Today we got new spelling words and a new part of speech. Check out the right side bar for the list. You may notice that the words on our list this week have what we call "cells". A cell is a root, a suffix or a prefix that has a specific meaning. Cells give us clues as to the meaning of a word. It is also easier to spell words if we understand the cells that form them. Let's take a look at the some of the cells in our words today:
hydro: water
chrono: time
thermo: heat
meter: measure
phobia: fear
logical: pertaining to the study of
ize: to make
cent: one hundred
So, if we put these cells together, we find that thermometer means an instrument that measures heat. Hydrophobia means a fear of water. Chronological means pertaining to the study of time (or in the order of time). These cells are building blocks that help us to form words. Isn't the English language fun?
After the spelling words, we read from The Outsiders. See me to find out how far your class period got in the book today.
Remember, book reports are due on Thursday. We will also have a spelling quiz on Thursday. There is no school on Friday due to parent/teacher conferences.
Monday, September 29, 2008
Friday, September 26, 2008
9/26/08
Today we turned in journals/glossaries. I graded them while you read silently.
After reading time, we had the spelling quiz. Come in to make it up before or after school if you missed it.
Next we talked about book reports. You will each be required to turn in a book report by October 2. We have been reading all trimester, and many of you have read multiple books. Choose one to report on. I handed out book report forms in class. I have lots of extras if you need one. We will have another book report due at the end of the trimester.
In two of my classes, we talked about behavioral expectations. I issued a behavioral contract for students to qualify to watch The Outsiders, the movie. This is what the contract looks like:
Behavioral contract, The Outsiders
All students who maintain appropriate behavior will be included in watching the movie, The Outsiders. There will be a three strikes rule from now until the time we watch the movie in class. If you receive three strikes, you will be excluded from watching the movie. You will be given an alternate activity (a two-day assignment) to be completed in a different room if you do not comply with this behavioral contract. You may be given strikes for the following reasons:
• Talking to your neighbors
• Arguing with the teacher/sub
• Being disruptive in general
• Being tardy to class
• Making a mess in class
• Not following along while we read
• Using a cell phone or other electronic device in class
• Passing or writing notes in class
• Cheating on homework, quizzes, tests, etc.
• Saying unkind things to your classmates or teacher
• Not reading or writing your journal during the appropriate time
• Any other behavior that detracts from a positive learning environment
I will be keeping track of strikes on the role sheet. Anyone with three strikes will be excluded from watching the movie. I will also use the strikes to help me to determine your citizenship grade.
We read from The Outsiders for the rest of the class period.
After reading time, we had the spelling quiz. Come in to make it up before or after school if you missed it.
Next we talked about book reports. You will each be required to turn in a book report by October 2. We have been reading all trimester, and many of you have read multiple books. Choose one to report on. I handed out book report forms in class. I have lots of extras if you need one. We will have another book report due at the end of the trimester.
In two of my classes, we talked about behavioral expectations. I issued a behavioral contract for students to qualify to watch The Outsiders, the movie. This is what the contract looks like:
Behavioral contract, The Outsiders
All students who maintain appropriate behavior will be included in watching the movie, The Outsiders. There will be a three strikes rule from now until the time we watch the movie in class. If you receive three strikes, you will be excluded from watching the movie. You will be given an alternate activity (a two-day assignment) to be completed in a different room if you do not comply with this behavioral contract. You may be given strikes for the following reasons:
• Talking to your neighbors
• Arguing with the teacher/sub
• Being disruptive in general
• Being tardy to class
• Making a mess in class
• Not following along while we read
• Using a cell phone or other electronic device in class
• Passing or writing notes in class
• Cheating on homework, quizzes, tests, etc.
• Saying unkind things to your classmates or teacher
• Not reading or writing your journal during the appropriate time
• Any other behavior that detracts from a positive learning environment
I will be keeping track of strikes on the role sheet. Anyone with three strikes will be excluded from watching the movie. I will also use the strikes to help me to determine your citizenship grade.
We read from The Outsiders for the rest of the class period.
9/25/08
Today we started with a journal entry: What group to you belong to? How does your group feel about interacting with other groups (both positive and negative)? Possible groups could be: cowboys, preppy, popular, goths, emos, jocks, geeks, techies, music/drama, religious, skaters, smart kids, etc.
Next we had a spelling activity. For this activity, you were to choose five words from this week's list. Be sure to choose five different words from the ones you chose on Tuesday. Write the word, spelling it aloud as you go. Write it again, only this time leave off the last syllable, but continue to spell it aloud. Write it again, leaving off the next to last syllable, but continue to spell it aloud. Continue until you have nothing left to write. Next, turn your paper over and write the word from memory. Repeat with each of the five words.
This week we are talking about adjectives. Look to the right side bar if you don't remember what an adjective is. During reading time today, we wrote all the adjective we could recognize from The Outsiders. Each student should have come up with quite a list. After we were done reading, we got into groups to share our adjectives. We eliminated the adjectives that were identified by more than one person in the group, and compiled a group list. Then we repeated the activity with the group lists as a class. Each class come up with 30-40 adjectives that only one person had identified. The point--adjectives are EVERYWHERE! Get used to them. :)
Next we had a spelling activity. For this activity, you were to choose five words from this week's list. Be sure to choose five different words from the ones you chose on Tuesday. Write the word, spelling it aloud as you go. Write it again, only this time leave off the last syllable, but continue to spell it aloud. Write it again, leaving off the next to last syllable, but continue to spell it aloud. Continue until you have nothing left to write. Next, turn your paper over and write the word from memory. Repeat with each of the five words.
