We held a Socratic Seminar on the issues that were brought up during the 12 Angry Men unit.  

If you were absent yesterday and missed the test, you will have the opportunity to take it when we return from break.

And may all of you have a Merry Christmas and a Happy Holiday!  See you in 2014!

We took the test on 12 Angry Men; if you were absent today, I'll have make-up days posted when we get back from Winter Break.  

Tomorrow will be a Socratic Seminar; look over everything you've done for this unit so you will have something to contribute to the discussion.

If you didn't finish the Movie Chart, I'm still accepting them for full credit; however, you must turn it in by tomorrow to receive that credit.

We finished the movie version of 12 Angry Men and got back into discussion groups in order to answer a new set of questions that can help you on Friday when we do the Socratic Seminar.  At the end of the period, I collected the movie charts and the discussion work.  Tomorrow is a multiple-choice test based on 12 Angry Men and the genre of theatre.

We began watching the movie 12 Angry Men with the purpose of determining what new information we can get about the characters through their dialogue and actions.  Because we are looking at the world through a camera lens, the pictures that we get to see become very focused.  Camera angles and music can have an impact on how we interpret what we are seeing. 

Before starting the movie, we created a chart so that we could compare and contrast the information we received from the play and the information that we received from the movie.

I will be checking your notebooks, beginning today through Wednesday, so make sure you bring it to class.

Today we tried to make some inferences about the jurors in 12 Angry Men by creating a character wheel.  Pick one juror from the play and base your inferences on what you know about him. Here's what you do:
1. Draw a big circle on a piece of paper (use as much of the paper as you can).
2. Segment the circle into 5 equal parts (like a pie).
3. Put one response into each piece of the pie.
     a. What would be the best job for your juror? What would be the worst job for your juror?
     b. Use one symbol to express your juror's personality (not too literal).
     c. Relate one figurative language device to your juror (simile, metaphor, hyperbole, idiom).
     d. What is your juror's favorite pastime/hobby?
     e. What would your juror do if s/he won the lottery?

If you need to refresh your memory about the jurors, there is a link to the play on my Thursday, Dec.5 blog.

Work I have collected: Character Chart, Agree/Disagree (with Alphabet Boxes on the back).

Have your notebook ready for a notebook check beginning on Monday, Dec.16.  Look at yesterday's blog for the list of the work I will expect to see in your notebook.

You were given time to complete the character chart that you received yesterday. If you finished it in class today, you'll get full credit; otherwise, the chart is homework that I will collect first thing tomorrow, and I will deduct 10 points (The exception is if you have an excused absence; please write at the top of the chart that you were absent so I can take that into consideration).

Monday, Dec.16, I will begin a Notebook Check.  Here is the list of what I will be looking for, by title:
 "A Change of Heart About Animals" annotation
"If Only They Could Talk" annotation
Research notes (for your expository essay)
Agree/Disagree
Jury Questions
Vocabulary Work
Drama Terms
Juror Identification
Convince
Setting
Act II
Stop and Jot 1-6

Look on past blog posts for links to the notebook work.

Pre-Act Quickwrites

We spent the past 3 class periods reading the play 12 Angry Men.  There are several responses you should have in your notebook; please make sure you have the following:

CONVINCE
Think about a time when you had to convince someone to see your point of view.  List the reasons you gave that they should consider changing their view and the facts that you presented to support your view.

SETTING
The setting is the environment in which characters live, so the setting can have an effect on the way characters behave.  Re-read the beginning of the play where the jury room is described, up to when the guard locks the door.
1. What does the jury room look like?  How could the appearance of the room have an effect on the    
     jurors?
2. Why is heat an important detail?
3. Why did the playwright choose to include the sound of the door locking?

ACT II
The protagonist in this play takes a stand against eleven others.  Write about the obstacles he faces and the opposition he feels from other characters.

STOP AND JOTS
1. Why is Juror #3 so bitter?  (p.5, left)
2. What is being implied about Juror #9?  (p.9, left)
3. What is Juror #3's blunder?  (p.10, right and left)
4. What did we just learn from this scene?  (p.12, left)
5. What just happened in this scene and why did it happen?  (p.14 and 15, right and left)
6. In the last scene of the play, what is the wordless message between Jurors #3 and #8?  In other      
    words, instead of their actions, if they could have spoken to each other, what would they have
    said?

 

Before we get started with the play, there are some things you should know about how a play is formatted.  In your notebook, titled Drama Terms, copy the information you'll find on this link.

The characters in the play, 12 Angry Men, are not identified by name; instead, they all have numbers.  The playwright, Reginald Rose, had a reason for doing this; we'll discuss that when we finish reading the play.  However, when reading the play, it is easy to get the characters confused because they don't have names.  In your notebook, using this chart (link), look at the character descriptions (link), and think about who these characters remind you of .  Doing this will help you mentally imagine each character as you read the script.

I will not be in my classroom after school today because it is Early Out and I have meetings.  However, I will be in my classroom tomorrow until 3:15 for those of you wishing to have some extra help with revising your expository essays.

We continued with vocabulary work, learning new words, and then categorizing those, along with the words and phrases from the alphabet box handout. You'll need to see me after school to get the logistics of this assignment.

Many of you still need help with revising your expository essays, yet you are not coming after school to get that help. I am available after school today, Friday, and everyday next week until 3:15.  I will not be available tomorrow, Thursday, Dec.5.  The deadline for revising your essay is Friday, Dec.13.  Advisory should be in session next week, so you could also utilize that opportunity. Don't wait until the last minute to get this done!

Today we generated more words to add on the alphabet box handout, and did some research to answer the following questions (questions and answers go in your notebook under the title Jury Questions):
1. How does a person's name come up for jury duty (or, how did this summons arrive in my mailbox?)
2. What are a juror's responsibilities? (There are several)
3. Describe the jury selection process. (Meaning, once you're at the courthouse, how do you wind up on an actual jury?)
4. Why might a person NOT be chosen for jury duty?
5. How can you get out of doing jury duty?
6. What's it like to be a member of a jury?

I'm still staying until 3:15 every day (except this Thursday) to help with expository revisions.  Don't wait until the last day (which is Friday, Dec. 13).

Welcome back!

