Tuesday, November 12, 2013

Tonight's Homework

All sections will be reading The Treasure of Lemon Brown and having a test on it Friday.  I asked that all classes use their online Holt book to read the story tonight.  They should be answering the inferrencing questions below.

Section 1 should make sure they do the Choosing the Right Word for unit 4 vocab.
Sections 2 & 3 have pictionaries and Choosing for unit 5 tonight, but I will give them some extra time.
Sections 2 & 3 should bring in a revision of their essay Wednesday.  We will focus on punctuation.  The final draft is due Thursday.


The Treasure of Lemon Brown can be found on the Holt site (here).  The story is located in unit 2.



Inferrencing                                                                 Name ________________________

Look for the blue questions in the margins.  Stop at each spot and write a quick response.

“… too many times to be interested now.”
1. From Greg’s thoughts, what would you infer are his reasons for not going home?


“…they used to call me Lemon Brown.”
2. Why does the man pull back his shoulders as he tells Greg his name?


…”his own as they crouched in the darkness.”
3. Why does Lemon Brown hold Greg’s hand?


“…too, before they come back.”
4. What may be motivating Greg to leave now?


“…you know you can do something too.”
5. Why does Lemon Brown give his son his old newspaper clippings and harmonica?


“…would give him, and he smiled.”
6. Why does the thought of his father’s lecture make Greg smile?

Monday, November 11, 2013

Which is better: the original Tell Tale Heart or the movie version?

Sections 2 & 3: I hope you are working hard on your Poe essays.  Looking forward to working with you on them tomorrow.  If anyone can send me a copy, that would be great.  Maybe we could look at it as an example.

I was surprised by the results:


During Halloween week, we read Poe's The Tell Tale Heart.  After the first read, the students knew something kind of weird happened and someone was killed.  But they weren't all sure why.  After two days of discussion and evaluating the mental state of the narrator, the students started to appreciate how scary the story is.  But I still thought they would like the video because is was visually scary.

What we found is the video was cliche.  The original took place in pitch black and silence, which is why the narrator could hear the heart... and all things in Heaven and in Hell.  The students liked the descriptions in the written story instead of the inaccuracies of the video.

I found that interesting.

Sunday, November 10, 2013

The are now 26 members of my classroom Quizlet page!

The 26 Members of the MrBoZ Class of 2014 Quizlet page:
  1. adelle7
  2. alexye1   
  3. asingh_
  4. Bradford_Bosler   
  5. colleenbialecki
  6. Cullen_Erin28
  7. elenahu
  8. eliza607
  9. Elyse316
  10. erin_dolan__
  11. Isra_Chaudhry
  12. jkunkle23
  13. jn3579
  14. jordan7peters
  15. Katie_Evancho
  16. kristen_spens…
  17. lien_20
  18. MsEstrella_Al…
  19. Rebeccali66
  20. sidgang324
  21. skunkle14
  22. sparklebomb2000
  23. VasistaVV
  24. VVVasista
  25. will_gioffre
  26. xkncrash
Keep them coming!  The more you practice, the better you will get!

Friday, November 08, 2013

Section 1: The narratives were due today.

We shared some of our pieces in class today.  Maybe we can share more next week.

Here is the essay I wrote and read to the class.  I modeled the steps for writing a narrative.



