9/8 Half day

seating chart

chromebook setup

google classroom setup

remind.com set up

read syllabus or do for homework

prompt 1 for homework: Write a paragraph on the following:  Is it better to use cooperation or competition to achieve success? - due tomorrow

9/9

show syllabus

show weebly

show how to bookmark

collect paragraphs - ensure MLA formatting and submit

learn to submit to google classroom

7 elements of character:

1. Physical Appearance

2. Personality (words and actions)

3. Background

4. Motivation

5. Relationships

6. Conflict

7. Change

9/10

finish presentations - Logan’s group goes first

resubmit paragraph and reformat paragraph in MLA formatting

make copy of paragraph, and resubmit the old one

Begin making revisions to copy of paragraph - new one due 9/16 at class time

revisions: topic sentence, reasons listed, explicit examples, concluding sentence, dead words, word choice, sentence start variety, sentence combining, etc...

9/11

Kid president - annotate for 7 characters

https://www.youtube.com/watch?v=RwlhUcSGqgs

continue revision on paper

dead words examples to help

they can still do their work

They can still (complete, finish, accomplish, execute, perform, finalize, carry out, etc...)

whoever gets the higher score gets a prize

Whoever earns the higher score wins a prize

you can have other people help you

People can ask other people to help them.

Participants can invite others to help them.

It will take longer to get other projects done

It will take longer to accomplish other projects.

9/14 Monday

MAP test reading (Briggs/Moleski testing Thursday and Friday)

work on revisions of paragraph after testing

Concentrate on transitions from one idea to the next. For instance, if you say that listening trumps talking because the listener needs to learn to empathize, then the next thing I’m going to expect to read is something about empathizing.  The sentence after that will likely be more specifically about empathizing yet.  The sentence after that will most likely be an example of what you’re talking about with empathizing.

Next, look at your word choice.  Are your words precise and specific to your purpose?  Don’t use “filled” if you mean “infested” or “adorned”.  (Remember “the room was filled with freshmen”?.) Choose each word carefully.

Check for dead words:  If a strong, vivid verb follows the highlighted word, then unhighlight the highlighted word.  If “not” follows the highlighted word, then go to the next word to check its vividness.  Sometimes a sentence may say “He is not going”.  THe NOT separates the two verbs from each other.  In this case, while “going” isn’t super exciting, it is an action verb, and you can unhighlight the “is”.  If the highlighted word is NOT followed by an exciting verb, then you must find a way to change it. Words that are pronouns (I, me, you we, us, etc...) have no place in this paper.  Find ways to use a generic term for them. For the word “that”, you need to read the sentence without the word “that” in it, and if it makes sense without it, then omit it.  If it sounds too funny or doesn’t make sense, then keep it in and unhighlight it.

remember to make your paragraph Times New Roman size 12 font with 1 inch margins

try to add at last 2 examples of your point in your paragraph.

you may enter your paragraph words into ABCya.com in the cloud generator to see how frequently you use each word by its size - larger indicates you use it more than smaller.

You may also make a three column chart with one column being the first four words of each sentence, every verb from each sentence, and then the number of words in each sentence -- this will tell you if you vary the beginnings of your sentences, what verbs you use, and if your sentences may or may not be too long or too short.

9/15

review elements of character by drawing them

http://vocab.com/join/X5V6HE - join vocab.com and start studying list of vocab words

http://vocab.com/lists/759094 - learn this list of words

finish reading map test

after testing, work on vocab.com

9/16

new paragraph revised due today

Read “Utterly Perfect Murder” - annotate for 7 elements

9/17

MAP test language

study vocab or work on paragraph when done

9/18

UPM Kahoot

share UPM annotations with group

discuss conflict

Re-read UPM and look for three types of conflict - highlight in one of three colors for one of the three

9/21 Monday

finish highlighting conflicts in UPM

share conflict examples

list all things literary (things to think  about when reading as well as component of ELA that you’ve learned to look for in class)

logos, pathos, and ethos

Lit lab -  pre-assessment

9/22

Lit Lab - survey and 1st lessons

discuss new info we learned from reading again - what does that say?

create some “thinking questions”

vocab kahoot

9/23

vocab test

new vocab, and vocab practice

9/24

retake vocab - technical glitch - sorry :(

Lit Lab

9/25

get extension for KAMI

show how to annotate on a pdf

remind what we are reading for: author's purpose, elements of character, conflicts, appeals, and anything else “Englishy” that you have learned about in previous years.

