Section 1: How do you write the essay that is due Thursday?

We read some Nikki Giovanni today.

How do you write the essay for unit 3:

How do authors create characters that readers connect with in order to learn about themselves and others?  Furthermore, what is the Human Spirit and how is it seen in these pieces?

You need to start your piece with a focusing statement. 

·      You will be leading us through a discussion of three pieces of literature.

·      Your piece will be explaining that the writers have created characters that you connected with and that you learned about yourself and others.

·      Maybe you could focus on the message of the Human Spirit?

·      The focus of the piece is to EXPLAIN THE WRITERS’ CRAFT.  Examine the pieces. The pieces are the result of the writers’ choices, choices they made to transfer an idea to your brain.

All the pieces we read in this unit demonstrate the Human Spirit. 

What is the Human Spirit?

How do the pieces discuss the Human Spirit?

What part of the Human Spirit will you take away from each piece?

Be sure you can fully explain to yourself why a writer creates a character.

·      You might be asking what is the purpose of the piece that the writer has created?

·      What role does the character play in the purpose of the writing?

Do you fully understand how a writer creates a character? You do NOT have to discuss each one of these.  Sound knowledgeable about how the writer created the character.

·      Physical description details

·      Things character says (dialogue)

·      Things character does (actions)

·      Reactions from other characters

·      Comments by the writer about the character

How did you connect with the characters?

What did you learn about yourself and others?

Suggested outline #1

     I.         Introduction

  II.         Define Human Spirit

III.         Character from piece #1

a.    Created character

b.    Coveys message about the Human Spirit

c.    Because you connected with a character

IV.         Character from piece #2

a.    Created character

b.    Coveys message about the Human Spirit

c.    Because you connected with a character

   V.         Character/Speaker from poem(s)

a.    Created character

b.    Coveys message

c.    Because you connected with a character

VI.         Conclusion: All three similar because

a.    Created character

b.    Coveys message about the Human Spirit

c.    Because you connected with a character

d.    Human Spirit

Suggested outline #2

     I.         Introduction

  II.         Define Human Spirit

III.         How three writers created characters

a.    Writer #1 method

b.    Writer #2 method

c.    Writer #3 method

IV.         Ways you connected with the characters

a.    Piece #1 and how

b.    Piece #2 and how

c.    Piece #3 and how

   V.         As a result of the writer’s efforts, a message about the Human Spirit was successfully transferred from the piece to your life.

a.    Piece #1 and how

b.    Piece #2 and how

c.    Piece #3 and how

VI.         Conclusion

MP3 Grades are finished, accept for ...

The grades for MP3 are finished accept for one last opportunity to take an AR test.  


Here is the list of students who are missing an AR test... or two for MP3

Section 1
JC, CC, AF, ZF, NH, AH, HK, AL, BM, RO, JR, RT, JV

Section 3
AS, IB, MB, AB, IB, RC, CC, AE, AF, AF, SH, MH, JH, RH, PL, JM, GN, JP, GS, ST, SW

Section 4
MKB, MB, AB, MD, SD,JH, ZH, BJ, MJ, QJ, IL, MM, IM, MS, TT,

MONDAY IS THE LAST CHANCE TO TAKE A TEST!
(This has been on the calendar for weeks!)

Sections 3 and 4 have a small vocab quiz Friday

Section 1 has a large project due next Thursday.  I have taught most of what I think they need to be successful on the project.  Today we finished the test on Rules of the Game. The grades are on HAC.

All sections have AR DUE MONDAY.

Sections 3 and 4 have a small vocab quiz Friday

The students copied the Words to Know from The Rules of the Game yesterday.  There are flashcards on this page if they want to practice.

Section 1 question for Wednesday

In Section 1, we finished reading Rules of the Game today.  We spent time discussing many of the important points of the story.  We also spent time exploring the characters of the mother and the daughter.  We are not quite finished, but I did tell them that I would like them to be prepared to answer this question tomorrow:

How does Mrs. Jong's concern for helping her daughter rise in society affect the plot?

Here is the story located on-line.

