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Daily Agendas
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Student Verification Forms / Attendance
Course Introductory Prezi:
o Course Objectives
o Important Skills in 9th Lit
o What is Annolighting? (Example)
o Practice Annolighting with excerpt from Sherlock Holmes
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Distribute Syllabus – your job: Annolight syllabus tonight!
Notecards: What are 1 or 2 things I need to know about you
as a person, student, learner?
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Writer’s Workshop: What is NARRATIVE? (2-3 minute quick
write)
o Overview of mini-narrative unit this week
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Syllabus Overview – what did you annolight?
Key Element of Narrative (Today’s Lesson): VOICE
o Pizza Quickwrite
o Words to notice: Diction, Syntax, Imagery
o Read Speaker 1’s description of pizza
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Writer’s Workshop: In your own words, what are DICTION,
SYNTAX, IMAGERY? Best guess.
Read pizza description by Speaker 1 as a class
Work with a partner next to you to jot down ideas in the
chart on Inference, Diction, Syntax, Imagery, and Tone
based on Speaker 1’s Pizza Description
o Share responses as a class
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Personal Literary Narrative: Read the excerpt from Speak
silently, annolighting as you read
I’ll read it this time – make notes in the margins on things
you didn’t notice before
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Writer’s Workshop: Do you know the terms “memoir” and/ or “prose”?
Write the definitions (or your best guess) in your own words.
Read excerpt from Speak aloud (except 2nd period)– discuss observations
Personal Nonfiction Narrative (Key terms: memoir, prose)
As I read the excerpt “My Name” from The House on Mango Street,
annolight the text– pay attention to her voice as evidenced by her DICTION,
SYNTAX, and IMAGERY
Narrative Experience Brainstorm: Think of 1-2 memorable events in your
life (nothing too graphic). Make a chart and list key details of each
experience – everything you can remember
Select one experience (whatever you have the most details for)
Begin describing the event in writing, telling the story of the event
o
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Your task: Use a variety of sentences (long, short, complex, etc.) and SHOW me the
experience, don’t just tell me (use lots of good adjectives and strong verbs – paint a
picture with images)
Your HOMEWORK: Finish writing your narrative (1 lengthy paragraph, about
10-15 good sentences) – we’ll go to the Media Center to type tomorrow
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Writer’s Workshop: Copy this excerpt, then tell me what
“works” about it. Is it good, compelling, descriptive? Why?
o “Calpurnia was something else…She was all angles and bones; she
was nearsighted; she squinted; her hand was as wide as a bed slat
and twice as hard…Our battles were epic and one-sided – Calpurnia
always won. She had been with us ever since Jem was born, and I
had felt her tyrannical presence as long as I could remember.”
o – from To Kill a Mockingbird, p. 6
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MLA format and USA Test Prep Info Cards
Media Center – type narrative paragraphs (print when
finished)
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Writer’s Workshop: Carefully read this sentence from Sherlock
Holmes. Make an observation about 1) Diction 2) Syntax 3)
Imagery and 4) Tone
o Watson's response to Holmes's reasoning is like that of a man who's
just had a magician's trick explained to him: it all seems so clear after
an explanation… though otherwise you'd never be able to guess how it's
done. Conan Doyle repeats this formula many times to remind the
reader that Holmes is always many steps ahead of everyone around
him.
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If you need to buy a vocab book, please bring $13 tomorrow or
Wednesday at the latest
Sherlock Holmes article analysis: “The Logical Sherlock of our
Time”
o Read the article together as a class, annolighting as we read
o When we finish, write a short summary paragraph (5 sentences or so)
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Bring narrative paragraph, Sherlock Holmes book, and vocab $ or
vocab book tomorrow!
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Writer’s Workshop:
o P. 1 Share article summaries from yesterday/ steps to an effective
summary
• http://www.clarion.edu/70739.pdf
o P. 2 What is involved in the exposition of a story? What are
different types of Point of View?
