Homework: Cornell Notes from pages 85 and 88 of your SB book (B2)
Bring in magazines and the weirdest thing you can find for extra credit.
(B1) Prepare vocab cards for: Bandwagon, Avant-Garde, Testimonials, Facts and Figures, Transfer, Rhetoric, Pathos, Ethos, Logos
Wednesday, October 30, 2013
Tuesday, October 29, 2013
Monday - Tuesday, October 28-29
Monday: Library time to type your paper. The final paper is due on November 15. Email the final draft to Taven.Bennett@levy.k12.fl.us.
Tuesday: Finish Unit 1 and 2 breakdown on A24.
Tuesday: Finish Unit 1 and 2 breakdown on A24.
Friday, October 25, 2013
Friday, October 25
Test on Vocabulary, Grammar Hotspots, and punctuating quotations. We also started our Unit 1 and 2 overview.
Monday we will type in the library.
Monday we will type in the library.
Thursday, October 24, 2013
Thursday, October 24
We typed our Narrative Interviews in class. We will continue typing on Monday of next week. Tomorrow there will be a test to cover our vocabulary and grammar hotspots. Study your spiral notebook to be ready.
Thursday, October 17, 2013
Thursday, October 17
Write your conclusion. Options:
Discuss how your person feels about their coming of age.
Explain their impact on you as a person.
What lessons did you learn from the interview?
How has their coming of age impacted their adulthood.
Refer to the IMPORTANCE of their coming of age.
Do a total word count.
Go back and take out any information that was off topic.
Add explanations for anything that was too skinny.
Perfect your own paper.
Discuss how your person feels about their coming of age.
Explain their impact on you as a person.
What lessons did you learn from the interview?
How has their coming of age impacted their adulthood.
Refer to the IMPORTANCE of their coming of age.
Do a total word count.
Go back and take out any information that was off topic.
Add explanations for anything that was too skinny.
Perfect your own paper.
Wednesday, October 16, 2013
Tuesday, October 15, 2013
Tuesday, October 15
Assignment:
Complete all body paragraphs.
Use the Narrative Interview checklist to self-correct your paper.
Count your words so far and put the number at the bottom of the paper.
Be ready to write your conclusion on Thursday.
Complete all body paragraphs.
Use the Narrative Interview checklist to self-correct your paper.
Count your words so far and put the number at the bottom of the paper.
Be ready to write your conclusion on Thursday.
Monday, October 14, 2013
Announcements
All makeup work is due by Thursday.
Rough draft of Narrative Interview should be completed no later than Friday.
PSAT to be given on Wednesday to all 9th and 10th graders.
Rough draft of Narrative Interview should be completed no later than Friday.
PSAT to be given on Wednesday to all 9th and 10th graders.
Exemplar for the Narrative Interview
We have been working on writing our Narrative Interview paper in class. The rough draft should be written onto A21 and is due on Friday. Below I am including the sample paper that Springboard supplies as an exceptional paper. It is not perfect, but serves as a good outline for what your paper might sound like.
LA Level 4 Unit 1
Embedded Assessment #1: Presenting an Interview Narrative
Exemplary: Embedded Assessment 1
Embedded Assessment 1
The faint smell of grilled chicken, the sweet, warm aroma of fresh brownies, the distant sound of rain on the roof, and the heat from the fire place on my back makes it a perfect fall evening. I sit in front of the fire with my pencil poised as my grandma sits down beside me. She is wearing one of her favorite sweaters, red with a pretty black floral print, black slacks, and pink hand-knit slippers. She has the sweetest face, with eyes that light up when I start asking her questions about her past and she recalls fond memories. She thinks of her friends and many involvements, her family and church.