Today we focused on the mother's motivation to impart her Chinese wisdom to her American daughter.  There is a lot of wisdom in the words the mother says, so I had the students write down everything the mother said.  If the students did that, then they would get a great picture of the mother!

We also explored the nine-year-old girl in the story.  Tomorrow, we will explore the writer of the narrative and how she crafts the story to express the theme.

It would be ideal if the students read the story a second time.

Students should be reading!

Only one more week to get the AR tests done.  Section 1 needs a total of three.  Sections 3 and 4 need to have taken two.  If you are unsure, you can always e-mail me.

I am adding grades to HAC this weekend.  The students have taken a test on "The Treasure of Lemon Brown"  They also took a vocab quiz. 

It has been hard to get to Achieve because of testing.  I am never sure when the labs are available.  I am doing the best I can.

Have a nice weekend.

Be ready for grades on Treasure of Lemon Brown tomorrow

All classes have read the story. 

Section 1
They need a little more discussion time.  We will take a small quiz on the content.
The questions we started today will end up in the project.

Sections 3 and 4
These classes had a sub yesterday.  They finished the story and discussed the story a little.  Tomorrow they will have a little quiz on the content of the story.

Vocabulary

All classes should know these words for tomorrow: ajar, beckon, commence, gnarled, impromptu, ominous, probe, tentatively, tremor, vault.

If students would like to reread the story, they can read it here.

 

Section 1 and Sections 3 and 4 are on different schedules now.

Here is basically what you would need to know about class right now.

Section 1
This section will be on a different pace than the other two classes, so I will be using its own heading from now on. 

We are currently doing a unit on character study.  All the instructions can be found on this page.  Basically, I have told them exactly what they should complete and when it is due.  Each day, I plan to have lessons that they can apply to their independent work.

In short, they will be reading three pieces (or more) to answer the following questions.  How do authors create characters that readers connect with in order to learn about ourselves and others?  Also, what is the Human Spirit?

Homework:  They have to learn vocabulary and take some quizzes.  They should finish 3 AR tests by March 25. 

Sections 3 and 4
Mrs. Jamison, the push-in support teacher, and I are trying something different.  She and I are taking turns teaching the class.  She and I are teaching two different topics that we plan on merging after the break.  For now, she is teaching the students the persuasive essay.  She is teaching the required structure and terminology.  Her unit will end with the students imitating the persuasive pieces they have studied.

I am teaching the students characterization.  The students are reading literature focusing on how authors create characters we can learn from.  My unit will culminate in a long-answer response that demonstrates they have studied characterization.  They will also explain what the Human Spirit is and how it is seen in these pieces.

Homework: Students should have completed two AR tests by March 25.  There is not much homework right now.  I do not give homework just to give homework.  Maybe before break students will have some writing they must complete before the break.

We are beginning a new unit.

We are beginning a new unit:

• The Human Spirit

• Defining moments in life shape one’s identity.

• How do authors create characters that readers connect with in order to learn about self and others?

We are going to start by examining the characters in the movie we have been watching.  Then we will write a brief character sketch on one of our favorite characters from a movie or a book.  Section 1 should have both of these sheets done by Tuesday.  Sections 3 and 4 have the sheets due on Wednesday.

The Great Debaters Character Study                            

         Choose one character from the movie that you identify with.

Mr. Tolson (teacher), Henry Lowe (fighter), Samantha Booke (girl), James Jr.(14),  Hamilton Burgess (glasses speaker),  Dr. Farmer (speech writer)

         What are his/her motivations?  Why does he/she do what he/she does?

         What is the main conflict that interferes with his/her goals?

         How do his/her relationships impact his/her decisions?

 How does the character change over the course of the story?  What life lessons has the character learned from the experience?

