Chapter 10-12 Ra Ta Ta Presentations.
4th block only Ch R26 10-12 TEWWG Quiz-80% Remember if absent, 3 TEWWG assignments can be dropped from your grade.
Read the Rest of Chapters 13-16 in class. 5th R27-Chapter 13-16 Quiz taken. 4th block to take at the beginning of the next class.
R13-16 Ra Ta Ta presenters drawn and to present at the beginning of the next class. Everyone's name has been drawn now.
All students told to read Chapters 17-20 at home. It is important they read the last part of the book for the final exam on Monday, June 3. An extra credit Exit 15 was distributed to all students and is optional, although completing it will help prepare for the test.
All student markings/logs for each chapter are turned in on the day of your Ra Ta Ta for all markings up until your Ra Ta Ta chapters. Any markings after your book/logs are checked should be submitted on June 3 or anytime during the last week of school.
Chapter assignments on grade:
1, 2-3, 4-5, 6-9, 10-12, 13-16, 17-20.
Final exam June 3. Students have an option to write one essay or take the multiple choice exam.
5/31/13
5/28/13
English III 5/28
Chapter 4-5 Ra Ta Ta Presenters last chance to present in class.
Chapters 6-9 Reviewed by Ms. Batten. Exit 13 past due. Submit Exit 14 today after review.
R26-Ch 10-12 Quiz given to 5th. 4th to take at the beginning of the next class. Must read at home.
Chapters 13-14 Read at Home. Chapters 15-16 reading the next class. Chapter 13-16 Quiz next class.
Ra Ta Ta students drawn for Chapters 10-12. To present the next class.
Final Exam June 3. All book markings will be checked at Ra Ta Ta time or on or before Final Exam Day.
Each student should have submitted logs/shown Ms. Batten their book markings for
Ch 1
Ch2-3
Ch 4-5
Ch 6-9
Ch 10-12
Ch 13-16
Ch 17-20
Remember 3 Quizzes/Book Markings or Exit slips can be dropped from your grade.
Chapters 6-9 Reviewed by Ms. Batten. Exit 13 past due. Submit Exit 14 today after review.
R26-Ch 10-12 Quiz given to 5th. 4th to take at the beginning of the next class. Must read at home.
Chapters 13-14 Read at Home. Chapters 15-16 reading the next class. Chapter 13-16 Quiz next class.
Ra Ta Ta students drawn for Chapters 10-12. To present the next class.
Final Exam June 3. All book markings will be checked at Ra Ta Ta time or on or before Final Exam Day.
Each student should have submitted logs/shown Ms. Batten their book markings for
Ch 1
Ch2-3
Ch 4-5
Ch 6-9
Ch 10-12
Ch 13-16
Ch 17-20
Remember 3 Quizzes/Book Markings or Exit slips can be dropped from your grade.
5/21/13
English III 5/21
New calendar distributed
English III EOC-80 minutes
Exit 13-Ch 4-5-17 points distributed. Due at the beginning of the next class-80%
Exit 14-Ch6-9-13 points distributed. Due at the end of class 5/23.
Ch 10-12 Quiz, 5/28 at the beginning of class.
English III EOC-80 minutes
Exit 13-Ch 4-5-17 points distributed. Due at the beginning of the next class-80%
Exit 14-Ch6-9-13 points distributed. Due at the end of class 5/23.
Ch 10-12 Quiz, 5/28 at the beginning of class.
5/20/13
5/17 English III
Chapter 2-3 presenters-4th block
Ch 4-5 Presenters-some present today. To finish next class.
Markings checked-all students drawn for Chapter 1-5. All markings in book/all logs graded for chapters presenting for TEWWG Ra Ta TA and every chapter prior. Each reading section is a 20 point assignment.
R22-Ch 1, R23- Ch 2-3 R24-Ch 4-5 80%
Students didn't take Ch 4-5 Quiz due to lack of time. Exit 13-Chapter 4-5 TEWWG-Complete for Chapters 4-5 to be given out next class. Students will complete Exit 13 after EOC and submit.
