Monday - Watch "Charlie and the Chocolate Factory" and look for Tim Burton's stylistic choices. Fill out the chart.
Tuesday - Make a web of three stylistic choices. Add to the web from "Big Fish." Turn in your chart from Monday.
Wednesday - Go over an exemplar paper. Writing thesis statements. Highlight Tim Burton information that will fit in your paper. "Big Fish"
Thursday - Create an outline for your paper. "Corpse Bride"
Friday - Begin writing. "Corpse Bride"
Tuesday, March 11, 2014
Wednesday, March 5, 2014
Week of March 3
Monday:
What would you expect from Tim Burton, now that you know about his possible style?
At the top of page 169, make a prediction about what you expect to see from Tim Burton…
Also, copy the short definitions of MOOD and TONE onto the top of 158
We watched the movie and looked for examples of mood and tone.
Tuesday:
On C14: Fold your paper hotdog style, creating two columns. Fill in the blanks using page 158 and 169 in your SB. (Yes, you must do two separate sentences) They may work together. Write one on each side of the page.
a. Tim Burton uses _(a cinematic technique)__ to create _(a mood or tone). In the scene ____(example)___________. Burton makes the audience (the effect).
b. Tim Burton uses _(a cinematic technique)__ to create _(a mood or tone). In the scene ____(example)___________. Burton makes the audience (the effect).
Wednesday:
C13: 15 minutes/ 15 lines explaining the requirements of this embedded assessment
a. FCAs:
i. Includes all 5 scoring criteria
ii. Uses student friendly language
iii. No runons or fragments
Thursday:
Look at someone else's C16.
C16: On your own, choose three techniques. Finish this statement into your spiral three separate times, using each of the techniques you have chosen.
Tim Burton uses ________________ in Charlie and the Chocolate Factory in order to __________________. For example, _______________________.
FRIDAY:
While watching "Charlie and the Chocolate Factory," fill out a TChart on C17.
Techniques Interpretation (Effect)
Shots and framing
Camera angles
Camera movements
Lighting
Editing
Music/sound
What would you expect from Tim Burton, now that you know about his possible style?
At the top of page 169, make a prediction about what you expect to see from Tim Burton…
Also, copy the short definitions of MOOD and TONE onto the top of 158
We watched the movie and looked for examples of mood and tone.
Tuesday:
On C14: Fold your paper hotdog style, creating two columns. Fill in the blanks using page 158 and 169 in your SB. (Yes, you must do two separate sentences) They may work together. Write one on each side of the page.
a. Tim Burton uses _(a cinematic technique)__ to create _(a mood or tone). In the scene ____(example)___________. Burton makes the audience (the effect).
b. Tim Burton uses _(a cinematic technique)__ to create _(a mood or tone). In the scene ____(example)___________. Burton makes the audience (the effect).
Wednesday:
C13: 15 minutes/ 15 lines explaining the requirements of this embedded assessment
a. FCAs:
i. Includes all 5 scoring criteria
ii. Uses student friendly language
iii. No runons or fragments
Thursday:
Look at someone else's C16.
C16: On your own, choose three techniques. Finish this statement into your spiral three separate times, using each of the techniques you have chosen.
Tim Burton uses ________________ in Charlie and the Chocolate Factory in order to __________________. For example, _______________________.
FRIDAY:
While watching "Charlie and the Chocolate Factory," fill out a TChart on C17.
Techniques Interpretation (Effect)
Shots and framing
Camera angles
Camera movements
Lighting
Editing
Music/sound
Wednesday, February 26, 2014
Week of February 24
Monday: ePat test in the lab
Tuesday: Watched "Big Fish" and took notes on Tim Burton's cinematic techniques.
Wednesday: Read the article "Hollywood Outsider" from your Springboard book.
On C11 in your spiral, write at least two THEMES that you think Tim Burton might cover in his movies.
THEME = TOPIC + WHAT THE AUTHOR/DIRECTOR WANTS TO SAY ABOUT IT
Look at page 137 of your SB book. For each column, predict three techniques you think Tim Burton might use and why. Write your predictions onto C11.
Thursday: Look at page 153 of your Springboard and find the definition for TONE. On C12 of your spiral, write the definition of Tone at the very top.
Still on page C12 of your spiral, draw lines on your paper to create four large boxes.
Number the boxes 1-4. Label the boxes as follows:
1. Passage 1 – Connotation phrases
2. Passage 1 – Tone
3. Passage 2 – Connotation phrases
4. Passage 2 – Tone
Read page 154. Look for words and phrases with a strong CONNOTATION. Underline, circle, or highlight them.
