Week 3 Day 10 Agenda 9-16-13 Objectives: Students will practice using adjectives in their writing; discuss what makes good writing and analyze a short story. Do Now: 1. In your grammar notebook, record the adj. notes that are on the board. Have out your Topic Sentence rewrites. Today’s Activities: •Adjective notes •TS rewrite correction •What makes a good paragraph? •Paragraph info out. •Writing quiz •PSAT packets out Homework: “Searching for Summer” PARAGRAPH DRAFT 1– due tomorrow Adjective rewrites– due tomorrow Agenda 9-18-13 Objectives: Students will practice using adjectives in their writing; discuss what makes good writing and analyze a short story. Do Now: 1. Have out your paragraph and editing sheet from yesterday. Today’s Activities: •Peer edit •Vocab study time Homework: Final draft due tomorrow! Bring in a printed copy and also save it to a flash drive or email it to yourself so we can submit to turnitin.com on Friday Day 13 Agenda 9-19-13 Objectives: Students will practice identifying direct objects; understand upcoming vocabulary Do Now: Staple the following in this order: 1.Top: final draft underline your vocab words! 2.Underneath: Draft 2 3.Draft 1 4.Editing sheets When finished get out both your grammar and your lit notebook, you’ll need both today! Today’s Activities: •Direct object notes •Turnitin.com info •Homecoming voting •Harrison vocabulary Homework: Direct object worksheet/Harrison vocabulary Direct object • Some sentences only need a Subject and Verb to be a complete thought. The basic pattern is S-V for these sentences. • Other sentences require additional words, called complements, to express a complete thought. The basic pattern is S-V-DO for these sentences. • A direct object is a noun or pronoun that gives meaning to the subject and verb of the sentence. There are two kinds of objects within sentence: direct and indirect objects. • A direct object receives the action of a verb (after action verbs). – Ex: Daniel fixes computers. A direct answers the question “Whom?” or “What?” Transitive and intransitive verbs • Depending on the type of object they take, verbs may be transitive or intransitive. • A transitive verb is incomplete without a direct object: Ex: Jenn won the match. Subject verb Direct Object Intransitive- no direct object needed for the complete thought Ex: Jenn won yesterday. Subject verb II. Sometimes a direct object is followed by an indirect object. An indirect object ist he noun or pronoun for which the action is done. Daniel fixes computers for his family. An indirect object comes between the action verb and the direct object and answers the question “To whom?” or “For whom?” It is always a noun or pronoun and never appears by itself without a direct object. Turnitin.com • • • • Go to turnitin.com Click on create account Under Create a User Profile, select student Type in the class ID: – 4th: 7028789 – 5th: 7028793 – 6th: 7028800 • Enter the Passcode: Flaherty • The remaining is your information Day 13 Agenda 9-20-13 Objectives: Students will practice identifying direct objects; understand upcoming vocabulary Do Now: You have 5 minutes “use it or lose it” for Vocab quiz. If you are not studying quietly, we will start the quiz right Today’s Activities: •Vocab •SSR •“Harrison Bergeron” Homework: Read “Harrison Bergeron” (begins page 38)and complete questions 1-11 in your lit. work journal. Question #8 needs two quotes. Vocab Friday Really Random Extra Credit Trivia Write your answer to the following on the back of your quiz, then turn it in, get out your homework assignment and begin SSR 1. What food is the listed as the biggest choking hazard? 2. What does the fox say? (…kidding on this one, I just think that video is funny) Week 4 day 14 Agenda 9-23-13 Objectives: Students will practice identifying direct objects; understand upcoming vocabulary Do Now: Have out your Harrison Bergeron questions. Be ready to write down new vocabulary Today’s Activities: •New vocab •Linking verb notes •Mystery envelopes •Homework: Linking verb worksheet WEEKLY VOCABULARY III 1. AVARICE: (n) greediness; extreme desire for wealth. [i.e. His avarice was responsible for his cruelty to his employees and unfairness to his competitors.] 2. BIGOT: (n) a person stubbornly and intolerantly devoted to his own ideas, party, church, etc. [i.e. One’s inability to see another’s point of view marks him as a bigot.] 3. DIFFIDENT: (adj) shy; lacking in self-confidence. [i.e. The confidence of a diffident child will be strengthened by giving him work which he can do successfully.] 