Week 4
February 7 - 11
Monday, February 7
There are several works in projects/teachings in various stages of completion.
Time will be alloted in class to have these move towards completion. Attendance has been sporatic for a variety of reasons, and I need to leave time for in-class catch up. I won't stop creating and expecting the English curriculum to be met, but I recognize there needs to be some care and concern about EVERYONE meeting the learning outcomes. "The child is the true curriculum." Sally Haughey
1) The terms booklet is always in progress - it is the students' responsibility to keep this up-to-date. These are on the door of the book shelf and new additions are: protagonist, setting (3), conflict (list several (Hu)Man vs., Point of View - 1st person, Omniscient, Stream of Consciousness/Interior Monologue, Direct Dialogue, Voice, Tone, Mood
2) Please see on the white board that these are the items I have assigned thus far: Idiom Poster - Summative Assessment, Genre Organizer - Formative Assessment, 1st Journal Entry - Informal/ Formative Assessment, Capitalization Rules - Formative Assessment, Direct Dialogue - cute animal says - formative Assessment.
3) Continue to work on the process of creating the 3-5 line genre project. This will need some specific editing to make the piece as tight and representational of GOOD WRITING! Please ensure you enlist the support and skills of classmates and teachers! ASK for assistance in crafting a superior piece of writing, please! DUE: MONDAY FEB 14.
Tuesday, February 8
Lesson - Review of Direct Dialogue: this is meant to review the 3 types of Direct Dialogue you should now know/learn (copy below)
Upon reviewing the work the students completed, I see there is a need for the students review the criteria for writing direct dialogue. PLEASE REVIEW!
Upon reviewing the work the students completed, I see there is a need for the students review the criteria for writing direct dialogue. PLEASE REVIEW!
Wednesday, February 9
Lesson - Reviewed Direct Dialogue video
Thursday, February 10
We spent a lot of time digging into our novels and since students had looked at genres in the library as part of the lead up to the project, this meant that several students made different choices at to what they wanted to read. This is exciting to me - READ WHAT YOU WANT TO READ!
Lesson - Lots of work done on the GENRE PROJECT PLEASE REMEMBER EACH 'telling' is no longer than 5 sentences! Which means this is 20 lines in total. For this reason, I expect a concise and controlled telling. I would like you to know that you may submit work after the due date but there will be no allowances made for further consultation and editing of student submissions. So if handed in on time, revisions are accepted. If not handed in on due date, no revisions will be excepted.
To review expectations
Label this piece Genre Project
In the bottom right hand corner write:
English 10 - Estabrook
Feb 14 (day due)
Your Name:
You have 4 rectangles (boxes) and in each one write the genre you are creating in two different Points of View (First person and Omniscient) - label each as to their Point of View
Do this for EACH GENRE
2 different genres told in 2 different Points of View (first person can be told in either Interior Monologue/Stream of Consciousness and Omniscient (godlike perspective) This will be written in the body of the handout
Setting will need to be establish (time, place, and mood)
Conflict - should be able to be determined from the writing
Lesson - Lots of work done on the GENRE PROJECT PLEASE REMEMBER EACH 'telling' is no longer than 5 sentences! Which means this is 20 lines in total. For this reason, I expect a concise and controlled telling. I would like you to know that you may submit work after the due date but there will be no allowances made for further consultation and editing of student submissions. So if handed in on time, revisions are accepted. If not handed in on due date, no revisions will be excepted.
To review expectations
Label this piece Genre Project
In the bottom right hand corner write:
English 10 - Estabrook
Feb 14 (day due)
Your Name:
You have 4 rectangles (boxes) and in each one write the genre you are creating in two different Points of View (First person and Omniscient) - label each as to their Point of View
Do this for EACH GENRE
2 different genres told in 2 different Points of View (first person can be told in either Interior Monologue/Stream of Consciousness and Omniscient (godlike perspective) This will be written in the body of the handout
Setting will need to be establish (time, place, and mood)
Conflict - should be able to be determined from the writing
Friday, February 11
Metacognition is an awareness of one's own thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". Wikipedia1) Read for 15 minutes
2) In their Journal/Writing section of binder (Tab 4) students were asked to write about "What do you do when you begin to read something new?"
This is a pre-instructional activity and most students did not have too much to say.
3) Students recorded these notes in their binder under Writing
Title: Annotating
- A synonym for annotating is Marginal Notes
- make connections
- pose questions
- interpret ideas
- make predictions
METACOGNITION - Metacognition is an awareness of one's own thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". Wikipedia
4) Students received a fun picture and some sticky notes. They they (individually) posed questions, ideas, and thoughts about their picture. Montana collected these pre-instructional pieces.
5) Finished with reading their novels!
2) In their Journal/Writing section of binder (Tab 4) students were asked to write about "What do you do when you begin to read something new?"
This is a pre-instructional activity and most students did not have too much to say.
3) Students recorded these notes in their binder under Writing
Title: Annotating
- A synonym for annotating is Marginal Notes
- make connections
- pose questions
- interpret ideas
- make predictions
METACOGNITION - Metacognition is an awareness of one's own thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". Wikipedia
4) Students received a fun picture and some sticky notes. They they (individually) posed questions, ideas, and thoughts about their picture. Montana collected these pre-instructional pieces.
5) Finished with reading their novels!
