Friday, October 24, 2014

Friday, October 24th (Late Start--Fog)

CPR


  • If you missed class today, you missed forty minutes of reading time, which you need to make up over the weekend.  "How to Mark a Book" is due, read and annotated, by Monday.
  • Other deadlines are listed below.
  • Thanks!


Friday, October 24th, 2014
Day Four

Happy Friday, people! :-)

1:05-2:10

When You Come In
  1. Sign in.
  2. Pick up a copy of “How to Annotate.”
  3. Get out your copy of “How to Mark a Book.”

Organization
First two binder sections:
  1. Vocabulary   = yellow
  2. Reading and Annotating = beige

Reading and Annotating:
  • “How to Mark a Book

Annotation Directions:
  1. Here’s a paper copy of our current list of annotation possibilities.
  2. Reminder:  Look up words you don’t know, and write their definition next to the word in the text you’re reading.
  3. Reminder:  Wiki any references you’re unfamiliar with, so you have SOME idea what the writer is talking about.
  4. You are reading and annotating for twenty minutes.

Now:  Draw a line where you stopped, and write, “Pair-Share Break, 10/24”next to it.

Pair-Share your annotations with a new partner.
  1. What is DIFFERENT about your marginalia?
  2. What’s similar?
  3. What have we used most from the master list?
  4. What new, creative ways are we annotating?
  5. Discuss what you and your partner discovered about the above questions as a whole class.

Last Twenty Minutes of Class
  • Continue reading and annotating “How to Mark a Book”--due Monday.

Homework

  1. Finish reading and annotating “How to Mark a Book.”
  2. Post College-Prep Research assignment--all requirements on schoology.
  3. Study quizlet for ten minutes--quiz will be TUESDAY (written and matching).  Test yourself on quizlet to see if you’ve mastered it.


Welcome to Creative Writing!
Friday, October 24th, 2014
Day Four

When You Come In
  1. Sign in!
  2. Turn off your phone, and put your phone behind your name card in the phone hostage station (by the podium).

Writing Lesson
1.     What is it?
2.     Why should you care?
3.     How will it help you in this class?
4.     How will it help you next year and in college?

Writing Lesson:  Clichés
1.   Clichés--page 7—what are they?  Why are they bad for our writing?  
2. Create anti-clichés (p. 7).
a. It has to make sense! (be true)
b. It has to be original.
c. It has to put a picture in our heads!
Started at 2:36 ; ending about 2:45-ish?

  • If you’ve done your best work, and you have time leftover, read the cliché’s on pages 8 and 9, and put a check by the ones you’ve heard before.
  • Write your name in big letters across the top of your paper.

Sharing Our Work
  1. Put your name in big letters across the top of page ten.
  2. Trade FOUR TIMES for smileys and initials. (started  ______)
    1. Read all the answers.
    2. Put a smiley AND your initials by the writer’s best TWO.
    3. Keep trading!
  3. Now, DRAW A RECTANGLE around the closest thing you have to a MASTERPIECE!
  4. Share your STRONGEST answer when your number comes up.
  5. Pass it over for turn-in.  Thanks!

(on schoology)  Directions for Cliché Story Prep: (15 minutes)
1.      Click on the folder called "Cliché Lists", and create a new doc in there.
2.     Save it as YOUR LAST NAME--Cliché List.
3. Go on a cliché hunt.  In the next fifteen minutes, browse EACH of the following sites for clichés.
4. When you find a cliché that particularly strikes you (imagery, accuracy, humor) copy and paste it into a google doc titled "Cliché List".
5. Number each one as you go.
6. You need at least fifteen at the end of fifteen minutes.  (Do you know how to automatically number your list?)







Homework
  • Finish your WE#2.

Thursday, October 23, 2014

Thursday, October 23rd, 2014

Welcome to Creative Writing!
Thursday, October 23rd, 2014


When You Come In
  1. Sign in!
  2. Turn off your phone, and put your phone behind your name card in the phone hostage station (by the podium).


