April 23, 2014

11: Study Hall. Students were given the opportunity to make up/catch up on work because of EAP Testing.

10: Create online portfolio. See Detailed instructions in the post below. Students were instructed on how to submit essays to their Blueprint account. 2 Essays are required, 3 additional entries can be submitted for a homework pass.

from Turnitin to BLUEPRINT

Objective: Create an online writing portfolio.

1. Download your essays from turnitin.com. These should come in the form of .pdf, .doc, .docx, or .txt. files. 

* If you submitted your file from Google Docs you can do one of 2 things

1. You will need to sign into your google account and download your document as a .docx file OR 2. Download your file from turnitin.com as a .pdf.

2. Upload them into your Blueprint account under “Journal” entry. 

3. Label your entry in the following format: 

Grade Narrative/Expository/Argument Title Zamora This would look like

11 Expository Cisneros ESSAY Zamora
11 Narrative Reflective ESSAY Zamora
11 Argument Huck Finn ESSAY Zamora

10 Expository Of Mice and Men ESSAY Zamora
10 Argument Controversial Issue Argumentative ESSAY Zamora

4. Juniors should have 3 essays uploaded to Blueprint. Sophomores should have 2 essays uploaded to Blueprint. Essays are listed above.

5. I will give you a homework pass (worth 1 ten point assignment) if you submit 3 of the following entries into your portfolio with the appropriate labeling.

11th: Paragraphs (Woman Hollering Creek, Crucible Act 3, Crucible Act 4, Frederick Douglass, Owl Creek, Gatsby Chapter 2, Gatsby Ch 3)

11 Expository Woman Hollering Creek Paragraph Zamora
11 Expository Crucible Act 3 Paragraph Zamora
11 Expository Crucible Act 4 Paragraph Theme Zamora
11 Expository Frederick Douglass Paragraph Comparison Zamora
11 Expository Owl Creek Paragraph Compare Contrast Zamora
11 Expository Gatsby Chapter 2 Paragraph Characterization Zamora
11 Expository Gatsby Chapter 3 Paragraph Verisimilitude Zamora

10th: Autobiographical Incident, Socratic Seminar Reflection (1-3), Sci Fi Paragraphs, Night Paragraphs

10 Narrative Autobiographical Incident ESSAY Zamora
10 Expository Socratic Seminar Reflection 1 Kite Runner Ch 1-4  Zamora
10 Expository Socratic Seminar Reflection 2 Kite Runner Ch 5-7 Zamora
10 Expository Socratic Seminar Reflection 3 Kite Runner Ch 8-11 Zamora
10 Expository Harrison Bergeron Paragraph Zamora
10 Expository Sound of Thunder Paragraph Zamora
10 Expository Night Section 1-2 Paragraph Theme Zamora
10 Expository Night Section 3 Paragraph Imagery Develops Theme Zamora

 

April 22, 2014

11: Explain context, significance and connection. In pairs, students completed a reading log based of a quote reflecting Nick’s incredulity of Gatsby’s story. The reading log used the following format Reading Log Format w Rubric. Students were to explain the context answering who, what, where, when, why and how. Then students explained the significance by identifying a literary term the author used to develop meaning. Finally students explained a thematic connection the quote developed. Students discussed these aspects of the reading log and wrote down their ideas.

HW: Finish chapter 4 (audio) and questions.

10: Determine meaning. Cite evidence. Students prepared their Socratic Seminar Reflection (completed for homework) for submission. In the opening paragraph, students highlighted main idea and numbered the ideas covered. In the second and third paragraph, students circled the word agree or disagree and numbered the ways in which they agreed/disagreed with the point. In the last paragraph, students highlighted strengths of the group and themselves. Students then worked in groups to determine the meaning of words found in KR Voc 5. At the end of class, we read part of chapter 12 and answered questions 1-2 found in KR ?s 10-12.

HW: Read chapters 12 and complete ?s.

April 21, 2014

11: Determine paragraph elements and meaning of words. Students exchanged paragraphs (written over the weekend) and identified key parts. They highlighted integrated and cited evidence, numbered sentences of commentary and underlined the wisdom in their concluding sentence. Then students did vocabulary for chapter 4 by writing the sentence from the book and the definition. Then as a class we read as much of chapter 4 as possible. Students answered questions Gatsby Questions Chapters 4-6 for chapter 4 on their Gatsby Notes.

