May 12-15, 2020
Work on the "Final Writing Assignment" (Story Creation)
Work on any assignments you need to finish up.
Everything is Due May 19
Work on any assignments you need to finish up.
Everything is Due May 19
May 11, 2020
Jammin' with Dr. Biggs (Enjoy)
May 5, 2020
PART #1
Tale Project Plan
Due May 19
(10 Points)
Cut and paste this document into your Google Doc. Add your answers and then post on Schoology.
Choose from: Tall Tale, Myth, Legend, Fable, Folk Tale
1. What type of tale are you writing?
STUDENT ANSWER
2. What are the characteristics of your tale? (Take these from the notes below.)
STUDENT ANSWER
3. Remember, you must have cultural values evident. What is your cultural value? Explain.
STUDENT ANSWER
4. What is your theme/moral? What do you want to say about human nature? Explain.
STUDENT ANSWER
NOTES:
MYTH
*explain how something came to be or they reveal the effects of human behavior.
*reveal the cultural values or what people care about.
*reveal consequences of “good or bad” behavior.
*features or has gods or beings who have supernatural power.
*promotes cultural values.
LEGEND
*a hero with unusual powers.
*a hero with struggles or conflicts.
*highlights positive behaviors or qualities.
*based on real people or events.
*promote cultural values.
*usually written in chronological order.
*ideas of new beginnings or renewal.
FOLK TALE
*plot occurs in sets of three.
*each character represents a specific trait or quality. (for example: honesty, joy, or being grumpy, etc.)
*teach a lesson or moral.
*promotes cultural values.
*can include magic but not always.
FABLE
*includes animals with human characteristics.
*has a moral specifically stated.
*promotes cultural values or focuses on what people care about.
* plot occurs in sets of three.
*each character stands for specific human quality (for example: kindness, anger, dishonesty.)
TALL TALE
*hero who is larger than life.
*exaggeration to emphasize achievements of the hero.
*promotes cultural values or focuses on what people care about.
* based on a real person or event. (real people are used for the inspiration of a tall tale.)
*Often focuses on the American Frontier.
*humorous
PART #2
TALE year end project 2020 (READ ALL DIRECTIONS AND COMPLETE FULLY)
Choose one idea:
To show your understanding of the genre of tales and to show your understanding of the creative process you may choose to do one of the following tasks: CHOOSE TASK "A" or TASK "B"
Performance Assessment Task Instructions:
3. Your task is to choose from the types of tales of which we have read examples. Choose to write a myth, fable, folk tale, legend, or tall tale. (Not a fairy tale.)
ASSIGNMENT #1 Plan/Plot Line: You will then create a list of characteristics for your tale based on the type of tale you have chosen. See the Plan/plot line assignment posted as a separate assignment on Schoology. Use the notes sheet to create this list. Creating this list will help you focus your tale. This is the 4 questions above in Part 1.
Due May 19 (10 Points)
ASSIGNMENT #2: You will then write a story using the characteristics of the tale you have chosen. Your story must include your cultural values and a message/theme/moral. (Requirements: 12 font, double spaced, Times New Roman, one page in length, use proper MLA heading (upper left-hand corner).
Due 19 May (20 points)
Tale Project Plan
Due May 19
(10 Points)
Cut and paste this document into your Google Doc. Add your answers and then post on Schoology.
Choose from: Tall Tale, Myth, Legend, Fable, Folk Tale
1. What type of tale are you writing?
STUDENT ANSWER
2. What are the characteristics of your tale? (Take these from the notes below.)
STUDENT ANSWER
3. Remember, you must have cultural values evident. What is your cultural value? Explain.
STUDENT ANSWER
4. What is your theme/moral? What do you want to say about human nature? Explain.
STUDENT ANSWER
NOTES:
MYTH
*explain how something came to be or they reveal the effects of human behavior.
*reveal the cultural values or what people care about.
*reveal consequences of “good or bad” behavior.
*features or has gods or beings who have supernatural power.
*promotes cultural values.
LEGEND
*a hero with unusual powers.
*a hero with struggles or conflicts.
*highlights positive behaviors or qualities.
*based on real people or events.
*promote cultural values.
*usually written in chronological order.
*ideas of new beginnings or renewal.
FOLK TALE
*plot occurs in sets of three.
*each character represents a specific trait or quality. (for example: honesty, joy, or being grumpy, etc.)
*teach a lesson or moral.
*promotes cultural values.
*can include magic but not always.
FABLE
*includes animals with human characteristics.
*has a moral specifically stated.
*promotes cultural values or focuses on what people care about.
* plot occurs in sets of three.
*each character stands for specific human quality (for example: kindness, anger, dishonesty.)
TALL TALE
*hero who is larger than life.
*exaggeration to emphasize achievements of the hero.
*promotes cultural values or focuses on what people care about.
* based on a real person or event. (real people are used for the inspiration of a tall tale.)
*Often focuses on the American Frontier.
*humorous
PART #2
TALE year end project 2020 (READ ALL DIRECTIONS AND COMPLETE FULLY)
Choose one idea:
To show your understanding of the genre of tales and to show your understanding of the creative process you may choose to do one of the following tasks: CHOOSE TASK "A" or TASK "B"
- A: Write a tale (legend, folktale, fable, or myth) that explains cultural values. For example, the golden rule which says, “treat others the ways you want to be treated.” This shows we value being kind.
- B: Rewrite an existing tale choosing a different point of view, conflict, or setting. (For example, the three little pigs as told by the big bad wolf.)
Performance Assessment Task Instructions:
3. Your task is to choose from the types of tales of which we have read examples. Choose to write a myth, fable, folk tale, legend, or tall tale. (Not a fairy tale.)
ASSIGNMENT #1 Plan/Plot Line: You will then create a list of characteristics for your tale based on the type of tale you have chosen. See the Plan/plot line assignment posted as a separate assignment on Schoology. Use the notes sheet to create this list. Creating this list will help you focus your tale. This is the 4 questions above in Part 1.
Due May 19 (10 Points)
ASSIGNMENT #2: You will then write a story using the characteristics of the tale you have chosen. Your story must include your cultural values and a message/theme/moral. (Requirements: 12 font, double spaced, Times New Roman, one page in length, use proper MLA heading (upper left-hand corner).
Due 19 May (20 points)
May 4, 2020
Jammin' with Dr. Biggs :)
May 1, 2020
DO: Questions on Schoology (Legends and Young Arthur)
Use: Story/video(s) to help you answer the questions. All attached below. You may research your answers as well.
ed.ted.com/lessons/what-makes-a-hero-matthew-winkler#watch
Books with Biggs (Young Arthur) live.myvrspot.com/iframe?v=OGU5NTgxMjM2Zjc4Njg5OTBjOWM1ZjViNzU2MzRiZDc
Use: Story/video(s) to help you answer the questions. All attached below. You may research your answers as well.
ed.ted.com/lessons/what-makes-a-hero-matthew-winkler#watch
Books with Biggs (Young Arthur) live.myvrspot.com/iframe?v=OGU5NTgxMjM2Zjc4Njg5OTBjOWM1ZjViNzU2MzRiZDc
copy_of_young_arthur_text_2018.pdf | |
File Size: | 473 kb |
File Type: |
April 29 and 30, 2020
COAT OF ARMS
Follow directions in the attached document to create your own Coat of Arms.
Read/listen to "Young Arthur" by Robert D. San Souci (Books with Biggs and PDF attached)
YOU CAN DO THE COAT OF ARMS DIGITALLY OR BY HAND (TAKE A PICTURE AND/OR SCAN IT)
Books with Biggs (Young Arthur)live.myvrspot.com/iframe?v=OGU5NTgxMjM2Zjc4Njg5OTBjOWM1ZjViNzU2MzRiZDc
Follow directions in the attached document to create your own Coat of Arms.
Read/listen to "Young Arthur" by Robert D. San Souci (Books with Biggs and PDF attached)
YOU CAN DO THE COAT OF ARMS DIGITALLY OR BY HAND (TAKE A PICTURE AND/OR SCAN IT)
Books with Biggs (Young Arthur)live.myvrspot.com/iframe?v=OGU5NTgxMjM2Zjc4Njg5OTBjOWM1ZjViNzU2MzRiZDc
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April 28, 2020
Today you will begin your exploration of Legends.
Legends Notes:
*a hero with unusual powers.
*a hero with struggles or conflicts.
*highlights positive behaviors or qualities.
*based on real people or events.
*promote cultural values.
*usually written in chronological order.
*ideas of new beginnings or renewal.
Step One: Watch the “Hero’s Journey” video posted in the attachments below.
Step Two: Investigate the Code of Chivalry. After you have done some research to investigate what the Code of Chivalry was, write down 5 characteristics from the code that stand out to you. Note: The History Channel has an interesting article on line (see if you can find this).
Step Three: Now answer the following question completely: What values from the Code of Chivalry are still evident (we still see) in our society in 2020? Explain.
http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler#watch
Legends Notes:
*a hero with unusual powers.
*a hero with struggles or conflicts.
*highlights positive behaviors or qualities.
*based on real people or events.
*promote cultural values.
*usually written in chronological order.
*ideas of new beginnings or renewal.
Step One: Watch the “Hero’s Journey” video posted in the attachments below.
Step Two: Investigate the Code of Chivalry. After you have done some research to investigate what the Code of Chivalry was, write down 5 characteristics from the code that stand out to you. Note: The History Channel has an interesting article on line (see if you can find this).
Step Three: Now answer the following question completely: What values from the Code of Chivalry are still evident (we still see) in our society in 2020? Explain.
http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler#watch
April 27, 2020
Jammin' with Dr. Biggs
Results of last weeks' survey:
Is Dr. Biggs getting any better at guitar? *
Is everyone doing okay? *
Results of last weeks' survey:
Is Dr. Biggs getting any better at guitar? *
- Yes-43
- No-0
- If he were in space- 0
- I value my grade and don't want to say: 5
- If Other please specify: 1
Is everyone doing okay? *
- I am going stir crazy- 16
- I miss school- 10
- I miss my friends- 8
- If okay means sleeping all day- 5
- I am tired of video games - 3
- Who am I? -2
- I'm Batman!- 3
- What do you miss the most? *
- Teachers -3
- Friends- 21
- Privacy - 1
- Crowded Hallways - 1
- Dr. Biggs' Humor :) - 16
- Lunch -1
- Washing your hair- 1
April 23 and 24, 2020
"The Race between Toad and Donkey"
DO WHAT IS IN RED!!!
NOTES about Fables:
Fables include:
*animals with human characteristics
*a moral specifically states
*promote cultural values
*plot occurs in sets of three
*each character stands for specific human quality (for example: kindness, anger, dishonesty, etc.
Step one: Read the tale, “The Race Between Toad and Donkey.” It begins on page 751 in the PDF posted below. (The same PDF you used yesterday.)
Step two:
Make Judgments:
DO WHAT IS IN RED!!!
NOTES about Fables:
Fables include:
*animals with human characteristics
*a moral specifically states
*promote cultural values
*plot occurs in sets of three
*each character stands for specific human quality (for example: kindness, anger, dishonesty, etc.
Step one: Read the tale, “The Race Between Toad and Donkey.” It begins on page 751 in the PDF posted below. (The same PDF you used yesterday.)
Step two:
Make Judgments:
- In your view, did Toad win the contest fairly? Explain fully with text evidence.
- Would you rather be clever or strong? Please explain fully.
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April 21 and 22, 2020
“Two ways to Count to Ten”
DO WHAT IS IN RED!!!
NOTES about Fables: Fables include:
*animals with human characteristics
*a moral specifically states
*promote cultural values
*plot occurs in sets of three
*each character stands for specific human quality (for example: kindness, anger, dishonesty, etc.)
Step one: Please read page 743 in the PDF posted in the attachments below these instructions. Read carefully the section about the authors and the text analysis about recurring themes.
A theme is that message/moral/idea an author wants you to understand about life or people or our planet. One that recurs is found in many different cultures and works (pieces of writing and/or art.)
Step Two: Read the tale, “Two Ways to Count to Ten.” The PDF is posted below. An audio version is also posted below in the attachments.
Step Three: Answer the following two questions in a Google Doc, and submit on Schoology just like you have been doing in all other lessons.
Identify Characteristics of Fables:
1) Which character in the fable do you think represents wisdom, or good judgment? Explain fully with text evidence.
2) Which character represents cleverness, or quick, original thinking? Cite evidence from the fable to support your answer. Your answer must be complete--restate, answer, cite text evidence and explain.
3) Analyze Theme: Sometimes the theme of a selection must be inferred (Definition help for inferred: you have to think on your own and come to a conclusion, not always clearly stated.) Other times, as with this selection, the theme is directly stated. What lines state the theme? Restate the theme in your own words. Answer completely please!
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April 20, 2020
Listen to Jammin' with Dr. Biggs volume 3 (attached below)
Just thought this was FUNNY!!! This is my pup Aspen having fun with a block of ice.
April 15, 16, and 17, 2020
LESSON #1
READ/LISTEN: "Brer Possum’s Dilemma" (PDF and Books with Biggs version attached)
Step One: Please watch the video posted below in the attachments about folk tales, fables, and tall tales.
www.youtube.com/watch?v=xixMU0jNz6Q
Step two: Open the PDF (posted below in the attachments-Brer Possum) and read page 717. This is the page with the information called, “Meet the Author” and “Text Analysis.” Read both of these sections to give you some background about the stories you will be reading.
Step three: Use the PDF of the stories and the Books with Biggs video (posted below in the attachments) to read Brer Possum’s Dilemma.
Step four: In a Google document answer this question then submit to Schoology:
1. What is the moral or lesson of the story?
2. How do you know?
Make sure you include text evidence in your answer. This means you document the text or the lines that help you understand the moral or lesson of the story.
Worth 10 points. Restate, answer, cite evidence (quote), and explain. Two points for each part.
LESSON #2
(For this lesson remember to open a Google doc in which to write your answers and then submit the Google doc when you post. Make sure you read all instructions and answer completely).
Step one: Open the PDF (posted below in the attachments) and scroll to page 722. Read the tale "Waters of Gold". Use the audio (posted below in the attachments) to listen if you would like.
Step two: Open a Google doc if you have not already done so in which to write your answers. Please answer the following questions thoroughly.
On page 717 in the PDF document you read about the Characteristics of Folk Tales. Go back in the PDF to this page to refresh your memory. Fill in the chart to identify how each selection demonstrates the characteristics of a folktale. (Note: You will need to copy and paste this chart into your google doc. Complete it and then submit on Schoology).
Brer Possum
1) Characters that
represent a trait such
as kindness, wit, anger,
happiness.
2) Events that occur
in sets of 3.
3) A moral
Waters of Gold
1) Characters that
represent a trait such
as kindness, wit, anger,
happiness.
2) Events that occur
in sets of 3.
3) A moral
Step three: The characters in folktales are often thought of as standing for good or evil. Consider the “good” characters in these two tales. Explain how they are alike and how they differ. (Write your answer in your Google doc with the chart from step two.) Please make sure you write in complete sentences and use text evidence.
READ/LISTEN: "Brer Possum’s Dilemma" (PDF and Books with Biggs version attached)
- READ/LISTEN: "Waters of Gold" (PDF and Audio attached)
- DO: Lesson about Folk Tales. For this lesson remember to open a Google doc in which to write your answer and then submit the Google doc when you post. Make sure you read all instructions and answer completely.
Step One: Please watch the video posted below in the attachments about folk tales, fables, and tall tales.
www.youtube.com/watch?v=xixMU0jNz6Q
Step two: Open the PDF (posted below in the attachments-Brer Possum) and read page 717. This is the page with the information called, “Meet the Author” and “Text Analysis.” Read both of these sections to give you some background about the stories you will be reading.
Step three: Use the PDF of the stories and the Books with Biggs video (posted below in the attachments) to read Brer Possum’s Dilemma.
Step four: In a Google document answer this question then submit to Schoology:
1. What is the moral or lesson of the story?
2. How do you know?
Make sure you include text evidence in your answer. This means you document the text or the lines that help you understand the moral or lesson of the story.
Worth 10 points. Restate, answer, cite evidence (quote), and explain. Two points for each part.
LESSON #2
(For this lesson remember to open a Google doc in which to write your answers and then submit the Google doc when you post. Make sure you read all instructions and answer completely).
Step one: Open the PDF (posted below in the attachments) and scroll to page 722. Read the tale "Waters of Gold". Use the audio (posted below in the attachments) to listen if you would like.
Step two: Open a Google doc if you have not already done so in which to write your answers. Please answer the following questions thoroughly.
On page 717 in the PDF document you read about the Characteristics of Folk Tales. Go back in the PDF to this page to refresh your memory. Fill in the chart to identify how each selection demonstrates the characteristics of a folktale. (Note: You will need to copy and paste this chart into your google doc. Complete it and then submit on Schoology).
Brer Possum
1) Characters that
represent a trait such
as kindness, wit, anger,
happiness.
2) Events that occur
in sets of 3.
3) A moral
Waters of Gold
1) Characters that
represent a trait such
as kindness, wit, anger,
happiness.
2) Events that occur
in sets of 3.
3) A moral
Step three: The characters in folktales are often thought of as standing for good or evil. Consider the “good” characters in these two tales. Explain how they are alike and how they differ. (Write your answer in your Google doc with the chart from step two.) Please make sure you write in complete sentences and use text evidence.
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April 14, 2020
Read: Ute Creation story and Strong Winds (links to stories and Strong Winds video below)
DO: Questions in Schoology over the stories
thehenrybrothers.wordpress.com/2011/07/02/strong-wind/
www.southernute-nsn.gov/history/ute-creation-story/
DO: Questions in Schoology over the stories
thehenrybrothers.wordpress.com/2011/07/02/strong-wind/
www.southernute-nsn.gov/history/ute-creation-story/
April 13, 2020
Jammin' with Dr. Biggs
Listen, laugh, enjoy...whatever. :) I hope you all had a great weekend.
Listen, laugh, enjoy...whatever. :) I hope you all had a great weekend.
April 9 and 10, 2020
- Warm-up: Lately, we have had to give up a number of things we might have thought we could not live without. What are some of the things you have had to give up and what has been the outcome?
- Read/Listen to the myth: Grandmother Spider Stole the Sun (Muskogee/Creek Oklahoma) Please look at the attached PDF and my video (Books with Biggs).