By Thursday, students will read Chapters 6-9 and complte Exit 14-Ch 6-9 TEWWG at home.
No one will present for Chapters 6-9, rather whole class will discuss with Batten leading.
English EOC
Ch 4-5 Presenters-some present today. To finish next class.
Markings checked-all students drawn for Chapter 1-5. All markings in book/all logs graded for chapters presenting for TEWWG Ra Ta TA and every chapter prior. Each reading section is a 20 point assignment.
R22-Ch 1, R23- Ch 2-3 R24-Ch 4-5 80%
Students didn't take Ch 4-5 Quiz due to lack of time. Exit 13-Chapter 4-5 TEWWG-Complete for Chapters 4-5 to be given out next class. Students will complete Exit 13 after EOC and submit.
By Thursday, students will read Chapters 6-9 and complte Exit 14-Ch 6-9 TEWWG at home.
No one will present for Chapters 6-9, rather whole class will discuss with Batten leading.
English EOC
5/15/13
5/15 English III
Ch 2-audio finished
Students take R23-Ch 2-3 Quiz TEWWG
Ra Ta Ta presenters-5th block only/ 4th goes next class at beginning of class
Presenters drawn for next class and assigned pages numbers for Ch 4-5. Presenters today turn in markings or show them for Chapters 1-3. For Friday, they will submit all markings through Chapter 5.
Ch 4-5 Quiz-next class. Read at home.
5/21 English EOC
Students take R23-Ch 2-3 Quiz TEWWG
Ra Ta Ta presenters-5th block only/ 4th goes next class at beginning of class
Presenters drawn for next class and assigned pages numbers for Ch 4-5. Presenters today turn in markings or show them for Chapters 1-3. For Friday, they will submit all markings through Chapter 5.
Ch 4-5 Quiz-next class. Read at home.
5/21 English EOC
5/14/13
English III 5/13
Exit 12-Zora-20 points-past due
DO not copy or let others copy. If you are caught copying someone's work or letting them copy, you both will get a zero on the assignment and NOT be able to make it up.
TEWWG Chapter 1-time given to students to go back and mark text (if own book) or complete R22 Ch 1 log, if a book was checked out from the school.
-Ms. Batten reviewed how to complete the logs by going back over page 1 and how it could have been logged. Students istructed to get a minimum of 20 markings per chapter on their log/in their book. They do not have to summarize. If the chapter is 7 pages, they need to mark/log through all 7 pages.
Students given time to read Ch 2-3 TEWWG in class. Students instructed to finish reading both chapters before the next class. Audio is played for students who want to listen to how eye dialect is supposed to be read. Quiz on Ch 2-3, next class. Ch 4-5 also supposed to be read the next class, but most likely will be postponed one class until we catch up.
Students drawn for Ra Ta Ta TEWWG and explanation given. Students drawn each class (5 or more) will have to present pages from the Chapters read by all students. They also will have to turn in all ungraded markings/logs. Students do not have to show their markings or turn in their logs until their name is drawn. They should always be caught up with their markings/log according to the schedule and because we will be taking quizzes daily in class. Every student's markings/logs will be graded eventually.
Students taught how to do TEWWG Ra Ta Ta. With pages given to you, simply point out the excerpt from from the book your quote came from to the class, read some of this excerpt, explain how you marked it and why you marked it. Share at least 3 markings, no more than 5. Choose the best markings to share with the class for your page numbers and try to cover important items. If a student misses their Ra Ta Ta, it will result in a zero assessment grade until they do it. Other students can volunteer to do it for a better Ra Ta Ta score or to get it out of the way.
R22-Ch 1 TEWWG Quiz-80%-25 points taken in class, graded and shown to students.
Students get to drop 3 overall assessments for TEWWG, markings or quizzes.
DO not copy or let others copy. If you are caught copying someone's work or letting them copy, you both will get a zero on the assignment and NOT be able to make it up.
TEWWG Chapter 1-time given to students to go back and mark text (if own book) or complete R22 Ch 1 log, if a book was checked out from the school.
