SENIORS: The grammar review dealt with the difference between "its" and "it's."  Its: the possessive form; It's: the contraction of it is.  We also saw the difference between "there," "their," and "they're."
There: indicates place.  Their: the plural possessive. They're: the contraction of they are.  See me for the worksheet of these grammar problems.  Also, finish the Unleash Your Inner Editor packet.

SOPHOMORES: Today we had a Socratic Seminar on the judicial system and the knowledge we gained from 12 Angry Men.  Tomorrow, bring your notebook for a notebook check and your Independent Reading Book.  Here is what I will be looking for in the notebook check: 
Prior Knowledge Plays: Have you ever read a play? If yes, what was it?  How did you feel about it? Was is confusing or not?  Were you able to mentally "see" the characters and "hear" their voices?
Characterization: How do we learn about characters in novels? Think about a character from you IRB or the short stories we read, and then give an example of what you learned about that character based on something they said or did.  How do we learn about characters in plays?  What is different?
Convince: Think about a time when you had to convince someone to see your point of view. What was the situation (was is something you wanted; were you in an argument)? List the reasons you gave that they should consider changing their view and the facts that you presented to support your view.  What was the outcome?
Point of View: When other people have a point of view that is different from mine, how do I deal with it? Give an example with details. 
Obstacles: The protagonist in this play takes a stand against eleven others.  Write about the obstacles s/he faces and the opposition s/he feels from other characters.
Deeper Thinking: why did the author choose not to name the jurors?  Why do some people need to be forced to recognize their own vices/prejudices/weaknesses in order to treat others fairly?  Is it possible to feel any sympathy for Juror #3?  What is the theme of the play?
Guilty or Not Guilty?: The playwright, Reginald Rose, never does reveal the truth behind the case.  did the jurors save an innocent man from the death penalty or did a guilty man go free?  The audience members are left to decide for themselves.  So, now, YOU decide: guilty or not guilty?  Tell me why, and give me at least 3 reasons why you feel that way.
Stubborn: Near the end of Act III, Juror #3 is sticking to his vote of "guilty" out of stubbornness.  Describe a situation in which stubbornness can be harmful and one in which it can be helpful. 

SENIORS: Today we went over the difference between "your" and "you're."  YOUR shows ownership--it belongs to you: Your book is on the table. What is your name?  YOU'RE is the contraction of you are: I think you're lying.  You're going to be late.
     Also, have your (belonging to you) Unleash Your Inner Editor packet done for check-off tomorrow.

SOPHOMORES: We worked on the words from the A-Z chart, regrouping them to find connections and added meanings.  Tomorrow will be a Socratic Seminar based on 12 Angry Men (both the play and the movie) and the ideas and concepts we learned about the judicial system as a whole.  For your ENTRY SLIP, have 2 questions, ideas, or concepts ready for discussion.

SENIORS: We went over the "this,then" relationship in sentence (If the door is open, then that's how the dog got away.  If I had been tossed down blindfold on that red prairie, I should have known that it was spring. (The word "then" is implied)  We also went over the difference between to, too, and two. I'm going to the store. Can I go too?  You walk too fast.  We walked two blocks.

SOPHOMORES: There were 3 areas of focus: 1)Finishing the jury questions (internet work done in notebook, 2)Finishing the alphabet boxes handout (make sure you have that in class tomorrow), and 3)Updating the notebook for a notebook check.

SENIORS: Today we worked on sentence structure and the information we get from that structure.  Your HW is to apply the same things we did in class today to the one page hard copy of your novel.  This will be due tomorrow (Tuesday).

SOPHOMORES: We finished the chart work, focusing on how the jurors changed between the play and the movie and how that change might have influenced they way they voted.

SOPHOMORES: Here's the link to the test: https://www98.achievedata.com/sdusd/?OnlineTestStudentLogin

SENIORS: This is it!!!! You have until 11:59 tonight to get your word count up through Nano!!  The points count only if you share your novel with me on Saturday!!  Good luck and keep writing!!!!1!!!

SOPHOMORES: We took a data director test on Expository Writing and updated our Goodreads accounts.

SENIORS: You have one more day after today to make your word count!  Keep creating!  !!!!!!1!!

SOPHOMORES: In your notebook, under the title of CHARACTERIZATION, answer the following questions: How do we learn about characters in novels?  Think about a character from your Independent Reading Book or from the short stories we've read this semester and write an example of what you learned about a character based on what that character said or did.  How do we learn about characters in plays?  Is there anything different?  BRING YOUR IRB (INDEPENDENT READING BOOK) with you to class tomorrow.

SENIORS: There is a light at the end of the tunnel!  You can do this!  Keep writing your novel!  I love exclamation points!  They're so energizing!

SOPHOMORES: We started a new unit: DRAMA!  Please see me for a copy of the play we will be working on and the handout that we started.

SENIORS: Work your novel!  If you're stuck, look on the back of the Nano packet at the List of Lists; you should get some ideas from that.

SOPHOMORES: The expository essay (class process piece) is due today.  Make sure you have a Works Cited page (MLA format).  Also, you must identify what you used in your essay; highlight or comment in the margins for structure, evidence, and appeals.  Check the prompt to make sure you have everything.

SENIORS: The final push is on!  You CAN do it; get to that 100% word count goal!  The deadline is Friday, Nov.30 at 11:59 pm.  Don't delay!

SOPHOMORES: The rough draft of your expository essay should be complete and it is time to create your final draft.  You will also need a "Works Cited" page.  To do this, go to the website Easybib.com  and follow the directions.  You don't need to print out the Works Cited page, just share it with me through my email: jbgardham@gmail.com.  The deadline for the final draft and Works Cited page is Tuesday, Nov.27 at the end of the period.

ALL STUDENTS: HAVE A GREAT BREAK! COME BACK IN ONE PIECE! READ ON FOR YOUR PARTICULAR GRADE LEVEL!

SENIORS: At midnight tonight you should have accomplished 50% of your word count goal.  If that is not the case, fear not; keep at it and as you achieve each benchmark, you will get those points.  However, time will run out eventually (Nov.30 to be exact), so don't delay!  Be aware that another benchmark (75% of your word count goal) occurs during Thanksgiving break (Friday, Nov.23).  I will be checking for that benchmark on Sat. Nov.24.  Good luck!

SOPHOMORES: If I didn't see your article summaries, you will need to email them to me.  Title them "Summary #1(or #2 as the case may be)" and send them to jbgardham@gmail.com.  You can also send me the rough draft of your essay the same way.  When you share, make sure I can edit or comment; if you send it to me as "view only," I will not be able to give you any feedback.

ALL STUDENTS: No new news; SENIORS work on your novels, SOPHOMORES work on your summaries or essay rough drafts.

HEY EVERYBODY!  Sorry I couldn't be with you today; if you're a senior, keep plugging away at your novel, and if you're a sophomore, you DEFINITELY should have both your summaries written.  See you all tomorrow!

SENIORS: You are now working toward the second benchmark of 50% of your rough draft novel, due at the stroke of midnight, Nov.16.  Good luck!

SOPHOMORES: Your summaries should be done (one for each article), so now move on to creating the body paragraphs for your essay.

SENIORS: Midnight is the witching hour; you need to have submitted 25% of your word count goal through the Nanowrimo Word Count Validator Box by 12pm.  Good luck!

SOPHOMORES: By now you should have two articles on a topic of your choice.  Write a summary of each article and have those ready for me to see on Tuesday.  If you're doing this electronically, send your summaries to me over the weekend, and I can look them over right away and get them in Gradebook.

SENIORS: Continue writing  your novel and working in your nanowrimo packet.  You should be able to discuss certain elements of your novel with me.  These elements would be: inciting incident, climax, and 3 things that happen in your rising action.

