Long week! But we have earned a rest.

Homework:

• Sections 2 and 3 do not necessarily have to work on their presentation over the weekend (see below), but it wouldn't hurt.  The presentation is due Tuesday, and we will work on it more on Monday.
• Section 1 could work a little more on their critical analysis piece.  That piece is due Tuesday or Wednesday.  I will see how much time I can get to work with them on Monday.
• Section 1 has a vocabulary quiz Monday.  We took a practice quiz in class.  Most did not do well.  They need to study.

Today:

• Section 1 entered the vocabulary homework answers in the responders. I will add up those scores and give them a formative grade.  I also conferenced with about six students today about their pieces.  I will do more on Monday.
• Sections 2 and 3 took their vocabulary quiz.  The class averaged an A-.  The quiz counts as a summative worth twenty points.  Like I said before, the vocab is supposed to be more of a workout, so five quizzes will equal one essay grade (what I am thinking right now).  I want them to have exposure and practice. I don't want them to burst their brains.
• Sections 2 and 3 then spent time working on their presentations.  They should have divided up the work.  See below.

Critical Analysis Writing Topics

On Tuesday of next week, your group will present your views on one of the following topics.  Ideally, I would like to use a Power Point (or other visual method) to lead us smoothly through your details.  My goal is for you to teach the class.  Demonstrate that you not only understand the story and it’s theme, but you can be critical of the piece of writing. 

Critical analysis isn’t just determining if a piece is good or bad.  A critical analysis is a detailed examination of a piece of writing looking for the quality of or the effect of certain traits a piece of writing should have, i.e. figurative language, strong sentence structure, well developed characters, among many others.  Critical analysis is opinionated, which means you must be able to prove a position.  Therefore, it is crucial that you use details from the story.  Although you may refer to outside works for comparison, be aware that not everyone knows all stories, so try to stick to the story you are writing on.

1.    Read the background of the writer from your online book.  What can we infer about her motivation for writing this story?  Why does she end the story with those last few lines about fairies and strawberries? Determine the theme of the story.

2.    What is Squeaky’s deal? Through characterization, we get a picture of Squeaky. To what extent does Squeaky change by the end of the story?

3.    A plot should be suspenseful, coherent, well paced, and satisfying.  What is your evaluation of the plot of “Raymond’s Run”? Be sure to assess the climax and resolution of the story as well as the other structural elements of the story.

4.    Pull out every detail you can find which creates the setting, from explicit to inferred details.  Maybe even do some research about Harlem.  The story was published in 1972.  Why is the setting important to this story?

Leading horses to water... and many are drinking!

Section 1 parents, have you checked HAC lately?  Too many students have work missing that could easily be made up.  I gave them a grade skip Wednesday.  Section 2 and 3 parents, I will update HAC over the weekend with the vocab quiz and homework grades.  They will also have a Raymond's Run test next week.

Homework:

• Section 2 and 3 have a vocab quiz on Unit 1.  We finished reviewing the book work and used the flashcards on the Quizlet link on my website to practice the parts of speech.  There are practice questions on that site as well.
• Section 1 should finish the Completing the Sentence on page 24.  We did the first ten together in class.
• Section 1 should also bring in a rough draft of the critical analysis of "The Elevator."  They should have all they need.  I even discussed the sources of conflict in class.  We will see what they have tomorrow and look at how to improve their piece.

Today:
Sections 2 and 3 

• Sections 2 and 3 should be ready for the vocab quiz as I stated above. We spent probably forty minutes discussing "Raymond's Run."  We discussed the main conflict and the minor conflicts and which ones were resolved.  We discussed the imagery of escape the writer uses.  We dug deep and looked at how the setting causes conflict.  What impact does living in the city have on Squeaky?  Why must she win?  But my favorite part of the story is the last few lines: 
• "I smile. We stand there with this big smile of respect between us. It’s about as real a smile as girls can do for each other, considering we don’t practice real smiling every day, you know, cause maybe we too busy being flowers or fairies or strawberries instead of something honest and worthy of respect . . . you know . . . like being people."
• I am going to ask the students to unpack what is said in these lines.  There is a lot going on in the character of Squeaky.  We have to infer many of the details from the clues in the text.  Our goal tomorrow will be to dig deep and explore Squeaky.
• They will be writing another analysis piece that will be due around Wednesday or so.

Section 1 worked on vocabulary.  Then we discussed the sources of conflict in the story.  Then I gave them thirty minutes of writing time.  I am leading horses to water some days.

 

Homework

Just a quick one today.