-Ms. Batten reviewed how to complete the logs by going back over page 1 and how it could have been logged. Students istructed to get a minimum of 20 markings per chapter on their log/in their book. They do not have to summarize. If the chapter is 7 pages, they need to mark/log through all 7 pages.
Students given time to read Ch 2-3 TEWWG in class. Students instructed to finish reading both chapters before the next class. Audio is played for students who want to listen to how eye dialect is supposed to be read. Quiz on Ch 2-3, next class. Ch 4-5 also supposed to be read the next class, but most likely will be postponed one class until we catch up.
Students drawn for Ra Ta Ta TEWWG and explanation given. Students drawn each class (5 or more) will have to present pages from the Chapters read by all students. They also will have to turn in all ungraded markings/logs. Students do not have to show their markings or turn in their logs until their name is drawn. They should always be caught up with their markings/log according to the schedule and because we will be taking quizzes daily in class. Every student's markings/logs will be graded eventually.
Students taught how to do TEWWG Ra Ta Ta. With pages given to you, simply point out the excerpt from from the book your quote came from to the class, read some of this excerpt, explain how you marked it and why you marked it. Share at least 3 markings, no more than 5. Choose the best markings to share with the class for your page numbers and try to cover important items. If a student misses their Ra Ta Ta, it will result in a zero assessment grade until they do it. Other students can volunteer to do it for a better Ra Ta Ta score or to get it out of the way.
R22-Ch 1 TEWWG Quiz-80%-25 points taken in class, graded and shown to students.
Students get to drop 3 overall assessments for TEWWG, markings or quizzes.
5/9/13
English III 5/9
Start with quote of the day: participation activity
Finish Exit 12:Zora
class discusses, looks in Zora books, and views power-point on Harlem Renaissance
Students submit Exit 12
Marking key explained-students look at bookmarks
C: Culture, anything that relates to her beliefs, religion, the way she lives
H: History, anything reflecting the time period they live in
P, M, S- Put a squiggly line under the quote you think is a device and then label it as P for personification, M for metaphor, or S for simile
box symbols- box them every time you see them, because eventually you will have an essay relating to symbolism and it will help if you have them all marked ahead of time
Underline main idea/important details- DO NOT underline everything. Reserve the underline for whats extremely important or you think I might ask you quiz questions about.
Character names-Circle the first time you see a character. You do not have to circle them every time.
G-Gender roles-If you see anything that relates to a woman or man's role in society, mark it with a G.
Q-Quote that stands out-these are quotes in which you really like the way she worded something, its stands out as significant and can be any excerpt from the book when the narrator or a character is talking.
:(-tragedy- A lot of tragic, sad things happen to the main character. Mark them with the sad face.
Class learns how to mark Chapter 1 in a book (that they own) or on a piece of paper (if borrowing a book from school or library)
Everyone reads pg 1 together and discusses potential markings
If doing on your own paper:
Put reading entry # R22-Chapter 1 Marking The title: TEWWG Author: Zora Neale Hurston
Pages in reading section: Chapter 1 pgs 1-7
Put columns
Page/ Quote/ Marking/ Extra (explain marking)
1 "ships at a distance have G, M~ Every man gets a dream.
every man's wish on board." comparing dreams to cargo.
1 "Now women..the dream is G Women don't really get to pursue
truth." dreams because of reality.
1 "She had come back from burying Impt detail. Don't know who she is yet or who
the dead." or who she buried
1 "Their eyes flew wide open in C, H probably back then women
judgement." didn't have rights or she is from
a small town that is very religious.
1 "They passed nations through M~ They gossiped or told long stories?
People don't pass nations through
their mouths
2 "Quote from pg 2" marking Information that helps me
understand why you marked
it this way.
Must continue marking anything from bookmark until the last page of the reading section,
which in this chapter goes to pg 7, in most books. There shouldn't be holes from page to
page. Students documenting markings should list a minimum of 20 items per chapter.
If marking in book, simply mark the item in the text and be prepared to present or explain
to class or Ms. Batten.
Next class 10 minutes given to finish marking Ch 1, class discussion, Quiz on Ch 1.