Trait of the Character	How is it revealed by what character says, what other say about him/her, physical description, the character’s actions?
1.
2.
3.
4.
5.

adventurous, afraid, ambitious, arrogant, bad, bold, bossy, brainy, brave, brilliant, calm, careful, careless, charming, cheerful, childish, cowardly, cruel, curious, demanding, depressed, dishonest, eager, easygoing, energetic, evil, faithful, fearless, foolish, friendly, funny, gentle, giving, gloomy, graceful, greedy, guilty, happy, healthy, helpful, honest, hopeful, imaginative, impatient, impolite, innocent, inventive, intelligent, jealous, kind, lazy, lonely, loving, loyal, lucky, mature, mean, mysterious, nervous, nice, noisy, obedient, peaceful, pleasant, polite, poor, proud, quiet, responsible, rough, rowdy, rude, sad, scared, selfish, serious, shy, silly, sly, smart, sneaky, spoiled, strange, sweet, talented, thoughtful, thoughtless, trusting, trustworthy, unfriendly, unhappy, upset, warm, weak, wicked, wise, worried, zany

Your favorite characters

List characters from movies or books that you remember as clearly as someone you have met in person.

Character	What do you love about this character?  What did you learn from him/her?
1.
2.
3.
4.
5.

Choose one of these characters and introduce him/her to us.

My favorite character:   ________________________ from ______________________

Character’s name, physical description, background, and other details about his/her life as established by the writer.

Give us 3 quotes from the story that the character says… as best as you can remember.

1.

2.

3.

What are some actions the character does that give us an idea of who he/she is?

How do you identify with him/her? What lessons did he/she teach you?

(Include a picture of this character, even if you have to find something that sort of looks like you think he/she would look like.)

Interims are in. Grades are on HAC.

I have not blogged lately because there has been a lot going on at school.  I will enter the grades for the debates very soon.  Thursday is the D.C. trip.  Friday we will finish up a movie that centers on debating.

Next week we start some new units.  That is all.

The grade I am using for interims is on HAC now.

Last Friday, the roads were slippery. It's totaled. :(

We are finishing up the debates on Monday.  I will enter those grades then.  The students know what they have received. 

Next week will be busy:

Monday: Finish debates and do some grammar
Tuesday: DCAS
Wednesday: DCAS
Thursday: D.C. Trip
Friday: Bingo reward activity

The group debates start tomorrow.

I put two grades on HAC.  I need time to enter the first AR test results.  Hopefully tomorrow.  Interims are due soon.

Here is the outline the students should have filled in for tomorrow.

Debate Outline: Fill in this outline before your turn

First turn

Handshake: (Grab attention and draw in.)

  After researching ants and exploring the topic, I am going to prove to you that ___Captital Punishment is a good thing!_____________ _______________________________________________________________.   ________________ _________________________ because reason 1, reason 2, reason 3.

Reason 1:

-

-

-

-

Reason 2: 

-

-

-

-

Reason 3: 

-

-

-

-

Reason 4:

-

-

-

-

Second Turn

Think about the other side.  What do you think they will say, and what arguments do you have ready incase they use these arguments?

They will say ________________________________ , but ___________________________________.

They will say ________________________________ , but ___________________________________.

They will say ________________________________ , but ___________________________________.

They will say ________________________________ , but ___________________________________.

Third Turn: Rebut their rebuttals and move into your conclusion

Conclusion: 

           I have proven to you that ______________________________________________. _______________  ___________________________________________ because reason 1, reason 2, reason 3. I have also discussed how… (list some of the points you covered in the part where you refuted the other side.)

We will have debates on Thursday

We will be having debates on Thursday.  The students are in the same groups they were in for their commercials.  On Friday, I assigned the topic and gave the students time to brainstorm.  Today I gave them an hour on the computers and explained the basics of what they need to be prepared for Thursday.  Here are the topics:

What is the goal of prison? PUNISH

What is the goal of prison? REFORM

Solitary confinement is GOOD

Solitary confinement is BAD.

Capital punishment is A GOOD PUNISHMENT

Capital punishment is NOT GOOD!

Reading "The Bet" was GOOD

Reading "The Bet" was A WASTE

Here is the outline that the students need to complete to be prepared.  I have done debates for years.  I am trying to tell students what they need to be prepared for a debate.  They think that they can just wing it.  That is not how it works!  The winner is the one who earned the most points.  