Homework:
Sections 2 and 3 should do Completing the Sentence in the vocab book.  They will be checked with the responders.
Section 1 should do the synonyms and antonyms on page 25.  They should also complete 11-20 on the Choosing the Right Word on page 26.


Due Dates:
Sections 2 and 3 will have a quiz on Unit 1 vocabulary on Friday.
Section 1 will need a ROUGH DRAFT of their critical analysis of "The Elevator" on Friday so we can peer edit.
Section 1 will hand in the FINAL DRAFT on Monday.

Moving right along.

Homework
Sections 2 & 3 should complete pages 25 and 27 in the vocab book.
Section 1 should do 1-10 in the Choosing the Right Word page 26 in unit 1. 
The homework will be checked for accuracy using the responders, so do a good job.

Extra practice for the vocabulary can be found here.

Today

• Sections 2 & 3 spent time with the vocabulary book. We were discussing context clues.  I want to establish my expectations for the work.  
• Sections 2 & 3 also started to think about goals and what motivates us in preparation for the next piece of literature, Raymond's Run, which can be found in their online literature book.  We also discussed inferencing, which is combining details in a story with your own knowledge to make an educated guess.  We will be making inferences about the main character in the story.
• Section 1 spent some time reviewing the vocabulary words.  
• Section 1 is also retaking the literary terms quiz because they did not do as well as I thought they would do.  I gave them a short story which they had to map.  While they did that, I worked with a small group.  We will take the quiz part tomorrow.  I will post the grades ASAP.

Both classes have started Vocabulary Workshop!

Homework

• Sections 2 and 3 should make pictures of each of the twenty vocabulary words for unit 1.  They should also do the Choosing the Right Word for unit 1.  I will check the Choosing on the responders tomorrow, so they should be correct.
• Section 1 should make pictures of the twenty vocabulary words from unit 1.  Many of the students did not bring in money for the consumables, as found on the supplies list.  Therefore, those students MUST write all answers on a separate sheet of paper.

Extra practice for Unit 1 can be found on this Quizlet page.  (I will gather other links soon.)

 Today

• Sections 1 and 2 reviewed the rubric I used to score their critical analysis pieces on "The Elevator."  The scores are on HAC. The rubric I used most is page one found on this link.  I am also going to have the students look at the rubric on page three as well. The rubrics are used in AP ELA in high school.  The wording is heavy, but I like the way the levels are differentiated.
• I introduced Sections 1 and 2 to the words in unit 1.  Then I gave them time to start the pictures in class.
• Section 1 started the day with a test on the literary terms.  They did not do as well as I would have liked, so I am going to have them take an alternative test tomorrow.  I am curious if they knew the words but the test was confusing.  
• The test took Section 1 some time to do.  I gave them a writing assignment, but we did not get much time to start it.  I will officially assign it Tuesday and give them time to write.  They must be able to analyze a piece of literature.

The first full week is over.

Homework:
Sections 2 and 3 do not have any homework.
Section 1 students who did not finish the assignment in class should finish their story map of "The Elevator."


Today
Sections 2 and 3

• They took the literary terms test.  I will post the grades on HAC soon.  
• I collected their short story analysis papers today.
• I handed out the vocab books.
• I am thinking of having a quiz on unit one at the end of next week.  We will see how smoothly we can get this rolling.

Section 1

• We reviewed the story maps they created yesterday from the fairy tales.
• Then we applied the story mapping to "The Elevator."
• We reread the story and answered the questions.
• I gave them time to finish, but not all did.
• Next week, I will give the students their vocabulary books.
• They will also practice writing a short story analysis.

Have a nice weekend.

We are working hard!

Homework:
Sections 2 and 3 have two things they are responsible for tomorrow.  They have to turn in the final draft of the short story analysis.  They also have a quiz on the literary terms that I had posted in earlier blogs.

Section 1 does not have homework.  However, school pictures are being taken, so all students will need their money.


In Class
Sections 2 and 3:
We spent time reviewing the story "The Elevator."  We discussed the sources of conflict and tried to agree on what the ending meant.  The ending is a cliff hanger, so students need to use details from the story to prove their theory.  Some are more plausible than others.

We also applied the literary terms to fairy tales like The Three Little Pigs.  We also plotted the stories on a story map.  We will use this map all year.

Section 1:
We reviewed the literary terms using the list on a previous post.  The students do NOT know the terms well.  I reviewed the terms, and they were supposed to copy them down. 

Then I had the students read a fairy tale, either The Three Little Pigs or Goldilocks and the Three Bears.  The students filled our a story map.  I will grade those maps to see how they are doing with the terms we have been learning.