Read and mark Ch 2-3, quiz in class Ch 2.
Ra Ta Ta discussion and markings check.
Finish Exit 12:Zora
class discusses, looks in Zora books, and views power-point on Harlem Renaissance
Students submit Exit 12
Marking key explained-students look at bookmarks
C: Culture, anything that relates to her beliefs, religion, the way she lives
H: History, anything reflecting the time period they live in
P, M, S- Put a squiggly line under the quote you think is a device and then label it as P for personification, M for metaphor, or S for simile
box symbols- box them every time you see them, because eventually you will have an essay relating to symbolism and it will help if you have them all marked ahead of time
Underline main idea/important details- DO NOT underline everything. Reserve the underline for whats extremely important or you think I might ask you quiz questions about.
Character names-Circle the first time you see a character. You do not have to circle them every time.
G-Gender roles-If you see anything that relates to a woman or man's role in society, mark it with a G.
Q-Quote that stands out-these are quotes in which you really like the way she worded something, its stands out as significant and can be any excerpt from the book when the narrator or a character is talking.
:(-tragedy- A lot of tragic, sad things happen to the main character. Mark them with the sad face.
Class learns how to mark Chapter 1 in a book (that they own) or on a piece of paper (if borrowing a book from school or library)
Everyone reads pg 1 together and discusses potential markings
If doing on your own paper:
Put reading entry # R22-Chapter 1 Marking The title: TEWWG Author: Zora Neale Hurston
Pages in reading section: Chapter 1 pgs 1-7
Put columns
Page/ Quote/ Marking/ Extra (explain marking)
1 "ships at a distance have G, M~ Every man gets a dream.
every man's wish on board." comparing dreams to cargo.
1 "Now women..the dream is G Women don't really get to pursue
truth." dreams because of reality.
1 "She had come back from burying Impt detail. Don't know who she is yet or who
the dead." or who she buried
1 "Their eyes flew wide open in C, H probably back then women
judgement." didn't have rights or she is from
a small town that is very religious.
1 "They passed nations through M~ They gossiped or told long stories?
People don't pass nations through
their mouths
2 "Quote from pg 2" marking Information that helps me
understand why you marked
it this way.
Must continue marking anything from bookmark until the last page of the reading section,
which in this chapter goes to pg 7, in most books. There shouldn't be holes from page to
page. Students documenting markings should list a minimum of 20 items per chapter.
If marking in book, simply mark the item in the text and be prepared to present or explain
to class or Ms. Batten.
Next class 10 minutes given to finish marking Ch 1, class discussion, Quiz on Ch 1.
Read and mark Ch 2-3, quiz in class Ch 2.
Ra Ta Ta discussion and markings check.
5/8/13
5/7 English III
Finish R20-R21 Connections-Group Assignment-80%-APOM pgs 131-150
Due Today 5/7
Make TEWWG Bookmark with poster board provided in class. Bookmark should have all of the following markings, which you will mark throughout the reading of Their Eyes Were Watching God by Zora Neale Hurston.
C-Cultural references
H-History/reflects time
P-Personification (put a squiggly line under the text and label with P)
M-Metaphor (put a squiggly line under the text and label with M)
S-Simile ((put a squiggly line under the text and label with S)
box symbols
underline main idea or important details
circle character names the first time you see them
G-gender roles
Q-Quotes that stand out to you as powerful
:( -Tragedy/tragic event
Students last chance to get extra credit for TEWWG own copies, today.
Students without their own copy, get to go checkout book from bookroom.
Students told to read Chapter 1 for homework. The next class, 5/9, they will learn how to mark the text in their book, or if they don't have their own book, on paper.
R22-TEWWG Ch 1 Quiz-80% and mark check Ch 1- on 5/9 (everyone responsible for, as its on the calendar distributed to all students)
Exit 12-Zora-20 pts-distributed to students. Students can attach the exit slip to their answers.