Remembering a Split Lip
By Brad Bosler

All I saw was my friend Shannon hurriedly walking past me with my son draped over her shoulder, his head lifted up looking backward, her arms swaddling him.  Her eyes were wide, and she was taking charge, of what, I was not sure, but I knew she was a nurse.  I also knew something was serious when I saw my wife’s face.  She doesn’t handle injuries well.  She panics and freezes, but she was walking behind them telling my son that things would be all right.
            When they passed, that’s when I saw his face.  His top lip had been split.  He cried, mouth open, in long sobs of pain, afraid to let his top lip touch the bottom.  It only took a glimpse at his injury to know that this was serious.  The confirmation came when I stepped into the bathroom to take over, to hold my own child, treat him, and comfort him.
            The blood from his lip flowed freely, the sink resembling a suicide scene, drops and splashes on the counter and on his shirt.  We reached for anything we could, confiscating a towel from their bathroom.  We were at his older sister’s softball workout in a building that was once a workshop of some kind.  The wooden floors creaked as we tried to rinse his face in the makeshift modern bathroom.  I didn’t care about ownership of the towel at a moment like that.  All I cared about was making the pain stop for my child.
            The human body is so fragile.  Most days we live our lives unaware that our skin is but a thin membrane stretched over fat and muscles.  We get scratches and nicks and think nothing of it.  But for my son and us that day, we learned that a softball bat to the face, even the weak swing of a small child, can tear open a gash that band-aids could not fix.  Our four-year-old son needed an emergency room.  He was going to need stiches.
            With the stinging pain in his face and blood trickling down his shirt, we had to drive thirty agonizing minutes from Rising Sun, Maryland, to the Christiana Hospital in Delaware. 
            An emergency room visit is marked by two things: waiting and gratitude.  Around us were people who needed more help than us, people with broken bones, some with poorly bandaged cuts, and babies wailing in misery. No mater the injury, no matter how much pain you think your child is in, you wait until it is your turn because there are people who are worse off.  The gratitude comes from knowing that the injury is not that bad.  The gratitude also comes from knowing that you will eventually be helped.
            We sat in the emergency room with our son.  All the while he was continuing to keep his mouth open trying not to let the split upper lip touch the lower lip.  The three of us listened to the painful sounds that surrounded us, for only a thin sheet separated the patients.  We heard the voices of other parents, their children crying out in pain.  We heard the intercom system asking for all free doctors and nurses to report for a code blue; someone had stopped breathing.  And we thanked God our son was only injured by a bat when we heard the call for the emergency room to prepare for a trauma patient being flown in by helicopter. 
            In a way, the emergency room is like a waiting room for death.  Those of us who were there for small injuries were give just a little glimpse of our own inevitable end.  But we got to go home.  For some that day, they would not be going home; they were just passing through.
            “I want to go home,” my four-year-old son would repeatedly say.  But we couldn’t.  We kept telling him that we needed to wait for the doctor, but that didn’t help.  We had been waiting for two hours and had many more to wait until his ordeal was finished.  My wife and I held each other’s hand while we each held one of his.  We knew our daughter was safe with our friend Shannon, yet I wanted her there.  We are a family.  You don’t think about what family means until something traumatic happens to refocus your attention. 

            My son was a difficult child since birth.  He was stubborn, and still is at twelve.  But every frustration I felt towards my son was buried beneath the love I felt for him at that moment.   Through all his stubbornness and anger he expressed daily, I often forgot how much I truly loved him.  As he lay there on the gurney, the plastic surgeon finally arriving after four hours, he looked so delicate.  They had sedated him so that he felt no pain, but he was paralyzed and awake.  I wondered what went through his young mind as his lip was being sewn up.  He looked dead.  The doctors warned me to not stand and watch because I might pass out.  I didn’t.  I just observed as I always do.
            I forget about that day in the hospital as I go through the routines of life.  I focus too often on the things that really don’t matter.  I let life frustrate me.  But every once in a while, while the family sits at dinner, I look over at my son who is usually doing something funny or stupid now; he is loosing his stubborn, difficult edge… slowly.  He will be smiling or giggling because he threw something at his sister.  I will notice the scar on his lip.  It didn’t heal well.  That’s ok. His scar reminds me of a younger Jacob, one that frustrated me on a daily basis.  But now I see him in the smile of the older Jacob, the one that frustrates me only every other day. Every time I see him smile, I try to remember what is really important in life.


           

Sections 2 & 3: Good-Rough Draft due Tuesday

That means the piece should be the best you can write.  Remember what I said I am looking for in class:



Your response shows without a doubt that you understand both the text and the question. It includes everything you need to explain your thinking and more. Your thoughts are complete, fully elaborated, and backed up by specific details from the text. This response is clearly communicated. You should be proud of your extraordinary insight and creative thinking!
 
Requirements for the Poe Unit

Choose one of these topics.  You will develop the topic into a 600 – 800 word essay that thoroughly explains your analysis.(It can be more than 800, but I do not need a book!)
·      The piece is due Tuesday, November 12.
·      Typed, Times New Roman size 12
·      Single-spaced
·      Name and section in the header
·      Give it a title… even if it is lame
·      You will be scored mostly on your analysis, but your grammar and organization count.  I should not have to guess what you are trying to say.
·      You should use MANY examples from the text to prove your position.
·      Use proper punctuation for quotes:
o   In the story The Tell Tale Heart, the narrator said, “I loved the old man.”
§  Notice the commas and the quotes. End punctuation goes inside the quote unless the sentence is a question and the quote is not.  That is the ONLY time the end punctuation goes outside the quotes.

Writing Topics for the Poe Unit
Choose on of the following seven topics.  The topic can focus on one piece in particular, but you must mention all three.  

