Today we had a lot on our plate. First we took the Possessives quiz. Most of you did relatively well so that didn't seem to be an issue. However, if you feel as if you're still not understanding possessives, please come and talk to me after school because now we will start deducting points if you use them incorrectly.
Next, because Mr. Hannah and I were feeling so "poppy" yesterday (and channeling our inner JT) we decided to give you a "pop quiz" on the first 5 pages of Chapter 15. Had you read and annotated as I instructed you to do so, this quiz should have been simple.
The rest of the class was spent reviewing the Chapter 6 questions that you were to finish for homework, and then reading and annotating the rest of Chapter 15. Here's what we learned:
--Jem, Scout, and Dill decide to go sneak after Atticus downtown. They find him, not in his office, but outside Maycomb jail.
--A mob of cars pull up to the jail and ask Atticus to get out of the way so they can kill Tom Robinson. Atticus doesn't move.
--Scout, afraid that they will hurt Atticus, runs into the mob and Jem and Dill run after her. Atticus is scared that they are there and tell them to go home.
--Scout notices Walter Cunningham's father in the crowd and begins talking to him about his son, Walter. Everyone in the mob is stunned at her innocence and the mob decides to leave. Scout makes Walter's father realize the reason why he's there (to kill) and then decide to go home (realizing his own humanity).
--Tom Robinson is thankful that Atticus stood guard for him (he was awake the whole time).
--Atticus also had another form of protection--Mr. Underwood was above the newspaper office's door ready with a shotgun.
--Scout thinks Atticus will be so angry at them, but instead, as they're all walking home, Atticus rubs Jem's head--a huge sign of affection.
Your only homework for the weekend is to finish your Miss Caroline Projects and get them turned into Schoology. As I said in class, I will not be responding to emails sent to me on Sunday. You've had a whole week to work on this, and if you choose Sunday night to start it, I will not be available to assist you. All the tools you need are on Schoology.
Work hard and get it done!
DEETS:
In-class:
--Possessives Quiz
--Chapter 15 Quiz
--Chapter 6 Review
--Finish reading and annotating Chapter 15
HW:
--Miss Caroline Project
Thursday, March 28, 2013
Wednesday, March 27, 2013
Review, Review, Review
Today was all about review. We reviewed Possessives once more for your quiz tomorrow. To prepare for your quiz tomorrow, all you should have to do is go over your notes and your homework assignments on Schoology. This should be a relatively simple quiz if you've been paying attention.
We briefly went over Chapter 3 just to make sure we were all on the same page before we moved on. Here's what we reviewed from Chapter 3:
--Burris Ewell is a filthy young boy, both in hygiene and of mouth. He doesn't shower very often and he uses foul language in talking to Miss Caroline by calling her a "snot-nosed slut of a teacher." When children speak like this, it is most often because they hear this kind of language at home. We know that he lives in a dysfunctional family.
--Calpurnia actually really loves Scout and Jem. She misses them when they've been gone all day at school and kisses them when they get back. She may be mean and discipline them, but she still cares for them like an actual mother would.
--The Ewells are allowed special privileges because their father spends all their welfare money on alcohol. The cops pretend they don't notice him hunting out of season because they know that's the only time his kids will be fed. If they were to arrest him for these crimes, his children would become orphans and in an even worse situation. The only reason they let the father get away with so much is so the children can stay alive.
After that brief review, you were to read and annotate Chapter 6 on your own in your groups. Each of you needed to fill out the Review sheet with questions to help guide you in your reading. We will briefly go over this tomorrow in class.
But tonight for homework, you must not only prepare for your Possessives Quiz, but you must read and annotate the first five pages of Chapter 15.
Get ready! This is when the story finally kicks into high gear and the drama increases!
DEETS:
In-class:
--Possessives Review
--Chapter 3 Review
--Chapter 6 Review
HW:
--Study for Possessives Quiz
--Read and annotate first five questions of Chapter 15
We briefly went over Chapter 3 just to make sure we were all on the same page before we moved on. Here's what we reviewed from Chapter 3:
--Burris Ewell is a filthy young boy, both in hygiene and of mouth. He doesn't shower very often and he uses foul language in talking to Miss Caroline by calling her a "snot-nosed slut of a teacher." When children speak like this, it is most often because they hear this kind of language at home. We know that he lives in a dysfunctional family.
--Calpurnia actually really loves Scout and Jem. She misses them when they've been gone all day at school and kisses them when they get back. She may be mean and discipline them, but she still cares for them like an actual mother would.
--The Ewells are allowed special privileges because their father spends all their welfare money on alcohol. The cops pretend they don't notice him hunting out of season because they know that's the only time his kids will be fed. If they were to arrest him for these crimes, his children would become orphans and in an even worse situation. The only reason they let the father get away with so much is so the children can stay alive.
After that brief review, you were to read and annotate Chapter 6 on your own in your groups. Each of you needed to fill out the Review sheet with questions to help guide you in your reading. We will briefly go over this tomorrow in class.
But tonight for homework, you must not only prepare for your Possessives Quiz, but you must read and annotate the first five pages of Chapter 15.
Get ready! This is when the story finally kicks into high gear and the drama increases!
DEETS:
In-class:
--Possessives Review
--Chapter 3 Review
--Chapter 6 Review
HW:
--Study for Possessives Quiz
--Read and annotate first five questions of Chapter 15
Tuesday, March 26, 2013
More Miss Caroline...
