April 21st, 2017

April 21/24

Journal Entry #1: Chapters 2 – 71 (Class work)

 

  1. Answer the following questions in complete sentences (6 points each):
    1. Christopher’s reaction to Wellington’s death is different than readers might expect in what way?
    2. How did the policeman upset Christopher? How did Christopher react?
    3. How are prime numbers like life?
    4. How does Christopher feel about metaphors? Why?
    5. When is a simile a lie?
    6. Why does Christopher not tell lies?
    7. How does Christopher react to his mother’s death?
    8. Why does Christopher leave Mrs. Alexander’s yard?
    9. Why does Christopher think Mr. Shears killed Wellington?
    10. What type of school does Christopher attend?
  2. Connections – Give two examples of events in the novel which connected to your life or prior knowledge. Explain in detail what occurred in each event, how the event connected to your life, and how the connection helped you to understand each event better (10 points each).

(Example) – Christopher became confused and upset when the police officer started asking him too many questions in a row. When I was young, my parents asked me too many questions whenever one of my brothers and I were in trouble. I understand why Christopher just wanted to cover his ears to stop the questions.

  • Definitions (from the dictionary): (2 points each)
  1. stimulus (5)
  2. white noise (8)
  3. dementia (13)
  4. slander (14)
  5. apocryphal (16)
  6. aneurysm (27)
  7. embolism (27)
  8. red herring (31)
  9. bloke (37)
  10. marzipan (41)

# See me for the homework handout if you missed the class.

# Next class, we will have the MAP test.

April 20th, 2017

April 19/20

  1. Class work – Entry 1 – As you read each entry, you will take notes on the key events, people, and places on each page. Write at least one note per page of the novel.
  2. Class work – Editing
    1. Students were given a handout with a paragraph they need to edit for grammar and formal voice.

April 18th, 2017

April 17/18

  1. The Curious Incident of the Dog in the Night-time – This is a novel you will be reading and discussing in class.
    1. Entry 1 – Chapters 2 – 71
      Entry 2 – Chapters 73 – 139
      Entry 3 – Chapters 149 – 173
      Entry 4 – Chapters 179 – 211
      Entry 5 – Chapters 223 – 233
  2. Class work – Entry 1 – As you read each entry, you will take notes on the key events, people, and places on each page. Write at least one note per page of the novel:
    1. Example for Entry 1

      Shears, neighbor (1)
      Wellington, dog
      killed by pitchfork
      large poodle (2)
      Christopher Boone
      Siobhan showed pictures
      Chris upset about pictures (3)
      hugs dead dog
      Mrs. Shears curses (4)
      Siobhan suggested novel
      Chris remembers details (5)
      likes dogs (6)
      police arrive
      Chris is 15
      upset by police questions (7)
      hits policeman (8)
      Chris doesn’t tell jokes
      Arrested (9)
      Milky Way

April 5th, 2017

April 6/7

  1. Nine-week Test

April 4th, 2017

April 4/5

  1. Nine-week Essay – (Quiz Grade) – Students will write a multiple-paragraph essay on a school-provided prompt as part of their nine-week test.
  2. Finish Research Essay Rough Draft

March 30th, 2017

March 29 – April 3

  1. Research Essay Rough Draft – (THIS MUST BE COMPLETED IN CLASS!)
    1. Double space
    2. Use a formal voice and AVOID plagiarism!
    3. Use internal citations – At the end of any sentence with evidence, write a parenthetical reference to the article before the period. For example, a sentence with information from article three would end with this reference (Diconsiglio).
      1. Article 1 – (A.B.)
      2. Article 2 – (Camille)
      3. Article 3 – (Diconsiglio)
      4. Article 4 – (“Even When”)
      5. Article 5 – (“Giving Freely”)
      6. Article 6 – (Monsebraaten)
      7. Article 7 – (“Teens Can”)
      8. Article 8 – (Tess Kalinowski)
    4. Follow outline
    5. Writer at least five sentences per paragraph.

March 30th, 2017

March 27/28

  1. Research Essay Outline – Complete the following outline for this class work assignment:

 

  1. Introduction
    1. Attention Grabber – (Write your first sentence of the essay here. See page R30 in the Literature book for examples of attention grabbers.)
    2. Background information – (Write a sentence or two to give information readers need to understand the overall issue.)
    3. Claim – (Write a sentence to state your position on the issue. Do not start the sentence with “I think!”)
  2. Reason One – (Write a sentence to give your first reason for you position.)
    1. Evidence One – (reference a piece of evidence from your Research class work. Example: Art 3, 2B)
    2. Evidence Two – (reference a piece of evidence from your Research class work. Example: Art 5, 2A)
  • Reason Two – (Write your second reason in a complete sentence.)
    1. Evidence One –
    2. Evidence Two –
  1. Reason Three – (Write your second reason in a complete sentence.)
    1. Evidence One –
    2. Evidence Two –
  2. Counterclaim – (Write a sentence which gives one reason against your claim.)
    1. Evidence One – (reference article that supports counterclaim. Example: Art 6, 2B)
    2. Rebuttal – Explain why your claim is stronger than the counterclaim in a complete sentence.)
  3. Conclusion
    1. Summarize Reasons
    2. Restate claim