This week we are talking about adjectives. Look to the right side bar if you don't remember what an adjective is. During reading time today, we wrote all the adjective we could recognize from The Outsiders. Each student should have come up with quite a list. After we were done reading, we got into groups to share our adjectives. We eliminated the adjectives that were identified by more than one person in the group, and compiled a group list. Then we repeated the activity with the group lists as a class. Each class come up with 30-40 adjectives that only one person had identified. The point--adjectives are EVERYWHERE! Get used to them. :)
Wednesday, September 24, 2008
9/24/08
We started class with reading/glossaries. Journals and glossaries will be due on Friday. You should have seven journal entries and eleven glossary entries. Remember, you need to have the word, the book and a definition for full credit.
We talked about similes and idioms today (click on words for a definition). We had a class-time assignment to find five similes and idioms during our Outsiders reading today. There are dozens of examples you can choose from. The list was due at the end of class. As of today, we are about half way through chapter two.
We talked about similes and idioms today (click on words for a definition). We had a class-time assignment to find five similes and idioms during our Outsiders reading today. There are dozens of examples you can choose from. The list was due at the end of class. As of today, we are about half way through chapter two.
Tuesday, September 23, 2008
9/23/08
Today we started with this journal prompt:
What does it mean to be an outsider? Have you ever felt like an outsider?
Next we had a spelling practice activity. This is what you do:
1. Take a piece of paper.
2. Fold it in three sections.
3. Label the first section "trace", the second section "copy", and the third section "recall."
4. Choose five words from the spelling list. Make sure to choose words you are having a hard time learning.
5. Write the five words in the first column.
6. Start with the first word in the "trace" column. Trace the word three times with your pencil or finger, saying each letter aloud as you trace it.
7. Go to the next column and copy the word, saying each letter aloud as you write it.
8. Fold your last column over so you can't see the first two columns. Write the word from memory, saying each letter aloud as you write it.
9. Repeat with the remaining four words.
This activity will help you to cement these words spellings in your mind. Be sure you spell the word correctly in the trace column so you study the correct spelling. Good luck!
Next we read the rest of chapter one from The Outsiders. We have learned about the Socs and the Greasers as well as the seven members of the Greaser gang. We also learned about a conflict between Darry and Ponyboy. Ponyboy wonders why the Socs hate Greasers so much. What do you think?
What does it mean to be an outsider? Have you ever felt like an outsider?
Next we had a spelling practice activity. This is what you do:
1. Take a piece of paper.
2. Fold it in three sections.
3. Label the first section "trace", the second section "copy", and the third section "recall."
4. Choose five words from the spelling list. Make sure to choose words you are having a hard time learning.
5. Write the five words in the first column.
6. Start with the first word in the "trace" column. Trace the word three times with your pencil or finger, saying each letter aloud as you trace it.
7. Go to the next column and copy the word, saying each letter aloud as you write it.
8. Fold your last column over so you can't see the first two columns. Write the word from memory, saying each letter aloud as you write it.
9. Repeat with the remaining four words.
This activity will help you to cement these words spellings in your mind. Be sure you spell the word correctly in the trace column so you study the correct spelling. Good luck!
Next we read the rest of chapter one from The Outsiders. We have learned about the Socs and the Greasers as well as the seven members of the Greaser gang. We also learned about a conflict between Darry and Ponyboy. Ponyboy wonders why the Socs hate Greasers so much. What do you think?
Monday, September 22, 2008
9/22/08
Today we got a new spelling list. Look to the side bar to the right to find this week's words. We also got a new P.O.S.O.T.W. which you can also find in the side bar to the right.
We had 15 minutes for reading and glossaries.
I handed out progress reports today. Mid-term grades will be sent home to your parents this week. If you feel the need to raise your grade before your parents get it in the mail, now would be an excellent time to do so. Remember I don't accept work without a late-work voucher.
We started reading The Outsiders, by S.E. Hinton, today. We talked about how to properly care for a book. Don't drop, throw, or hit things or people with your book. Don't open them open wider than how the book naturally falls when you place it on a surface while it is open. Take good care of these books, please. I will dock your citizenship points if you are not taking good care of the books.
We talked about S.E. Hinton as an author. Her name is Susan Eloise Hinton, but she published under her initials to hide her gender. She was worried that boys wouldn't want to read a book about gangs written by a chick. She was only 17 years old when The Outsiders was published! She wrote this book while she was in high school. It was based, in part, on the social issues her own high school was facing. Hinton started a new genre with The Outsiders. Before she wrote the book, there weren't books about young adult and teen issues. These days these kinds of books can be found in the young adult or adolescent literature sections in the library.
Hinton isn't the only author who has published under a gender-neutral name in order to maintain a readership. J.K. Rowling was also concerned about the possibility that no one would want to read her Harry Potter books if they knew the author was female.
We read the first 10 pages of The Outsiders as a class. We talked about our approach to reading novels in Mrs. Cheney's language arts class. I will read, and we will frequently stop to talk about the book. We will be analyzing the plot, the writing, the literary devices, and the social issues raised in this book. This means we will be breaking it down and putting it back together again in order to understand how it all works together.
Today we talked about the basic situation of the plot (characters, setting, background information), similes, alliteration and foreshadowing.
*Bonus!!!!* Find three adjectives in this post, write them down and a piece of paper along with your name and class hour then give it to me tomorrow and I will give you five extra credit points!
We had 15 minutes for reading and glossaries.
I handed out progress reports today. Mid-term grades will be sent home to your parents this week. If you feel the need to raise your grade before your parents get it in the mail, now would be an excellent time to do so. Remember I don't accept work without a late-work voucher.
We started reading The Outsiders, by S.E. Hinton, today. We talked about how to properly care for a book. Don't drop, throw, or hit things or people with your book. Don't open them open wider than how the book naturally falls when you place it on a surface while it is open. Take good care of these books, please. I will dock your citizenship points if you are not taking good care of the books.