The Tell Tale Heart
The Cask of Amontillado
The Pit and the Pendulum

1.     Discuss the reliability of the narrator.  Should we trust him?  What effect does this choice of narrator have on the telling of the story?  We see the story from the narrator’s point of view.  Discuss the dramatic irony found in the story.  Compare what he believes about himself compared to what we know about him.
2.     By now you are starting to get a feel for Poe’s writing style.  How would you explain his writing style to someone who has never read him before?  Be sure to discuss his use of many of the following: Mood, Tone, Visualization, Figurative Language, Sentence Structure, Vocabulary, Dialogue, Choice of Topic, Setting, Plot Structure, Foreshadowing, and Suspense.
3.     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.
4.     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.
5.     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?
6.     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.
7.     How would you characterize the kinds of fears and anxieties that the narrator faces? In what ways are they like fears and anxieties that all of us have?

Thursday, November 07, 2013

Homework

Sections 2 & 3 were to interrogate or try one of the narrators from the two Poe stories we read.  It is an ungraded activity, but it makes them think about the sanity of the narrator, which is a character created by the writer, Poe.  We have been examining the reliability of the narrator.

Homework:
Section 1 owes me a narrative tomorrow.  They will have about an hour to work on it today.  They also had a sub yesterday, and she said that they worked well.  They were adding dialogue, thoughts, and sensory details.

Sections 2 & 3 will take the vocab quiz on unit 4 tomorrow.  They also should read part of The Pit and The Pendulum for tomorrow, up through page 177 in the packet.  We established the background of the story today. 

Sections 2 & 3: Originally, I wanted the final draft of the Poe analysis due Tuesday.  I now would like a draft due on Tuesday.  Let's see what they write and get some feedback from each other.  I put the topics on my blog a few days ago.

Monday, November 04, 2013

Homework

Section 1 has a narrative due Friday.  We spent today discussing what a narrative is and how to figure out a topic.  I think I modeled the process rather well.  They should have a topic for tomorrow.
Section 1 did not have time to do Achieve today.  Students are expected to do 2 articles this week, regardless of if we get to it in class.

Sections 2 & 3 have two achieve articles due by the end of the week.
Sections 2 & 3 have pictionaries and Choosing the Right Word for unit 4 due tomorrow.  Please see the classroom calendar for more due dates.

Students in sections 2 & 3 should know that they need to keep up with the homework.  I showed them all of the resources available for them to be successful on the Poe project due next Tuesday.

Sections 2 & 3: Requirements for the Poe paper due Tuesday, November 12th


Requirements for the Poe Unit

Choose one of these topics.  (There are seven choices below.) You will develop the topic into a 600 – 800 word essay that thoroughly explains your analysis.
·      The piece is due Tuesday, November 12.
·      Typed, Times New Roman size 12
·      Single-spaced
·      Name and section in the header
·      Give it a title… even if it is lame
·      You will be scored mostly on your analysis, but your grammar and organization count.  I should not have to guess what you are trying to say.
·      You should use MANY examples from the text to prove your position.
·      Use proper punctuation for quotes:
o   In the story The Tell Tale Heart, the narrator said, “I loved the old man.”
§  Notice the commas and the quotes. End punctuation goes inside the quote unless the sentence is a question and the quote is not.  That is the ONLY time the end punctuation goes outside the quotes.

Writing Topics for the Poe Unit

The Tell Tale Heart
  1. Discuss the reliability of the narrator.  Should we trust him?  What effect does this choice of narrator have on the telling of the story?  We see the story from the narrator’s point of view.  Discuss the dramatic irony found in the story.  Compare what he believes about himself compared to what we know about him.

The Cask of Amontillado
  1. By now you are starting to get a feel for Poe’s writing style.  How would you explain his writing style to someone who has never read him before?  Be sure to discuss his use of many of the following: Mood, Tone, Visualization, Figurative Language, Sentence Structure, Vocabulary, Dialogue, Choice of Topic, Setting, Plot Structure, Foreshadowing, and Suspense.

The Pit and the Pendulum
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?

Saturday, November 02, 2013

District Playoff Pictures

District Champions 2013
Galleries of Pictures



Wednesday, October 30, 2013

Sections 2 & 3: the online homework does not seem to be working

Thanks for trying. :) Ar least you read the story. I can't wait to explore it deeper tomorrow.

The grades for first marking period are almost done.

The only grades remaining are this week's Achieve.  By the end of the week, students should have completed six articles.  We will have the computers on Friday, so there should be no excuses.

Today's Red Chief scores are on HAC.
As I look over the grades, I am satisfied with the designation of the assignments.  I feel they are balanced fairly between formative and summative.  I also weighted some assignments more than others.  Now that I have one marking period under my belt with the new system, I will be better able to determine future assignments.

Homework:
Sections 2 & 3 have been asked to read The Tell Tale Heart using their online books. (See below.)
Sections 2 & 3 are also to do the online activity that I assigned to the class.  I am trying out the Holt site and want to see what it can do.