Today we practiced our Possessives once again. Hopefully all this practice is showing you how to write more efficiently and accurately. Remember, because we don't see you on Friday, your quiz on Possessives will be on Thursday.
The rest of the class period was given to you to work on your Miss Caroline Project. Remember, this will be the LAST test grade of the term. This could either make or break you. Make sure that you take the time this week to get this project done. Because we are giving you the entire week to get it done, we expect that it will take that long to complete and expect greatness from each and every one of you. If you're a strong writer, this should be fun and an enjoyable experience. If you hate writing, take this as an opportunity to improve your writing skills and play around with language.
Hopefully, today's writing exercises helped. Use these to help guide you in your writing.
Here's Mr. Hannah's sample that we went over yesterday:
Let's write a sample together...
There is nothing like it. As long as a I can remember, these days are unlike any other day of the year. Feelings bubbling up inside me range from butterflies in my stomach to the euphoria that can only be matched by Christmas morning. The first day of school has always been that way for me.
When I went to bed, my clothes were set out and pressed, all of my toiletries were in place, and my school bag was packed full of the books and hand-written lessons I had worked tirelessly to prepare.
The night before I could not sleep. My lessons had been planned, but over and over again in my head I mapped out how my students would look, how the lessons would go, how much light I would bring to their little lives. I would take these little sea urchins from the depths of the murky oceans to the see all of the light at the surface, to higher knowledge and understanding.
I stared at the ceiling for what felt like hours until the sun peeked its head between the curtains of my tiny window. I sat up and imagined for a moment that I was still at home in North Alabama. That was until the stench of rancid smell horse manure and burning eggs kicked me like a mule from my fantasy. In hind sight, this should have told me that...well, you will see.
Having dress and readied for my first day, I descended the steps of my boardinghouse into the living room area. The house's owner, Miss Maudie, greeted me from her parlor room chair with a heartfelt, "Good Morning, Miss Fisher." I responded respectfully, "And to you."
Seeing this full-figured middle-aged woman always confused me. When I would leave in the morning she was dressed like a common field worker in gardening dungarees, something I would never be caught dead in. In the afternoons when I returned, it was as if she transformed into a proper lady complete with silk and laces. This was much more respectable in my opinion. These women in Maycomb, if you can call them that, really are out touch with those of us in the real world.
Making my way down the street which felt more like trudging through red molasses, I tried to avoid the...animal waste that litters most of Maycomb. These mounds of horse chips smelled like a cross between old rotten broccoli and sweaty men. If it was not for the oil of mint that I sprayed on my neck this morning as a I dressed, I do not know how I could have kept from turning up my nose as a walked past the pale, faded wooden houses of this dull old town.
For the life of me, I do not know what possessed me to choose this job when most of my classmates were finding work in Birmingham and the sort. I suppose unlike them, I feel that everyone should have the opportunity to read and write even children like these ones.
As I entered the schoolyard, I was shocked by the small creatures I saw running around the schoolyard. Dingy, ill-fitting shirts, pants so tightly fitting that they rose past their ankles. One could almost call the knickers. Hair matted and oily from a mixture of dirt and sweat. Permanent sweat stains in the areas of their armpits. Many of them had not even bothered to wash the dark ash of off of their faces. If I had not looked closely, I would have thought the citizens of Maycomb actually allowed niggers to attend their schools.
The morning bell rang, and these little animals headed into the school building. I said simple prayer that most would end up in Miss Blount's class and not mine. As soon as I entered the room, I realized very quickly that God would not be on my side this day. He was testing my faith.
I cleared my throat with a simple ahem, and they quickly moved to their seats and planted themselves. My fears were wrong, I remembered thinking to myself, they at least have some version of manners. I wrote my name on the board in my best print as all exceptional teacher do, and introduced myself. I told them a little about where I am from so that they would know how privileged they were to be getting a teacher trained in the current methods of education.
Get working on this project!
DEETS:
In-class:
--Morphology
--DEAR
--Possessives
--Miss Caroline Project
HW:
--Work on Miss Caroline Project
The rest of the class period was given to you to work on your Miss Caroline Project. Remember, this will be the LAST test grade of the term. This could either make or break you. Make sure that you take the time this week to get this project done. Because we are giving you the entire week to get it done, we expect that it will take that long to complete and expect greatness from each and every one of you. If you're a strong writer, this should be fun and an enjoyable experience. If you hate writing, take this as an opportunity to improve your writing skills and play around with language.
Hopefully, today's writing exercises helped. Use these to help guide you in your writing.
Here's Mr. Hannah's sample that we went over yesterday:
Let's write a sample together...
There is nothing like it. As long as a I can remember, these days are unlike any other day of the year. Feelings bubbling up inside me range from butterflies in my stomach to the euphoria that can only be matched by Christmas morning. The first day of school has always been that way for me.
When I went to bed, my clothes were set out and pressed, all of my toiletries were in place, and my school bag was packed full of the books and hand-written lessons I had worked tirelessly to prepare.
The night before I could not sleep. My lessons had been planned, but over and over again in my head I mapped out how my students would look, how the lessons would go, how much light I would bring to their little lives. I would take these little sea urchins from the depths of the murky oceans to the see all of the light at the surface, to higher knowledge and understanding.