We talked about S.E. Hinton as an author. Her name is Susan Eloise Hinton, but she published under her initials to hide her gender. She was worried that boys wouldn't want to read a book about gangs written by a chick. She was only 17 years old when The Outsiders was published! She wrote this book while she was in high school. It was based, in part, on the social issues her own high school was facing. Hinton started a new genre with The Outsiders. Before she wrote the book, there weren't books about young adult and teen issues. These days these kinds of books can be found in the young adult or adolescent literature sections in the library.
Hinton isn't the only author who has published under a gender-neutral name in order to maintain a readership. J.K. Rowling was also concerned about the possibility that no one would want to read her Harry Potter books if they knew the author was female.
We read the first 10 pages of The Outsiders as a class. We talked about our approach to reading novels in Mrs. Cheney's language arts class. I will read, and we will frequently stop to talk about the book. We will be analyzing the plot, the writing, the literary devices, and the social issues raised in this book. This means we will be breaking it down and putting it back together again in order to understand how it all works together.
Today we talked about the basic situation of the plot (characters, setting, background information), similes, alliteration and foreshadowing.
*Bonus!!!!* Find three adjectives in this post, write them down and a piece of paper along with your name and class hour then give it to me tomorrow and I will give you five extra credit points!
9/19/08
Today we had reading and glossary time at the beginning of class. After that, we took the spelling quiz. Then I handed back the your character analyses, and we talked about the problems and successes you had as a group. Believe it or not, this took the entire class period.
Coming attraction: The Outsiders
Coming attraction: The Outsiders
Tuesday, September 16, 2008
Monday, September 15, 2008
9/15/08
Today we wrote spelling words in our planners, then we read and put words in our glossaries.
We also had a discussion about stereotyping. We talked about stereotyping based on gender and race. Try this: look at the list below. Mentally decide what gender and race each of these people are.
16 year old gang member from West Valley City
14 year old whose father is a doctor
11 year old whose older brother got arrested for drunk driving
16 year old drug dealer
15 year old who goes to church every Sunday
13 year old who can’t wait to drop out of school
17 year old who plays on teams in three different sports
14 year old who wants to be an artist
15 year old who wants to be a dentist
12 year old smoker
13 year old straight A student
17 year old model
Did a specific race and gender automatically pop into your head? This is called stereotyping--or making a judgement on someone based on a limited view of the person. We all do it. Unfortunately, it's not a good thing. When we stereotype, we often make assumptions about people which are not true. Sometimes this can cause huge problems. Think about a time someone stereotyped you. How did it make you feel?
We are going to be reading The Outsiders, by S.E. Hinton during the next three weeks of class. We will be discussing social issues such as stereotyping, gangs, violence, acceptance, and the ability to understand who you are as an individual. We will also be learning more about plot elements and literary devices. Hope you enjoy!
We also had a discussion about stereotyping. We talked about stereotyping based on gender and race. Try this: look at the list below. Mentally decide what gender and race each of these people are.
16 year old gang member from West Valley City
14 year old whose father is a doctor
11 year old whose older brother got arrested for drunk driving
16 year old drug dealer
15 year old who goes to church every Sunday
13 year old who can’t wait to drop out of school
17 year old who plays on teams in three different sports
14 year old who wants to be an artist
15 year old who wants to be a dentist
12 year old smoker
13 year old straight A student
17 year old model
Did a specific race and gender automatically pop into your head? This is called stereotyping--or making a judgement on someone based on a limited view of the person. We all do it. Unfortunately, it's not a good thing. When we stereotype, we often make assumptions about people which are not true. Sometimes this can cause huge problems. Think about a time someone stereotyped you. How did it make you feel?
We are going to be reading The Outsiders, by S.E. Hinton during the next three weeks of class. We will be discussing social issues such as stereotyping, gangs, violence, acceptance, and the ability to understand who you are as an individual. We will also be learning more about plot elements and literary devices. Hope you enjoy!
9/12/08
Today we had a spelling quiz, then finished our character analysis essays. If you didn't turn it in, be sure to use a late-work voucher. Don't forget to make up your spelling quiz if you missed it. It is up to you to arrange the make up time and place with me.
Have a good weekend!
Have a good weekend!
Thursday, September 11, 2008
9/11/08
Today we typed the first draft of our character analyses. Homework tonight: have your parents read your draft and fill out the Parent Evaluation.
Parent Evaluation Sheet
Five Paragraph Character Analysis
Student Name________________________________
Parent Name_________________________________
Dear Parent,
We have been learning about the structure of the five paragraph essay in language arts. This is a structure that your student will follow again and again during his/her education. We have worked on this draft for several days in class, and we are now ready to fine tune the final draft. Please read this draft of your student’s five paragraph character analysis and check for the following requirements:
1. Is the paper double-spaced (no extra spaces) and typed in 12 pt. Times New Roman font? Yes or No
2. Does your student’s paper have five distinct paragraphs? (The first line of each paragraph should be indented; there shouldn’t be extra spaces between paragraphs.) Yes or No
3. Does the essay start with a hook? (A quote, scenario, question, description, etc. which draws the reader’s interest) Yes or No
4. Does the first paragraph introduce the character and the work the character is from? Yes or No
5. Does the first paragraph introduce three ideas (sub-topics) about the character? Yes or No
6. Does the first paragraph have 3-6 sentences? Yes or No
7. Is the second paragraph an explanation of the first idea (sub-topic) stated in the first paragraph? Yes or No
8. Does the second paragraph have examples from the book or movie to support that idea? Yes or No
9. Does the second paragraph have 6-8 sentences? Yes or No
10. Is the third paragraph an explanation of the second idea (sub-topic) stated in the first paragraph? Yes or No
11. Does the third paragraph have examples from the book or movie to support that idea? Yes or No
12. Does the third paragraph have 6-8 sentences? Yes or No
13. Is the fourth paragraph an explanation of the third idea (sub-topic) stated in the first paragraph? Yes or No
14. Does the fourth paragraph have examples from the book or movie to support that idea? Yes or No
15. Does the fourth paragraph have 6-8 sentences? Yes or No
16. Does the fifth paragraph summarize the paper? Yes or No
17. Does the fifth paragraph restate the thesis and three ideas (sub-topics)? Yes or No
18. Does the fifth paragraph include a final thought that ties back in to the opening hook? Yes or No
19. Is the fifth paragraph 3-5 sentences in length? Yes or No
You will be making changes to your first draft based on "no's" on your evaluation.
