Fri.-Mon. 6/8 & 11 – Shakespeare Performances

TODAY’S GOAL IS TO enjoy performing and watching performances of the Shakespeare scenes.

REMINDERS:

  • Read on! No one will know if you make a mistake.
  • It’s okay to laugh.  It’s live theater!
  • Be a good audience.  Respect the performers and their efforts.  Not everyone is comfortable standing up in front of a group!
  • Pay attention to the words.  Do you understand the scenes more clearly now?

YOUR ENGLISH SCHEDULE FOR THE NEXT TWO WEEKS IS AS FOLLOWS:

  • Tuesday 6/12 – Period 2: See you after the Math Final
  • Wed. 6/13 – Period 5: See you before the Soc. Final; Period 8: See you after!
  • Thu. 6/14 – Period 9: See you after the Science Final
  • Fri. 6/15 – Regular day of school.
  • Mon. 6/18 – Periods 1, 2, 3 & 5
  • Tue. 6/19 – Period 2: See you before the Foreign Language Final; Period 9: See you after!
  • Wed. 6/20 – Regular day of school.
  • Thu.  6/21 – Regular day of school.
  • Fri. 6/22 – Last Day!

 

Wed. 6/6 – Shakespeare Performance, Day 3

WELCOME TO THE LIBRARY!  TODAY’S GOAL: Understand and rehearse your scene with your acting company.  Here is what that should look like:

  1. Sitting with your acting company in a comfortable working space
  2. Reading through the script and making sure you understand EVERY word
  3. RESEARCHING any words/phrases you cannot figure out
  4. LEARNING to pronounce new and unfamiliar words
  5. ADDING STAGE DIRECTIONS that provide movement, emotions, expressions, and body language to the scene
  6. PERFORMING THE SCENE MULTIPLE TIMES to practice everything you have added and learned
  7. Creating props to enhance the scene

Tue. 6/5 – Shakespeare Performance, Day 2

TODAY’S GOAL IS TO read through a Shakespeare dramatic selection to get a sense of the work to be done to perform a scene with your own acting company.

Open your packets to Page 3, “A Comedy of Errors, Act I Scene 2”

Backstory:

  • Antipholus is nobleman from Syracuse and has a servant named Dromio.

BUT

  • Antipholus has a long lost twin brother by the same name who is from Ephesus, and a servant, named Dromio, who is a long lost twin of the twin’s servant.
  • Both sets of twins–the noblemen and their servants–were born on the same day, the noblemen’s father having bought the servant twins for his sons from a poor woman.
  • Antipholus of Syracuse and his servant Dromio of Syracuse visit the city of Ephesus in search of their long-lost twins.
  • Soon after arriving, Antipholus of Syracuse sends Dromio of Syracuse to pay for a hotel.  Almost immediately he runs into Dromio of Ephesus, wondering why he is back so soon.

Other Scene Choices:

Macbeth Act 2 Scene 3: After Macbeth murders the king, who stayed over on a visit to his home, another nobleman comes to visit the king, and finds him dead.

Iago’s Soliloquy from Othello: Iago is the head advisor to a powerful general named Othello.  After Cassio, a young military leader under Othello embarrasses himself and loses his position, Iago encourages him to speak to Othello’s beautiful and kind wife, Desdemona, to win back the general’s favor.  Iago sees this as a chance to hatch a plot to make Othello suspect his wife of taking a romantic interest in Cassio, destroy their marriage and take them all down.

Hamlet Act 1 Scene 1:  Guards on a night watch see a ghost.  They are superstitious and wonder what it might foreshadow.

 

Mon. 6/4 – Shakespeare Performance, Day 1

TODAY’S GOAL IS TO play with the language of Shakespeare’s writing. 

Part 1: Line Tossing.  You will need:

  • The confidence to pronounce words you do not know as if you know their meaning
  • The ability to change inflection (your intonation or voice pitch) — no robots, please!
  • A voice that can be heard across the room (but not across the hallway)
  • A reasonably useful throwing arm (slow-pitch only)

Line Tossing Directions:

  1. When you receive a card, look at the words.
  2. If there is a word you don’t know, ask what it means.
  3. Practice your line to yourself. Think about the emotion that might be a part of the line. Prepare to say the line the way you think it should be spoken.
  4. Read your line aloud, then toss the ball to someone else.
  5. Based on these lines, what do you think is going on in the scene?

Part 2:   Yoda’s ghost, and the order of words and phrases.

Yoda is a Jedi Master in the Star Wars universe. If you know who he is, wise you are. If you don’t know who he is…well…fortunate you are not. Yoda turned everyday statements into profound expressions of wisdom simply by re-arranging the words. Shakespeare liked to do that as well. Here are some statements:

  • Seventh grade is almost at an end.
  • It’s elementary, my dear Watson.
  • Stay gold, Ponyboy!
  • Do it for Johnny!
  • I will honor Christmas in my heart.
  • People are really good at heart.
  • There are so many doors to open.  I am impatient to begin.