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Sell Vocab Books / Turn in Narrative Paragraphs
Begin reading “The Speckled Band” (Story VIII)
Organizer: Expo and POV
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Writer’s Workshop:
What are clues in stories to help us figure out who a
character is? What types of characters exist in literature?
What else to you know about characterization?
Take a look at this passage from “The Speckled Band” –
what do you notice? What is the EFFECT of the passage?
What is your reaction? How do you think Conan Doyle
achieves this?
o “I should be very much obliged if you would slip your revolver into
your pocket. An Eley’s No. 2 is an excellent argument with
gentlemen who can twist steel pokers into knots. That and a
toothbrush are, I think, all that we need.”
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Vocab Book Preview and 1st Assignment (due next Wednesday/
Quiz)
Continue reading “The Speckled Band” as a class through the
end of the exposition
Pause and work with a partner for 10 minutes to complete your
exposition chart (complete with textual evidence)
Continue reading the story, examining clues to help us determine
the unique qualities of the characters
Jared Crawford
Mrs. Minich
9th Lit/ Comp 1st Period
13 August 2014
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Writer’s Workshop: Take a look at this word from Unit 1 in our
vocab books: (we’ll read the intro story together in a minute)
o RELINQUISH: To let go; give up; surrender
o Read the original sentence on page 16 of your book, then write your
own original COMPOUND sentence using the word AND using a COLON
– correctly 
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Reminders: Do you need to buy a vocab book? MLA heading on
all assignment (yellow turkeys can’t dance), Land of no-name
papers
Due Dates: Vocab unit 1 assignments (5 of them) on pages 17-21
in voc. book and QUIZ – Thursday, August 21
Take 10 minutes to complete the exposition chart for “The
Speckled Band” / turn in or complete for HW
Continue reading the story, focusing on character development
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Writer’s Workshop: Make 3 observations (any kind) about the
following line from Sherlock Holmes: “To me at least there was a
strange contrast between the sweet promise of the spring and
this sinister quest upon which we were engaged.”
Turn in your Exposition charts (if you didn’t turn them in
yesterday) / Has everyone turned in a Personal Narrative
Paragraph?
Due Dates: Vocab unit 1 assignments (5 of them) on pages 17-21
in voc. book and QUIZ – Thursday, August 21
Continue reading “The Speckled Band” focusing on plot,
characterization, vocabulary, and how writers build suspense
Audio: http://www.listentogenius.com/author.php/188
Writer’s Workshop: Choose 1
word from Unit 1 vocab and
use it to tell this man’s story in
3 sentences.
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Using your organizer, jot down important point about the
three types of irony from the following videos
o Situational: https://www.youtube.com/watch?v=tqg6RO8c_W0
o Dramatic: https://www.youtube.com/watch?v=RZFYuX84n1U
o Verbal: https://www.youtube.com/watch?v=IiR-bnCHIYo
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Class discussion / observations
Continue reading “The Speckled Band” examining
characterization and looking for examples of irony
Due Dates: Vocab unit 1 assignments (5 of them) on pages
17-21 in voc. book and QUIZ – Thursday, August 21
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Writer’s Workshop: Write this down: Parallel Structure is
the repetition of the same pattern of words or phrases
within a sentence or passage to show that two or more
ideas have the same level of importance. Here’s an
example from Sherlock Holmes:
o “A ventilator is made, a cord is hung, and a lady who sleeps in the
bed dies.”
o What is the PATTERN that makes this sentences parallel?
o Now, try using parallel structure in a sentence of your own
describing the things you are going to do today.
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Finish “The Speckled Band”/ Class Discussion
Reminder about vocab work and quiz Thursday/ time to
work on vocab
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Writer’s Workshop: Take your writer’s workshop notebook to
the Media Center and take notes on the orientation video to
use afterwards on a quiz.