Parent Evaluation Sheet
Five Paragraph Character Analysis
Student Name________________________________
Parent Name_________________________________
Dear Parent,
We have been learning about the structure of the five paragraph essay in language arts. This is a structure that your student will follow again and again during his/her education. We have worked on this draft for several days in class, and we are now ready to fine tune the final draft. Please read this draft of your student’s five paragraph character analysis and check for the following requirements:
1. Is the paper double-spaced (no extra spaces) and typed in 12 pt. Times New Roman font? Yes or No
2. Does your student’s paper have five distinct paragraphs? (The first line of each paragraph should be indented; there shouldn’t be extra spaces between paragraphs.) Yes or No
3. Does the essay start with a hook? (A quote, scenario, question, description, etc. which draws the reader’s interest) Yes or No
4. Does the first paragraph introduce the character and the work the character is from? Yes or No
5. Does the first paragraph introduce three ideas (sub-topics) about the character? Yes or No
6. Does the first paragraph have 3-6 sentences? Yes or No
7. Is the second paragraph an explanation of the first idea (sub-topic) stated in the first paragraph? Yes or No
8. Does the second paragraph have examples from the book or movie to support that idea? Yes or No
9. Does the second paragraph have 6-8 sentences? Yes or No
10. Is the third paragraph an explanation of the second idea (sub-topic) stated in the first paragraph? Yes or No
11. Does the third paragraph have examples from the book or movie to support that idea? Yes or No
12. Does the third paragraph have 6-8 sentences? Yes or No
13. Is the fourth paragraph an explanation of the third idea (sub-topic) stated in the first paragraph? Yes or No
14. Does the fourth paragraph have examples from the book or movie to support that idea? Yes or No
15. Does the fourth paragraph have 6-8 sentences? Yes or No
16. Does the fifth paragraph summarize the paper? Yes or No
17. Does the fifth paragraph restate the thesis and three ideas (sub-topics)? Yes or No
18. Does the fifth paragraph include a final thought that ties back in to the opening hook? Yes or No
19. Is the fifth paragraph 3-5 sentences in length? Yes or No
You will be making changes to your first draft based on "no's" on your evaluation.
Wednesday, September 10, 2008
9/10/08
Today we talked about structure, hooks and transitions. We've learned the format of a five-paragraph essay. Now you get to practice what you've learned. Take a look at the following sections from a five-paragraph essay. There are ten sections that go together to create a structured essay. Since there are five paragraphs, we know that two sections go together to form each paragraph. I have placed these sections in a random order. See if you can arrange them in the correct order, based on what I have taught you about the introduction (hook, thesis, sub-topics), the body (three paragraphs, one for each sub-topic) and the conclusion (a summary, restating the thesis and wrapping up the main idea).
Hint: transition phrases often tell us where the paragraph goes in an essay. Also, each paragraph of the body will focus on one sub-topic. That means you should be able to identify which sections go together based on the main idea of the section.
A. The newer twin and quad theaters offer their own problems. Sitting in an area only one-quarter the size of a regular theater, moviegoers often have to put up with the sound of the movie next door. This is especially jarring when the other movie involves racing cars or a karate war and you are trying to enjoy a quiet love story. And whether the theater is old or new, it will have floors that seem to be coated with rubber cement. By the end of a movie, shoes almost have to be pried off the floor because they have become sealed to a deadly compound of spilled soda, hardening bubble gum, and crushed Ju-Jubes.
B. The problems in getting to the theater, the theater itself, and the behavior of some patrons are all reasons why I often wait for a movie to show up on TV.
C. Some of the patrons are even more of a problem than the theater itself. Little kids race up and down the aisles, usually in giggling packs. Teenagers try to impress their friends by talking back to the screen, whistling, and making what they consider to be hilarious noises.
D. Once you have made it to the box office and gotten your tickets, you are confronted with the problems of the theater itself. If you are in one of the run-down older theaters, you must adjust to the musty smell of seldom-cleaned carpets. Escaped springs lurk in the faded plush or cracked leather seats, and half the seats you sit in seem loose or tilted so that you sit at a strange angle.
E. I am a movie fanatic. When friends want to know what picture won the Oscar in 1980 or who played the police chief in Jaws, they ask me. My friends, though, have stopped asking me if I want to go out to the movies.
F. After arriving home from the movies one night, I decided that I was not going to be a moviegoer anymore. I was tired of the problems involved in getting to the movies and dealing with the theater itself and some of the patrons.
G. And then there are the lines. After hooking yourself to the end of a human chain, you worry about whether there will be enough tickets, whether you will get seats together, and whether many people will sneak into the line ahead of you.
H. First of all, just getting to the theater presents difficulties. Leaving a home equipped with a TV and a video recorder isn't an attractive idea on a humid, cold, or rainy night. Even if the weather cooperates, there is still a thirty-minute drive to the theater down a congested highway, followed by the hassle of looking for a parking space.