 SOPHOMORES: Today we concentrated on thesis.  In your notebook, have the following: your topic, your thesis statement, which text structure best suits your thesis statement, and what kind of evidence will you need to find to support your thesis statement.

SENIORS: Continue working on your novel; remember, 25% is due by Friday, Nov.9.  I'm checking packets for completion of Plot Rollercoaster and Calendar.  

 SOPHOMORES: You must have 2 articles dealing with your topic tomorrow.  If it's a hard copy, bring it; if it's on the internet, make sure you can access it on the netbook.  We watched a powerpoint on expository writing and took notes in your notebook.

SENIORS: Continue with your novel.  There will a benchmark goal of 25% of your word count every Friday.  The first benchmark happens on Nov.9; whatever your word count is, have 25% (1/4) of that done.  

SOPHOMORES: Go to your Goodreads account, log on to the book you are currently reading, and answer the following: Briefly summarize what has happened since the last time you wrote, tell me if the book is easy to read or difficult (and tell me why), and do you identify with any of the characters (and in what way)?  Homework: We are going to start writing an Expository paper, so you will need a topic and at least 2 articles related to that topic.  I don't care if the articles are hard copies or on the internet.  Annotate for one of the articles (you will need to turn that in).  You will get the writing prompt on Tuesday.  

SENIORS: Your novel-writing begins today!  Even though you have class time to write, make sure you carve out some time to write on your own at home.  It will be easy to get behind with this work; you can do it if you stay focused and PLAN.

SOPHOMORES: On your computer, finish annotating If Only They Could Talk, looking for logos, pathos, ethos, and types of evidence.  Share that work with me through jbgardham@gmail.com.  Then, write a new, more detailed summary of the article.  Tomorrow (Friday) we will go on Goodreads and update our responses to our Independent Reading Books.

Scary Day!

SENIORS: Today we create our accounts for Nanowrimo! Here's the link


SOPHOMORES: We're working on finding evidence in an article. Reread If Only They Could Talk and annotate for evidence.  If you have the hard copy, great; if not, here's the link.  You will also need the evidence handout.

Work from Monday and Tuesday (Oct.29 & 30)

Click on this to make it larger!

SENIORS: Keep working that NANO packet!

SOPHOMORES: I was sick last night, so I apologize for not having a blog on Monday--so you get twice as much info today!!!  For Monday, we looked at a template for summarizing texts; use this if you need some structure as it is very helpful in that regard.  Here is the image:

Read the Green Day article, annotate by circling, underlining anything that you don't understand.  After you finish, on a separate sheet of paper, tell me what kind of text structure was used and write a short summary.

On Tuesday, we read another article.  Read and, on a separate sheet of paper, tell me what text structure was used and write a summary on similarities and differences. 

Click on this to make it larger!

 

SENIORS: Continue to work on the NANO packet; it needs to be finished by Nov.1.

SOPHOMORES: We continued with the National Geographic article, looking for text structures.  We then wrote a brief summary of the article using a template.  The summary was collected at the end of the period.

SENIORS: Still working in the NANOWRIMO packet..  The goal is to have it completed by Nov.1.  Bring your notebook too!

SOPHOMORES: Today's focus was on the 5 text structures.  We read an article from National Geographic magazine titled If They Could Only Talk; using the cue words from yesterday's handout (text structures) we circled the cue words in the article and determined which text structures were being used.  If you don't have the article, you can find it on the internet.  Then write down the cue words and write down the name(s) of the structure(s) used.

SENIORS: We started thinking about the NANOWRIMO novel.  In your notebook, tell me about the genre, theme, protagonist, antagonist, and what POV you're going to use.  Also, I handed out a work packet that will help you organize your thoughts, so see me to get that.

SOPHOMORES: We went over the answers to the Expository packet (from Monday).  I handed out a paper showing the differences between the 5 text structures in expository writing; then, using the handout, students determined which structure(s) they used in the diagnostic writing paper (from Tuesday).  See me for the handout.

SENIORS: We worked on two pieces of writing to create realistic characters.  We're all human, even characters, so they will have a good side and a bad side.  The first writing assignment is called STEVE; Steve was a good kid.  He got good grades and was never late to class. Now what you just read is flat and boring.  I want you to tell me about Steve with specific, significant details, AND give him a secret--what does he do that nobody expects?  The other writing assignment is called THE GOOD VILLAIN.  Create a bad guy who has one good quality and show me that quality in action.

SOPHOMORES: We did a diagnostic on expository writing.

SENIORS: Today's writing exercise dealt with Prose Rhythm.  The length of your sentences can have an emotional effect on your reader.  Short, choppy sentences create a feeling of movement, action, tension, anxiety, and that things are getting faster.  Long sentences slow things down and give a relaxing quality or a feeling that something is happening gradually.  In your notebook, titled Prose Rhythm, write two pieces of fiction, one that has choppy sentences and one that has long sentences.  Both of these writing exercises together should take about a half a page. Don't forget to bring your notebook, as I will be collecting them for a notebook check at the end of the period.

SOPHOMORES: We did a multiple choice, fill in the blank diagnostic about expository writing.  Just what DO you remember from 9th grade? :)

SENIORS: Today we finished the presentation your favorite piece of revised writing from your notebook.  I'm very impressed with some of the stuff you guys are creating; keep up the good work!  No HW.

SOPHOMORES: We took the post-diagnostic CAHSEE writing test.  If you were absent, see me before you go to your first period class on Monday, and I'll write you a pass for advisory so you can make up the test.

SENIORS: We continued with the presentations of your favorite notebook entry (revised version).  We'll finish that tomorrow; so if you haven't presented, be ready to do so.  Also, bring your IRB.

SOPHOMORES: We took a Narrative Unit online test and had some time to make corrections to your short story.

We're going to take a test!!!!1!!!

TAKE A TEST!!!!!1!!!

SENIORS: Most of you were in the PAC because of the PSAT, but the students from 7th period worked on their favorite piece of writing, revising for setting (to create mood), dialogue (correctly formatted), concrete details, significant details, and show-don't-tell.  Be ready to present your work to the class tomorrow.

SOPHOMORES: Most of you took the PSAT (hope you did well!).

SENIORS: We watched two videos that deal with the restoration of the sense of hearing: a baby and a 29-year-old woman both get a cochlear implant.  As you watch these videos, list everything you notice (setting and lighting which create mood, dialogue, reactions, actions, etc.)  You may need to view the videos more than once to get the details, but they're short.  To find them, google Baby with Cochlear Implant Hears Mom for the 1st Time, and Deaf Woman Hears Herself for the 1st Time. After that, pick one (baby or woman) and write a half page as short story using setting, dialogue, and significant details.  Title it Cochlear Implant.

SOPHOMORES: We continued to work on the short story; the due date is tonight!

SENIORS: We've been working on mentally stimulating the 5 senses; now you need to write about a character who has one of those senses missing and how the other remaining senses "kick in" to compensate.  For example, you could write about a kid who has been blindfolded before hitting a pinata.  Since he can't see, how do the other 4 senses work to make up for the missing sight?  You can create any situation in which a character loses one of his or her senses, or just go with the kid and the pinata.  Also, we wrote in Goodreads; share a favorite passage from the book you're reading (4 or 5 sentences) and tell me why you like that part so much.

 SOPHOMORES: You're still working on your short story; it is due at the end of the period tomorrow, so your HW is to continue writing.  Remember that you will be sending it to me on Googledocs.  Also, don't forget to tell whoever brings you to school that you need to arrive 5 minutes earlier (7:25 am) on Wednesday for the PSAT.