Section 1 did not do very well on the Red Chief test today, so we ended up using the class time to do the test over using their books.  I will take the average of the two grades.

Tonight's Holt homework
In the book, go to Unit 1 on the left and then choose Tell Tale Heart on the right.
Use the accessible pages on the left column for the pdf.

The activity can be found by clicking the Assignments link in blue from the first page after you log in.


Tuesday, October 29, 2013

November Assignments for your calendars


These assignments are also on the calendar on www.mrboz.com.

November Assignments:
Sections 2 & 3
Nov. 4: HWK Pictionaries and Choosing Unit 4
Nov. 5: HWK Synonyms Unit 4
Nov. 6: HWK Completing the Sentence Unit 4
Nov. 7: HWK Study for Quiz Unit 4
Nov. 8: QUIZ Unit 4

Nov. 11: No School
Nov. 12: HWK Pictionaries and Choosing Unit 5
Nov. 13: HWK Synonyms Unit 5
Nov. 14: HWK Completing the Sentence Unit 5
Nov. 15: QUIZ "Lemon Brown"

Nov. 18: HWK Study for quiz Unit 5
Nov. 19: QUIZ Unit 5
Nov. 20: Washington D.C. Trip

Nov. 25: QUIZ "Rules of the Game"
Nov. 27: Thanksgiving Break starts


November Assignments:
Section 1
Nov. 4: Work on Narrative
Nov. 5: Work on Narrative
Nov. 6: Work on Narrative
Nov. 7: Work on Narrative
Nov. 8: DUE Narrative

Nov. 11: No School
Nov. 12: HWK Choosing Unit 4
Nov. 13: HWK Synonyms Unit 4
Nov. 14: HWK Completing the Sentence Unit 4
Nov. 15: QUIZ "Lemon Brown" + QUIZ Unit 5

Nov. 18: HWK Pictionaries and Choosing Unit 5
Nov. 19: HWK Synonyms and Completing the Sentence Unit 5
Nov. 20: Washington D.C. Trip
Nov. 21: HWK Study for Unit 5 quiz
Nov. 22: QUIZ Unit 5

Nov. 25: QUIZ "Rules of the Game"
Nov. 27: Thanksgiving Break starts

Monday, October 28, 2013

Two tests on Wednesday

We watched a video version of Red Chief today for half of the class and did Achieve.

All classes have two Achieve articles due by the end of the day Friday.
All classes will be taking tests on The Ransom of Red Chief on Wednesday:
     1. 45 question comprehension
     2. 24 question vocabulary

Use the following resources to study.
1. Reread the story.
2. Be sure you know the items below.
3. Study the vocab words using Quizlet.


Why they chose the town
Examples of dramatic irony
Author's purpose
The eight words to know
Examples of situational irony
Physical descriptions of each character
How much they asked for
Settings of scene
Names of characters
Age of Red Chief
How much they wanted at first
How much they got
The unexpected problems with Red Chief
Examples of verbal irony
Purpose of using large vocabulary
Explain the title
How the conflict is resolved
What is the theme of the story

Friday, October 25, 2013

Grades are updated in HAC and Achieve Letter

I sent home a letter regarding Achieve.  Please remember that the students are expected to do two articles a week, regardless of how many times we get the laptops.

Also, the Achieve grade on HAC will change each week.  I am not creating a column for each week.  If they did not do the four articles that we due Friday, they should be sure to have the six that are due by next Friday.  If they do, then they will be back to a 100%.


Section 1 spent the class finishing a timed writing.  We spent two weeks learning about author's craft, and today it was time to show what they had learned.  I will score these soon.  The grade will be based on the demonstration of their knowledge, not so much on grammar.  I gave them an outline.

Sections 2 and 3 gave their presentations.  So many of them were outstanding!  From what I saw, these classes understand author's craft in Red Chief: word choice, sentence structure, and use of irony.  Most gave a mature analysis of the version in the Adapted Reader.  I am so proud of both of the classes!

Next week I will give the comprehension test and the vocab test for Red Chief.

We will also watch the movie versions of the story.



October 25, 2013


Dear Parents,
            As you may know, the school has purchased access to a program called Achieve3000 for each student.  The purpose of the program is to give students practice with reading informational articles.  In the past, we have seen an increase in DCAS scores which, we believe, correlates to extensive use of this program.
            Access to computers is adequate at school, but there are weeks when I can only use the computers one day.  However, I know that many students have access to the internet at home.  For this reason, I am requiring the students to do two Achieve articles per week. 
            I realize that not all students have access to the internet at home.  If your child cannot do the program at home, I understand, and I will adjust the requirements accordingly. 