I. The next day I arranged to have cable TV service installed in my home. I may now see movies a bit later than other people, but I'll be more relaxed watching box office hits in the comfort of my own living room.
J. Adults act as if they were at home in their own living rooms and comment loudly on the ages of the stars or why movies aren't as good anymore. And people of all ages crinkle candy wrappers, stick gum on their seats, and drop popcorn tubs or cups of crushed ice and soda on the floor. They also cough and burp, squirm endlessly in their seats, file out for repeated trips to the rest rooms or concession stand, and elbow you out of the armrest on either side of your seat.
Figure out the correct order, then click here to check your work.
Did you get it right? Did you catch on to the transitions? Could you recognize the thesis? Did you figure out the order of sub-topics based on how they were presented in the introductory paragraph?
I hope you noticed how the transition words and phrases helped the flow of this essay. We have phrases like "First of all", "And then", "even more of a problem than". These phrases help the reader to move from one sub-topic to another. Notice that two of the paragraphs in the body begin with a brief mention of the topic of the previous paragraph along with an introduction of the topic for the new paragraph. This is a great way to move the essay along nicely.
I will be looking for transition words and phrases in your five-paragraph character analysis. I will also be looking for a good hook. Here is an example of an introduction without a hook:
I am writing a character analysis about Dallas Winston from The Outsiders, by S. E. Hinton. Dally was the toughest member of the gang. He had a hard life from growing up in gangs in New York City. Dally became hard through his experiences.
Did you notice how I started with the phrase, "I am writing a character analysis about . . ."? Don't do that. Ever. Never include any phrase that contain the words "I am writing" in any essay. I know you're writing. I have evidence of your writing when you hand me a paper with your name at the top and words on the front. Instead, start with something that will grab my (the reader's) attention. Here is an example of a introductory paragraph with a hook:
His dead body slumped into a crumpled pile on the street as bullets tore into his flesh. It was clearly suicide, but what drove him to such a desperate solution? The death of the only person or thing he ever loved. Dallas Winston, from The Outsiders, by S. E. Hinton, became harden through a life filled with crime, violence, and hatred. Dally’s hard life drove him to a tragic death.
The hook draws the reader in by describing a quick scenario involving the character and asking a related question to get the reader thinking about the character. It works. Do your best to start your introductory paragraph with a hook.
We'll be in the computer lab typing up our first drafts tomorrow. Don't forget to bring your draft and notes with you.
Have a happy day!
Hint: transition phrases often tell us where the paragraph goes in an essay. Also, each paragraph of the body will focus on one sub-topic. That means you should be able to identify which sections go together based on the main idea of the section.
A. The newer twin and quad theaters offer their own problems. Sitting in an area only one-quarter the size of a regular theater, moviegoers often have to put up with the sound of the movie next door. This is especially jarring when the other movie involves racing cars or a karate war and you are trying to enjoy a quiet love story. And whether the theater is old or new, it will have floors that seem to be coated with rubber cement. By the end of a movie, shoes almost have to be pried off the floor because they have become sealed to a deadly compound of spilled soda, hardening bubble gum, and crushed Ju-Jubes.
B. The problems in getting to the theater, the theater itself, and the behavior of some patrons are all reasons why I often wait for a movie to show up on TV.
C. Some of the patrons are even more of a problem than the theater itself. Little kids race up and down the aisles, usually in giggling packs. Teenagers try to impress their friends by talking back to the screen, whistling, and making what they consider to be hilarious noises.
D. Once you have made it to the box office and gotten your tickets, you are confronted with the problems of the theater itself. If you are in one of the run-down older theaters, you must adjust to the musty smell of seldom-cleaned carpets. Escaped springs lurk in the faded plush or cracked leather seats, and half the seats you sit in seem loose or tilted so that you sit at a strange angle.
E. I am a movie fanatic. When friends want to know what picture won the Oscar in 1980 or who played the police chief in Jaws, they ask me. My friends, though, have stopped asking me if I want to go out to the movies.
F. After arriving home from the movies one night, I decided that I was not going to be a moviegoer anymore. I was tired of the problems involved in getting to the movies and dealing with the theater itself and some of the patrons.
G. And then there are the lines. After hooking yourself to the end of a human chain, you worry about whether there will be enough tickets, whether you will get seats together, and whether many people will sneak into the line ahead of you.
H. First of all, just getting to the theater presents difficulties. Leaving a home equipped with a TV and a video recorder isn't an attractive idea on a humid, cold, or rainy night. Even if the weather cooperates, there is still a thirty-minute drive to the theater down a congested highway, followed by the hassle of looking for a parking space.
I. The next day I arranged to have cable TV service installed in my home. I may now see movies a bit later than other people, but I'll be more relaxed watching box office hits in the comfort of my own living room.
J. Adults act as if they were at home in their own living rooms and comment loudly on the ages of the stars or why movies aren't as good anymore. And people of all ages crinkle candy wrappers, stick gum on their seats, and drop popcorn tubs or cups of crushed ice and soda on the floor. They also cough and burp, squirm endlessly in their seats, file out for repeated trips to the rest rooms or concession stand, and elbow you out of the armrest on either side of your seat.
Figure out the correct order, then click here to check your work.
Did you get it right? Did you catch on to the transitions? Could you recognize the thesis? Did you figure out the order of sub-topics based on how they were presented in the introductory paragraph?
I hope you noticed how the transition words and phrases helped the flow of this essay. We have phrases like "First of all", "And then", "even more of a problem than". These phrases help the reader to move from one sub-topic to another. Notice that two of the paragraphs in the body begin with a brief mention of the topic of the previous paragraph along with an introduction of the topic for the new paragraph. This is a great way to move the essay along nicely.
