December 14: Classwork and Homework

In-Class

• Journal: We got in to partners and found evidence in Marita's Bargain to support our claim about whether or not the school day should be longer and summer breaks should be shorter.
• We split in to our two debate teams in the choir room (each team has a group leader).  We went through the list of counterarguments we made in class last time and each team talked about how they would refute those arguments.
• We filled out the, "Preparing for Marita's Bargain Debate" sheet in our groups and assigned roles for group members during the debate which will be held on Thursday.
• We worked on our vocabulary worksheet

Homework:

• Practice your part for the debate!
• Finish vocab worksheet

December 12: Classwork and Homework

In-Class:

• Journal:
  Claim: “Schools should extend the length of the school day and shorten summer break.”
  1)      Determine whether you are going to argue for or against this claim.
  2)      Come up with 3 solid reasons why you agree or disagree with the claim from your own experience.  Feel free to use the text as supporting evidence! Example: Schools should not extend the length of the school day because they cannot participate in as many extracurricular sports or activities.
  3)      Put a star next to your most solid argument. 
• We went around the room and shared our arguments, then put them in to a chart.  After, we chose an argument from the opposite point of view to refute in our journals.
• We talked about effectively studying charts and writing about them.  Groups got back together and re-wrote the answers that were unclear on their group activity from last time.
• Students worked on a vocabulary worksheet that we will finish next time.

Homework: NONE

December 10: Classwork and Homework

In-Class:

• Journal: List the pros and cons to year round school (only a 6 week summer and longer breaks throughout the year) versus school with a 2.5 month summer break.
• We debated both sides of this argument. Students put their name on a sticky note and put it on the board under which side they agreed with.  Our class was pretty evenly distributed.  We called on people to share why they put their sticky note where they did.
• We did a group activity on pages 6-8 of Marita's bargain (20 points)
• We read pages 8-12 as a class and discussed them.
• We did an assignment on our own on pages 12-14 of "Marita's Bargain" (10 points).

Homework:

• Finish personal worksheet.

December 8: Classwork and Homework

In-Class:

• Journal: Can success be achieved on talent and work ethic alone? Can anyone who is talented enough and works hard enough achieve their dreams?
• We started reading the article on page 3 of the text entitled "Marita's Bargain" and discussed the first 3 pages.

Homework:

• None

December 4: Classwork and Homework

In-Class:

• We did a journal on Hamlet (a text we ultimately decided not to read).  Students read the bio about Shakespeare on page 235 and listed at least four things new they learned about the author.
• We did a detailed peer review of each others' Beowulf papers.  Those who did not turn it in worked on it during class.

Homework:

• Turn in your paper if you didn't turn it in!!

December 2: Assignments and Homework

In-Class:

• We worked on our Beowulf perspective pieces in the computer lab.

Homework:

• Beowulf perspective piece due Thursday!!

November 25: Classwork and Homework

In-Class:

• Journal: Character sketch of Beowulf character
• We got in to groups and discussed our character sketches with people who chose similar characters to us.  
• I handed out the rubric for the Beowulf perspective writing piece (100 points) and discussed it with the class.
• We talked about correctly punctuating quotations.
• "Go to the store," he said.  Comma goes INSIDE the quotes!
• He was considered the "big man on campus".  Period goes OUTSIDE the quotes.
• She asked him quietly, "Where are you going?"  Comma before the sentence!
• He answered her before walking out. "Why do you care?"  (Period, NOT a comma before the quote).
• We talked about the proper use of the semi-colon.  Phrases on either side of the semi-colon must be complete sentences.  
• He loved to play in the park; when he was there, he felt free.

Homework:

• Start working on your Beowulf perspective piece.

November 21: Classwork and Homework

We went to the library and worked on college applications with the school counselors (Ms. Patrick substituted).

November 19: Classwork and Homework

We went to the matinee of Sweeney Todd.

November 17: Classwork and Homework

In-Class:

• No journal today (Ms. Houston at a training). 
• We did a worksheet (part as a group, part on our own) to help us prepare to write our Beowulf story from a new perspective. 

Homework:

• Take home books and finish the worksheet. Due on Wednesday.