I graded your Expository essays; some were good and some were not.  If you fell into the "not" category, here is what you need to do.  First, look at my comments and make corrections; then, see me after school or during Advisory--I will not adjust a grade until I have had a face-to-face discussion about the corrected work.  If you cannot make corrections because of something you don't understand, I will be in my room until 3:15 every day this week and next (except this Thursday), and you can also ask for an Advisory pass; we can clear up any misconceptions.  The DEADLINE for revised essays is Friday, Dec. 13.  However, don't wait until the last minute.

We began a new unit; we will be doing a Reader's Theatre reading of the play 12 Angry Men.  Before we get started with that, we need to have some background information and vocabulary.  I wasn't able to create a link for the handouts we used, so see me and ask for the Agree/Disagree handout on your return to class.
 

If you want an "A" on your essay, make sure you have shared it with me by today.  If your essay is in really sad shape and you want to work on it over break, write "I'm not finished" near your essay's title.  I will not look at your essay until Friday, Nov.29; however, the most you can expect for a score will be 80% (and it could go down from there).

If you're having problems getting your Works Cited page in the proper format, try this: 
1) Click the cursor at the end of the line above the line you want to indent.
2) Hit the "enter" key (that makes the cursor go to the line you want to indent).
3) Hit the "tab" key.

                                                                      OR

1) Highlight the part that needs to be indented.
2) Control c.
3) Delete.
4) Tab.
5) Control v.

Gobble gobble.

The focus today was on the hit-and-run quote.  Make sure every quote (and paraphrase) is set up with a context (where, when, what circumstance?) and then explained (what is the significance?)  For example, let's look at FDR's famous statement, "We have nothing to fear but fear itself."

(Context) When Franklin Roosevelt gave his inaugural speech on March 4, 1933, he addressed a nation weakened and demoralized by economic depression.  (Quote) "We have nothing to fear but fear itself " he proclaimed.  (Significance) With that message of hope and confidence, the new president set the stage for his next one-hundred days in office and helped restore the faith of the American people in their government.

List of possible attributions: add     remark     exclaim     announce      reply    state    comment     respond    estimate     write     point out     predict     argue      suggest     propose    declare     note     criticize     proclaim     complain    opine     observe     think     note

Expository essay due date: Thursday, Nov. 21. at the end of the period.

Those of you who are working on The Metamorphosis, share that with me by Friday, Nov. 22.

The focus today was on the introductory paragraph to your expository essay.  This paragraph needs to contain your thesis, purpose, and point.  Refrain from including evidence in your introduction, but do find an interesting way to lead me into your paper; look in your notebook for How Do Writers Introduce Ideas to help with that.  Your completed paper is due at the end of the period on Thursday, Nov. 21.

You should have several types of evidence at this point and are almost ready to begin your essay.  First, double-check your sources and make sure that they are credible; remember, in order to write a credible essay, you need to have credible evidence.  How to do that?  Well, first, stay away from blogs; if your source has an avatar, run away immediately. What connections do the authors have to the topic, such as, do they have a degree that is related to the topic and is that degree from a well-known university?  Have they been working in that topic for a while?  Look at domain names: .edu and .gov domains are more credible than .com or .net domains. Are you finding the same information on different websites? Then the information is probably good; however, if each source is just quoting each other, there may be a problem: if one of those sources is wrong, then they're all wrong.

When you start writing your essay, you'll need to cite your sources in your text (this is different from the Works Cited page--remember, easybib.com will help you with that).  There are too many different ways to do in-cite quotations, so here is a link to a website that can help.

We spent the day in the library, looking at other sources of information besides the internet.  Continue to research your topic and take notes in your notebook.  Make sure you write down the following (when available): title, author, publisher, date, information to use, type of evidence identified, type of appeal identified.  Use your resource handouts to help you with evidence and appeal.

Tomorrow, we'll be back in the classroom.  I will not be with you, as I have to attend my father's funeral.  So, be good to the sub, and continue with your research.

Your topic was due today, framed in this context: The importance of (your topic).  You'll find out tomorrow if your topic will work or not.  In the meantime, continue the research, looking for evidence that will show the importance of your topic.

I am also doing a notebook check, so make sure you bring it to class tomorrow.

Practice makes perfect, so in your notebook, titled If Only They Could Talk, click on this link to get the article about Easter Island.  Again, go through each paragraph looking for appeals, evidence, and structure.  Before reading the article, click on this link to get some text features; look at the pictures and the captions to get a sense of what the island was and is like.

Your choice of topic for your own expository essay is due this Thursday.
The due date for your completed essay is Thursday, November 21.

Today, we try to put it all together, incorporating text structure, types of evidence, and the 3 appeals as we annotate and analyze expository text for credible information.  The article we'll work on is titled A Change of Heart about Animals, and the link is here.

Also, I'll start a notebook check this Thursday, Nov. 7, so have it ready and bring it every day, along with your Independent Reading Book.

Hello!  As you can see, I'm not here; I'm doing some professional development for the district.  Be on your best behavior for the sub.

Here's what you'll be doing today: 
First, concentrate on finishing any of the text structure work in your notebook (that would be anything, starting from Monday).  Links to the articles will be below, or the sub will have a hard copy.
Next, pick any ONE article from this week and write a Summary in your notebook.  The sub will hand out copies of the summary template which you will give back at the end of the period.  Do not write on the template.
Finally, the sub will hand out the last assignment to do in your notebook.  Again, do not write on it.
HW is any text structure work you didn't finish; and, no, you cannot take home any hard copies.

I'll see your happy, smiling faces on Monday!

Compare/Contrast link.
Sequence link.
Problem/Solution link.
Cause/Effect and Description links are on yesterday's blog.
 

We picked up the pace and worked with the last two text structures: Cause/Effect and Description.  The link for the Cause/Effect article is here; the link for the Description article is here. Make sure you have the 3 resource handouts in front of you (Text Features, Text Structures, Types of Evidence). 

In your notebook, on a new page titled Cause/Effect, do the following: First, read the article. Second, use the graphic organizer in the Text Structures handout to order the information. Then, write a short paragraph about the article, using the cue words on the handout. Finally, use the Types of Evidence handout and list the evidence, including examples. Remember, every type of evidence may not be present in an article. 