SENIORS: We added two entries into your notebook.  The first is titled "Scary Time": Recall a time when you were scared.  Who, what, where, when, and how did you react?  Why did you react that way?  The second entry is titled "Magic in the Details": Imagine being in a scary place, such as the unlit cellar of a haunted house or an abandoned graveyard late at night.  Use specific sensory descriptions--of smells, sounds, images (insofar as they are discernable in weak light), and physical sensations.  Bring your IRB on Monday.

SOPHOMORES: We begin work on our short story.  There were 3 prompts to choose from:

Hint: Click on the picture to see it even bigger.

  Choose one, do some brainstorming with a web or bullet points, create an outline so you have a sense of your beginning, middle, and end, AND have a rough draft of your opening paragraph.  Bring all of the above with you on Monday.  Remember, you are writing fiction, not memoir.  Have a great weekend!

SENIORS: Still working on the concepts of CONCRETE V. SIGNIFICANT details, we sampled various snack foods and wrote about how each stimulated the 5 senses.  Make sure you bring your IRB tomorrow.

 SOPHOMORES: We finished the other side of the "Two Friends" chart, searching for examples of symbolism, what the symbols stood for, and what the overall theme of the story was.  Bring your Interactive Reader and Writer tomorrow.

SENIORS: We did a 10-minute quickwrite, this time with a focus: Write about a nasty bathroom; keep the language appropriate.  Then we got into groups and shared the writing we did yesterday, looking for concrete and significant details.  We finished by writing the following: create a character who hates spaghetti but is given a plate full of spaghetti to eat.  The trick is to show the reader that the character hates spaghetti without saying, "Joe hated spaghetti."

SOPHOMORES: We charted "Two Friends" for setting, time manipulation, character motivation and action; we will be relating these ideas to theme tomorrow (along with symbolism).  Your HW is to finish the chart.

SENIORS:We learned about CONCRETE and SIGNIFICANT details and the difference between SHOWING the reader what is happening versus TELLING the reader what is happening.  SHOWING is the better way to write as it makes the reader more active during the reading process.  In your notebook, you wrote about a special meal (titled "Yum,") using the 5 senses; also in your notebook, you took the following writing sample and made it come alive with significant details: Terry Landon, a handsome young man of twenty-two, was six foot four and broad-shouldered.  He had medium-length thick blond hair and a natural tan, which set off the blue of his intense and friendly long-lashed eyes.

SOPHOMORES: Individual work was done in the Interactive Reader and Writer, finishing the story "Two Friends."  Also, I spoke with each student individually about his/her grade and if they need to do anything to improve on the grade they have.  The HW is to finish working on the story in the book and to finish anything that needs to be turned in. We will continue work out the Interactive book tomorrow, so make sure you bring it.

SENIORS: Sorry I wasn't with you on Friday, but, hey, that gave you another weekend to work on your partner story! Right?  So today, your story is due; send it to me through Google Docs in the format so I can edit it.

SOPHOMORES: We began a new story in the Interactive Reader and Writer book; the story is called Two Friends.  We front-loaded some vocabulary and then began reading the story, filling in the requests in the margins as we went along.  Time flew by so fast, the bell rang before we knew it, so we will continue tomorrow.  That means REMEMBER to bring your Interactive Reader and Writer book tomorrow!

SENIORS: Your short story should be in good shape by now.  Look it over and make it your best writing.  Does it have a beginning, middle, and end?  Does it have dialog?  Inciting incident?  Conflict? Climax?  Imaginative?  Imagery?
     Make sure you bring your IRB and your notebook tomorrow!

SOPHOMORES: Today we did a Socratic seminar, fish bowl style. For tomorrow, make sure you bring your IRB and your notebook.  Also, VERY IMPORTANT, for Monday, bring your Interactive Reader and Writer book (that's the blue, softcover English book you got in the library with the rest of your textbooks).

SENIORS: Part of the writing process involves getting feedback and revising. Yesterday in your notebook, you wrote about something unique to you (or about something that you really liked); give that writing to a friend and have them check it for grammar, spelling, syntax, descriptive language, and clarity.  Look at the feedback and make the necessary changes.  The person who gave you the feedback should sign their name for credit.  After that, continue on your partner story, which is due this Friday.

SOPHOMORES: We finished charting Federigo's Falcon and read Jennie's Discovery and The Window, looking for situational irony and its connection to theme.  Tomorrow will be a Socratic seminar, so your HW is to review the stories we've read so far and be prepared to discuss them.

SENIORS: In your notebook, write a page(ish) description of an object that is familiar to you but not to others (your vintage model car, your aunt Bertha's crazy quilt, your uncle Sylvester's collection of beer cans, whatever).  The key word here is DESCRIPTION.  Use lots of adjectives and explain as much as possible.  Also, continue writing/revising your partner story, which is due this Friday.

SOPHOMORES: We're still working on Federigo's Falcon, but now we're charting it for time, culture, character motivation, and action.  Also, in your notebook, create a 5 senses chart.  See me or a classmate for the structure of the chart.  The homework is to complete both charts.

SENIORS: Today we learned about how some writers deal with the revision process.  See me for the handout and the questions.  We also spent some time on your partner story, which is due at the end of the period on Friday, Oct. 5. Again, you should have your IRB with you every day, but make sure you have it for Friday.

SOPHOMORES: Today we started a new story, "Federigo's Falcon" in which we did a "stop and jot" response throughout the story packet.  We will continue with the same story tomorrow. Again, you should have your IRB with you every day, but make sure you have it for Friday.

SENIORS: We continued with the partner short story.  At this point, you should have all 5 elements present and your story should have a beginning, a middle, and an end.  Next week, along with some short in-class assignments, you should work on creating the final draft of the short story by Friday, Oct.5.  Remember to bring your IRB (you should have it with you everyday anyway).

SOPHOMORES: We had a book talk in the library with Mrs. Sine, and you had time to find your IRB if you haven't done so already.  You must bring your IRB to class tomorrow.  Your homework is to finish charting An Appointment with Love; it will be collected tomorrow.

SENIORS: We returned to the partner story you started last week.  Now that some time has passed, you might have some new or different insights.  Continue with your partner, focusing on rising action and climax.

SOPHOMORES: The following was collected: Notebooks, work on The Interlopers, and work on The Poison Tree.  We started a new story, The Bracelet, and began charting information.  We will continue to work on this story for a couple more days.

SENIORS: Notebooks were collected, 100 points were given to those who brought their Independent Reading Book (IRB), and you were to share with me through Goodreads why you choose that particular IRB and your first impressions of it.  Don't forget to finish the transcript work (you received your transcripts along with a purple paper) for Monday.

SOPHOMORES: Today you were assigned a Netbook; you are to create a Googledocs account and a Goodreads account.  "Friend" me on Goodreads (use either my gmail address or my name, Jenny Gardham).  Add your Independent Reading Book (IRB) to Goodreads and share with me why you chose that book along with some first impressions.  Have your notebook complete and ready to turn in on Monday along with the work from The Interlopers and The Poison Tree.

SENIORS: Today we got on the Netbooks and established a Googledocs account and a Goodreads account.  Make sure you use your regular name (don't make up something weird; I have to quickly recognize that it's you) and friend me (My first name is Jenny).  While we were waiting for the Netbooks to work, we read a handout titled Show Up For Work and answered some questions (see me for the handout and the questions).  Make sure your notebook is up-to-date and have an Independent Reading Book for Friday.

SOPHOMORES: We shared the rest of the character clues from the short story The Interlopers (character clues: what the author says, what the character says, what the character does, what other characters say about them).  Then we reread the story, looking for character motivation (motivation is why a character does or thinks things: if you're hungry, that motivates you to get food; if you're lonely, that motivates you to make friends).  In your notebook, write about what surprised you in The Interlopers.