I stared at the ceiling for what felt like hours until the sun peeked its head between the curtains of my tiny window. I sat up and imagined for a moment that I was still at home in North Alabama. That was until the stench of rancid smell horse manure and burning eggs kicked me like a mule from my fantasy. In hind sight, this should have told me that...well, you will see.
Having dress and readied for my first day, I descended the steps of my boardinghouse into the living room area. The house's owner, Miss Maudie, greeted me from her parlor room chair with a heartfelt, "Good Morning, Miss Fisher." I responded respectfully, "And to you."
Seeing this full-figured middle-aged woman always confused me. When I would leave in the morning she was dressed like a common field worker in gardening dungarees, something I would never be caught dead in. In the afternoons when I returned, it was as if she transformed into a proper lady complete with silk and laces. This was much more respectable in my opinion. These women in Maycomb, if you can call them that, really are out touch with those of us in the real world.
Making my way down the street which felt more like trudging through red molasses, I tried to avoid the...animal waste that litters most of Maycomb. These mounds of horse chips smelled like a cross between old rotten broccoli and sweaty men. If it was not for the oil of mint that I sprayed on my neck this morning as a I dressed, I do not know how I could have kept from turning up my nose as a walked past the pale, faded wooden houses of this dull old town.
For the life of me, I do not know what possessed me to choose this job when most of my classmates were finding work in Birmingham and the sort. I suppose unlike them, I feel that everyone should have the opportunity to read and write even children like these ones.
As I entered the schoolyard, I was shocked by the small creatures I saw running around the schoolyard. Dingy, ill-fitting shirts, pants so tightly fitting that they rose past their ankles. One could almost call the knickers. Hair matted and oily from a mixture of dirt and sweat. Permanent sweat stains in the areas of their armpits. Many of them had not even bothered to wash the dark ash of off of their faces. If I had not looked closely, I would have thought the citizens of Maycomb actually allowed niggers to attend their schools.
The morning bell rang, and these little animals headed into the school building. I said simple prayer that most would end up in Miss Blount's class and not mine. As soon as I entered the room, I realized very quickly that God would not be on my side this day. He was testing my faith.
I cleared my throat with a simple ahem, and they quickly moved to their seats and planted themselves. My fears were wrong, I remembered thinking to myself, they at least have some version of manners. I wrote my name on the board in my best print as all exceptional teacher do, and introduced myself. I told them a little about where I am from so that they would know how privileged they were to be getting a teacher trained in the current methods of education.
Get working on this project!
DEETS:
In-class:
--Morphology
--DEAR
--Possessives
--Miss Caroline Project
HW:
--Work on Miss Caroline Project
Monday, March 25, 2013
Miss Caroline is Possessive
Today you took your Chapter 3 quiz on TKAM. Hopefully you all studied hard, read the directions, and did well. I'll try to get those graded and given back to you as soon as possible.
The new grammar we have for the week are possessives. Here's what we learned:
The new grammar we have for the week are possessives. Here's what we learned:
1. Add apostrophe s to the end of a singular noun that
does not end in s:
EX: the manager’s room
2. Add only an apostrophe to the end of a singular noun if it ends in s:
EX: Ms. Chaves' scarf
3. Add apostrophe s to the end of a plural noun that
doesn’t end in s
EX: the children’s bag
4. If the plural noun ends in s, just add the apostrophe
EX: my friends’ car
>>My sister’s friend’s investments
Translation: (I have one
sister and she has one friend.)
>>My sisters’ friends’ investments
Translation: (I have many
sisters and they have many friends.)
>>My sisters’ friend’s investments
Translation: (I have many
sisters and they have one friend.)
>>My sister’s friends’ investments
Translation: (I have one
sister and she has many friends.)
As with it's and its, it's is a contraction for it is and its shows possession. For example:
The soccer team won its game on Friday.
It's going to be sunny out on Thursday.
As for your Miss Caroline Projects, this will be the LAST test grade of the term. This is your FINAL chance to bring your grade up before the term ends. Follow all the guidelines we set up for you and don't skimp out on any of the ingredients we listed as part of the assignment.
This project is due MONDAY. You'll have a little class time tomorrow to start it, but this is your responsibility to get done. I will post the assignment on Schoology and you can upload it there.
Tomorrow, I will post a sample assignment that Mr. Hannah created to guide you.
DEETS:
In-class:
--Chapter 3 Quiz
--Possessives
--Miss Caroline Project
--Morphology
HW:
--Possessives "quiz" on Schoology
Thursday, March 21, 2013
MCAS-tastic
I will combine today and tomorrow's post into one seeing as I'll only see all of you once. The class started with the To, too, two Quiz. Most of you did well. Next week, we'll be tackling possessives. Get ready!
Today we allowed each of you to gather in your groups and read the first section of Chapter 3. In your groups, you were to ask two questions to help guide you in your annotation and understanding of the text.
After that, in your groups, you wrote a collective paragraph about one of the topics we discussed. Most of you seemed to tackle the format pretty well, but we'll continue working on this skill until eventually you guys can do this on your own.
For homework, you need to read/annotate/answer the Reading Questions for Chapter 3. You will have a quiz on Chapter 3 that is very similar to the last one you took so you need to read, and read well!