On the next page of your notebook, titled Description, do the following: First, use the Text Features handout and list the text features that you find.  Second, write down what you learned or any questions/observations you have from those text features.  Then, go through the same set of instructions that you did for the Cause/Effect article.

We learned about a new text structure (Problem/Solution), and were given a new resource handout with examples of types of Evidence and the Three Appeals (Logos, Pathos, and Ethos).  Here is the assignment: First, on the internet, type in this title: An Electronic Eye on Hospital Hand-Washing and click on the first entry.  Second, on a fresh page in your notebook (titled Problem/Solution), list all of the text features you see in the article.  Third, write down what information you learned from those text features and any questions you have about the topic of the article.  Next, read the article and, using the cue words for Problem/Solution, write down the problem and the solution(s). Finally, go back over the article and list an example and identify of each type of evidence that you find.

We're spending the next couple of days focusing on text structure. Today, the emphasis was on Sequence.  First, Google the following title: Green Day Blast Through Raucous 40-Song Set in New York. Next, open your notebook to a clean page and write the title Sequence. Before you read the article, look at all of the text features and list them in your notebook; also, write down any information you get from those text features.  Then, read the article; and finally, using the cue words in the Text Structure handout, write the sequence of events.  You may have to read the article more than once to figure out the sequence.

Notice how I used some sequence cue words to write the instructions?

How do expository writers organize their information?  They use text mode (also known as text structure or text pattern).  There are 5 different modes, and I gave out a handout that explained and illustrated each one.  See me to get that handout, as you will need it when researching and writing your expository essay. Then we practiced with a short example of each type of structure.  See me to get that exercise.  Finally, we focused on one type of structure: comparison/contrast.  Google the article, "Two New Baseball Palaces, One Stoic, One Scrappy," and in your notebook, titled Compare/Contrast, list everything that is different about the two ballparks and list everything that is the same (a Venn diagram might help).  Then, answer the following questions: Which ballpark is stoic?  Which ballpark is scrappy?  Why?

We went over your findings from yesterday, discovering the bias in the article and how you neutralized it.  We then practiced how to summarize a text, using a template and the article you read on Wednesday.  Since I can't put those handouts on my blog, please see me to get them. 
Some of you still haven't sent me the final draft of your short story; please do so ASAP. 
For those of you who are planning on going into AP English next year, I have an extra credit assignment for you to work on your own. Please see me during advisory for the details.
Have a great weekend!

Today we learned about BIAS and how to avoid it in expository writing.  You can tell when an article has bias when you see strong, emotionally-charged words that indicate an opinion.  To work on the assignment, open this link, read the article, and highlight all the words that indicate a bias.  Then, in your notebook, rewrite the first 5 paragraphs and exchange the biased words for neutral words. You might have to rewrite or rephrase a sentence.  The goal is to present the same information while changing the tone from being biased to being neutral.

Sorry about no blog yesterday--I wasn't feeling well.  

Yesterday we worked on finding the main idea.  This is an important skill because writers should have a main idea when they write; if they don't, then the reader becomes confused.  Also, having a main idea helps writers organize the information they present: what to use, what not to use, and how to effectively present that information to the reader.  You will be writing your own expository essay, so this is a skill that you will need to recognize and replicate. In order to develop this skill, you worked on some handouts; I was not able to create a link for those handouts, so see me upon your return.

Today we worked on how writers introduce ideas and the difference between topic and purpose. Get the notes from a classmate and see me so we can make arrangements to make up the work.
HOMEWORK: There was a handout that continued the concept of main idea.  It is due tomorrow.  See me for a copy if you were absent.

We started the Expository Unit and took a lot of notes, too many to put in a blog; so you will need to make friends with someone in my classes who takes good notes and transfer those notes into your notebook.  There was one handout given that you will need as a resource, so see me ASAP upon your return.

For those of you who had Netbook issues yesterday, your short story is due at the end of the period today.  
You should be starting a new Independent Reading Book.  On Goodreads, answer the following fiction questions as if you were writing a review:
What page are you on?  What made you choose this book? (Author? Subject? Book cover? It was there?) What genre does this book fit into? Would you call it an easy read, or do you have to stop and think about things? Make a prediction--what makes you say that?
If you are reading a nonfiction book, answer these questions instead: What are you learning? Why do you like this topic? Do you already know a lot about this topic or are you learning something new? Is the information presented in an interesting way--why or why not?
Monday we start a new unit: Expository Writing!

The Netbooks were wonky today; if your Netbook was functioning, then your short story is due, and make sure it is in MLA format.  If your Netbook was in "update" mode, then you read your IRB while taking notes on it in your notebook; your short story will be due at the end of the period tomorrow.  

Also, I began a Notebook Check.  If I didn't get to your notebook today, I will get to it tomorrow.

Today Periods 1-3 took the PSAT, while Periods 4-7 worked on revising their short stories.  Continue doing so for tomorrow, as the Final Draft of your short story is due at the end of the period.  I will be conducting a Notebook Check tomorrow as you work, so make sure your notebook is complete; the list of what I'll be looking for is on yesterday's blog.

All 10th grade students are taking the PSAT tomorrow; remember which room to report to at 7:30 am as it may not be your regular 1st period room.

We reviewed various examples of figurative speech; you'll need to get the notes from someone you trust.

I will be doing a Notebook Check beginning Thursday, Oct. 17.  Here is the list of what I will be looking for: Dialogue, 5 Senses Chart, Imagery Paragraph, Quick Write #1 & #2, Plot Rollercoaster, Answers to Why We Write, Theme, Point Of View, Concrete/Significant Detail, Revision Questions and Comments, Figurative Language Notes.

We continued with the triad work, helping each other with revisions to our short stories.  Now you're looking for consistent point of view, growth in the protagonist, show and tell (more show, less tell), and significant details.  Due to the PSAT on Wednesday, the new deadline for your final draft is this Thursday at the end of the period.