November 13: Classwork and Homework

In-Class:

• Journal: Watch video clip (Stomp- kitchen and basketball scene)  and write down the different objects used to create sound.  Then, argue whether or not this is music. Next, compare music to creative writing. What's the same? What's different? Are they related? (10 pts)
• We did a peer review of each others' Cinderella stories (10 pts).  I allowed students who wished to make changes to go home and fix them and turn them in on Tuesday.
• I passed back Beowulf worksheets and gave the opportunity to make corrections for more points.

Homework:

• If you decided to take your Cinderella story home to fix (or didn't turn it in), it is due on TUESDAY.  Any paper received after that day will receive at least a five point deduction.

November 11th: Classwork and Homework

In-Class:

• Journal: Finished character sketch
• Looked at a powerpoint presentation with student samples from the point of view/perspective worksheet and talked about the strengths of the samples and any improvements that could be made
• Discussed passive voice and how it can be less effective
• Began our Cinderella Re-telling Assignment

Homework:

• Cinderella Re-telling assignment typed, double spaced, at least 400 words (50 points). Due Wednesday.

Nov.7: Assignments and Classwork

In-Class:

• Read samples of the Cinderella story from different perspectives written by classmates.
• Journal: Cinderella Character sketch (any character BESIDES Cinderella).
• How old is the character and what is/her name?
• What is his/her family like?
• Where was he/she born?
• What is his/her personality like?
• What does he/she fear the most?
• What does he/she wish for the most?
• What is his/her favorite food?
• What is his/her biggest pet peeve?
• What is his/her greatest accomplishment?
• If he/she could travel anywhere….?
• Talked about elements of a good perspective piece.
• Discussed Point of View versus Perspective and also review past and present tense.
• Did a worksheet practicing these concepts.
• Peer reviewed each others' responses. 

Homework:

• Finish journal if you didn't in class.

November 5: Assignments and Homework

In-Class:

• Journal: We read a generic version of Cinderella online and then re-told the story from the perspective of another character.
• We watched clips of different interpretations of Cinderella (coming from different directors' perspectives).
• We did a 40 point worksheet on the last chunk of Beowulf (The Battle with Grendel's Mother).

Homework:

• Finish the Beowulf worksheet if you didn't finish in class.

November 3: Assignments and Homework

In-Class:

• Journal: We did telephone Pictionary as a class.  This shows how an original message or image can get distorted as different people "tell" it. 
• We passed around each group's comic strips about Grendel's mother and wrote one sentence on the back summarizing what it looked like was happening according to the pictures. 
• We got back in our groups and either re-wrote our modern day re-telling of the story of Grendel's mother or looked at the comments made on our comic to see how effective we were in telling the story.  Those who finished early read the section in Beowulf on the battle with Grendel's mother.

Homework:

• Those absent for the group activity need to do it on their own at home.

October 30: Assignments and Homework

In-Class:

• Journal: Write about the "mother" figure in your life, whether that be your mom, a step-mom, your dad, a family friend, or your biological mother.  What characteristics does she have that makes her a good mother to you?  What things that she does would you like to repeat with your own children if you decide to have children one day?
• We read as a class the section entitled, "Grendel's Mother." 
• We split into groups of 3-4 and worked on an assignment with two parts, a writing portion (10 pts.) and a drawing portion (20 pts.). 

Homework:

• Tomorrow is the last day of the quarter. Turn in any late work!

October 28: Assignments and Homework

In-Class

• Journal: Are you guilty of sterotyping? What kinds of stereotypes exist? Is there truth to these stereotypes? Who do you know who defies stereotypes? Have you been stereotyped? How?
• Read lines 233-397 (The Battle with Grendel).
• We did the "Battle with Grendel" worksheet

Homework

• If you did not finish the "Battle with Grendel" worksheet in class, finish it for homework. 

October 24: Assignments and Homework

In-Class

• Are you going to attend college? Why or why not? What do you think of higher education in the U.S.?
• Catch up day- I called everyone up one at a time to look at their grades while people finished their informational text assessment and did make-up work.

Homework

• None (except getting caught up!)

October 20: Assignments and Homework

In-Class

• Journal: We wrote the skeleton of an argumentative essay regarding whether or not teachers should carry guns.
• We read the section starting on pg. 412 in Beowulf and did a worksheet (10 pts).

