Week of January 28 - February 2

Bell Ringer Every Day

Monday

1) Silent reading - "The Diary of Anne Frank", end of ActI Sciii (p.371)
2) Seed Story - I will model the making of a seed story, have the story you worked on over the weekend out and ready.  You will be paired up with a peer to read over each others seed stories and to consider the following.
    *What's good?, What did you enjoy?, What's missing? (Beginning/Middle/End, sensory writing, dialogue?)

HW - Word Work Due Wednesday

Tuesday

1) "The Diary of Anne Frank"  Act I, scene iii Reading Check
2) Continue reading Sc.iv and Sc.v

HW - Here are the directions for your two night journal assignment.  DUE THURSDAY
          Word Work Due tomorrow.

Wednesday

Thursday

Friday 

Week of January 21 - 25 2018

**Bell Ringer Sheet Everyday**

Monday - Personal Narrative Intro
As we bide our time as we creep up on the research paper adventure (not for another few weeks), we have the opportunity to build a personal narrative in class.  This will be a retelling of a memory and will include dialogue, sensory writing and personal voice with the hope of publishing everyone's stories at the completion of the writing workshop.

Mind Map of Memories Created


Tuesday - 2-hour snow delay

1) Begin the play "The Diary of Anne Frank"  Act I,  Act II- roles will be assigned and will change every Act so if you are interested in a role you will have the opportunity to read it!
2) Indirect Characterization chart given - need for class tomorrow

HW - WORD WORD DUE tomorrow


Wednesday

1) Finish reading "The Diary of Anne Frank" Act I Scene ii. 

2) Complete Indirect  Characterization Chart for the characters you have been introduced to - when quoting to cite where it came from and who said it!   Ex: (pg.358, Anne)

Absent??  Pick this up when you are back in class!

HW - finish your characterization chart


Thursday

1) Character Chart Check
2) "The Diary of Anne Frank" Act I Scene iii

HW - NONE


Friday - Personal Narrative cont.

1) Seed Lesson
2) Mentor Text Story Time - "Looking Back, A Book of Memories" by: Lois Lowry
    A few stories from a fellow narrative writer will be shared.  We will discuss what makes the stories engaging in order to attempt to write a "seed story" from a visual given.
3) WWII Pictures shared - choose one and write a story about what you see.  Be careful to not just describe the picture, you are to tell the story (with a beginning, middle and end) of the picture.
Story Length - One Page max., single spaced

HW - Finish your seed story for Monday.

Week of January 15 - January 19, 2018

Monday - NO SCHOOL MLK Jr. Day

Tuesday

Objective:  To introduce the Holocaust in order to dive deeper into the world of Anne Frank.

Weekly Bell Ringer  - To touch upon strategies you've learned in years past as we prepare for our Research Assignment in a few weeks, you will receive a "Bell Ringer" handout every Monday.  This handout will be what you work on the first 5 minutes of class  everyday :-) 

1.) Journal:  Copy the quote down and respond to it.  What do you think MLK Jr. meant by it?  Does it still ring true today?  How?  Explain with examples.

"Darkness cannot drive out the dark, only light can do that.  Hatred cannot drive out hate, only love can do that."  ~ Martin Luther King, Jr.

2.) Quick discuss

3.) Check in...what do you already know about the Holocaust?

4.) A Brief Introduction

5.) 6,000,000 assignment (see below)

6.) Agenda Books

HOMEWORK

1.) Finish 6,000,000 activity.

2.) Read over the Terms/Human Rights handouts


6,000,000 ACTIVITY
Six million Jewish people were murdered in the Holocaust.  6,000,000.  Just how many is that?  Choose a place that you love - Fenway park, TMS, the state of CA, etc. - and find out just how many people those places hold/what the population of those places are.  How many of those places would there need to be in order to equal the amount of Jewish people that perished during the Holocaust?  

You need to illustrate your finding on a piece of paper and include a few sentences explaining your illustration.