Media Center Orientation Video (15 minutes)
Quiz (5-10 minutes)
Sherlock Holmes characterization brainstorm
o Sherlock Characterization Brainstorm.docx
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Due Dates: Vocab unit 1 assignments (5 of them) on pages
17-21 in voc. book and QUIZ – Thursday, August 21
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No Writer’s Workshop today – review for 60 seconds for
your vocab quiz
Turn in Vocab Books / Unit 1 Quiz
When you are finished, turn in your quiz and scantron on
the front table and return pencils if you borrowed one
Work QUIETLY on your Sherlock characterization sheet you
started yesterday
This is due, completed at the end of class!
If you finish the characterization chart early, go ahead and
start unit 2 – I have notecards if you need them 
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Writer’s Workshop: Refresher – what are static and dynamic
characters? What is indirect and direct characterization?
Hand back graded papers
Body biography examples:
http://prezi.com/nre3uy8hoilh/body-biography-example/
Supplies: BB paper, markers, scissors, notecards, etc.
Work in groups/ partners on body biographies
You will have Monday in class also to work – due at the end
of class Monday
Sherlock Holmes test next Thursday! Continue reading the
book to become as familiar as possible with the language.
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Sit with your group today
No Writer’s Workshop Today ~ Hand out study guide for SH Test –
THIS THURSDAY!!
Continue working on Body Biographies – finish by the end of the
period today:
o 5 symbols/ body parts and corresponding quotations (p# and story)
o SHERLOCK name acrostic
o Example of direct and indirect characterization (p# and story)
o Paragraph defending Sherlock as either static or dynamic
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90-second presentations tomorrow
Study guide for SH test is also on the blog if you would like to type
responses
4th and 7th Period: Narrative Rewrites due Wednesday
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Writer’s Workshop: None today
90-second Body Bio presentations
o Group Evaluation: Write your name and period in the top left hand
corner of your notecard. Then, write down the names of your group
members and give each a score from 1-5 (5 is the best). For
anything less than a 3, please provide a brief explanation.
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Discuss Study Guide
In-Class Review: Identifying SS elements in “The Speckled
Band” – groups of 2 or 3 (add “foreshadowing/ foreboding”
to the bottom) Sherlock Holmes\Identifying Short Story
Elements in the speckled band.docx
Due @ the end of the period on Wednesday
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Writer’s Workshop: Use your judgment and close reading
skills to determine a possible meaning for the underlined
words below based on the context of the sentence:
o “In his singular character the dual nature alternately asserted itself,
and his extreme exactness and astuteness represented, as I have
often thought, the reaction against the poetic and contemplative
mood which occasionally predominated in him.”
o http://testprep.about.com/od/readingtesttips/a/Con_Clue_Types.h
tm
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Work with your group to complete the test review chart
Due at the end of the period
Tomorrow: Bring a pencil and your vocab book so you can
start unit 2 if you finish your test early
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No Writer’s Workshop Today ~ Look at the assignment
board and make a note of important upcoming due dates
Get out a pencil and your review chart from yesterday turn in
On your scantron:
o Your name, class period, Sherlock Holmes Test, date
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When you finish the test, turn in on the table and work on
vocab unit 2 (I have notecards for you to make flashcards
on the table)
No talking or headphones after the test 
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Test Correction Info
o Dates and Times Next Week:
• Tuesday, Wednesday, and Thursday after school from 3:30-4:15
• Wednesday morning from 7:45-8:10
o I will give you the answers, then you’ll work in groups to JUSTIFY/
EXPLAIN why the right answer is right. This will earn you half credit back
on each question.
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Reminders for next week
o Writer’s Workshop NB Check Wednesday (major grade)
o Vocab unit 2 exercises due Friday/ Quiz Friday
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Writer’s Workshop: We’re watching a few scenes from the BBC
series Sherlock today. As you watch, jot down observations in
your notebook about similarities and differences from the book
Writer’s Workshop: From your observations on Friday during
class, write a paragraph (3-5 sentences) comparing and
contrasting the TV show’s interpretation of Sherlock to
Arthur Conan Doyle’s character. Provide at least a few
specific examples.
