Wednesday, September 30, 2015

Wednesday, September 30, 2015

In-Class:

  • Students turned in their final persuasive essays. 
  • Journal: What makes someone a "bad guy"? Are people born that way? Is it environmental? Can people change?
  • We had a very lively Socratic dialogue talking about the journal prompt.
  • We talked about the background of Beowulf and studied the literary device, "Kenning." Students completed a worksheet that they passed around the class, voting for their favorite kenning from each peer.  I read the favorites aloud.
  • We started reading Beowulf, lines 1-30, and began a worksheet. We got a s far as filling out the chart on the top. I collected the papers for us to continue on Friday.
Homework:

Monday, September 28, 2015

Monday, September 28, 2015

In-Class:
  • We turned in our rough drafts of our argumentative essays. 
  • We did a peer review on each others' rough drafts.
  • We wrote in journals what we can improve for our final draft.
Homework:
  • Final draft is due DOUBLE SPACED SIZE 12 FONT at the beginning of the class on Wednesday. 

Thursday, September 24, 2015

Grading for Argumentative Essay #1

This is what I will be looking for when I grade your argumentative essays. Use this as a tool to help you write your rough drafts!


Introductory Paragraph:

_______ Begins by introducing the topic (either death sentence, euthanasia, or George killing Lennie in Of Mice and Men)

_______ Has a clear, arguable claim that can be supported by reasons and evidence. 


_______ Briefly addresses the counter argument

_______ Clearly introduces three arguments that will be used to support the claim. Please write what they are below:



Body Paragraph #1 (Argument 1):

________ Introduces the first argument clearly (see intro paragraph for what first argument should be)

________ Has 2-3 three solid, well explained examples to support his/her first argument


________ Connects the argument back to the original claim (“Because of _______, George was not justified in killing Lennie.”)

 

Body Paragraph #2 (Argument 2):

________ Introduces the second argument clearly (see intro paragraph for what second argument should be)

________ Has at least three solid, well explained examples to support his/her second argument


________ Connects the argument back to the claim in the introduction

 

Body Paragraph #3 (Argument 3):

________ Introduces the third argument clearly (see intro paragraph for what third argument should be)

________ Has at least three solid, well explained examples to support argument


________ Connects the argument back to the claim in the introduction

 

Conclusion Paragraph:

_______ Summarizes the arguments in the paper

_______ Connects the findings back to the claim in the introduction

 

Overall:

_______ The text presents a formal tone that demonstrates good punctuation, especially appropriate comma use

_______ The text is clear and concise, avoiding unnecessary words

_______ The paragraphs transition well from one another and the paper flows smoothly

Wednesday, September 23, 2015

Wednesday, September 23, 2015

In-Class:
  • Journal: Is risk taking important? Is it worth it? When have you taken risks? Have they been worth it? Do you regret the risks you've taken?
  • We discussed taking risks in small groups and as a class.
  • We did a peer review of our introduction and our first body paragraph.  Those who did not do their homework worked on their body paragraph.
Homework:
  • A ROUGH DRAFT OF YOUR ARGUMENTATIVE ESSAY IS DUE MONDAY!! TYPED!!
    It needs to have the following:
    1.       An introduction with your claim and three arguments that will be discussed.
    2.       Body Paragraph #1 discussing your first argument. Tie it back to the original claim.
    3.       Body Paragraph #2 discussing your second argument. Tie it back to the original claim.
    4.       Body Paragraph #3 discussing your third argument. Tie it back to the original claim.
    5.       Conclusion tying back to your introduction and your original claim!!
    You can have more body paragraphs if you like! Please make sure to address counter arguments in your essay.
    This essay should be at least 2-3 pages typed and double spaced. 
    You can email it to me at katie.houston@slcschools.org

Monday, September 21, 2015

Monday, September 21, 2015

In-Class:

  • Journal: We corrected  sentences from intro paragraphs students from the class wrote.  If you missed this journal, come see me about how to make it up. 
  • We talked about body paragraphs.
  • Students worked on their body paragraphs.
Homework:
  • Bring your typed introductory and first body paragraph to class, ready for a peer review.  Those can be emailed to me at Katie.houston@slcschools.org

Thursday, September 17, 2015

Thursday, September 17, 2015

In-Class:

  • Journal:
Add the commas in the sentences below and indicate WHICH RULE the sentence falls under!

1.       The tall bald angry man went over to him and punched him in the nose.

2.       She wanted the doll but she also wanted the purse.

3.       Happy about her progress she turned to her coach and gave him a high five.

4.       “The problem” she said “is that he isn’t a member of the organization.”

5.       During June the last month of school the kids are rowdy.

6.       Macey said “I love to walk in the rain.”

7.       Above the bridge was collapsing and becoming dangerous to walk on.

8.       They said it would rain not snow.

9.       Upset about the match she stormed off.

10.   She said “You Mary are my best friend.”

  • We read sample student intro paragraphs and revised them to make them more effective. 
  • Students revised their own intro paragraph and turned it in.
NO HOMEWORK!

Tuesday, September 15, 2015

Tuesday, September 15, 2015

In-Class:
  • I checked argument worksheet homework
  • We went over how to write a strong introductory paragraph
  • We worked on our introductory paragraphs
  • Karrie Jarrett presented to students about college
  • We took notes on 9 rules for commas
Homework:
  • Bring a clean, neat copy of your revised intro paragraph to class on Thursday.

Friday, September 11, 2015

Friday, September 11, 2015

In- Class:
  • Journal: We read the first few paragraphs of chapter 6 and then the first few paragraphs of chapter 1.  What is the same about these passages? What is different? Why did Steinbeck choose to start the chapters this way?  What does it show about the characters?
  • Students wrote a claim about one of the three following topics:
    • Euthanasia
    • The Death Penalty
    • Whether or not killing Lennie was right
  • Worked on argument worksheet
Homework:
  • Argument worksheet due TUESDAY, including rough draft of the intro paragraph on the back side!

Wednesday, September 9, 2015

Wednesday, September 9th

I was gone today.  Students worked on their short stories that we outlined the first week of school. 

Friday, September 4, 2015

Friday, September 4

In-Class:

  • Journal: Crooks tells Lennie that a man needs to have someone around in his life in order for him to be happy. He says it doesn't matter who it is; there just needs to be someone there.  Otherwise, he's too alone. Do you agree with this statement? Explain.
  • I collected the character similarities worksheet homework
  • We took a reading quiz on chapters 4-6 of the book.
  • We had a class debate on whether or not George did the right thing by killing Lennie. We then had a debate on whether or not the death penalty is right.  Students chose a side of the room and were allowed to change sides throughout the debate. 
  • Students wrote a reflection about the debate.
Homework:
  • None

Wednesday, September 2, 2015

Wednesday, September 2

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 or disagree with this statement. Why or why not?

  • We did a "passing notes" discussion on the second paragraph of page 44.
  • Students either finished reading the book or worked on their character similarities worksheet.
Homework:
  • Finish character similarities worksheet
  • Quiz on chapters 4-6 on Friday.