Consider yourself a writer; you are one, you know--you wrote a short story, one that could be published if it got hammered into shape.  So what do writers do with their work?  One thing is they ask for feedback from other people, so this is what we did today and what we will continue to do on Monday. 
First, in your notebook under the title of Revision Questions and Comments, make a t-chart of your story's strengths and weaknesses: what do you notice about your writing, whether its the story itself (character development, unclear flashback, etc.) or the mechanics of writing the story (indenting paragraphs, dialogue formatting, etc.)
Next, share your story with 2 other classmates, reading it out loud as they follow along on their Netbooks (which means you will have to electronically share your story with them so they can bring it up on their Netbooks).  
When you finish reading your story out loud, discuss your story with your colleagues and make a list in your notebook of the advice you received that you are going to use.

You've been enjoying your Independent Reading Book for some time now, and, since it's near the end of the first grading period, it is time to share that book on Goodreads. 
If you already have an account, all you have to do is "friend" me at my email address (jbgardham@gmail.com) and write a review.  Here's what you need to cover in your review:
1. Give a brief summary of the plot (no more than 4 sentences)
2. Who were the interesting characters? Why were they interesting? Why were they not interesting?
3. What was your favorite or least favorite part of the book? Why?
4. Recommend or don't recommend the book and state why.

If you don't have a Goodreads account, do this:
1. Use Firefox to go to Goodreads.com
2. Click on create an account
3. Follow those instructions
4. Friend me (jbgardham@gmail.com)
5. Write your review using 1-4 from above.


  Once you have created that account, do the review.
Also, we did a beginning revision exercise called "But, But, But."  See me for the details.

Here's some extra practice with concrete and significant details:

     Steve was a good kid.  He got good grades and was never late to class. 

The description above is vague and blah.  In your notebook (right under the work you've already done with concrete and significant details) tell me about Steve, using significant details.  You still have to present the same ideas, just make them more meaningful and interesting.  Add something that Steve does that nobody expects.  Remember, you have some word banks in your notebook to help with some of this.

Keep working on the rough draft of your short story.  It is due tonight at MIDNIGHT. 

 

I wanted to make sure you knew the difference between a concrete detail and a significant detail. 
A detail is concrete if it appeals to one of the five senses (sight, taste, touch, sound, smell). So, for example, THE WINDOWSILL WAS GREEN is a concrete detail because we can see it.
A detail is significant if it also conveys an idea or a judgement (or both!).  So, for example, THE WINDOWSILL WAS SHEDDING FLAKES OF FUNGUS-GREEN PAINT is concrete and significant because it conveys the idea that the paint is old and suggests the judgment that the color is ugly.  It also implies something about the owner of said windowsill: is s/he too lazy to paint it or has s/he fallen on hard times and cannot afford to fix it up?  You'll want to copy this into your notebook under the title CONCRETE AND SIGNIFICANT DETAILS.

The rest of the period was spent in working on the rough draft of your short story (due at midnight tomorrow). 

Today you had some time to work on the ROUGH DRAFT of your short story.  This is due at midnight on Oct.9 and needs to contain the following elements: a protagonist; an antagonist that provides conflict; dialogue; sense memory, and at least 2 pages long.  The rough draft is worth 100 points.

The FINAL DRAFT of your short story is due at midnight on Oct. 15.  Besides the requirements from your rough draft, I'll be looking for the following: consistent point of view, growth in the protagonist, showing and telling (about 75%-25% ratio, more showing than telling); and significant details.  The final draft is worth 200 points.

25 BONUS points if you correctly use a flashback.  Don't force a flashback if it won't make sense in your story. That's why using a flashback is a bonus; you can still get full credit (200 points) without having a flashback.

I was absent on Friday, so here's what happened with the sub: 
In your notebook, write about a time when you (or a character in the story you are working on) had an epiphany--a moment when you believed, finally and absolutely, that you had the answer to something (yes, this is the job I want, this is the boy I want to go to the dance with, etc.) BUT which turned out to be wrong.  If you want, use the phrase, "Suddenly I realized..."

Then, in your notebook, expand your vocabulary with the word banks on this link.

Finally, rewrite Goldilocks and the Three Bears in first person point of view.

 

How do writers make their writing more interesting?  One thing writers are highly aware of is when they are telling and showing.  "Telling" is used when you have to relate a lot of facts quickly, like a summary.  "Showing" is used to make a scene more vivid; sense imagery and dialogue are used, and readers feel like they are eye-witnesses to the events.

Writers are also highly conscious of word choices, avoiding vague words for more precise words.  In your notebook, copy the word banks for "good" and "bad."  Here is the link. 

REMINDER: The rough draft of your short story is due at midnight, Wednesday, Oct. 9.  Your rough draft must be typed.
                 
                       The final draft of your short story is due at midnight, Tuesday, Oct. 15.  Your final draft must be typed.

I was a bit of a talking head today,so you'll need to copy the notes of a trusted classmate.  The notes concerned theme, point of view, story shape, and the use of epiphanies.  Keep working on the rough draft of your short story.

In order to tap into our inner writer, we read the article, Why Do We Write?" and answered some questions (link here).  Put the answers in your notebook under the title Why We Write.  I wasn't able to create a link for the article, so you'll need to get a copy from me upon your return.

In preparation for the writing of your short story, we reviewed the elements of plot.  In your notebook, titled Plot Roller Coaster, draw the plot roller coaster (from Nanowrimo) and label the parts.  Then, look at Marriage is a Private Affair and identify which parts of the story go with which parts of the plot roller coaster.

DEADLINES:  5pm today---Anything from Marriage is a Private Affair
                         Midnight, Oct.1---Anything from The Bracelet
                         Midnight, Oct.15---Final draft of your short story

Also, in your notebook, under the title Quick Write #2, write for 5 minutes without stopping.  First, write about anything that comes into your head, then move into what happened this weekend.  The idea is to keep the pen moving, even if you have to write nonsense; eventually, a cognizant thought will break through.

Sorry I missed writing a blog entry for Friday; I'm making up for it with a Saturday blog.  On Friday I announced that I unfroze the assignment that was sent to your email through Doctopus.  You can now open it (it is titled Summary and Response for Marriage is a Private Affair) and make corrections or at least finish it.  I will close it again on Monday, 9/30.

Continuing with the concept of symbolism and how it is used in writing, please click on this link and write a short response to The Bracelet.  The due date is Friday, 9/27.