 Bring your student ID tomorrow so we can check out books
 Begin reading Hunting article / annolighting
Test Correction Times:
Wednesday and Thursday 7:45 AM / Tues-Thurs 3:30 PM
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No WW – turn in WW NB for graded check (discuss rubric)
Get individual lit books from bookroom (Julie / Kim)
Finish annolighting Hunting article (turn in/ 25 pt. minor grade). You
may need to do some re-reading. Include the following in your
highlights and margin notes: (you may also ask questions or make
personal connections to your highlights)
o In Each Section: Look for main ideas (1-2) as well as details (1-2) in each
section; in the margins label them appropriately and summarize them
o Whole Article: Make sure to circle all unknown vocab and make a prediction
about what the word means in the margin
o Whole Article: Look for at least one example each of the persuasive techniques
ETHOS (appeal to ethics), PATHOS (appeal to emotion), and LOGOS (appeal to
logic). Highlight them then label them appropriately in the margin
o Whole Article: Find 3 EUPHEMISMS (words that sugar-coat the truth) and write
the actual meaning in the margin
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Remember, 4-5 highlights and margin notes per page; turn in to your
class box when finished and work on VOCAB UNIT 2
 Use
the words
dissolute, feint,
and terse to
describe what you
would do to survive a
zombie apocalypse 
 Read the intro vocab
story with Mrs. Minich
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Handouts for Today:
o Important Lit Terms List
o Reading Guide for “TMDG”
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Begin “The Most Dangerous Game” by Richard Connell
(reading guide)
As we read, jot down responses to questions on the reading
guide
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No Writer’s Workshop today
Have out a pencil and locate your scantron from the unit 1 quiz
(we’ll be using the back this time)
Turn in vocabulary books/ turn in extra credit
Vocab Unit 2 Quiz – make sure to write your name on the back of
the scantron!
After the quiz, continue reading “The Most Dangerous Game.”
Complete the reading guide through number 13 by Monday (the
story is on the blog for you to download)
https://archive.org/stream/TheMostDangerousGame_129/dang
er.txt
The audio is available also:
https://www.youtube.com/watch?v=Mfp04WjOv9A
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Writer’s Workshop: Write down the following sentence. What do
you notice about the SYNTAX? Make at least 2 observations:
Jumping in front of the frozen TV picture, he waves the remote in
circles, like it’s a magic wand.
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What’s jumping in front of the TV? What’s modifying what?
What happens if we do this? Jumping in front of the frozen TV
picture, like it’s a magic wand, he waves the remote in circles.
Now what about this one? Underestimating its value, breakfast is
a meal many people skip.
Who is doing the underestimating? How can we make the
meaning of this sentence more clear?
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You need your literature book today!!!!
Pass back graded work
HW Check: Reading guide completed through #13 / Discuss
as a class
Continue reading “The Most Dangerous Game” and filling
out reading guide (start at page 227)
I won’t be here tomorrow, so be AMAZING, like you always
are, for my sub 
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No Writer’s Workshop today
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Finish reading “The Most Dangerous Game” and complete
the reading guide (turn in when finished)
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When finished, pick up a copy of the “strong verbs” sheet
on the front table. Work on this until the bell rings – we will
finish it tomorrow in class.
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Finishing up “The Most Dangerous Game”: Complete
“strong verb” / share/ turn in
Writer’s Workshop: Choose 3 “Twain-isms” from your
quotation sheet and re-write them in your WW notebook.
For each quotation, explain what it means in your own
words and tell what you think it says about Mark Twain
Distribute sticky note graphic organizers / begin reading
“The Undertaker’s Tale”
Announcement: Bring your VOCAB BOOK on Monday when
we return from September break!
