2nd/6th, 3rd: 29, 30 September 2008

Agenda:
1.Journal
2.“Osiris and Isis” Quiz
3.“Osiris and Isis” Vocabulary
4.Paragraph development: RENNS
5.Heroes
6.Computer Lab Research preparation

2nd and 6th Journal "Community Service": On September 26, 1774, John Chapman was born. Later in life, he became better known as Johnny Appleseed. Johnny performed a “community service” as he traveled west spreading apple seeds. Write about some types of community service that you could possibly perform. Explain.

3rd Journal "Favorite City" What is your favorite city? Freewrite about the city.
100 word minimum.

"Osiris and Isis" Quiz.
"Osiris and Isis" Vocabulary: Complete an activity of your choice for the following vocabulary words: oratory, abyss, resplendent, divinity, lamentation. Whatever isn't finished in class today is homework.

Paragraph Development: Supporting Details (RENNS)
Reasons
Examples
Names
Numbers
Senses

Provide RENNS for the topic sentence " Getting a good education is important for one’s future."
R = Because the job applicant had a college degree, the president of the company hired him. ("because" is a clue that the detail is a reason).

E = Example 1: For example, if one doesn’t have a high school diploma, it will be hard for him to get a decent job. Example 2: High school graduates get paid more than those who don’t graduate. College graduates get paid even more.

N = Example 1: My mom went back to college and received a promotion and substantial raise. Example 2: U.S. Secretary of Education Margaret Spellings and the Commission on the Future of Higher Education are addressing accessibility, accountability and affordability in postsecondary education

N = Example 1: Fourteen years ago, it was estimated that an average college graduate would “earn $627,480 more than a high school graduate over a life time.” Example 2: Unemployment topped 40% for 1990-91 high school dropouts.

S = With a topic like this one, you may have a hard time coming up with a detail using “S.” But if you were writing about your favorite movie, you would probably have an easier time.

3rd period only: additional handout. Student read a paragraph and identified details as RENN or S. They then provided 3 details each for 2 topic sentences.

Hero Paragraph:

• On the back of the RENNS handout, you will write a paragraph about your hero.
• First, brainstorm. Make a list or web.
• Second, write your paragraph. You must have at least 4 supporting details.
• This is due at the end of class today.

Homework: "Osiris and Isis" vocabulary if you didn't turn it in during class. Think about what you would like to research in the computer lab next class. Your choices include:

1. philosophy/philosopher
2. college/university
3. Profession
4. mythological figure
   

3rd period: In addition to the above homework, finish the hero paragraph. You had at least 5 minutes to work on this at the end of class.

25 & 26 September: 2nd, 6th, & 3rd

Agenda:
1. Journal
2. Children's heroes
3. Lit Element: Point of View
4. "Osiris & Isis" - vocab
5. Read "Osiris and Isis" - analyze setting, characterize Osiris, Isis, and Seth
6. Extra Credit - revise options in packet
7. Be prepared for a quiz over "Osiris and Isis" next class!

1. 2nd and 6th journal: "Hero" Make a list of 7 adjectives, 5 verbs, 4 nouns, 3 adverbs, and 5 images that you associate with the word “hero.” Next, make a list of as many types of heroes (not specific names of heroes) you can think of. What categories do heroes fall into?

1. 3rd journal: "Community Service" On September 26, 1774, John Chapman was born. Later in life, he became better known as Johnny Appleseed. Johnny performed a “community service” as he traveled west spreading apple seeds. Write about some types of community service that you could possibly perform. Explain.

2. Children's Heroes.
•In your groups, cut apart the 12 pictures then sort them into categories according to the child’s hero.
•You must have at least 4 categories but no more than 6.
•Cut the sheets of paper at your table into the number of categories you made.
•Write the name of the category on the sheet of paper.
•Glue pictures according to category.
•Make a graph or chart of your data (line graph, bar graph, pie chart, etc.)