****Stories like these have been told throughout history in nearly every ancient culture. The sun has been a source of wonder and power to all people on the Earth.
*****Answer these questions fully including details:
- What would the world be like without the sun?
- How would your daily experience change if we did not have the sun?
- Have you heard about places on earth with limited sunlight? (Do a little research if you can. Maybe even find an image to share.) Explain.
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April 7 and 8, 2020
- Icarus and Daedalus--
*Please read the attached PDF and/or listen to Dr. Biggs read it to you from the video below.
It is due on Friday, April 10
It is worth 10 points
Please answer the questions completely in a Google document and post on Schoology. (You may choose to cut and paste this format into your Google document to help organize your ideas.)
You will do the list, the RACE paragraph and the two items in Red below.
Myths of every culture reveal the values of a society in which they were created. These cultural values are standards of behavior believed to lead to a good life.
- What are your cultural values? List a few. (For example: Everyday when students leave Mrs. Holt's class she “launches” them with this statement, “Be Kind! Be Safe!” What does Mrs. Holt value? Yes, being kind and making choices that keep you safe.)
- _____________
- _____________
- _____________
- Choose one of your values and explain using RACE. (Restate, answer, cite evidence from your life, explain why it is a value.)
R: Bullying is a huge problem in many schools. There are several steps students can take to help stop this problem in their own school.
A: One thing students can do is to participate in a school wide effort committed to speaking out against bullying.
C: According to the author, research has shown that students who participate in anti-bullying programs in their schools are more likely to have empathy for students who experience bullying.
E: One example of this is a poster contest my school had. The topic was “Stand up to Bullies.” The contest seemed to make students really think about how hurtful bullying can be.
DO: What is in RED!
- In Ancient Greece, people entertained one another with stories that celebrated these values:
- Obey your elders
- Know your place
- Respect and obey the gods.
2. You’ll better understand what happens to characters if you pay attention to the relationship between causes and effects. A cause is an event that directly results in a later event, called an effect. As you read, record each cause and effect in a graphic. If an effect causes another effect, add another link in the chain. Please try to find four examples of cause and effect.
Example of what your work should look like:
Cause--Dr. Biggs ran a marathon this morning.
Effect--Dr. Biggs is thirsty and needs water.
Cause--Dr. Biggs did not drink enough water before the marathon
Effect--Dr. Biggs is not feeling well and feels light headed.
NOTICE HOW THEY ALL CONNECT
flight_of_icarus.pdf | |
File Size: | 8623 kb |
File Type: |
April 6, 2020
1) Just listen to Jammin' with Dr. Biggs
a) I am not a professional, not by a long shot, just goofin' around.
b) Enjoy, stay healthy, and let me know if you need any assistance with e-learning.
UPDATE: Schoology is taking its time getting documents loaded up. I grade several times a day, but can only do so once your document loads. Please be patient and if you are unable to use Schoology email it to me at: [email protected]
If you share it with me in Google then please share it with [email protected] and let me know through email that you did so.
a) I am not a professional, not by a long shot, just goofin' around.
b) Enjoy, stay healthy, and let me know if you need any assistance with e-learning.
UPDATE: Schoology is taking its time getting documents loaded up. I grade several times a day, but can only do so once your document loads. Please be patient and if you are unable to use Schoology email it to me at: [email protected]
If you share it with me in Google then please share it with [email protected] and let me know through email that you did so.
April 3, 2020
E Lesson--Today the lesson will focus on thesis statements. This is a lesson that will help get you ready to write a thesis statement for your World History Fair paper.
What is a thesis statement?
Watch the video --Click on the video link below “Thesis Statements”. Watch the video and take note of how to write a thesis statement. Thesis Statements
Thesis practice two:
Thesis practice three:
SOME EXAMPLES THAT MAY HELP YOU:
A thesis statement is an assertion, not a statement of fact or an observation.
Fact or observation: People use many lawn chemicals.
Thesis: People are poisoning the environment with chemicals merely to keep their lawns clean.
A thesis takes a stand rather than announcing a subject.
Announcement: The thesis of this paper is the difficulty of solving our environmental problems.
Thesis: Solving our environmental problems is more difficult than many environmentalists believe.
A thesis is the main idea, not the title. It must be a complete sentence that explains in some detail what you expect to write about.
Title: Social Security and Old Age.
Thesis: Continuing changes in the Social Security System makes it almost impossible to plan intelligently for one's retirement.
A thesis statement is narrow, rather than broad. If the thesis statement is sufficiently narrow, it can be fully supported.
Broad: The American steel industry has many problems.
Narrow: The primary problem in the American steel industry is the lack of funds to renovate outdated plants and equipment.
A thesis statement is specific rather than vague or general.
Vague: Hemingway's war stories are very good.
Specific: Hemingway's stories helped create a new prose style by employing extensive dialogs, shorter sentences, and strong Anglo-Saxon words
A thesis statement has one main point rather than several main points. More than one point may be too difficult for the reader to understand and the writer to support.
More than one main point: Stephen Hawking's physical disability has not prevented him from becoming a world-renowned physicist, and his book is the subject of a movie.
One Main point: Stephen Hawking's physical disability has not prevented him from becoming a world renowned physicist.
What is a thesis statement?
Watch the video --Click on the video link below “Thesis Statements”. Watch the video and take note of how to write a thesis statement. Thesis Statements
- Notes: Remember, to write a thesis statement you need to:
- You need to think of a topic. For this practice, choose a topic you know something about. So, think about what you are an expert at...for example...I could write a lot about how to run a classroom; I could write a lot about swimming; I could write a lot about how to cook a meal.
- Now what are three things you want to discuss about this topic? For example, my topic is cooking. My “three things” or my three mini topics are: healthy meals, snacks, barbecue meals.
- Now: practice writing thesis statements.
- Open a Google document and copy/paste the format below. Fill in with the information requested and then submit on the submit tab. This is the way you have posted information all week. Your document should have three practice thesis statements as outlined below. Your work is due by the end of the day Monday and is worth 10 points.
- What do you know about? Write that topic down:
- Now: What do you know about this topic? What are your three points? Go back and rewatch the video if you need to understand.
- Now: Write a practice thesis statement.
Thesis practice two:
- What do you know about? Write that topic down:
- Now: What do you know about this topic? What are your three points? Go back and rewatch the video if you need to understand.
- Now: Write a practice thesis statement.
Thesis practice three:
- What do you know about? Write that topic down:
- Now: What do you know about this topic? What are your three points? Go back and rewatch the video if you need to understand.
- Now: Write a practice thesis statement.
SOME EXAMPLES THAT MAY HELP YOU:
A thesis statement is an assertion, not a statement of fact or an observation.
Fact or observation: People use many lawn chemicals.
Thesis: People are poisoning the environment with chemicals merely to keep their lawns clean.
A thesis takes a stand rather than announcing a subject.
Announcement: The thesis of this paper is the difficulty of solving our environmental problems.
Thesis: Solving our environmental problems is more difficult than many environmentalists believe.
A thesis is the main idea, not the title. It must be a complete sentence that explains in some detail what you expect to write about.
Title: Social Security and Old Age.
Thesis: Continuing changes in the Social Security System makes it almost impossible to plan intelligently for one's retirement.
A thesis statement is narrow, rather than broad. If the thesis statement is sufficiently narrow, it can be fully supported.
Broad: The American steel industry has many problems.
Narrow: The primary problem in the American steel industry is the lack of funds to renovate outdated plants and equipment.
A thesis statement is specific rather than vague or general.
Vague: Hemingway's war stories are very good.
Specific: Hemingway's stories helped create a new prose style by employing extensive dialogs, shorter sentences, and strong Anglo-Saxon words
A thesis statement has one main point rather than several main points. More than one point may be too difficult for the reader to understand and the writer to support.
More than one main point: Stephen Hawking's physical disability has not prevented him from becoming a world-renowned physicist, and his book is the subject of a movie.
One Main point: Stephen Hawking's physical disability has not prevented him from becoming a world renowned physicist.
April 2, 2020
Finish up work from Tuesday and Wednesday...turn in to Schoology (if you have problems keep trying or email it to me...don't share in Google!!!)
April 1, 2020
Do: “Supporting Details” Echo and Narcissus (Turn in to Schoology)
Details in a story can point to its theme. For example, if each character in a story loses something, the theme might have something to say about how losses affect people.
One of the possible themes in “Echo and Narcissus” is stated below. Find four details in the story that support this theme. Write the supporting details on the lines below.
POSSIBLE THEME: Love can cause people to suffer.
Find your own theme:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
Supporting Details: _____________________________________________________________________________________________________________________________________________________________________________________________________________________
Supporting Details:
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Supporting Details:
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Supporting Details:
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Details in a story can point to its theme. For example, if each character in a story loses something, the theme might have something to say about how losses affect people.
One of the possible themes in “Echo and Narcissus” is stated below. Find four details in the story that support this theme. Write the supporting details on the lines below.
POSSIBLE THEME: Love can cause people to suffer.
Find your own theme:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
Supporting Details: _____________________________________________________________________________________________________________________________________________________________________________________________________________________
Supporting Details:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
Supporting Details:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
Supporting Details:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________
March 31, 2020
1) View YouTube video over myths (below)
2) View my video and/or read along with PDF of "Echo and Narcissus" (Both are attached)
TURN IN ON SCHOOLOGY!!!
drive.google.com/file/d/1JCtKAK_BGyehbqViYK1lTxLRD0b9Qs3D/view?usp=sharing (Reading by Dr. Biggs)
3) Do: “You Choose” questions below (Due Friday). YOU WILL CHOOSE 2 OF THE FOLLOWING AND ANSWER COMPLETELY.
2) View my video and/or read along with PDF of "Echo and Narcissus" (Both are attached)
TURN IN ON SCHOOLOGY!!!
drive.google.com/file/d/1JCtKAK_BGyehbqViYK1lTxLRD0b9Qs3D/view?usp=sharing (Reading by Dr. Biggs)
3) Do: “You Choose” questions below (Due Friday). YOU WILL CHOOSE 2 OF THE FOLLOWING AND ANSWER COMPLETELY.
- Echo claims to love Narcissus. What do you think causes Echo's love? Is it the real thing? Why or why not?
- Why do you think Echo continues to love Narcissus in spite of being rejected? Do you feel her actions are justified? Why or why not?
- Have you ever felt the same way that Echo does? Or the same way that Narcissus does? If so, how did you act? How would you act if you could go back and do it again? Why?
- What does the story of Echo and Narcissus suggest about the role of love in ancient culture? How is our modern understanding of love similar and/or different?
- Is it significant that Narcissus finds his downfall in his own reflection? Why or why not? What do you think of your reflection? Does your opinion change from time to time?
- Consider the information from the video you watched about the types of myths. Explain what type of myth Echo and Narcissus is and explain how you know.
echo_and_narcissus.pdf | |
File Size: | 832 kb |
File Type: |
March 18, 2020
Finish work from yesterday and turn in to Schoology.
March 17, 2020
“The Princess and the Tin Box” Project (Turn in to Schoology)
1. Read and look up the word “satire.” Also, research and find out four interesting things about James Thurber.
2. Tell me whether the story is a fable or a folktale. You will need to look up definitions and characteristics of these two types of tales and explain why you put this story in the genre you did.
3. You will create a rap, song, poem, etc. (Minimum 16 lines)
The Ancient Greeks often told their Myths through songs. Create your own song or rap telling the story of one of the characters in the tale, “The Princess and the Tin Box.” Be sure to base your piece on the real details from the tale.
1. Read and look up the word “satire.” Also, research and find out four interesting things about James Thurber.
2. Tell me whether the story is a fable or a folktale. You will need to look up definitions and characteristics of these two types of tales and explain why you put this story in the genre you did.
3. You will create a rap, song, poem, etc. (Minimum 16 lines)
The Ancient Greeks often told their Myths through songs. Create your own song or rap telling the story of one of the characters in the tale, “The Princess and the Tin Box.” Be sure to base your piece on the real details from the tale.
March 16, 2020
1) Read: "The Princess and the Tin Box" by James Thurber (attached)
2) Do: Open-book quiz on Schoology (Due by Wednesday)
2) Do: Open-book quiz on Schoology (Due by Wednesday)
princess_and_tin_box__text.pdf | |
File Size: | 1047 kb |
File Type: |
March 13, 2020
Any missing or make-up work
March 12, 2020
Go over answers to "Popcorn Park" and "Hey, Come on Out"
Discuss paragraphing
Discuss CMAS prep
Discuss paragraphing
Discuss CMAS prep
March 11, 2020
Read: "John Bergmann and Popcorn Park" by David Karas (attached below)
Do: Questions 1,3,5
1) As you read lines 1-48, begin to cite text evidence.
*Write quotes that reveal Bergmann's character, and explain what aspects of his character are shown.
*Write down how Bergmann treats the animals and how they respond to him.
3) As you read lines 49-90, continue to cite textual evidence.
*Write two examples of how the zoo resembles a family and support your answer.
*Write down how animals become residents of Popcorn Park.
5) As you reaqd lines 91-119, continue to cite textual evidence.
*Write down what Bergmann wants people to learn from the zoo.
*Write down examples of Bergmann's compassionate character.
1) Parts to an introductory paragraph (Point paragraph in PEEL)
The introduction is the beginning of an essay. It does the same job for an essay as the topic sentence does for a paragraph. In a paragraph, the topic sentence tells the reader what the subject of the paragraph will be and how it will be developed. In an essay, the introduction, which can be one or two paragraphs, introduces the topic.
There are three parts to an introduction: the opening statement, the supporting sentences, and the introductory topic sentence. There are many ways to write an introduction, but it is necessary to include each of the three parts:
Opening Statement
Hugh Lofting's character, Dr. Doolittle, could talk to animals and they could talk back. Many people fantasize about having such a skill. Imagine being able to talk to your household pets and getting a response back. Could it ever be possible? Language acquisition studies among primates such as gorillas, chimpanzees, and bonobo chimpanzees suggest that the answer is yes, and no.
Supporting Statements
Hugh Lofting's character, Dr. Doolittle, could talk to animals and they could talk back. Many people fantasize about having such a skill. Imagine being able to talk to your household pets and getting a response back. Could it ever be possible? Language acquisition studies among primates such as gorillas, chimpanzees, and bonobo chimpanzees suggest that the answer is yes, and no.
Thesis Statement
Hugh Lofting's character, Dr. Doolittle, could talk to animals and they could talk back. Many people fantasize about having such a skill. Imagine being able to talk to your household pets and getting a response back. Could it ever be possible? Language acquisition studies among primates such as gorillas, chimpanzees, and bonobo chimpanzees suggest that the answer is yes, and no.
2) Parts to a conclusion paragraph (Link paragraph in PEEL)
The conclusion of an essay plays an important role in the effectiveness of the essay as a whole. Regardless of how well written the introductory and supporting paragraphs are, the essay is ineffective if the reader does not recognize the end of the essay. It is important that the conclusion does not add major new ideas to the essay; rather, it should summarize or refer to the main points already given. Its job is to conclude, not continue, the discussion.The purpose of a concluding paragraph is:
Do: Questions 1,3,5
1) As you read lines 1-48, begin to cite text evidence.
*Write quotes that reveal Bergmann's character, and explain what aspects of his character are shown.
*Write down how Bergmann treats the animals and how they respond to him.
3) As you read lines 49-90, continue to cite textual evidence.
*Write two examples of how the zoo resembles a family and support your answer.
*Write down how animals become residents of Popcorn Park.
5) As you reaqd lines 91-119, continue to cite textual evidence.
*Write down what Bergmann wants people to learn from the zoo.
*Write down examples of Bergmann's compassionate character.
1) Parts to an introductory paragraph (Point paragraph in PEEL)
The introduction is the beginning of an essay. It does the same job for an essay as the topic sentence does for a paragraph. In a paragraph, the topic sentence tells the reader what the subject of the paragraph will be and how it will be developed. In an essay, the introduction, which can be one or two paragraphs, introduces the topic.
There are three parts to an introduction: the opening statement, the supporting sentences, and the introductory topic sentence. There are many ways to write an introduction, but it is necessary to include each of the three parts:
- an opening statement or question that attracts the reader's attention — this is often called "the hook",
- supporting sentences which link "the hook" to the thesis, and
- a thesis statement that states the purpose and plan of the whole essay.
Opening Statement
Hugh Lofting's character, Dr. Doolittle, could talk to animals and they could talk back. Many people fantasize about having such a skill. Imagine being able to talk to your household pets and getting a response back. Could it ever be possible? Language acquisition studies among primates such as gorillas, chimpanzees, and bonobo chimpanzees suggest that the answer is yes, and no.
Supporting Statements
Hugh Lofting's character, Dr. Doolittle, could talk to animals and they could talk back. Many people fantasize about having such a skill. Imagine being able to talk to your household pets and getting a response back. Could it ever be possible? Language acquisition studies among primates such as gorillas, chimpanzees, and bonobo chimpanzees suggest that the answer is yes, and no.
Thesis Statement
Hugh Lofting's character, Dr. Doolittle, could talk to animals and they could talk back. Many people fantasize about having such a skill. Imagine being able to talk to your household pets and getting a response back. Could it ever be possible? Language acquisition studies among primates such as gorillas, chimpanzees, and bonobo chimpanzees suggest that the answer is yes, and no.
2) Parts to a conclusion paragraph (Link paragraph in PEEL)
The conclusion of an essay plays an important role in the effectiveness of the essay as a whole. Regardless of how well written the introductory and supporting paragraphs are, the essay is ineffective if the reader does not recognize the end of the essay. It is important that the conclusion does not add major new ideas to the essay; rather, it should summarize or refer to the main points already given. Its job is to conclude, not continue, the discussion.The purpose of a concluding paragraph is:
- To bring the essay to a close
- To reinforce the thesis statement
- To leave the reader with a strong impression
- ATTACHED BELOW ARE SIX DIFFERENT WAYS TO WRITE A CONCLUSION PARAGRAPH
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March 10, 2020
1) Portfolio Stuffing
2) Read "Hey, Come on Out! by Shinichi Hoshi (attached below)
*Do: 2,4,6
2) Reread lines 1-30. Which details about the setting seem realistic? Which details suggest an otherworldly setting?
4) Certain statements in a story will hint at a theme. What theme is suggested by the statement you paraphrased in line 58?
