Wednesday, October 16, 2013

Wednesday, October 16th, 2013 (ED Schedule)

Ø Wednesday, October 16th, 2013
Ø ED Schedule (out at 11:25)

When You Come In
1.      Grab a Peer Conference sheet.
2.     Pull your essay up on computer.
3.     Share with the partner I give you in a sec.

Ø  Quizlet = Vocab List #4

Peer Conference
1.      DONE! Share your doc with the partner I’ve assigned you.
2.     Take a couple of minutes to talk to your partner about what you are most concerned with in this draft. 
3.     Using the rubric, go through your partner’s paper sentence by sentence, word by word.
4.     Make comments on the rough draft thoroughly and thoughtfully; make sure you address all items on the rubric.
5.     Comment on both strengths and weaknesses.
6.    Finally, fill out the rubric by circling numbers that show the writer where he/she is right now, target-wise.
7.     Return the rubric to your partner.  (Do NOT turn it in to me.  I will look at it when it comes in with the final draft.)

When You Finish the Peer Conference
1.      Start creating your final draft; final draft is due __Monday____
a.     THEY SAY/I SAY annotations and templates
b.    Your partner’s comments on google docs
c.     My comments on your google docs
d.    Writing rubric, filled out by your partner—that’s your target
e.     Your own immense brain
2.     Quizlet (Fiction Terms)


1.      Create a final draft of your essay—due Monday (10/21)
2.     Quizlet = Fiction Terms—quiz Wednesday                         (10/23)
3.     Vocab War—final turn in on Thursday                  (10/24)

Ø Wednesday, 10/16/2013--ED Schedule (class until 9:15)
Ø It is a new day!
Announcement:  The vocab quiz will be TOMORROW, as we are short on time today.

The House on Mango Street, by Sandra Cisneros
1.      Pick up a yellow packet off the heater.
2.     Pick up the novella.

Journal (ten minutes)                         (DAILY GRADE)
1.      USE THE WHOLE TIME!  You’re almost a college freshman—you should be able to write on demand, then then expand! 
2.     Label:  Quick-Write Topic #1—Self-Definition and Identity--from your yellow Mango packet, page 16.
3.         Start @ 8:15; end @ 8:25
4.     When I call time, pair-share with the partner I give you.
5.     Write three sentences at the end of your partner’s journal that show a connection you made, or a comment you have.
6.     Trade papers back, and read each other’s comments.  J
Drop this off at my candle now for a daily grade, please.

Partner Journal Response
1.      Write your partner three sentences of specific comments, and aim for academic language in your writing. 
a.     At least three detailed sentences
                                      i.     Agree.
                                    ii.     Tell him/her if the journal made you think of a new idea/or something you hadn’t considered.
                                   iii.     Add on to an idea he/she says.
                                   iv.     Compliment their vocabulary—diction!
                                    v.     Disagree, respectfully.  J
                                   vi.     Relate to something
b.    Signed by you

Quiet, Independent Work Time
1.      The rest of the block is dedicated work time for you.  Work your way down the list of items below—all the information you need should be there.
2.     If you have a question over any of the work, please come back to my table, and we will talk quietly, so we don’t disrupt the class by shouting across the room.
3.     Please bag your computers for the rest of the block.

Reading Reminder—Annotation
1.      How Do We Annotate?   (pink sheet)
a.     Mark metaphors and similes with a symbol.
b.    Ask questions
c.     Comment.
d.    Make inferences.
e.     Motifs (an idea or object that appears repeatedly)
2.     Have this out next to you today and every day as your read.

Reading—Intro to the Novel
Ø  Daily Grade:  Read and annotate page 2.

Mango Reading Assignment #1 (all due by 8:10AM tomorrow)
1.      Start now.
2.     Annotate.
3.     Due Tomorrow for Daily/Homework Grades
a.     Yellow page 2 annotated (just to show you read it)
b.    All eight character boxes filled in on page 5 (yellow packet)
c.     Complete annotations over pages 1-30
4.     We will have a quiz FRIDAY over pages 3-30.  You prepare for this by (a) reading and annotating, and (b) quizzing yourself tonight with the study guide questions of the first thirty pages (page 3 in yellow packet)

Quizlet over Vocab #4 Words Tomorrow!  J

Creative Writing
Wednesday, 10/16/2013
ED Schedule
o   “B” lunch = 12:08-12:33
o   Dismissed @ 1:10

Visit the copy room.