DEETS:
In-class:
--To/too/two Quiz
--Chapter 3 Interrupted Reading
--Paragraph Group Writing
HW:
--Read/annotate/answer reading questions of Chapter 3 to prepare for your quiz!
Wednesday, March 20, 2013
Practice Makes Perfect
Today we began our class by fixing some sentences. As you saw, this isn't as easy as some of you think it is. Here are the major things we went over:
--capitalization
--there, they're, their
--to, too, two
--common nouns vs. proper nouns
Remember, periods 3 and 4, you're quiz is tomorrow. For period 1, because we don't meet tomorrow, you're quiz is on Friday.
After that, we reviewed your quiz that you took on Chapters 11, 1, and 2. Most of you, unfortunately, did not do so well on this. I hope you all took notes as we went over the quiz today in class, because I promise you, you will see these questions come up again in the future.
Then, we got some paragraph practice in. We haven't written one in a while and we thought it time to get the practice in. Here's a sample paragraph we came up with today in class:
--capitalization
--there, they're, their
--to, too, two
--common nouns vs. proper nouns
Remember, periods 3 and 4, you're quiz is tomorrow. For period 1, because we don't meet tomorrow, you're quiz is on Friday.
After that, we reviewed your quiz that you took on Chapters 11, 1, and 2. Most of you, unfortunately, did not do so well on this. I hope you all took notes as we went over the quiz today in class, because I promise you, you will see these questions come up again in the future.
Then, we got some paragraph practice in. We haven't written one in a while and we thought it time to get the practice in. Here's a sample paragraph we came up with today in class:
Jane Smith
Mr. Hannah/Ms. Chaves
ELA 9
20 March 2013
In Harper Lee’s To Kill a Mockingbird,
Miss Caroline is strict and unfair. To discipline her students, “Miss Caroline
picked up her ruler, gave me half a dozen quick little pats, then told me to
stand in the corner,” (8). Miss Caroline hits her students with a ruler to
correct them. This shows that Miss Caroline is demanding and tight on rules.
She only yells at Scout about showing advanced writing and reading, when she
should really be encouraging her. A fair teacher would support and reward all
her students. In conclusion, Miss Caroline is very stuck in her ways and cannot
quickly adjust to her new students.
DEETS:
In-class:
--To/too/two Do Now
--Quiz Review
--Miss Caroline paragraph
HW:
--Study for your to/too/two quiz!
Monday, March 18, 2013
To be or not to be?
Today you took your Chapter 11, 1, and 2 Quiz. Had you reviewed your Chapter 11 and 1 notes, and read Chapter 2 as well as do the Reading Questions, this quiz should have been easy. As you saw, there were some exact questions from the Reading Questions and the Carousel Walk you did last week.
After the quiz, we went over to, too, and two. Here's what you need to know:
"To" is used in 2 ways:
to show direction e.g. He passed the ball to his brother
as part of a verb e.g. He wanted to read the new Harry Potter book.
After the quiz, we went over to, too, and two. Here's what you need to know:
"Two" is always a number - the number 2
For example: The two boys shivered in the cold.
For example: The two boys shivered in the cold.
"Too" can be used in 2 ways:
to mean "excessively" e.g. too far, too expensive
to mean "also" or "as well" e.g. Will you be skating too?
to mean "excessively" e.g. too far, too expensive
to mean "also" or "as well" e.g. Will you be skating too?
"To" is used in 2 ways:
to show direction e.g. He passed the ball to his brother
as part of a verb e.g. He wanted to read the new Harry Potter book.
For periods 3 and 4, your quiz on to, too, and two will be on Thursday (we don't meet on Friday because of MCAS.)
For period 1, your quiz on to, too, and two will be on Friday.
Remember, to get some practice in with the homework assignment up on Schoology. It's labeled as the To, too, two Quiz (don't worry, it's not really going to be graded as a quiz.)
Then, we had a brief discussion about dialect, accent, and jargon. The reason we do this is because, as you can see, To Kill a Mockingbird does become difficult to read at times. Harper Lee incorporated dialect, accent, and jargon into her writing so that when we read the book, we can hear the characters talk as she envisioned. I've uploaded the Powerpoint up on Schoology under the Mockingbird folder in case you want to look through it again.
DEETS:
In-class:
--Chapter 11, 1, and 2 Quiz
--To, too, two
--Dialect, Accent, Jargon Powerpoint
HW:
--To, too, two "quiz" on Schoology
Friday, March 15, 2013
"Courteous Detachment"
Today we started with DEAR time, and then went straight into our There/Their/They're Quiz. After grading all of them, I was glad to see that almost all of you did very well. Hopefully this means that you will not be mixing these words up any more in your writing. Next week, we're going to tackle too, to, and two.
As a reminder, there will be a quiz on Chapters 11, 1, and 2 on Monday so it's up to you to read Chapter 2 on your own over the weekend. We've gone over Chapter 11 and 1 in class but now it's time to test your own reading comprehension. How well do you understand the material on your own? Mr. Hannah and I will not be checking your annotation or your reading questions; however, it's in your best interest to do this, otherwise, you will not do well on the quiz. The reading questions are there to check your understanding of the chapter and act as a way to guide you while you study.
In class, we finished going over the Carousel questions you did in your groups yesterday. As I mentioned in class, it's important that you took notes on what we went over because I guarantee you these questions will reappear somewhere down the line (perhaps even sooner than you think).