I will be looking for transition words and phrases in your five-paragraph character analysis. I will also be looking for a good hook. Here is an example of an introduction without a hook:
I am writing a character analysis about Dallas Winston from The Outsiders, by S. E. Hinton. Dally was the toughest member of the gang. He had a hard life from growing up in gangs in New York City. Dally became hard through his experiences.
Did you notice how I started with the phrase, "I am writing a character analysis about . . ."? Don't do that. Ever. Never include any phrase that contain the words "I am writing" in any essay. I know you're writing. I have evidence of your writing when you hand me a paper with your name at the top and words on the front. Instead, start with something that will grab my (the reader's) attention. Here is an example of a introductory paragraph with a hook:
His dead body slumped into a crumpled pile on the street as bullets tore into his flesh. It was clearly suicide, but what drove him to such a desperate solution? The death of the only person or thing he ever loved. Dallas Winston, from The Outsiders, by S. E. Hinton, became harden through a life filled with crime, violence, and hatred. Dally’s hard life drove him to a tragic death.
The hook draws the reader in by describing a quick scenario involving the character and asking a related question to get the reader thinking about the character. It works. Do your best to start your introductory paragraph with a hook.
We'll be in the computer lab typing up our first drafts tomorrow. Don't forget to bring your draft and notes with you.
Have a happy day!
Tuesday, September 9, 2008
9/9/08
Today we wrote our spelling words five times each in our journals. Remember, we are having a quiz on Friday.
Next we continued our work on our first draft of the five paragraph character analysis. We used our worksheets to remind us of the details we want to include about our characters. This is the exact structure you should follow:
Structure of a five paragraph character analysis essay
1. Introduction
• Hook—grab the reader’s attention with a quote, scenario, question, vivid description or conflict associated with your character. 1-2 sentences
• Thesis statement—character’s name, the book (or movie) he/she is from and the author. 1 sentence
• Three sub-topics. Choose three character traits to focus on. Briefly state the three traits you will talk about in your essay. 1-3 sentences
2. Paragraph 2
• Go back to paragraph one
• Find your first sub-topic
• Write a paragraph about it
• Use examples from the book or movie to support your ideas
• Write 6-8 sentences
3. Paragraph 3
• Go back to paragraph one
• Find your second sub-topic
• Write a paragraph about it
• Use examples from the book or movie to support your ideas
• Write 6-8 sentences
4. Paragraph 4
• Go back to paragraph one
• Find your third sub-topic
• Write a paragraph about it
• Use examples from the book or movie to support your ideas
• Write 6-8 sentences
5. Conclusion
• Summarize—restate your thesis statement and three sub-topics in different words
• Make a closing statement. Tie your closing statement back to your opening hook.
• 3-5 sentences
We spent the rest of class finishing the first draft of the essay. As you can see, I am requiring a certain number of sentences in each paragraph. Please count your sentences in each paragraph to see if your draft meets the requirements. If you don't have enough sentences, you will need to add more examples or details until you have the right number of sentences. Please write good, 8th grader length sentences (Please no three-word sentences--let's shoot for eight or more words in our sentences.)
I will check drafts tomorrow at the beginning of class.
Next we continued our work on our first draft of the five paragraph character analysis. We used our worksheets to remind us of the details we want to include about our characters. This is the exact structure you should follow:
Structure of a five paragraph character analysis essay
1. Introduction
• Hook—grab the reader’s attention with a quote, scenario, question, vivid description or conflict associated with your character. 1-2 sentences
• Thesis statement—character’s name, the book (or movie) he/she is from and the author. 1 sentence
• Three sub-topics. Choose three character traits to focus on. Briefly state the three traits you will talk about in your essay. 1-3 sentences
2. Paragraph 2
• Go back to paragraph one
• Find your first sub-topic
• Write a paragraph about it
• Use examples from the book or movie to support your ideas
• Write 6-8 sentences
3. Paragraph 3
• Go back to paragraph one
• Find your second sub-topic
• Write a paragraph about it
• Use examples from the book or movie to support your ideas
• Write 6-8 sentences
4. Paragraph 4
• Go back to paragraph one
• Find your third sub-topic
• Write a paragraph about it
• Use examples from the book or movie to support your ideas
• Write 6-8 sentences
5. Conclusion
• Summarize—restate your thesis statement and three sub-topics in different words
• Make a closing statement. Tie your closing statement back to your opening hook.
• 3-5 sentences
We spent the rest of class finishing the first draft of the essay. As you can see, I am requiring a certain number of sentences in each paragraph. Please count your sentences in each paragraph to see if your draft meets the requirements. If you don't have enough sentences, you will need to add more examples or details until you have the right number of sentences. Please write good, 8th grader length sentences (Please no three-word sentences--let's shoot for eight or more words in our sentences.)
I will check drafts tomorrow at the beginning of class.
9/8/08
We started our day writing this week's spelling words in our planners. See the right side bar for the spelling list. We will have a quiz on these words on Friday. Also on Friday's quiz--a few questions about our POSOFT (part of speech of the week). This week it is the noun. The two kinds of nouns we discussed today are concrete nouns and abstract nouns. See the side bar to the right for a mini-lesson on nouns.
After spelling, we read and put words in our glossaries.
We continued with our work on our five paragraph character analysis today. We talked specifically about the required information in the first paragraph.
1. Introduction
• Hook—grab the reader’s attention with a quote, scenario, question, vivid description or conflict associated with your character. 1-2 sentences
• Thesis statement—character’s name, the book (or movie) he/she is from and the author. 1 sentence
• Three sub-topics. Choose three character traits to focus on. Briefly state the three traits you will talk about in your essay. 1-3 sentences
Your first paragraph should be 3-6 sentences.