We are covering the concept of SYMBOLISM; what is it, and how does an author use symbolism to express an idea?  We discussed the symbolism found in the poem The Road Not Taken (link here).

Here is our new story!  Click on this link to read The Bracelet.  As you read, answer the imbedded questions AND annotate for conflict, character, time shift, and imagery.  This assignment will be due on Thursday, 9/26.

Time for a new story and some new VOCABULARY!  Here is the link; just follow the directions.  This is due Tuesday, 9/24.

Also, we talked about imagery and how our 5 senses (sight, taste, touch, smell, and hearing) can be used to add interest to our writing.  To help access the 5 senses, create a 5 senses chart in your notebook.  See me for the details. 

Lastly, in your notebook, under the title of IMAGERY, copy the following paragraph, then circle the words that create an image in your mind and identify what sense (sight, taste, touch, smell, hearing) is being mentally stimulated. 

                                                                   IMAGERY
          He leaped upon the rail and balanced himself there, to get greater elevation; his pipe, striking a rope, was knocked from his mouth.  He lunged for it; a short, hoarse cry came from his lips as he realized he had reached too far and had lost his balance.  The cry was pinched off short as the blood-warm waters of the Caribbean Sea closed over his head.
     

I did some thinking about the past couple of weeks, and I made the following realizations:
1. We've been having problems with the Netbooks
2. There hasn't been an Advisory period 

Because of these realizations, I made today "Catch Up" day, a day for you to make up any work you missed or needed to improve for whatever reason.  If you reworked something, make sure you have the word REVISION at the beginning of your title; that way, I will know that I need to reopen work that you've sent me.

Have a fun weekend!

Let's take some time to think about dialogue.  At the beginning of class, you wrote some dialogue in your notebook that showed conflict between two characters; now let's see if you can improve on what you wrote.  How do you do that?  Fortunately, there's some good advice out there.  Let's read what the famous author, Stephen King, has to say about writing good dialogue (begin at the top of page 24 and read through to page 128).  After reading his advice, look at the dialogue you wrote and see what changes you can make (think about what King said about adverbs).  You'll need to see me for the Stephen King handout.

HOMEWORK: Find some dialogue in your IRB that show conflict between characters and copy that dialogue (in correct dialogue form) in to your notebook.  Circle the words that show the reader what the characters are feeling or the characters' personality.

Today we learned that conflict is crucial to character growth.  Your assignment is to pick a character from Marriage is a Private Affair and write about how that character grows through the conflict that s/he experiences.  Here is a planning template to help you organize your thoughts.  The due date for sharing this assignment with me is Monday, Sept.23.  Give it the title Conflict Creates Growth.

Today is the due date for your annotations for Marriage is Private Affair.  You are annotating for types of conflicts and characterizations.

Also, we read an article called The Art of Conflict and, in your notebook, wrote a short paragraph answering the question "Why Should Characters Struggle?"  Here is the link to the article and here is the link to the short paragraph template. 

Why Should Characters Struggle?

In the article, The Art of Conflict, Dan Barden writes about why characters should struggle.  He states, “__________________.” (Barden pg#)  This is important because ____________________.  To prove his point, Barden gives the example of _____________________________ .(Barden pg#)  In conclusion,__________________________.

Today we shared notes about the different kinds of conflict in Marriage is a Private Affair. Also, we watched the cartoon Fast and Furyous (you can find this on Youtube) and discussed conflict and subplot.  We connected the idea of subplot to the realization that there is a subplot in Marriage is a Private Affair, writing in your notebook why this subplot is in the story.

Now that the library is open, everyone has access to working computers.  So, here are the due dates for past assignments: Annotation of Marriage is a Private Affair for conflicts and characterization is due Tuesday, 9/17.  Vocabulary for Marriage is a Private Affair is due Wednesday, 9/18.  The summary and response for Marriage is a Private Affair is due Friday, 9/20.  Also, there will be a notebook check on Friday, 9/20.  Here is what I will be looking for in your notebook: advice to students, true/false statements, planner scavenger hunt, rules quiz, Making Meanings, and the answer to why should characters struggle?

Hello!   HW is to finish anything you haven't had a chance to do so far.

Also, please take a moment to complete the following form. 

Happy Friday the 13th!

Hello Scholars,

I'm trying something new here in creating the link I told you about in class today.  If this works, you'll see the link; if it doesn't, we'll work on it in class tomorrow.

Continue reading and annotating Marriage is a Private Affair; you're annotating for types of conflict and character clues (descriptive adjectives, actions, dialogue, etc.).  If you finish annotating, continue with "Making Meanings" at the end of the story.  Put your answers in your notebook.

Scroll to yesterday's entry.  Click on "open this link" and you should find the vocabulary work for the short story Marriage is a Private Affair.  In order to work on this page, you need to copy and paste it as a Googledoc.  Follow the directions; however, you won't be able to circle the meaning of the bolded word--instead, highlight your answer. Don't share the assignment with me at this time; wait until Friday, as then I will show you how I want you send work to me.  Since you are in Googledocs, your work will be automatically saved.  Have a good evening!

Today we finished the Planner Scavenger Hunt and the Rules Quiz. Keep both in your notebook for a notebook check.  Make sure you have an Independent Reading Book tomorrow, or you will receive a lunch detention.

Hello students!  Today we will begin our Narrative Fiction Unit.  Sometimes, a story will have some words with which you might have some difficulty.  To help you with those words, do the VOCAB assignment for Marriage is a Private Affair; so open this link and get busy!

Now that you've mastered those words, I want you to read this story .  As you read, annotate for conflict(s) and characterization.

Sorry; as you can see, I wasn't able to get the scavenger hunt on my blog, so you'll get a few minutes at the beginning of class to complete that assignment.  

Remember to bring your Independent Reading Book (IRB) on Monday.

For those of you who haven't turned in the Netbook Agreement, have that to turn in to me on Monday.

Congratulations to all; we made it through the first week!  Have a great weekend!

If you haven't done so already, turn in your Netbook Agreement handout and find an Independent Reading Book to bring to class. 

We're getting our textbooks in the library tomorrow, so remember to have your school I.D. or your planner AND your class schedule.