4. LOQUACIOUS: (adj) talkative; enjoys talking. [i.e. Being in a loquacious mood, Fred gave a long account of his war experiences.] 5. VERACITY: (n) truthfulness. [i.e. He is an honest man; his veracity is beyond question.] 6. AUGMENT: (v) to increase; to enlarge. [i.e. He augments his income by working overtime.] 7. CHRONIC: (adj) constant; habitual; with reference to a disease; long lasting. [i.e. We groaned when the teacher called on Steve, because we knew him to be a chronic complainer.] Linking verbs Action Verbs: Some verbs tell of an action that tells that something is happening, has happened, or will happen. Linking Verbs: Some verbs do not tell of an action, but merely tell that something is. They express a state of being. Here are some common linking verbs: is, am, are, was, were, be, been, being, become, look, appear, feel, smell, taste, grow, seem, sound. TRY THIS: Find the SUB + VERB + OBJECT If the SUB and OBJECT are the same – verb is LINKING If the SUB and OBJECT are different – verb is ACTION • I watched the parade. I watched parade Watched is ACTION • Ellen has a bike. Ellen has bike Has is ACTION • Our room looks messy. Room looks messy Looks is LINKING • The air is chilly. Is is LINKING Air is chilly 9-24-13 Objectives: Students will practice identifying linking verbs; they will connect the short story to their own life using evidence from the text. Do Now: 1. Get out your Short Story chart and complete the column second column for “Harrison Bergeron.” You may work with your group of two or three (that you are sitting next to). 2, Have out your linking verb homework, too. Today’s Activities: •Short story chart •Link verb correction sheet •Personal essay information Homework: Work on your personal essay that is due on Friday. You will not have any other class time. Day 16 Agenda 9-25-13 Objectives: Students will practice identifying helping verbs; understand upcoming vocabulary Do Now: Have out your grammar notebooks and be ready to write down Helping verb notes Today’s Activities: •Helping verb notes •HB Quiz •Vocab TWCSR Homework: Finish helping verb worksheet and TWCSR vocabulary Helping verbs • Helping verbs combine the main verb to form a verb phrase. • So…. VERB PHRASE = HELPING VERB + MAIN VERB • Examples – I can play football. (can play = can + play) – The cake has been taken to the party. (has been taken = has been + taken) – I should have left earlier. (should have left = should have + left) The 24 helping verbs • • • • • do does did must might have has had may can is am are shall will was be were been being could ought should would Prepositions: Prepositions are the words that indicate location. Usually, prepositions show this location in the physical world. Check out the three examples below: The puppy is on the floor. The puppy is in the trash can. The puppy is beside the phone. Agenda 9-26-13 Objectives: Students will practice identifying helping verbs; read and analyze TWCSR Do Now: Have out your helping verbs worksheet and TWCSR vocab Today’s Activities: •Helping verb correct •TWCSR background •TWCSR reading – in pairs. Homework: Questions 1-7, and question 9. Questions 5,7 and 9 need two quotes each. Read in Pairs 1. Read aloud one page then stop. 2. Clarify, Question, Predict, Summarize – talk to each other about the text 3. Switch readers 4. Repeat until story is finished Agenda 9-26-13 Objectives: Students will practice identifying helping verbs; read and analyze TWCSR Do Now: 1. Have out your your TWCSR questions 2. Turn in your essay to the inbox. Today’s Activities: • TWCSR questions • Verb quiz • SSR Homework: Finish short story chart for TWCSR Week 5 Agenda 10-1-13 10-1-13 Objectives: Students will show an understanding of indirect objects and analyze mood in TWCSR Do Now: 1. Have out your Indirect object worksheet and the mood worksheet Today’s Activities: • Indirect object worksheet corrections • TWCSR mood videos • Finish mood worksheet • Go over analogies if time allows Homework: Mood paragraph: pick the text or one of the videos that best conveys the mood of TWCSR. Identify the mood, and explain how the author/director creates it using two pieces of evidence. At least 8 sentences. • http://www.youtube.com/watch?v=MUOSdYb EJdE&feature=youtu.be • http://www.youtube.com/watch?v=5LNHYz89 sNc&feature=youtu.be • http://vimeo.com/1192818 Agenda 10-2-13 Objectives: Students will show