Peer Conference Preparation
  1. Let’s take a gander at the class folder.
  2. Discuss Advice for Revising and Editing Poetry.
  3. Type three questions at the top of your poem you want answered.
  4. Look what happens in “see revision history”.
  5. Discuss how to COMMENT on google drive.
  6.  …and now a word about partners—listen carefully.
  7. Let’s look at the  peer conference model together.  What  does a good peer conferencer do?
    1. constructive criticism
    2. corrected word usage
    3. suggestions for improvement
    4. specific replacements
  8. Share your poem on google drive with the person I assign you.
  9. Make sure you select “CAN EDIT.”


Peer Conferencing
  1. Read your partner’s three questions, so you know what they most want you to comment on.
  2. Using the COMMENT function, make at least TEN comments on each other’s poems in the margins.
  3. When you think you’re done, count your comments in the right margin, to make sure you have ten.
  4. Finally, answer each of the questions your partner typed.  Type your answer underneath each question in a different color of ink.


Reminder:  The only acceptable places to be on your computer today are as follows:
  1. google drive
  2. thesaurus.com—bookmark it now, peeps!
  3. iTunes/Pandora
  4. NOTE:  If LAN School tells me you are any place else, you lose half-credit on your daily assignment, which cannot be made up.  Make sure you are on WCSD—STUDENT so your computer is visible to me; otherwise, you lose half-credit as well.


When You Finish Your Peer Conference
You have the rest of the block for independent writing time.  You are going to write a personal essay.  
Read and follow carefully the directions below.
Thanks!


Writing Experiment #2:  Personal Essay
Comfort or Cynefin


Directions:
  1. Open a blank google doc.
  2. Copy the directions in red (below), then paste them into the top of your doc.
  3. Read the directions carefully, so you BEGIN WITH THE END IN MIND.
  4. Read the two choices you have for this assignment (Cynefin or Comfort), then select the one you most want to write about.
  5. Start your essay!  
  6. Finish for homework (due @ tardy bell tomorrow)
  7. I am the only one who will read this!  It will not be shared with anyone else in class, unless you choose to do so.


You must answer "YES" to all the following questions for 100% on this assignment.


1.      The piece is a minimum of 400 words.  My word count is in parentheses beside my name.
2.     I used paragraphs to show my shifting ideas.
3.     I used the correct MLA format for heading.  (If you don’t remember how to do this, open your Childhood Fear poem, and copy that format.)
4.     I doublespaced the whole piece.
5.     I included at least five specific examples to support what I’m saying--these five specific examples are highlighted in yellow.
6.     I used thesaurus.com to replace at least five words I ordinarily use with five more powerful, precise words--these words are highlighted in pink.
7.     All above items are complete by classtime tomorrow, at which time I will submit it .  We will talk tomorrow about how to share it and turn it in.







CPR


Day Three
Thursday, October 23, 2014

What Do Good Readers Do?  (Homework response and class discussion
  • Go to schoology for the specific requirements.

When you finish the assignment above, go to quizlet!

Independent Vocab Work
  • Study, play, and test yourself over the words.


Class Vocab Work
  1. Get a paper copy of our words.
  2. Let’s discuss some of them, and take a few notes.  
  3. Pronounce five words we don’t know well with me know.
  4. On your yellow vocab handout, select two synonyms from thesaurus.com that really focus you on the true meaning of the word.
  5. I’ll take this up for a grade after we do more words.

Reading and Annotating--Review
  1. Get out your list from yesterday’s annotation circle.
  2. Tell me what you saw the readers doing.  
  3. Check off a tactic, if you have it on your sheet.  (Don’t repeat something someone’s already said.)
  4. Put your name at the top, and turn them in to the drawer, then we are finished with our discussion, please.


Reading and Annotating:  Let’s do this!
“How to Mark a Book”
  1. Think as you read—that’s part of active reading.
  2. How do you SHOW you are thinking?  Annotations!  I’ve made big margins for you to WRITE IN.  You’re welcome!  :-)
  3. I’ll read the first three to five paragraphs aloud, and then we’ll share what annotations we’re making.
  4. Let’s start by numbering our paragraphs!