Debate	Debate
Start Strong!     Handshake     Thesis Your position   Reason 1- sup, sup, sup   Reason 2- sup, sup, sup   Reason 3- sup, sup, sup (If needed)   Reason 4- sup, sup, sup   Reason 5- sup, sup, sup	Round 1 (1-5 points) (4) (4) (4) (4) (4)
Rebuttal Round 1.     My opponent stated __, but they are wrong because… 2.     My opponent stated __, but they are wrong because… 3.     My opponent stated __, but they are wrong because…	Round 2 (1 repeat)   (1-3 rebut) (1 repeat)   (1-3 rebut) (1 repeat)   (1-3 rebut)
Rebut their rebuttals 1.     My opponent stated __, but they are wrong because… 2.     My opponent stated __, but they are wrong because…	Round 3  (1-3 rebut) (1-3 rebut) Eye/prepared (1-5) Conclusion (1-5) (Max 3 extra)
Conclusion    Reason 1,2,3    Opponent wrong 1,2,3
Use the visuals as you present
	Possible: 48ish 35 = A 30 = B 25 = C 20 = D

All essays are graded.

Please see HAC for the latest grade.  I have a few make-up assignments from a few students to enter.  I will do that tomorrow morning.

There is a quiz on the 17 vocab words from The Bet on Thursday. Here are two Power Points I have used in class to help study.  They are not complete.
Blank
Pictures

I handed out grade slips today. Sec. 1 essays scored.

Today was pretty much a work day.  We did Achieve.  Also, the vocabulary took longer than I expected.  No big deal.  They are some very hard words!  We will take our time and be sure to have these learned by the quiz sometime next week.  I will have the students looking at the etymology of the words for roots and prefixes, anything that might help us to learn the words better.

I handed out grade slips today.  All students should know if they have handed in the required assignments.

I graded the essays for section 1.  The scores are on HAC.  

I will be out Thursday for jury duty again.  FYI

We are staring "The Bet"

Homework:
The first AR test is due by February 20.
There will be a vocab quiz on the words below next week, probably Monday.

Before reading The Bet, on a separate sheet of paper, do the following.

In about three sentences or so, explain your thoughts on these statements.

1.   There are things in the world more valuable than money.

2.   Money can buy happiness.

3.   The love of money is the root of all evil.

4.   Eye for an eye- if you kill, you are killed.

5.   Solitary confinement is a humane punishment.  Days? Weeks? Months? Years?

Example:

I believe that money can buy happiness.  Money can buy happiness because …..  Another reason money can buy happiness is ….

Vocabulary for The Bet

1.   A Priori-

a.    Definition

b.   Sentence fragment from the story

2.   Obsolete-

3.   Immoral-

4.   Humane-

5.   Incessantly-

6.   Capricious-

7.   Rapture-

8.   Erudite-

9.   Haphazardly-

10.  Emaciation-

11.  Ethereal-

12.  Sirens-

13.  Pipes of Pan-

14.  Abysses-

15. Posterity

16.  Stipulated-

17.  Renunciation-

Request for Washinton D.C. trip chaperones

We just had a team meeting, and Mrs. Seifred was saying that we are very short on chaperones for our Washington D.C. trip on February 28th.  If there is a way you can help, please contact Mrs. Seifred or me.

Thank you.

We start our next unit on Tuesday

I will be out for jury duty on Monday.  On Tuesday we will start reading "The Bet."  The short story will set the stage for a long unit on persuasion.  More details will follow, but I have taught persuasion for years.  If your child had me last year, you should remember the ant debates.  I don't know exactly what I will change this year, but I have some creative ideas swirling around in my head.

We had fun filming the ads this week.  I cannot post them because they are, well, too embarrassing for the general public to see.  But we are watching them in class and getting a good laugh.  It is interesting to see how weak their arguments are for getting the procedure done.  If this is a pretest for persuasion, they need some guidance.  I usually have them make their ads AFTER we study persuasion.  We will revisit the ads later.

Have a nice weekend.