Directions: Practice one or more of the statements.  Decide the order of the words that sounds most interesting to you or emphasizes the words in the way you desire. Be prepared to read your line aloud.

As we read Shakespeare, you will notice that he plays with words, just as Yoda does. If you find a phrase confusing, think about re-arranging the words to understand the meaning. You may also notice words missing. All of this tinkering with the language was part of Shakespeare’s attempts to make the words sound more interesting to the audience and to add puns and bawdy jokes to his dialogue.

Part 3: Packet Handout and a taste of Macbeth

When you receive your “Shakespeare Selected Scenes” handout, write your full name and period number on the top of the front page.

Read the scene on page 2.  Recognize the lines?  What’s the scene about?  Be prepared to read the lines aloud, but this time in the proper order.  If there are two people reading the same line, try to read in unison.  Read the line expressively, trying to convey the feelings you think are appropriate.

Words to know: 

  • hurlyburly – chaos and confusion
  • ere – before
  • heath – open grassland
  • Macbeth – the protagonist of “The Scottish Play” a General who receives a prophecy that he will become king, and then acts to make the prophecy come true
  • Graymalkin – name for a gray cat…the witch is calling to her “familiar” or evil helper who is in the form of a cat (so we should be hearing a cat mewing before this line)
  • Paddock – name for a toad…the second witch’s familiar is a toad (and we should hear a toad croaking before this line)
  • Anon – see you soon

 

Tue.-Fri. 5/29-6/1 – Revision & Reflection Project

NO HOMEWORK THIS WEEK

  • We will be in Room 209 all week
  • EXCEPTION: Period 9 report to 105 on Thursday

THIS WEEK’S GOAL IS TO use your computer lab time wisely and complete your Revision and Reflection Project (Link to handout, HERE)

DO NOW – Get your materials together for the work to be done:

  • Your English Handbook
  • Your writing folder
  • Log in to your computer and locate the files you will be working on
  • …AND have your NOTEBOOK ready for the check.

REMINDERS:

  • Refer to your English Handbook as you revise and edit. (Link, HERE)
  • You can find copies of your Character Piece, Outsiders Essay, and Animal Testing Essay in the Huntley Folder of the MS Student Dropbox
  • Keep all the writing assignments in your folder until Friday
  • If you are missing some documents on your computer, you can find copies of the essays in the MS Student Dropbox / Huntley / Your class period folder.
  • If you have time, partner up and proof read each others’ writing, and if possible, provide constructive feedback
  • TO PRINT DOCUMENTS WITHOUT MR. HUNTLEY’S COMMENTS, FOLLOW THE DIRECTIONS BELOW.

Fri. 5/25 – Anne Frank Reflection

WRITE DOWN YOUR HOMEWORK

  • FINAL NOTEBOOK CHECK BEGINS TUESDAY: 8 PAGES, 40 POINTS 
  • Report to computer lab 209 Tuesday

TODAY’S GOAL IS TO wrap up our Anne Frank reading unit and prepare for next week’s revision and reflection mini-unit. 

DO NOW – Write down today’s heading, “5/25 – Anne Frank Reflection” 

Copy down the following quote: 

“I still believe, in spite of everything, that people are really good at heart.” —Anne Frank 

Final Reflection:  As you consider Anne Frank’s story and writing, as well as her fate, share your feelings about her famous quote, above.  Do you agree with her?  Do you admire her optimism?  Do you think you would be able to say the same thing if you were in her situation?   

Preparation for the Revision and Reflection Project 

  • When you receive your folder, write your first and last name on the tab, as well as the period number. 
  • As you receive the writing assignments, place them in the folder. 
  • If you have any of the assignments in your binder, place them in the folder. 
  • The folder will stay at school (for now). 
  1. In the time we have left today, you can draft your reflection assignment or begin revising /editing your writing assignments. 
  2. If you prefer, you can read the graphic text on Anne Frank, or browse a copy of her diary. 
  3. Or, you can prepare your notebook for the notebook check. 

Thu. 5/24 – Anne Frank, Part 7

WRITE DOWN YOUR HOMEWORK – Final notebook check next week.