1) How long did it take Hurston to write TEWWG? (1pt)
2) List 3 interesting facts about Hurston’s life.(3pts)
3) Even though her novel is fiction, name one event from Hurston’s life that she used as inspiration in the book. (1 pt)
4) Who brought Hurston out of obscurity, why did they and how did they (be specific)? (3pts)
5) What was the Harlem Renaissance? Explain in at least 2 sentences.(2pts)
6) Name one reason scholars had a problem with the name Harlem Renaissance?(1pt)
7) Name one person in Hurston's circle, their accomplishments and how they helped Hurston accomplish her dream. (3pts)
8) Why did Richard Wright criticize TEWWG? Give at least two reasons. (2pts)
9) Considering her accomplishments as a writer, what was unusual about Hurston’s death?(2pts)
10) How did Hurston’s books fight stereotypes for black women in fiction? (2pts)
Batten-lectures about Zora Neale Hurston's life and students are given a copy of the Zora booklet to answer all exit slip questions. Exit 12 Due next class, 5/9
Due Today 5/7
Make TEWWG Bookmark with poster board provided in class. Bookmark should have all of the following markings, which you will mark throughout the reading of Their Eyes Were Watching God by Zora Neale Hurston.
C-Cultural references
H-History/reflects time
P-Personification (put a squiggly line under the text and label with P)
M-Metaphor (put a squiggly line under the text and label with M)
S-Simile ((put a squiggly line under the text and label with S)
box symbols
underline main idea or important details
circle character names the first time you see them
G-gender roles
Q-Quotes that stand out to you as powerful
:( -Tragedy/tragic event
Students last chance to get extra credit for TEWWG own copies, today.
Students without their own copy, get to go checkout book from bookroom.
Students told to read Chapter 1 for homework. The next class, 5/9, they will learn how to mark the text in their book, or if they don't have their own book, on paper.
R22-TEWWG Ch 1 Quiz-80% and mark check Ch 1- on 5/9 (everyone responsible for, as its on the calendar distributed to all students)
Exit 12-Zora-20 pts-distributed to students. Students can attach the exit slip to their answers.
1) How long did it take Hurston to write TEWWG? (1pt)
2) List 3 interesting facts about Hurston’s life.(3pts)
3) Even though her novel is fiction, name one event from Hurston’s life that she used as inspiration in the book. (1 pt)
4) Who brought Hurston out of obscurity, why did they and how did they (be specific)? (3pts)
5) What was the Harlem Renaissance? Explain in at least 2 sentences.(2pts)
6) Name one reason scholars had a problem with the name Harlem Renaissance?(1pt)
7) Name one person in Hurston's circle, their accomplishments and how they helped Hurston accomplish her dream. (3pts)
8) Why did Richard Wright criticize TEWWG? Give at least two reasons. (2pts)
9) Considering her accomplishments as a writer, what was unusual about Hurston’s death?(2pts)
10) How did Hurston’s books fight stereotypes for black women in fiction? (2pts)
Batten-lectures about Zora Neale Hurston's life and students are given a copy of the Zora booklet to answer all exit slip questions. Exit 12 Due next class, 5/9
5/3/13
5/3 English III
Submit 2 articles (was homework- related to the following topic: American students are undereducated and either don't realize this, don't care or find themselves lacking knowledge needed for college or the workforce. Remember to email them to battens@duvalschools.org, put your printed versions to the in basket or give them to Ms. Batten via your USB or thumbdrive. 20%
Jaywalking segment shown to students and discussed as a class. Jaywalking is where Jay Leno, The Tonight Show host walks around asking common knowledge questions to every day people.
Jaywalking-Part 1
Jaywalking-Part 2
Discussion Question: After watching both clips, does this segment Jay Leno does reveal anything about the true intelligence of the people he is questioning? Explain.
4th-Learns Connection-see notes from last blog given to 5th block.
5th-Reviewed Connections.
Don't be vague: This reminded Cindy of baseball (not enough detail). Sam connected because he saw this in a book. (in what book) Mary related to the violence on the news. (Be more specific)
Groups given 30 to 45 minutes to work on R20-21 Connections. Due 5/7.