Mark them with a (+) or a (-) depending on their connotation.
In the Passage 1 Connotation box, write down the words that have the strongest connotation. Next to each word, write what is being described.
If tone is the ATTITUDE of the writer or speaker, then…
What is the TONE of passage 1?
Choose a subject/topic that the author has included. The subject may be simple or complex. It is usually a noun, but don’t forget to think about idea nouns (loyalty, poverty, etc).
Determine his TONE toward that subject.
In the TONE box, write the TONE statement we will do together and one that you will do with a partner.
Tone Statement:
Roald Dahl’s tone towards ________________ is ________________. He writes, “________________________________,” which shows that he feels ___________________.
On your own:
Read page 156 – 157. While reading:
Look for words and phrases with a strong CONNOTATION. Underline, circle, or highlight them.
Mark them with a (+) or a (-) depending on their connotation.
Fill out Box 3 in C12 of your spiral. Compare with a neighbor before moving on to Box 4.
In Box 4, write at least two tone statements.
Extra credit extended response on loose paper:
Compare and contrast the author’s tone toward Charlie’s family and Veruca’s family.
Friday: Turn in extended response if you haven’t already.
Set up your next quickwrite:
C13: 10 minutes/ 15 lines explaining the requirements of this embedded assessment
FCAs:
Includes all 5 scoring criteria
Uses student friendly language
No runons or fragments
Read the exemplary column on page 182-183. Underline all the words you do not know. Tape or glue the Style Analysis Outline into your SB book as C14.
Get your spiral ready to be graded.
You will be unpacking this Embedded Assessment on printer paper.
Tuesday: Watched "Big Fish" and took notes on Tim Burton's cinematic techniques.
Wednesday: Read the article "Hollywood Outsider" from your Springboard book.
On C11 in your spiral, write at least two THEMES that you think Tim Burton might cover in his movies.
THEME = TOPIC + WHAT THE AUTHOR/DIRECTOR WANTS TO SAY ABOUT IT
Look at page 137 of your SB book. For each column, predict three techniques you think Tim Burton might use and why. Write your predictions onto C11.
Thursday: Look at page 153 of your Springboard and find the definition for TONE. On C12 of your spiral, write the definition of Tone at the very top.
Still on page C12 of your spiral, draw lines on your paper to create four large boxes.
Number the boxes 1-4. Label the boxes as follows:
1. Passage 1 – Connotation phrases
2. Passage 1 – Tone
3. Passage 2 – Connotation phrases
4. Passage 2 – Tone
Read page 154. Look for words and phrases with a strong CONNOTATION. Underline, circle, or highlight them.
Mark them with a (+) or a (-) depending on their connotation.
In the Passage 1 Connotation box, write down the words that have the strongest connotation. Next to each word, write what is being described.
If tone is the ATTITUDE of the writer or speaker, then…
What is the TONE of passage 1?
Choose a subject/topic that the author has included. The subject may be simple or complex. It is usually a noun, but don’t forget to think about idea nouns (loyalty, poverty, etc).
Determine his TONE toward that subject.
In the TONE box, write the TONE statement we will do together and one that you will do with a partner.
Tone Statement:
Roald Dahl’s tone towards ________________ is ________________. He writes, “________________________________,” which shows that he feels ___________________.
On your own:
Read page 156 – 157. While reading:
Look for words and phrases with a strong CONNOTATION. Underline, circle, or highlight them.
Mark them with a (+) or a (-) depending on their connotation.
Fill out Box 3 in C12 of your spiral. Compare with a neighbor before moving on to Box 4.
In Box 4, write at least two tone statements.
Extra credit extended response on loose paper:
Compare and contrast the author’s tone toward Charlie’s family and Veruca’s family.
Friday: Turn in extended response if you haven’t already.
Set up your next quickwrite:
C13: 10 minutes/ 15 lines explaining the requirements of this embedded assessment
FCAs:
Includes all 5 scoring criteria
Uses student friendly language
No runons or fragments
Read the exemplary column on page 182-183. Underline all the words you do not know. Tape or glue the Style Analysis Outline into your SB book as C14.
Get your spiral ready to be graded.
You will be unpacking this Embedded Assessment on printer paper.
Thursday, February 20, 2014
2/17-2/21
Monday - no school
Tuesday, Thursday, Friday - LIA reading test counts as a test grade
Wednesday - Project reflection, grade your partner, 1 page journal entry about your plans after high school. You may skip lines.
Tuesday, Thursday, Friday - LIA reading test counts as a test grade
Wednesday - Project reflection, grade your partner, 1 page journal entry about your plans after high school. You may skip lines.