6) Reread lines 126-136. Write your interpretation of the story's ending.
2) Read "Hey, Come on Out! by Shinichi Hoshi (attached below)
*Do: 2,4,6
2) Reread lines 1-30. Which details about the setting seem realistic? Which details suggest an otherworldly setting?
4) Certain statements in a story will hint at a theme. What theme is suggested by the statement you paraphrased in line 58?
6) Reread lines 126-136. Write your interpretation of the story's ending.
shs_-_e1_-_story__he-y_come_on_ou-t__.pdf | |
File Size: | 44 kb |
File Type: |
March 9, 2020
Review:
Commas
Coordinating Conjunctions
Apostrophes
PEEL single and multi-paragraph structure
Commas
Coordinating Conjunctions
Apostrophes
PEEL single and multi-paragraph structure
March 6, 2020
Island survival simulation and teamwork exercise.
island-adventure-2.pdf | |
File Size: | 472 kb |
File Type: |
March 5, 2020
1) "Get in Trouble Outdoors, Who Pays for the Rescue?" by Tiffany Sharples (attached)
*When should someone have to pay for being rescued? Explain your answer.
*What should the penalty be, if any, for not turning in homework on time? Explain your answer.
Period 7: Do these questions also.
*According to the article why may it not be a good idea to make people pay for their rescue?
*Cite text evidence to show how New Hampshire is dealing with people who are negligent and need to be rescued.
*How does Europe deal with the cost of rescues and what do hikers do to lessen this?
*When should someone have to pay for being rescued? Explain your answer.
*What should the penalty be, if any, for not turning in homework on time? Explain your answer.
Period 7: Do these questions also.
*According to the article why may it not be a good idea to make people pay for their rescue?
*Cite text evidence to show how New Hampshire is dealing with people who are negligent and need to be rescued.
*How does Europe deal with the cost of rescues and what do hikers do to lessen this?
get_into_trouble_outdoors_-_who_pays_for_the_rescue-time.pdf | |
File Size: | 111 kb |
File Type: |
March 4, 2020
1) PRESENTATIONS TODAY!!!
March 3, 2020
1) Go over blue brochure sheet
2) Go over questions from yesterday's reading
3) Get ready for presentations tomorrow (You will need the following)
PROJECTED on Screen (example below)
*Organization name
*Slogan
*Picture that goes with your cause
PRESENTATION: (Turn your script in to me before you present)
Name of Organization
How and when you were formed
What you plan to do
How you plan to do it
How can others help
2) Go over questions from yesterday's reading
3) Get ready for presentations tomorrow (You will need the following)
PROJECTED on Screen (example below)
*Organization name
*Slogan
*Picture that goes with your cause
PRESENTATION: (Turn your script in to me before you present)
Name of Organization
How and when you were formed
What you plan to do
How you plan to do it
How can others help
March 2, 2020
1) Read "Flesh and Blood so Cheap" by Albert Marrin (attached below)
2) Do: #2-6 page 274 (attached below) DUE TOMORROW!!!
Remember: Your brochure presentations are due on Wednesday!!!
2) Do: #2-6 page 274 (attached below) DUE TOMORROW!!!
Remember: Your brochure presentations are due on Wednesday!!!
blood_so_cheap.pdf | |
File Size: | 459 kb |
File Type: |
February 28, 2020
1) Finish brochure (DUE TODAY!!!)
2) Begin work for presentation (Presentations on Wednesday, March 4)
*30 seconds
*Quick about us
*Who are you (your foundation)?
*Why are you concerned about this issue?
*What are you wanting to do about it?
*How are your going to do it?
*How can we help?
2) Begin work for presentation (Presentations on Wednesday, March 4)
*30 seconds
*Quick about us
*Who are you (your foundation)?
*Why are you concerned about this issue?
*What are you wanting to do about it?
*How are your going to do it?
*How can we help?
February 27, 2020
1) CommonLit-"The Triangle Shirt Waist Factory Fire"-We will do together in class (if absent...do at home).
2) Work on brochure (Due Tomorrow)
CommonLit Codes:
P1: https://www.commonlit.org/en/students/student_lessons/4086000
P2: https://www.commonlit.org/en/students/student_lessons/4085998
P3: https://www.commonlit.org/en/students/student_lessons/4086002
P4: https://www.commonlit.org/en/students/student_lessons/4085999
P7: https://www.commonlit.org/en/students/student_lessons/4086001
2) Work on brochure (Due Tomorrow)
CommonLit Codes:
P1: https://www.commonlit.org/en/students/student_lessons/4086000
P2: https://www.commonlit.org/en/students/student_lessons/4085998
P3: https://www.commonlit.org/en/students/student_lessons/4086002
P4: https://www.commonlit.org/en/students/student_lessons/4085999
P7: https://www.commonlit.org/en/students/student_lessons/4086001
February 26, 2020
Continue work on getting information for your brochure. Brochure is due on FRIDAY, February 28
Citing Web Pages In Text
Cite web pages in text as you would any other source, using the author if known. If the author is not known, use the title as the in-text citation.
Your in-text citation should lead your reader to the corresponding entry in the reference list. Below are examples of using in-text citation with web pages.
Example 1: Entire website :
Parents play an important role in helping children learn techniques for coping with bullying (Kraizer).
Reference entry:
Kraizer, Sherryll. Safe Child. Coalition for Children, 2011, www.safechild.org.
Example 2: Web page with no author:
In-text citation:
The term Nittany Lion was coined by Penn State football player Joe Mason in 1904 ("All Things Nittany").
Reference entry:
"All Things Nittany." About Penn State. Penn State University, 2006, www.psu.edu/ur/about/nittanymascot.html.
Basic setup (this is only a guide)
Cover page or image
*Logo (if possible)
*Slogan
About us: (Works with Ethos)
*Your mission statement
*How you came to be motivated to work with this cause
*What you plan to do
*How you plan to do it
State the problem (Works with Pathos and Logos)
*History of the problem (solution)
How to stop the problem (Works with Pathos and Logos)
*What we plan to do (your organization)
*What you can do
Works Cited
Citing Web Pages In Text
Cite web pages in text as you would any other source, using the author if known. If the author is not known, use the title as the in-text citation.
Your in-text citation should lead your reader to the corresponding entry in the reference list. Below are examples of using in-text citation with web pages.
Example 1: Entire website :
Parents play an important role in helping children learn techniques for coping with bullying (Kraizer).
Reference entry:
Kraizer, Sherryll. Safe Child. Coalition for Children, 2011, www.safechild.org.
Example 2: Web page with no author:
In-text citation:
The term Nittany Lion was coined by Penn State football player Joe Mason in 1904 ("All Things Nittany").
Reference entry:
"All Things Nittany." About Penn State. Penn State University, 2006, www.psu.edu/ur/about/nittanymascot.html.
Basic setup (this is only a guide)
Cover page or image
*Logo (if possible)
*Slogan
About us: (Works with Ethos)
*Your mission statement
*How you came to be motivated to work with this cause
*What you plan to do
*How you plan to do it
State the problem (Works with Pathos and Logos)
*History of the problem (solution)
How to stop the problem (Works with Pathos and Logos)
*What we plan to do (your organization)
*What you can do
Works Cited
February 25, 2020
1) How to use in-text citations for websites in MLA format-Example Below
2) Work on getting information down on brochure. Brochure is due on FRIDAY, February 28
Citing Web Pages In Text
Cite web pages in text as you would any other source, using the author if known. If the author is not known, use the title as the in-text citation.
Your in-text citation should lead your reader to the corresponding entry in the reference list. Below are examples of using in-text citation with web pages.
Example 1: Entire website :
Parents play an important role in helping children learn techniques for coping with bullying (Kraizer).
Reference entry:
Kraizer, Sherryll. Safe Child. Coalition for Children, 2011, www.safechild.org.
Example 2: Web page with no author:
In-text citation:
The term Nittany Lion was coined by Penn State football player Joe Mason in 1904 ("All Things Nittany").
Reference entry:
"All Things Nittany." About Penn State. Penn State University, 2006, www.psu.edu/ur/about/nittanymascot.html.
Basic setup (this is only a guide)
Cover page or image
*Logo (if possible)
*Slogan
About us: (Works with Ethos)
*Your mission statement
*How you came to be motivated to work with this cause
*What you plan to do
*How you plan to do it
State the problem (Works with Pathos and Logos)
*History of the problem (solution)
How to stop the problem (Works with Pathos and Logos)
*What we plan to do (your organization)
*What you can do
Works Cited
2) Work on getting information down on brochure. Brochure is due on FRIDAY, February 28
Citing Web Pages In Text
Cite web pages in text as you would any other source, using the author if known. If the author is not known, use the title as the in-text citation.
Your in-text citation should lead your reader to the corresponding entry in the reference list. Below are examples of using in-text citation with web pages.
Example 1: Entire website :
Parents play an important role in helping children learn techniques for coping with bullying (Kraizer).
Reference entry:
Kraizer, Sherryll. Safe Child. Coalition for Children, 2011, www.safechild.org.
Example 2: Web page with no author:
In-text citation:
The term Nittany Lion was coined by Penn State football player Joe Mason in 1904 ("All Things Nittany").
Reference entry:
"All Things Nittany." About Penn State. Penn State University, 2006, www.psu.edu/ur/about/nittanymascot.html.
Basic setup (this is only a guide)
Cover page or image
*Logo (if possible)
*Slogan
About us: (Works with Ethos)
*Your mission statement
*How you came to be motivated to work with this cause
*What you plan to do
*How you plan to do it
State the problem (Works with Pathos and Logos)
*History of the problem (solution)
How to stop the problem (Works with Pathos and Logos)
*What we plan to do (your organization)
*What you can do
Works Cited
February 24, 2020
1) How to use Easybib MLA format for citations
2) Begin working on non-profit project (tri-fold brochure and newspaper templates and directions below)
2) Begin working on non-profit project (tri-fold brochure and newspaper templates and directions below)
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February 21, 2020
1) View video over child slavery in Ghana...try to understand that this is in our world, during our time.
Perhaps seeing this will help you finalize a non-profit that you would like to create.
2) The outline and rubric for the non-profit project is attached below.
Perhaps seeing this will help you finalize a non-profit that you would like to create.
2) The outline and rubric for the non-profit project is attached below.
q3_guided_by_cause__awareness_rubric__2019-20.docx.pdf | |
File Size: | 84 kb |
File Type: |
February 20, 2020
1) Go over questions from yesterday
2) Craig Kielburger created a non-profit called Free the Children to help and combat the child slavery problem throughout the world. Now, imagine that you could turn something that you are passionate about into a non-profit organization in order to help solve a problem. To begin, answer the questions below and tell us about it.
*What is the issue or cause you want to champion?
* What motivated you to get involved?
* What is the name of your organization?
* How can others join your cause?
2) Craig Kielburger created a non-profit called Free the Children to help and combat the child slavery problem throughout the world. Now, imagine that you could turn something that you are passionate about into a non-profit organization in order to help solve a problem. To begin, answer the questions below and tell us about it.
*What is the issue or cause you want to champion?
* What motivated you to get involved?
* What is the name of your organization?
* How can others join your cause?
February 19, 2020
1) Read: "Craig Kielburger Reflects on Working Toward Peace" p. 307 in Collections book (attached below)
2) Do: Analyzing the Text on p. 314 (1,2,3,4,6)-Due Tomorrow
Full Text: www.scu.edu/mcae/architects-of-peace/Kielburger/essay.html
Questions:
2) Do: Analyzing the Text on p. 314 (1,2,3,4,6)-Due Tomorrow
Full Text: www.scu.edu/mcae/architects-of-peace/Kielburger/essay.html
Questions:
- Cause/Effect: Why did the story about the murdered boy have such a strong impact on Kielburger?
- Infer: What words would you use to describe Kielburger, and why are those descriptions fitting?
- Analyze: Reread lines 37-54. Why doe Kielburger provide this information? What effect might he hope this section has on the reader?
- Draw Conclusions: What is Kielburger's purpose in saying that he is gifted?
February 18, 2020
SNOW DAY!!!
February 14, 2020
1) Read: "Homeless" by Anna Quindlen
2) Discuss the story in detail.
3) Do:
AUTHOR’S PURPOSE What does Quindlen think is most wrong in the world right now? Name two facts she shares about herself to help readers understand her purpose in writing this essay
AUTHOR’S PURPOSE Reread lines 95–109. What does Quindlen say homes have become? What does she mean by this?
PROBLEM-SOLUTION: What does Quindlen recommend that readers do to start addressing the problem she has introduced?
2) Discuss the story in detail.
3) Do:
AUTHOR’S PURPOSE What does Quindlen think is most wrong in the world right now? Name two facts she shares about herself to help readers understand her purpose in writing this essay
AUTHOR’S PURPOSE Reread lines 95–109. What does Quindlen say homes have become? What does she mean by this?
PROBLEM-SOLUTION: What does Quindlen recommend that readers do to start addressing the problem she has introduced?
homeless_anna_q..pdf | |
File Size: | 1052 kb |
File Type: |
February 13, 2020
1) Read: "What do Fish Have to do With Anything" by Avi
2) DO QUESTIONS BELOW:
*What do Willie and his class learn about a certain kind of fish that lives in caves?
*What does Willie's mother say is wrong with the homeless man?
*Use your own words to retell how the story ends.
*Willie's mother says, "Parents need to watch their children." Given what you know about her character do you think she was right or wrong to call the police about the man?
2) DO QUESTIONS BELOW:
*What do Willie and his class learn about a certain kind of fish that lives in caves?
*What does Willie's mother say is wrong with the homeless man?
*Use your own words to retell how the story ends.
*Willie's mother says, "Parents need to watch their children." Given what you know about her character do you think she was right or wrong to call the police about the man?
what_do_fish_have_to_do_with_anything.pdf | |
File Size: | 92 kb |
File Type: |
February 12, 2020
1) Read: "AT THE HEAD OF HER CLASS, AND HOMELESS" (Links for each class and class codes are below for CommonLit).
2) Do questions at the end of the reading.
Class Codes:
P1: W9LWGW
P2: RQW7NY
P3: Q9BLVZ
P4: JEZB8J
P7: BB85WV
Link to story for each period:
P1: https://www.commonlit.org/en/students/student_lessons/3924511
P2: https://www.commonlit.org/en/students/student_lessons/3924509
P3: https://www.commonlit.org/en/students/student_lessons/3924513
P4: https://www.commonlit.org/en/students/student_lessons/3924510
P7: https://www.commonlit.org/en/students/student_lessons/3924512
Choose one to write about:
***According to the National Alliance to End Homelessness, in January 2014, there were 578,424 people experiencing homelessness on any given night in America. Pretend you are a consultant to the National Alliance to End Homelessness. What is your proposal to reduce these numbers?
***In your opinion, what is the primary reason Rashema succeeded? Cite evidence in your answer.
2) Do questions at the end of the reading.
Class Codes:
P1: W9LWGW
P2: RQW7NY
P3: Q9BLVZ
P4: JEZB8J
P7: BB85WV
Link to story for each period:
P1: https://www.commonlit.org/en/students/student_lessons/3924511
P2: https://www.commonlit.org/en/students/student_lessons/3924509
P3: https://www.commonlit.org/en/students/student_lessons/3924513
P4: https://www.commonlit.org/en/students/student_lessons/3924510
P7: https://www.commonlit.org/en/students/student_lessons/3924512
Choose one to write about:
***According to the National Alliance to End Homelessness, in January 2014, there were 578,424 people experiencing homelessness on any given night in America. Pretend you are a consultant to the National Alliance to End Homelessness. What is your proposal to reduce these numbers?
***In your opinion, what is the primary reason Rashema succeeded? Cite evidence in your answer.
February 11, 2020
1) Work on CMAS practice (Follow Link Below)
CMAS PRACTICE: https://co.testnav.com/client/index.html#login?username=LGN582060580&password=QYD5YFXE
CMAS PRACTICE: https://co.testnav.com/client/index.html#login?username=LGN582060580&password=QYD5YFXE
February 10, 2020
The current unit is all about what is within you and what you believe in. We are going to view 4 short videos and discuss how they affected you and what you would do.
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February 7, 2020
SNOW DAY!!!
February 6, 2020
1) Read: "A Crush" by Cynthia Rylant (Attached below)
2) After reading: Tell me each person that was affected? How were they affected? You can do this in bullet points (use complete sentences).
2) After reading: Tell me each person that was affected? How were they affected? You can do this in bullet points (use complete sentences).
a_crush-_cynthia_rylant.pdf | |
File Size: | 1709 kb |
File Type: |
February 5, 2020
2-Hour Delay
1) Read: "A Crush" by Cynthia Rylant (Attached below)
*Will be answering questions and having discussions about the story tomorrow.
1) Read: "A Crush" by Cynthia Rylant (Attached below)
*Will be answering questions and having discussions about the story tomorrow.
a_crush-_cynthia_rylant.pdf | |
File Size: | 1709 kb |
File Type: |
February 4, 2020
SNOW DAY!!!!!!
February 3, 2020
1) View the video "65 Percent"
2) Take 10 good notes on the video. The notes should be such that I could understand the high-points of it without viewing.
2) Take 10 good notes on the video. The notes should be such that I could understand the high-points of it without viewing.
January 30, 2020
1) Do page 5 of PDF below (Cite Text Evidence)
*Quote evidence from the story.
*Put the page number of where you found the evidence.
*Quote evidence from the story.
*Put the page number of where you found the evidence.
finding_your_everest_article.pdf | |
File Size: | 1776 kb |
File Type: |
January 29, 2020
1) Do background on Mt. Everest
2) Read: "Finding your Everest" Close Reader (p. 13) Also attached below.
3) Do: Cite Text Evidence at the end of the story. (Located on the PDF below)
DUE TOMORROW!!!
Below is an article about Chris Bombardier of Colorado who was the first Hemophiliac to climb the 7 major summits.
hemophilianewstoday.com/2018/02/07/hemophiliac-chris-bombardier-becomes-first-ever-to-climb-seven-summits/
2) Read: "Finding your Everest" Close Reader (p. 13) Also attached below.
3) Do: Cite Text Evidence at the end of the story. (Located on the PDF below)
DUE TOMORROW!!!
