This week, we finish the sci-fi stories!

Homework:
All but section 6- Completing the Sentence Unit 9 vocab
Students should also have work to do in class.  Saying they are working on it at home will not cut it!  They are not going to play games on the computer because they have nothing to work on.  (I know their tricks!) 

We read this essay in class today.  We discussed the rubric I will be scoring them with.  Please see below. All students should be able to get a C at least.  A's and B's must be earned.
 
I encouraged students to find a way to move their documents between home and school.  Google Docs is the best way.  But they can also e-mail them back and forth if they have a Yahoo account.  They can also use a flash drive.  I want all students to be able to use the computer to REVISE their drafts.  That could mean deleting whole sections of their work. 

We will have little tasks to accomplish each day this week.  They will be listed on MrBoZ.com .

Science-Fiction Story Rubric

 

Story Telling

5(a)   = Gripping story, developed characters, action moved to a climax.

4(b)   = You were curious about the end, some characters, conflict present.

3(c)   = It was a story, had characters, some conflict.

2(d)   = It was barely a story.  It did not go anywhere.

1(f)    = Unacceptable

Was it a science fiction story? (Author's purpose was clear.)

What is the writer’s purpose/lesson about technology? Will science be the savior or the destroyer? What do we need to be doing right now to attain or avoid this?

5   = The writer made you really think about the future of some science idea.

4   = The story contained some type of science idea and its future.

3   = There was some science thing in the story.

2   = It was just a story.

1   = Unacceptable.

Dialogue

5    = Excellent use of dialogue for effect and character development.

4    = 15 exchanges with mostly correct indenting, punctuation, paragraphing.

3    = Not enough exchanges and/or incorrectly punctuated.

2    = Barely used dialogue and/or totally incorrect punctuation.

1    = Unacceptable

Sensory Details and Thoughts

5    = Vivid setting and details. You feel immersed in the story.

4    = Many sensory details like feel, see, smell, and some thoughts.

3    = Some sensory details like feel, see, smell, and some thoughts.

2    = Not very descriptive.  The story was mostly just plot details.

1    = Unacceptable

Grammar

5   = Almost perfect.  Very few errors

4   = Some errors.  They were minor and did not distract.  Writer proofread.

3   = A few too many errors.  Many should have been caught.

2   = Proofreading appears to have been skipped.  Distracting errors abound.

1   = Seriously?

Total:  ________ divided by 5 = average

4.5 = A

3.5 = B

2.5 = C

Have a nice weekend (or get some writing done!)

Cletus again.

Grades are updated on HAC

Meet Cletus!

All classes have been updated, but I need to see section 5 for two more grades: 1000 words and Choosing the Right Word unit 9.

By Tuesday, I expect all students to have written their sci-fi story that contains the following:
   Some sort of interesting beginning.
   Characters who use dialogue.
   Characters who have thoughts.
   A plot that moves towards a climax.
   An interesting ending.
   The story must be sci-fi and offer hope or be a warning.

We will spend four days next week making these PERFECT!  

How do you start a science-fiction story?

Homework:
Choosing the Right Word Unit 9

Today:
I checked lots of homework assignments- 700-1000 words, pictionaries, and synonyms.  I did not review any of the vocab. 

I discussed the introductions in the pictures on this post.  We discussed the difference between using the first person perspective vs. third person.  We discussed how the setting can be introduced.  We discussed the idea of using thoughts to give the reader the background to action that is happening in the present.

I suggested students use one of the following scenarios to start their piece.
1. TV Broadcast- They could have something on a TV set up the conflict.  The main character then reacts to the TV broadcast.
2. Dialogue- The story could jump right in with a conversation, like we are overhearing two people talking and we need to figure out what is going on. 
3. First person narrative- The story is told from the intimate perspective of the main character.  It is like he/she is talking to us directly telling us the story.
4. Starting in the middle of the action- I showed them how the writer was bringing in the background through thoughts.
5. Vague- The last example sort of moves along slowly.  It doesn't grab us outright, but we are intrigued. 

We also discussed the importance of the title.  Many times the intro has one meaning as we start, but by the end, the meaning of the title becomes clear.

We also discussed the idea that they need to have the end of the story clear in their heads so that the beginning can lead us towards the end.

Check out the examples I included to see examples of these.

700 words due tomorrow (1000 sections 4 and 5)

Homework:

Pictionaries 11-20 and synonyms unit 9

(and word origins for sections 4 and 5)

Today:

I explained the idea of getting all the ingredients together to make something.  I showed them a picture of ingredients.  We discussed what we could make with those ingredients.  We also discussed how if you don't have the ingredients, it is  difficult to imagine what you would make.

Then I gave them work time to write their words.  If you look on the picture for this entry, you will see that I encouraged them to write their words on the categories of the story.  In other words, gather together their ingredients. If I took the time to explain what each of those columns contained, I would be ready to write a story.