Homework

• Finish Beowulf worksheet!

October 14th- Assignments and Homework

In-Class

• Journal: What makes someone a "bad guy"? Are people born that way? Can you change and become good? Is it environmental? (10 points)
• We read the section on Grendel and did a worksheet discussing different aspects of the writing (10 points).
• We got together in groups and read half the section on Beowulf and summarized what we read.

Homework

• None

October 10th: Assignments and Classwork

In-Class:

• Essays due today (100 points).
• Journal: Describe a risk you have taken.  What kind of risk was it? Was it worth it? Did you learn anything from it?
• We did a worksheet on Kennings as an introduction to Beowulf (15 points). 
• We watched a History Channel film on Beowulf

Homework:

• In your new English text, read the section in Collection Five Beowulf entitled, "Grendel."  Look for Kennings and study the vocabulary listed on the side.

October 8th: Assignments and Homework

In-Class

• No journal
• We went to the computer lab and worked on our essays

Homework:

• Work on your essay

October 6: Assignments and Homework

In-Class:

• No Journal
• We went to the computer lab and worked on our Of Mice and Men argumentative essays.

Homework:

• Work on your essay

October 1st: Assignments and Homework

In-Class:

• Journal: Write your author bio that will appear one the back of your first best selling novel. 
• We went over the rubric for the paper which will be due on Wednesday, October 8th by midnight.  See rubric below in the homework section.
• We talked about body paragraphs and how to structure them.  I showed an example in class.  

Homework:

Work on argumentative essay.

Of Mice and Men Argumentative Essay

Rubric

Introductory Paragraph:

_______ Begins by introducing the topic (2 pts)

_______ Has a clear, arguable claim that can be supported by reasons and evidence (5 pts)

_______ Briefly addresses the counter argument (3 pts)

_______ Clearly introduces the three arguments that will be used to support the claim (5 pts)

Body Paragraph #1 (Argument 1):

________ Introduces the first argument clearly (3 pts)

________ Has at least three solid, well explained examples to support argument (9 pts)

________ Briefly addresses and argues against the counterargument (5 pts)

________ Connects the argument back to the claim in the introduction (3 pts)

Body Paragraph #2 (Argument 2):

________ Introduces the first argument clearly (3 pts)

________ Has at least three solid, well explained examples to support argument (9 pts)

________ Briefly addresses and argues against the counterargument (5 pts)

________ Connects the argument back to the claim in the introduction (3 pts)

Body Paragraph #3 (Argument 3):

________ Introduces the first argument clearly (3 pts)

________ Has at least three solid, well explained examples to support argument (9 pts)

________ Briefly addresses and argues against the counterargument (5 pts)

________ Connects the argument back to the claim in the introduction (3 pts)

Conclusion Paragraph:

_______ Summarizes the arguments in the paper (5 pts)

_______ Connects the findings back to the claim in the introduction (5 pts)

Overall:

_______ The text presents a formal tone that demonstrates standard English conventions of writing and elevated word choice (5 pts)

_______ The text is clear and concise, avoiding unnecessary words (5 pts)

_______ The paragraphs transition well from one another and the paper flows smoothly (5 pts).

Total Points: ________________

September 29th: Assignments and Homework

In-Class:

• Journal: Answer the following questions about your introductory paragraph:
• 1)What is your claim? Please write the claim exactly as it appears in your introductory paragraph from your homework.
  2)How do you distinguish your claim from the counter argument in your introductory paragraph? Please write the sentence where you do this exactly as it appears in your introductory paragraph.
  
  3)How do you introduce the topics you will discuss later in the paper? Please write the sentences where you do this exactly as they appear in your introductory paragraph.
  
  4)If you could not answer questions 1-3, make any necessary changes to your introductory paper 
• Students did a peer review of each others' introductory paragraphs, answering the same questions from the journal but about their partners' paragraph.
• Students re-wrote their introductory paragraphs in their journals and checked them off with me for journal credit.
  Homework:
  Work on your first body paragraph.

September 25: Assignments and Homework

In-Class:

• Journal: Describe an argument you've had with someone else. What was your point of view? What was his/her point of view? Who "won"? Did you learn anything? Did you grow from the experience?
•  We did a worksheet where we stated a claim and came up with four arguments to support our claim.  To support each argument, we found evidence in the book, came up with a counter argument, and refuted it. Here is an example:

Claim: 

Lennie had a happier life than the other characters in the book because of his mental disability.

