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)

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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. 

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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.