Notebook Entry of the Day: Gatsby Ch 4 Vocabulary and ?s

HW: Read to page 74 and answer questions #1-7

 

10: Pose and respond to questions in socratic seminar. Students participated in a socratic seminar today. All students must complete a Socratic Seminar Evaluation (Instructions: Socratic Seminar Notes and Evaluation) This evaluation should be about a page and a half hand written, in ink.

Absent during socratic seminar? It is impossible to re-create the experience. So you will need to write a fully developed paragraph (Topic sentence, 2 pieces of evidence with commentary and a concluding sentence) on each of the following 3 topics.

 

1. What does Amir mean when he says that he “was the monster in the lake”? Where have we seen this phrase before? What is the significance of Amir’s use of this phrase in terms of understanding his character and how he feels about himself?

2. How does Hosseini highlight Amir’s cowardice in the scene with the Russian soldier?

3. Compare and contrast Baba’s business life in Afghanistan with his business life in the United States. How has Baba changed? What qualities remain?

Notebook Entry of the Day: None

HW: Finish written evaluation of socratic seminar.

April 18, 2014

11: Cite strong evidence. Compose organized paragraph. Students took a quiz on chapter 3 of Gatsby. Then we turned our focus to the idea of verisimilitude (illusion) vs. reality. Students looked at examples centering around Gatsby (47), Daisy (16-17), Myrtle (30, 36) and Owl Eyes (45). Students pulled quotes that represented the illusion each character portrayed/saw and quotes that represented the reality of their plight/experience. Then students synthesized the evidence to come up with a topic sentence (ex. characters try to escape their reality). Students will write a paragraph based on this topic sentence and bring it to class on Monday.

Notebook Entry of the Day: Verisimilitude – Illusion vs. Reality

HW: Compose organized paragraph with integrated evidence, commentary, transitions and concluding sentence.

10: Make supported claims. Students took a quiz on chapters 10-11 and vocabulary list #4. Then students worked on an interpretive page. Students came up with their own claim for chapter 11.

HW: Finish interpretive page. Come up with 2 socratic seminar questions for chapters 8-11

April 17, 2014 (Period 4-5 Only)

Period 4-5: Make supported claims. In pairs, students were given time to complete an Interpretive Page. Once time was up, students had to check for page references, highlight integrated evidence, number evidence used, number similarities between symbol and subject, and circle claim. The class then read part of chapter 11 and answered corresponding questions in groups. KR ?s 10-12.

Notebook Entry of the Day: Kite Runner Chapter 11 Questions

HW: Finish chapter 11 and complete questions. There will be a quiz on chapters 10-11 and the vocabulary on Friday.

 

April 16, 2014

11: Evaluate paragraph. Cite evidence to support conclusions. Students submitted their character charts that were part of their Gatsby Notes. Students then identified parts of the paragraph they completed last night as homework. They highlighted integrated evidence, numbered sentences of commentary, underlined concluding sentence, and circled transitions. Once they identified parts, they evaluated the paragraph based on what was included and neglected. Then the class read part of chapter 3 and started Gatsby Notes 4/16: Chapter 3 Questions. Students first discussed what they thought “verisimilitude” meant. I explained that it was the act/illusion of being real. This one of the focus points of the chapter and would be developed as they answered questions for chapter 3 found in Gatsby Questions Chapters 1-3. We read to the bell and students answered questions in groups.

Notebook Entry of the Day: Gatsby Chapter 3 Questions

HW: Finish chapter 3 and questions. There will be a quiz on Friday.

Period 3: Make supported claims. In pairs, students were given time to complete an Interpretive Page. Once time was up, students had to check for page references, highlight integrated evidence, number evidence used, number similarities between symbol and subject, and circle claim. The class then read part of chapter 11 and answered corresponding questions in groups. KR ?s 10-12.

Notebook Entry of the Day: Kite Runner Chapter 11 Questions

HW: Finish chapter 11 and complete questions. There will be a quiz on chapters 10-11 and the vocabulary on Friday.

Period 4-5: Cite evidence to support analysis. Students read chapter 10 of Kite Runner today in class. Students worked in groups to answer questions for chapter 10 (handout: KR ?s 10-12).