I read aloud (we voted - second read through will be on own) “The Bass the River and Sheila Mant”

assembly schedule

9/28 Monday

Quick Kahoot on Sheila

rearrange desks in backwards facing circle

share/compare annotations in pairs assigned by (magic) deck of cards

quick game of “Sheila” details in groups on polleverywhere.com

Begin thesis proof to be fodder for paper

Second read through of “...Sheila Mant..” to find proofs for the provided thesi

9/29

Lit Lab

9/30

counselors for 15 minutes (warning: they will have candy)

thesis proof paragraphs -

vocab.com practice for new words.

plot line is next

10/1

Lit Lab

kahoot for vocab

review - elements of char, conflict, plot line, vocab

10/2

vocab test

new vocab on vocab.com

10/5 Monday

Short Story Elements - (focus on Characterization)

10/6

New seating Chart

Lit Lab

review yesterday’s learning

10/7

“The Devil and Daniel Webster”

10/8

finish  reading “TDADW” look for words we don’t know and note them

10/9

moving lit lab to M, T, Th next week  -want to finish “Devil and Daniel”

reread to find evidence for thesis

together: The short story “The Devil and Daniel Webster” illustrates that sometimes it is necessary for people to gamble everything in order to improve their lives or the the lives of their families.

Alone: pick one of the following to write on for your own paragraph

  1. In “The Devil and Daniel Webster”, the author uses dialogue to demonstrate that people are obsessed with material wealth.

2. The setting in “The Devil and Daniel Webster” helps illustrate the theme that good will overcome evil.

3. The characterization in “The Devil and Daniel Webster” helps illustrate the theme that good will overcome evil.

10/12 Monday

Quick seat change

Write together in class - paragraph on The conflict in “The Devil and Daniel Webster” helps illustrate the theme that good will overcome evil.

In pairs, find evidence of conflict that show good will overcome evil - put on little whiteboards

gallery walk and pick 3 strongest argument

use three (or 4) in paragraph in class - type with me

(Didn’t quite finish - one sentence to go and then need to revise)

10/13

On own, select one of the 3 listed from last Friday and write your own due tomorrow.

Lit Lab

10/14

Collect paragraph

lit lab

http://www.businessinsider.com/the-5-most-viral-cell-phone-ads-of-all-time-2013-2

10/15

Lit Lab

vocab.com study for test with “practice”

10/16

vocab test - tried and didn’t take -- too difficult, will take on Friday, 10/23

shared real-world reason we write the evidence paragraphs we write in 9th grade

10/19 Monday

review metaphors, similes, and personification

read “The Jacket” by Gary Soto

read in groups aloud first

then read alone and highlight metaphor in yellow, simile in green, and personification in purple

talk about metaphors and similes we highlighted

10/20

Brown Bag Lunch

Lit Lab

10/21

returned paragraph explanation - redo due date is 10/22

review imagery

discuss personification we highlighted

search for imagery and highlight in red

10/22

“The Jacket” Paragraph: together thesis: The jacket is used as a symbol to portray poverty

Alone thesis: Pick one: The jacket is used as a symbol to portray the narrator’s insecurities OR the jacket is used as a symbol of the narrator’s self-destruction OR the jacket is used to illustrate development of the narrator OR Soto uses humor to write about a painful time in his life

vocab.com  - practice this week’s words - go to Google Classroom and there is a link to the words for this week.  There should be 30 words

10/23

5 minutes of vocab.com to quickly review

VOCAB TEST

Lit Lab

10/26 Monday

lit lab

10/27

read  and annotate “Walter Mitty” - write paragraph

10/28

Read “I ain’t No Good Girl” - write paragraph

10/29

vocab test

finish “I ain’t no Good Girl”

write thesis paragraph

Lit Lab

10/30

No school

11/2 Monday

check paragraphs that are done and look at comments - make sure to try and fix those issues on

the next writings we do.