The words are just words.  I am not saying a story or perfect grammar.  This is a hard assignment, but it is not as hard as some are making it.  We can all tell a simple story.  I am trying to give them skills to get better at it.

Here are the word origins for words 1-10 Unit 9

Accelerate- from Latin accelerat- ‘hastened,’ from the verb accelerare, from ad- ‘toward’ + celer ‘swift.’

Bystander- one who stands by

Canvass- (in the sense ‘toss in a canvas sheet’ (as a sport or punishment)): from canvas. Later extended senses include ‘criticize, discuss’ (mid 16th cent.) and ‘propose for discussion’; hence ‘seek support for.’

Casual- from Old French casuel and Latin casualis, from casus ‘fall’

Downtrodden- past and past participle of tread. Old English tredan (as a verb);

Entice- ORIGIN Middle English (also in the sense ‘incite, provoke’; formerly also as intice): from Old French enticier, probably from a base meaning ‘set on fire,’ based on an alteration of Latin titio ‘firebrand.’

Erode- from French éroder or Latin erodere, from e- (variant of ex-)‘out, away’ + rodere ‘gnaw.’

Flounder- perhaps a blend of founder³and blunder, or perhaps symbolic, fl- frequently beginning words connected with swift or sudden movement.

Graphic- from or suggested by Greek -graphikos, from graphē ‘writing, drawing’; partly from -graphy or -graph + -ic.

Gruesome- ORIGIN late 16th cent.: from Scots grue ‘to feel horror, shudder’ (of Scandinavian origin) + -some¹.

Define the Characters in Your Story

Homework:
All classes should make pictionaries for words 1-10 unit 9.
Sections 4 and 5 must look up the word origins of the words, like the example below.

Did you know that the etymology of the word erode comes from rodent?  In sections 4 and 5, we didn't either until we looked it up!

Rodent:  from Latin rodent- ‘gnawing,’ from the verb roder.
     our vocab word is 
Erode:   from French éroder or Latin erodere, from e- (variant of ex-)‘out, away’ + rodere ‘gnaw.’

Today:
We discussed characters.  We read a character description of a girl named Shannon.  By the end of the essay, we understood who Shannon was.  We could really picture her.  Then we put her into the Siri video we watched.  Because we knew he so well, we could easily alter the story.

I want the students to define their characters well.  Use the chart below to get a clear picture.

	Narrator (Will the narrator be 1st person or 3rd person omniscient?)	Billy	Suzy
Physical
Mannerisms
Actions
Speech “quotes”
What others say

Words 1-10 Unit 9

The hikers needed to accelerate their pace once it became clear it would soon rain.

            Accelerate- to speed up

The bystander who had witnessed the collision gave his statement to the police.

            Bystander- witness, watches

The students volunteered to canvass the neighborhood for our candidate.

            Canvass- go throughout for support, to poll

A casual remark made by the mayor was taken out of context and used against him in the press.

            Casual- not formal

The immigrants at Ellis Island represented the downtrodden masses yearning to be free.

            Downtrodden- trod=walk upon, walked on!

To entice shoppers into the store, salespersons were giving away coupons for free gifts.

            Entice- attract, temp, lure

Storms and mudslides eroded the road so that eventually it became impassable.

            Eroded- wash wear away

After suffering much damage in the storm, the small craft was left floundering about helplessly.

            Flounder- to thrash about (like a fish)

A witness gave the reporter a graphic account of the destruction caused by the tornado.

            Graphic- vivid, lifelike

The gruesome crime rocked the ordinarily quiet neighborhood.

            Gruesome- gross, disgusting, revolting, nasty

SSW time today

Use this for inspiration!

I gave the students two more topics to think about.  I gave them an inspirational pep talk.  Then I told them to sit down, shut up, and write.  They can do this!  

I told them to use the 700-1000 words I am asking them to write as a way to think on paper.  Those words can be anything, but the more they get their pens writing, the more ideas will come out of them.  I know this.  They need to trust the process. The words are due Wednesday, and it is a grade.

Suggested prompts

The effect of communication devices:

Opening Scene: You have woken up and the device you designed in class was sitting next to you!  You don’t exactly know how, but it has become a reality!  Go through your normal day now, using the device that you have designed. In what ways has your new device helped you have a better day?  In what ways has it made your day worse?

You have been sucked into a computer!

         Opening Scene: If you are like my daughter, you sit and stare at the Facebook and Twitter feeds watching the lives of your friends go by.  You comment and join in, but this time something is different!  Facebook seems closer tonight.  It’s not the screen anymore.  Something has just become too real!  

Some students are having trouble getting started on a story.

I found a graphic organizer on-line that I shared with the students today.  It is pictured here.  I took the students through the organizer using the Psycho Siri video we have been looking at.  I broke the Siri story down so they could see the parts.  