Notebook Entry of the Day: Kite Runner Chapter 10 Questions

April 15, 2014

11: Compose paragraph with evidence. Students took a quiz on Gatsby Chapter 2. Students then continued on their Gatsby Notes by adding an entry for 4/15: Vocab and Characterization. Students took time to determine the meaning of words for chapter 3. Students wrote down the sentence and definition of the following words: gaudy (40), permeate (40), innuendo (40), vehemently, sauntered, ascertain. Students then were given time to gather information for the character charts for Tom, Nick, Jordan and Myrtle. Here is the model for the character charts: Character Chart Daisy. Groups then decided to answer the following questions based on the character of the groups choice.

  • What is a particular character’s motivation?
  • With what is a particular character struggling, internally or externally?
  • Does a particular character surprise readers? Or is she dull and uninspiring?
  • How do most readers feel about a particular character? Positive or negative?
  • Which character is most affected by the main conflict of the narrative?
  • How does the author choose to reveal the attributes of her characters?
  • How do the actions and motivations of the characters develop the meaning of the piece?

Then groups created a common topic sentence for a paragraph based on the last question listed above. The sentence has a skeleton that looks like: The characterization of ____________ develops the idea/theme of ________.

Students are to write a paragraph supporting the groups topic sentence. A developed paragraph might contain two pieces of evidence, each accompanied by strong, convincing analysis. But a well-developed paragraph might contain three or more pieces of evidence along with highly convincing analysis. Here is the handout (Methods of Characterization) I passed out today that will help in developing this paragraph.

HW: Students will write a paragraph about the characterization of one of the characters and how this develops a theme.

10: Cite evidence to support analysis. Students read chapter 10 of Kite Runner today in class. Students worked in groups to answer questions for chapter 10 (handout: KR ?s 10-12). Students then worked in pairs to come up with a claim to complete an Interpretive Page. After a claim was approved, students worked with their partner to pull evidence. This interpretive page will be due 20 minutes into the next period.

THANKS to ST from period 2 for reminding me to post! Extra Z-Pass always helps.

Aprili 14, 2014

11: Determine character traits. Cite strong evidence. Students finished reading chapter 2 (audio). Then students took notes on direct and indirect characterization. Students copied Character Chart Daisy from the board. Groups were assigned the following characters to complete similar charts: Tom, Nick, Jordan, Myrtle. Groups divided the work amongst their members. Tomorrow, groups will have the first 15 minutes of class to exchange information so that all members have charts on all 5 characters. This information be used in an in-class paragraph tomorrow.

HW: Finish character chart

10: Determine meaning of words. Cite strong evidence. Students submitted questions for chapters 8-9 and highlighted evidence used in questions (Chap 8:2, 3, 4, 9, 10) (Chap 9: 3, 5, 6). Students were given time to determine meaning for KR Voc 4. Students then paired up and completed KR IP Ch 8-9. At the end of the period students identified pieces in their interpretive page: cite quotes w/page numbers, underline claim in explanation, highlight evidence used in the explanation, circle symbol in symbol explanation, # the ways in which subject and symbol are similar.

HW: Finish interpretive page.

April 11, 2014

11: Explain how setting reflects character. Students started their 4/11 Gatsby Notes: Vocabulary, Setting and ?s by defining and writing sentences for the following words: desolate (23), impenetrable (23), sumptuous (25), indeterminate (27), apathetically (29), incessant (30). Students then read pages 23-26 of chapter 2 and answered questions 18-20 on Gatsby Questions Chapters 1-3. Students then pulled evidence about setting for the end of chapter 1 and the beginning of chapter 2. Students then applied their evidence to Gatsby Analysis of Setting GO. Students will draw, label and explain how setting reflects character on the handout.

HW: Finish Gatsby Analysis of Setting GO.

10: Cite evidence tos support conclusions. Students took quizzes for chapter 8-9 and vocabulary list #3. Students then took the school bullying survey. Then as groups students worked on questions for chapter 8-9. Students need to pull evidence for the following questions Ch 8 (2, 3, 4, 9, 10) and Ch 9 (3, 5, 6) (KR ?s 6-9)

HW: Finish questions for chapter 8 and 9.

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