ambidextrous and demise and diminutive day new vocab activity

kahoot on all vocab - scored recorded

11/3

last lit lab

repertoire and foray and apothecary day

11/4

aggregation  and tacit and reluctant day

fixing paragraph https://docs.google.com/document/d/1L50Xp3KzlNInsYNX7KXU5mtQN8RQGgtp7eTYBS2fpuQ/edit

remind to turn in “I ain’t no Good Girl” paragraph

11/5

COUNSELORS - career cruising

auspicious day - give fortune cookie fortunes with

11/6

write and turn in “I ain’t no Good Girl” paragraph

finish fixing and turn in the Walter Mitty Paragraph

smug and pinion and ingenuous day

kahoot

11/9 Monday

Brown Bag Lunch- Holocaust Survivor

Southern Culture

11/10

vocab words - students present( turmoil logan, jarett; turbulent  Niki;  ; amiable jakub)

watch TKAM

11/11

quickly review vocab

and thwart savannah

and bland gavin day eric

review yesterday’s viewing

TKAM video

11/12

benevolence nate

interrogate liam & Hope

TKAM Movie

11/13

review vocab

new vocab

assign books

assign thesis statement - have each student select one to focus on for the novel.

and elude jason & JJ

and impudent Brenden day

review movie

TKAM Movie

Assign books - put number in computer

assign thesis options

11/16 Monday

sordid - mckenna

Chapter one:

childhood summer games - play hopscotch

discuss grumpy old person in neighborhood from a 6-year-old’s perspective

read to page 9

11/17

 - cynical hailey

adamant, tenet, provocation, altercation, glean, sordid, concession

characterize the small town we live in

weird mysterious person resident people were scared of

assign characters and mockingbird

read THROUGH chapter 2 - this is homework

chapter two:

first day of school

your first teacher

learning to read

poor family

11/18

yasmine - tenet

sean - glean

maddy - concession

JJ - allude

Quiz on chapters 1 & 2 in Google Classroom

Read chapter 3 for homework (you may start in class) -remember to look for evidence

11/19

new vocab - Kailey (adamant)

play kahoot on chapts 1-3

play hand jive

chapter three:

lice

someone (the teacher) who didn’t fit it or understand the community

helping someone (less fortunate)

learning to read

forgiveness (Calpurnia)

is it ever okay to lie( not reading with Atticus)

Chapter four:

secret hiding place

joys of chewing gum

collecting coins

paybacks (Jem rolling Scout)

Read chapter 5 for homework

make sure to be finding proof for your thesis

11/20

kahoot review of chapters

mother may I

read chapters 6 and 7

read 8 over weekend for homework

11/23 Monday

new vocab words by students

quiz on 6-8

play mother may I and marbles

read 9-10

11/24

give out birds and assign characters - show how to fill our character chart - show bird mobile

vocab review

quiz on 9

read 10

11/25 Half day

BIG vocab test

study new vocab at vocab.com

11/30 Monday

review 1-10

QUIZ on 10

write intro RD paragraph (like a precis - see for example: http://blogs.fruitportschools.net/egrimm/2014/02/04/english10b-precis-example-for-book-thief/) - started to give instructions: author name (never use only first name, always both or only last), genre, title (books or movies underlined or italicized, articles or stories in quotations marks), thesis, provide reasons for these (the HOW)

Talked about grabber options: quote (good one to try), definition (don’t use unless desperate), anecdote (best for speeches), pop culture, fact or statistic, shocking statement, question (don’t use in a paper unless desperate),

12/1

grading sheet

new vocab

  1. assuage
  2. auspicious
  3. compel
  4. entailment
  5. guileless
  6. inaudible
  7. inquisitive
  8. judiciously
  9. malignant
  10. meditative
  11. morbid
  12. mortification
  13. perpetrate
  14. profane
  15. quell
  16. scrawl
  17. seldom
  18. speculation
  19. tyrannical
  20. unanimous