Monday, January 27, 2014
Monday - Wednesday, January 27 - 29
You will be working on your rough draft for the Embedded Assessment in 2.1 of your SB. That is due on Wednesday.
Tuesday - Vocab test on the terms from pages 134-136.
Tuesday - Vocab test on the terms from pages 134-136.
Tuesday, January 21, 2014
Thursday, January 16, 2014
Thursday, January 16
Read "Marigolds" from your SB book.
Create a timeline on C7 of your spiral.
Sketch at least one picture in the margin of each page of the story.
Be ready to take a test on the story.
Create a timeline on C7 of your spiral.
Sketch at least one picture in the margin of each page of the story.
Be ready to take a test on the story.
Tuesday, January 14, 2014
Friday - Wednesday
Friday - SB 109 and SB121
Monday - Look at page 134 – 135 of your Springboard book. Next to each term, draw a sketch that illustrates it. Be as detailed as you can be while working quickly.
Tuesday - C6: Extended responses (Choose two):
Why did Senora Ines give Rosaura money instead of a gift?
Do you think Rosaura and Luciana are friends?
Why didn’t Rosaura’s mom want her to go to the party?
Rosaura reacts very strongly when Senora Ines gives her money. What does her reaction tell us?
Explain the connection between Rosaura and the monkey.
7 lines/10 minutes EACH
FCAs:
Claim made in first sentence.
Support for claim.
No fragments or run-ons.
Wednesday - Journal on loose paper: When were you the most afraid?
Monday - Look at page 134 – 135 of your Springboard book. Next to each term, draw a sketch that illustrates it. Be as detailed as you can be while working quickly.
Tuesday - C6: Extended responses (Choose two):
Why did Senora Ines give Rosaura money instead of a gift?
Do you think Rosaura and Luciana are friends?
Why didn’t Rosaura’s mom want her to go to the party?
Rosaura reacts very strongly when Senora Ines gives her money. What does her reaction tell us?
Explain the connection between Rosaura and the monkey.
7 lines/10 minutes EACH
FCAs:
Claim made in first sentence.
Support for claim.
No fragments or run-ons.
Wednesday - Journal on loose paper: When were you the most afraid?
Thursday, January 9, 2014
Thursday, January 9
Make sure your Timeline and TChart are complete
C5: Write 2 questions for each level of inquiry
Level 1: Easy to find evidence for the answer in the story. There is definitely a right or wrong answer.
Example: How does Rosaura know Luciana?
Level 2: There is a best answer, but it is difficult to tell what it is. There is evidence in the story, but it prompts further discussion. You might get evidence from multiple places in the text and the answer will probably sound more like an essay.
Example: In the beginning of the story Rosaura and her mother argue. Explain the difference between Rosaura’s opinion about the wealthy family and her mother’s.
Level 3: This is often a prediction or opinion based question. There is no clear right or wrong answer. You can use detail from the story, but it isn’t necessary in order to answer the question correctly.
Example: How does money change people?
C5: Write 2 questions for each level of inquiry
Level 1: Easy to find evidence for the answer in the story. There is definitely a right or wrong answer.
Example: How does Rosaura know Luciana?
Level 2: There is a best answer, but it is difficult to tell what it is. There is evidence in the story, but it prompts further discussion. You might get evidence from multiple places in the text and the answer will probably sound more like an essay.
Example: In the beginning of the story Rosaura and her mother argue. Explain the difference between Rosaura’s opinion about the wealthy family and her mother’s.
Level 3: This is often a prediction or opinion based question. There is no clear right or wrong answer. You can use detail from the story, but it isn’t necessary in order to answer the question correctly.
Example: How does money change people?
Wednesday, January 8, 2014
Wednesday, January 8, 2014
C2 - Quickwrite: cannot be made up
Read "The Stolen Party" from SB
C3 - Timeline
C4 - T-Chart comparing Rosaura and her mother
Read "The Stolen Party" from SB
C3 - Timeline
C4 - T-Chart comparing Rosaura and her mother
Tuesday, January 7, 2014
Update
Semester 1 grades are final for the most part. The graded narrative interviews were returned through email.
You will need a spiral for the second semester of English 1. It will count as 15% of your grade.
Tuesday, January 7 - We learned how to do Quickwrites with Focused Corrections. Great job! If you were absent, copy the format from a classmate. Quickwrites cannot be made up, but there will be plenty in the future.
You will need a spiral for the second semester of English 1. It will count as 15% of your grade.
Tuesday, January 7 - We learned how to do Quickwrites with Focused Corrections. Great job! If you were absent, copy the format from a classmate. Quickwrites cannot be made up, but there will be plenty in the future.
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