Here are some story starters that I put on the screen today for students to think about.  I will keep trying different things to help the students find their focus.

 You have woken up and the device you designed in class was sitting next to you!  You don’t exactly know how, but it has become a reality!  Go through your normal day now, using the device that you have designed

In what ways has your new device helped you have a better day?

In what ways has it made your day worse?

Science fiction story starters based on connectivity

Facebook Nation

         Pretend that the only life you have is Facebook.  Imagine that you live your whole life inside a little room.  You are fully connected by the internet, so you have access to any information you want. You are fully taken care of, accept that you are isolated.  You have known no other life.  You do not stand; you exist in a reclining chair (Yes, like Wall-E.) There is a door, but why would you leave?  What would you do?   

Describe the room that you live in. How did this come to be?

Fully Connected

         Imagine that we are all networked together.  There are no devices to use to send messages.  No mouth is needed to talk.  We are networked such that what needs to be passed between us is passed.  We don’t type or write with our fingers.  Is there a need for printed documents? 

Unit 8 Vocab Quiz Wednesday (tomorrow)

Well, we are back... finally.  I was out Wednesday and Thursday last week.  The students had a four-day weekend.  I feel like we are behind.  But we will be fine.

The goal is to have the students write their science fiction stories by March 6.  Between now and then I need to cover how they will craft the story.  I wish it were step by step, but it isn't.  Here are the topics I am going to explain over the next two weeks:

Setting, Characters, Plot Elements, Author's Choices in Science Fiction, and Story Telling Techniques

I will type up more details under these as we cover them in class.  They are listed on my side board for the students to refer to.  Right now they should be dreaming of the future and thinking about a story they want to tell.  It would be nice if each category could be done in order to create a story, but there is no one way to write a story!

Today we watched a video from Microsoft that showed future communication devices.  We also watched the Psycho Siri video again as an example if a short story. 

I think I have inspired enough.  Now it is time to get crafting.  I will help them fine-tune their pieces as they write.  They will owe me 700 - 1000 words sometime next week.

Grades are updated on HAC for all but section 4

Grading essays.

I have been out the last two day.  I am still sick.  (Just letting you know if you were wondering about blog posts.)

I adjusted the grades for the The Stage is Yours essay.  Originally, there were 30 points for some basic requirements and 70 points for pure grammar perfection (grade level appropriate).  As I have now finished scoring four classes, I realized that not having all 30 points was the norm.  In fact, the average student was missing a few points that I thought would be gifts.  So, I made the grades no lower than 24 points (80%) for that section.  I also doubled the 70 points because I always want the classwork grade to reflect effort and performance.  I realized that I needed some more performance based points.

If this all sounds confusing, just know that I am always trying to make my grades fair.  That's all.

I will have section 4's essays graded by the beginning of next week. 
 5 minutes x 130 essays= 10.8 hours... if I never took a break.  Generally, I need to carve out 13 hours to grade essays.  I love reading the papers, though.  Really, I do!  It's finding the time that is hard.

Slight change of plans in sections 3, 6, and HB.

Homework:

All sections should finish unit 8 vocab book work and prepare for a quiz on Thursday.

Sections 3, 6, and HB should have completed the worksheet listed below and have a drawing of their device.  I found that the students were not working as well as I hoped in their groups.  Since the device could be part of their science-fiction piece, I felt it was important that ALL students design and think about the future communication device.  A few too many students were just letting the other members do all the work.

Assignment

Design the all-in-one device your children will be using 25 or more years from now.  What will they be carrying in their pockets (or transporting some other way)?

First, think of a problem with today’s iPhone like devices.  What limitations do they have?  If you could design one better with no limitations, what would it be like?

1. Draw the device so we can see what it will look like. (on the back)
2. Explain what it does and how it works.  If you can, explain the technology behind it.  Can you explain where you got the idea from?  Is there a technology being developed now that has the possibility to do this?

3. What problem does your device solve?  Think about the iPhone and what it does.  Why was the device created?  People obviously think they need it.  Why?

4. How will the device help humanity in general?  How everyone benefit from this invention? 

5. The opposite idea- What are some unforeseen harms of this device?  Maybe the invention will not benefit humans.  Instead, it will bring out something bad in us.

Future Communication Device Due Tuesday

Data stored using iron atoms!

Homework:
In class, we have been working on a future communication device.  The project is designed to get their brains thinking about science fiction.  I would like each group to present tomorrow. 

They should also be done the Completing the Sentence for unit 8 in the vocab book.

Today:
Daily drill using the responders.
We reviewed unit 8 words and did some of the Completing the Sentence.
I gave the groups work time to get their device done.

(See earlier blog posts for the device requirements.)

Design a future communications device.

This is 10 years! Imagine 25!