Study, study, study!
DEETS:
In-class:
--DEAR time
--There/Their/They're Quiz
--Carousel Questions
--Chapter 1 Reading Questions
HW:
--Read Chapter 2. Study for your quiz on Chapters 11, 1, and 2!
As a reminder, there will be a quiz on Chapters 11, 1, and 2 on Monday so it's up to you to read Chapter 2 on your own over the weekend. We've gone over Chapter 11 and 1 in class but now it's time to test your own reading comprehension. How well do you understand the material on your own? Mr. Hannah and I will not be checking your annotation or your reading questions; however, it's in your best interest to do this, otherwise, you will not do well on the quiz. The reading questions are there to check your understanding of the chapter and act as a way to guide you while you study.
In class, we finished going over the Carousel questions you did in your groups yesterday. As I mentioned in class, it's important that you took notes on what we went over because I guarantee you these questions will reappear somewhere down the line (perhaps even sooner than you think).
Study, study, study!
DEETS:
In-class:
--DEAR time
--There/Their/They're Quiz
--Carousel Questions
--Chapter 1 Reading Questions
HW:
--Read Chapter 2. Study for your quiz on Chapters 11, 1, and 2!
Thursday, March 14, 2013
Carousel Walk
After today's Do Now on there, their, and they're (QUIZ TOMORROW!), we got you guys up and moving. Instead of going page by page through Chapter 1, we broke it up into smaller sections and attached a group of questions to those individual sections. You were given ten minutes at every station and were asked to answer the questions in complete sentences, as well as provide evidence from the text that would explain your answers. As Mr. Hannah and I were coming around, we were glad to see most of you following directions and really getting the work done in your groups.
For homework, make sure that you finish this worksheet if you didn't get to a particular question because you ran out of time. Also, do the Reading Questions that come at the end of Chapter 1. Having done this worksheet today should make this really simple.
Just a quick note--remember, answering these questions to the best of your ability and jotting down everything we put on the board will GREATLY help you when preparing for future quizzes and tests. I guarantee you, you will see these questions again. And as we're giving you the answers as we go through them, it's in your best interest to write them down as accurately as possible.
DEETS:
In-class:
--Do Now
--Carousel Walk
--Go over the questions
HW:
--Reading Questions of Chapter 1 and study for your there, their, they're quiz!
Wednesday, March 13, 2013
There, Their, and They're
Today's Do Now reflected a problem a lot of you are facing--the correct form of there, their, or they're. As Mr. Hannah and I graded your papers and tests, we realized that a lot of you don't know the difference between these words. In order for us to become better writers, we need to know the basics. We have not penalized you thus far for not knowing these words, but now that we've taught you them, you will lose point on each and every assignment if you use one of these words incorrectly. Here's what we went over:
There has 2 definitions:
1. place
2. comes before "to be" verbs (is, are, were, was)
Their:
1. possession
They're:
1. contraction for they are
Other contractions include don't, didn't, won't, I'm, should've, etc.
The apostrophe is the punctuation mark that replaces the letter(s).
After our grammar work, we finished up Chapter 11 and the Reading Questions. We discovered that Mrs. Dubose was a morphine addict and she decided to quit her habit before she died. Jem and Scout reading to her, helped her do that. Atticus was able to show his kids a true woman of courage.
For homework, please read and annotate all of Chapter 1. However, you do not need to answer the Reading Questions.
DEETS:
In-class:
--Do Now
--Finish Ch. 11 and RQ's
HW:
--Read and annotate Chapter 1
NOTE: Period 3, remember we'll be having 4th lunch tomorrow!
There has 2 definitions:
1. place
2. comes before "to be" verbs (is, are, were, was)
Their:
1. possession
They're:
1. contraction for they are
Other contractions include don't, didn't, won't, I'm, should've, etc.
The apostrophe is the punctuation mark that replaces the letter(s).
After our grammar work, we finished up Chapter 11 and the Reading Questions. We discovered that Mrs. Dubose was a morphine addict and she decided to quit her habit before she died. Jem and Scout reading to her, helped her do that. Atticus was able to show his kids a true woman of courage.
For homework, please read and annotate all of Chapter 1. However, you do not need to answer the Reading Questions.
DEETS:
In-class:
--Do Now
--Finish Ch. 11 and RQ's
HW:
--Read and annotate Chapter 1
NOTE: Period 3, remember we'll be having 4th lunch tomorrow!
Tuesday, March 12, 2013
Chapter 11 Continued...
Today we had Ms. DeRousi come in and give her second Morphology lesson. As she stated, please make sure to save those charts with all the suffixes on it. You will be adding more to this list every time.
For those of you still without a book for DEAR time, GET ONE. As we've said time and time again, Mr. Hannah and I have a large collection of books, and if you don't like what we have, the Learning Commons is always open for you to borrow a book.
We quickly reviewed your homework (questions 1-3 of Chapter 11). Remember, for each of these reading questions, we expect evidence from the text to support your answer. This usually means pulling a quote from the chapter and then explaining it thoroughly to prove your point.
Here are the answers to the homework we went over:
1. Mrs. Dubose says, "Not only a Finch waiting on tables, but one in the courthouse lawing for niggers." This is a huge insult to Jem because he knows his father, Atticus, is a hard-working lawyer and it shouldn't matter you're skin color, everyone should be treated equally.