Argument #1:

Because he doesn't understand the significance of horrible acts, he suffers much less than others.

Evidence to support the argument: 

• George calls Lennie stupid and complains about him all the time; yet, Lennie still loves George and doesn't understand the burden he places on him (page #____)
• When Lennie kills Curly's wife, he doens't feel guilty about committing a murder.   Instead, he is worried he will get in trouble (page #_____)

Counter Argument: 

• When you don't know pain, you also can't know true happiness.

Counter Argument Rebuttal: 

• If you don't know what you're missing, you aren't missing anything.

Homework:

• Write your introductory paper on the back of the worksheet. Make sure to clearly and succinctly state your claim, distinguish it from the counter claim, and introduce what your paper will address. Here is an example:

Lennie is a physically healthy, happy, yet mentally handicapped man.  While some may argue being mentally disabled is  a grave setback, I argue that Lennie led a happier life than the other characters in the book because of his mental disability.  His lack of understanding when people mistreat him, his carefree attitude, and the absence of major responsibilities all contribute to making his life happier.

September 23rd: Assignments and Homework

In-Class:

• Journal: Where do you see yourself in five years? Be specific!
• Finish peer edits on Newspaper articles (those who turned it in late will get a reduced grade but that's much better than a zero!)  
• Finish group activity (10 pts.)
• Discuss group activity 

Homework:

• Work on late assignments and turn them in before parent/teacher conferences! 

September 19th: Assignments and Homework

In-Class:

• No journal today
• We turned in our Newspaper Article assignment (40 pts.).  Those who had it finished did a peer edit (10 pts.) of someone else's article. Those who didn't do it worked on it during class and turned it in.

Homework:

• None

September 17th Assignments and Homework

In-Class:

• Journal: What was your life like as a kid? What did you love to do? What did you worry about? What were your favorite foods? What did you want to be when you grew up? (10 pts.)
• We read the article, "In Praise of Boredom" and underlined parts that stood out to us. We had a class discussion about the way children are raised in today's world and whether or not children are allowed to be "bored" and explore/create.
• We looked at the 12th grade Common Core Standards for argumentative writing and discussed how it should look.
• We read an example of a student college placement argumentative essay on the article, "In Praise of Boredom" and talked about why it was an effective essay.
• Students split in to groups and read another argumentative piece on school dress code and decided whether or not it contained the components of a strong essay (10 pts.)  We didn't quite finish this, so we will complete it on Friday.

Homework:

• Newspaper article on Of Mice and Men due on FRIDAY.  Please come ready on Friday because we will be doing a peer review!!

September 15: Assignments and Homework

In-Class:

• No journal today
• We went to the book room to check out our new Language Arts textbooks and workbooks
• Those who did the homework peer edited each others' vocabulary short stories (5 pts).  Those who did not do the homework worked on the homework assignment in class and/or finished reading, Of Mice and Men
• Introduced the homework due Friday, September 19th.

Homework:

• Newspaper Article
  Assignment: You have two choices based on what your opinion is of George’s decision to kill Lennie.
  1)      If you agree, please write a 200 word “heroic acts” article reporting what happened.  You will need to use at least 3-4 quotes from characters in the book.  The quotes should be invented based on what the character is like and how he/she talks and what he/she might say.
  2)      If you disagree with George’s decision, please write a 200 word article recounting the homicide of Lennie.  You will need to use at least 3-4 quotes from characters in the book. The quotes should be invented based on what the character is like and how he/she talks and what he/she might say.
  Here is how you will be graded:
  ·         Use words that are interesting and varied!  The articles in your packet can give you ideas (10 points). 
  ·         Please properly punctuate your quotes (10 points).
  ·         Your article should be statement of facts (relaying information), not opinions.  Whichever stance you take, you will report as though that is what happened. It also needs to be a thorough (who, what, where, when, why, and how). (10 points)
  ·         You need an attention grabbing headline and an author byline (10 pts).
  This assignment should be typed and double spaced. It is due Friday, September 19^th. 