Homework: None

We are finished with the "The Stage is Yours" piece.  The group and individual grades are in for the group work part of the assignment.  I will be grading the pieces over the next two weeks.

We are going to do another group-based piece.  We will be writing a science fiction short story.  I will post the web page next week.  The students are still in groups.  The group is supposed to be their support system.  I will be encouraging this more.  I think the students are still in it for themselves.  Group work can be challenging, but it is necessary.

The first responsibility for the group is to present their future communication device as described below.  I think we will present Tuesday.

Design a future communication/entertainment/??? Device

Twenty-five years ago, the most portable entertainment device was a cassette Walkman by Sony.  The portable video games were LCD at best, LED at worst. There were no cell phones.  There were no portable video devices.  Who would have thought that 25 years later we would have the iPhone, a device that is a phone, connects to the Internet, plays music, videos and games, and contains an accelerometer, GPS, and a compass?

Assignment

Design the all-in-one device your children will be using 25 or more years from now.  What will they be carrying in their pockets (or transporting some other way)?

First, think of a problem with today’s iPhone like devices.  What limitations do they have?  If you could design one better with no limitations, what would it be like?

1. Draw the device so we can see what it will look like. (on the back)
2. Explain what it does and how it works.  If you can, explain the technology behind it.  Can you explain where you got the idea from?  Is there a technology being developed now that has the possibility to do this?
3. What problem does your device solve?  Think about the iPhone and what it does.  Why was the device created?  People obviously think they need it.  Why?
4. How will the device help humanity in general?  How everyone benefit from this invention? 
5. The opposite idea- What are some unforeseen harms of this device?  Maybe the invention will not benefit humans.  Instead, it will bring out something bad in us.

The Stage was Yours!

Homework:
Sections 4 and 5 should find the etymology of words 11-20 unit 8.
All classes should finish the pictionaries and do synonyms unit 8.


Today we finished the readings in most classes.  There were a few memorable moments.  In one class, three students came up to read at once.  The two read the story while the boy in the middle acted it out. The class was fully engaged!  In another class, one boy read/performed his story for a full twenty minutes!  I thought he should just get to the end, but the students kept wanting to know what happened next!  


Some stories were silly and absurd.  Others were touching, the kind that have a level of honesty that you would not expect to hear in front of a class.  I am glad the students feel comfortable sharing.  These moments are what writing is all about!  The students took the stage, and many of them used it well!

1.    Nub - Middle Low German knobbe ‘knob.’

a.    Definition

b.    Pictionary

2.    Onslaught- Middle Dutch aenslag, from aen ‘on’ + slag ‘blow.

3.    Ordain- from Latin ordin- ‘row, series, rank.’ To put in order

4.    Outstrip­- prefix (out) to the point of surpassing

5.    Pervade- from Latin pervadere, from per- ‘throughout’ + vadere ‘go.’

6.    Prudent- from Latin provident- ‘foreseeing, attending to’

7.    Quench- Old English acwencan ‘put out, extinguish’

8.    Remnant- from Old French, from remanoir ‘remain.’

9.    Simultaneous- based on Latin simul ‘at the same time,’

10.Swerve- Old English sweorfan ‘depart, leave, turn aside,’

We started unit 8 vocab.

We are almost done the sharing of the pieces.  I will be entering the group work grades after school tomorrow.  I will be grading The Stage is Yours pieces over the next two weeks.  



Homework:
Sections 4 and 5 should look up the origins of words 1-10 unit 8 or copy the origins from below. 
Sections 3 and HB have copied the origins below on a sheet.  They are to copy the definition from the book next to these origins.
All classes should have made pictionaries for words 1-10 unit 8 for tomorrow.

There will be vocab homework this week.  Please see my calendar for the assignments.

Here are the notes we discussed in class:

Unit 8 Word origins/prefixes/roots/suffixes

(Write short definition and draw a pictionary.  Yes, even you who own the book.  Due tomorrow.)

1.    Abnormal- (ab = away from) normal

a.    Definition

b.    Pictionary

2.    Capsize- Spanish capuzar ‘sink (a ship) by the head,’

3.    Catastrophe- from kata- ‘down’ + strophē ‘turning’ (from strephein ‘to turn’).

4.    Decrease- from de- ‘down’ + crescere ‘grow.’

5.    Disputatious- from dis- ‘apart’ + putare ‘reckon.’

6.    Eject- from e- (variant of ex-)‘out’ + jacere ‘to throw.’

7.    Flourish- based on Latin florere, from flos, flor- ‘a flower.’

8.    Incentive- from Latin incentivum ‘something that sets the tune or incites,’

9.    Insubordinate- in= not sub=below from Latin sub- ‘below’ + ordinare ‘ordain.’

10.Legible- from late Latin legibilis, from legere ‘to read.’