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No Writer’s Workshop Today 
Announcements:
o Tomorrow morning on your way into school, make sure to pick up a
copy of the Lassiter Laureate (our school newspaper) for an activity
we’re going to do in class. You need your own copy.
o Bring your VOCAB BOOK on Monday when we return from
September break! (9-22)
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Continue reading “The Undertaker’s Tale” – jot down notes
on the sticky note graphic organizer as we read
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Writer’s Workshop: No WW today 
Lassiter Laureate Article Reviews:
o Choose a total of two articles to review from today’s September
issue of The Laureate.
o One needs to be from either NEWS or FEATURES. The other can be
from any section you choose.
o If you choose one of Rachel Cohn’s articles, you only need to
complete one review (these articles are longer)
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Complete the review sheet (front and back) for your articles
/ turn in when finished.
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Writer’s Workshop: Choose 5 vocab words from Unit 3 and
use them in a fictitious story about something you did over
your break. 1 paragraph.
Whole Class: Read Vocab Unit 3 nonfiction essay on page
32 “Polar Controversy” – focus on context and
pronunciation.
Individual Work Session: Complete unit 3 exercises – if time
allows, work on the “Writing: Words in Action” bonus section
(+2 on quiz)
Quiz and Exercises due Monday, 9-29
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Announcements: Check out new pages on the blog:
o Typing games and speed tests (many of us need to brush up on our
typing skills!)
o Reading for pleasure (in October we’ll start an independent reading
project; go ahead and check out some of the book options on the blog)
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Writer’s Workshop: Think about the following questions and jot
down some responses:
o What does it mean to be “equal”?
o Are all people actually created equally?
o In your perfect world, would we all be equal? How so/ why?
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Begin reading the story “Harrison Bergeron” by Kurt Vonnegut –
annolight information related to 1) themes, 2) characters, 3)
setting, 4) irony, 5) symbolism, 6) conflict
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Writer’s Workshop: Prior to finishing the story, make a prediction
(a plausible one) about the resolution. Explain your prediction.
Finish reading/ annolighting “Harrison Bergeron”/ discuss as a
class.
Work with a partner to answer the analysis questions at the end.
Go back through story and create three annolights (highlight the
text and make a note in the margin) about the following:
o Themes
o Characters
o Setting
o Conflict
o Irony
o Symbolism
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Announcements: Annolighted story “Harrison Bergeron” and
questions due tomorrow! – Also – 1st and 2nd, meet in the
English lab tomorrow. 4th and 7th meet in the Media Center
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Writer’s Workshop: While viewing the short film 2081, try to
notice similarities and differences between the film and the
story. Specific things to think about: MOOD, SETTING,
CHARACTERIZATION, DIALOGUE, THEMES. When we finish
the film, jot down three significant similarities and
differences, then write a brief review of the film itself.
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Class discussion on film observations/ opinions
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Guidance is doing a lesson today on GPA, credits required
for graduation, career cruising, etc. Please see the
guidance office for important information if you were
absent!
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No Writer’s Workshop Today 
Take 3 minutes and study for your vocab unit 3 quiz/ pass
back papers
Take vocab unit 3 quiz and turn in exercises (graded)
After the quiz, pick up a salmon-colored packet and begin
reading thorough it (Character Analysis Essay Info)
Talk through requirements and due date for the essay,
expectations of each paragraph, sample essay, etc.
Make sure to bring this back tomorrow and the rest of the
week!
Essay due Thursday, October 9th – typed, final copy
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No Writer’s Workshop Today 
Pass back papers (“Harrison Bergeron” Annolighting and
Questions)
Have out Character Analysis Essay packet and use it as you
complete the following today:
o Determine a character (or characters) to analyze / make sure you have
o
o
o
o
a copy of that story (extras on the table)
Determine 3 character traits about that person/ people
Begin looking through the story to find one quotation that supports/
shows each of the character traits you chose
Write down the exact quotation/ line and the page number where you
found it
Begin working on your thesis statement: Refer to the bottom of page 1
in your packet for how to write this and to see an example.