Florice Moffitt was born in 1930 and grew up in a Christian home in Pipestone, Iowa and was the youngest of six children. She had four older brothers and a sister. “I love the way I grew up. We were all good friends and had the best times. I remember in the winter we would have chess tournaments. Other times we would take out or tools and shovels, and make tunnels in the snow.” She chuckles as she remembers all of the many snowball fights. She and her mother were also very close. She was her best play-fellow and friend. They could talk about anything. “I had a great childhood. The only negative thing I can think of was the fact that I could not learn the piano because my sister Irene was very ill for about a year.” Her face falls and gets a very serious look as she remembers that hard period of time. “My mother and sister were both really good piano players, but I never got the chance to learn because the sound of the piano annoyed Irene while she was ill.
“In order to get into high school, you had to take a pretty big test. I was second out of my whole school,” she proudly states. “Betty was first,” she admits. Her high school was nine miles away, which meant a lot of expensive gas back then, so she lived in town, away from her family during high school. Her freshman year she stayed with her Aunt Alice. Sophomore and Junior year she lived with her sister Irene who was still recovering from her illness. She had a place to live, and was able to watch her recovering sister. They grew very close during those two years, and if they hadn’t lived together they probably never would have because they were 15 years apart. Her senior year she and her good friend Eloise rented an apartment, and on the weekends her dad came and brought her home. She matured a lot and really learned how to be
independent because she lived away from her family. It was a big turning point. She was never sad that she had to live in town because she was happy that she was able to be independent. The experience of living in town on her own has really helped her become the person that she is. She is very independent and organized, and a natural leader. In the summers, she would work on the farm, stacking the hay and even driving a tractor, a new machine for farms in the area.
Because she lived in town, she was able to be involved in many things. “I was on the newspaper staff where I got to go around school and find out information and put it into a kind of booklet. I participated in many drama productions, and took a gymnastics class. One play I was in, I was the only girl in the cast. It was lots of fun. We performed for other cities and competed for the best play.” With a huge smile on her face and chuckling she remembers, “We definitely didn’t have the best.” She even tried a couple instruments, but didn’t stay with them long. In the 8th grade, her brother took her to a church youth group in Centerville. They made her one of the leaders in the group which was special for an 8th grader. At her school, she was the salutatorian when she graduated, the second best in her school. “I always had the goal of wanting to be one of the best students. Ha ha, I was second best!” she boasts.
I tried to take in everything she recalled and just listen to her. She loved her childhood so much. “If I could change anything that happened to me, I wouldn’t. It was always good. I realize that we have a lot in common. She was in drama, and so was I. She was on the newspaper, I am in yearbook. She went to a fabulous youth group, I do too. We both want to be the best we can be in everything we do. That would be amazing if I could be the salutatorian like my grandma, and I know she would be very proud of me. As I wrote down her last comments, I thanked her for her time and thought to myself that we just grew closer and I respect her even more for all that happened to her in high school. I hope that I can accomplish as much and as many amazing things as she had done in her life.
LA Level 4 Unit 1
Embedded Assessment #1: Presenting an Interview Narrative
Exemplary: Embedded Assessment 1
Embedded Assessment 1
The faint smell of grilled chicken, the sweet, warm aroma of fresh brownies, the distant sound of rain on the roof, and the heat from the fire place on my back makes it a perfect fall evening. I sit in front of the fire with my pencil poised as my grandma sits down beside me. She is wearing one of her favorite sweaters, red with a pretty black floral print, black slacks, and pink hand-knit slippers. She has the sweetest face, with eyes that light up when I start asking her questions about her past and she recalls fond memories. She thinks of her friends and many involvements, her family and church.
Florice Moffitt was born in 1930 and grew up in a Christian home in Pipestone, Iowa and was the youngest of six children. She had four older brothers and a sister. “I love the way I grew up. We were all good friends and had the best times. I remember in the winter we would have chess tournaments. Other times we would take out or tools and shovels, and make tunnels in the snow.” She chuckles as she remembers all of the many snowball fights. She and her mother were also very close. She was her best play-fellow and friend. They could talk about anything. “I had a great childhood. The only negative thing I can think of was the fact that I could not learn the piano because my sister Irene was very ill for about a year.” Her face falls and gets a very serious look as she remembers that hard period of time. “My mother and sister were both really good piano players, but I never got the chance to learn because the sound of the piano annoyed Irene while she was ill.