For full credit (40 points, 5 points per page) you must:

  • Have 8 full pages (if you aren’t sure what full pages are and have to ask, add to your notes)
  • Neat, legible, properly labeled entries (if necessary, go back to add DATES and HEADINGS and ensure they are legible)
  • Thoughtful writing with use of supporting details in the texts you read (if necessary, clarify your reasoning and add examples to support your thinking)

TODAY’S GOAL IS TO finish the story of Anne Frank and her family

DO NOW – Set up today’s notebook work: “5/24 – Anne Frank Part 7”

As you read Chapter 9 (p. 114) in the graphic text, Anne Frank: The Authorized Graphic Biography, set up a chart in your notebook to explain what happens to each of the former residents of the Secret Annex:

Wed. 5/23 – Diary of Anne Frank, Part 6

WRITE DOWN YOUR HOMEWORK – Notebook check next week – 8 pages on graphic literature and Anne Frank – 40 points

TODAY’S GOAL IS TO continue reading the dramatic adaptation of The Diary of Anne Frank (Act II Scenes 2, 3, and part of 4)

DO NOW – Write today’s notebook heading: “5/23 – Diary of Anne Frank, Part 6”

Today’s Analysis Question:

What would you do as a resident of the Secret Annex if you found out someone was stealing food?  Explain your answer.  Consider the following reasoning in your response (you may agree or disagree with some of the thoughts, or even provide your own insights)

  • Kicking someone out of the Secret Annex would most likely be a death sentence
  • What’s done is done; you can’t get the food back
  • Not everyone has the same willpower, generosity, and strong moral character as Mr. Frank (few do, even in the Secret Annex)
  • If others, for example Anne, can be forgiven for her own kind of selfishness, why not Mr. Van Daan?
  • Decisions made in the heat of the moment are often regretted later
  • The loss of the food may not make a difference; the future is uncertain, and Mr. Van Daan will most likely never make this mistake again

Tue. 5/22 – Diary of Anne Frank, Part 5

WRITE DOWN YOUR HOMEWORK – Notebook check next week. 40 points, 8 pages on Graphic Lit. and Anne Frank

TODAY’S GOAL IS TO continue to read the dramatic adaptation of The Diary of Anne Frank. (Act II, Scene 1)

DO NOW – Write today’s notebook heading, “5/22 – Diary of Anne Frank, Part 5”

As you read today, analyze Anne’s relationships with others in hiding.  (A) With whom does she have the most conflict?  (B) Which relationship has changed the most(C) Which one is she most dependent on?  Provide your reasons as well as details from the play to support each of your inferences.

Also, be sure to complete yesterday’s assignment: 

In your notebook, analyze a scene that develops tension in the play.  (1) Provide details from the scene that increase or intensify conflict, and (2) Explain the resulting increase in conflict between the characters, conflict with the outside world, and/or a character’s internal conflict.

Mon. 5/21 – Diary of Anne Frank, Part 4

WRITE DOWN YOUR HOMEWORK

  • Final Notebook Check next week.
  • Review all assignments from the graphic literature unit (excluding the Pixton Project work) and the Anne Frank unit.
  • 40 points for 8 pages.

TODAY’S GOAL IS TO continue reading the dramatic adaptation of the Diary of Anne Frank.  (finish scene 4, begin scene 5)

DO NOW – Write down today’s notebook heading: “5/21 – Diary of Anne Frank, Part 4”

TENSION is the device used by authors to develop and intensify the conflict(s) in a story.

In your notebook, analyze a scene that develops tension in the play. 

  1. Provide details from the scene that increase or intensify conflict.
  2. Explain the resulting increase in conflict between the characters, conflict with the outside world, and/or a character’s internal conflict.

Fri. 5/18 – Diary of Anne Frank, Part 3

NO HOMEWORK

TODAY’S GOAL IS TO continue reading the theatrical adaptation of “The Diary of Anne Frank” (Finish Act I Scene 3 and first  half of Act II Scene 4)

DO NOW – Set up today’s notebook heading: “5/18 – Diary of Anne Frank, Part 3”

  1. As you listen and read along to Anne’s diary entry, “Mrs. Quack Quack,” think about her VOICE as a writer.  What kind of person does she present herself to be?  Write down a description and provide an example from the story to support your inferences.
  2. As you read today, select another character in the play to describe.  Provide details from the play to support your character analysis.

Thu. 5/17 – Diary of Anne Frank, Part 2

WRITE DOWN YOUR HOMEWORK

  • SUBMIT your comics if you haven’t done so.  Go check out the finished projects!
  • RETURN your library books

TODAY’S GOAL IS TO continue reading the theatrical adaptation of the Diary of Anne Frank (second half of Act 1, Scene 2 and first half of Act 1, Scene 3)

DO NOW – Write down today’s notebook heading: “5/17 – Diary of Anne Frank, Part 2”

Link here: The Diary of Anne Frank (Drama)

As you read today, you will pay attention to the different characters as you get to know them.

  1. Describe Anne’s personality through the details of her behavior.  Provide examples.
  2. Describe one additional character through the details of his/her behavior.  Provide examples.

Wed. 5/16 – Diary of Anne Frank, Part 1

WRITE DOWN THE HOMEWORK – Your Pixton Comic Project (2 comics) are due TOMORROW.

TODAY’S GOAL IS TO begin reading the award-winning Broadway adaptation of Anne Frank’s “Diary of a Young Girl” (Act 1, Scene 1 and half of Act 1, Scene 2)

Link here for text: The Diary of Anne Frank (Drama)

DO NOW – Set up your notebook for today’s work: “5/16 – Diary of Anne Frank Part 1”

If you choose a part, write down WHO you are playing and WHERE you will be reading. 