We have to catch up to the other sections.  We will be writing an analysis of the story next week.  We will also start vocab next week.

Sections 2 and 3 are on schedule...not section 1.

Homework:
Sections 2 and 3 
       They should have their final draft of their conflict analysis in on Friday.

       I am thinking about having a literary terms quiz on Friday.  We will see what we get done tomorrow.

Section 1 has no homework. Today we spent most of the period scheduling for the activity period.  .


Requirements for the conflict analysis piece in sections 2 and 3:

• Must have seven literary terms (see below) bolded or underlined.
• Length should be between 300 and 500 words.
• Use size 12 font in Times New Roman with normal margins.
• The piece should start with a clear point that will be proven with examples from the text.
• The piece should end smoothly.

Terms you need to know for Unit 1

Fiction

Short story

Novel

Dialogue

Theme

Irony

Plot Stages

Plot

Exposition

Rising action

Climax

Falling Action

Resolution

Linear Plot

Conflict

External Conflict

            Character vs. Character

            Character vs. Society

            Character vs. Nature

Internal Conflict

            Struggles with emotions

            Struggles about a decision

            A problem to be solved

            Struggles with thoughts and desires

            A battle within a character’s heart or mind

Characters and Conflict

Character traits can influence the resolution

Characterization

            Description

            Dialogue

            What others say about

Setting

General

Specific

Time and Place

Establish the mood

Setting can influence conflict

One Day at a Time

Homework:
Sections 2 and 3 should have their ROUGH draft for tomorrow.  We did not get to them today.
Section 1 has no homework.

Busy Busy
Things have been a little crazy with the schedule for my classes.  We were supposed to do DCAS testing this week, but there was a mistake with my training, so the testing is postponed until sixth grade is finished in a few weeks.

I also have to get the Achieve Level Set test completed ASAP as part of my Component V for teacher evaluation, so I used today's class time to make sure all students were done.  We did an Achieve article and experimented with a new graphic organizer.

Tomorrow, students are choosing their activity periods, which will require a good amount of time out of Section 1.

Basically, I am plowing ahead trying to get into a rhythm.  We are doing lots of good stuff, though. Grades will be coming soon.

"The Elevator" analysis assignment

Homework:
Sections 2 and 3 should come to class ready to discuss the assignment below.  I am thinking the final draft will be due Wednesday, but it might be Thursday.  

One focus of Common Core is proving your analysis with details from the piece.  I am teaching them what they are expected to do, so this first piece is more like practice.  They will get a formative grade.

Section 1 has no homework.


Vocab:
We will start the orange vocabulary sometime this week.

(I gave students their online books today.)

“The Elevator” analysis

In 300 words or so, identify and discuss the source of conflict in this story. 

Think about the following:

Describe the conflict from start to finish using the stages of plot.

In your opinion, is this conflict real or in Martin’s head?

Describe how the characters contribute to or cause the conflict.

Does the setting contribute to the conflict?

Final Form

Use a clear topic sentence to state your position.

Use specific examples from the story. 

            Dialogue? Description? Events?

Be sure to use many of the academic vocabulary we have studied. 

Type up, triple check your grammar, print, and submit.

The grades are submitted.

I have taken over 10,000 pictures during my time at H.B.

Did you know that I do photography for the school? 
Did you know that I was the yearbook coordinator for five years?
Well, over the 15 years I have worked at H.B. du Pont Middle School, I have collected a lot of pictures of our students performing at public events. 

If you are interested in seeing what I have done, or maybe you have never seen the pictures I have taken at your child's sporting event, check out the links below. 

However, if you want to see the pictures I took in school, you will have to find an old yearbook. 

Enjoy.

Sports Galleries Older
Sports Galleries 2010-2011
Sports Galleries 2011-2012
Sports Galleries 2012-2013

H.B. Band

Best Men

Homework

Section 1 should be ready to present their skits to the class Thursday.

Sections 3 and 4 should come to class ready to enjoy literature.  :)

Memorial Day: Grades are updated on HAC

Section 1:
I graded the two close reading responses you handed in (most handed in).
Be ready to present your skit on Wednesday.

Sections 3 and 4:
Mrs. Jamison is done grading your research piece.  She just finished them now.  Give her some time to enter the grades into HAC.

For many teachers, a three-day weekend is a blessing.  We actually get two days off and one extra day to get our work done.  :)

Grades have been updated

Vocabulary is finished in both classes!
All AR tests should have been taken by today.  They knew about this!