September 11: Assignments and Homework

In-Class

• Students who missed Reading Quiz #1 took it
• Students worked on a vocabulary worksheet on words from Of Mice and Men.  They determined the part of speech of each word and wrote new sentences.
• Journal: We watched two clips from 9/11.  Click here to watch one of the clips. We then reflected in our journal any questions, thoughts, or feelings surrounding the events of 9/11.

Homework:

• Write a 200 word narrative (story) using 10 of the 15 vocabulary words from the worksheet.  Please type it in size 12 font, double spaced.

September 9 Assignments and Homework

In-Class:

• Journal Prompt:

• “’A guy needs somebody—to be near him.’ He whined, ‘A guy goes nuts if he ain’t got nobody. Don’t make no difference  who the guy is, long’s he’s with you.’” –pg. 80

• Do you agree with this statement? Why or why not? Give evidence to support your answer (personal experiences work well).  Do you ever get lonely? Could you be happy living alone, disconnected from friends or family? Do you like being surrounded by a lot of people, or just one or two good friends? Do you ever feel better just knowing someone is in your house, even if you’re not in the same room? Is having a lot of money or fame worth it if you have no one to share it with? (10 pts.)

*If you missed a journal entry, you can do it at home and email it to me!  

•  Took a reading quiz on chapters 4-6 (20 pts.)
• Group Project (10 pts.): 

•  (If you missed class, you can do this on your own and hand in your notes for credit). Read the first couple pages of chapter 6 (the last chapter), up until Lennie drinks the water.  Then, read the first couple pages of the first chapter, up until Lennie drinks the water (10 pts).
  
  •List all similarities you find between the two passages.
  •What is significant about the description on page 109 in relationship to the scene that is about to unfold?
  •Why do you think Steinbeck chose to open and close the book with scenic descriptions?
  •Is this an effective way to tell the story? Why or why not?
   Homework:  
  • Complete the character similarities worksheet. Please email me at katie.houston@slcschools.org if you would like this emailed to you.

September 5 Assignments and Homework

In-Class:

• Journal: None today
• Listened to a presentation by the college prep advisor
• Discussed how to more effectively argue a point
• Wrote an argument for or against the school tardy policy (5 pts.)
• Interviewed a partner for the "Heroic Acts" news article assignment

Homework:

• If you haven't finished your reading or need to make up your vocabulary words, do it this weekend! I always take make-up work.  It will get a reduction for being late, but it's MUCH better than not turning it in at all!
• There will be a reading quiz on Wednesday!!

September 3 Assignments and Homework

In-Class:

• Journal: "He’s a nice fella,” said Slim.  “Guy don’t need no sense to be a nice fella.  Seems to me sometimes it jus’ works the other way around. Take a real smart guy and he ain’t hardly ever a nice fella” (45). Do you agree? why or why not?
• Took a reading quiz on chapters 1-3 and discussed the answers after (20 pts.)
• Did an activity called "Passing Notes" where we discussed the passage on pg. 44, second paragraph (5 pts.)
• Took notes on 8 Rules for Punctuating Quotes (please email me if you need the powerpoint presentation on this, katie.houston@slcschools.org)

Homework:

• Finish reading Of Mice and Men (due 9/5)
• Turn in 10 vocabulary words from the reading with definitions and page # (due 9/5)

August 29th Assignments and Homework

In-Class:

• Journal: Would you ever hurt someone you loved, even if it was for their own good?
• Introduction to Of Mice and Men
• Discussed with people around us the trials/rewards of caring for someone who is mentally disabled
• Looked at the rules of quotation marks

Homework:

• Read chapters 1-3 of Of Mice and Men (due 9/3)
• Turn in 10 vocabulary words from the reading with their definitions and the page number (due 9/3)

August 27th Assignments and Homework

In-Class:

• Journal: Describe life on another planet (10 pts.)
• We collaborated in groups about life on another planet and presented our ideas (10 pts.)

Homework:

• Turn in disclosure if you haven't already! Due Friday, August 29th

August 25th Assignments and Homework

In Class:

• Talked about what our names mean
• Discussed disclosure document
• Read heroic articles and discussed elements of newswriting

Homework:

• Disclosure document signed by a parent (20 pts), due Friday, August 29th