Below is an article about Chris Bombardier of Colorado who was the first Hemophiliac to climb the 7 major summits.
hemophilianewstoday.com/2018/02/07/hemophiliac-chris-bombardier-becomes-first-ever-to-climb-seven-summits/
finding_your_everest_article.pdf | |
File Size: | 1776 kb |
File Type: |
January 28, 2020
1) Do: Answer questions from "The War of the Wall" attached in the PDF below and on Schoology
2) DUE: Wednesday (We will work on them in class today)-TURN IN ON SCHOOLOGY!!!
2) DUE: Wednesday (We will work on them in class today)-TURN IN ON SCHOOLOGY!!!
January 27, 2020
1) Do background for "The War of the Wall" by Tony Cade Bambara (Text attached below)
2) Read: "The War of the Wall" on your own
3) Do: Answer questions from attached in the PDF below.
4) DUE: Wednesday (We will work on them in class tomorrow)-TURN IN ON SCHOOLOGY!!!
2) Read: "The War of the Wall" on your own
3) Do: Answer questions from attached in the PDF below.
4) DUE: Wednesday (We will work on them in class tomorrow)-TURN IN ON SCHOOLOGY!!!
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January 24, 2020
1) Write a PEEL paragraph about how you feel about your pet(s).---Love, caring, frustration, calming, hilarious/funny, etc. If possible, INCLUDE A PICTURE!!!
POINT
EVIDENCE
EXPLANATION
LINK
MY EXAMPLE IS ATTACHED BELOW:
My Dalmatian Aspen is the most caring dog I have ever owned. For instance, she is always happy to see me when I come home, even if I am in a bad mood, for she wags her tail, waits for me to play catch with her, and when we finish...she is ready for some serious cuddle time. I am not sure how she knows it, doggy intuition perhaps, but she seems to understand when I am feeling a bit down or when I am not having a good day. When this happens she leans herself against me and almost refuses to leave my side. This shows, that no matter what is happening in my life, that Aspen cares for me and does what she can to make me feel better. Essentially, she is telling me that everything will be okay and that she has my back. I don’t think you can ask for anything more than that...I love my puppy.
POINT
EVIDENCE
EXPLANATION
LINK
MY EXAMPLE IS ATTACHED BELOW:
My Dalmatian Aspen is the most caring dog I have ever owned. For instance, she is always happy to see me when I come home, even if I am in a bad mood, for she wags her tail, waits for me to play catch with her, and when we finish...she is ready for some serious cuddle time. I am not sure how she knows it, doggy intuition perhaps, but she seems to understand when I am feeling a bit down or when I am not having a good day. When this happens she leans herself against me and almost refuses to leave my side. This shows, that no matter what is happening in my life, that Aspen cares for me and does what she can to make me feel better. Essentially, she is telling me that everything will be okay and that she has my back. I don’t think you can ask for anything more than that...I love my puppy.
January 23, 2020
*DO: "List It" (p. 268) (p. 276 online)-List 10 items you would need for survival. You can use the two that are on the list already (flashlight and gallons of purified water...come up with 8 more).
*DO: Vocabulary in Context (p. 278) (p. 286 online)
*DO: Vocabulary Strategies-Idioms (p. 278) (p. 286 online)
*DO: Vocabulary in Context (p. 278) (p. 286 online)
*DO: Vocabulary Strategies-Idioms (p. 278) (p. 286 online)
dirk.the_.protector.pdf | |
File Size: | 1246 kb |
File Type: |
January 22, 2020
1) Give 5 minutes to complete work from yesterday.
2) Go over work and check for understanding (hand in when finished)
3) READ: " What do you need to SURVIVE?" and "Dirk the Protector" by Gary Paulsen (attached below)
*DO: "List It" (p. 268) (p. 276 online)
*DO: Vocabulary in Context (p. 278) (p. 286 online)
*DO: Vocabulary Strategies-Idioms (p. 278) (p. 286 online)
2) Go over work and check for understanding (hand in when finished)
3) READ: " What do you need to SURVIVE?" and "Dirk the Protector" by Gary Paulsen (attached below)
*DO: "List It" (p. 268) (p. 276 online)
*DO: Vocabulary in Context (p. 278) (p. 286 online)
*DO: Vocabulary Strategies-Idioms (p. 278) (p. 286 online)
dirk.the_.protector.pdf | |
File Size: | 1246 kb |
File Type: |
January 21, 2020
1) Read: "Labels and Illusions" page 83 Close Reader
Do: Questions 2,3,4,5 (Story and Questions attached below)---DUE TOMORROW
Also DUE TOMORROW: Your commercial from Friday.
Look at 3 types of irony:
Situational Irony:
Situational irony is when the outcome of a situation is different than our expectations. Situational irony can be used to create drama, to drive home to realities of a tragedy, or to create humor. You'll find situational irony often in books and plays, as well as movies and TV. This type of irony helps us and the character make sense of their reality, and weaves together humor and tragedy.
Here are some examples of situational irony
General: A friend posts on social media about how social media is killing society and we all need to interact in person
Humor: A thief on the run gets into a getaway car but it's out of gas
Tragic: In Guy de Maupassant's short story The Necklace, Mathilda borrows a necklace from a wealthy friend and loses it. She and her husband go into crippling debt and wind up in poverty to replace the necklace, only to find out years later that the original necklace was a fake to begin with.
Dramatic Irony
Dramatic irony is a device employed by storytellers wherein the audience is aware of what’s going on, but the characters are not. Dramatic irony includes three phases: Installation, when the audience is informed of something the character does not know. Exploitation, using the information to develop curiosity and an emotional response from the audience. Resolution, what happens after the character finds out the information.
Romeo and Juliet's death scene is a great example of dramatic irony. We the audience/reader know that Juliet is drugged to fake her own death, but Romeo does not. So, we watch Romeo commit suicide, knowing that Juliet is alive, and that he too would know the truth if he'd waited. In this example, the installation is earlier in the play, when we learn of Juliet's plan, aware that Romeo does not know. Exploitation is when we watch their death scenes unfold. And the resolution is the end of the play, when the families find out what happened and finally end their feud.
Another well-known example is the story of Oedipus Rex. Dramatic irony was first invented for us in Greek dramas. So while most of us modern readers know the story mainly through the play, ancient Greek play-goers would have been well-informed on the story of Oedipus before going into the play. The Greek audience was able to watch the story unfold with this knowledge already in mind, even though the main character, Oedipus, is unaware. This creates dramatic tension throughout the story and adds a new emotional layer to this classic myth.
Verbal Irony:
As we discussed, verbal irony is an important tool in speech. Verbal irony is also an important tool in writing. Verbal irony occurs when a person or character says one thing but means another.
I mentioned above that sarcasm is one form of verbal irony. But remember, the definitions of sarcasm and verbal irony are not interchangeable, and sarcasm is only one form of verbal irony. Sarcasm is generally a little harsher than overall verbal irony, and verbal irony can also include double entendre, over- or under-exaggeration, and rhetorical questions.
Writers may use verbal irony to prove a point, or to help us better understand a situation or character. If a character uses verbal irony, that irony may be in reference to the plot, but also may be in reference to the character's own emotions. Verbal irony, can give us insight into a character’s true state, and challenge us to look deeper into that character’s motivations.
Verbal irony can also be used in a more general sense to bring humor to the novel, play, movie, etc. Verbal irony also helps us develop analytical skills, since it requires us as readers to pay attention to the nuances of dialogue and language.
Satire is one example of verbal irony that carries throughout an entire text.
There are actually quite a few instances of verbal irony in the Harry Potter series. In The Order of the Phoenix, Aunt Petunia asks Harry why he keeps watching the news. He replies, “Well, it changes every day, you see.” Though Harry is offering a truthful response on the surface, as readers we can tell that his answer is contemptuous, and his meaning (to point out how silly Aunt Petunia’s inquiry is) contradicts with the actual words he speaks. If read in the right tone, this conversation definitely will at least get a giggle.
As we discussed, over exaggeration is one form of verbal irony we also use commonly. If someone laughs at a joke and says “I laughed so hard I almost exploded!” This is over exaggeration and one form of verbal irony, since clearly, the person didn’t almost explode from laughter, and the statement contradicts with reality.
Do: Questions 2,3,4,5 (Story and Questions attached below)---DUE TOMORROW
Also DUE TOMORROW: Your commercial from Friday.
Look at 3 types of irony:
Situational Irony:
Situational irony is when the outcome of a situation is different than our expectations. Situational irony can be used to create drama, to drive home to realities of a tragedy, or to create humor. You'll find situational irony often in books and plays, as well as movies and TV. This type of irony helps us and the character make sense of their reality, and weaves together humor and tragedy.
Here are some examples of situational irony
General: A friend posts on social media about how social media is killing society and we all need to interact in person
Humor: A thief on the run gets into a getaway car but it's out of gas
Tragic: In Guy de Maupassant's short story The Necklace, Mathilda borrows a necklace from a wealthy friend and loses it. She and her husband go into crippling debt and wind up in poverty to replace the necklace, only to find out years later that the original necklace was a fake to begin with.
Dramatic Irony
Dramatic irony is a device employed by storytellers wherein the audience is aware of what’s going on, but the characters are not. Dramatic irony includes three phases: Installation, when the audience is informed of something the character does not know. Exploitation, using the information to develop curiosity and an emotional response from the audience. Resolution, what happens after the character finds out the information.
Romeo and Juliet's death scene is a great example of dramatic irony. We the audience/reader know that Juliet is drugged to fake her own death, but Romeo does not. So, we watch Romeo commit suicide, knowing that Juliet is alive, and that he too would know the truth if he'd waited. In this example, the installation is earlier in the play, when we learn of Juliet's plan, aware that Romeo does not know. Exploitation is when we watch their death scenes unfold. And the resolution is the end of the play, when the families find out what happened and finally end their feud.
Another well-known example is the story of Oedipus Rex. Dramatic irony was first invented for us in Greek dramas. So while most of us modern readers know the story mainly through the play, ancient Greek play-goers would have been well-informed on the story of Oedipus before going into the play. The Greek audience was able to watch the story unfold with this knowledge already in mind, even though the main character, Oedipus, is unaware. This creates dramatic tension throughout the story and adds a new emotional layer to this classic myth.
Verbal Irony:
As we discussed, verbal irony is an important tool in speech. Verbal irony is also an important tool in writing. Verbal irony occurs when a person or character says one thing but means another.
I mentioned above that sarcasm is one form of verbal irony. But remember, the definitions of sarcasm and verbal irony are not interchangeable, and sarcasm is only one form of verbal irony. Sarcasm is generally a little harsher than overall verbal irony, and verbal irony can also include double entendre, over- or under-exaggeration, and rhetorical questions.
Writers may use verbal irony to prove a point, or to help us better understand a situation or character. If a character uses verbal irony, that irony may be in reference to the plot, but also may be in reference to the character's own emotions. Verbal irony, can give us insight into a character’s true state, and challenge us to look deeper into that character’s motivations.
Verbal irony can also be used in a more general sense to bring humor to the novel, play, movie, etc. Verbal irony also helps us develop analytical skills, since it requires us as readers to pay attention to the nuances of dialogue and language.
Satire is one example of verbal irony that carries throughout an entire text.
There are actually quite a few instances of verbal irony in the Harry Potter series. In The Order of the Phoenix, Aunt Petunia asks Harry why he keeps watching the news. He replies, “Well, it changes every day, you see.” Though Harry is offering a truthful response on the surface, as readers we can tell that his answer is contemptuous, and his meaning (to point out how silly Aunt Petunia’s inquiry is) contradicts with the actual words he speaks. If read in the right tone, this conversation definitely will at least get a giggle.
As we discussed, over exaggeration is one form of verbal irony we also use commonly. If someone laughs at a joke and says “I laughed so hard I almost exploded!” This is over exaggeration and one form of verbal irony, since clearly, the person didn’t almost explode from laughter, and the statement contradicts with reality.
labels_and_illusions.pdf | |
File Size: | 313 kb |
File Type: |
January 17, 2020
Create a commercial for a product that already exists. DUE WEDNESDAY!!!
Make sure that you make clear the following things:
Ethos
Pathos
Logos
You will use all of this information to create a 30 second commercial (written) of the product you chose. This is not to be a video. If you don't have a lot of words...use descriptions to make your points.
Use the guide below to help you get started and then fill in Ethos, Pathos, Logos.
Valley View Automotive
Are you ready for this? Valley View Automotive’s got all of the hottest SUVs you’ve been looking for! Enjoy a test drive and the opportunity to drive one of these powerful vehicles off the lot for half the price! Yes, half the price! Now is the time to get yourself to Valley View, by car, on foot, or even by air to take advantage of this outrageous sale - you’d better get here quickly, ‘cause this promotion is only going on for 24 hours and the automobiles are leaving the lot faster than you can say 4 wheel drive! Valley View Automotive, a dealership you can depend on.
MORE EXAMPLES ATTACHED BELOW!!!
Make sure that you make clear the following things:
Ethos
Pathos
Logos
You will use all of this information to create a 30 second commercial (written) of the product you chose. This is not to be a video. If you don't have a lot of words...use descriptions to make your points.
Use the guide below to help you get started and then fill in Ethos, Pathos, Logos.
Valley View Automotive
- Item Description: Automotive
- Gender: Male or Female
- Length: 30 seconds
- Target Demographic: Men and women between the ages of 20-40
- Character / Narrator: A young man with an easy tone
- Vocal Direction: Hard sell, anticipation, authoritative, thrilling
- Suggested Music: Classic rock, electric guitars reeling
- Suggest Sound Effects: Pedal to the metal, race track, bells
Are you ready for this? Valley View Automotive’s got all of the hottest SUVs you’ve been looking for! Enjoy a test drive and the opportunity to drive one of these powerful vehicles off the lot for half the price! Yes, half the price! Now is the time to get yourself to Valley View, by car, on foot, or even by air to take advantage of this outrageous sale - you’d better get here quickly, ‘cause this promotion is only going on for 24 hours and the automobiles are leaving the lot faster than you can say 4 wheel drive! Valley View Automotive, a dealership you can depend on.
MORE EXAMPLES ATTACHED BELOW!!!
voices.com-commercial-scripts-for-radio-and-television-ads.pdf | |
File Size: | 2091 kb |
File Type: |
January 16, 2020
Recap reading from yesterday. (reading and work pages attached below)
Do: Setting a purpose (p. 233)
Questions 2,4,5 (p. 238)
Critical Vocabulary...define the words and complete 1-4 (p. 239). (DUE TODAY)
Critical Vocabulary that did not post on the PDF:
Answer each question with YES or NO. Explain why you answered the way you did.
1) Would you want a superfluity of luck?
2) Do intangibles bring success?
3) Can advertising exhort?
4) Is apathy like sympathy?
DO AT HOME:
View a commercial and fill in the following prompts:
1) Name of commercial/product
2) What are they trying to sell you?
3) How do they convey (show) Ethos, Pathos, Logos?
4) Does it work? Y or N Explain why or why not. (DUE TUESDAY)
Do: Setting a purpose (p. 233)
Questions 2,4,5 (p. 238)
Critical Vocabulary...define the words and complete 1-4 (p. 239). (DUE TODAY)
Critical Vocabulary that did not post on the PDF:
Answer each question with YES or NO. Explain why you answered the way you did.
1) Would you want a superfluity of luck?
2) Do intangibles bring success?
3) Can advertising exhort?
4) Is apathy like sympathy?
DO AT HOME:
View a commercial and fill in the following prompts:
1) Name of commercial/product
2) What are they trying to sell you?
3) How do they convey (show) Ethos, Pathos, Logos?
4) Does it work? Y or N Explain why or why not. (DUE TUESDAY)
always_wanting_more.pdf | |
File Size: | 441 kb |
File Type: |
January 15, 2020
1) Talk about "Consumerism"
2) Read: "Always Wanting More" from "I Want That!" by Thomas Hine (attached)
3) Do: Setting a purpose (p. 233)
Questions 2,4,5 (p. 238)
Critical Vocabulary...define the words and complete 1-4 (p. 239).
2) Read: "Always Wanting More" from "I Want That!" by Thomas Hine (attached)
3) Do: Setting a purpose (p. 233)
Questions 2,4,5 (p. 238)
Critical Vocabulary...define the words and complete 1-4 (p. 239).
always_wanting_more.pdf | |
File Size: | 441 kb |
File Type: |
January 14, 2020
STAR TESTING!!!
January 13, 2020
Going over Ethos, Pathos, and Logos from yesterday
January 10, 2020
Ethos, Logos, Pathos (Take notes on the definitions of each of these rhetorical terms): Attached Below
ethos_logos_pathos_packet.pdf | |
File Size: | 4184 kb |
File Type: |
January 9, 2020
1) Read and interpret the poem "Nothing Gold Can Stay" by Robert Frost
* *Interpret it as to how it connects with you and your life/surroundings.
2) Work on questions (attached) TRY TO FINISH THIS TODAY...DUE TOMORROW!!!
REVIEW: MLA HEADING
Your Name
Dr. Biggs
Period #
9 January 2020
* *Interpret it as to how it connects with you and your life/surroundings.
2) Work on questions (attached) TRY TO FINISH THIS TODAY...DUE TOMORROW!!!
REVIEW: MLA HEADING
Your Name
Dr. Biggs
Period #
9 January 2020
nothing_gold_can_stay_interpretation.pdf | |
File Size: | 437 kb |
File Type: |
January 8, 2020
1) Welcome Back!!!
2) Review school safety plans and expectations.
3) Read and interpret the poem "Nothing Gold Can Stay" by Robert Frost
*Interpret it as to how it connects with you and your life/surroundings.
4) Work on questions (attached)
REVIEW: MLA HEADING
Your Name
Dr. Biggs
Period #
8 January 2020
2) Review school safety plans and expectations.
3) Read and interpret the poem "Nothing Gold Can Stay" by Robert Frost
*Interpret it as to how it connects with you and your life/surroundings.
4) Work on questions (attached)
REVIEW: MLA HEADING
Your Name
Dr. Biggs
Period #
8 January 2020
nothing_gold_can_stay_interpretation.pdf | |
File Size: | 437 kb |
File Type: |
SEE YOU ON JANUARY 8
December 18, 19, and 20, 2019
1) TURN IN CEREAL BOXES
2) TURN IN NOVEL QUESTION FROM TUESDAY (SCHOOLOGY IS PREFERABLE, BUT WILL TAKE HANDWRITTEN).