Read the handout and answer the questions at the bottom.

Handout: Prospectus

What are your reactions to the personalities of the various characters so far?  Select one, and describe his/her personality, providing a detail from the play to support your inference.

 

Tue. 5/15 – Anne Frank, Before Hiding

WRITE DOWN YOUR HOMEWORK

  • Your Pixton Comic Project is due Thursday. 
  • Submit your two comics any time before the due date.
  • Come to extra help Wed. if you want feedback.

TODAY’S GOAL IS TO watch a segment of an Anne Frank miniseries to learn about her life just before going into hiding.

DO NOW – Write today’s heading in your notebook, “5/15 – Anne Frank, Before Hiding,” and write a 5-minute response to the following:

(1) If you had to leave your house immediately–without knowing in advance, and did not know how long you would be gone–what would you take with you and why?

  • You would be traveling with your family
  • You would take only what you can carry in one backpack or small suitcase
  • You must take clothing as well, so space will be limited

Today we will watch an excerpt from a miniseries based on The Diary of Anne Frank to show you what happened the day they had to go into hiding.

(2) How would you feel in the situation you just observed?  Describe your thoughts about what was going on at different moments, as well as your thoughts about the future.

Virtual Tour of the Secret Annex

(3) Now that you have had a closer look at the Secret Annex, imagine living there for more than two years without the opportunity to go outside.  Imagine sharing that space with five adults and two other teenagers.  Imagine following the rules: from 8:00 am – 6:00 pm Monday-Saturday, no movement, no talking, no running water or flushing toilet. What are your reactions to living in this situation?

Mon. 5/14 – Anne Frank: Beyond the Diary

WRITE DOWN YOUR HOMEWORK – Pixton Project due Thursday

TODAY’S GOAL IS TO take a look at and write about the real people and places in Anne Frank’s world.

DO NOW – Open your notebooks and write today’s heading, “5/14 – Anne Frank: Beyond the Diary”

Follow the directions on the handout as you read the book, Anne Frank: Beyond the Diary

 

Mon.-Fri. 5/7-11 – Pixton Project Days (Lab)

WRITE DOWN YOUR HOMEWORK

  • Read your novel every night
  • Complete all 3 notebook assignments (#4, 5, 6 on project handout) by Wednesday
  • Project due May 17

TODAY’S GOAL IS TO work on your Pixton Project (link to handout, here)

  • If you are not prepared to complete the notebook work, read your novel
  • If you have notebook work to complete, you should do so before creating your Pixton comics
  • If you do not have any notebook work completed, you should not be working on a Pixton comic strip
  • If you have at least one scene summarized and storyboarded, you can work on the Pixton comic strip

If you want feedback on your comic strips before Friday, you should come to extra help and Mr. Huntley will go over it with you.

Fri. 5/4 – Project Work Day

WRITE DOWN YOUR HOMEWORK:

  • Report to Lab 209 Mon-Thu. next week
  • Notebook check for the project is 5/9 (#4, 5, 6 on project handout)

TODAY’S GOAL IS TO work independently on any aspect of the Pixton comic strip project:

  • Reading your novel
  • Notebook – working on your Setting/Mood/Character chart
  • Notebook – selecting and summarizing two key scenes
  • Handout – creating your two storyboards

OR, you can continue reading graphic novels and make sure your notebook work is up to date

Tue. 5/1 – Graphic Lit Reading Day 5

WRITE DOWN YOUR HOMEWORK

  • Finish Pixton Project notebook work by Monday
  • Read your novel every night (you have approximately 2 weeks to finish)
  • Project Due 5/17

TODAY’S GOAL IS TO continue reading graphic literature with an eye on finding a model scene.

DO NOW – Set up today’s notebook heading – “5/1 – Finding a 9-panel scene”

Remember the requirements for your project scenes:

  • Both scenes must have at least 9 panels–the first panel includes the title, author, and your name, but can include a teaser image (that means your scene should have at least 8 panels of narrative)
  • They will need to clearly depict important moments in the story
  • One must occur in the second half of the story.
  • Your scenes will be evaluated based upon the quality, creativity, and attention to detail in the visuals
  • They will also be evaluated based upon the expressiveness of the dialogue

Writing Assignment

As you read today, look for a sequence of 8-9 panels that present a complete scene.  Note the page number.  Briefly summarize the scene in a paragraph, or number 1-8 to list the details of each panel.  Also explain the importance of the scene in relation to the story as a whole.

Mon. 4/30 – Graphic Lit Reading Day 4

WRITE DOWN YOUR HOMEWORK

  • Finish Pixton Project notebook work by Monday
  • Read your novel every night (you have approximately 2 weeks to finish)
  • Project Due 5/17

TODAY’S GOAL IS TO continue reading graphic literature with an eye on “framing” shots.