  • We read the first four paragraphs together, and then people had ten minutes on their own to read and annotate.  We will continue reading this in class tomorrow.
  • Draw a line out in the left margin where you stopped, and write, “Stopped here 10/23”.

Homework Reminders:
  1. Every day = Play quizlet for ten minutes between now and classtime tomorrow--vocab quiz Monday!
  2. Due Monday = College-Prep Research (on schoology)









Wednesday, October 22, 2014

Wednesday, October 22nd, 2014

Creative Writing

DAY TWO
Welcome to Creative Writing!
Day Two--October 22nd, 2014

When You Come In
  1. Please initial next to your name on the clipboard, please.
  2. Find your desk with your name sticky note on it in—it’s the same one you sat in yesterday.

Procedures Review
  1. Sign in every day when you arrive.
  2. Check the big screen to see what you should have ready when class starts.

Materials to Bring to Class Every Day
1.     Small three-ring binder for class.
2.     Writing implement and paper
3.     Computer, fully charged

Trust (Review)
  • Why is Trust Important?
  • What Does It Look Like?

My Expectation:  during this classtime we have together, you are always working on Creative Writing.  To that end, if you finish with any assignment today before I call time, this is what I want you to do:

Reading Assignment:  Earthbook
1.      Read and relax .  (This means you read for enjoyment.)  :-)
2.     If you’re reading a piece, and you stop enjoying it, turn the page!
3.     Did you find a piece you thought was really strong?  Or really funny?  Then record it on your worksheet.
4.     NOTE:  Make sure your reason for selecting it is a well-constructed, detailed, two sentences for each piece you pick.
DUE DATE:  Turn in this assignment to the top black tray at the end of the block today.

Writing Experiment #1
Ghosts, Monsters and Bullies (poem)

What did you fear when you were young?
  • Spiders?                                                                  
  • The dark?
  • Zombies?
  • The vacuum?
  • Clowns?

Tell me one thing you remember fearing when you were young, and I’ll record them here:
  • deep water
  • clowns
  • ghosts (2)
  • squirrels
  • Chucky
  • looking out the window at night
  • claustrophobia
  • shots
  • getting lost on the road
  • getting lost at Wal-Mart, etc.
  • death/dead people
  • getting kidnapped
  • tornados and storms
  • parents
  • spiders
  • the dark
  • open closet doors (with possible Conjuring hands)

ASSIGNMENT REQUIREMENTS:
1.      Write a poem about one of your childhood fears.
2.     Type a poem that tells a story about a time you were afraid as a child.
3.     Try to get at least twenty lines.
4.    Give it a strong title that adds a dimension to the poem.
 
Other Details
  • Use MLA format for heading.
  • On the computer, title it “WE#1--Childhood Fear Poem.”

Sharing and Work Time
  • This poem will be read by ONE other person in this room.
  • Work Time = scant 20 minutes
  • Starting @; ending about

I read models in class.  Keep in mind, these are REVISED versions of this assigment, so the rough draft you’re writing today will be, well, rougher than these:

Leah Evans (below)

The Vacuum

I can hear it
The sound that echoes through the house
The sound of impending doom
The cleaner
The vacuum cleaner
It snatches up everything in its path
The pin
The wrapper
The little, red Lego left out of the box
Then I feel it
The rumbling in the floor
It’s getting closer
I can smell it
It smells like burning rubber
Just as I start to let out a blood-curdling scream
My mom is done
Unaware of the trauma induced by her cleaning
She cuts off its power
There is no more noise
No more vibration from the beast
All is silent
But I know it will be back
Soon
Waiting
Watching
For its moment
To attack
Next time I will be ready
Ready to defend
Myself
And
My Family

ASSIGNMENT REQUIREMENTS:
  1. Write a poem about one of your childhood fears, that tells a story about a time you were afraid as a child.
  2. Type at least twenty lines.
  3. Give it a strong title that adds a dimension to the poem.
  4. Type it in google drive.

