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English 1-2 (Period 1)

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Naviance Orientation 11/7/13

This is what students completed during the Naviance Orientation on Thursday, November 7, 2013 in the Career Center. If you were absent, please complete this activity at home. The instructions follow: 

  1. Go to connection.naviance.com/sanmarino
  2. Enter your student I.D. # in the Email box.
  3. Your Password is your Student Portal Password
  4. Click “Login”

After you have logged in, you need to update your profile.

  1. Select the “ABOUT ME” tab
  2. Select “PROFILE”
  3. Click on the pencil icon and input your email address. Please provide an email address that you regularly use, your counselors will be using this site to email you notifications from now until you graduate. 
  4. Click on the Careers Tab and select the Career Interest Profiler
  5. After reviewing your results, save two careers in your student portfolio
 

First Impression Odyssey 11/8/13

Objective: Write a paragraph exploring your first impression of any character in the Odyssey. Mandatory components: claim, support, analysis. Avoid: Personal pronouns, contractions, slang, "the reader." Optional: creative title, appositive phrase, citations as "(Book. Line). 

Claim: like a thesis, does not have to include topic + idea + so what

Support: can be concrete detail (CD)- a quote from the text, can also be paraphrased examples, other Greek myth examples, or ??? from your own knowledge base outside of the class reading

Analysis: can be say/mean/matter, does not have to be- it will answer the question: How does the support prove your claim? 

There are many ways to meet this objective. You are not required to stick to the formal paragraph structure for this assignment. What is attached is merely an example of what you COULD do. Ignore the bottom example on the attachment; it is the same paragraph repeated with labels. You are not required to label your paragraph. 

 

Quiz 4 Update

I'm surprised how many of you wanted to see the scores for the quiz we reviewed yesterday. I had not planned to put them in PowerSchool, but based on your feedback....they're in now. Yikes! #trustyourteacher #curiositykilledthecat #ignoranceisbliss

10/14

Today in class...

We covered the course calendar for quarter two. 

We corrected 18.1 in the grammar books, and I collected the grammar books.

We reviewed the quiz from last Friday. The scores will NOT be put in PowerSchool. You will be quizzed again & those scores will go in PowerSchool. Remember the riding a bike analogy.

Tomorrow we begin writing boot camp. 

10/9

Today in class...

Students used whiteboards to learn the vocabulary words for "The Necklace"- they are an attachment on this website.

Students copied the plot diagram from the board into their Interactive Readers. There is a picture in attachments. 

Students finished pages 2-14 in the Interactive Reader. If not completed in class, this is homework for 10/10 class.

QUIZ FRIDAY.

10/7

Today in class...

I gave notes for grammar 18.1 (pages 21-26) Due 10/14

Students had time to complete bubble map, character recipe, and say/mean/matter

Students began work on grammar 18.1

I gave a pop "un" quiz to see what students took away from the grammar notes. This was NOT an actual quiz. 

Tomorrow, students will need grammar books & interactive readers. 

QUIZ Friday- Marigolds plot, Necklace plot, Necklace vocabulary, grammar 17.2 & 17.3, say/mean/matter

10/4

We read through the Composition Handbook. 

Page 2- Commentary

Page 3- Thesis Statement and RTT

Pages 4-6- Structure of a one paragraph essay & Sample

Page 20- Commentary

I asked students to discuss how the one paragraph essay is the same or different from other essays they have written. We used this as a spring board into SAY/MEAN/MATTER.

I reviewed the thesis as: TOPIC+  IDEA +  SO WHAT

Where topic & idea are the "interpretive assertion" and so what is the part that makes it "debatable." 

I then introduced SAY/MEAN/MATTER as commentary. 

Say- answers the question what the concrete detail SAYS about the TOPIC.

Mean- answers the question what the concrete detail MEANS to the IDEA.

Matter- answers the question why the concrete detail MATTERS to the SO WHAT. 

Using this strategy for writing, students will naturally develop CM that will RTT. 

Students then had time to practice with a partner. Board notes are in attachments for 10/5. Many students did not finish and had additional time to complete this on Monday. 

 

 

10/3

Sub Day.

Students created a bubble map of a character & her/his traits from "Marigolds" in the Interactive Reader. 

Students then used the bubble map to create a character recipe. Detailed instructions follow. There is a picture of the boards as an attachment labeled "Board Notes 10/3."

Brainstorm Bubble Map:

Students can use pencil and write it on scratch paper, but I do want them to turn it in. In the middle bubble, they write down the character’s name they are studying (they choose). In the next layer of bubbles, they write down the qualities and traits of that character. In the outside bubbles, they write down examples from the short story of the trait that is in the slightly bigger bubble. See example on board. The point of this is to prepare for the character recipe. If they have many examples for a trait, then the trait will be represented on the character recipe as a large measurement (like, 1 cup). If the trait has few examples, then it will be represented by a small measurement (like, teaspoon). Please have students turn this in to the box separately- NOT stapled to the character recipe.

 

Character Recipe:

Computer paper is by the printer by my desk and markers are in the cupboard by the door. Students can obtain these materials. This is an independent activity.

Students choose any character from the short story, “Marigolds.” On the left hand side of the page, they need to draw a picture of the character. I am grading based on thought and effort- not a realistic portrait! I will ask: Does this image represent the character as it was presented in the text? They may draw symbols or faces for the picture. On the right hand side of the page, they need a list of at least 5 measurements and ingredients (1 tbs love). Below (should be about ½ page), students need to write an explanation of how the ingredients come together to create the character. I suggested they look at recipes for homework to get ideas.

 

A note about the vocabulary assignment (due 9/27)

I am surprised at the number of students who did not turn in this assignment. Rather than address individual concerns, I'd like to send a general reminder about my policy on late work. Below is the section of my course expectations that covers LATE WORK: 

Late Work

1. I do not accept late work due to forgetfulness, laziness, or technology issues.

 

2. If you are absent (excused), you have the number of days you were absent to make up the work.

 

3. It is your responsibility to obtain and complete make up work.

 

4.  Check the website, contact study partner, email teacher, attend office hours

 

5. If absent during a test, you are responsible for making an appointment to make up the test within the same time of absence.

A. For example, if you are absent on a Tuesday (the day of the test), then you are expected to take the test on Wednesday upon your return.

 

6. Turn in absent work to the box the day it is due. Write “ABSENT” at the top, along with the dates you were absent.

 

7. If you suspect technology issues may prevent you from turning in work, email me the assignment. This is your insurance. You then have 24 hours to print the assignment and turn it in. At the top write “EMAIL.” I cannot print the assignment for you.

 

The attachment is a screen shot of the school website where the assignment is explained. It is also in several other places on the school website. 

Please make note for future assignments.