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.