SENIORS: In your notebook, do another stream-of-consciousness freewrite for 10 minutes straight.  Title it "What's On My Mind #2."  Remember, the goal is to keep writing without stopping.  Let your thoughts guide your pen; it doesn't matter if the thoughts don't connect with each other.  Also, we continued the partner work on your short story, concentrating on Exposition and Inciting Incident. 
     I will be doing a notebook check this Thursday, so make sure you bring your notebook with you every day; it's a good habit to get into for this class.

SOPHOMORES: We began reading "The Interlopers," focusing on how we learn about characters in a story.  If you were absent, please see me for a copy of the story.

SENIORS: In your notebook, write about a car trip: Where were you going? Who was in the car? When did it happen? What happened in the car?  Did anything happen to the car? Include descriptive language using the 5 senses.
Also, we teamed into pairs and looking at last Friday's "10 things that happened to me" bullet list, choose ONE thing (either from your list or your partner's) and brainstorm ideas for a story.

SOPHOMORES: Today we did a CAHSEE-style essay diagnostic.  Please see me for the handout.

SENIORS: In your notebook, create a positive spin for the following negative words: (example: gossip/chatty  The negative word "gossip" gets the positive spin "chatty.") lousy, garbage, filthy, fat, stupid, crisis, drunk, miserable, fanatic, polluted, freak, & nosy.  Next, create a negative spin for the following positive words: (example: slender/bony  The positive word "slender" gets the negative spin "bony.") sweet, unique, dignified, popular, young-at-heart, humorous, stoic, glamorous, wise, open-minded, devoted, tidy, & elderly.
      Also, we did some story starters. First, write down 10 things that have happened to you since school started.  You can write them as bullet points; just 10 random things.  Then circle the one thing that resonates with you the most.  Follow that with (in bullet points) listing possible story elements based on what you circled. List things like where could this take place (setting)?  Who else is involved (characters)?  What could be a conflict?  When did it happen (past, present, or future)?  What genre could it fit into (science fiction, romance, western, etc.)
      Make sure you bring your Independent Reading Book with you on Monday.

SOPHOMORES: In your notebook, respond to the following: Describe a time when you did something that caused someone else either physical or emotional pain.  It could be something that you did on purpose or it could be something that was an accident.  Tell who was involved, where it happened, what happened, how you felt, how they felt, what happened afterwards, and anything else you can think of that connects to the event.
     Also, we read the short story "The Sniper" and answered the following questions on a separate sheet of paper: 
1. Pick out the 5 elements of plot
2. Was there any irony in the short story:  If so, which type?  How do you know?  Why was it ironic?
3. What is the theme of this story? How do you know?
4. Was there any symbolism? What was it, and what did it represent?
5. What type of characterization was used to develop the character? Give an example.
6. Was there flashback?  If so, how did it enhance the story?
7. What was the overall mood of the story?
     Lastly, make sure you bring your Independent Reading Book on Monday. 

SENIORS: We did a lot of work in your notebook to build a vigorous, descriptive vocabulary; please see me for the handout. Also, we read an article called "See the Seeds" in which we discovered that ideas for stories are everywhere.  Please see me for a copy of the article.  Homework was finishing the article if you didn't finish it in class.

SOPHOMORES:  We completed the literary terms review list and focused on identifying and creating imagery.  Please see me for the handout.  There is no homework unless you didn't finish the imagery work.

SENIORS: We finished the planner hunt and did an exercise about loaded words.  Please see me for the handout.

SOPHOMORES: We finished the planner hunt and the poem presentations.  In groups, we worked on a review of literary terms you should know.  Please see me for the handout.

SENIORS: Today we wrote in our notebooks about the purpose of fiction, wrote a response about your feelings/knowledge of the attack on 9/11, and began a planner search.  See me for the questions.

SOPHOMORES: Today you wrote in your notebooks about your thoughts, feelings, or knowledge about the attack on 9/11; also we finished presenting your poems and began a planner scavenger hunt.

SENIORS:  In your notebook, on a clean sheet of paper with the title "What's On My Mind," write exactly what is on your mind at that moment.  Write for 10 minutes without stopping.  How do you do that?  Just keep writing; don't worry if one thought doesn't logically connect with the next--whatever pops into your head, get on paper.  The other thing we did was create a chart--so on the next piece of paper in your notebook, title it "5 Senses Chart," write down the 5 senses (sight, sound, taste, touch, smell) and for each sense, write down 5 positive examples and 5 negative examples (ex. Sound: positive-the ocean  negative-baby crying)  Finishing the chart is homework.

NEGATIVE:  In your notebook, on a clean sheet of paper with the title "Freewrite," write exactly what is on your mind at that moment.  Write for 5 minutes without stopping.  How do you do that?  Just keep writing; don't worry if one thought doesn't logically connect with the next--whatever pops into your head, keep the pen moving and get those thoughts on paper.  We also did some collaborative work by creating a two person poem.  You'll need to see me for the format.

SENIORS: In your notebook, write 6 statements about yourself, 3 true and 3 false, then with a partner, we guessed which was which.  You can use these statements as inspiration for character development, conflicts, plots, climaxes, etc.  After that, we got back into yesterday's groups and made corrections in the group story (deserted on an island).
     For Monday, bring your planner and your Netbooks Agreement Form (if you haven't done so already).  No homework; have a great weekend!

SOPHOMORES: We corrected and posted the 6 Word Memoirs.  We also played a True/False game--in your notebook, write down 6 statements about yourself, 3 true and 3 false; then, with a partner, we guessed which was which.  You can use these statements as inspiration for character development, conflicts, plots, climaxes, etc.  After that, we got started on a writing diagnostic: Write a 3 paragraph essay about yourself.  One paragraph about your past, one paragraph about your present, and one paragraph about your future.  Make this your BEST writing because I will use this to determine the things we'll need to work on for the CAHSEE exam.  The completed essay will be due first thing when you come back on Monday, so that is your homework.  
     Remember to bring your planner and your Netbooks Agreement Form on Monday.  Otherwise, thank you for a great start to the year, and have a great weekend!

SENIORS:  Now that you have individually written in your notebooks about what you wished you had with you on a deserted island (see yesterday's blog), we are going to work with others in the class to create a short story about several people stranded on a desert island and how they use what they have to survive.  Every person has to have at least one line of dialogue.
     Don't forget to turn in your Netbook Agreement Form by this Monday, if not sooner.

SOPHOMORES:  Today you got your textbooks from the library.  We also worked on "6 Word Memoirs."  In order to do this, write a sentence or a phrase or a series of words that tell us something about you.  Example: Every day is a new experience.  This assignment is based an Ernest Hemingway short story that goes like this: For sale, baby shoes, never worn.  If you didn't finish it in class, it is Homework and it is due at the beginning of the period on Friday.
     Don't forget to turn in your Netbook Agreement Form by this Monday, if not sooner.

SENIORS:  Today we went to the library for textbooks.  In class, we worked on a story-starter: in your notebook (title it "Shipwreck"), respond to the following: You have been in a shipwreck and are now stranded on a deserted island! What are you wishing you had with you at this very moment?
     1. Choose the ONE thing you'd have with you (guitar, dog, pillow, etc.)  What you choose has to be  small and something you could easily carry.  No technology, no make-believe things (like a genie in a bottle), no other people.
     2. In one paragraph, give a strong reason why you chose that item.

Also, I passed out the Netbook agreement form; return it completely signed to by Monday, Sept. 10 for 25 points.  If you turn it in after that date, you get 13 points.  Since I have to have this contract signed for you to use a netbook, please do us both a favor and get the form signed and returned ASAP.