2. Jem "cut the tops off every camellia bush Mrs. Dubose owned." He also bent Scout's "baton against his knee, snapped it in two and threw it down."
3. Jem "has to go every afternoon afterschool and Saturdays to read out loud to her for two hours." He also has to repair and take care of her camellia bushes.
We then started the reading of the rest of the chapter, but it's your job to finish the rest for homework and do the last three reading questions.
DEETS:
In-class:
--Morphology
--DEAR
--Chapter 11
HW:
--Finish Chapter 11 and Reading Questions
For those of you still without a book for DEAR time, GET ONE. As we've said time and time again, Mr. Hannah and I have a large collection of books, and if you don't like what we have, the Learning Commons is always open for you to borrow a book.
We quickly reviewed your homework (questions 1-3 of Chapter 11). Remember, for each of these reading questions, we expect evidence from the text to support your answer. This usually means pulling a quote from the chapter and then explaining it thoroughly to prove your point.
Here are the answers to the homework we went over:
1. Mrs. Dubose says, "Not only a Finch waiting on tables, but one in the courthouse lawing for niggers." This is a huge insult to Jem because he knows his father, Atticus, is a hard-working lawyer and it shouldn't matter you're skin color, everyone should be treated equally.
2. Jem "cut the tops off every camellia bush Mrs. Dubose owned." He also bent Scout's "baton against his knee, snapped it in two and threw it down."
3. Jem "has to go every afternoon afterschool and Saturdays to read out loud to her for two hours." He also has to repair and take care of her camellia bushes.
We then started the reading of the rest of the chapter, but it's your job to finish the rest for homework and do the last three reading questions.
DEETS:
In-class:
--Morphology
--DEAR
--Chapter 11
HW:
--Finish Chapter 11 and Reading Questions
Monday, March 11, 2013
Chapter 11
Today we started Chapter 11 of TKAM. But first, a quick word:
*If you didn't pass in your HOMS Projects, you have until tomorrow to do so. Otherwise, it'll go in as a zero as a test grade. Please upload SOMETHING into Schoology to at least get some credit.
*For those students you were absent on Friday because of the snow storm, please get the notes for the presentations you missed and complete the quizzes to turn in tomorrow. If you fail to turn in your quizzes tomorrow, they will also go in as a zero. In grading all these projects, Mr. Hannah and I do not have time to sit and wait around for you to turn things in late.
As for today's class, we briefly went over point of view in order for all of you to better understand the perspectives of the stories we read. We went over three types of POV. They are:
1) First person--The story is told through the narrator's perspective and uses pronouns like I, me, mine, and we.
2) Third person LIMITED--The story is told by an outside observer and knows the thoughts and feelings of one character using pronouns like he, she, him, and her.
3) Third person OMNISCIENT--The story is told by an outside observer and knows the thoughts and feelings of all characters using pronouns like he, she, him, her, they, and them.
After that, we read and annotated the first four and a half pages of Chapter 11 of TKAM.
Then, we had our special guest Ms. DeRousi come in and teach her first lesson on Morphology. As she said, Ms. DeRousi will be here every Monday at the last 10 minutes of class and every Tuesday and Friday before DEAR time. She will be teaching you the ins and outs of words, which will better help you understand words you come across that you don't understand.
For homework, you need to read until the bottom of page 7 of Chapter 11 and answer the first three questions on page 15. Use sticky notes or a text box to get the answers done.
DEETS:
In-class:
--POV
--Chapter 11
--Morphology
HW:
--Read until pg. 7 and first 3 questions on pg. 15
--Quizzes (only for those people who were absent last Friday)
*If you didn't pass in your HOMS Projects, you have until tomorrow to do so. Otherwise, it'll go in as a zero as a test grade. Please upload SOMETHING into Schoology to at least get some credit.
*For those students you were absent on Friday because of the snow storm, please get the notes for the presentations you missed and complete the quizzes to turn in tomorrow. If you fail to turn in your quizzes tomorrow, they will also go in as a zero. In grading all these projects, Mr. Hannah and I do not have time to sit and wait around for you to turn things in late.
As for today's class, we briefly went over point of view in order for all of you to better understand the perspectives of the stories we read. We went over three types of POV. They are:
1) First person--The story is told through the narrator's perspective and uses pronouns like I, me, mine, and we.
2) Third person LIMITED--The story is told by an outside observer and knows the thoughts and feelings of one character using pronouns like he, she, him, and her.
3) Third person OMNISCIENT--The story is told by an outside observer and knows the thoughts and feelings of all characters using pronouns like he, she, him, her, they, and them.
After that, we read and annotated the first four and a half pages of Chapter 11 of TKAM.
Then, we had our special guest Ms. DeRousi come in and teach her first lesson on Morphology. As she said, Ms. DeRousi will be here every Monday at the last 10 minutes of class and every Tuesday and Friday before DEAR time. She will be teaching you the ins and outs of words, which will better help you understand words you come across that you don't understand.
For homework, you need to read until the bottom of page 7 of Chapter 11 and answer the first three questions on page 15. Use sticky notes or a text box to get the answers done.