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Writer’s Workshop: Refer to the bottom of page 2 (how to
quote) of your character analysis essay packet. Write either
a “said” or a “full sentence” lead-in for the following line
from “The Most Dangerous Game”:
o “The bed was good, and the pajamas of the softest silk, and he was
tired in every fiber of his being, but nevertheless Rainsford could not
quiet his brain with the opiate of sleep.” This quote is on page 227.
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Take a look at these two types of lead-ins – look at
examples
Read the sample character analysis paper from the packet
Work on finishing your thesis and begin drafting your intro
paragraph
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No Writer’s Workshop today!
Today, I want you to spend the whole period drafting your
essay. To start, you need a basic outline of your ideas –
show me this before you start writing
o See Sample Outline:
http://www.austincc.edu/tmthomas/sample%20outline%201.htm
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After I see your outline, begin drafting your essay asking for
help as needed. This is not a collaborative effort, so it
needs to be very quiet today for people to concentrate.
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No Writer’s Workshop Today
Today is another drafting day; however, you may use your
laptop or other electronic device to type if you brought it.
The rough draft of your paper is due Monday for a 50-point
major grade (10% off each day late).
We will type in the lab on Monday.
Final copy, typed, MLA format, and ready to hand in:
Thursday, 10-9
You may turn your paper in for bonus points (5) on Tuesday
or Wednesday of this week.
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Writing Lab Day!
Use sample MLA paper on the screen to help you format
your paper
Type as much as you can, saving to your number, flashdrive,
or Google Drive along the way
This is our only typing day, so whatever isn’t finished needs
to be completed at home or at school
Due Thursday when you walk into class!
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I need to see late rough drafts / final copy due THURSDAY
Writer’s Workshop: Define the following terms (or tell their
function) in your own words (don’t use your phones) and
answer the questions:
o Prefix, Suffix, Root, Colon, Semi-Colon
o What are some examples of transition words?
o What are types of PURPOSES for writing?

PSAT Review: Sentence Completion and Passage Based
Reading
o Annolight as we go through main ideas for PSAT preparation
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Today we’ll be working on USA Test Prep to prepare for the verbal
section of the PSAT, specifically in the area of sentence completion.
For the first 20 minutes of class, you’ll be working on roots and affixes
(prefixes and suffixes)
The second 20 minutes of class, you’ll be working on using context to
help you figure out the meaning of words
To login to USA Test Prep, go to www.usatestprep.com
Create an account by typing in the school ID: Lassiter then the access
code: stu1765
You’ll be prompted to create an account
Once you’ve done that, click, the tab at the top that says SAT/ ACT
practice
Then click the SAT Reading section / roots and affixes
You may play games on this for the first 20 minutes, then switch to
Vocab in Context
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No Writer’s Workshop Today
Pick up a rubric, write your name on it, and staple it to the
back of your paper
Then pick up a yellow highlighter (or use your own).
Highlight the following in your paper:
o Thesis statement
o All 3 quotations INCLUDING lead-ins
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Go through the rubric as a class
Turn in papers
PSAT Prep: Passage-based reading practice (2 sets) – part
of your participation grade today is MARKING UP the
passages as you read!
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No Writer’s Workshop Today
Hand out copies of Georgia Teen Peach Award winning books
from this year (2014-2015) and last year (2013-2014)
Today we’re going to watch book trailers from the past two years’
award nominees
As we watch, give each book title a star rating (1 = not interested;
5 = definitely want to check it out; 2, 3, 4 = somewhere in
between)
There will be absolutely NO talking during the trailers. Many of
these books deal with sensitive content as they are written for
teenagers. You will be respectful and mature during class today
or you will go next door, sit silently, receive a parent phone call
home, and complete this on your own at home this weekend.
On Monday, we’ll go to the MC to hopefully check out a book of
your choice and we’ll talk about the actual assignment.