3) VIEW MOVIE
2) TURN IN NOVEL QUESTION FROM TUESDAY (SCHOOLOGY IS PREFERABLE, BUT WILL TAKE HANDWRITTEN).
3) VIEW MOVIE
December 17, 2019
1) We will look at the poem "Nothing Gold Can Stay" by Robert Frost
2) We are going to dissect it and look at how it involves Ponyboy, the direction of the story, and yourself.
BECAUSE OF SNOW DAY....WE WILL BE WORKING ON CEREAL BOXES TODAY.
2) We are going to dissect it and look at how it involves Ponyboy, the direction of the story, and yourself.
BECAUSE OF SNOW DAY....WE WILL BE WORKING ON CEREAL BOXES TODAY.
December 16, 2019
1) Work on Cereal Box Project
2) Questions over the story DUE THURSDAY! (Attached below)
2) Questions over the story DUE THURSDAY! (Attached below)
the_outsiders_thought_questions.pdf | |
File Size: | 439 kb |
File Type: |
December 13, 2019
1) LAST DAY TO TURN IN LATE WORK...NO WORK WILL BE ACCEPTED AFTER TODAY!!!
2) FINISH READING: The Outsiders (There will be questions for Monday...due Thursday)
3) Journal Entry #9 and #10: What are two key things that you have learned from this story? Explain.
4) You will have 20 minutes to work on your Cereal Box Project (DUE MONDAY)
2) FINISH READING: The Outsiders (There will be questions for Monday...due Thursday)
3) Journal Entry #9 and #10: What are two key things that you have learned from this story? Explain.
4) You will have 20 minutes to work on your Cereal Box Project (DUE MONDAY)
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December 12, 2019
1) Read Chapter 10 of The Outsiders (Attached Below)
**READ CHAPTER 11 at home for FRIDAY and be prepared for questions.
***Audio book attached below as well.
2) Journal entry #8: What's your personal definition of a hero? Do the three boys prove themselves to be heroes in Chapter 6, according to your definition? Explain in 5-7 sentences.
3) CEREAL BOX PROJECT:
*20 minutes today
*20 minutes Friday
*All class on Monday (DUE at the end of class Monday)
**READ CHAPTER 11 at home for FRIDAY and be prepared for questions.
***Audio book attached below as well.
2) Journal entry #8: What's your personal definition of a hero? Do the three boys prove themselves to be heroes in Chapter 6, according to your definition? Explain in 5-7 sentences.
3) CEREAL BOX PROJECT:
*20 minutes today
*20 minutes Friday
*All class on Monday (DUE at the end of class Monday)
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December 11, 2019
1) Read Chapter 9 of The Outsiders (Attached Below)
**FINISH CHAPTER 9 at home for THURSDAY and be prepared for questions.
***Audio book attached below as well.
2) NO JOURNAL TODAY...Work on Cereal Box Project for 20 minutes.
*20 minutes today
*20 minutes Thursday
*20 minutes Friday
*All class on Monday (DUE at the end of class Monday)
**FINISH CHAPTER 9 at home for THURSDAY and be prepared for questions.
***Audio book attached below as well.
2) NO JOURNAL TODAY...Work on Cereal Box Project for 20 minutes.
*20 minutes today
*20 minutes Thursday
*20 minutes Friday
*All class on Monday (DUE at the end of class Monday)
the_outsiders_full_text.pdf | |
File Size: | 418 kb |
File Type: |
December 10, 2019
1) Read Chapter 7 of The Outsiders (Attached Below)
**READ CHAPTER 8 at home for WEDNESDAY and be prepared for questions.
***Audio book attached below as well.
2) Journal #7 True or false: It is normal to feel like a loner sometimes.
Explain your answer in at least 5-7 sentences.
3) Cereal Box Book Report (Directions attached) Please have cereal box by Wednesday, as we will be working on this in class.
***ALL JOURNALS DUE IN SCHOOLOGY THIS FRIDAY!!!
**READ CHAPTER 8 at home for WEDNESDAY and be prepared for questions.
***Audio book attached below as well.
2) Journal #7 True or false: It is normal to feel like a loner sometimes.
Explain your answer in at least 5-7 sentences.
3) Cereal Box Book Report (Directions attached) Please have cereal box by Wednesday, as we will be working on this in class.
***ALL JOURNALS DUE IN SCHOOLOGY THIS FRIDAY!!!
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December 9, 2019
1) Read Chapter 6 of The Outsiders (Attached Below)
**FINISH CHAPTER 6 at home for TUESDAY and be prepared for questions.
***Audio book attached below as well.
2) Journal Entry #6 True or false: Sometimes it is okay to stereotype people. Explain why you think as you do in at least 5-7 sentences.
Stereotype = to make assumptions about someone based on positive or negative things you know or assume about other people like them (race, religion, gender, hair color, age, weight, etc.)
3) Cereal Box Book Report (Directions attached) Please have cereal boxed by Wednesday, as we will be working on this in class.
4) Movie permission slips will be handed out today. Please have these signed and returned by December 17.
**FINISH CHAPTER 6 at home for TUESDAY and be prepared for questions.
***Audio book attached below as well.
2) Journal Entry #6 True or false: Sometimes it is okay to stereotype people. Explain why you think as you do in at least 5-7 sentences.
Stereotype = to make assumptions about someone based on positive or negative things you know or assume about other people like them (race, religion, gender, hair color, age, weight, etc.)
3) Cereal Box Book Report (Directions attached) Please have cereal boxed by Wednesday, as we will be working on this in class.
4) Movie permission slips will be handed out today. Please have these signed and returned by December 17.
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December 6, 2019
1) Read Chapter 4 of The Outsiders (Attached Below)
**READ CHAPTER 5 at home for Monday and be prepared for questions.
***Audio book attached below as well.
2) Journal Entry #5 True or false: A person is often stereotyped or judged because of the people he hangs out with. Explain why you think as you do in at least 5-7 sentences.
REMINDER: BRING IN CEREAL BOXES FOR A PROJECT WE WILL BE WORKING ON....TRY TO HAVE THEM BY NEXT WEDNESDAY IF AT ALL POSSIBLE. IF NOT, I HAVE A FEW THAT HAVE BEEN DONATED.
**READ CHAPTER 5 at home for Monday and be prepared for questions.
***Audio book attached below as well.
2) Journal Entry #5 True or false: A person is often stereotyped or judged because of the people he hangs out with. Explain why you think as you do in at least 5-7 sentences.
REMINDER: BRING IN CEREAL BOXES FOR A PROJECT WE WILL BE WORKING ON....TRY TO HAVE THEM BY NEXT WEDNESDAY IF AT ALL POSSIBLE. IF NOT, I HAVE A FEW THAT HAVE BEEN DONATED.
the_outsiders_full_text.pdf | |
File Size: | 418 kb |
File Type: |
December 5, 2019
1) Read Chapter 3 of The Outsiders (Attached Below)
***Audio book attached below as well.
2) Journal Entry #4 True or false: Most people are not satisfied or happy with what they have. Explain your answer in at least 5-7 sentences.
3) Questions below are for class discussion today and the beginning of class tomorrow:
1) What does Cherry explain as the difference between the socs and the greasers?
2) Why do you think Mickey Mouse was important to Soda?
3) Why do you think Cherry tells Ponyboy not to say “Hi” to her in the hallway?
4) Why would Cherry say that she could fall in love with Dallas? What does this tell us about her?
5) What do Johnny and Ponyboy dream of?
6) What happens when Pony comes home after his curfew?
7) Why do you think Darry hits Ponyboy?
8) Why does Johnny like it better when his father is hitting him?
9) Ponyboys says, “It isn’t fair” a few times in this chapter. What do you think he is referring to?
10)What is not fair to Ponyboy? Do you agree or disagree?
11) Do you think teenagers face these same problems today?
***Audio book attached below as well.
2) Journal Entry #4 True or false: Most people are not satisfied or happy with what they have. Explain your answer in at least 5-7 sentences.
3) Questions below are for class discussion today and the beginning of class tomorrow:
1) What does Cherry explain as the difference between the socs and the greasers?
2) Why do you think Mickey Mouse was important to Soda?
3) Why do you think Cherry tells Ponyboy not to say “Hi” to her in the hallway?
4) Why would Cherry say that she could fall in love with Dallas? What does this tell us about her?
5) What do Johnny and Ponyboy dream of?
6) What happens when Pony comes home after his curfew?
7) Why do you think Darry hits Ponyboy?
8) Why does Johnny like it better when his father is hitting him?
9) Ponyboys says, “It isn’t fair” a few times in this chapter. What do you think he is referring to?
10)What is not fair to Ponyboy? Do you agree or disagree?
11) Do you think teenagers face these same problems today?
the_outsiders_full_text.pdf | |
File Size: | 418 kb |
File Type: |
December 4, 2019
1) Read Chapter 2 of The Outsiders (Attached Below)
***Audio book attached below as well.
2)Journal Entry #3: IDENTITY
Are you in complete control of your own identity or do you think that others make you who you are in one or more ways? Explain your answers in at least 5-7 sentences.
***Audio book attached below as well.
2)Journal Entry #3: IDENTITY
Are you in complete control of your own identity or do you think that others make you who you are in one or more ways? Explain your answers in at least 5-7 sentences.
the_outsiders_full_text.pdf | |
File Size: | 418 kb |
File Type: |
December 3, 2019
1) Look at character background
2) Begin reading The Outsiders by S.E. Hinton (attached below)
(Chapter 1 in class)
3) Journal Entry #2: How can you keep your individuality when you belong to a tight group of friends? Do you lose part of yourself when you become part of a group? Explain your answers in at least 5-7 sentences.
2) Begin reading The Outsiders by S.E. Hinton (attached below)
(Chapter 1 in class)
3) Journal Entry #2: How can you keep your individuality when you belong to a tight group of friends? Do you lose part of yourself when you become part of a group? Explain your answers in at least 5-7 sentences.
the_outsiders_full_text.pdf | |
File Size: | 418 kb |
File Type: |
December 2, 2019
1) Begin background information for the book The Outsiders by S.E. Hinton
2) You will pick one of the main characters (Ponyboy, Johnny, or Dally) and complete a journal entry for them each day. It can be how they feel about a situation, what they are going to do that day, thoughts or questions these characters may have. The journal can be from your point of view (questioning the characters or from their point of view, first-person.
3) In addition, there will be a separate journal entry provided by Dr. Biggs (keep these journals separated in your notes. I would like journals completed on Google Docs and imported to Schoology on the last week.
Journal Entry #1: Have you ever felt outside the mainstream of your family, your group of friends, or your class at school? What was the situation and how did you feel about it? What did you do about it? (Write in complete sentences...1 paragraph minimum).
THEMES OF THE NOVEL:
THE DISPARITY BETWEEN THE CLASSES
The idea of a Divided Community is made clear during the first chapter and permeates throughout the story. You should look for evidence of inequalities between social groups, economic groups, and educational levels.
IDENTITY (SELF VS GROUP)
Do you tend to change the way you act, look, and feel based on who you are with? This loss of individual identity is also experienced by Ponyboy as he struggles to express his true self as the story progresses. What does it mean to be yourself?
SELF-SACRIFICE AND HONOR
Gangs, in this story, have many pros and cons but one thing is for sure; honor is something that is respected no matter what. Gangs and family stick together and look out for one another and in many situations they will sacrifice themselves to help each other out.
THE LOSS OF CHILDHOOD INNOCENCE
We all have a Ponyboy inside us as we all share similar values and worries and hopes. Ponyboy and his ideals are what makes him relatable to young readers. The real issue is that when faced with adult world problems we are forced to grow up faster than we should. We lose our innocence.
NOTHING GOLD CAN STAY
Nature’s first green is gold, Her hardest hue to hold.
Her early leaf’s a flower, but only so an hour.
Then leaf subsides to leaf, so Eden sank to grief,
so dawn goes down to day. Nothing gold can stay.
-Robert Frost-
2) You will pick one of the main characters (Ponyboy, Johnny, or Dally) and complete a journal entry for them each day. It can be how they feel about a situation, what they are going to do that day, thoughts or questions these characters may have. The journal can be from your point of view (questioning the characters or from their point of view, first-person.
3) In addition, there will be a separate journal entry provided by Dr. Biggs (keep these journals separated in your notes. I would like journals completed on Google Docs and imported to Schoology on the last week.
Journal Entry #1: Have you ever felt outside the mainstream of your family, your group of friends, or your class at school? What was the situation and how did you feel about it? What did you do about it? (Write in complete sentences...1 paragraph minimum).
THEMES OF THE NOVEL:
THE DISPARITY BETWEEN THE CLASSES
The idea of a Divided Community is made clear during the first chapter and permeates throughout the story. You should look for evidence of inequalities between social groups, economic groups, and educational levels.
IDENTITY (SELF VS GROUP)
Do you tend to change the way you act, look, and feel based on who you are with? This loss of individual identity is also experienced by Ponyboy as he struggles to express his true self as the story progresses. What does it mean to be yourself?
SELF-SACRIFICE AND HONOR
Gangs, in this story, have many pros and cons but one thing is for sure; honor is something that is respected no matter what. Gangs and family stick together and look out for one another and in many situations they will sacrifice themselves to help each other out.
THE LOSS OF CHILDHOOD INNOCENCE
We all have a Ponyboy inside us as we all share similar values and worries and hopes. Ponyboy and his ideals are what makes him relatable to young readers. The real issue is that when faced with adult world problems we are forced to grow up faster than we should. We lose our innocence.
NOTHING GOLD CAN STAY
Nature’s first green is gold, Her hardest hue to hold.
Her early leaf’s a flower, but only so an hour.
Then leaf subsides to leaf, so Eden sank to grief,
so dawn goes down to day. Nothing gold can stay.
-Robert Frost-
November 21, 2019
1) Work on Google Slides for the Quarter 2 assessment. You will have a minimum of 8 slides.
SLIDES: (DUE TODAY)
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
SLIDES: (DUE TODAY)
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
November 20, 2019
1) Work on Google Slides for the Quarter 2 assessment. You will have a minimum of 8 slides.
SLIDES: (DUE TOMORROW)
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
SLIDES: (DUE TOMORROW)
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
November 19, 2019
1) Research and continue writing on the Quarter 2 assessment (Perception and Reality)
2) Create a PowerPoint
*Rough Draft (Handwritten)-You need to have this!!! (DUE WEDNESDAY)
*Final Copy (PowerPoint)- DUE THURSDAY AFTER CLASS
*Directions and Example Below
SLIDES:
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
STORIES TO CHOOSE 2 FROM:
"Charles" by Shirley Jackson (10/21)
"Names/Nombres" by Julia Alvarez (11/7)
"After Twenty Years" by O. Henry (11/5)
"The Window" G.W. Target (10/24)
"The Utterly Perfect Murder" by Ray Bradbury (11/12)
2) Create a PowerPoint
*Rough Draft (Handwritten)-You need to have this!!! (DUE WEDNESDAY)
*Final Copy (PowerPoint)- DUE THURSDAY AFTER CLASS
*Directions and Example Below
SLIDES:
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
STORIES TO CHOOSE 2 FROM:
"Charles" by Shirley Jackson (10/21)
"Names/Nombres" by Julia Alvarez (11/7)
"After Twenty Years" by O. Henry (11/5)
"The Window" G.W. Target (10/24)
"The Utterly Perfect Murder" by Ray Bradbury (11/12)
November 18, 2019
1) Research and begin writing on the Quarter 2 assessment (Perception and Reality)
2) Create a PowerPoint
*Rough Draft (Handwritten)-You need to have this!!!
*Final Copy (PowerPoint)
*Directions and Example Below
SLIDES:
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
STORIES TO CHOOSE 2 FROM:
"Charles" by Shirley Jackson (10/21)
"Names/Nombres" by Julia Alvarez (11/7)
"After Twenty Years" by O. Henry (11/5)
"The Window" G.W. Target (10/24)
"The Utterly Perfect Murder" by Ray Bradbury (11/12)
2) Create a PowerPoint
*Rough Draft (Handwritten)-You need to have this!!!
*Final Copy (PowerPoint)
*Directions and Example Below
SLIDES:
*Topic
*Definition
*First Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Second Text/Story (need text evidence that ties to your topic)
*Explain previous slide in your own words
*Symbol (what symbol could be used with both texts..need a pic as well)
*A quote about your topic (make sure it fits the way that you are using your topic)
STORIES TO CHOOSE 2 FROM:
"Charles" by Shirley Jackson (10/21)
"Names/Nombres" by Julia Alvarez (11/7)
"After Twenty Years" by O. Henry (11/5)
"The Window" G.W. Target (10/24)
"The Utterly Perfect Murder" by Ray Bradbury (11/12)
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November 15, 2019
1) CommonLit: "ON TWITTER, FAKE NEWS HAS GREATER ALLURE THAN TRUTH DOES"
2) Do: Questions
2) Do: Questions
commonlit_on-twitter-fake-news-has-greater-allure-than-truth-does_student.pdf | |
File Size: | 196 kb |
File Type: |
November 14, 2019
1) Work on assignments from yesterday (15 minutes)
2) Think/Write: Understanding that you are in 7th grade and have a few years before graduation...what would your dream life look like and why? (Write in complete sentences)
1) What kind of job are you interested in/would like to have?
2) What type of house would you like (big, small, tiny, mansion)?
3) What state, city, or country might you live in?
4) In addition, what dreams and aspirations do you currently have? Try to list at least 2.
2) Think/Write: Understanding that you are in 7th grade and have a few years before graduation...what would your dream life look like and why? (Write in complete sentences)
1) What kind of job are you interested in/would like to have?
2) What type of house would you like (big, small, tiny, mansion)?
3) What state, city, or country might you live in?
4) In addition, what dreams and aspirations do you currently have? Try to list at least 2.
November 13, 2019
1) DO: Questions and Real World Connection over the story (attached below)
*For the plot diagram...you will need two pieces of rising action and one piece of falling action.
First page due Friday
Second page, with math, due Monday
*For the plot diagram...you will need two pieces of rising action and one piece of falling action.