This is a CLOSE-UP SHOT: head and shoulders, emphasizing the character, emotions and reactions in the face

Close-up Shot

This is a MEDIUM SHOT: the “default” in Pixton…full body shown, shows both facial expressions and body language.

Medium Shot

This is a LONG or WIDE SHOT: it shows more of the background to emphasize/establish the setting, or to make characters look small as a narrative effect

Long or Wide Shot

This is an EXTREME CLOSE-UP: it shows only part of the face to emphasize intense emotion (usually the eyes).

Extreme Close-up

DO NOW: Set up your heading for today’s writing – “4/30 – Framing the shot”

As you read today, look for different framing shots in your book.  Discuss your book’s use of different shots.  Which ones are used the most?  Which ones do you like the most?  Are they effective?  Why?

Fri. 4/27 – Reading Day

WRITE DOWN YOUR HOMEWORK:

  • Read every night…finish your novel by 5/14
  • Complete all notebook work next week
  • Finish/update Pixton.com assignments to ensure you can create an excellent pair of comic scenes.

TODAY’S GOAL IS TO enjoy reading your novels and/or graphic novels.

DO NOW: Open your notebooks to the next full blank page.

Thu. 4/26 – Pixton Practice Day 2 and Project Info

WRITE DOWN YOUR HOMEWORK

  • Bring your outside reading novel to class tomorrow.
  • Complete Pixton Project notebook work by Monday 5/7
  • Your Pixton Comic Strip Project is due Thursday, 5/17.

TODAY’S GOAL IS TO continue practicing your Pixton-creator skills.  Finish the practice “NYC” comic strip and (1) create a comic strip of your own, or (2) begin working on the characters for your comic strip project.

DO NOW – Listen as we go over the project details.

Link: Handout for Comic Strips Project

 

Wed. 4/25 – Graphic Lit Reading Day 3

WRITE DOWN YOUR HOMEWORK –

  • Report to Computer Lab 209 tomorrow.
  • Read your novel 20 minutes every night. 
  • Project will be due Thursday, May 17…figure out your reading goals!

TODAY’S GOAL IS TO continue reading graphic literature and write a mini-review of a book you have finished.

DO NOW – Open your notebooks to the book review draft you wrote yesterday.  Use it to complete the following assignment:

On a regular-sized index card, write a  brief review of one of the graphic texts you have read.

  1. On the top line, write the title, underlined, and the author’s name.
  2. Write a brief paragraph: Describe the plot in a sentence or two.  Describe the BEST and/or WORST features.  No spoilers!
  3. Provide a grade at the bottom (A+, A, B+, B, etc.)

When you finish your review, check it for capitalization, spelling, and ensure you included all the information.  Continue reading your graphic novel; your review will be collected.

Tue. 4/24 – Graphic Lit Reading Day 2

WRITE DOWN YOUR HOMEWORK – Read your novels 20 minutes every night.

TODAY’S GOAL IS TO continue reading your graphic texts.  When you finish one, begin another!

DO NOW – Write down today’s notebook heading: “4/24 – Graphic Literature Day 2”

Continue reading your books from yesterday. 

  • If there is a book you want to read next, let the person reading it know and make arrangements.
  • Keep a reading log!  List the titles and authors of books you are reading.
  • Today, you have another focus for your reading:

Respond to the following in your notebook: How is ACTION expressed in your book?  Provide details about the way the artwork shows/suggests movement of characters.  Provide at least two details from the text to support your points.

Mon. 4/23 – Graphic Literature Reading Day 1

WRITE DOWN YOUR HOMEWORK: Novel Pixton Project Due Thurs. 5/ 17 – Two scenes from your outside reading novel (more info to follow later in the week).

TODAY’S GOAL IS TO read a graphic text from the list you selected last week and write notes in your notebook as assigned.

DO NOW: Open your notebooks and begin today’s entry – “4/23 – Graphic Literature Day 1”

After you have selected your book, get comfortable and begin reading.  As you read today, you will be writing down the following:

How does  your book use visuals to create MOOD?  Discuss how the drawing style, use of color (or lack of it), arrangement of panels, and other artistic choices add emotion to the story.  Provide at least two examples to support your observations.

Fri. 4/20 – Create your first comic

WRITE DOWN YOUR HOMEWORK: Be prepared to sign up  for your outside reading novel on Monday.  Bring the novel to class!

TODAY’S GOAL IS TO create your first comic scene using your Pixton.com account.

DO NOW:

  • Log in to the network.
  • Go to pixton.com and log into your account.
  • Remember your Username: first name + last initial + period # + H
    • ponyboyc2h, or charlieg5h, or stanleyy6h, or augustp8h, lebronj9h
  • You should have an assignment posted – “First Comic – New York City”
  • Review the instructions; we will go over the assignment together before you begin.

Thu. 4/19 – Pixton!