3. Point of View: vantage point from which a writer tells a story. Use your book (page 34) to define the following:
–First person = ___________________
–Third-person limited = ________________
–Omniscient = “all knowing” ______________

4. "Osiris and Isis" vocabulary:

•Oratory (etymology and root: Latin. ōrāre, to speak)
•Abyss
•Reckoning
•Abode
•Diversified
•Resplendent
•Soldered
•Divinity
•Lamentations

5. Read "Osiris and Isis" - answer questions in packet as you read and when you finish.

6. Extra Credit REVISED:
On a separate sheet of paper:
•10 daily points: Make a family tree of the Egyptian Gods in the story. Be neat and creative. Add graphics.
•5 quiz points: Creatively and neatly illustrate the 3rd paragraph. Pay close attention to details. Use color.

Extra credit due: 2nd and 6th period: October 1. 3rd period: October 2

3rd period - 24 September 2008

Agenda:
1. Journal
2. Theseus
3. Philosophy Scattergories

Journal "Hero" - Make a list of 7 adjectives, 5 verbs, 4 nouns, 3 adverbs, and 5 images that you associate with the word “hero.”

Theseus (text page 29):

• Students identified figures from Greek mythology on front of this packet (packet includes "Theseus" and "Osiris and Isis.")
• Vocabulary: root words bene, phon, graph, path, and cred. Examples of words using these roots were given by students.
• Students watched a clip of My Big Fat Greek Wedding in which a character explains how words are derived from Greek.
• Students defined direct and indirect characterization. An example of each was given.
• Students read the story and characterized Theseus, providing evidence for the character traits.
• Characterization notes:
  Direct - telling us directly what the character is like.Example: “Mr. Dursley…was a big, beefy man.”
  Indirect - we have to exercise our own judgment about a character using his actions, speech, thoughts, looks, etc. Example: When Mr. Dursley sat on the chair, it broke in two.
  

Philosophy Scattergories: Students worked together to make lists of the following with words that begin with letters in "PHILOSOPHY" - 1) philosophers 2) schools of philosophy 3) injustice 4) prejudice 5) educate 6) professions/occupations 7) world cities. Students will continue working on scattergories next class.

Homework:

• Finish the "Theseus" section of the packet.
• Last class: “thoughtful questions” – for those of you who didn’t explain your answers, you have until next class to finish this. You will explain your answers in complete sentences. Due: beginning of class Friday. I will not ask for these. You will turn them in on your own accord.
  

2nd & 6th: 23 September 2008

Agenda:

1. Thoughtful Questions
2. Theseus: Greek myth figures, root words, lit term: characterization, read the story, i.d. elements of a heroic quest.
3. Philosophy Scattergories

Thoughtful Questions: This is a journal grade. Students were given a list of questions. They were to choose 10 to answer and explain why. 2nd period has until next class to finish if they didn't. 6th period turned in their questions and will have an opportunity to finish them later.

Theseus (text page 29):

• Students identified figures from Greek mythology on front of this packet (packet includes "Theseus" and "Osiris and Isis.")
• Vocabulary: root words bene, phon, graph, path, and cred. Examples of words using these roots were given by students.
• Students watched a clip of My Big Fat Greek Wedding in which a character explains how words are derived from Greek.
• Students defined direct and indirect characterization. An example of each was given.
• Students read the story and characterized Theseus, providing evidence for the character traits.

Characterization notes:

• Direct - telling us directly what the character is like.
  Example: “Mr. Dursley…was a big, beefy man.”
• Indirect - we have to exercise our own judgment about a character using his actions, speech, thoughts, looks, etc. Example: When Mr. Dursley sat on the chair, it broke in two.

Philosophy Scattergories: Students worked together to make lists of the following with words that begin with letters in "PHILOSOPHY" - 1) philosophers 2) schools of philosophy 3) injustice 4) prejudice 5) educate 6) professions/occupations 7) world cities. Students will continue working on scattergories next class.

Homework: Finish the "Theseus" section of the packet.

3rd period - 22 September 2008

Agenda:

1. Thoughtful Questions
2. Share chart information from "Correcting Societal Ills" charts made on Thursday
3. The Hero and the Quest: answer questions using textbook. identify stages of heroic quest (example: Finding Nemo)
4. Philosophy Scattergories

If you were absent, check your folder for these questions.