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No Writer’s Workshop Today
Watch book trailers from 2013-2014 / rate from 1-5 stars
Hand out parallel reading parent letter and parallel reading
assignment/ discuss as a class
Book choices AND signed parent letter due FRIDAY (you do
not have to obtain a copy by then, but you need to have
decided)
Go to the MC and start perusing books! Check one out if
possible
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Writer’s Workshop (yes, it’s back ): Write down the following
research terms and jot down your best guess as to a definition for
each:
o Database, primary source, secondary source, credible, works cited,
citation, abstract (noun)
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Go over parallel reading parent letter and assignment guidelines
/ write the due date in your calendar and on the parent letter:
November 17th!
Signed parent letter and book decisions by Friday
Book Poll
Vocab back next week – please bring your vocab book Monday
Last minute tips for the PSAT and USA Test Prep Question of the
Day 
o www.usatestprep.com
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PSAT DAY - Writer’s Workshop: None
Finish our episode of Sherlock, or start a new one?
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Writer’s Workshop: Based on our discussion two days ago, what
is an article abstract? Hint: it includes 2 important components.
Hand out and discuss example of an annotated bibliography (a
bibliography, or list of works cited that is ANNOTATED, meaning
each citation is accompanied by an abstract)
Over the next few days, we’re going to create a one-source
annotated bibliography for an article on SHARKS.
Shark week clip (just for fun): http://www.discovery.com/tvshows/shark-week/videos/top-10-shark-jumping-videos.htm
Whole-class reading/ annolighting of “Shark” article – look for
main ideas and details to jot down in the margins
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Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger.
"Nonfamily Living and the Erosion of Traditional Family Orientations
Among Young Adults." American Sociological Review 51.4 (1986): 541554. Print.
o
The authors, researchers at the Rand Corporation and Brown University, use data
from the National Longitudinal Surveys of Young Women and Young Men to test their
hypothesis that nonfamily living by young adults alters their attitudes, values, plans,
and expectations, moving them away from their belief in traditional sex roles. They
find their hypothesis strongly supported in young females, while the effects were
fewer in studies of young males. Increasing the time away from parents before
marrying increased individualism, self-sufficiency, and changes in attitudes about
families. In contrast, an earlier study by Williams cited below shows no significant
gender differences in sex role attitudes as a result of nonfamily living.
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Writer’s Workshop: Look through today’s copy of The Laureate
and jot down generally what kind of information readers can
expect to find in each of the following sections:
o
o
o
o
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Front Page
Features
Editorials
A&E
Choose one substantial article from either Front Page, News,
Features, or Sports (must choose the violence article) and
“review” it using the article review template.
Since this is the Halloween issue and has lots of fun stuff, take
the rest of the period to simply sit back and read the paper.
Optional Assignment/ Extra Credit: Choose another article to
review this weekend (make sure to pick up an extra template) –
due Tuesday for a 20 point optional minor grade.
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Writer’s Workshop: None
Focus Today: Vocab unit 4 words
Whole class: Read together and highlight the introductory story,
“Elephant Culture and Conservation” (page 50 in Sadlier book)
Individual: Work through the following exercises OR study the
words/ make flash cards to help you with the exercises later:
o Choosing the Right Word
o Synonyms
o Antonyms
o Completing the Sentence
o Vocab in Context
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As usual, Writing: Words in Action is worth +2 on the quiz 
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No Writer’s Workshop
Finish annolighting “Shark” article
Review the sample annotated bibliography from last week
Write a 1-source annotated bibliography for the “Shark”
article – remember that the abstract includes two things:
o Summary of the article
o Evaluation of the article
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I’m providing the citation for you, simply copy it in the
correct format and put it in the correct place.
Your purpose for research is: You are a college student
studying marine biology with a focus in cold-water animals
and reptiles.
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Erin McNally
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Mrs. Minich
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9th Literature/ Composition
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October 21st, 2014
• Sharks: An Annotated Bibliography
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Gruber, Samuel H. “Shark.” World Book Advanced. World
o Book, 2013. Web. 30 September 2013.
