrow! and then return the FOLLOWING Tuesday to retake. = = = = Agenda today included: =
 * = __Logging strengths and weakness__ from last test into FCAs to work on list in Writing Tips section of binder (its a green handout) =
 * = Review of __differences between peer revising/reviewing and peer editing__ (See handout above). Discussed __how to EVALUATE your own work to make it better__ and how to decide when to use peer comments and suggestions. This will help with Science paper you are doing now AND argument paper we will return to later this week =
 * = Sharing __what comments will look__ like WHEN I get to finish grading homework done __in One NOte__--not tonight!! still updating this at 7:30! =
 * = Short tutorial in __using the COLLABORATION space tool in One Note__ to help us develop more choices for describing character traits. =