“In order to get into high school, you had to take a pretty big test. I was second out of my whole school,” she proudly states. “Betty was first,” she admits. Her high school was nine miles away, which meant a lot of expensive gas back then, so she lived in town, away from her family during high school. Her freshman year she stayed with her Aunt Alice. Sophomore and Junior year she lived with her sister Irene who was still recovering from her illness. She had a place to live, and was able to watch her recovering sister. They grew very close during those two years, and if they hadn’t lived together they probably never would have because they were 15 years apart. Her senior year she and her good friend Eloise rented an apartment, and on the weekends her dad came and brought her home. She matured a lot and really learned how to be
independent because she lived away from her family. It was a big turning point. She was never sad that she had to live in town because she was happy that she was able to be independent. The experience of living in town on her own has really helped her become the person that she is. She is very independent and organized, and a natural leader. In the summers, she would work on the farm, stacking the hay and even driving a tractor, a new machine for farms in the area.
Because she lived in town, she was able to be involved in many things. “I was on the newspaper staff where I got to go around school and find out information and put it into a kind of booklet. I participated in many drama productions, and took a gymnastics class. One play I was in, I was the only girl in the cast. It was lots of fun. We performed for other cities and competed for the best play.” With a huge smile on her face and chuckling she remembers, “We definitely didn’t have the best.” She even tried a couple instruments, but didn’t stay with them long. In the 8th grade, her brother took her to a church youth group in Centerville. They made her one of the leaders in the group which was special for an 8th grader. At her school, she was the salutatorian when she graduated, the second best in her school. “I always had the goal of wanting to be one of the best students. Ha ha, I was second best!” she boasts.
I tried to take in everything she recalled and just listen to her. She loved her childhood so much. “If I could change anything that happened to me, I wouldn’t. It was always good. I realize that we have a lot in common. She was in drama, and so was I. She was on the newspaper, I am in yearbook. She went to a fabulous youth group, I do too. We both want to be the best we can be in everything we do. That would be amazing if I could be the salutatorian like my grandma, and I know she would be very proud of me. As I wrote down her last comments, I thanked her for her time and thought to myself that we just grew closer and I respect her even more for all that happened to her in high school. I hope that I can accomplish as much and as many amazing things as she had done in her life.
Wednesday, October 9, 2013
Wednesday, October 9
Your interview is done:
Make sure you completed your notes, added to them, and completed a Narrative Interview Chart
Decide your main topics, color code them, and create an outline onto A19.
Make sure you completed your notes, added to them, and completed a Narrative Interview Chart
Decide your main topics, color code them, and create an outline onto A19.
Monday, October 7, 2013
Monday - Tuesday, October 7-8
Monday - We practiced organizing and outlining notes from an interview. If you were absent, no makeup work.
Tuesday - Substitute: Finish the test from last Friday. Students should read pages 42-46 in their SB. There are 20 chunks labeled. Next to each chunk, students should summarize that part in exactly 7 words. They should write in the margins of their books. For extra credit, they can write to explain: How does “First Love” address our theme Coming of Age? What is the importance of the author’s experience?
Tuesday - Substitute: Finish the test from last Friday. Students should read pages 42-46 in their SB. There are 20 chunks labeled. Next to each chunk, students should summarize that part in exactly 7 words. They should write in the margins of their books. For extra credit, they can write to explain: How does “First Love” address our theme Coming of Age? What is the importance of the author’s experience?
Friday, October 4, 2013
Friday, October 4
We took a surprise test in class on the story "Eleven" and the poem "Same Song".
Due Monday:
Notes from your interview on A18
Narrative Interview chart on A17
You should not start writing your paper!
Due Monday:
Notes from your interview on A18
Narrative Interview chart on A17
You should not start writing your paper!