Reminder:  The only acceptable places to be on your computer today are as follows:
1.      The blog/schoology (for assignment requirements)
2.     The sites/links on the blog
3.     thesaurus.com—bookmark it now, peeps!
4.     Google drive
5.     iTunes/Pandora
NOTE:  If LAN School tells me you are any place else, you lose half-credit on your daily assignment, which cannot be made up.  Make sure you are on WCSD—STUDENT so your computer is visible to me; otherwise, you lose half-credit as well.

Last Twenty Minutes of Class:  Vocabulary

  1. Join my quizlet class.  The link is on schoology.
  2. Study the set I’ve created for you there:  “Poetry Terms”.
  3. (We will need this vocabulary when we peer conference our Ghosts, Monsters, Bullies poems.)


CPR


DAY TWO
Wednesday, October 22nd, 2014


  • Sign in, lovelies!  Thanks!
  • Grab the two green sheets off the sign-in table!


Materials Needed for Class
  • Small three-ring binder
  • Writing implement
  • Computer every day, fully charged
  • Five dividers


Review Big Picture
Based on the title of this class, what skills do you think we’re going to be working on this term?  
1.      Reading closely
2.     Annotating
3.     Vocabulary-Building
4.     Note-Taking
5.     Academic Discussion
6.    Thinking—I put this last, but really, let’s not forget to think—deal?
NOTE:  You’ve received a copy of the syllabus today, and I’ve posted a copy of the syllabus on schoology in the “Big Picture Reading” folder, FYI.


Journal Response (Ten Minutes)


“The unread story is not a story;
it is little black marks on wood pulp.
The reader, reading it,
makes it live: a live thing, a story.”


Ursula K. Le Guin


Strategy:  I used a reading strategy called phrasing, or chunking, where you break a long, complex sentence or paragraph into smaller, more manageable bits, to try to understand it better.


Review:  How can we respond to a quote?
➢ Connect:     Relate to it by making a connection to yourself.
➢ Question:    Ask a question(s).
➢ Comment:   Agree with it, in part or in whole.
➢ Comment:   Disagree with it, in part or in whole.
➢ Clarify:        Say what you think it means.
➢ Connect:     Relate to it by making a connection to something else you’ve seen or read.
…or anything else you want to write to show your thinking about the quote
  • Starting at 11:57; ending at 12:07-ish

Journal Response Explanation
  • NOW:  Share with a NEW person today.  Write your partner TWO specific comments, and aim for academic language in your writing.
1.      At least two detailed sentences
a.     Agree.
b.    Tell him/her if the journal made you think of a new idea/or something you hadn’t considered.
c.     Add on to an idea he/she says.
d.    Compliment their vocabulary—diction!
e.     Disagree, respectfully.
2.     Signed by you
3.     Make sure your name, date and “LeGuin Quote” are at the top of your paper.
4.     Read your partner’s comments, then turn it in in the class drawer.


Reading and Annotating
  1. Think as you read—that’s part of active reading.
  2. Take a look at the annotation models—I need you in four groups.  
  3. Okay, take a look, page by page, at the annotation models I’ve given you.  
  4. Give everyone in the group a few pages.  
  5. NOW:  Read the annotations on the pages you have, and keep track on your notebook paper of what people are doing.
  6. Then circle-talk about what you noticed in your pages.  Go in a circle, and let EACH PERSON SHARE ONE, until everyone goes, then repeat.
  7. Add an item to your list, if you didn’t already have it.
  8. In your circle talk, your group should collaboratively come up with at least fifteen things you notice the readers doing when they annotate.


Wrap It Up
  1. Return your annotated pages to me.
  2. Tuck your list of annotations in your folder, and we will talk about them tomorrow.


Vocabulary (fifteen minutes)


11:25 and 12:52--LAST TEN MINUTES--EXPLANATION OF HOMEWORK (On Schoology)--you don’t need your computers out.  I’m going to show you a few things on my screen though.
  • If your name is here, I need you to restart your computer between now and tomorrow:  Kyle, Maribelle, Mack R, Michael.


Due Thursday:     
  • What Does a Good Reader Do to Understand and Remember?
Due Monday:        
  • College-Prep Survey
Due Every Day:   

  • Study the quizlet words for ten minute