Please sign and return this slip acknowledging that you understand that your child is expected to complete two Achieve articles per week.  Also, understand that the scores on the activities do count for a grade; however, twenty-five points are added to the activity score because Achieve is a tool; perfection is not expected- growth is.  Students are encouraged to take their time and do their best.


                                                Sincerely,

                                                Mr. Bosler


Student’s Name  ___________________________

Section _____


Parent’s Signature _____________________________

________  Check here if there is no way your child can get access to a computer two times per week for a total of about one hour.  (There are weeks when I cannot give students two days in class. Sometimes students are absent on the computer day).


If you have any questions or concerns, please write them here.

Wednesday, October 23, 2013

The students did really well on the 1-3 review quiz.

Granted, the test was only multiple choice, but it did have all sixty words.  And really, what more do we need when we know a word?  Recall.  Do they basically know the word?  Later, as they use the words more, the words will become a part of their lexicon.

Homework:
  • Sections 2 & 3 will have one more day to work on their presentations.  The students will present on Friday.
  • Section 1 has an essay they are writing.  I will be giving them time tomorrow to work.  I am hoping they can be done writing it by the end of the day Friday.


Tuesday, October 22, 2013

I am working them hard!

Homework:
  • All classes have a review quiz on ALL the words from units 1-3.  I highly recommend using Quizlet to study for the test.  I want to see how well they know all the words.  The test will count the same as the other unit tests.
  • All classes are examining the two versions of Ransom of Red Chief.  Here are links to the .pdfs if they need them:

Today:
Sections 1 and 2 had 25 minutes to do Achieve.  Section 3 was assigned the two Achieve assignments as homework due by Friday.   

All students should have completed 2 Achieve articles by Friday.

Sections 2 & 3 will have time to work on their presentations tomorrow.  I am hoping to have some groups present on Thursday and others on Friday.

Section 1 will get some time to brainstorm for their pieces tomorrow.  I am aiming for Friday to have the comparison pieces done. I would like to get a few students to debate which version is better.  We'll see.

Monday, October 21, 2013

Sections 2 & 3 Work for this Week

Homework:
  • Page 43 in vocab tonight
  • Two Achieve articles by the end of the week
  • Quiz on units 1-3 Wednesday
  • Group presentation probably Thursday

Comparison of the two versions of The Ransom of Red Chief


Power Point Presentation
On a separate sheet of paper, brainstorm which version of the story you like better and why.  Jot down specific examples from the text, including specific examples of word choice, sentence structure, and uses of irony. 

Be prepared to discuss these with a group.  Your group should organize a presentation for the class using Power Point.  Ideally, a different person should create the Power Point if possible.

Your presentation will be scored on
Organization
Use of a reasonable amount of specific examples
Quality of the presentation to the class
Use of visuals for clarity
Participation of all members in the creation

I also required there be three charts using DATA.  Hey, in this data crazed age, why not show that one version of the story is clearly better than the other by using some form of numerical data?  (I am not giving them any ideas for these numbers.)


Below is an outline I am using for a written piece in another class.  Maybe it will give ideas on what to discuss in the presentation.

Comparison Paragraph on Author’s Craft

Topic Sentence: After reading both the Adaptive Reader and the original version of The Ransom of Red Chief, I have decided that I like the ___________ version better.

Sentence to introduce topic of word choice.
·      Explain why word choice matters.
·      Explain the word choice in the Adaptive version by giving specific examples.
·      Transition
·      Now compare that version to the original.
·      Why do you like one over the other? Give examples from the original. Use transitions between examples.
Transition word to move between word choice and sentence structure.
·      Explain why sentence structure matters.
·      Explain the word choice in the Adaptive version by giving specific examples.
·      Transition
·      Now compare that version to the original.
·      Why do you like one over the other? Give examples from the original. Use transitions between examples.
Transition word to move between sentence structure and use of irony.
·      Explain how irony was used and why matters.
·      Explain the word choice in the Adaptive version by giving specific examples.
·      Transition
·      Now compare that version to the original.
·      Why do you like one over the other? Give examples from the original. Use transitions between examples.
Conclusion sentence: After reading both the Adaptive Reader and the original version of The Ransom of Red Chief, I have decided that I like the ___________ version better. One sentence summary of word choice, sentence structure, and use of irony.

To get an A, this will be essay length: five paragraphs graded on content.
To get a B, this can be an essay or a detailed paragraph.
To get a C, you must have many examples and details. 
No one gets a D.

Grammar helps.  A few errors will be OK.  I will focus on how much you have to say.