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Writer’s Workshop: How to write a summary (example)
Writing Lab Today: Follow the directions on your topic sheet
to conduct your personal research –
Seating chart in the lab
Goals for today: Choose a topic, find an article, print your
article, and begin annolighting your article
Homework: Finish annolighting your article
Goals for tomorrow: Create an annotated bibliography for
your article, including MLA citation and summary/
evaluation paragraph
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No Writer’s Workshop Today
Important Announcements:
o Please check my lost and found bin – lots of jackets, etc.!
o The books “Curveball” and “Leverage” are in and ready for checkout –
still waiting on everything else; I’ll keep you posted.
o 4th Period: You’re getting your essays back today. You have one week
from today to rewrite for half of your points back, no matter what your
original grade was (turn in by next Thursday stapled to your original
essay.
o Don’t forget – vocab due TOMORROW and QUIZ – Unit 4
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Goals for Today: Create an annotated bibliography for your
article, including MLA citation and summary/ evaluation
paragraph (use my “Shark” article summary as reference – on
blog) – This will be due next Tuesday, October 28th, typed.
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Writer’s Workshop: Today I want us to work on sentence
combining in an effort to get rid of those short, choppy
sentences in our summaries and replace them with beautiful,
rich, compound and complex ones. Take 5 minutes and
combine the following sentences using commas, conjunctions,
semicolons, or whatever else feels appropriate:
Max walks into his office. It is too hot. Julie looks up from her
desk. She is suspicious. The whole place takes on a feel of an
interrogation. Even the lights seem brighter. He takes off his
coat.
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Vocab Quiz 4 / Turn in exercises
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After the quiz, you may SILENTLY use your time to either
read your parallel novel or work on writing a rough draft of
your annotated bibliography using your article highlights.
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Don’t forget – final typed drafts of your annotated
bibliography are due Tuesday, 10-28. Make sure to reference
the blog this weekend for lots of helpful resources 
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Today’s Focus: Lead-ins, citations, and quoting
Writer’s Workshop: What are the three primary types of
lead-ins to quotations? (take brief notes from PPT examples)
Whole class: Read the short passage “My First Baseball
Game” (in honor of the World Series – Go Royals )
o http://teacher.depaul.edu/Documents/MyFirstBaseballGameRealisti
cFiction7th-8thGradewithquestionsandanswerkey.pdf
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In partners: Write a paragraph summary of the story,
quoting 3 lines from the story using EACH type of lead-in
one time
Annotated Bibliographies due Tomorrow!
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Said Lead-in Example: Bella was shocked when Edward said
to her, “And so the lion fell in love with the lamb…” (Meyer,
274).
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Full Sentence Lead-in Example: Edward feels that he will
harm Bella, so he tries not to fall in love with her but fails:
“And so the lion fell in love with the lamb…” (Meyer, 274).
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Blended Lead-in Example: When the “lion fell in love with
the lamb,” the tone of the entire book changed from
mysterious to romantic (Meyer, 274).
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Turn in Annotated Bibliographies!
Writer’s Workshop: Jot down responses to the following bullet
points (be creative, but serious and thoughtful with this):
o A hero is someone who…”
o What are similarities and differences between heroes and celebrities?
o Name, in your opinion, 4 examples of either historical or literary heroes
(or both) – have a rationale ready for why you chose these people
o Now name at least 2 of your own personal heroes – have a rationale
ready
o Try to brainstorm your most heroic act (or any heroic act you can think
of), according to your definition of a hero
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Major Skills/ Standards:
o Epic Poetry
o Archetypes (patterns in literature)
o Personal Research
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Pieces of Literature:
o Several myths from Edith Hamilton’s famous book Greek Mythology
o Selections from The Odyssey by Homer
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Major Assessments:
o Unit Test (probably on the final exam)
o “Dream Big” Hero Project:
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Long-term (due in December)
Action research (real-life, real people) and reporting
Either on your own or with a group of students taking my class
Philanthropic in nature (helpful to others)
Small-scale, local, personal