In groups, we gave advice on how to be successful in school; that advice was written down in your notebook, so copy it from someone if you don't have it.  Label it ADVICE.  We also talked about consequences for not following the rules; 1st time is a warning, 2nd time is lunch detention, 3rd time is a phone call home, and the 4th time is a referral.  The exception to this list of consequences is the electronic device policy: 1st time is a warning, 2nd time is the collection of the phone to be given to the office and returned to your parent or guardian; if you refuse to give me your electronic device, you get a referral for defiance. 

We began the 6 Word Memoir.  Create a saying or slogan that illustrates something about you.  Examples: "Every day is a new experience."  "Argghh!  A pirate's life for me!"  Write your 6 Word Memoir creatively on a strip of construction paper.  Due date: 9/5

WELCOME BACK! 

There is a lot of information to absorb on the first day of class.  First, make sure you have the following internet addresses in your planner: jbgardham@gmail.com   and  
 jbgardhamsblog-o-rama.blogspot.com/

Also, we went over the syllabus and netbook agreement handouts; get these from the podium if you don't have them.  The classroom rules were discussed and we made a name tent.  To make a name tent, do the following: fold a regular sheet of paper in half by width; in the middle of the half-sheet, write your first name, big and bold; in the upper left-hand corner, write an adjective that describes you; in the upper right-hand corner, write something you like to do in your spare time; in the lower left-hand corner, write a future goal; and in the lower right-hand corner, write your favorite or least favorite subject.

The HW is to find and write down a college-level word that describes you.  I will collect that word at the door as you enter class.

Lastly, we did an exit slip answering the following questions: Which classroom rule will be easy for you to follow?  Which classroom rule will be difficult for you to follow?

CONGRATULATIONS! WE GOT THROUGH DAY 1!  WHOOP WHOOP!

SENIORS: Continue working on your Slam poem.  Presentations start Wednesday.  See Friday's blog for details about presentations.  Also, we went to the library to return textbooks.  If you did not do this during class, you are on your own; do not ask me to return textbooks during class.

SOPHOMORES: We discussed the last poem you will need to write; this new poem is to be based on a photograph of your choice.  The rubric for this poem is: Proof of picture attached to poem--20 points; Paints a picture with imagery--20 points; Strong verbs and precise nouns--20 points; Effective line breaks and stanzas--20 points; Personification, and either metaphor or simile--20 points.  All poems are due on Thursday, June 6, at the latest.  Also, we returned textbooks today; if you didn't do that, you are on your own.  Do not ask me to return textbooks during class.

SENIORS: Work on finishing your Slam poem; not only do you need to have it written, but you also need to annotate it for everything on the rubric (pun, alliteration, consonance, assonance, perfect rhyme, slant rhyme, internal rhyme, and 4 of the following: metaphor, simile, personification, irony, hyperbole, or allusion).  Presentations will be on Wednesday, June 5, and Thursday, June 6.  Everyone needs to be ready on Wednesday.  I'll start with volunteers and then randomly call names.  If you tell me you're not ready, you'll lose 100points.  You still need to present, but you'll have to wait until everyone else has had an opportunity to present.  We're only doing this for 2 days; so if we run out of time, and you haven't presented, you're out of luck.  I will not listen to any presentations at any other time other than that Wednesday and Thursday.  So the smart thing would be to present on Wednesday; then you can be a relaxed audience member on Thursday.  The choice is yours.
BRING YOUR TEXTBOOKS ON MONDAY; WE'LL HAVE A FEW MINUTES TO GO TO THE LIBRARY TO RETURN THEM.  KEEP THE TEXTBOOKS YOU'LL NEED FOR FINALS.
 
SOPHOMORES: We started the News Article poem.  Find a news article from printed media that interests you and use it as inspiration for a poem.  Here is the rubric: Proof of article attached to poem--20 points; Paints a mental picture with imagery--20 points; Strong verbs and precise nouns--20 points; Effective line breaks and stanzas--20 points; Personification and metaphor or simile--20 points.  BRING YOUR TEXTBOOKS ON MONDAY; WE'LL HAVE A FEW MINUTES TO GO TO THE LIBRARY TO RETURN THEM.  KEEP THE TEXTBOOKS YOU'LL NEED FOR FINALS. 

SENIORS: Still working on the final draft of your slam poem. Presentations will be due on June 5th and 6th.  Everyone must be ready to go on the 5th. I'll start with volunteers and then randomly call names; if you tell me you're not ready, you'll lose 100 points.  You will still need to present, but you'll have to wait until everyone else has a their first chance to present.  If we run out of time, you're out of luck; I will not hear any presentations after school, during lunch, or before school; you lose those points.  IMPORTANT DATES: Friday, May 31 I'll be doing a notebook check (Word List of 100 words, Look Around Poem, "Louder Than a Bomb" notes, one Freewrite, 3 What Are You Doing warmups, and one Alliteration warmup) Monday, June 3 we'll be returning textbooks to the library (keep books you still need for finals). Finally, the deadline for the Slam Poem final draft is June 4.  If I don't see your poem before you present, you DON'T present.

SOPHOMORES: We started work on sonnets.  See me for the handouts.  Your Sestina and Slam poems were due today.  Keep working on your word list until you get to 100 words (real words, not "hat, cat, bat" words).

SENIORS: By now the rough draft of your slam poem should be complete; now work on making sure that you have the following: Written (100 points), At least 30 seconds long when spoken (100 points), 4 literary devices (choose from metaphor, simile, personification, irony, hyperbole, and allusion) correctly identified (100 points), 1 pun correctly identified (50 points), 1 example of each (alliteration, consonance, assonance, perfect rhyme, slant rhyme, internal rhyme) correctly identified (100 points).  Remember, if you memorize your poem, you get an EXTRA 100 POINTS!  Huzzah!

SOPHOMORES: We had a guest speaker today, so you get a short reprieve.  Your slam poem and sestina are now due first thing tomorrow, unless you want to share it with me tonight through googledocs.  If you are not sending me the work electronically, have the hard copies of your poems ready to hand to me at the beginning of the period.  REMEMBER: make sure you identify everything you're supposed to have in your slam poem (check the rubric).  If you can't find your rubric, make sure your slam poem has the following (which means annotate): metaphor OR simile, personification OR irony, one pun, perfect rhyme, slant rhyme, internal rhyme, alliteration, consonance, and assonance.  Your poem needs to be long enough so that, IF you were to present your poem out loud, it would be at least 20 seconds long (it can be longer).