Wednesday

Thursday

Friday

Week of January 8 - January 12

TWO SNOW DAYS LAST WEEK....TIME TO GET BACK INTO THE RHYTHM OF WRITING!

AGENDA (MONDAY -WEDNESDAY):

Work on mini-research paper (rubrics given on TUESDAY)
     ** Prewriting and graphic organizers should begin on MONDAY, 1/8/18
     ** Rubrics handed on out TUESDAY, 1/9/18
     ** First Rough draft of essays (Intro and Body Paragraph) due in class on TUESDAY, 1/9/18
     

HOMEWORK:

1.) Move forward on your Introduction and Body paragraph....will be used tomorrow for a Peer Edit Activity

Hook and Clincher Help? 01/09/14

Need some help crafting a hook/grabber for your essay?  Here are some resources that you may find beneficial!

How to Write a Hook

How to Write a Good Hook

How to Write an Essay Intro

What about clincher assistance?  Anyone in the need for that?  Try some of these strategies on for size!

Grabbers and Clinchers

This site is really good because it shows how to connect your clincher to your grabber.  You have to scroll down to find the clinchers, but they're on there!

THURSDAY

1) Mini-Lesson = Closing paragraph

3 STEPS NEEDED IN A CLOSING PARAGRAPH 

*Restate the main idea (the points of your research that you made in your intro paragraph thesis statement need to be said again)

*Summarize the three points 

*Final interesting sentence (Never Ever Say "The End" Handout)

***Need More Help With Your Conclusion??!!***

**One or more of the following strategies may help you write an effective conclusion.**

• Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. 
  You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
• Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using keywords or parallel concepts and images that you also used in the introduction.
• Synthesize, don’t summarize: Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
• Include a provocative insight or quotation from the research or reading you did for your paper.
• Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help her to apply your info and ideas to her own life or to see the broader implications.
• Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

DO NOT

• Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
• Stating the thesis for the very first time in the conclusion.
• Introducing a new idea or subtopic in your conclusion.
• Ending with a rephrased thesis statement without any substantive changes.
• Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.

HW - finish the rough draft of your closing paragraph.  It will be peer edited at the start of class tomorrow. 
Your essay will be submitted in class tomorrow.

Friday 

1) Peer edit of closing paragraphs

2) Submit essay's via Google Classroom

3) Transition to our Holocaust Curriculum Unit - Check in...what do you already know about the Holocaust? KWL (Know, Want to know, Learned)

Week of January 2 - January 5 2018

WELCOME BACK, LANGUAGE ALL-STARS!

I hope you all had an awesome vacation full of plenty of laughs, rest and fun!  I also hope that you had some time to do some reflection and reset your head for school.  It's nice to have a break to allow us to refresh and hit the reset button, but now it's time to get to work.  We only have two weeks until progress reports go home.  Good news?  We have only six weeks of school until February vacation!  So, it's time get your heads in the game, my friends!  We have no time for dilly-dallying!

AGENDA

Objective:  To jump headfirst into our first writing lab activity - a mini research project.  You will spend today and the next few days collecting research from multiple sites on the endangered species of your choosing.  You will also be keeping an easybib.com list of your sources.

Monday

1.) New Year, New Seats!

2.) Quick chat and check in

3.) Collection of The Outsiders textbooks

4.) Writing Lab Project #1

5.) Rev your engines and let's get started with our research - Chrome Books ALL WEEK!

6.) Agenda Books

HOMEWORK

Spend 15 minutes tonight to continue your research....have a parent sign off on your work!!

(Tuesday - Friday):

Work on mini-research paper (rubrics given on Thursday)
     ** Prewriting and graphic organizers should begin on Thurs., 01/04/18
     ** Rubrics handed on out Thursday, 01/01/15
     ** Rough drafts of essays Friday, 01/05/18

Wednesday Research FOCUS - Why is your animal endangered & what are we doing to help it?

HOMEWORK FOR THE WEEK:

1.) Work on your research project (writing should begin on Thursday)