When You Come In
1.      Grab your manila folder off the circle table.

Focus for the Last Seven Days
1.      Showing, Not Just Telling
2.     Revision
3.     Writing Buddies—tomorrow—please be here!
a.     Who is eating lunch?  (20)
b.    Are we staying through part of seminar? (yes)
c.     Me:  e-mail Murphy and Bus Barn
4.     Portfolio

Writing Lesson #10:  Showing, Not Just Telling
1.      Difference between “literal” and “figurative language” (blue p. 2)
2.     Least Vivid to Most Vivid (p. 2 )
3.     Diction Sandra Cisneros (p. 2)
4.     Vocabulary Variety—pink sheet reminder
5.     Imagery (Emily Bronte)   (p. 3)
6.    Imagery (Hot Chocolate Revision) (p. 4)

Writing Lesson:  Metaphors and Similes
Ø  Similes and metaphors are almost identical—they both compare two unlike things.  Similes, however, are less direct.  They use “like” or “as”.
Ø  I’m going to give you a prompt, and you finish it with a simile.
o   School is a ______Prison_________. (direct)         school = prison
o   My brother/sister is like a                    Indirect; uses “like” or “as”
§  Mosquito
§  Combine
§  week-old veggie pizza slice     (simile)
Simile Notes = page 4 with the columns below

Ø  Similes often compare two things that don’t have much in common.  This makes the comparison more striking.
Ø  For example, someone might say, “Her eyes are like stars.”  The two things being compared are eyes and stars, which are not similar, at first glance.
Ø  Her eyes = stars
Ø  What the writer wants to suggest, though, is the brightness of the eyes, or the magic and mystery the eyes hold—like distant stars.

1.     Below are two lists of words.  Match each word on the left with a word on the right.
2.     Use the two words to write a simile.
3.     We’ll share some aloud.

            COLUMN ONE         COLUMN TWO
                        Hair                                        brick
                        Smile                                     snow
                        Puppy                                   waterfall
                        Car                                          tree
                        Test                                       sunshine
Start @ 11:47; end at 11:50-ish
1.     The seven-page Spanish test was like a brick pounding down on my GPA.
2.     The PUPPY had a yelp as ear-shattering as a BRICK through a glass                                       window.
3.     His SMILE was as genuine as SNOW in the Sahara.
4.    The PUPPY stood as still as a TREE, waiting to attack his sister.
5.     The Alg II TEST was so hard, it was like trying to climb a WATERFALL.
Kennedy:  The TEST stopped me like a BRICK in the face.
Mariah:  The TEST was like a WATERFALL, flowing downhill from the start.
MW:  The Spanish TEST was as hard as cutting down a TREE with a handsaw.
M:  The busy CARS in rush hour looked like a WATERFALL of lights.
K:  Her HAIR was like a maple TREE in fall:  poofy, red and falling out.
CT:  Her SMILE was as bright as SUNSHINE (after a storm MP).
MS:  The TEST melting my brain like SNOW in the summertime.
MC:  Her HAIR was a white as SNOW.
KF:  The PUPPY was sliding through the house like SNOW on a hardwood floor.

Revision Workshop Time
2.     DONE!  Sense Poem (blue page 30)
3.     DONE!  Read the directions, and discuss the models.
4.    Get a copy of the rubric, and review it with me.  What are you attempting to perfect in the final draft?
5.     Review your peer conference comments.
6.    Review my comments.
7.     Create a revised, final draft of the Sense Poem.
8.    Print a final copy, and use it to fill out the rubric carefully.
9.    Thoughtfully complete the rubric.

Sense Poem Revision Turn-In Order
Ø  Top:                Rubric
Ø  Bottom:         Final Draft
Ø  Staple, and put it next to my candle.

1.     Get out your pink revision sheet, and re-read the requirements and expectations.  You are responsible for that information.
2.     On google drive, pull up one of your four revision choices, and revise until I stop you, please.  Remember, revisions are ten percent of your entire term grade.

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