SENIORS: You had the choice of working on your slam poem or your senior exhibition.  Good luck to all of you!

SOPHOMORES: You worked on your Sestina or your Slam Poem.  Both are due at the BEGINNING of the period on Tuesday.

SENIORS: We discussed the rubric the panel will use for your exhibition; it's on the school website, so give it a look so you'll how you will be graded.  The rest of the period was used for you to work on your exhibition or your slam poem.

SOPHOMORES: We watched Love Poem from a Toothbrush to a Bicycle Tire by Sarah Kay; the purpose was to pull out the puns and personification and to notice that not all slam poems have to be full of sturm und drang.  The rest of the period was used for working on either your Sestina or your Slam Poem, both of which are due first thing on Tuesday.

SENIORS: We began work on your slam poem; by now you should know your topic and have a general idea on what you want to say.  We also did a 5-minute freewrite to get your minds going. Tomorrow we will practice your answers to the panel questions for your presentation on Thursday.  We spent some time on these questions several weeks ago, so you should find your answers in your notebook.

SOPHOMORES: We got started on the SESTINA, a special kind of poetry made popular by 12th century troubadors.  See me for the handout. We also did a 5-minute freewrite to get your minds going. Both the slam poem and the sestina will be due on the Tuesday we return from Memorial Day.

SENIORS: We watched Rudy Francisco's Love Poem Medley; the transcript of that presentation is on the back of Shooter.  Annotate for the same things you're annotating for Shooter.  Both assignments are due Monday.  Make sure you're still adding words to the word list in your notebook; you should have 45 by now.

SOPHOMORES: We started brainstorming your slam poem.  To get started, make separate lists of things that make you ecstatic, depressed, and perplexed.  Pick one idea and brainstorm it.  Tomorrow, the annotation of Shooter is due.  Continue to add words to the word list in your notebook; you should have 45 by now.

SENIORS: We finished Louder Than a Bomb; as a class, we discussed what was pulled from the documentary and the poem I Wanna Hear a Poem.  The new assignment is annotating Lamar Jorden's Shooter poem.  See me for the handout; this assignment is due this Friday.  Remember, you should be adding to your word list in your notebook; by now, you should have 40 words.

SOPHOMORES: We finished Louder Than a Bomb; as a class, we discussed what was pulled from the documentary and the poem I Wanna Hear a Poem.  The new assignment is annotating Lamar Jorden's Shooter poem.  See me for the handout; this assignment is due this Friday.  Remember, you should be adding to your word list in your notebook; by now, you should have 40 words.

SENIORS: We are continuing with Louder Than a Bomb.  If you're having trouble finding examples, or if you've been absent, clips of the documentary can be found on Youtube.

SOPHOMORES: We are continuing with Louder Than a Bomb. If you're having trouble finding examples, or if you've been absent, clips of the documentary can be found on Youtube.

SENIORS: We started watching the documentary "Louder Than a Bomb," taking notes on the influences, subject matter, and word choices of the student poets.

SOPHOMORES: We started watching the documentary "Louder Than a Bomb," taking notes on the influences, subject matter, and word choices of the student poets.

SENIORS: Put your completed "Look Around" poem in your notebook (for a later notebook check).  We discussed the differences between perfect and slant rhymes; also the differences between alliteration, consonance, and assonance.  Your HOMEWORK for Monday is to annotate "I Wanna Hear a Poem" for stanzas, alliteration, consonance, assonance, puns, perfect rhyme, slant rhyme, simile, and metaphor (one example of each will do).

SOPHOMORES: Put your completed "Look Around" poem in your notebook (for a later notebook check).  We discussed the differences between perfect and slant rhymes; also the differences between alliteration, consonance, and assonance.  Your HOMEWORK for Monday is to annotate "I Wanna Hear a Poem" for stanzas, alliteration, consonance, assonance, puns, perfect rhyme, slant rhyme, simile, and metaphor (one example of each will do).

SENIORS: We worked on two poems today which will be collected tomorrow.  Also, we watched an interview of Eminem, learning how he collects and uses words for his raps.  Make sure you are collecting 5 words a day on a list in your notebook, and bring a Xerox copy of a page from a fiction book on Thursday.

SOPHOMORES: Come see me for the handout that deals with the poetry work we did today.  Also, we watched a 60 Minutes interview with Eminem in which we learned about how he collects and uses words for his raps.  Wednesday, I will do a notebook check, looking at the 10 words you should have collected by then.  For Thursday, remember to bring a Xerox copy of a page from a fiction book.

EXTRA FRIDAY POST FOR SOPHOMORES: I'm getting questions about what you should do with your copy of Night.  I'm telling Mrs. Cooper that you need it until Monday (May 6).  If you still need it after that, then you'll need to see Mrs. Cooper and get a renewed return date.  Don't forget to read the Friday blog post that is just underneath this post.

SENIORS: Your query letter is due today.  Make sure you share it with me through googledocs.  In case you have forgotten, my email address is jbgardham@gmail.com.

SOPHOMORES: Your synthesis paper is due today, or you can share it with me over the weekend.  In case you have forgotten, my email address is jbgardham@gmail.com.

ALL STUDENTS: Due to CST testing, today's blog is the same as yesterday's blog.  See you all on Friday!

SENIORS: Your query letter is due at the end of the period on Friday, May 3.

SOPHOMORES: Continue writing/revising/editing your synthesis paper.  It is due at the end of the period on Friday, May 3, or you can share it with me over the weekend.

SENIORS: We started the rough draft of the query letter.  Please note: Even though the next two days will be different because of CSTs and I might not see you on Wednesday or Thursday, the final draft of the query letter is due this Friday.

SOPHOMORES: We did an On Demand writing assignment which consisted of writing a short essay connecting the poem "The Hangman" with Night.  The essay was turned in at the end of the period.  In the meantime, continue with your work on the synthesis essay (Due Friday or over the weekend through email).

SENIORS: Now that your children's book is finished, it's time to publish!  Even if you don't intend to publish your book, you will need to learn how to write a professional query letter.  Your homework is to find an agent and a publisher; I provided websites for your search during class.  Have those names and addresses for tomorrow.