SOPHOMORES: I passed out the Netbook agreement form; return it completely signed by Monday, Sept.10 for 25 points.  If you turn it in after that date, you get 13 points.  Since I have to have this contract signed for you to use a netbook, please do us both a favor and get the form signed and returned ASAP.
     Also, we did some work in the notebook.  First, pretend you are stranded on a desert island; what is the one thing you wish you could have?  It has to be something small that you can carry (like a guitar, a dog, a pillow, etc.); it cannot be anything technological or make-believe (like a genie in a bottle), nor can it be another person.  After making your choice, write one paragraph explaining the why of that choice.  
     Remember, tomorrow we go to the library for textbooks, so bring your I.D. and your class schedule.

SENIORS: Yay!! We got through Day 1!  I'm looking forward to this year, and I hope you are too.  Make your senior year one that you will remember because you did your best.  Today we made an "identity tent": fold a regular piece of paper in half; write your first name REALLY BIG in the center; write two adjectives that describe you in the upper left hand corner; write two hobbies in the upper right hand corner; write a future goal in the lower left hand corner; and write your favorite OR least least favorite class in the lower right hand corner.
      We also played a game called "Agree/Disagree" in which you demonstrated your opinions to statements by standing or sitting.
      I was a talking head for awhile, going over the syllabus and some classroom rules.
      Tomorrow, make sure you bring a standard-sized notebook, something with which to write, your planner, your I.D., and your "identity tent."

SOPHOMORES:  This will be one of the few times that you did the same thing as the seniors, so please read what I've written for them.  Let's have a great year!

SENIORS: Today we finished the slam poem presentations.  I want to thank you all for helping me get through this year.  My hope for you all is that your lives are everything you want them to be and more.  Peace, love, and ukulele,  Ms. G

SOPHOMORES: If you are in my 2nd period, we started the presentations for the career research paper.  These will continue on finals day, Monday, June 11.  If you are in my 3rd period, you have today to finish your work; presentations for your career research paper will be on finals day, Tuesday, June 12.

SENIORS: We are still presenting the slam poems.  If you haven't presented yet, make sure you have a hard copy of your poem with 3 literary devices identified; you will turn this in to me after you present.

SOPHOMORES: Continue to work on your research paper.  If you are in my 2nd period class, presentations begin tomorrow and continue through finals day (June 11); if you are in my 3rd period class, presentations will be due on finals day (June 12).

SENIORS: Today we began the presentations of our slam poems.  Break a leg!  We will continue with this through Friday.

SOPHOMORES:  Continue working on your research assignment.  If you are in my 2nd period class, the due date is Thursday, June 7.  If you are in my 3rd period class, the due date is Tuesday, June 12.

SENIORS: Today was practice, saying your slam poem out loud and getting feedback from your peers.  If you haven't said your poem out loud, do so tonight!  Don't let your class presentation be the first time you say your poem out loud; it will sound different out loud than it does silently in your head.  Trust me on this one; practice out loud! Presentations begin tomorrow!

SOPHOMORES: Most of you should be done with the final draft of your research paper.  Now move on to creating your Works Cited page, the parenthetical documentation, and the visuals.  Presentations start Thursday, June 7.  Don't forget that tomorrow we will spend a few minutes in the library returning textbooks, so bring them to class.

SENIORS: Today is the last class period you have to create the final draft of your slam poem.  Monday, you'll get into small groups and practice your presentation, getting feedback from your peers.  Tuesday, we begin the presentations!

SOPHOMORES: The rough draft of your research paper is due today; by rough draft, I mean the 5 paragraphs you are writing about your possible career choice.  If you are finished with that, create your Works Cited page; if you are finished with that, put your parenthetical documentation in your paper; if you are done with that, work on your visuals.  Everything has to be ready to present on Thursday, June 7.

SENIORS: Still working on that final draft of your slam poem; make sure you have those 3 literary devices identified and that the presentation of your slam poem will be at least 30 seconds long.

SOPHOMORES: The rough draft of your research paper is due tomorrow; this is just the writing part, not the works cited page, not the parenthetical documentation, not the visual component (we'll get to those things tomorrow).

SENIORS: Now is the time to get your slam poem into final form: work on delivery and time (30 seconds at least).  Presentations begin on June 5 and carry over into June 6 and 7.

SOPHOMORES: We are continuing with the rough draft of your research paper.  The rough draft of the paper is due Friday, June 1.  Don't forget that included in this assignment are: a works cited page, parenthetical documentation in your paper, and a visual component (meaning pictures, not words).

SENIORS: Today is the due date for your slam poem rough draft, which is worth 500 points, all or nothing.  The rest of the class meetings will be dedicated to finalizing your slam poem and working on your presentation (presentation days are June 5, 6, &7).

SOPHOMORES:  Still working on the rough draft of your research papers (due this Friday, June 1).  We also learned about parenthetical documentation.

SENIORS: Hey, you survived! Congratulations!  Now we can focus full-time on the slam poem.  Your rough draft is due when we come back on Tuesday and it is worth 500 points, all or nothing.  Have a nice break, and I'll see you on Tuesday!

SOPHOMORES: We continued work on the research paper.  Remember to type it in Googledocs so you can share it with me and I can make comments on it that will help you.  The rough draft is due June 1. Here is the rubric for this final assignment: Written (in Googledocs with a Works Cited page)=100 points; Presentation (not read, but presented with note cards)=200; and Visuals (poster board)=50 points, (power point or prezi)=100 points.

SENIORS: Break a leg!  I know you'll do fine with your presentations today.  Just be yourself !

SOPHOMORES: Look over your first paragraph; if you've started it off with something like "I want to be a lawyer," you'll need to revise it.  Your career choice is actually your thesis statement, so that comes at the end of the paragraph.  Focus the beginning of the paragraph on what drew you to this career, is it a family occupation, is it something you want for yourself or is it something your parents want for you.  If you run out of ideas, do some research and add some background history of this career.  Has it been around for centuries (such as acting) or is it relatively new (something technology based)?  Don't forget to share it with me through Googledocs.  Remember that there is a visual element to this assignment.

SENIORS: Focus on the rough draft of your slam poem; it is due 5/29.  I'm giving it a point value of 500, and it's all or nothing; meaning, I get a complete rough draft and you get 500 points--I don't get a complete rough draft and you get nothing.

SOPHOMORES: We began the research paper by writing the introductory paragraph as listed in the Research Paper Outline Handout.  Make sure you write it in Googledocs and share it with me today.

SENIORS: We are now focusing exclusively on the slam poem; I am no longer accepting any other work.  You should have 3 webs completed (3 Things I Know to be True).  From those webs, one should stand out to you as the subject matter for your slam poem.  This assignment is going to be worth a LOT of points, so don't procrastinate.  Here is the rubric: written-100 points; 3 literary devices present and identified-100 points; at least 30 seconds long-100 points; presented with feeling-100 points; EXTRA CREDIT memorized- 100 points.  Presentations will be begin on June 5 and carry on through June 7.  I will ask for volunteers and then randomly pick names.  If you tell me you're not ready, you will receive an F.

SOPHOMORES: Besides Grammar 25, you had some time to browse careers; at the end of the period, you were to tell me what career you planned to research for your paper.  I also collected notebooks for a notebook check.

SENIORS: Today is the LAST DAY I will look at your resume and/or cover letter.  If you want feedback, if you want these documents to look good for your portfolio, then share them with me (or give me a hard copy) TODAY!  If you are done with portfolio work, find your song lyrics (if you haven't given them to me already), and finish the webs on "3 Things I Know to be True" so I can collect them on Tuesday.