First page due Friday
Second page, with math, due Monday
the-utterly-perfect-murder-questions-and-activity.pdf | |
File Size: | 220 kb |
File Type: |
November 12, 2019
1) Read: "The Utterly Perfect Murder" by Ray Bradbury (attached below)
2) DO: Questions and Real World Connection over the story (attached below)
2) DO: Questions and Real World Connection over the story (attached below)
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November 11, 2019
1) Turn in name assignments
2) DO: Bio Poem (Template Attached)
2) DO: Bio Poem (Template Attached)
bio_poem.pdf | |
File Size: | 42 kb |
File Type: |
November 8, 2019
1) Finish questions from yesterday.
2) List 3 things that you like about your name and why
3) Would you make any changes to your name? Why or why not?
4) What does your name mean to you (kindness, loyalty, power, etc.)
5) Create an acrostic poem over your name (Use the name you go by) Example below:
L is for loyalty to family and friends
E is for excellent, exceedingly good
O is for Optimistic, always looking up
N is for Noteworthy, having remarkable achievements.
6) Try to create a signature (don't rush it....let it flow naturally)
TAKE HOME: History of your name sheet: Take home to family and fill out. DUE MONDAY with the work above and the questions from Names/Nombres (Handout attached below)
2) List 3 things that you like about your name and why
3) Would you make any changes to your name? Why or why not?
4) What does your name mean to you (kindness, loyalty, power, etc.)
5) Create an acrostic poem over your name (Use the name you go by) Example below:
L is for loyalty to family and friends
E is for excellent, exceedingly good
O is for Optimistic, always looking up
N is for Noteworthy, having remarkable achievements.
6) Try to create a signature (don't rush it....let it flow naturally)
TAKE HOME: History of your name sheet: Take home to family and fill out. DUE MONDAY with the work above and the questions from Names/Nombres (Handout attached below)
name_research.pdf | |
File Size: | 333 kb |
File Type: |
November 7, 2019
1) Names/Nombres by Julia Alvarez
*One's name is central to one's identity.
2) DO: Questions below:
Clarify: Why does Julia say it is a "Trial" to introduce her family?
Summarize: Explain what happens in the hospital when Mauricia is born.
Represent: Review "Names/Nombres" to find all of Julia's names and nicknames. Arrange her names into three categories: (1) those used by her family and friends, (2) those used by strangers, and (3) those used by both.
*One's name is central to one's identity.
2) DO: Questions below:
Clarify: Why does Julia say it is a "Trial" to introduce her family?
Summarize: Explain what happens in the hospital when Mauricia is born.
Represent: Review "Names/Nombres" to find all of Julia's names and nicknames. Arrange her names into three categories: (1) those used by her family and friends, (2) those used by strangers, and (3) those used by both.
names_nombres_by_julia_alvarez.pdf | |
File Size: | 335 kb |
File Type: |
November 6, 2019
1) If you did not finish questions from yesterday then you need to work on them. (Due Tomorrow)
2) DO: “Wanted Poster” expectations and the digital example are attached below. (Due Friday)
2) DO: “Wanted Poster” expectations and the digital example are attached below. (Due Friday)
wanted_poster_expectations.pdf | |
File Size: | 18 kb |
File Type: |
November 5, 2019
1) Read “After 20 Years” by O. Henry (Attached Below)
2) Answer questions over the story. You may write on it…it is yours. Turn it in on Thursday. (Attached below)
MOUNTAIN TIME: Look at video below. Answer: If you could develop any type of app what would it be and why? Give at least one solid paragraph describing this.
2) Answer questions over the story. You may write on it…it is yours. Turn it in on Thursday. (Attached below)
MOUNTAIN TIME: Look at video below. Answer: If you could develop any type of app what would it be and why? Give at least one solid paragraph describing this.
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November 4, 2019
1) Turn in MRMS Perception Paragraph and all written work associated with it (1-4 from October 31)
2) Round 1 of School Spelling Bee (This one will be written)
2) Round 1 of School Spelling Bee (This one will be written)
November 1, 2019
1) Turn in perception work from October 22 and 29.
2) Work on MRMS perception (from yesterday). All work is due on Monday.
2) Work on MRMS perception (from yesterday). All work is due on Monday.
October 31, 2019
PERCEPTION VS REALITY
1) Brainstorm 5 things that you like about MRMS. Write these in complete sentences.
2) Brainstorm 5 things that you would like to change about MRMS. Write these in complete sentences.
3) What is your perception of MRMS(What do you think about the school as a whole)? Explain why. Write answers in complete sentences. Give a complete answer.
4) How can we make MRMS better for all students? Give me at least 2 well thought out solutions.
CHOOSE ONE OF THESE SOLUTIONS AND WRITE IT DOWN IN PEEL FORMAT (TURN IN TO SCHOOLOGY)
DO NOT: Focus on lunch (as we have no control over it) or mention any teachers or classes.
DO: Focus on being serious about what you are writing as all of this will go to Mr. Sterk.
YOU WILL WRITE THIS IN PEEL FORMAT ONCE YOU HAVE FINISHED. IT WILL BE SHARED TO THE CLASS IN AN ORAL PRESENTATION. (DUE MONDAY)!!!
1) Brainstorm 5 things that you like about MRMS. Write these in complete sentences.
2) Brainstorm 5 things that you would like to change about MRMS. Write these in complete sentences.
3) What is your perception of MRMS(What do you think about the school as a whole)? Explain why. Write answers in complete sentences. Give a complete answer.
4) How can we make MRMS better for all students? Give me at least 2 well thought out solutions.
CHOOSE ONE OF THESE SOLUTIONS AND WRITE IT DOWN IN PEEL FORMAT (TURN IN TO SCHOOLOGY)
DO NOT: Focus on lunch (as we have no control over it) or mention any teachers or classes.
DO: Focus on being serious about what you are writing as all of this will go to Mr. Sterk.
YOU WILL WRITE THIS IN PEEL FORMAT ONCE YOU HAVE FINISHED. IT WILL BE SHARED TO THE CLASS IN AN ORAL PRESENTATION. (DUE MONDAY)!!!
October 30, 2019
ANOTHER SNOW DAY!!!
October 29, 2019
Look at perception reading- "Pavement Chalk Art" PAGE 89 in Collections book. (If absent just look at the PowerPoint and answer the two questions below over any of the photos).
1) What do you actually see?
2) What is causing the illusion?
DUE THURSDAY!
1) What do you actually see?
2) What is causing the illusion?
DUE THURSDAY!
collection_2_pavement_chalk_art.pptx | |
File Size: | 2076 kb |
File Type: | pptx |
October 28, 2019
HAPPY SNOW DAY!!!
October 25, 2019
1) Idioms (attached below)
2) Kahoot over Figurative Language (links below)
https://play.kahoot.it/v2/lobby?quizId=bc61a741-59df-4f2a-9810-ed155d821163
play.kahoot.it/v2/lobby?quizId=819f2075-6927-4010-9155-3b39e9414d31
2) Kahoot over Figurative Language (links below)
https://play.kahoot.it/v2/lobby?quizId=bc61a741-59df-4f2a-9810-ed155d821163
play.kahoot.it/v2/lobby?quizId=819f2075-6927-4010-9155-3b39e9414d31
October 24, 2019
PERCEPTION VS REALITY
Read: "The Window" by G. W. Target (attached below)
1) What does it mean to be honorable?
2) What does it mean to be ethical?
3) What are morals and what are some of yours?
4) Does the man who is unable to see out of the window show any of these traits? Explain. Do you think the end of the story was just? Explain.
DUE TOMORROW!
Read: "The Window" by G. W. Target (attached below)
1) What does it mean to be honorable?
2) What does it mean to be ethical?
3) What are morals and what are some of yours?
4) Does the man who is unable to see out of the window show any of these traits? Explain. Do you think the end of the story was just? Explain.
DUE TOMORROW!
the_window.pdf | |
File Size: | 458 kb |
File Type: |
October 23, 2019
1) Perception
2) Write a PEEL paragraph about how you perceive (See) yourself.
DUE FRIDAY!
2) Write a PEEL paragraph about how you perceive (See) yourself.
DUE FRIDAY!
October 22, 2019
PERCEPTION VS REALITY
View perception pieces and answer questions below: (Link to visuals below)
www.ritsumei.ac.jp/~akitaoka/index-e.html
a. What illusion does the first image (rotating snakes) give? _________________________________________________________________ b. What illusion does the second image (rotating rays) give? __________________________________________________________________ c. What illusion does the third image (autumn color swap) give? ____________________________________________________________ d. What illusion does the fourth image (a bulge) give? _____________________________________________ _________________________ e. What illusion does the fifth image (primroses’ field) give? ____________________________________________________ ______________ f. What illusion does the sixth image (Uzumaki ampan) give? _________________________________________________________ ______ g. What illusion does the seventh image (rollers) give? ______________________________________________________________________
h. What illusion was the weirdest for you? Why? ______________________________________________________________________ __________ i. What do you notice about all the illusions? _______________________________________________
View perception pieces and answer questions below: (Link to visuals below)
www.ritsumei.ac.jp/~akitaoka/index-e.html
a. What illusion does the first image (rotating snakes) give? _________________________________________________________________ b. What illusion does the second image (rotating rays) give? __________________________________________________________________ c. What illusion does the third image (autumn color swap) give? ____________________________________________________________ d. What illusion does the fourth image (a bulge) give? _____________________________________________ _________________________ e. What illusion does the fifth image (primroses’ field) give? ____________________________________________________ ______________ f. What illusion does the sixth image (Uzumaki ampan) give? _________________________________________________________ ______ g. What illusion does the seventh image (rollers) give? ______________________________________________________________________
h. What illusion was the weirdest for you? Why? ______________________________________________________________________ __________ i. What do you notice about all the illusions? _______________________________________________
October 21, 2019
1) Read: “Charles” by Shirley Jackson (Attached below)
2) Complete the 3 numbered questions below.
DUE TOMORROW
1.Why do you think Charles acts out in school? Have you ever misbehaved in class? Why do you think you did this and how did you feel afterward?
2.Why do you think Laurie lies in the story? Have you ever been dishonest with someone? What led you to do this?
3.In the story, there is a conflict between how Laurie acts in school and how his parents see him. Why do we act differently in various situations or around other different groups of people? Is this a good skill to have or is it dishonest?
Mountain Time: GTV
docs.google.com/file/d/1xf1oGtBy7ghphSpnaQocf08YNUK2ucUt/view
2) Complete the 3 numbered questions below.
DUE TOMORROW
1.Why do you think Charles acts out in school? Have you ever misbehaved in class? Why do you think you did this and how did you feel afterward?
2.Why do you think Laurie lies in the story? Have you ever been dishonest with someone? What led you to do this?
3.In the story, there is a conflict between how Laurie acts in school and how his parents see him. Why do we act differently in various situations or around other different groups of people? Is this a good skill to have or is it dishonest?
Mountain Time: GTV
docs.google.com/file/d/1xf1oGtBy7ghphSpnaQocf08YNUK2ucUt/view
charles_by_shirley_jackson.pdf | |
File Size: | 479 kb |
File Type: |
October 16, 2019
1) First 15 minutes: Work on "Movement Story".
2) Go to library for 15 minutes to check out books.
3) Return to class to finish working on stories (DUE MONDAY)!
STORIES WILL BE GRADED, RETURNED TO STUDENTS, AND STUDENTS WILL READ THEM ALOUD 1-2 PER DAY IN ORDER TO GET THE CLASS UP AND MOVING. THIS MEANS THERE ARE TWO GRADES (ONE FOR THE WRITING AND ONE FOR THE PRESENTATION).
2) Go to library for 15 minutes to check out books.
3) Return to class to finish working on stories (DUE MONDAY)!
STORIES WILL BE GRADED, RETURNED TO STUDENTS, AND STUDENTS WILL READ THEM ALOUD 1-2 PER DAY IN ORDER TO GET THE CLASS UP AND MOVING. THIS MEANS THERE ARE TWO GRADES (ONE FOR THE WRITING AND ONE FOR THE PRESENTATION).
October 15, 2019
1) Vivid Verbs (list attached)
2) Movement Story
*Students will create a story that incorporates at least 10 pieces of movement. The goal is to use
figurative language and vivid verbs in a way that gets the class up and moving. The class will
recreate each movement stated. These will all be presented in front of the class. The story needs to make
sense and be no longer than 30 seconds in length. Due Monday at the beginning of class (this will be handwritten).
YOU WILL NEED:
10 Pieces of movement (LABELED)
5 Pieces of figurative language (simile, metaphor, hyperbole, imagery, etc.) (LABELED)
5 Vivid verbs (you can have more though) (LABELED)
The story below has some of the elements that you will need in yours (it is only a guide).
My family was so excited to get a new puppy that we could hardly contain ourselves. It was a warm day, the crunch of the leaves beneath our feet only added to the exhilarating feeling of finally being able to take home our new furry friend. We strolled over to the pet store and jumped for joy as we could see the puppy we wanted frolicking with his friends in the newly placed pieces of newspaper. He was leaping as high as he could to get out, so we bent over and scooped him up so that we could give him all of our love and take him back home with us.
This puppy had lots of energy and wanted to go for long walks at night. We would walk a block and then run a block to get him more exercise, which was good for all of us as we tended to get lazy as the temperatures rose. Every day after school I would play Frisbee with the puppy and throw it as far as I could. He was hilarious, as he would sprint towards the disc, spring upwards, and most of the time come down with his prize. He has quickly learned to bring the Frisbee back, which means a lot less running for me!
One night on our daily stroll, he saw another dog and sprinted towards them, pulling the leash out my hand. I chased him for blocks, but he kept running after the other dog. He cut through a yard where I had to scale a fence and then duck under a clothes line to try and catch him. He then squeezed under another fence and I had to crawl under too. The puppy galloped through my neighbor’s freshly planted garden where I hopped over and skipped through the new plants. He finally started to head home and then ran right into his dog house as he knew I was not happy! With a sigh of relief, and a gulp of exhaustion, I flopped down on the couch and smiled. My puppy is a lot of work, but I love him so.
2) Movement Story
*Students will create a story that incorporates at least 10 pieces of movement. The goal is to use
figurative language and vivid verbs in a way that gets the class up and moving. The class will
recreate each movement stated. These will all be presented in front of the class. The story needs to make
sense and be no longer than 30 seconds in length. Due Monday at the beginning of class (this will be handwritten).
YOU WILL NEED:
10 Pieces of movement (LABELED)
5 Pieces of figurative language (simile, metaphor, hyperbole, imagery, etc.) (LABELED)
5 Vivid verbs (you can have more though) (LABELED)
The story below has some of the elements that you will need in yours (it is only a guide).
My family was so excited to get a new puppy that we could hardly contain ourselves. It was a warm day, the crunch of the leaves beneath our feet only added to the exhilarating feeling of finally being able to take home our new furry friend. We strolled over to the pet store and jumped for joy as we could see the puppy we wanted frolicking with his friends in the newly placed pieces of newspaper. He was leaping as high as he could to get out, so we bent over and scooped him up so that we could give him all of our love and take him back home with us.
This puppy had lots of energy and wanted to go for long walks at night. We would walk a block and then run a block to get him more exercise, which was good for all of us as we tended to get lazy as the temperatures rose. Every day after school I would play Frisbee with the puppy and throw it as far as I could. He was hilarious, as he would sprint towards the disc, spring upwards, and most of the time come down with his prize. He has quickly learned to bring the Frisbee back, which means a lot less running for me!
One night on our daily stroll, he saw another dog and sprinted towards them, pulling the leash out my hand. I chased him for blocks, but he kept running after the other dog. He cut through a yard where I had to scale a fence and then duck under a clothes line to try and catch him. He then squeezed under another fence and I had to crawl under too. The puppy galloped through my neighbor’s freshly planted garden where I hopped over and skipped through the new plants. He finally started to head home and then ran right into his dog house as he knew I was not happy! With a sigh of relief, and a gulp of exhaustion, I flopped down on the couch and smiled. My puppy is a lot of work, but I love him so.
vivid_verbs.pdf | |
File Size: | 3402 kb |
File Type: |
October 14, 2019
NOTE TAKING:
*Affect vs Effect
*Who vs Whom
*They're/There/Their
We will be looking each one of these (notes attached)
*Affect vs Effect
*Who vs Whom
*They're/There/Their
We will be looking each one of these (notes attached)
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October 11, 2019
1) Finish up from yesterday.
2) Expectations for the rest of the year. (Any student with a late assignment will spend time in lunch detention until it is finished).
3) Story time
2) Expectations for the rest of the year. (Any student with a late assignment will spend time in lunch detention until it is finished).
3) Story time
October 10, 2019
1) A class "round" writing
*Peeking through the window his/her surprise turned to horror...
(If you were not here you do not need to do this).
*Peeking through the window his/her surprise turned to horror...
(If you were not here you do not need to do this).
October 9, 2019
1) You will read silently "Women in Aviation" p.43-48 by Patricia and Fredrick McKissack (Attached)
2) DO: Answer the following question (by yourself): What obstacles did Quimby, Coleman, and other early female pilots face that their male counterparts did not face? Use text evidence to back up your answer.
3) DO: Page 52 "Practice and Apply" (attached with the reading). You will do all four listed.
TURN IN WHEN FINISHED
2) DO: Answer the following question (by yourself): What obstacles did Quimby, Coleman, and other early female pilots face that their male counterparts did not face? Use text evidence to back up your answer.
3) DO: Page 52 "Practice and Apply" (attached with the reading). You will do all four listed.
TURN IN WHEN FINISHED
women_in_aviation.pdf | |
File Size: | 5165 kb |
File Type: |
October 8, 2019
1) Turn in PEEL final writing task to Schoology.
2) Read: "The Flight of Icarus" retold by Sally Benson (Attached below)
3) Questions:
1) Lines 1-9: How is Daedalus reacting to his situation at this point?
2) Lines 1-13: What choices did Icarus and his Father make? What do these choices reveal?
3)Read lines 15-29 and figure out what the characters do to reach their goal.
*First: What is the goal?
*Second: How do they try and reach the goal?
*Does Daedalus’ plan go well? What textual evidence supports your answer?
2) Read: "The Flight of Icarus" retold by Sally Benson (Attached below)
3) Questions:
1) Lines 1-9: How is Daedalus reacting to his situation at this point?
2) Lines 1-13: What choices did Icarus and his Father make? What do these choices reveal?
3)Read lines 15-29 and figure out what the characters do to reach their goal.
*First: What is the goal?
*Second: How do they try and reach the goal?