comprehension of TWCSR Do Now: 1. Have out a pen or pencil. You have five minutes to look over TWCSR vocab and your questions. Today’s Activities: • TWCSR quiz • Mood work – paragraph work time Homework: Mood paragraph: pick the text or one of the videos that best conveys the mood of TWCSR. Identify the mood, and explain how the author/director creates it using two pieces of evidence. At least 8 sentences TYPED WITH TURNITIN.COM. *Use present tense * Add in 3 vocab words * Follow academic writing rules. Agenda 10-3-13 Objectives: Students will show comprehension of TWCSR Do Now: 1. Have out a pen to correct with. Have out your TWCSR Today’s Activities: • TWCSR peer grading • Vocab review if time allows Homework: Study, study, study vocab. Agenda 10-4-13 Objectives: Students will show understanding of vocabulary. Practice independent reading habits Do Now: 1. Have out your grammar notebook and be ready to record notes for today Today’s Activities: • Grammar • Vocab quiz • SSR Homework: Grammar worksheet and “Initiation” vocab Really random extra credit trivia! 1. What large island is south of Melbourne, Australia? 2. Which US vice president became president when John F. Kennedy was assassinated? • SSR or do your PSAT packet when finished! Inverted order • The following are two exceptions to this normal word order: 1. Normal word order is reversed to add emphasis. Over the waves soared the pelican. 2. In sentences with expletives, the subject generally comes after the predicate. (An expletive is a word used to introduce or fill out a sentence. There and it are sometimes used as expletives.) There are three letters in the mailbox. Voice of verbs • The voice of a verb indicates whether the subject performs the action or is acted upon. An action verb is in the active voice when the verb’s subject performs the action. An action verb is in the passive voice when its action is performed on the subject. • Examples: – ACTIVE VOICE: Derek took the pictures. – PASSIVE VOICE: The pictures were taken by Derek. • You form the passive voice by using a form of the auxiliary verb be with the past participle of a verb. Active voice is usually a stronger way of expressing what you want to say. Use the passive voice if you do not want to all attention to the performer of the action or if you do not know the performer. – The eyeglasses were broken. [It may not matter who broke them.] – The flag has been raised. [You may not know who raised it.] Agenda 10-4-13 Objectives: Students will show understanding of vocabulary. Practice independent reading habits Do Now: 1. Have out your grammar notebook and be ready to record notes for today Today’s Activities: • Grammar • Vocab quiz • SSR Homework: Grammar worksheet and “Initiation” vocab Agenda 10/7/13 Objectives: Students will analyze “Initiation” and become familiar with new vocab. Do Now: 1. Be ready to write down new vocab – List #4 2. Have out homework: vocab and inverted order assignment Today’s Activities: •Vocab 4 •Inverted order correct •Read “Initiation” and work on questions Homework: Questions due tomorrow – see my webpage if you need to refer to the text! 1. ALTRUISM: (n) concern for others, their interests, welfare, etc. [i.e. Unlike selfish men of wealth, he was noted for his altruism.] 2. DEROGATORY: (adj) showing an unfavorable opinion of someone or something; belittling. [i.e. After reading many derogatory opinions of Smith, we decided not to vote for him.] 3. NOTORIOUS: (adj) widely known but with a bad reputation. Notorious should only be used to describe a bad person. [i.e. Many notorious outlaws appear in the history of the West.] 4. PERTINENT: (adj) relating directly to the subject. [i.e. In considering any costly project, the size of your treasure is pertinent information.] 5. VENERABLE: (adj) deserving respect or admiration. Venerable is used when referring to the old. [i.e. The entire village considers my grandfather to be a venerable gentleman.] 