WRITE DOWN YOUR HOMEWORK – Be prepared to sign up for your outside reading novel on Monday.  Any genre, appropriate for your reading level.

TODAY’S GOAL IS TO become familiar with Pixton.com and create your avatar.

DO NOW – Make sure you have a laptop in front of you.  Log in and go to:

pixton.com/schools/activate

  • Enter the code for the activation link.
  • Select your name (beginning with the number for your period).
  • Follow instructions to finish the activation process.
  • When your account is set up, you will create your avatar.  If you are not directed to the right place, you will click on the hamburger menu in the top left corner and select “Avatar.”
  • Follow instructions to create your avatar.
  • If you have time, explore the website by creating a practice comic.

Wed. 4/18 – Browsing the Classroom Library

WRITE DOWN YOUR HOMEWORK – Select a novel for your outside reading project by Monday.  No graphic novels, but narrative nonfiction is acceptable.

TODAY’S GOAL IS TO browse the collection of graphic texts and make a list of books you are interested in reading.  

DO NOW – Open your notebook to yesterday’s work.

Describe a memorable or interesting panel from the Anne Frank book we read yesterday.  Why did it catch your eye?

Browsing the Library

  • You will have an opportunity today to browse the 100+ graphic texts in the classroom library.
  • You may have up to 3 books on your desk at a time.
  • You may exchange books with others in the class.
  • If you want to look at more books, you must return the ones on your desk.
  • If you find a book you like and want to read it, you may do so.
  • If a book catches your eye but you are unable to look at it or read it, start a list in your notebook (title and author).

Final Reflection

Write about one or more books that interested you today.  Why did they interest you?  Provide specific details about the story, the artwork, or some other feature that intrigued you.

Tue. 4/17 – Sampling a Graphic Text

WRITE DOWN YOUR HOMEWORK – Select a novel for your outside reading project by Monday.  Any genre except graphic literature.  Come to extra help Wed. or Thu. if you need help.

TODAY’S GOAL IS TO read part of Anne Frank and discuss some of the graphic literature features you examined yesterday.

DO NOW – Open your notebooks to yesterday’s final thought and review what you wrote.

Reading Graphic Literature

  • Read the book just as  you would a regular English-language text…left to right, row by row, down the page.
  • For a graphic text, that means reading the speech bubbles and boxes left to right, top to bottom.
  • In the same fashion, read each panel left to right, top to bottom.
  • In places you may find irregularly-shaped panels…try to stick to the rule of reading the panels left to right that line up with each other (a tall panel is read with the panels that line up with the top of it.
  • Visually, your mind is skilled at taking in a picture all at once.  When there is a lot of detail, or an interesting arrangement of panels on the page, or a panel that has been made larger than the rest, take the time to look more closely at what the artist has created.
  • As with any book, go back if  you need to and re-read something if you feel you have gotten lost.
  • Each text is different, and your experience is for the most part controlled by the vision of the artists (writers and illustrators) who have created the text.

As we read today, we will pause a few times to consider what the artists are doing.  Write today’s heading: “4/17 – Anne Frank”

  1. Chapter 1, p. 3. Briefly skim pages 3-12.  Read some or all of the text.  What details about Otto Frank’s life stand out to you in the images?  Write down three bullet points.
  2. Chapter 2, p. 13.  The selected narrator will read all narration boxes.  The selected readers will alternate reading the speech bubbles.  Why is some of the text narrated, while characters speak other words?  Share an example to support your thinking.

Mon. 4/16 – Introduction to Graphic Literature

WRITE DOWN THE HOMEWORK: Select a novel by Monday for an independent reading project.  It should be appropriate for your reading level.  No restrictions on genre except that it cannot be a graphic novel.  Make sure it is a book you can finish in a 4-week period.

TODAY’S GOAL IS TO explore several graphic literature texts and begin to study the genre.

DO NOW

  • TAKE OUT your Personal Narrative assignments to be collected
  • Open your notebooks to a new page.  Write today’s heading: “4/16 – Introduction to Graphic Literature.”

You will spend about 5 minutes looking at a graphic text, and then pass it on.  Do not read the story–examine the style and structure of it.

1. Write down the title and author(s) of the book (include the artist who illustrated it!)

2. Flip through a few pages of the book, looking over how the text and images are presented.  Write down the following:

(A) List all the ways words are used…Speech Bubbles? Thought Bubbles?  Narration?  Onomatopoeia?  Something different?

(B) What is the color palette?  List the main colors you see, or whether they are dark, bold, muted, or black and white.

(C) Describe the panels (the “boxes”): are they all the same general size?  If not, describe what you see. Full page panels? Irregular shapes?

3. Do you like the artistic style?  Why or why not?

4. Does this brief look at the book make you want to read it?  Why or why not?

 

Final Thoughts:

Whether or not you have experience reading graphic literature, you have just spent several minutes looking at some different examples.  How would you explain how to read one?  How does the story flow on a page?  Should you read the text first, look at the pictures first, or does the author/artist provide a “flow”?