SOPHOMORES: We've resumed the Grammar exercises (today's is number 24) and began work on our last unit for the year, a research paper about a career you'd like to have.  Start off by answering the following questions in your notebook: 1. What does it mean to have a dream job?  2. Is a dream job realistic? (If yes, say why; if no, say why).  3. What jobs does society value and how do you know?  4. Does it matter to you if society doesn't value your dream job?  5. What if you don't get your dream job?

SENIORS: We finished Louder Than a Bomb.  Make sure you write in your notebook which poet resonated with you the most and why.  Also, for Monday, bring your webs on Three Things I know Are True.
I'm still missing resumes and cover letters from many of you.  PLEASE don't wait until the last minute do get these done!

SOPHOMORES: Debates are over!  Make sure you bring your notebook to class on Monday as I will be doing a notebook check.

SENIORS: We're watching Louder Than a Bomb.  The purpose is to connect with one of the students and write about why that student resonated with you; was it their background, the subject matter of their poems, their style?  What did they write that was memorable?  Why was it memorable?
Homework: Resume, Cover Letter, Song Lyrics, and a complete web for each one of the Three Things I Know to be True that you began in your notebook.

SOPHOMORES: Debates are still in session, so make sure you show up with all of your research and your completed index cards.

SENIORS: We're catching up on missing work, whether it's for your portfolio presentation or for class.  You can check your grade on Student Connect to see what you are missing.  Please be aware that time is running out on the portfolio work, so don't procrastinate.  I need time to look at your work and make comments; you need time to make corrections, and all this needs to be done before May 24.

SOPHOMORES: We are continuing with our debates.  Make sure you show up with all of your paperwork and note cards.  Take the time tonight to practice what you're going to say so you can speak with confidence.

SENIORS: We concentrated on two slampoems presented by Rudy Franscisco, Immortality and Big Saturday Night.  For the latter, the focus was on observations (written in your notebook) of how his physicality (his actions) help or hinder the meaning of his words.  For the former, there was a handout in which 2 sets of observations were made: what did you notice when you saw Rudy present, and what did you notice that was different when all you could do was hear him speak.
Also, many of you still haven't turned in your song lyrics.  You can print them out or write them by hand, but turn them in!

SOPHOMORES: We spent the class period putting the finishing touches on the debate paperwork.  Tomorrow we debate!

SENIORS: We watched Sarah Kay present two of her slampoems: Toothbrush to the Bicycle Tire and If I Had a Daughter.  In your notebook, write down your observations of her presentation style, content, and audience reaction; also, write down 3 things that you know are true.  These 3 things can be anything: a person, a thing, an idea, an experience, whatever.  The purpose for doing this is so you might have something to start off your own slampoem.

SOPHOMORES: You should be transferring your information from the debate outline handout to index cards.  Study your evidence and study what you think your opponents will say so you can refute them.  The debates will take place on Wednesday, so make sure you're in class: your partner depends on you being here!

SENIORS: We finished the literary terms handout, watched the video of Rudy Franscisco presenting his slam poem, Love Poem Medley, and found examples of the literary terms in a transcript of that poem.  The homework, due Monday, is to bring a print-out of the lyrics of a song you like.  Keep it high school appropriate.

SOPHOMORES: Monday we will transfer your information/evidence/arguments to index cards, so come to class with all of your evidence sheets and the debate outline handout filled out.

SENIORS: Due to my computer having "issues," today was a catch-up day: many of you still owe me a cover letter and/or a resume.  You need hard copies of these documents, they need to look good, and time is running out.

SOPHOMORES:  Today you worked in your debate groups, figuring out who was presenting in what order and determining what evidence you are going to use.  We will continue with this tomorrow.

SENIORS: We watched the video of Adam Gottlieb presenting his Slampoem, "Poet Breathe Now."  After watching, we wrote what we noticed (word choice, literary devices, physicality) in our notebooks.  We also did group work, finding examples of different literary devices and writing them down on a handout.  If you were absent, see me for the handout.

SOPHOMORES: You need to finish both of the evidence handouts (you've been working on them for 2 days) tonight so that tomorrow you can get into your debate groups and get started on the next phase of the debate unit. 

SENIORS: If you still have resume or cover letters to do, that is now homework that you can still send to me for credit.  Wednesday we get into POETRY SLAM!

SOPHOMORES: We're still pulling evidence from the 4 articles you found for your debate topic.  Work on that as homework tonight if you feel you won't finish at the end of the period tomorrow.

SENIORS: Many of you have submitted resumes and cover letters that still need work (a.k.a. revision).  We will continue this work today and tomorrow only, then we will launch into the poetry slam unit.

SOPHOMORES: We are working on finding articles for your debate topic; you need at least 4.  Once the articles are found, we will pull information from them, annotating them for evidence, types of evidence, types of appeals, and pro/con argument.

SENIORS: Have fun, wherever you are!

SOPHOMORES: The ever-popular CSTs continue!  Keep working on annotating the article about surgery for obese teens.  Identity and label types of evidence and types of appeals.

SENIORS: Your resume was due today; you can still email it to me.  Now the focus will be on the cover letter.  If you've already done it, make sure I get a copy, either hard copy or email.


SOPHOMORES: Today you got to make choices about your debate topic.  Also, we worked on an article about surgery for obese teens, looking for types of evidence and types of appeals being used.  CST continues tomorrow, so go to your 2nd period class right away and have your Independent Reading Book in case you finish the test early.

 

SENIORS: Still working on resume and cover letter.  Check plhswritingworkshop2.blogspot.com for the forms.

SOPHOMORES: Besides Grammar Exercise 22, we worked on determining credible websites, and handouts were given on Debate Evidence Criteria and Websites with usernames and passwords.  If you were absent and haven't sent me the essays you owe, you can still email them to me.  You also need to do your Goodreads book review.  The deadline for both is Saturday evening, April 28.

SENIORS: Due to the CST, today's blog is the same as yesterday's blog.
SOPHOMORES: Due to the CST, today's blog is the same as yesterday's blog.

SENIORS: Hope you're having fun! For those of you in 4th period, we will continue with completing your resume for your senior portfolio.  For those of you in 7th period, check Ms. Duncan's blog.

SOPHOMORES: Hope you survived your first day of the CST. Please do your best as your scores affect the school and is a determiner for whether or not you get the hour lunch next year.  We also finished The Great Debaters and discussed debate techniques.  The grading period for the 2nd progress report ends this Friday, so if you owe any essays (The Bracelet, War, Technology, Trayvon Martin/George Zimmerman), get them in to me (hard copy or email through Googledocs), by Friday. 

SENIORS: Senior portfolio proposal is due today; send to both me and Ms. Brandl.  When you're done with your proposal, move on to the resume.  Find the form for the resume on the plhswritersworkshop2.blogspot.com.

SOPHOMORES: Due to the short day, we watched more of The Great Debaters, looking at debate techniques and writing those down on the handout..

SENIORS: Today we finished presenting answers to the 10 panel questions.  We also sent presentation proposals to Ms. Brandl and started work on resumes.  We will continue with both tomorrow, as that is the due date for the proposals.

SOPHOMORES: Today we did Grammar Exercise 20, worked on creating thesis statements, and watched a couple of scenes from The Great Debaters, looking for debate techniques.

SENIORS: Still practicing the answers to the panel questions.  We should finish Monday and have time to make sure you know what you're planning to do for your portfolio presentation.  Your homework is to be prepared to send that information to Counselor Brandl.

SOPHOMORES: We did Grammar Exercise 19, updated Goodreads, and watched more of the movie The Great Debaters, looking for debate techniques and strategies.

SENIORS: We are continuing with our 5-minute presentation of senior portfolio panel questions.  If you haven't done so already, go over the answers that you wrote in your notebook so you are ready to present.