Section 1:
Over the break, I must grade two assignments:
    Two questions for Pit and Pendulum
    Close reading question on the Cask of Amontillado
On Wednesday, the students have a skit they must perform.


Sections 3 and 4:
We took a quiz on Anne Frank today.
Mrs. Jamison is still grading research papers.

Make-up work needs to get in.

See last blog entry :)

Homework

Sections 3 and 4:
AR due Friday
Pages 158 and 160 in the vocab book

Section 1:
Finish units 20 and 21 in book.
AR is due (I have put the second AR on the grade to inspire them to get it done.)
The last little piece of writing is due by the end of class Friday.  See below.
I am practicing the close reading method that the Common Core requires.

Name __________________________

How would you explain Poe’s writing style to someone who is about to read him for the first time?

Mood Tone Visualization Figurative language Sentence structure Vocabulary Dialogue

Choice of topic Setting Plot structure Foreshadowing Suspense

Read The Cask of Amontillado. 

On the first read, establish the plot, the characters, and the setting. Read straight through to the end.  Maybe you want to underline or circle words or phrases that tripped you up. 

On the second read, take the time to look up the words you don’t know.  Read section by section making sure you understand what is going on.  If you understand the story, this second read can be used for some examination of the writer’s techniques.  Start looking for sections that will help you support your explanation of Poe’s style.

The third read should be focused on those sections you want to study in depth.  Are there lines of dialogue or a lines of description that embody Poe’s style?  Are there things about this story that you have seen in other stories we have read?  Start looking at the notes you have made in the margins.  What connections are you making? 

I would like the piece to be about 300 words, typed, single spaced, Times New Roman size 12.  It is due on Friday or e-mailed soon after.

Homework:

Section 1:
  Two answers on The Pit and the Pendulum are due tomorrow.
  Vocab pages 225, 226, 235, and 236
  AR due Friday
  Skit due May 29th


Sections 3 and 4:
  AR due Friday
  Pages 157, 158


We are almost there.  Just a little more.

Homework

Section 1:
Pages 223, 224, 233, and 234 vocab
Answer two questions from the sheet I gave them in about 250 -300 words each question.
Performance as a group next Wednesday. (More details will follow. It will be fun.)

Sections 3 and 4:
Pages 155 and 156 vocab
There will be a quiz Friday on Anne Frank.  Students should know the following:

Know each of the characters:

Physical description Relationship to others Personality
Identify quotes said by each

Explain the conflicts

External- between other characters and world

Internal- Struggles to understand self

Plot the story

Flashback,
Important events that add tension

Identify the climax, Explain the resolution

Know the background and setting of the play:

In World War II, how Jews were persecuted, and what was the outcome?

I forgot the questions

TOPICS FOR DISCUSSION
1. The story never explains why the central character has been thrown into the pit. Why does Poe not inform the reader of his crime?
2. There are many details in the story which suggest the state of sleep, such as references to dreams and occasions when the character himself falls asleep. How is it possible to think of this story as a fictional account of a nightmare?
3. The primary dilemma of the narrator is that he is caught between the seemingly bottomless pit and the slowly descending pendulum. What do these two horrors represent?
4. What kinds of methods does the protagonist use to try to save himself? How successful are they?
5. Why is the protagonist finally rescued by some force outside of himself rather than by his own efforts?
6. What is it that keeps the protagonist from simply giving up?
7. Some critics have suggested that the story is an allegory of the basic dilemma of human life, for all the major elements of the story correspond to the universal human dilemma. Can you explain how this might be true?
8. How would you characterize the basic personality of the protagonist? Consider not only his actions, but also how he describes those actions.
9. This story seems to be set outside of any social context and to be devoid of any significant social theme. If this is so, then what kind of basic human theme or message about the human will does it express?
IDEAS FOR REPORTS AND PAPERS
1. Many short-story writers in America in the nineteenth century said that they wanted to write a story that seemed like a dream or a nightmare. Show how “The Pit and the Pendulum” is such a story.
2. In some very basic ways, the situation of the narrator in the story suggests that it is a universal human dilemma and that he is a figure representing everyman. Explain how this allegorical reading of the story can be supported.
3. Although the story deals with a horrifying dilemma and makes use of violent actions, it does not seem as shocking as many horror films today. Why not?
4. There is only one character in this story, and all we know about him directly is that he is caught in a horrifying dilemma. Describe what we can infer about his personality from his behavior; discuss how he attempts to cope with his situation.
5. How would you characterize the kinds of fears and anxieties that the protagonist faces? In what ways are they like fears and anxieties that all of us have?