*Does Daedalus’ plan go well? What textual evidence supports your answer?
the_flight_of_icarus.pdf | |
File Size: | 391 kb |
File Type: |
October 7, 2019
1) Finish typing out your PEEL final writing task.
2) The assignment will be turned in on Schoology. (If you need assistance let me know).
2) The assignment will be turned in on Schoology. (If you need assistance let me know).
October 3, 2019
1) Continue working on PEEL final writing task. DUE TUESDAY-TYPED
2) Turn in any late work (TODAY IS THE LAST DAY TO DO SO!!!)
3) Today is a work day...use your time wisely.
2) Turn in any late work (TODAY IS THE LAST DAY TO DO SO!!!)
3) Today is a work day...use your time wisely.
October 2, 2019
1) We will work on PEEL final (modes of writing) task (Examples below).
2) Follow the rubric (Attached below).
3) You will write one expository and one narrative over the same topic. Use your PEEL notes and examples to help you with this. YOU WILL highlight your work with the appropriate colors.
4) This will need to be handwritten first, shown to me, then you may type it and submit it to Schoology.
Due Tuesday, October 8.
EXPOSITORY (Personal)
I enjoy reading for three main reasons. First, it makes you smarter. The more you read the more you know about the world. Second, reading helps you understand yourself better. This is because when you read, you interact with new ideas and think more about who you are and what you believe in. Third, I enjoy reading because it is entertaining. You can put yourself into the character’s place and use your imagination to picture almost anything. There’s nothing I’d rather do with my free time than read.
EXPOSITORY (With Research)
Reading is one of the most important things you can do for brain development. For example, a study by Yale University showed that participants who read on a regular basis were twenty times less likely to develop Alzheimer’s disease than those who did not read. This suggests that reading helps to stimulate the brain and keep it from declining as we grow older. Essentially, the more you read the more you will benefit from it, so find a good book, delve into it wholeheartedly, and keep that brain as active as possible.
NARRATIVE
To read is to put yourself into worlds that you may only see in your imagination. For example, the first book that I ever really read put me into places and situations that made my senses fill with exhilaration and awe. As a result I started slowly, as I was a bit apprehensive about the story, but in time, I flew from page-to-page soaking up every bit of information as fast as I could. There were moments where I felt I couldn’t put the book down, as it had captivated me and taken me far away. I never wanted this feeling to end, but the book eventually did. I was excited that I had finished, but saddened that my journey was over. Then, as if someone was speaking directly to me…I entered the library with an open mind.
2) Follow the rubric (Attached below).
3) You will write one expository and one narrative over the same topic. Use your PEEL notes and examples to help you with this. YOU WILL highlight your work with the appropriate colors.
4) This will need to be handwritten first, shown to me, then you may type it and submit it to Schoology.
Due Tuesday, October 8.
EXPOSITORY (Personal)
I enjoy reading for three main reasons. First, it makes you smarter. The more you read the more you know about the world. Second, reading helps you understand yourself better. This is because when you read, you interact with new ideas and think more about who you are and what you believe in. Third, I enjoy reading because it is entertaining. You can put yourself into the character’s place and use your imagination to picture almost anything. There’s nothing I’d rather do with my free time than read.
EXPOSITORY (With Research)
Reading is one of the most important things you can do for brain development. For example, a study by Yale University showed that participants who read on a regular basis were twenty times less likely to develop Alzheimer’s disease than those who did not read. This suggests that reading helps to stimulate the brain and keep it from declining as we grow older. Essentially, the more you read the more you will benefit from it, so find a good book, delve into it wholeheartedly, and keep that brain as active as possible.
NARRATIVE
To read is to put yourself into worlds that you may only see in your imagination. For example, the first book that I ever really read put me into places and situations that made my senses fill with exhilaration and awe. As a result I started slowly, as I was a bit apprehensive about the story, but in time, I flew from page-to-page soaking up every bit of information as fast as I could. There were moments where I felt I couldn’t put the book down, as it had captivated me and taken me far away. I never wanted this feeling to end, but the book eventually did. I was excited that I had finished, but saddened that my journey was over. Then, as if someone was speaking directly to me…I entered the library with an open mind.
modes_of_writing_task_for_2019-20_q_1.pdf | |
File Size: | 67 kb |
File Type: |
October 1, 2019
1) Go over PEEL paragraphs from last week.
2) Discuss missing assignments (LAST DAY TO TURN THEM IN IS THIS THURSDAY!!!)
3) Begin writing an expository essay on your chosen topic. You will use this same topic later on to write a narrative.
■Include your topic sentence at the beginning of the paragraph.
■ Write body sentences explaining your topic’s categories and arrange them in the best possible order: order of importance, chronological (time) order, or order of location.
■Sum up the topic with a thoughtful closing sentence.
■Put your paragraph in PEEL format.
EXAMPLE:
Three Types of Planets
People often think all planets are alike, but there are actually three types of planets in the solar system. The terrestrial planets are made of rock and metal and are closest to the sun, and include the midsize planets Mercury, Venus, Earth, and Mars. Terrestrial planets rotate slowly and don’t have many moons. Farther from the sun are the planets called gas giants, Jupiter, Saturn, Uranus, and Neptune. They are called gas giants because they are formed from gases such as hydrogen and helium. Gas giants rotate fast and have many moons. Finally, planetoids are objects made up of rock and ice and are too small to be true “planets.” Planetoids sometimes even get pulled into a planet’s gravitational field and become moons themselves. Whether they are terrestrials, gas giants, or planetoids, the planets in the solar system are fascinating.
2) Discuss missing assignments (LAST DAY TO TURN THEM IN IS THIS THURSDAY!!!)
3) Begin writing an expository essay on your chosen topic. You will use this same topic later on to write a narrative.
■Include your topic sentence at the beginning of the paragraph.
■ Write body sentences explaining your topic’s categories and arrange them in the best possible order: order of importance, chronological (time) order, or order of location.
■Sum up the topic with a thoughtful closing sentence.
■Put your paragraph in PEEL format.
EXAMPLE:
Three Types of Planets
People often think all planets are alike, but there are actually three types of planets in the solar system. The terrestrial planets are made of rock and metal and are closest to the sun, and include the midsize planets Mercury, Venus, Earth, and Mars. Terrestrial planets rotate slowly and don’t have many moons. Farther from the sun are the planets called gas giants, Jupiter, Saturn, Uranus, and Neptune. They are called gas giants because they are formed from gases such as hydrogen and helium. Gas giants rotate fast and have many moons. Finally, planetoids are objects made up of rock and ice and are too small to be true “planets.” Planetoids sometimes even get pulled into a planet’s gravitational field and become moons themselves. Whether they are terrestrials, gas giants, or planetoids, the planets in the solar system are fascinating.
September 30, 2019
1) Readings: "Parents of Rescued Teenage Sailor Abby Sunderland Accused of Risking Her Life" and "Ship of Fools"
*Readings attached below
*View video by CBS News (attached)
2) We will view some more information on Abby Sunderland and work on questions below.
1) (p. 27) Cite Evidence: Reread the editorial and fill in a chart like the one in the book to cite the facts and
opinions you find.
5) (p.27) Evaluate: How effectively does the editorial writer convey her opinion? Evaluate how clearly and
convincingly the writer presents her evidence and ideas and concludes the editorial.
1) (p.30) Analyze: Use a chart, like the one in the book, to analyze the purpose and key information presented in each o the selections. (News Article, Editorial, TV News Interview)
*Purpose
* Central Idea
*Support/Evidence
3) (p.30) Analyze: What did you learn from the news interview that you did not learn from the articles? Cite specific evidence from each media piece to support your answer.
*Readings attached below
*View video by CBS News (attached)
2) We will view some more information on Abby Sunderland and work on questions below.
1) (p. 27) Cite Evidence: Reread the editorial and fill in a chart like the one in the book to cite the facts and
opinions you find.
5) (p.27) Evaluate: How effectively does the editorial writer convey her opinion? Evaluate how clearly and
convincingly the writer presents her evidence and ideas and concludes the editorial.
1) (p.30) Analyze: Use a chart, like the one in the book, to analyze the purpose and key information presented in each o the selections. (News Article, Editorial, TV News Interview)
*Purpose
* Central Idea
*Support/Evidence
3) (p.30) Analyze: What did you learn from the news interview that you did not learn from the articles? Cite specific evidence from each media piece to support your answer.
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September 27, 2019
1) Read: Close Reader "Parents of Rescued Teenage Sailor Abby Sunderland Accused of Risking Her Life" and "Ship of Fools"
*Readings attached below
*View video by CBS News (attached)
2) Today we will read and discuss (Monday we will view on more item on Abby Sunderland and work on some questions).
*Readings attached below
*View video by CBS News (attached)
2) Today we will read and discuss (Monday we will view on more item on Abby Sunderland and work on some questions).
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September 26, 2019
1) We are working on description today. If you are absent there is nothing you need to do...it was all done in class and nothing was graded. :)
2) One student will see a picture on the board and do their best to describe it to their partner (who is unable to see what they are describing). We are working on description and listening skills.
2) One student will see a picture on the board and do their best to describe it to their partner (who is unable to see what they are describing). We are working on description and listening skills.
September 25, 2019
1) Go over work from yesterday (PEEL paragraphs)
2) Read: "Arachne" retold by Olivia Coolidge
3) Do: We will be discussing the story and how it points towards certain aspects of human behavior.
Story attached below.
2) Read: "Arachne" retold by Olivia Coolidge
3) Do: We will be discussing the story and how it points towards certain aspects of human behavior.
Story attached below.
arachne_story.pdf | |
File Size: | 1693 kb |
File Type: |
September 24, 2019
1) Use your notes from yesterday (NO DEVICES IN CLASS) to work on the following sentences. Hand in when finished. Highlight colors for each section...below.
*P= Point (Pink/Red)
*E= Evidence (Yellow/Orange)
*E= Explanation (Green)
*L= Link (Blue)
You will correctly highlight where each section of PEEL is located in this paragraph. Remember, explanation and evidence can be flipped or split from/by each other.
#1 (Also, write in any transitions that can be used between pieces)
Charlotte remains politely neutral in the ‘Boy’s War’ that occurs in Wonder, which in the end
represents a failure of her courage and kindness. Although Charlotte is polite to Auggie, showing him
around the school and introducing him to Beecher Prep, she never goes out of her way to be kind to
him or demonstrate friendship. Although Charlotte might wave hello, and acknowledge his presence,
she does not shake Auggie’s hand or sit with him in class or willingly engage him in conversation. This
is demonstrated in the first day of Mr. Browne’s class, when Charlotte gives Auggie “her little wave
[before sitting] down at a desk in the front of the class”. Later in the novel, after she tells Jack Will
about the ‘Boys War’ between Jack and Julian, Charlotte “look[s] left and right outside the door to
make sure no one saw her”, which Auggie concludes is because “she didn’t want to be seen with
[him]”. If Charlotte truly wanted to help Auggie, she could have demonstrated her bravery by being
seen in public with him, or assisting him in other ways that showed her kindness to the rest of
Beecher Prep. Thus, no matter what information Charlotte may pass information along to Auggie,
behavior towards him is ultimately lacking in courage and kindness.
#2 (Also, write in any transitions that can be used between pieces)
In today's society, more than ever, technology has greatly impacted the ways in which we learn and teach a multitude of topics. Among those making the most of e-learning platforms are topics that address employee performance. According to a list of the top ten most popular e-learning courses recently published by WIRED Magazine, project management, time management, and customer service skills were among the top three listed. This can give us many insights about what e-learning has to offer. One of these insights relates to the convenience it provides: e-learning is ideal for continuous learning, short-term courses as well as self-paced classes. Similarly, this platform works very well when the education needs of many people must be met in a timely and orderly manner (as is required by many large corporations and businesses). With these and many other benefits, such as cost efficiency and time flexibility, we can expect to see many more courses presented in this way as the advancement of e-learning alters the way we learn; not only in the workforce, but also in academic and recreational pursuits.
#3 (Also, write in any transitions that can be used between pieces)
Taking wild animals away from their natural habitats against their will is both unethical and immoral. While in captivity, wild animals get lonely and scared, which causes them to develop the so-called "zoochosis" syndrome. Animals that suffer from this condition start acting nervously, repeating various actions, such as moving back and forth for no apparent reason at all, etc. They also sway and groom themselves, which may lead to multiple mental and physical disorders, including vomiting and headaches. Such consequences prove that animals taken away from their natural habitats actually belong there, and cannot live with humans. The restricting enclosures kill them faster than the wilderness. Insist that animals should be released from zoos and circuses to prevent them from being subjected to all kinds of suffering and torture.
*P= Point (Pink/Red)
*E= Evidence (Yellow/Orange)
*E= Explanation (Green)
*L= Link (Blue)
You will correctly highlight where each section of PEEL is located in this paragraph. Remember, explanation and evidence can be flipped or split from/by each other.
#1 (Also, write in any transitions that can be used between pieces)
Charlotte remains politely neutral in the ‘Boy’s War’ that occurs in Wonder, which in the end
represents a failure of her courage and kindness. Although Charlotte is polite to Auggie, showing him
around the school and introducing him to Beecher Prep, she never goes out of her way to be kind to
him or demonstrate friendship. Although Charlotte might wave hello, and acknowledge his presence,
she does not shake Auggie’s hand or sit with him in class or willingly engage him in conversation. This
is demonstrated in the first day of Mr. Browne’s class, when Charlotte gives Auggie “her little wave
[before sitting] down at a desk in the front of the class”. Later in the novel, after she tells Jack Will
about the ‘Boys War’ between Jack and Julian, Charlotte “look[s] left and right outside the door to
make sure no one saw her”, which Auggie concludes is because “she didn’t want to be seen with
[him]”. If Charlotte truly wanted to help Auggie, she could have demonstrated her bravery by being
seen in public with him, or assisting him in other ways that showed her kindness to the rest of
Beecher Prep. Thus, no matter what information Charlotte may pass information along to Auggie,
behavior towards him is ultimately lacking in courage and kindness.
#2 (Also, write in any transitions that can be used between pieces)
In today's society, more than ever, technology has greatly impacted the ways in which we learn and teach a multitude of topics. Among those making the most of e-learning platforms are topics that address employee performance. According to a list of the top ten most popular e-learning courses recently published by WIRED Magazine, project management, time management, and customer service skills were among the top three listed. This can give us many insights about what e-learning has to offer. One of these insights relates to the convenience it provides: e-learning is ideal for continuous learning, short-term courses as well as self-paced classes. Similarly, this platform works very well when the education needs of many people must be met in a timely and orderly manner (as is required by many large corporations and businesses). With these and many other benefits, such as cost efficiency and time flexibility, we can expect to see many more courses presented in this way as the advancement of e-learning alters the way we learn; not only in the workforce, but also in academic and recreational pursuits.
#3 (Also, write in any transitions that can be used between pieces)
Taking wild animals away from their natural habitats against their will is both unethical and immoral. While in captivity, wild animals get lonely and scared, which causes them to develop the so-called "zoochosis" syndrome. Animals that suffer from this condition start acting nervously, repeating various actions, such as moving back and forth for no apparent reason at all, etc. They also sway and groom themselves, which may lead to multiple mental and physical disorders, including vomiting and headaches. Such consequences prove that animals taken away from their natural habitats actually belong there, and cannot live with humans. The restricting enclosures kill them faster than the wilderness. Insist that animals should be released from zoos and circuses to prevent them from being subjected to all kinds of suffering and torture.
September 23, 2019
1) Taking notes on how to write a P.E.E.L. paragraph.
*P= Point (Pink/Red)
*E= Evidence (Yellow/Orange)
*E= Explanation (Green)
*L= Link (Blue)
All notes are attached
*P= Point (Pink/Red)
*E= Evidence (Yellow/Orange)
*E= Explanation (Green)
*L= Link (Blue)
All notes are attached
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September 20, 2019
Continue with Procrastination work.
Look at how to help with procrastination
Look at how to help with procrastination
September 19, 2019
1) PROCRASTINATION: Pro="Forward" and Crastinus= "of tomorrow"
2) We will discuss and learn how and why we may procrastinate and work on ways to help us overcome them.
We will discuss today and take a few notes (below).
*What is procrastination?
*Why do I procrastinate?
*What do I procrastinate about?
*How can I stop procrastinating as much?
2) We will discuss and learn how and why we may procrastinate and work on ways to help us overcome them.
We will discuss today and take a few notes (below).
*What is procrastination?
*Why do I procrastinate?
*What do I procrastinate about?
*How can I stop procrastinating as much?
procrastination_worksheets.docx | |
File Size: | 19 kb |
File Type: | docx |
September 18, 2019
1) Do CommonLit; "Watch Out: Cell Phones Can Be Addictive" by Kathiann Kowalski (Due in Class)
*The reading is also attached below.
CommonLit Classroom Codes:
P1= W9LWGW
P2= RQW7NY
P3= Q9BLVZ
P4= JEZB8J
P7= BB85WV
(Whenever you sign up for accounts...always use your school email...NEVER A PERSONAL ONE!)
2) Continue work on Values Project (DUE TOMORROW)!!!
*The reading is also attached below.
CommonLit Classroom Codes:
P1= W9LWGW
P2= RQW7NY
P3= Q9BLVZ
P4= JEZB8J
P7= BB85WV
(Whenever you sign up for accounts...always use your school email...NEVER A PERSONAL ONE!)
2) Continue work on Values Project (DUE TOMORROW)!!!
commonlit_watch-out-cell-phones-can-be-addictive_student.pdf | |
File Size: | 221 kb |
File Type: |
September 17, 2019
Continue working on Values Poster and Writing (DUE THURSDAY)
- You will choose someone whom you would like to tell a story about (make sure it is someone you know).
- You will then choose a character trait/value, which that person exemplifies/shows.
- You will create a poster (can be similar to the ones on passiton.com, but does not need to be…get creative).
- Your poster will need a picture of the person you chose.
- Your poster will need a character trait that the person shows.
- You poster will need a saying that goes along with the character trait and story (Example below).
- You will type out, at least, 2 paragraphs that tell a story of how this person shows the trait that you have identified them with. Be thoughtful and use figurative language and transitions.
- You will follow the rubric which was handed out to you (Put this in your notes section). Also attached below.