DEETS:
In-class:
--POV
--Chapter 11
--Morphology
HW:
--Read until pg. 7 and first 3 questions on pg. 15
--Quizzes (only for those people who were absent last Friday)
Friday, March 8, 2013
Snowpocalypse
Welcome brave souls who actually made it out in the snow! Today, we finished the rest of the presentations. Then, you took the quizzes, graded them, and then got your scores.
Next week, we'll be starting To Kill a Mockingbird. Get ready!
FOR THOSE PEOPLE WHO WERE ABSENT, PLEASE NOTE:
Just because you were absent, that does NOT by any means, means that you can turn in your HOMS Projects on Monday and get full credit. These were due TODAY. You knew about these projects a week in advance. Every day you fail to turn it in, it will be marked -10 points off. That means, if you turn it in on Monday you will be starting with a 70 (yes, I'm including the weekend). These projects were to be uploaded on Schoology. There is no excuse for not turning this project in on time.
DEETS:
In-class:
--Presentations
--Quizzes
HW:
--Finish quizzes if haven't done so
--Get your projects uploaded onto Schoology if you haven't done so!
Next week, we'll be starting To Kill a Mockingbird. Get ready!
FOR THOSE PEOPLE WHO WERE ABSENT, PLEASE NOTE:
Just because you were absent, that does NOT by any means, means that you can turn in your HOMS Projects on Monday and get full credit. These were due TODAY. You knew about these projects a week in advance. Every day you fail to turn it in, it will be marked -10 points off. That means, if you turn it in on Monday you will be starting with a 70 (yes, I'm including the weekend). These projects were to be uploaded on Schoology. There is no excuse for not turning this project in on time.
DEETS:
In-class:
--Presentations
--Quizzes
HW:
--Finish quizzes if haven't done so
--Get your projects uploaded onto Schoology if you haven't done so!
Wednesday, March 6, 2013
TKAM Projects Cont'd...
Today you wrapped up your research projects. I hate to say this, but me and Mr. Hannah are afraid of what's going to happen tomorrow. In order for these presentations to go smoothly, you guys are going to have to work and to work hard. If you're not getting together after school, you need to stay in contact with each other tonight over iMessage, email, Facebook or even Facetime.
Remember this whole process is worth 3 quiz grades:
--presentation
--quiz creation
--quiz average
If you have any questions, please email me or Mr. Hannah, but it's up to you and your group to pull this together.
GET IT DONE!
DEETS:
In-class:
--Group Project
HW:
--TKAM Research Projects
--HOMS Project due Friday!
Remember this whole process is worth 3 quiz grades:
--presentation
--quiz creation
--quiz average
If you have any questions, please email me or Mr. Hannah, but it's up to you and your group to pull this together.
GET IT DONE!
DEETS:
In-class:
--Group Project
HW:
--TKAM Research Projects
--HOMS Project due Friday!
Tuesday, March 5, 2013
TKAM Research Projects
Today we introduced the topics to your research projects. Here are the groups in case you forgot:
Period 1
Scottsboro Boys—Christian, Regina , Darin
Great Depression—Crisleydi, Alex , Lorraine
Emmett Till—Martha, Gerald, Matt, Kevin
Jim Crow—Chaimae, Salvador ,
Monica
Controversy—Hiba, Janissa, Gina
Period 3
Scottsboro Boys—Daniel, Randy, Martin, Oscar
Great Depression—Prisila, Angel, Nusirat, Sabrina
Emmett Till—Ash P., Sarah, Mary, Tiffany, Tevania
Jim Crow—Ash M., Milena, Val, Sofia
Controversy—Edward, Emiliano, Jerry, Andre
Period 4
Scottsboro Boys—Emily, Michaela, Katherine
Great Depression—Carmela, Jessica, Renee, Yesli
Emmett Till—Roberto, Carl, Rahim, Brian
Jim Crow—Keyanna, Sarah, Adrian, Gracia
Controversy—Andres, Annas, Rosemarie
We gave you the period to begin researching your topics. By Thursday, you will have to present your findings to your classmates. You will need:
--a presentation of at least 8 slides, 4 of which need to be full screen images
--5 question quiz with answer key
The project worksheets and a sample of a quiz/answer key is on Schoology under the Mockingbird folder. Due tomorrow at the end of class is the quiz and answer key emailed to me or Mr. Hannah so that we may print these out for you.
This project will consist of 3 quiz grades:
--your presentation
--creation of your quiz
--your quiz average of all 5 quizzes
As this will happen all before progress reports come out on Friday, it is in your best interest to do extremely well on all of these upcoming grades.
As advised, make sure that your group assigned each other homework to get done for tomorrow. Tomorrow is NOT the time for research. Tomorrow is when you should be putting your presentation together, rehearsing your presentation, and asking each other questions to make sure ALL of you know ALL of the information. If Mr. Hannah or I ask you a question and you do not know and cannot explain, your group will sit down. If one member is doing all the talking, and the other group members are silent, your group will sit down. If you have your hands in your pockets and are being unprofessional, your group will sit down. This is a serious project that will help prepare you to read and understand To Kill a Mockingbird, so you need to take this seriously as we are.
If you have any questions, please email me or Mr. Hannah for clarification.
DEETS:
In-class:
--DEAR
--Group Project
HW:
--TKAM Research Project
--HOMS Project due Friday!
