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.