SOPHOMORES: Besides Grammar 18, we started "The Great Debaters," looking for debate techniques and strategies.

SENIORS: If you're in Period 7, make sure you check Ms. Duncan's blog.  If you're in Periods 1 and 4, we're practicing your responses to the panel questions, only this time, you're in front of the class and the class is asking the questions.  You'll be getting feedback not only from me, but from the class as well.

SOPHOMORES: We did Grammar Exercise #17 and continued work on the four-paragraph essay concerning the Martin/Zimmerman case.  Write your essay on googledocs and share it with me by Friday, April 20.

SENIORS: We finished our practice presentations in small groups; tomorrow you present solo as the class asks panel questions.

SOPHOMORES: Besides Grammar 16 we continued writing the essay on the Trayvon Martin/George Zimmerman articles.  You will have one more class period to work on the essay which will be due this Friday.

SENIORS: We got into small groups and practiced your answers to the 10 panel questions (you already wrote answers to these in your notebook).  The objective is for you to be confident and clear with your responses so you get a good score from the senior portfolio panel members.  Not everyone had a chance to present in their groups, so we will finish with this tomorrow.

SOPHOMORES: Besides Grammar Exercise 15, we started working on a 4 paragraph essay responding to both of the Trayvon Martin/George Zimmerman articles.  We will continue with this assignment tomorrow. 

SENIORS: Today we went over the rubric for Senior Exhibition.  Note that the responses to the panel questions (which you have been working on in your notebook) count for 1/4 of your score, so please take the time to craft complete answers.  We also talked about the proposal you need to send to Mrs. Brandl (the head counselor) concerning what you plan to do and what your needs will be for your exhibition.  You need to email that information to Mrs. Brandl; her email address is sbrandl@sandi.net, and she must have that information by April 24.

SOPHOMORES: Besides Grammar 14, we talked about pronoun case, updated our Goodreads accounts, and finished annotating the second Trayvon Martin article.

SENIORS: In your notebook, finish the responses to the questions you might be asked during your senior portfolio exhibition.  The last of the questions are:
7. Do you feel prepared for what you plan to do next year?  Why or why not?
8. If you had two extra hours in your day, how would you spend your time?
9. Do you feel it is important to register to vote?  Explain your answer.
10. Do you feel that good attendance and being on time is an important skill?  Explain your answer.

SOPHOMORES: Today we did Grammar #13 and began annotating the second article about the Trayvon Martin case.

SENIORS: If you're in Period 7, please see Ms. Duncan's blog.  If you're in Periods 1 and 4, we answered the following questions in your notebooks: 
3.  What extracurricular activities are you planning on getting involved in after high school? (Meaning, what are you doing/have you done after school that you would like to carry on in your "real world" life)
4.  What was one major problem you encountered during your time at PLHS and how did you deal with it?
5.  Reflecting back over your four years at PLHS, what would you have done differently?
6.  If you had the power to change one thing at PLHS for next year, what would it be and why?

SOPHOMORES: Today we did Grammar Exercise 12 and finished annotating the first Trayvon Martin article.  If you were absent yesterday and missed articulation, don't panic; you'll be hearing from your counselor about your classes for next year.

SENIORS: If you're in Periods 1 and 4, add notebook responses to the following questions: 
       1. If you were to come back next year, what advice would you give to an in-coming 9th grader?
       2. In which class were you required to "think" the most? Why?
If you're in Period 7, check Ms. Duncan's blog.


SOPHOMORES: Today was articulation day!  If you were absent, see your counselor about the classes you'll be taking next semester.
 

SENIORS: Welcome back!  I enjoyed your children's books; some of you might have a future there.  Today we started a new unit, working on your senior portfolio.  Your senior portfolio presentation will have components of writing, visual aids, and oral responses.  We'll begin with the responses, writing them in your notebook so you can practice them later.  Title this SENIOR QUESTIONS and do the following: 
1. Personal Background
     a. bullet point
     b. bullet point
     c. bullet point
2. High School Experience
     a. bullet point
     b. bullet point
     c. bullet point
3. Personal Passion or Meaningful Life Experience
     a. bullet point
     b. bullet point
     c. bullet point
4. Conclusion and thank you


Use the bullet points to focus your thoughts, but then write a short paragraph on each bullet point, remembering that this is something that you will be saying out loud to a panel of adults and peers.


SOPHOMORES: Welcome back!  Today we did Grammar 11, a notebook response about your experience when you worked in a group before spring break, and we started annotating an article about Trayvon Martin.  The homework is to find the purpose, type of argument, and claim (thesis) of that article.
 

SENIORS: Your children's book is due today!!! YAY!!!  I can't wait to read them!  HAVE A GREAT SPRING BREAK!!

SOPHOMORES: Today's agenda was: working Grammar #11, updating Goodreads, and finishing the deconstruction of the Butterfly essay (group work) and the Childcare essay (independent work).  If you didn't get that done, it is your HW over the break.  Here is what you need to circle and label:
The argument (what is being argued), the claim (what side has the writer taken), the purpose (inform/assert, win/prevail, explore/inquire, negotiate differences/find a solution), the type of argument (fact, values, policy), what appeals are being used (logos, pathos, and ethos), what kind of evidence is being used (statistics, facts, testimonials, anecdotes, examples, descriptions, quotes from an authority), and lastly, identify any fallacies.  HAVE A GREAT SPRING BREAK!

SENIORS: Your children's book is due tomorrow!  Yay!

SOPHOMORES: Today's agenda was: Grammar 9 and finishing the group work in which an argument essay was deconstructed.  Make sure you spend some time with your independent reading book, as we will be updating our accounts on Goodreads. 

SENIORS: You have 2 more days to finish your children's book; no excuses!

SOPHOMORES: Besides Grammar Exercise #8, we got into groups and deconstructed an argument essay.  Don't worry if you were absent; you can catch up tomorrow.

SENIORS: Only 3 more days to complete your children's book; don't delay!

SOPHOMORES: Besides Grammar Exercise #7, we watched some videos and analyzed them for the 4 purposes of argument, the 3 basic categories of argument, the 3 basic appeals of argument, and looked for the 7 common fallacies in argument.  Turn in the Topic Sentence HW and the technology essay if you have not already done so.

SENIORS: It is now crunch time!  Your children's book is due this Friday!  That means everything is done; we could publish it if we wanted to.

SOPHOMORES: We did a lot today; besides a grammar exercise, we learned that an essay can have several different formats (not just pro, con, pro, pro), and we also learned to write thesis statements that could work for both sides of an argument.  It's easy to argue what you believe, but it is also important to understand what the alternatives are.  There was a handout about this; if you didn't finish it in class, it is HW due tomorrow, and if you were absent, you'll need to get the handout from Austin upon your return to class. 

SENIORS: You have one week left to complete your children's book; that includes cover, illustrations, and text.

SOPHOMORES: Argument essays were due today, along with an update on your independent reading book through Goodreads.  We also did another grammar exercise, took notes on a powerpoint presentation concerning some nuances of argument, and I collected your notebooks, checking for the following: response to prompt on whether or not the United States should get involved in the policies of other countries; 5 grammar exercises; argument/persuasion definitions, notes from Kony 2012, credible source for technology essay, and outline for that essay.

SENIORS: Your children's book should be at an intermediate stage now; your story has a beginning, middle, and end; also, you have your illustrations done and matched up with your text.  Now, polish your writing: mechanics are correct and the fonts look good.  Everything you're using is "right," and it's just a matter of putting it all together.