March 22nd, 2017

March 21 – 24

  1. Complete Class work – Non-fiction Questions (see previous lesson for questions)
  2. Research for Persuasive Essay
    1. In the Literature book, turn to page R21.
      1. What is a claim?
      2. What is the difference between a reason and a piece of evidence?
      3. What is a counterclaim?
    2. Read the article in the right column of the page. In your notes, identify the following parts of the essay:
      1. Claim
      2. Reason
      3. Evidence
      4. Counterclaim
    3. Research Class work
      1. You will be writing an essay on mandatory volunteering. I have created a packet of eight articles which we are using in class. You can also access these articles through EBSCO on your student portal.  The articles are numbered in this order:
        1. B. “Mandatory volunteering: An oxymoron or a valuable lesson.” Christian Science Monitor 26 Apr. 1996: 11. Middle Search Plus. Web. 10 Mar. 2016.
        2. Camille, Ross. “Volunteering a labour of true love for teens.” Toronto Star (Canada) n.d.: Newspaper Source. Web. 10 Mar. 2016.
        3. Diconsiglio, John. “Volunteer…Or Else!.” Scholastic Update 130.5 (1997): 19. Middle Search Plus. Web. 10 Mar. 2016.
        4. “Even When It’s Mandatory, Volunteering Is Good For Kids.” Maclean’s 125.35 (2012): 4. Middle Search Plus. Web. 10 Mar. 2016.
        5. “Giving Freely Or Free Labor?.” Know Your World Extra 40.7 (2007): 8. Middle Search Plus. Web. 10 Mar. 2016.
        6. Laurie Monsebraaten Toronto, Star. “Teen ‘volunteers’ not all that eager.” Toronto Star (Canada) n.d.: Newspaper Source. Web. 10 Mar. 2016.
        7. “Teens can do it.” Toronto Star (Canada) n.d.: Newspaper Source. Web. 10 Mar. 2016.
        8. Tess Kalinowski Toronto, Star. “Mandatory volunteering doesn’t help, expert says.” Toronto Star (Canada) 10 Nov. 2015: Newspaper Source. Web. 10 Mar. 2016.
      2. For the classwork, complete the following questions for each article:
        1. The claim of the article
        2. Paraphrase at least two pieces of evidence.
        3. Identify the publication source.
      3. For example, the first article’s information should look like this:

Article 1:

  1. Claim: Requiring students to volunteer is controversial, and it may be a better option to connect it with a class.
  2. Evidence:
    1. Boston schools made community service voluntary in 1995.
    2. Students should have more volunteering options, according to John Fischetti, a professor at University of Louisville.
    3. The National Association of Secondary School Principals recommend students should receive class credit for service.
  3. Source: Christian Science Monitor, April 1996

March 20th, 2017

March 17/20

  1. Grammar Quiz
  2. Class workNon-fiction Questions
    1. In the Literature book, read Meet the Author, pg. 647, and Abolishing the Penny, pgs. 648 – 650. Also read Meet the Author, pg. 969, and Montgomery Boycott, pgs. 970 – 977.
    2. “Abolishing the Penny”
      1. How much does it cost the United States to mint new pennies every year?
      2. What is the main purpose of this article?
      3. Why would eliminating the penny make most prices go down?
      4. Why do people want to keep the penny as a coin?
      5. Who is the author and why is his opinion important?
    3. “Montgomery Boycott”
      1. Under what two circumstances did African Americans have to stand on buses in Montgomery?
      2. What incident started the bus boycott?
      3. Who is the author, and what role did she play in the boycott?
      4. How successful was the first day of the boycott?
      5. What did Dr. Martin Luther King, Jr. urge his followers to avoid in his speech at the Holt Street Baptist Church?

March 20th, 2017

March 15/16

  1. Projects are due!
    1. The projects must be printed, but they may also be submitted through Google Class room.
  2. Review Parts of the Sentence – We reviewed this class work assignment from the previous class. See me or Mr. Sood if you would like for one of us to review any of this day’s exercises with you after school.
  3. Participial, Gerund, and Infinitive Phrases
  4. Grammar Practice (in notes)
  5. Quiz on Active/Passive Voice and Verbals next class

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