How to write a precis - the first paragraph of the paper

vocab picture matching game

12/2

vocab start on slide 15

read 11 - homework

practice precis

12/3

more practice precis - this one was difficult yesterday (and I was uncharacteristically impatient, sorry)

more vocab words -this time with groups and for points

12/4

read 11 aloud

vocab words practice at vocab.com

12/7 Monday

Today you will review vocab for five minutes in your groups by quizzing one another from your list of vocab words. After that you will work in groups of no more than 3 (you will number off or have Mrs. Green number you off) and then create a quiz on TKAM. on chapters 1-10. The person in your group whose last name starts with the letter closest to A will type and submit for all of your group. One person can open a new Google Doc to start and then make sure ALL your names (first and last) on are top of the page. Your quiz should have at least 5 questions of each of the following types: matching, multiple choice, fill-in-the-blank, true/false, and short answer. Your must make an answer key also. The easiest way to do that is to select the whole test when you are done, copy it, paste it to the end of your test, fill in the answers (or potential answers for short answer), and then submit it where it says TKAM quiz. Your answer key needs to have parenthesis to tell where the answer can be found. Here are some ideas for what to write your questions about: match important quotes to characters, match characterization of a character to what TYPE of characterization it is (remember that from WAAAAAY back?!). Match characters to their descriptions. Ask who, what, where, when, why, and how questions. Test your test in your group before submitting it to make sure it has no errors and works. Hope your questions are good ones so that if they are chosen for our quiz, you'll already know the answers. PLEASE REFRAIN FROM USING THE INTERNET to find existing tests and test questions; please come up with your own questions.

12/8

characterization activity

12/9

read chapter 12

12/10

Hour of Code

12/11

review vocab (forgot to remind of test in time, not that I HAVE to remind them, but it’s the right thing to do)

read 13 & 14

12/14 Monday

Vocab Test - last one of semester

write first body paragraph rough draft

read 15

12/15

MAP Reading

read 16 and 17

Rough draft of body paragraph

12/16

read 18 and 19

12/17

MAP Language

read 20 (Must get thru 21 by break to stop in logical place)

12/18

read 21

1/4 Monday

review chapters 1-21 with kahoot

1/5

read chapters 22 & 23

body paragraph on character

1/6

read chapter 24

1/7

read chapters 25

body paragraph on character

1/8

read chapters 26

body paragraph on character - need three body paragraphs by Monday

1/11 Monday

Read chapter 27 & 28

write introduction paragraph, write conclusion

1/12

SNOW DAY

Final paper due Wednesday

1/13

Read chapters 29-30

write intro and conclusion for thesis paper

1/14

read 31

final paper on characterization due

MLA format 0- Due Today

find evidence of thesis - maybe work with partner who has same thesis

develop at least 3 body paragraphs

1/15

intro and conclusion - revise on own

6th hour - Savannah exam

1/18 Monday

 MLK Day, No school,

1/19

Final papers due

review for exam

1/20

NO CLASS for this class

5th Hour: 9:05-9:54 (49 minutes)

6th Hour: 9:59-10:48 (49 minutes)

LUNCH 10:48-11:23 (35 minutes)

5th Hr Exam 11:28-1:00 (92 minutes)

6th Hr Exam 1:10-2:43 (93 minutes)

1/21

1st Hour 7:35-8:21 (46 minutes)

2nd Hour 8:26-9:12 (46 minutes)

3rd Hour 9:17-10:03 (46 minutes)

4th Hour 10:08-10:53 (45 minutes)

LUNCH 10:53-11:28 (35 minutes)

3rd Hr Exam 11:33-1:03 (90 minutes)

4th Hr Exam  1:13-2:43 (90 minutes)

1/22 Half day

NO CLASS for this class

1st Hr Exam 7:35-9:15 (100 minutes)

2nd Hr Exam 9:25-11:04 (99 minutes)

1/25 Monday

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2/15 Monday, No school

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3/11 No school

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6/10 Half day