SOPHOMORES: Tomorrow we will do independent reading book updates on Goodreads, so make sure you bring your book and have something to say.  Also, work on your final draft of the argument essay; you will have some time to work on it tomorrow, but not a lot, so have it finished or mostly finished.  I will collect the essays at the end of the period.

SENIORS: Keep at that children's book!
SOPHOMORES: Besides a grammar exercise, we reviewed elements of an argument and did a peer edit of the argument essay on the use of technology.  The corrected, final draft of the essay is due Friday, March 23.

SENIORS: Children's book work.
SOPHOMORES: Today we did a diagnostic essay on argument.  The prompt was: We are well aware of the power of technology to influence tastes, knowledge, opinions, and lifestyle.  We are becoming overwhelmingly dependent on technology.  Is this dependence on technology beneficial or something of which we should be suspicious?  Discuss the question.  Support your position with evidence from your reading, observations, and personal experience.
     Don't forget to use a credible source to support your opinion.

SENIORS: Keep at that children's book!
SOPHOMORES: We did a grammar exercise and used netbooks to find a credible source for the argument essay you're going to write tomorrow.  If you were absent and reading this, you need to think about the following: Is our dependency on technology good or bad?  The first thing you need to do is narrow down the topic: instead of writing about technology, write about computers, cell phones, or TV entertainment.  Then decide if you are for or against it.  After that, support your decision with observations, personal experiences, and credible sources who feel the same way you do.  Be ready to cite your sources.

SENIORS: Keep working on your children's book; due Friday, March 30.

SOPHOMORES: Find and begin reading your independent reading book if you haven't already done so.  Also, for Monday, bring a counter argument to the Kony 2012 video (can be text or video).

SENIORS: The due date for your children's book is Friday, March 30; the last day before Spring Break.  That means everything is done and put together; the final product, either hardcopy or digital.

SOPHOMORES: We began a new unit today: argument.  You might be familiar with persuasion from your 9th grade English class.  There are subtle differences between  argument and persuasion; see me so I can explain the handout to you.  We watched KONY 2012 to determine if argument or persuasion was being used. 
     We will be writing in Goodreads tomorrow, so make sure you bring your new independent reading book with you and have something to say about it.  Also, I will be collecting the thesis HW.

SENIORS: The due date for the completed children's book is Friday, March 30.  That means your book is totally finished whether you are submitting a hard copy or have it in a digital format.  If you notice the due date, that is the last day before Spring Break, so won't have any HW if you complete your book on time.

SOPHOMORES: Hope the CAHSEE didn't fry your brains too badly!  Remember to bring your notebook with you to class on Thursday.  Also, you should have a new Independent Reading Book; be reading in that book so you can have a response for Goodreads on Friday.

SENIORS: Keep working on that children's book!
SOPHOMORES: No news today due to the CAHSEE.  Get some good sleep tonight and eat a good breakfast tomorrow!

SENIORS: Now we begin comparing our text to our illustrations, making sure the text and the illustrations go together to tell a story.  Also look for correct mechanics in your text.  Tomorrow and Wednesday, if you are in Periods 1 and 4, do not come to Room 860; go instead to the PAC (this is due to the CAHSEE testing).

SOPHOMORES: CAHSEE testing is tomorrow and Wednesday!  Get a good night's rest, and make sure you eat a good breakfast!  Check the library so you report to the right room at the beginning of the school day.  Good luck!  Finish your HW (thesis handout, both sides) and have it ready to turn in on Thursday. 

SENIORS: Illustrations are due TODAY!  On Monday, be prepared to put your text side-by-side with your illustrations and work on turning everything into final draft form.

 SOPHOMORES: Today we went over more CAHSEE writing strategies, wrote a final book review for your independent reading book in Goodreads, and finished the final drafts of the essays for War and  The Bracelet.  
        Here's something easy you can do over the weekend to help you with the writing portion of the CAHSEE: think of 3 historical people, 3 people that you know, 3 historical events, and 3 inventions.  Some of you might go into "brain freeze" during the test; so if you have some ideas in your head when you walk in the door, you'll be able to write instead of going into a panic.
 

SENIORS: Everything is due tomorrow: rough draft and illustrations.  The grading period ends tomorrow, so all of this stuff has to be done!
SOPHOMORES: Both essays are due tomorrow: War and The Bracelet.  Also, be ready to write a review of your independent reading book on Goodreads tomorrow.

SENIORS: Work on those illustrations!  Or send me your rough draft if you haven't already done so.
SOPHOMORES: We worked on essays, did a CAHSEE practice (on Black History Month), and tried to find thesis, connections to thesis, and personal connections to an essay.  Keep working on those essays and share them with me.

SENIORS: Time is running down for creating/finding the illustrations for your children's book.  The illustrations are due this Friday and are worth 100 points.

SOPHOMORES: Today's practice CAHSEE was a main idea exercise on ASTHMA.  We also looked at the CAHSEE grading chart for essays and looked at an essay that received a 3.  Lastly, we had computer time to work on the War essay, which is due tomorrow.

SENIORS: Keep at it with those illustrations as they are due this Friday, March 9.  Also, share your rough draft with me if you have not already done so (make sure I can edit).

SOPHOMORES: The Bracelet essay was due today (5 paragraphs).  The War essay is due Wednesday, March 7.  The CAHSEE practice for today was titled How to Choose a Password.  We put a business letter template in your notebook and reviewed some CAHSEE strategies.

SENIORS: Still creating those illustrations for your children's book.  The due date for the illustrations is Friday, March 9.  Many of you still haven't shared the rough draft of your children's book.  If you are one of those people, please share it NOW.  Thank you.

SOPHOMORES: Today we updated our books in Goodreads and continued the 5 paragraph essay on The Bracelet.  The Bracelet  essay is due Monday, while War is due Wednesday.

SENIORS: Still working on creating your portfolio of illustrations for your children's book.  I'm also still checking notebooks.  Last day for that is this Friday.

SOPHOMORES: The "War" essay is now homework, just continue to share your work with me through googledocs.  Today we began a new writing assignment based on the short story "The Bracelet."  The task is nothing new: find the theme and relate literary devices to that theme.

SENIORS: Today we begin a change in focus, now that your rough draft is done.  Start working on collecting/creating your illustrations as these will impact what you decide to keep for your final draft.

SOPHOMORES: Today's CAHSEE warm-up is called Gorman Productions Welcome Packet.  The rough draft of your 5 paragraph essay on "War" is due today.  You can still work on it at home tonight, just make sure you share it with me through Googledocs.

SENIORS: Keep plugging away at the rough draft for your children's book; it needs to be done TOMORROW.

SOPHOMORES: Today's CAHSEE practice was titled Main Street Movies Employee Manual: Organizing Videos.  We also continued work on the rough draft for your 5 paragraph essay.  Wednesday is the last class day you will have to work on it; that means you need to work on it for HOMEWORK.

SENIORS: Sorry about not having a blog yesterday.  Fortunately, we aren't starting anything new; we are continuing with the rough draft of your children's book.  I am looking at notebooks today for Notebook Check #2, so get everything in there.  I will stop checking notebooks on Friday, March 2.

SOPHOMORES: Today's CAHSEE practice is titled Why I'd Like to Visit Texas.  Also, we updated our comments on Goodreads and worked the WAR 5 paragraph essay on googledocs.  Your HW is to continue writing your rough draft.  Try to complete it.

SENIORS: We're working on creating the rough draft of your children's book.  Concentrate on the text, but as you write, try to visualize what you want to have for illustrations.

SOPHOMORES:   The CAHSEE practice for today was titled Festival.  We also began working on the rough draft of your 5 paragraph essay about the short story WAR.  We concentrated on the introductory paragraph, working on summarizing the story and creating the thesis.  The homework is to finish the introductory paragraph.