 

Tue. 4/10 – CORE Workout / ELA Review, Day 2

WRITE DOWN YOUR HOMEWORK:

  • If you haven’t done so, finish Animal Testing Argument Essay and submit to MS Student Dropbox/ Huntley/ Your class folder by the end of the week.
  • Personal Narrative #3 due Monday

TODAY’S GOAL IS TO finish our review of Core Workout 4 and this week’s ELA Assessment.

DO NOW – Locate your Core Workout 4 short responses in your notebook.

ELA 2018 Information:

  • 2 Days
  • 3 periods each day (periods 2, 3, 4) – 120 minutes per session
  • Designed to be completed in 90 minutes on each day–that means you have 20-30 extra minutes per session
  • Reading selections/passages are 700-900 words long (half Core Workout length)
  • Questions covering Main Idea, Literary Elements, Figurative Language, Inferential (Critical) thinking, vocabulary in context
  • READ WITH A PURPOSE – Look over the questions ahead of reading
  • Annotation encouraged

DAY 1 – Wed. April 12: – 5 passages, 35 multiple-choice questions

DAY 2 – Thu. April 13:  3 passages, 7 short responses (paragraphs), 1 extended response (essay)

Short Responses

  • Short responses are worth 2 points each, for a total of 14 points (they are more important than the extended response, and it’s easier to get full credit)
  • Should require ONLY 3-5 sentences:
  1. Inference/Your clear, specific answer to the question
  2. Detail 1 from the text to support your inference/answer
  3. Detail 2 from the text to support your inference/answer

Extended Response (Essay)

  • You will be responding to PAIRED texts (you will make connections between two passages related by theme, genre, tone or time period)
  • You may have to take a side or position and support it with evidence from the texts
  • The extended response is worth 4 points

Extended response should require 3 PARAGRAPHS

  1. You should begin with a BRIEF INTRODUCTION that responds to the prompt–one to two sentences.
  2. Your evidence will be presented in the BODY paragraph
  3. You should end with a BRIEF CONCLUSION that sums up your points–one sentence.

 

 

Mon. 4/9 – CORE Workout Review

WRITE DOWN YOUR HOMEWORK

  • All Castle Learning assignments 1-15 due today; 16-20 due Wed.  for enrichment (1 point per set)
  • Finish Animal Testing Argument Essay by Wednesday and submit to MS Student Dropbox folder / Huntley folder / Your class folder
  • Personal Narrative #3 due Monday

TODAY’S GOAL IS TO review Core Workout #4 and begin discussing the format of the ELA.  Then, if there is time, you will begin your homework.

DO NOW: Locate your copy of Core Workout #4 and your notebook short responses.

 

Wed. 3/28 – Argument Essay: Peer Editing

WRITE DOWN YOUR HOMEWORK – Castle Learning 12-15 due after the break.

TODAY’S GOAL IS TO ensure your Animal Rights essay is your best work by following the checklist and considering feedback from readers.

DO NOW – Get back to work.  After finishing your own draft…

  • Make sure you have at least SIX CITATIONS from sources to establish an abundance of evidence for your position or the counterclaim
  • Read your essay from start to finish as you look over the RUBRIC
  • Make any additional changes to further elevate the quality of your writing.
  • Read through another person’s essay, checking for spelling/typing errors, problems with clarity, and proper use of citations.
  • Repeat the peer editing with additional students

Format your work as follows:

  • PROPER HEADING
  • TITLE
  • DOUBLE SPACED
  • 11-12 POINT SIZE, REGULAR FONT

Submit your work as follows:

  • The filename should include YOUR LAST NAME AND PERIOD NUMBER
  • Save a copy of the file to MS-STUDENT DROPBOX / HUNTLEY FOLDER / CLASS FOLDER (keep a copy in your files)
  • If you are unable to save the file to the dropbox folder, email it to jhuntley@roslynschools.org

When finished, work on Castle Learning until you finish all 20 assignments.

Tue. 3/27 – Final Revisions: Argument Essay

WRITE DOWN YOUR HOMEWORK – Castle Learning Practice 12-15 due after the break

TODAY’S GOAL IS TO continue revising and editing your Animal Rights Essay with the checklist as your guide.

DO NOW – Get back to work.  Finish working your way through the checklist.

Make sure you have:

  • Cited your sources
  • Included discussion of a counterclaim
  • Incorporated strategies and techniques in the checklist

Mon. 3/26 – Argument Essay Rubric and Checklist

WRITE DOWN YOUR HOMEWORK: Core Workout #4 due tomorrow; Castle Learning Practice 12-15 due after break

TODAY’S GOAL IS TO review the argument essay rubric and checklist handout and continue to revise your essay.

DO NOW: After you have received the handout, write your name on it and begin looking it over.

LINK: Argument Essay Handout

Use the CHECKLIST (back of page) to guide your revision work.