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September 16, 2019
Values Poster and Writing (DUE THURSDAY)
Alexandra Scott was born on Jan. 18, 1996, to her parents, Jay and Liz. At first, the family faced the usual ups and downs of infancy. Their world changed forever when, two days before Alex’s first birthday, she was diagnosed with neuroblastoma, an aggressive childhood cancer.
The next few years became a whirlwind of doctor and hospital visits. When Alex was four, she was inspired to have a lemonade stand with the goal of raising money to help "her hospital." In July 2000, Alex donated more than $2,000 in lemonade-stand sales to Connecticut Children's Medical Center.
Alex and her family moved to Philadelphia in early 2001 to pursue new treatment options. She continued her lemonade stand, and during her third year she raised $20,000 for Children's Hospital of Philadelphia in honor of her friend Toireasa, who had recently lost her battle with neuroblastoma.
In 2004, Alex set a goal of raising $1 million for her lemonade fund. With the help of friends, family and strangers who hosted lemonade stands in all 50 states and a few other countries, Alex's goal was met.
Sadly, on Aug. 1, 2004, Alex passed away, but not before she had set another goal: to raise $5 million for pediatric cancer research in 2005.
While Alex’s personal fight is over, her mission lives on. Today, with the support of her parents and her brothers Patrick, Eddie and Joey, the Alex's Lemonade Stand Foundation (ALSF) is a registered nonprofit foundation. To date, ALSF has raised more than $60 million toward fulfilling Alex’s dream of finding a cure, funding more than 300 research projects nationally—and continuing as a living testament to the inspiration one young girl provided.
Inspiration. Pass It On!
- You will choose someone whom you would like to tell a story about (make sure it is someone you know).
- You will then choose a character trait/value, which that person exemplifies/shows.
- You will create a poster (can be similar to the ones on passiton.com, but does not need to be…get creative).
- Your poster will need a picture of the person you chose.
- Your poster will need a character trait that the person shows.
- You poster will need a saying that goes along with the character trait and story (Example below).
- You will type out, at least, 2 paragraphs that tell a story of how this person shows the trait that you have identified them with. Be thoughtful and use figurative language and transitions.
- You will follow the rubric which was handed out to you (Put this in your notes section). Also attached below.
Alexandra Scott was born on Jan. 18, 1996, to her parents, Jay and Liz. At first, the family faced the usual ups and downs of infancy. Their world changed forever when, two days before Alex’s first birthday, she was diagnosed with neuroblastoma, an aggressive childhood cancer.
The next few years became a whirlwind of doctor and hospital visits. When Alex was four, she was inspired to have a lemonade stand with the goal of raising money to help "her hospital." In July 2000, Alex donated more than $2,000 in lemonade-stand sales to Connecticut Children's Medical Center.
Alex and her family moved to Philadelphia in early 2001 to pursue new treatment options. She continued her lemonade stand, and during her third year she raised $20,000 for Children's Hospital of Philadelphia in honor of her friend Toireasa, who had recently lost her battle with neuroblastoma.
In 2004, Alex set a goal of raising $1 million for her lemonade fund. With the help of friends, family and strangers who hosted lemonade stands in all 50 states and a few other countries, Alex's goal was met.
Sadly, on Aug. 1, 2004, Alex passed away, but not before she had set another goal: to raise $5 million for pediatric cancer research in 2005.
While Alex’s personal fight is over, her mission lives on. Today, with the support of her parents and her brothers Patrick, Eddie and Joey, the Alex's Lemonade Stand Foundation (ALSF) is a registered nonprofit foundation. To date, ALSF has raised more than $60 million toward fulfilling Alex’s dream of finding a cure, funding more than 300 research projects nationally—and continuing as a living testament to the inspiration one young girl provided.
Inspiration. Pass It On!
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September 13, 2019
1) Turn in "Rikki-tikki-tavi" questions
2) Read: "Rogue Wave" by Theodore Taylor (Attached below)
3) Do: "Rogue Wave" questions on Schoology (there is also a PDF attachment of the questions below).
ROGUE WAVE QUESTIONS DUE TUESDAY!!!
2) Read: "Rogue Wave" by Theodore Taylor (Attached below)
3) Do: "Rogue Wave" questions on Schoology (there is also a PDF attachment of the questions below).
ROGUE WAVE QUESTIONS DUE TUESDAY!!!
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September 12, 2019
1) Today we will work on transitions (work and note sheet attached).
2) Turn in "Rikki-tikki-tavi" assignment if finished...DUE TOMORROW!!!!.
2) Turn in "Rikki-tikki-tavi" assignment if finished...DUE TOMORROW!!!!.
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September 11, 2019
1) Look over "Rikki-tikki-tavi" and complete questions. (Question sheet is attached below).
2) Questions are due tomorrow. Please take the time in class to work on these so that you don't have homework.
2) Questions are due tomorrow. Please take the time in class to work on these so that you don't have homework.
rikki.pdf | |
File Size: | 115 kb |
File Type: |
September 10, 2019
1) Read: "Rikki-tikki-tavi" by Rudyard Kipling (story attached).
2) Look at characterization, conflict, and suspense.
2) Look at characterization, conflict, and suspense.
rikkitikkitavi_kipling.pdf | |
File Size: | 87 kb |
File Type: |
September 9, 2019
1) Work on peer editing of "This I Believe" Essays (Document Attached)
*You will fill out the .doc file attached and copy/paste it into Schoology.
2) Make sure to give proper and meaningful feedback so that it is beneficial to your partner.
3) "Seventh Grade" plot diagram DUE TODAY!!!
*You will fill out the .doc file attached and copy/paste it into Schoology.
2) Make sure to give proper and meaningful feedback so that it is beneficial to your partner.
3) "Seventh Grade" plot diagram DUE TODAY!!!
thisibelieveessaypeeredit.doc | |
File Size: | 31 kb |
File Type: | doc |
September 6, 2019
WORK DAY:
1) Turn in "Oranges" assignment
2) Work on "Seventh Grade" assignment to turn in on Monday (This can be done by hand and turned in to me, or can be done digitally and turned in to Schoology.
3) Monday we will be peer editing: if you have a device please bring it.
1) Turn in "Oranges" assignment
2) Work on "Seventh Grade" assignment to turn in on Monday (This can be done by hand and turned in to me, or can be done digitally and turned in to Schoology.
3) Monday we will be peer editing: if you have a device please bring it.
September 5, 2019
1) Read: "Seventh Grade" by Gary Soto
2) Create a plot diagram for the story (this one will be more visual, so you will need to be creative) .
*As the example below shows, you will:
*Write out your information
*Draw a picture for each piece of information you find (12 pieces of information and 12 pics).
*Make it fun and keep it neat (you may use a computer and digital images in your creation).
***You will need 4 pieces of Rising Action and 2 pieces of Falling Action. Remember, the Exposition should have the 4 characters and the setting.
2) Create a plot diagram for the story (this one will be more visual, so you will need to be creative) .
*As the example below shows, you will:
*Write out your information
*Draw a picture for each piece of information you find (12 pieces of information and 12 pics).
*Make it fun and keep it neat (you may use a computer and digital images in your creation).
***You will need 4 pieces of Rising Action and 2 pieces of Falling Action. Remember, the Exposition should have the 4 characters and the setting.
seventhgrade-by_gary_soto.pdf | |
File Size: | 32 kb |
File Type: |
September 4, 2019
1) Understanding a plot diagram
*Exposition
*Rising Action
*Climax
*Falling Action
*Resolution
2) Read: "Oranges" by Gary Soto
3) DO: Plot diagram over the story and answer questions (STORY and QUESTIONS ATTACHED BELOW)
4) This I Believe Essay Due Today
*Exposition
*Rising Action
*Climax
*Falling Action
*Resolution
2) Read: "Oranges" by Gary Soto
3) DO: Plot diagram over the story and answer questions (STORY and QUESTIONS ATTACHED BELOW)
4) This I Believe Essay Due Today
oranges_by_gary_soto.pdf | |
File Size: | 497 kb |
File Type: |
September 3, 2019
1)This I Believe Peer Edit
2)Turn in TIB Essay
3)Finish STAR (For those who were absent)
2)Turn in TIB Essay
3)Finish STAR (For those who were absent)
this_i_believe_peer_edit.doc | |
File Size: | 31 kb |
File Type: | doc |
August 30, 2019
1) Give students STAR scores and discuss them
2) Reminder about TIB essay...DUE WEDNESDAY!!!
3) Story Time by Dr. Biggs
2) Reminder about TIB essay...DUE WEDNESDAY!!!
3) Story Time by Dr. Biggs
August 29, 2019
STAR Testing (Bring a reading book for when you finish).
August 28, 2019
1) Quick review: Label each phrase or sentence with the correct figurative language-Hyperbole, Metaphor, Simile, Personification (Attached below)
2) Turn in "10 Things"
3) Continue to work on your "This I Believe" essays. DUE NEXT WEDNESDAY!
2) Turn in "10 Things"
3) Continue to work on your "This I Believe" essays. DUE NEXT WEDNESDAY!
figurative_language.pdf | |
File Size: | 401 kb |
File Type: |
August 27, 2019
1) 10 things that make you happy and why. You should put some thought into this. Each item must have a minimum of 3 sentences and contain some form of figurative language (personification, simile, metaphor, imagery, etc.) (My example is in a PDF below) You will type out (on Schoology) (double spaced, Times New Roman, 12-font)
DUE WEDNESDAY!!!
2) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
DUE WEDNESDAY, SEPTEMBER 4
thisibelieve.org/essays/age/under18/
DUE WEDNESDAY!!!
2) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
DUE WEDNESDAY, SEPTEMBER 4
thisibelieve.org/essays/age/under18/
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August 26, 2019
1) 10 things that make you happy and why. You should put some thought into this. Each item must have a minimum of 3 sentences and contain some form of figurative language (personification, simile, metaphor, imagery, etc.) (My example is in a PDF below) You will type out (on Schoology) (double spaced, Times New Roman, 12-font)
DUE WEDNESDAY!!!
2) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
DUE WEDNESDAY, SEPTEMBER 4
thisibelieve.org/essays/age/under18/
DUE WEDNESDAY!!!
2) THIS I BELIEVE "ESSAY" (Instructions in a PDF below) (Rubric in a PDF below)
*What do you believe in: honesty, caring, faith, family, friends, etc.)
*Type a one page (double spaced, Times New Roman, 12-font) belief statement using the "This I Believe" website and essays as a guide. (My example is in a PDF below)
DUE WEDNESDAY, SEPTEMBER 4
thisibelieve.org/essays/age/under18/
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August 23, 2019
1) First 10-15 minutes of class will be library time.
2) Turn in Sunset Descriptions
3) We will discuss what we will be doing for next week and come up with a plan so that all students will be successful.
2) Turn in Sunset Descriptions
3) We will discuss what we will be doing for next week and come up with a plan so that all students will be successful.
August 22, 2019
1) Today we will build on what we have worked on this week, but in a different format.
*You will create a scene, picture, or design based on your "Sunset Description" (but there is a catch).
*You will not draw a picture of a sunset, but rather something that represents the feeling you put forth
in your description. (As this is not an art class I will not be grading you on artistic ability, but rather
on if you can communicate your idea into another genre so that it can be explained and understood.
2) Why are we doing this?
The art of communicating is one that encompasses language, art, music, body language, tone, pitch, etc., and I want you to be able to work within some of these categories in order to be able to communicate effectively today, and for the rest of your life. This is a no pressure assignment (as you have quite a bit of freedom to create your piece).
3) What do I need to do for a good grade?
*There is not a rubric for this assignment, and any "good faith" work will be scored highly. (Meaning: Do your best and put forth your best effort).
*You will need to be mindful of the description you wrote and create an artistic vision of it so that it can be explained, and make sense to an audience (Remember: You won't be drawing a sunset).
*You will need to make it neat and put forth your best effort.
*This is a chance to relax, have fun, and not worry about grammar, spelling, and usage...this should be
a good opportunity for you to showcase your creative side. (AGAIN: You don't have to be an artist to do this).
*You will create a scene, picture, or design based on your "Sunset Description" (but there is a catch).
*You will not draw a picture of a sunset, but rather something that represents the feeling you put forth
in your description. (As this is not an art class I will not be grading you on artistic ability, but rather
on if you can communicate your idea into another genre so that it can be explained and understood.
2) Why are we doing this?
The art of communicating is one that encompasses language, art, music, body language, tone, pitch, etc., and I want you to be able to work within some of these categories in order to be able to communicate effectively today, and for the rest of your life. This is a no pressure assignment (as you have quite a bit of freedom to create your piece).
3) What do I need to do for a good grade?
*There is not a rubric for this assignment, and any "good faith" work will be scored highly. (Meaning: Do your best and put forth your best effort).
*You will need to be mindful of the description you wrote and create an artistic vision of it so that it can be explained, and make sense to an audience (Remember: You won't be drawing a sunset).
*You will need to make it neat and put forth your best effort.
*This is a chance to relax, have fun, and not worry about grammar, spelling, and usage...this should be
a good opportunity for you to showcase your creative side. (AGAIN: You don't have to be an artist to do this).
August 21, 2019
1) You will take the different parts of the figurative language pieces we defined on Monday, as well as the thought process you used in creating your color poem yesterday, and combine them in order to complete the assignment for today.
2) ASSIGNMENT: You will be using 4 of your 5 senses - smell, taste, touch, and hearing and one other piece of figurative language to create a description of a sunset, but there is a catch. You will describe a sunset to someone who has been blind since birth and in it...you can't use any colors or reference to colors (remember: you may not use sight based words).
3) Grade will be based on using the 4 pieces of imagery listed and one other figurative language. Each piece is worth 5 points each for a total of 25 points.
***My example is attached below (as a guide). This is a bit more of a higher level, but should be a good guide to help you get started.
4)Remember to put an MLA heading on the top left of your paper
*Your name
*Dr. Biggs
*Period #
*21 August 2019
2) ASSIGNMENT: You will be using 4 of your 5 senses - smell, taste, touch, and hearing and one other piece of figurative language to create a description of a sunset, but there is a catch. You will describe a sunset to someone who has been blind since birth and in it...you can't use any colors or reference to colors (remember: you may not use sight based words).
3) Grade will be based on using the 4 pieces of imagery listed and one other figurative language. Each piece is worth 5 points each for a total of 25 points.
***My example is attached below (as a guide). This is a bit more of a higher level, but should be a good guide to help you get started.
4)Remember to put an MLA heading on the top left of your paper
*Your name
*Dr. Biggs
*Period #
*21 August 2019
sunset_paradise.docx.pdf | |
File Size: | 40 kb |
File Type: |
August 20, 2019
1) First 15-20 minutes of class...work on completing work from yesterday.
2) Color Poem: Create a color poem using 4 different figurative language techniques (from yesterday's list)
*Color Poem brainstorming and activity sheets attached below.
2) Color Poem: Create a color poem using 4 different figurative language techniques (from yesterday's list)
*Color Poem brainstorming and activity sheets attached below.
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August 19, 2019
1) FIGURATIVE LANGUAGE Notes: (Click on word to take you to the meaning of each)
**YOU WILL DEFINE EACH OF THESE IN YOUR OWN WORDS
2) Write an example of each definition in a sentence (create your own). This is not the word, but what the word means. Example: Simile.....The hallway was like a portal into another dimension.
**YOU WILL DEFINE EACH OF THESE IN YOUR OWN WORDS
- Simile
- Metaphor
- Personification
- Onomatopoeia
- Oxymoron
- Hyperbole
- Allusion
- Idiom
- Imagery
- Symbolism
- Alliteration
- Assonance
- Consonance
- Irony
- Sarcasm
2) Write an example of each definition in a sentence (create your own). This is not the word, but what the word means. Example: Simile.....The hallway was like a portal into another dimension.
August 16, 2019
1) Short introduction to the class and expectations
2) Handout and go over student handbook (pages 1-3)
Title Page
Welcome
Philosophy
Mission
Student information
Academic Honesty
3) Quick write: Getting to know you as a student (successes and struggles and what I can do to help).
CLASS INTRODUCTION LETTER:
Dr. Biggs
Language and Literature Team 751
INTRODUCTION:I welcome you to the 2019-2020 school year, and know that we will have a successful year as we enhance our reading, writing, and people skills. I will be expecting a lot out of you this year, but will also be giving many opportunities for you to show what you have learned.
What to Expect:
You should expect to come to class prepared and ready to be engaged with the learning. We do not write every day and we will not read every day; however, we will be working towards helping each and every one of you to become better at expressing your ideas, opinions, and stories in a way that can be easily understood. In order to help do this there are a few things you will need:
E-mail: [email protected] (This is the easiest way to contact me, but if you do please put your name on your correspondence so that I know whom the email is from.)
After School Help (ASH) Mondays 3-4
2) Handout and go over student handbook (pages 1-3)
Title Page
Welcome
Philosophy
Mission
Student information
Academic Honesty
3) Quick write: Getting to know you as a student (successes and struggles and what I can do to help).
CLASS INTRODUCTION LETTER:
Dr. Biggs
Language and Literature Team 751
INTRODUCTION:I welcome you to the 2019-2020 school year, and know that we will have a successful year as we enhance our reading, writing, and people skills. I will be expecting a lot out of you this year, but will also be giving many opportunities for you to show what you have learned.
What to Expect:
You should expect to come to class prepared and ready to be engaged with the learning. We do not write every day and we will not read every day; however, we will be working towards helping each and every one of you to become better at expressing your ideas, opinions, and stories in a way that can be easily understood. In order to help do this there are a few things you will need:
- BYOD: If you have a device...please bring it. We are limited on devices at MRMS and we use them quite often in class. Having access to one will be a big help. If you do not have one we will find a way for you to get the same information so don’t stress.
- You will need loose-leaf paper put into your 3-ring binder. I only have 3 sections and those are:
- Classwork
- Graded work
- Notes
- You will need to come to class ready to learn. As you will soon find out...I like to make class fun and engaging and to do this I depend a great deal on you. Please come to class ready to participate.
- You will need to try your best and get work in on time, which helps me to help you with any struggles you may be having. If you turn your work in on time, and show that you put forth your best effort, you may rework it as many times as needed...for full credit.
E-mail: [email protected] (This is the easiest way to contact me, but if you do please put your name on your correspondence so that I know whom the email is from.)
After School Help (ASH) Mondays 3-4