Friday, April 12, 2019

Daily Agenda: Friday, April 12

word of the day: inviolate

Today was a relaxing, wonderful choice reading day.  Ahhhhhhh....

With spring here, we also focused on flowers and artistic landscapes in the flower capital of the world.  No, it's not Miss Maudie's garden, it is the Kroller Muller Museum in the Hoge Veluwe National Park, the 5,500 hectare home to many moeflon, and the Keukenhof Garden, home to this year's theme of Flower Power.

Each student uploaded the "Sympathy" introduction and body paragraph to Google classroom by the end of class.


Thursday, April 4, 2019

Daily Agenda: Thursday, April 4 - Tuesday, April 9

word of the day: azalea

Today we learned about how the literary essay paragraph has a claim, evidence, and reasoning -- it is useful to remember the acronym PEEEEEEe here.  Our demonstration paragraph on "Sympathy" from class is here.  Ms. Hodgens' complete introduction and body paragraph are here.

HW Eng: 1. Pass in your revised introduction and body paragraph on "Sympathy" on Google classroom.  2. Bring your choice book to class tomorrow.

word of the day: mausoleum

Today we learned about building and writing a body paragraph using the roadmap to create claims (topic sentences); to choose evidence which supports the claim; and to give reasoning which ties back to the theme.

To practice this core skill, each student wrote a theme and roadmap on Dunbar's "Sympathy." After each partnership shared their themes and roadmaps using the document camera, they wrote claims which develop the roadmap and then started to chose and bullet quote evidence which supports the claim.  This process is called building an essay outline.  By outlining, we are putting our thinking before our writing, which makes the writing significantly easier for an essay paradigm.

A sample essay outline is here.  It does not include the plan for the conclusion.

The multiple choice answers for "Sympathy" are here:
1. A
2. D
3. B
4. D
5. C
6. D

HW Eng: 1. Check and score the multiple choice answers for "Sympathy," found on the blog. 2. Review the class notes found above, including the sample essay outline.  3. Finish writing your essay outline on "Sympathy" and type up an introduction with your theme and roadmap at the end followed by ONE body paragraph you planned within the outline.  You will not write an entire essay on "Sympathy" now or in the future unless you would like to see me for extra help, which is always welcome.

word of the day: rudiments

Each student posted and shared a theme and roadmap.  We read a whole lot of themes and roadmaps and wrote down two or three favorites.

Our lesson today focused on how the theme and the roadmap will become topic sentence claims in the body paragraphs.  Literary words are a way to enhance the topic sentence claim, as we see in today's notes.

Next, we read Dunbar's "Sympathy," considered how an overall theme is given in the prompt, annotated the poem for literary devices and meaning, and started to plan a roadmap.  The notes from each section are here.

The multiple choice questions on "Sympathy" are here.

HW Eng: 1. Read and answer the multiple choice questions on "Sympathy" and write a 1-2 sentence explanation of each answer you choose.  The questions are on the blog.  2. Read your choice book (due May 2).  3. B period only - check over and study the answers to the prepositions and conjunctions worksheets on the blog.

word of the day: paradigm

In A, C, and G classes, we learned about FANBOYS and practiced identifying conjunctions as one of the essential parts of speech in sentences.

The main lesson today was on building a theme with a because word and a roadmap; the theme and the roadmap are the most important aspect of planning an essay.  

  • Ask yourself, how are the characters responding to the conflicts around them?
  • What is the universal message the author promotes as these conflicts unfold?
  • Do the thinking by outlining before doing the writing.  
  • The roadmap gives words or further themes which are the building blocks for the body paragraphs, which have claims, evidence, and reasoning.  And that theme and roadmap come at the end of the introduction.
  • Each student chose a theme and roadmap written for an earlier book review, booktalk, or essay and started to create a poster for those sentences.  
  • The notes from class are important to review.  We learned about how theme and roadmap sentences may have a couple of words in the roadmap; alternately, the theme and roadmap may have two or three sentence themes in the roadmap.

Tomorrow (Tuesday), we will learn about how the theme and roadmap become topic sentence claims in the body paragraphs.  Literary words are a way to enhance the topic sentence claim!

On Wednesday and Thursday, we will build and write a body paragraph using the the roadmap to write topic sentence claims, using the text to find relevant evidence, and using the theme to state reasoning which ties back to the introduction's main idea.  Our body paragraph paradigm follows this pattern of writing and thinking: claim first, evidence second, and reasoning last.  We will learn on Wednesday and practice on Thursday.

On Friday, we will practice writing an entire outline.

HW Eng: All students should spend a few minutes reviewing today's class notes on the blog.  All students in A, C, and G classes will also need to finish writing and decorating your theme and roadmap poster.  Two poster models are here.

We did not have a word of the day today.

We read at the Harvard Public Library today.  Please finish reading your third quarter reformers' choice book by May 2.

HW Eng: Read and enjoy your choice book!

word of the day: indomitable

Today we created a word tree for twenty common prefixes, suffixes, and roots.  We also learned all of the essentials of prepositions: the object of the preposition, the prepositional phrase, the difference between an adverb and a preposition, and how a prepositional phrase is never the subject or verb in a sentence.