2nd and 6th period - 19 September 2008

1. Journal - "Pirates" Today is Talk Like a Pirate Day. Freewrite for 3 minutes (or 50 words) about pirates. Then write a short poem in which the speaker of the poem talks like a pirate.
2. Correcting Societal Ills: 2nd period shared information from charts they made the previous class. 6th period worked in groups to identify 4 facts about each of the following: G.I. Bill, Title IX, and the Little Rock Nine (these were mentioned in the article "Sharing Philosophy with Children")
3. Heroic Quest: Students used their textbooks to answer questions 1 - 12 on the front of a packet handed out in class. On the back of that page, we identified specific steps in the heroic quest using Finding Nemo as an example.
4. 6th: English 9 and 10 Standards of Learning. Students were given English 9 and 10 SOLs. Thene they were to: 1)identify activities, lessons, assignments they completed in English 9 for each English 9 SOL and 2) brainstorm a list of activities, lessons, assignments they would like to complete for each English 10 SOL. This was due at the end of class.
5. 6th period: Any active reading that was incomplete from last class is homework and will be due at the beginning of class on Tuesday.

3rd period - 18 September 2008

Agenda:
1. Journal
2. Quiz: Myths and Folktales, MLA and Plagiarism, Vocabulary, class procedure. Myths and Folktales notes were turned in with the quiz.
3. Active Reading: relate to issues in the article. Identify facts about correcting "societal ills" through the G.I. Bill, Title IX, and about the Little Rock Nine.

Journal: "Words" Copy the following to get an idea of 50-word count.
... more districts are making a variety of efforts to go cold turkey, or at least cut back, on their use of paper. Schools are forgoing textbooks for online versions, school board members have laptop computers on the dais instead of thick paper agenda books, and classrooms … are opting for laptops over … binders.

Add to journal: Choose 2 words from the word collage at your tables. Write about these 2 words for 3 minutes. The word collage can be found here.

Active Reading:

• When you read the article, you should become involved with it.
• Highlight or underline information that relates to your life or life of a student.
• Make a note in the margins about how it relates to your life.
• What happens if you only highlight but don’t make an note?
• Highlight or underline interesting information or parts you agree (or don’t agree) with.
• Make a note of these in the margins!
• Vocabulary: look for the 5 new words when reading.
• According to the article, what does “educate” mean?
• Does this definition differ from what you think “educate” means?

Correcting Societal Ills:

• GI Bill
• Title IX
• The Little Rock Nine
• What are these?

1. Read the information at your tables.
2. Make a chart and list 4 pieces of information about each.
3. Turn in the chart when you finish.

There is no homework.

3rd Period's Insightful Questions

Assignment after reading "Sharing Philosophy with Children"

• Does this article evoke any questions from you?
• What questions about education or philosophy do you have?
• Generate at least 2 questions and write them at the bottom of the article.
  

If you did not generate any questions in class, you will leave 2 questions as comments to this post. Please leave your initials at the end of the comment.

6th period - 17 September 2008

Agenda:
1. Journal
2. Pop Quiz: Myths and Folktales, MLA and Plagiarism, Vocabulary, class procedure.
3. Active Reading: relate to issues in the article.

Journal: "Words" Copy the following to get an idea of 50-word count
".... more districts are making a variety of efforts to go cold turkey, or at least cut back, on their use of paper. Schools are forgoing textbooks for online versions, school board members have laptop computers on the dais instead of thick paper agenda books, and classrooms … are opting for laptops over … binders."

Add to journal: Choose 2 words from the word collage at your tables. Write about these 2 words for 3 minutes. The word collage can be found here.

Active Reading: Article - "Sharing Philosophy with Children"

• When you read the article, you should become involved with it.
• Highlight or underline information that relates to your life or life of a student.
• Make a note in the margins about how it relates to your life.
• What happens if you only highlight but don’t make an note?
• Highlight or underline interesting information or parts you agree (or don’t agree) with.
• Make a note of these in the margins!
• Vocabulary: look for the 5 new words when reading.
• According to the article, what does “educate” mean?
• Does this definition differ from what you think “educate” means?

6th period had time at the end of class to finish actively reading the article. They were to generate 2 insightful questions and write these questions at the end of the article. If they didn't generate questions in class, they were told to go to the blog post "6th period's Insightful Questions" and leave 2 questions as comments. This is due before the beginning of next class.

“6th period’s Insightful Questions”

If you did not generate any questions in class, you will leave 2 questions as comments to this post. Please leave your initials at the end of the comment.