6. ECCENTRIC: (adj) different from the usual; odd; peculiar. [i.e. The strange customs of foreigners seem eccentric to us.] 7. LETHARGIC: (adj) being inactive or indifferent; having a dislike for activity. [i.e. The actor’s lethargic performance was due to his illness.] • Tomorrow - discuss questions - I usually do a group discuss and report out. Assign a lit. analysis skill builder - wkst - I have a copy for you - and the short story chart. Quiz over Initiation on Wed. Agenda 10/8/13 Objectives: Students will analyze “Initiation” individually and in groups. Do Now: • Have out your homework questions and be ready to share out Today’s Activities: •Vocab review •Group discussion of “Initiation” – jigsaw •Lit analysis skill builder worksheet Homework: •finish lit analysis skill builder worksheet Agenda 10/9/13 Objectives: Students will analyze “Initiation” individually and in groups. Do Now: 1. Have out your short story chart 2. Take out your conflict quotes that you recorded last night. On the back or on a separate piece of paper, write 2 CMs each for three of your quotes Today’s Activities: •“Initiation” work •“Initiation” quiz. Homework: •Be ready for a comprehension test on all the short stories tomorrow. •Vocab quiz on all the short stories on Friday Agenda 10/10/13 Objectives: Students will analyze “Initiation” individually and in groups. Do Now: 1. Cross off the back of the grammar worksheet. The wrong one was copied. Today’s Activities: •Short Story test •Grammar worksheet 2. Homework: •Complete grammar worksheet – we’ll go over both tomorrow •Vocab quiz on all the short stories on Friday Don’t forget about complements! • An object complement follows and modifies or refers to a direct object. It can be a noun or adjective or any word acting as a noun or adjective. • The clown got the children too excited. (The participle "excited" complements the object "children.") Homework: 1. Complete grammar worksheet – we’ll go over both tomorrow 2. Vocab quiz on all the short stories on Friday Agenda 10/11/13 Objectives: Students will demonstrate their understanding of Do Now: 1. Have out the white(or blue) grammar worksheet from yesterday Today’s Activities: •Grammar go over •Vocab . •Grammar review Homework: •Final grammar review before test Monday Directions for verb review: Front page- all of it: 1. Underline and label subject and TYPE OF verb 2. Circle and label the direct object (if there is one) Back Page Indirect object section (practice 1, 2, 3): 1. Underline and label subject and TYPE OF verb 2. Label the object and indirect object Back Predicate Nominatives; predicate Adjective: 1. Underline and label subject and TYPE OF verb 2. Label the predicate nominative/predicate adjective Agenda 10/14/13 Objectives: Students will demonstrate their understanding of subject/predicate; gain background knowledge for A Separate Peace Do Now: 1. Have out the blue grammar worksheet from yesterday. Grab a clock hand out front the front table. Today’s Activities: •Grammar corrections and review •Subject/Predicate test •Knowles reading Homework: •Finish Knowles reading. Turn in your quiz and pick up the John Knowles reading: Highlight and underline important passages and use the following symbols as a key. Write notes next to each! • Underline and star* – Main ideas – information that you think shows the author’s main purpose in writing this piece • ! – I love this part! Great writing or idea. Something you find interesting • ?? – Something that is unclear or confusing. • ? – Discussion point and Why • CIRCLE – Key terms, which are: 1. Words that are defined. 2. Are repeated throughout the text. Note: if you have only a few circled, you really have a pretty good idea what the text is about. Agenda 10/15/13 Objectives: Students will demonstrate their understanding of subject/predicate; gain background knowledge for A Separate Peace Do Now: NEW SEATS! Look at the podium! 1. Have out your John Knowles packet 2. Be ready to record Preposition notes in your grammar notebook. Today’s Activities: •Preposition notes •Packet discussion – group work •Vocab review Homework: • Preposition assignment • Bring notecards Thursday. Get PLENTY of sleep tonight. Prepositions 1. Preposition (Prep) – a relationship word followed by its object 2. A Preposition is always followed by an object of the preposition (noun or pronoun) to form a prepositional phrase. To find the object of the prep., say the prep and then ‘what?’ or ‘whom?’ The answer will be a noun or pronoun 3. A prepositional phrase begins with a prep, ends with an object of the prep, and includes all the words in between. 4. If a word on the prep list is NOT FOLLOWED BY AN OBJECT IT IS NOT BEING USED AS A PREPOSITION. It is probably being used as an adverb. One big grammar fact you can depend on: • The subject , verb, direct object and/or indirect object of the sentence is NEVER found in a prepositional phrase Address the following questions with your partner and be ready to share out (Mark your answers in the margin, on the text): 1. Look over what you marked in the text. Discuss: a.) Main ideas of this piece? b.) Information you found interesting? c.)Confusing sections? d.) Key terms? 