Thursday, October 3, 2013
Wednesday - Thursday, October 2-3
In class we completed grammar worksheets and talked about the grammar requirements for the Embedded Assessment paper:
I have paragraphs. I started a new paragraph each time I began a new thought.
I only capitalized letters that begin sentences or name a proper noun.
I always capitalized I because I am important.
I used THERE, THEY’RE, and THEIR correctly
There is no way I’m going to put their books in my looker. They’re crazy!
I used IT and IT’S correctly.
It isn’t my fault it’s cold in here.
I used TO, TWO, and TOO correctly.
I’m going TO walk TO the store for TWO gallons of milk. Do you want TO come, TOO?
THERE ARE NO FRAGMENTS IN MY PAPER. I have read it aloud one time and stopped and after each sentence, listening to make sure my thoughts are complete.
I did not use made up words (gonna, wanna, shoulda) and I didn’t use third grader words (stuff, good, bad, a lot)
I used a variety of sentence structures. Some sentences are short, while others are long. My paper does not sound like a sing songy list.
I punctuated all direct quotation marks correctly.
Mrs. Bennett scolded, “I can’t believe you weren’t paying attention in class!”
I did not use WAS, IS, BE, SHOULD, HAVE more than once per paragraph. Instead, I used active verbs.
She is a teacher. NO! YES! She works as a teacher.
I have paragraphs. I started a new paragraph each time I began a new thought.
I only capitalized letters that begin sentences or name a proper noun.
I always capitalized I because I am important.
I used THERE, THEY’RE, and THEIR correctly
There is no way I’m going to put their books in my looker. They’re crazy!
I used IT and IT’S correctly.
It isn’t my fault it’s cold in here.
I used TO, TWO, and TOO correctly.
I’m going TO walk TO the store for TWO gallons of milk. Do you want TO come, TOO?
THERE ARE NO FRAGMENTS IN MY PAPER. I have read it aloud one time and stopped and after each sentence, listening to make sure my thoughts are complete.
I did not use made up words (gonna, wanna, shoulda) and I didn’t use third grader words (stuff, good, bad, a lot)
I used a variety of sentence structures. Some sentences are short, while others are long. My paper does not sound like a sing songy list.
I punctuated all direct quotation marks correctly.
Mrs. Bennett scolded, “I can’t believe you weren’t paying attention in class!”
I did not use WAS, IS, BE, SHOULD, HAVE more than once per paragraph. Instead, I used active verbs.
She is a teacher. NO! YES! She works as a teacher.
Tuesday, October 1, 2013
Spiral Contents as of October 1
A1: Who am I
2: Cornell Notes handout
3: Notes about Mrs. Bennett
4: Obituary
5: Vocab cards
6: Quickwrite about your name
7: Notes on SB pages 1, 4
8: Voice chart
9: Quickwrite redo with VOICE
10: Vocab cards
11: Quotation notes
12: Interview Notes
13: Introduction of partner
14: Short answer format
15: “Cut” Narrative Interview chart
16: KWL about interviewee
17: Narrative Interview chart (blank until after interview)
18: Cornell Notes with interview questions written in the skinny column
2: Cornell Notes handout
3: Notes about Mrs. Bennett
4: Obituary
5: Vocab cards
6: Quickwrite about your name
7: Notes on SB pages 1, 4
8: Voice chart
9: Quickwrite redo with VOICE
10: Vocab cards
11: Quotation notes
12: Interview Notes
13: Introduction of partner
14: Short answer format
15: “Cut” Narrative Interview chart
16: KWL about interviewee
17: Narrative Interview chart (blank until after interview)
18: Cornell Notes with interview questions written in the skinny column
Tuesday, October 1
In class I interviewed another teacher at CHS. I modeled how to take notes and fill out the Narrative Interview Chart. You are now ready to schedule your interview! Show up with your spiral. It should have your notes and your Narrative Chart ready to go. Your interview must be complete by Monday, October 7.
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