Things to consider:
• Do not use phrases like “I am writing about . . .”, “This essay is about . . .”, “My character is . . .”
• Do not restate the assignment in any way
• A great hook in the beginning will make the rest of your essay more interesting.
• Choose your three sub-topics wisely—you’ll be writing a paragraph about each of them in the body of your paper.
You should have completed a draft of your introductory paragraph by the end of class.
After spelling, we read and put words in our glossaries.
We continued with our work on our five paragraph character analysis today. We talked specifically about the required information in the first paragraph.
1. Introduction
• Hook—grab the reader’s attention with a quote, scenario, question, vivid description or conflict associated with your character. 1-2 sentences
• Thesis statement—character’s name, the book (or movie) he/she is from and the author. 1 sentence
• Three sub-topics. Choose three character traits to focus on. Briefly state the three traits you will talk about in your essay. 1-3 sentences
Your first paragraph should be 3-6 sentences.
Things to consider:
• Do not use phrases like “I am writing about . . .”, “This essay is about . . .”, “My character is . . .”
• Do not restate the assignment in any way
• A great hook in the beginning will make the rest of your essay more interesting.
• Choose your three sub-topics wisely—you’ll be writing a paragraph about each of them in the body of your paper.
You should have completed a draft of your introductory paragraph by the end of class.
Friday, September 5, 2008
9/5/08
Today was a reading/glossary day. You should have at least three words in your glossary.
After reading time, we started a new writing project. We learned earlier this week about the importance of having good characters in any plot. We are going to look more closely at a specific character of your choice as we complete a character analysis essay.
Today we worked on the pre-writing for this essay. First we brainstormed about the characters we could choose. Then we answered the questions on this worksheet:
Name______________________ Class period_____________
Character analysis worksheet
To analyze something means to break it down into parts in order to understand how it works. When you analyze a character, you examine what the character says, does, and thinks in order to gain an overall understanding or insight into him or her.
Choose a character we have read about in class or in your individual reading. Answer the following questions about your character. You will be writing a 5-paragraph character analysis on your character during the next few days in this class, so include as much detail as possible in order to have enough material. Use the rubric below when considering which details to include. Remember, choose your character carefully. The more interesting the character, the more you’ll have to write about.
Character_______________________________ from ___________________________.
What does your character look like?
How does your character behave?
What is important to your character?
What does your character think?
How do other people in the story respond to your character?
What is the character’s conflict?
What it the most interesting/exciting thing about your character?
RUBRIC:
A good character analysis:
• Uses an attention-getting opener
• Identifies the character, the work, and the writer
• Includes a thesis statement
• Cites specific details that support the thesis
• Is organized clearly
• Summarizes the main idea in its conclusion
We will continue with the five steps of the writing process as we work on this assignment.
After reading time, we started a new writing project. We learned earlier this week about the importance of having good characters in any plot. We are going to look more closely at a specific character of your choice as we complete a character analysis essay.
Today we worked on the pre-writing for this essay. First we brainstormed about the characters we could choose. Then we answered the questions on this worksheet:
Name______________________ Class period_____________
Character analysis worksheet
To analyze something means to break it down into parts in order to understand how it works. When you analyze a character, you examine what the character says, does, and thinks in order to gain an overall understanding or insight into him or her.
Choose a character we have read about in class or in your individual reading. Answer the following questions about your character. You will be writing a 5-paragraph character analysis on your character during the next few days in this class, so include as much detail as possible in order to have enough material. Use the rubric below when considering which details to include. Remember, choose your character carefully. The more interesting the character, the more you’ll have to write about.
Character_______________________________ from ___________________________.
What does your character look like?
How does your character behave?
What is important to your character?
What does your character think?
How do other people in the story respond to your character?
What is the character’s conflict?
What it the most interesting/exciting thing about your character?
RUBRIC:
A good character analysis:
• Uses an attention-getting opener
• Identifies the character, the work, and the writer
• Includes a thesis statement
• Cites specific details that support the thesis
• Is organized clearly
• Summarizes the main idea in its conclusion
We will continue with the five steps of the writing process as we work on this assignment.
9/4/08
We finished reading "The Landlady" today. Here is the plot map we came up with as a class:
click on image to enlarge
Your homework is to make your own map of a plot you know well. You can use a plot from a book, story, fairy tale, television show or movie. Include the basic situation, at least six conflicts, events or examples of foreshadowing for the rising action, the climax and the resolution. Follow a line like this:
This homework is due on Friday.
click on image to enlarge
Your homework is to make your own map of a plot you know well. You can use a plot from a book, story, fairy tale, television show or movie. Include the basic situation, at least six conflicts, events or examples of foreshadowing for the rising action, the climax and the resolution. Follow a line like this:
This homework is due on Friday.
Wednesday, September 3, 2008
9/3/08
Today we had a short day because of late start.
For the first 15 minutes of class we read silently and added words to our glossaries.
For the remainder of the class period, we continued with "The Landlady," by Roald Dahl. We are following the progression of the plot on a plot map. So far this is what we've come up with:
click on image to enlarge
We will finish this story tomorrow in class. You will then get the chance to make your own plot map on a story of your choice. Be thinking about a story you know well for this assignment. I'll give the details during class tomorrow.
For the first 15 minutes of class we read silently and added words to our glossaries.
For the remainder of the class period, we continued with "The Landlady," by Roald Dahl. We are following the progression of the plot on a plot map. So far this is what we've come up with:
click on image to enlarge
We will finish this story tomorrow in class. You will then get the chance to make your own plot map on a story of your choice. Be thinking about a story you know well for this assignment. I'll give the details during class tomorrow.
Tuesday, September 2, 2008
9/2/08
Welcome back after the long weekend. I hope everyone had a relaxing holiday.