2nd period: 17 September 2008

Agenda:
1. Journal
2. Quiz: Myths and Folktales, MLA and Plagiarism, Vocabulary, class procedure. Myths and Folktales notes were turned in with the quiz.
3. Active Reading: relate to issues in the article. Identify facts about correcting "societal ills" through the G.I. Bill, Title IX, and about the Little Rock Nine.

Journal: "Words" Copy the following to get an idea of 50-word count.
... more districts are making a variety of efforts to go cold turkey, or at least cut back, on their use of paper. Schools are forgoing textbooks for online versions, school board members have laptop computers on the dais instead of thick paper agenda books, and classrooms … are opting for laptops over … binders.

Add to journal: Choose 2 words from the word collage at your tables. Write about these 2 words for 3 minutes. The word collage can be found here.

Active Reading:

• When you read the article, you should become involved with it.
• Highlight or underline information that relates to your life or life of a student.
• Make a note in the margins about how it relates to your life.
• What happens if you only highlight but don’t make an note?
• Highlight or underline interesting information or parts you agree (or don’t agree) with.
• Make a note of these in the margins!
• Vocabulary: look for the 5 new words when reading.
• According to the article, what does “educate” mean?
• Does this definition differ from what you think “educate” means?

Correcting Societal Ills:

• GI Bill
• Title IX
• The Little Rock Nine
• What are these?

1. Read the information at your tables.
2. Make a chart and list 4 pieces of information about each.
3. Turn in the chart when you finish.
   
   

3rd period - 16 September 2008

Agenda:

1. Journal
2. Plagiarism & MLA Notes
3. Article: "Sharing Philosophy with Children" - MLA citation & vocabulary
4. Homework: For each vocabulary word, choose a vocab activity to complete. You may NOT choose an etymology/root word activity.

Journal "Staying Positive": Create a “Top 10” list of ways students can stay positive when things get tough.

Plagiarism and MLA notes. Students made notes on the following information:
What is MLA?
See syllabus for explanation from the MLA (Modern Language Association)
A documentation style used when writing in humanities, including English language and literature.
You don’t get to document any way you want.
You must follow this style in English class.
There is no other option.

What does it mean to "document"?
To give proof of where a writer/researcher got his/her information. This prevents plagiarism. Some forms of plagiarism can be considered STEALING.
Imagine that you wrote a story or article that was published in a magazine. It took you 6 weeks to write. You worked on it two hours a day. You lost sleep over it.
How would you feel if someone took that story, copied it, and turned it in as their own?
Not a big deal?
What if that the story was made into a successful movie and all that money went to the person who “stole” YOUR STORY?

Videos about plagiarism. Students watched the videos at the following link http://library.camden.rutgers.edu/EducationalModule/Plagiarism/odule/Plagiarism/

After watching each video, they wrote a few notes about what they remembered, what they learned. This video is from Rutgers University. Don’t let it intimidate you – plagiarism is the same whether you’re in middle school, high school, college, or beyond.

HOMEWORK due Thursday: For each vocabulary word, complete 1 vocabulary activity from the green vocabulary packet. You may NOT choose the etymology & root word activities. If you did not finish copying the definitions, etymology, and root words, you should go to dictionary.com and get this information.

2nd and 6th - 15 September 2008

Agenda:

1. Journal
2. The Human Condition notes - 6th period only
3. Plagiarism and MLA notes
4. Vocabulary
5. Article - 2nd period received this article. We will read it Wednesday.

Journal "Staying Positive": Create a “Top 10” list of ways students can stay positive when things get tough.

6th period only: Students were introduced to the "human condition" and how English class and literature help us to better understand the human condition. Students took a few notes and described various pictures using a list of feeling words. These notes were turned in along with the notes over Myths and Folktales that were taken last week. In groups, students described various pictures using a list of feeling words.

Plagiarism and MLA notes. Students made notes on the following information:

What is MLA?

• See syllabus for explanation from the MLA (Modern Language Association)
• A documentation style used when writing in humanities, including English language and literature.
• You don’t get to document any way you want.
• You must follow this style in English class.
• There is no other option.

What does it mean to "document"?

• To give proof of where a writer/researcher got his/her information. This prevents plagiarism. Some forms of plagiarism can be considered STEALING.
• Imagine that you wrote a story or article that was published in a magazine. It took you 6 weeks to write. You worked on it two hours a day. You lost sleep over it.
• How would you feel if someone took that story, copied it, and turned it in as their own?
• Not a big deal?
• What if that the story was made into a successful movie and all that money went to the person who “stole” YOUR STORY?
  

