English 9 ° WE E K th 10 grade Agenda • New seats/books • Vocabulary • Creative Writing • Silent Reading Announcement: the top three students (from all of my classes) who read the most for this last reading log will receive a card for a free burger at Slyvester’s. AQWF: I will get tons of information to you very soon, but for now Chapters 13 are due next Tuesday (the entire reading schedule is on the Google Calendar). Start reading and taking notes. We will start going over things on Wednesday. Independent Work: Must work on both • Creative writing: must use grammar/vocabulary in your creative writing and underline/highlight/circle when you use them. • Independent reading: can choose our class novel or your individual novel to read silently. Independent Reading Choice You have two choices: • We can have 15 hours due on the reading log at the end of this semester (along with reading AQWF) • We can have 30 hours due on the reading log at the end of 4th quarter/2nd semester. 4th quarter does not have an assigned book so all of the reading you do (not including short pieces assigned in class) will go on the reading log. You will have full choice in novels. Agenda • Journal/Grammar/Goal setting • WWI Intro. • AQWF Leaders/Captains/Officers 5th period 2nd period 4th period Brianna Maylene Lena Myles Carlee Ariel B. Paola Alexander Harmony Ariana Victor Paolina Isaac R. Macy Peyton Sandy Jade Saela Richard Joanne Fiona Rachel Wendy Mohammad Caitlin P. Preston Gavin Journal/Grammar/Goal Setting • Firstly: what is wrong with this sentence: I like most of my classes there easy so far. (There are a couple really frequent errors noticed in the journals; also learn to spell schedule). • Looking through your journals, what did you do well on or wrong on? • What are the top errors that you make frequently: write them out. • Go to the goal setting form on my website: msweissatmbhs.weebly.com and go to the 10th grade tab to the Google form and fill it out. WWI: The Great War • World War 1 began on July 28, 1914 and lasted until November 11, 1918. The world’s first global conflict, the “Great War” pitted the Central Powers of Germany, Austria-Hungary and the Ottoman Empire against the Allied forces of Great Britain, the United States, France, Russia, Italy and Japan. The introduction of modern technology to warfare resulted in unprecedented carnage and destruction, with more than 9 million soldiers killed by the end of the war in November 1918. WWI • Frightful First War • Stats http://www.worldology.com/Europe/world_war_1_effect.htm • Map • https://www.youtube.com/watch?v=diJ13qnULRQ Downton Abbey short 1:50 • History video (archduke/cynicism) Famous Veterans from World War I • E. E. Cummings, volunteer ambulance driver (The Enormous Room) • Ernest Hemingway, drove ambulances in Italy (A Farewell to Arms) • T. E. Lawrence, Lawrence of Arabia (Seven Pillars of Wisdom) • C. S. Lewis, British Army, Third Battalion Somerset Light Infantry, served in trench warfare at Somme Valley (The Chronicles of Narnia) • Erich Maria Remarque, infantry soldier, wounded in Passchendaele (All Quiet on the Western Front) • 2nd Lt. J. R. R. Tolkien, Lancashire Fusiliers, served in trench warfare at Somme Valley, Battle at Thiepval Ridge and assault on Schwaben Redoubt (The Lord of the Rings) Joke of the day • Negative people die 5-9 years sooner than everyone else so if that’s what you were hoping you got your wish. Or maybe it can’t come soon enough? • Did you know that the brain does not differentiate between fake or real laughter? You will still get the happy chemicals either way. Things that may make it hard for you to learn - physiologically Your brain (until age 21 potentially) is going to do the following: • Prune away most of the information that you learn. Though you also have the one of the greatest capacities to learn now than you will at any other time in your life (other than your first five years of life) • Not use the prefrontal cortex much at all since it does not develop yet which means that impulse control, organization, judgment, interpretation/misinterpretation happens a lot, you might have trouble with your own emotions, and analysis skills are lower since you use you use the fight or flight part of your brain for these things instead ( use amygdala 30-70% more which also causes stress). • Stress: you are more stressed out and can’t control it as well (not your fault). You also have less blood flow so standing up occasionally and doing mindful breathing is important. • You don’t tend to get enough sleep – try not to have caffeine after noon. You do more learning during sleep than when you are awake because your brain is a muscle and thinks through and retains learning you had when you were awake during sleep. You may believe that most things are fixed – you’re born with it so you can’t improve. You’re wrong. Your environment affects you 70% (your genetics 30%). To meet your needs • I would like to make you laugh more since humor makes us smarter, boosts achievement. • Do mindful breathing with you since you need oxygenated blood to learn. • Have you stand and/or walk in place etc. during class – if we can do it productively. • Find ways to take short mental breaks at half hour intervals. • Get you talking to each other and writing about what you learning at intervals of about 10 minutes or less whenever I am talking for a long time. What I need from you: to follow directions well, don’t get loud so you can hear directions, and refocus quickly. What does an essay consist of? • An introduction: what goes here? • Body paragraphs: what goes here? • Conclusion: what goes here? What does a thesis look like? • Bad example: Pollution is bad for the environment. (everyone already agrees that this is true so it’s not debatable) • Good example: At least 25 percent of the federal budget should be spent on limiting pollution. • Or: America's anti-pollution efforts should focus on privately owned cars. Other than that make sure that it is not too board or narrow. You must prove your thesis so if you make it too broad you won’t be able to prove it in the time or space provided, or if it’s too narrow you won’t have enough to talk about. Rubric • Look at the rubric and underline changes across the levels in each category. Levels would be 1, 2, 3, ,4, and 5. Categories would be on the left side going down. During writing time • Write a draft. • Write outline if that helps. • If you finish early then peer edit someone’s or your own. • Turn it in today or talk to me.