2. Come up with 2 discussion points that you’d like to bring up with the class. 3. What events most influenced John Knowles? (can address his life and/or writing) 4. Why is this novel so popular and well respected? 5. Describe the historical background of the text. Why is it important? 6. How does the reading describe life at prep school? From webMD • Vitamin D is a vitamin. It can be found in small amounts in a few foods, including fatty fish such as herring, mackerel, sardines and tuna. To make vitamin D more available, it is added to dairy products, juices, and cereals that are then said to be “fortified with vitamin D.” But most vitamin D – 80% to 90% of what the body gets – is obtained through exposure to sunlight. http://www.webmd.com/vitamins-supplements/ingredientmono-929vitamin%20d.aspx?activeIngredientId=929&activeIngredientName=vitamin%20d • Vitamin D is used for preventing and treating rickets, a disease that is caused by not having enough vitamin D. Vitamin D is also used for treating weak bones (osteoporosis), bone pain, bone loss in people with a condition called hyperparathyroidism, and an inherited disease (osteogenesis imperfecta) in which the bones are especially brittle and easily broken. It is also used for preventing falls and fractures in people at risk for osteoporosis, and preventing low calcium and bone loss (renal osteodystrophy) in people with kidney failure. Agenda 10/17/13 Objectives: Students will understand the parameters and requirements of the research project. Do Now: 1. Have out your Preposition worksheet and be ready to correct it 2. Have out multiple notecards and your yellow MLA packet Today’s Activities: •Preposition – go over •Research project info out. –Requirements –Source cards and fact cards Homework: • Preposition assignment 2 • STUDY VOCABULARY! Agenda 10/23/13 Objectives: Students will complete steps of the research process. Do Now: 1. Grab the pink handout from the tan table under the whiteboard 2. Be ready to write down new vocab. Today’s Activities: •New vocab (5 min) •Works Cited info (10 min) •Individual work time (30 min) •Group check in and compile facts – what’s missing (510 min) Homework: • 30 Fact and 6 bib cards due tomorrow! • Works cited due Friday. Week 5 • FACETIOUS: (adj) humorous, funny; trying to be humorous. [i.e. We were annoyed by his facetious reply to our serious question.] • PHLEGMATIC: (adj) sluggish; calm; not easily aroused. [i.e. Fred’s phlegmatic disposition is an advantage in a crisis.] • PLAUSIBLE: (adj) seeming to be true and reasonable. [i.e. A plausible argument is one which sounds convincing.] • INANIMATE: (adj) not living; without life or consciousness; dull. Inanimate means “not living” or “without life”. [i.e. Standing still, she seemed as inanimate as a statue.] • INCORRIGIBLE: (adj) not capable of being corrected; not correctable. When a person’s bad habits are so firmly established that nothing but bad behavior can be expected. The word is always used in reference to bad behavior. [i.e. We have tried to break him of biting his nails, but he is incorrigible.] • FEASIBLE: (adj) capable of being done. [i.e. The bridge is feasible from an engineering point of view.] • IMPLACABLE: (adj) cannot be calmed. [i.e. His implacable attitude caused him not to see the truth.] Presentation info • You and your group must have a cohesive presentation (see rubric) • Each person MUST speak at least two minutes, BUT your presentation cannot exceed 15 minutes. • Smooth transitions between presenters is a MUST! • Today you will work with you group to see if you have any “holes in your research” – that’s what you should then research tonight! • Every fact you have MUST be on your works cited page on • Every member must have a Works Cited page Works Cited page • • • • • • • • • • Work Cited—centered at the top of the page, in the same size and type of font as the rest of the document (12 Times New Roman). Double Space---the entire work is double spaced. Do not number or bullet entries Alphabetical order---by first word (author, title, etc—whatever is first). Reverse indentation---for each entry all lines after the first line should be indented (see example). All entries end with a period URLs do not need to be provided Correctly punctuate titles: – Italicize=titles of books, magazines, online databases, longer published works – Quote marks “”=article titles, chapter in a book, essay in a book, article in a data base, shorter published works All dates should be in the following format: date month year ONLY THE SOURCES CITED IN THE PAPER/PRESENATION CAN BE ON THE WORKS CITED PAGE. ALL CARDS NEED PDs • What do you do when there is no author? – PDs always use the first word on the Bib. Cards. Usually this is the author, but with databases, it is OFTEN the title of the article. Agenda 10/24/13 Objectives: Students will complete steps of the research process. Do Now: Have out your fact cards and bib cards. Today’s Activities: •Preposition writing •Rubric info. •Group work Homework: • Works cited due tomorrow. • Writing assignment due Monday Presentation info • You and your group must have a cohesive presentation (see rubric) • Each person MUST speak at least two minutes, BUT your presentation cannot exceed 15 minutes. • Smooth transitions between presenters is a MUST! • Every fact you have MUST be on your works cited page on I. Organization & Preparation (25) A. introduction engages audience and lets them know what to expect of the presentation's contents B. presents compelling, relevant, and detailed information. Ideas are presented in a clear, logical sequence C. speakers are familiar and confident with material; do not rely on note cards D. speakers are well-prepared--no major time lags; easily transition from point to point and speaker to speaker E. conclusion recaps presentation and is clear to audience II. Delivery (15) A. Body Language/Appearance ____/5 1. posture appropriate, looks natural, relaxed, not "glued" to the floor, makes good use of space 2. facial expressions are pleasant and natural 3. speaker uses appropriate gestures B. Voice ____/5 1. good, clear pronunciation of words (does not laugh) 2. appropriate volume and rate 3. not monotone; uses voice inflection 4. speaker has passion/emotion in his/her words 5. professional yet enthusiastic C. Eye Contact ____/5 1. talks to entire audience--not to a select few, the walls, the floor, or the cards 2. does not rely on note cards III. Time:____________ (10) A. each speaker needs to speak for at least 2 minutes; group presentation may not exceed 15 minutes. Agenda 10/25/13 Objectives: Students will complete steps of the research process and practice presentations. Do Now: Write your name on your Works Cited and turn it into the inbox. Then await group work instruction. Today’s Activities: •Group work –Finish planning –Get MORE than one practice in Homework: • Preposition writing assignment due Monday Agenda 10/28/13 Objectives: Students will demonstrate their understanding of the research process and their background information. Do Now: 1. Grab BOTH handouts from the front of the room. 2. Grab A Separate Peace book from the back of the room 3. Turn in your prepositions writing assignment to the inbox! Staple the blue to the typed copy. Today’s Activities: •Book check out •Presentations 1-3 Homework: • Chapter 1-2 with questions – Due Thursday Agenda 10/29/13 Objectives: Students will demonstrate their understanding of the research process and their background information. Do Now: 1. Have out your notes sheet. Today’s Activities: •Book check out •Presentations 4-6 Homework: • Chapter 1-2 with questions – Due Thursday Agenda 10/30/13 Objectives: Students will demonstrate their understanding of the research process and their background information. Do Now: 1. Have out your notes sheet! Today’s Activities: • Group two presentation • Reading Homework: • Chapter 1-2 with questions – Due tomorrow Agenda 10/31/13 Objectives: Students will demonstrate their understanding of the research process and their background information. Do Now: 1. Have out your chapter 1-2 vocab and questions for A Separate Peace 2. Write down today’s date in your journal and answer the following question: Is Gene a reliable narrator? Use a quote to support your answer. 3. You’ll also check your vocab definitions after the bell. Today’s Activities: • Vocab corrections and do now question • Homework questions discussion. Homework: Chapter 3 Groups discussion • • • • • • • Group 1 - #'s 1&2 Group 2 - # 3, Group 3 - # 4 Group 4 - # 1 (chpt. 2) Group 5 - #'s 2&3 Group 6 - # 4 Group 7 - the reliable narrator question. • You have 10 minutes to prepare a thorough group response supported by 3 quotes. You’ll share your responses with the class.