Monday, March 4, 2013
TKAM Timeline
Today we had a lot of things on our agenda. The Do Now was a writing response to the HOMS test you guys took on Friday. (NOTE: If you were absent on Friday, that means you need to come after school someday this week to take it. If you don't, it will go in as a zero.) A lot of you wrote, "I need to study more/harder." But in order for you to do so next time, you need to know what this means. Do you mean studying in a quieter place with less distractions? Do you mean studying longer, like studying an hour instead of half an hour? Do you mean trying a different study tactic like using flashcards or study guides? Be specific in your answers that way you don't make the same mistake next time.
As for the timeline we went over, it's obvious your U.S. American history skills are in need of some work. Our new book, To Kill a Mockingbird, takes place during the Great Depression in the deep south of the U.S. In order to understand this book and its complexities, we have to fully understand this time period, otherwise the book will make little to no sense. If you don't know much about one specific event on the timeline, don't freak out. Each of you will be researching your topics tomorrow and on Wednesday for a presentation on Thursday.
But before we jumped into the mini-research projects, it's always great to analyze quotes from the text. As we did so, notice the difference in time periods once again. There are Hoover carts, women wear talcum, and blacks and whites are not treated equally.
For your homework tonight, take the quotes we read and analyzed today in class (go to Schoology, under the Mockingbird folder, labeled TKAM Quotes for DE Journals) and pick 6 that you want to write about. With the sheet we gave you for homework, pick 6 quotes that you can make personal connections to your life about. How do these 6 quotes relate to something happening in your own life right now or something you experienced in the past? The more personal connections you make to a text, the more you remember it, and the more you engage with the text.
Please do your best on this assignment. It will be graded.
And please don't forget, your HOMS Projects are due Friday!
DEETS:
--Do Now
--American History Timeline
--TKAM Quotes
--Double-entry Journals
HW:
--Double-entry Journal
--HOMS Project due Friday!
As for the timeline we went over, it's obvious your U.S. American history skills are in need of some work. Our new book, To Kill a Mockingbird, takes place during the Great Depression in the deep south of the U.S. In order to understand this book and its complexities, we have to fully understand this time period, otherwise the book will make little to no sense. If you don't know much about one specific event on the timeline, don't freak out. Each of you will be researching your topics tomorrow and on Wednesday for a presentation on Thursday.
But before we jumped into the mini-research projects, it's always great to analyze quotes from the text. As we did so, notice the difference in time periods once again. There are Hoover carts, women wear talcum, and blacks and whites are not treated equally.
For your homework tonight, take the quotes we read and analyzed today in class (go to Schoology, under the Mockingbird folder, labeled TKAM Quotes for DE Journals) and pick 6 that you want to write about. With the sheet we gave you for homework, pick 6 quotes that you can make personal connections to your life about. How do these 6 quotes relate to something happening in your own life right now or something you experienced in the past? The more personal connections you make to a text, the more you remember it, and the more you engage with the text.
Please do your best on this assignment. It will be graded.
And please don't forget, your HOMS Projects are due Friday!
DEETS:
--Do Now
--American History Timeline
--TKAM Quotes
--Double-entry Journals
HW:
--Double-entry Journal
--HOMS Project due Friday!
Friday, March 1, 2013
Test Taking 101
Today you took the House on Mango Street test. If you played Jeopardy again last night and used the study guide, you should have been fine. There were no surprises to this test. Mr. Hannah and I told you exactly what would be on the test--short answer, multiple choice, annotation, and open response. I hope you all studied and did well.
As for the take-home section, please make sure to annotate the vignette according to the standards we have gone over in class. Remember to annotate the title, highlight or underline important information, make comments in the margins, identify literary terms, circle and define unknown vocabulary words, and write down the message.
As for the paragraphs, remember the format we discussed in class:
M--main idea (topic sentence that has the title and author of the book, and restates and answers the question)
E--evidence (quote from the story)
A--analysis (explain the quote in other words, analyze it)
L--link (concluding sentence that summarizes the main idea and adds a new idea)
This section of the test is worth 30 points so please do your very best work on it.
Also, make sure to get a head start on your House on Mango Street projects, because as we said before, we will not be giving any class time to complete this.
Next week, we will be jumping right into To Kill A Mockingbird.
Have a great weekend!
DEETS:
In-class:
--HOMS Test
HW:
--Take-home part of the HOMS Test (annotation/paragraphs)
--Start HOMS Projects
As for the take-home section, please make sure to annotate the vignette according to the standards we have gone over in class. Remember to annotate the title, highlight or underline important information, make comments in the margins, identify literary terms, circle and define unknown vocabulary words, and write down the message.
As for the paragraphs, remember the format we discussed in class:
M--main idea (topic sentence that has the title and author of the book, and restates and answers the question)
E--evidence (quote from the story)
A--analysis (explain the quote in other words, analyze it)
L--link (concluding sentence that summarizes the main idea and adds a new idea)
This section of the test is worth 30 points so please do your very best work on it.
Also, make sure to get a head start on your House on Mango Street projects, because as we said before, we will not be giving any class time to complete this.
Next week, we will be jumping right into To Kill A Mockingbird.
Have a great weekend!
DEETS:
In-class:
--HOMS Test
HW:
--Take-home part of the HOMS Test (annotation/paragraphs)
--Start HOMS Projects
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