Videos about plagiarism. Students watched the videos at the following link
http://library.camden.rutgers.edu/EducationalModule/Plagiarism/odule/Plagiarism/
After watching each video, they wrote a few notes about what they remembered, what they learned. This video is from Rutgers University. Don’t let it intimidate you – plagiarism is the same whether you’re in middle school, high school, college, or beyond.

2nd peirod only: MLA Formatting Notes.

Students copied the format for an online article's works cited entry.

They then created an entry for the article "Sharing Philosophy with Children"

These MLA notes were turned in at the end of class.

HOMEWORK due Wednesday: For each vocabulary word, complete 1 vocabulary activity from the green vocabulary packet. You may NOT choose the etymology & root word activities.

6th period: If you did not finish copying definitions at your tables, you will need to go to dictionary.com or use another dictionary to define the words.

12 September 2008, 3rd period

Journal: "Olympic Event"
On September 12, 1913, Olympian Jesse Owens was born. Owens won a number of medals in Track and Field events. If you could invent a new Olympic event, what would it be and why?

Agenda:
1. "What Do You Already Know" Test
2. Understanding the Human Condition

Students tested their knowledge of World Literature by taking a "What Do You Already Know" Test. They were given the opportunity to work together at their tables after 20 minutes.

Students were introduced to the "human condition" and how English class and literature help us to better understand the human condition. In groups, students described various pictures and Post Secrets.. They skimmed a list of feeling words provided in class. These words were used to describe various pictures and Post Secrets. This was due at the end of class.

Homework: There is no homework

11 September 2008

Journal: "Remembrance"

September 11th is a Day of Remembrance. As we honor those who lost their lives on this day in 2001, make a list of everything in your life that you are thankful for.

2nd period: Students created questions that myths try to answer using various pictures from magazines. They then creatively answered those questions. These were turned in by groups.

Students were introduced to the "human condition" and how English class and literature help us to better understand the human condition. In groups, students described various pictures and Post Secrets.. They skimmed a list of feeling words provided in class. These words were used to describe various pictures and Post Secrets.

6th period: Students tested their knowledge of World Literature by taking a "What Do You Already Know" Test. They were given the opportunity to work together at their tables after 20 minutes.

Students then created questions that myths try to answer using various pictures from magazines. They then creatively answered those questions. These were turned in by groups.

Homework: There is no homework.

10 September 2008

Today, students...

• Began taking notes (on worksheet) about Myths and Folktales
• Worked in groups to develop and answer questions about items from nature or fantasy they found in magazines.
• Started reading creation myths in groups and identified their purposes and questions that myths try to answer. Students will finish this next class.
• Were given a hard copy of the Student Survey if they didn't provide an e-mail for one to be sent and electronically.
  

Warm-up assignment. On the note card provided you...

• Write your name in the left corner & the class period in the right.
• Write the name of your English teacher last year on the second line. If you didn’t go to school here, write where you went to school.
• On the remaining lines or on the back…On September 9, 1850, California became the 31st state. California’s motto is “Eureka!” which is a Greek word meaning, “I have found it.” This motto can be found on their state seal. A motto is a brief statement that expresses a goal or idea. Create a motto for yourself and explain why you chose that motto.

9 September 2008

Today, students...

• Shared vocabulary definitions from last class
• Continued taking notes over Myths and Folktales
• Read creation myths in groups and identified their purposes and questions that myths try to answer.
• took a "What Do You Already Know" TEST (2nd period only)
• Were given a hard copy of the Student Survey if they didn't provide an e-mail for one to be sent and electronically.
• took class pictures

Warm-up assignment. On the note card provided you...

• Write your name in the left corner & the class period in the right.
• Write the name of your English teacher last year on the second line. If you didn’t go to school here, write where you went to school.
• On the remaining lines or on the back…
  On this day in 1850, California became the 31st state. California’s motto is “Eureka!” which is a Greek word meaning, “I have found it.” This motto can be found on their state seal. A motto is a brief statement that expresses a goal or idea. Create a motto for yourself and explain why you chose that motto.
  

Homework: There is no homework.