  • Develop a stronger introduction with one of the suggested strategies
  • Develop the body of your essay with an abundance of evidence and strategic argument techniques
  • Develop a stronger conclusion with the suggested strategies
  • Develop a more sophisticated essay using the craft checklist
  • Develop a well-written essay by following the conventions checklist

The RUBRIC will be used to score the essay.  It is due Wednesday, March 28

Fri. 3/23 – Essay Revision and More!

WRITE DOWN YOUR HOMEWORK – Complete Castle Learning 8, 9, 10, 11 for Monday; Complete Core Workout #4 for Tuesday.

TODAY’S GOAL IS TO: (1) work on revising your Animal Rights Essay; (2) work on your Core Workout responses; or (3) read a book!

DO NOW – Decide how you will spend your time today!

BUT FIRST…Make sure your Debate handout is complete.  It will be checked at the end of the period.

Thu. 3/22 – Animal Rights Debate

WRITE DOWN YOUR HOMEWORK – Core Workout #4 Due Tuesday (notebook responses will be checked!); Castle Learning Practices 8, 9, 10, 11 due Monday.

TODAY’S GOAL IS TO conduct a debate about whether using animals for testing/research for the benefit of humans is right or wrong.

DO NOW – Take out your debate handout and any additional paper you might need.

Warm up: Take 5 minutes to review your strategies and key points with your group.  Partner with someone and practice your delivery.  Time yourself if you can.

Debate Rules for the Speaker

  1. You have ONE MINUTEto argue your side. 
  2. Speak only to the person(s) you are paired with.
  3. STAND as you present your argument.
  4. You may use notes.
  5. Strategize your delivery: start strong, but finish stronger.
  6. Address counterclaim: in round 1, address what you believe to be the opposition’s strongest point; in round 2, directly respond to your opponent.

Debate Rules for the Listener

  1. SIT as you listen to the argument.
  2. DO NOT SPEAK.
  3. Listen only to the person you are paired with. 
  4. DO NOTHING to distract or hinder the presenter. 
  5. Use the DEBATE NOTES section of your handout to write down points as you listen.
  6. Be prepared to share/discuss what you heard with your team.

POST-DEBATE REFLECTION

Take the next few minutes to complete the rest of your debate handout.

Tue. 3/20 – Animal Rights Debate Prep

WRITE DOWN YOUR HOMEWORK – Core Workout #4 Due Tues. 3/27

TODAY’S GOAL IS TO review your work arguing for or against animal testing to prepare for a debate on the topic.

DO NOW – When you receive your essay, read it and review your position.  Look over the ProCon packet as well.

ONCE YOU HAVE BEEN ASSIGNED to a side in the argument, circle that position at the top of your worksheet.

WORKING AS A GROUP, complete PART 1 of the handout.  

Debate Rules for the Speaker

  1. You have ONE MINUTEto argue your side.
  2. Speak only to the person(s) you are paired with.
  3. STAND as you present your argument.
  4. You may use notes.
  5. Strategize your delivery: start strong, but finish stronger.
  6. Address counterclaim: in round 1, address what you believe to be the opposition’s strongest point; in round 2, directly respond to your opponent.

Debate Rules for the Listener

  1. SIT as you listen to the argument.
  2. DO NOT SPEAK.
  3. Listen only to the person you are paired with. 
  4. DO NOTHING to distract or hinder the presenter.
  5. You may write down their points as you listen.
  6. Listen for the strongest point in the presenter’s argument and be prepared to share/discuss with your team.

 

Thu.-Fri. 3/15-16 – Animal Testing Flash Draft

WRITE DOWN YOUR HOMEWORK – Castle Learning Practice 4, 5, 6, 7 due Monday.

TODAY’S GOAL IS TO write a first draft of an essay arguing for or against testing and research on animals to benefit humans.

DO NOW – Make sure you have the following:

Animal Testing Argument Essay instructions

Animal Testing PRO CON packet

Follow the instructions to draft your essay.  Use the Pro/Con packet to support your position in the essay.

Wed. 3/14 – “Project X,” Day 3

WRITE DOWN YOUR HOMEWORK – BINGO Project due Friday; Castle Learning Practice Assignments 4, 5, 6, 7 due Monday

TODAY’S GOAL IS TO continue watching the film, “Project X”

DO NOW – Open to your T-chart listing examples of mistreatment and kind treatment of animals

As you watch the film, continue to add to your lists.

Film response:

After viewing the film, discuss which types of research with animals in the film are acceptable to you.  Provide evidence from the film to support your responses.

Tue. 3/13 – Project X, Day 2

WRITE DOWN YOUR HOMEWORK – Castle Learning Practice Assignments 4, 5, 6, 7 due Monday

TODAY’S GOAL IS TO continue watching the film, “Project X”

DO NOW – Open to your T-chart listing examples of mistreatment and kind treatment of animals

As you watch the film, continue to add to your lists.