SOPHOMORES: We started on the conclusion of your synthesis paper.  This week will be dedicated to working your rough draft into final draft form, which will be due on Friday (or over the weekend).  This is a hard deadline, as we need to begin the poetry unit on Monday (one week from today).

SENIORS: Your children's book is due today!  If you can't give it to me in person, take it to the office and have someone put your book in my mailbox.

SOPHOMORES: You started writing your synthesis essay on the Netbooks.  Make sure you have  the rough draft of your introductory paragraph and your body paragraphs done for Monday.  Also, I asked you to write down your 6 sources as an exit slip.

ALL STUDENTS: Please read the previous blog.  See you all tomorrow!

SENIORS: Hope you had fun today!  Work on your children's book at home because it is still due this Friday, April 26, at the end of the period.

SOPHOMORES: We worked on identifying the THESIS, CDs, and CMs of another mentor text, Searching for an Identity in a Society Full of Labels.  That THESIS is to go in your notebook under the title THESIS.  Also, by this time, you should know which 6 sources you're going to use for your synthesis essay.  Four sources must be from things we've done in class, and two sources are your own.  We began working on the introductory paragraph of your essay.  The goal is to have the introductory paragraph and body paragraphs done by Monday, April 29; so if you're absent until then, work on those things.

SENIORS:  Work your  children's book; the completed project is due this Friday at the end of the period.

SOPHOMORES: I collected the homework (Atomic Arrows), you voted for ASB officers, and we began writing the synthesis paper by establishing the thesis and identifying the articles that will help with the support of the thesis.  Have this ready to go for tomorrow.

SENIORS: Now is the time to start the actual building of your children's book.  Think of the following: How big is my book (based on the age group you're writing for--remember, little hands can't manipulate big books), what am I making it out of (computer paper, colored computer paper from Kinkos, construction paper, something fancy from Michael's), powerpoint (an email book)?  I strongly recommend that you type your text, as most of you have a hot mess for handwriting. The due date for your book is Friday, April 26.

SOPHOMORES: You were given a mentor text, Atomic Arrows, which we annotated for structure, concrete details, author's commentary, examples of synthesis, and other devices such as rhetorical questions, repetition, strong language, etc.  You were also asked to determine the thesis of the essay.  You will start writing YOUR synthesis essay on Monday.  Think about what your thesis will be; remember the overlying questions of What is the Nature of Man?  Also think about what texts you can use to support your thesis.

SENIORS: It is now time to put together your ideas, your text, and your illustrations to create your book!  Think about the size of your book (whose hands will be turning the pages?), are you REALLY going to do the drawings or find them on the internet?  Out of what will you make your book--construction paper? Computer paper?  Power point?

SOPHOMORES: In your notebook, under the title Synthesis Notes, we wrote about the things we would expect to see in a synthesis paper; things like concrete details, explanations of how and why your sources connect and support your thesis, and fully developed points (i.e., examples take 3-4 sentences, while commentary and explanation take 2-5 sentences).  We then got into groups of 3 and analyzed some student writing, looking for the above.

SENIORS: Please continue to work on your children's book, due this coming Tuesday.

SOPHOMORES: In order to balance out the negativity of most of the readings we've done, we watched a short video about Alice Herz, a Holocaust survivor who is 108 years old.  If you were absent for this, Google her name and the video will come up.  Watch it and write in your notebook (title it Hope) your observations on this wonderful, gentle lady.  Also, we worked in partners and started generating ideas, questions, answers, and thoughts about the Nature of Man, based on everything we've done so far.  Monday will be a Socratic Seminar, so some prepared with something significant to say.

SENIORS: Still working on that second rough draft; you're turning it in on Tuesday.

SOPHOMORES: We annotated an Oprah Winfrey article called What I Know for Sure and responded to that article in our notebook (titled Oprah).  Also, we re-took the Human Nature Opinion Survey and compared it to the first time we took the survey.  In the notebook, we wrote about whether or not there was a change in perception and why that did or did not happen.  Lastly, we found all of the handouts and writings we've done for this unit to 1) create questions for a Socratic Seminar and 2) have all the information for the writing of a synthesis paper.

SENIORS: Continue working on the second rough draft of your children's book.  You should have 4 sheets of computer paper, with each sheet divided into 4 squares (this gives you 32 "pages").  Transfer your first rough draft onto your second rough draft, making changes, corrections, and completions as necessary.  Be as complete and precise as you can, although we know it might not be "perfect" yet.  The second rough draft is due Tuesday, April 16; turn in both drafts so I can see your progress.

SOPHOMORES: I collected the homework (the handout with  Doctor My Eyes and Columbine Teens).  With a partner, we did Say Something and summarized the Robert Ardrey article Man is Innately Aggressive.  The homework was to do the same for the Thomas Hobbes article Man is Evil and Warlike."  I will collect the homework first thing tomorrow.

SENIORS: Those of you who turned in your storyboards got them back; look over my comments and make corrections.  Those of you who didn't turn in your storyboards can still do so, but for a reduced grade (hey, some points are better than no points).  We now move on to the second rough draft; focus on clearer storylines, grammar, spelling, punctuation, message, and title.  If you started your story with "once upon a time" or " once there was a", change it; those beginnings are overdone.  The second rough draft is due Tuesday, April 16.  You will need more computer paper; only this time, fold it into 4 sections (instead of 8 sections like last time).  Try to be as thorough, complete, and perfect as you can; this will make the transition to your final draft much easier.

SOPHOMORES:  We started off with a warmup on a separate sheet of paper that I collected; on that paper, respond to the following: Thinking back on the last two chapters of NIGHT, what event stands our in your mind the most.  Why is that event important?  Why do you think you remember that event more than anything else that happened in those chapters?  Now that we are finished with NIGHT, do not return it to the library; you will need it as reference material for the synthesis paper that is coming up next week.  Also, there is a new handout that continues our thinking about "The Nature of Man."  See me for the handout; the questions that go with the Columbine side are: 1. Have video games changed us?  2. Does video game technology affect a developing brain more than a developed brain?  3. Has video game technology affected out sense of empathy?