Today we talked about the elements of a plot. Click here to view a good powerpoint presentation about literary elements. You will need to know these terms from the powerpoint presentation:
characters
protagonist
antagonist
setting
conflict
man v. man
man v. nature
man v. society
man v. machine
man v. self
external conflict (man, nature, society and machine)
internal conflict (self)
foreshadowing
climax
point of view
You will also need to know how these elements fit together when mapping out a plot.
We started reading "The Landlady," by Roald Dahl. We will be looking for all of these literary elements as we read the story. We read the first page today. You will have a few minutes to catch up on what you missed during class tomorrow.
If you have any questions for me, I'm happy to answer.
Today we talked about the elements of a plot. Click here to view a good powerpoint presentation about literary elements. You will need to know these terms from the powerpoint presentation:
characters
protagonist
antagonist
setting
conflict
man v. man
man v. nature
man v. society
man v. machine
man v. self
external conflict (man, nature, society and machine)
internal conflict (self)
foreshadowing
climax
point of view
You will also need to know how these elements fit together when mapping out a plot.
We started reading "The Landlady," by Roald Dahl. We will be looking for all of these literary elements as we read the story. We read the first page today. You will have a few minutes to catch up on what you missed during class tomorrow.
If you have any questions for me, I'm happy to answer.
8/29/08
Glossary
During reading time on Mondays, Wednesdays and Fridays, you will be required to enter a word you your glossary. A glossary is a collection of vocabulary words and definitions found in the back of technical books. Your glossary will be a collection of words and definitions you find from the books you will read during reading time. I would like you to keep a glossary in the back few pages on your journal. Your glossary should be a chart with these headings: date, word, book page #, definition. As you read, look for words that may be unfamiliar, interesting, fun to say, or just plain curious. When you find a word you'd like to add to your glossary list, record the date, the word, the book and page number where you found your word, and a definition of the word in your own words.
This is not a dictionary activity. I repeat, this is not a dictionary activity. That means, don't use a dictionary to find your definitions. You will find your definitions right there in the book you are reading. Look for context clues (clues in the text of your book), first in the sentence the word is part of, then in the sentences before and after that sentence. Sometimes the context clues come through an entire chapter. I promise there are clues in every book you read to help you understand the words in the book.
Here is an example from Breaking Dawn, by Stephenie Meyer. On page 77 it says, "Finally the curiosity I'd suppressed so long got the best of me." The word suppressed might be an unfamiliar or interesting word to you. So let's look at the sentence to see if we can figure out what it means based on how it is used. Clue #1: curiosity. We know what curiosity is. It means an inquisitive state of being. She wants to know something, and she wants to know it bad. Clue #2: got the best of me. We know that means it won the contest, took over, or overcame. Clue #3: finally. We understand that to mean that it was a long time before the curiosity took over. That means she was able to hold back her curiosity for some time. So now we're ready to guess based on our clues. What does suppressed mean? It must mean to hold back. So for your definition, you would write "hold back" or some similar phrase.
It's just that easy.
This is a skill that you will use again and again. If you are able to use context clues properly, it will help you to be a life-long learner. Plus it makes school a whole lot easier.
You will turn your glossary in at mid-term and at final. I expect at least one word for every reading period we have. That means by the time the trimester is over, you should have about 36 words in your glossary. Each entry is worth 3 points. Make sure to keep up with your glossary every time we read so you won't have to make it up at the end.
We spent the remainder of the class period reading our personal books.
Have a great Labor Day Weekend!
During reading time on Mondays, Wednesdays and Fridays, you will be required to enter a word you your glossary. A glossary is a collection of vocabulary words and definitions found in the back of technical books. Your glossary will be a collection of words and definitions you find from the books you will read during reading time. I would like you to keep a glossary in the back few pages on your journal. Your glossary should be a chart with these headings: date, word, book page #, definition. As you read, look for words that may be unfamiliar, interesting, fun to say, or just plain curious. When you find a word you'd like to add to your glossary list, record the date, the word, the book and page number where you found your word, and a definition of the word in your own words.
This is not a dictionary activity. I repeat, this is not a dictionary activity. That means, don't use a dictionary to find your definitions. You will find your definitions right there in the book you are reading. Look for context clues (clues in the text of your book), first in the sentence the word is part of, then in the sentences before and after that sentence. Sometimes the context clues come through an entire chapter. I promise there are clues in every book you read to help you understand the words in the book.
Here is an example from Breaking Dawn, by Stephenie Meyer. On page 77 it says, "Finally the curiosity I'd suppressed so long got the best of me." The word suppressed might be an unfamiliar or interesting word to you. So let's look at the sentence to see if we can figure out what it means based on how it is used. Clue #1: curiosity. We know what curiosity is. It means an inquisitive state of being. She wants to know something, and she wants to know it bad. Clue #2: got the best of me. We know that means it won the contest, took over, or overcame. Clue #3: finally. We understand that to mean that it was a long time before the curiosity took over. That means she was able to hold back her curiosity for some time. So now we're ready to guess based on our clues. What does suppressed mean? It must mean to hold back. So for your definition, you would write "hold back" or some similar phrase.
It's just that easy.
This is a skill that you will use again and again. If you are able to use context clues properly, it will help you to be a life-long learner. Plus it makes school a whole lot easier.
You will turn your glossary in at mid-term and at final. I expect at least one word for every reading period we have. That means by the time the trimester is over, you should have about 36 words in your glossary. Each entry is worth 3 points. Make sure to keep up with your glossary every time we read so you won't have to make it up at the end.
We spent the remainder of the class period reading our personal books.
Have a great Labor Day Weekend!
Subscribe to:
Posts (Atom)