HW Eng:
1. Read TKAM multiple answers found here; score yourself and explain wrong answers.
2. Take the second confidence quiz on our new vocabulary from word of the day and on the rhetorical notebook devices.  This confidence quiz is open note and is found on Google classroom.
3. Bring your third quarter choice novel to class tomorrow.
4. A, C, and G classes: complete the conjunctions and interjections practice worksheet on our final two parts of speech.  Review the answers to prepositions found here.

Tuesday, April 2, 2019

Monday, April 1, 2019

Daily Agenda: Friday, March 29 - Wednesday, April 2

Wednesday, April 3:
word of the day: altruism

We followed the lesson below on how to write an introduction and also reviewed a logical approach of substitution for #7 on the Lincoln/Douglass multiple choice.  The Trail of Tears essays showcase that we have some work to do with always remembering to include the five components of an introduction, and if you would like to revise any aspect of the Trail of Tears assignment, please stop by after school tomorrow.

The etymological roots branched out on a padlet we started in periods B and C.

HW Eng: Answer each multiple choice question sent via email with a 1-2 sentence explanation of each answer and remember to revise & upload your TKAM practice intro to Google classroom.  Memorize the prepositions song for extra credit!

Tuesday, April 2:
word of the day: furtive

After a padlet on connotation clusters, we finished the fishbowl discussion of chapter 9 and discussed themes.  We will finish the chapter 9 fishbowl in G period tomorrow or Thursday as our focus turns to reviewing the fundamentals of analysis essays.

Each analysis essay which argues or explains must have the following qualities, and this sample introduction written by two of your classmates is a buoyant model:

*author name
*summary of relevant knowledge from the text related to the question
*claim (theme) using "because"

Some excellent themes were articulated and written down in each section.  Remember, claims and themes are universal -- they spring from conflicts and they apply to all of humanity.  They are not specific to To Kill a Mockingbird but are derived from specific moments of significance and conflict.

Three themes we wrote in G period are here; what diction and vocabulary revisions might you determine  for pristine themes?

Topic of emotion:
Theme: Many emotions can change rapidly due to losses and gains.

Topic of comfort:
Theme: Connections may seem to vanish, but because of care, forward connections keep thriving.

Topic of treatment of kids:
Theme: Children's views of adults will switch because of real life experiences with adults.

HW Eng: 1. Memorize the prepositions song for extra credit.
2. Score the Lincoln & Douglass multiple choice answers you wrote last night and write 1-4 sentences explaining why the correct answer is right if you got it wrong.  The multiple choice answers are here.
3. Write an analysis essay introduction paragraph for this prompt: explain how 2-3 themes shared between pages 95-96 (Jem crying) and chapter 8 (in the scene with the revelation about Boo's blanket) are similar.

Monday, April 1:
word of the day: moot

We sang and sang the prepositions song, got settled for the multiple choice homework for tonight on Lincoln and Douglass, and spoke quite eloquently about Boo's humanity in purple blanket fishbowls in chapters 8 and 9.

HW Eng: 1. Memorize the prepositions song for extra credit.  2. Write definition, synonyms, and etymology for your connotation cluster vocab word.  3. Read and answer the multiple choice questions on Lincoln and Douglass; write a 1-2 sentence defense of why your answer is accurate.

Friday, March 29:
word of the day: philistine

additional words from PBS articles: virulent, inequities, and enigma

We had some core lessons on adverbs and adjectives at the end of the week.  The answer keys are important, but the most significant aspect of the learning is understanding that adverbs answer the questions where, when, how, and to what extent.  They modify verbs, adjectives, and other adverbs.

Adjectives answer the questions how many, how much, which ones, what kinds.  They modify nouns and pronouns.

The answer key for adverbs is here.

The answer key for adjectives is here.

We analyzed two short articles from PBS to recognize the special place To Kill a Mockingbird holds on their Great American Reads List -- #1.  The complete list is here as it describes Lee's context of savage inequities and virulent prejudices which inspired her novel.

An excerpt from PBS online article "Harper Lee: American Masters -- About the Documentary" is here, and we also watched an excerpt from the documentary featuring Oprah Winfrey, Tom Brokaw, and James McBride.  Lee is noted to have been an enigma.

HW Eng: Read Chapter 9 of TKAM

Thursday, March 28, 2019

Daily Agenda: Thursday, March 28

word of the day: perpetual (variations: "into perpetuity" and "perpetuate")

Share out your messy child sentence and Perfect Words (verbs and adjectives).

Participate and write ideas with high, moderate, and low diction.

A, B, and G classes: review adjectives and adverbs

HW Eng: Read Chapters 7 & 8 in TKAM looking for low, moderate, and high diction.  The reading is approximately twenty pages.

Daily Agenda: Wednesday, March 27

Today was a half day.

word of the day: chiffarobe

Review connotations with Voracious Vocabulary: The Choice of Words.  Create a list of forbidden words including good, bad, pretty, beautiful, sad.

HW Eng: Write the sentence on messy children and the list of Perfect Words; identify adjectives and adverbs.

Tuesday, March 26, 2019

Daily Agenda: Tuesday, March 26

word of the day: sanction and sanction

Write about "The Daughters of Edward C. Boit" by John Singer Sargent using three words of the day, an action verb (preferably sanction), and a linking verb. 

Learn about and practice recognizing action verbs and linking verbs.  Understand the difference between a subject and a predicate in a sentence. 

Create a list of action verbs and play with the words in a circle.

HW Eng: Type up answers to Voracious Vocabulary: The Choice of Words.