Calendars distributed. Students warned that they will be held responsible for everything on that calendar. The Ch1 marking and reading will be coming next Tuesday. On Thursday, we will take a quiz on Chapter 1. Students cannot use I wasn't here as an excuse for not taking a quiz, because they have when all quizzes are.
Exit 12 20 points:Zora- distributed to 5th only. Due on Tuesday, 5/7.
Jaywalking segment shown to students and discussed as a class. Jaywalking is where Jay Leno, The Tonight Show host walks around asking common knowledge questions to every day people.
Jaywalking-Part 1
Jaywalking-Part 2
Discussion Question: After watching both clips, does this segment Jay Leno does reveal anything about the true intelligence of the people he is questioning? Explain.
4th-Learns Connection-see notes from last blog given to 5th block.
5th-Reviewed Connections.
Don't be vague: This reminded Cindy of baseball (not enough detail). Sam connected because he saw this in a book. (in what book) Mary related to the violence on the news. (Be more specific)
Groups given 30 to 45 minutes to work on R20-21 Connections. Due 5/7.
Calendars distributed. Students warned that they will be held responsible for everything on that calendar. The Ch1 marking and reading will be coming next Tuesday. On Thursday, we will take a quiz on Chapter 1. Students cannot use I wasn't here as an excuse for not taking a quiz, because they have when all quizzes are.
Exit 12 20 points:Zora- distributed to 5th only. Due on Tuesday, 5/7.
5/1/13
4/29-5/1 English III
4/29- 4th- Most kids American History EOC testing. Students in class, conference about grade and work on missing assignments
5th-Conference with Batten about grade. Class discussion: Whats are some problems if someone graduates, but is not truly educated or is missing major links in their education?
5/1 Early Release
4th- Class discussion: Whats are some problems if you/students graduate, but you/they are not truly educated or are missing major links in your/their education?
What came up in discussion: You could be easily manipulated, people will take advantage of you financially, People won't take you seriously, You can't live off minimum wage $7.69 your whole life and be independent, You might not be able to get your dream job, the US won't be able to progress in the technological field, low income jobs, job finding and getting into college would be more difficult, America could become a 3rd world country, students won't know good study habits, the only knowlege they will have is being able to use smartphones or the internet, which is inaccurate information to a degree and what if it isn't always around, they will struggle in college and be forced to dropout to pursue another career, they might become content, unaware or complacent with their own ignorance (Ex: How do you feel about suffrage? People not knowing what suffrage is and arguing with those that do, unaware it isn't suffering of women.), nuclear warfare, develop a life long lack of motivation because everything was handed to them in school.
Students in danger of passing English III, must complete the following mandatory assignment. Students might be in danger of passing if they failed one semester (half of the year) or if they are currently failing this grading term.
Mandatory-if not passing English III/might not pass English III-will be graded
1. What is your plan for graduating high school if you do not pass, this class, this year? Is this plan realistic? Explain.
2. What are some conflicts/obstacles in your life which interfere with your success? Be specific and detailed as you can. Mention anything that could help you.
3. What are some self-sabotoging behaviors (mention at least two) you have? Be specific. What is your specific plan for fixing these things? Why is it important to fix some of them?
4. What will your future be like if you don't graduate high school? Explain. (Can be creative or simply answer in an elaborate way).
Time given in class to work on this assignment. Submitted in class on 5/1.
Students who didn't have to this assignment were given time to work on anything they haven't yet submitted this term or new work.
Homework assignment-Due 5/3 Bring in 2 articles that relate to American studetns lack of education, their ignorance or complacency with being ignorant. These articles can be printed, brought in on a usb drive or emailed to battens@duvalschools.org. If emailing, be sure you actually email the article or a link to the article. Try to find articles others wouldn't find. (Ms. Batten shows students how to find these articles in class. Example Article at http://endoftheamericandream.com/archives/dumb-as-a-rock-you-will-be-absolutely-amazed-at-the-things-that-u-s-high-school-students-do-not-know
(students cannot bring in this article)
5th: Connections taught.
For notetaking if needed:
Connections: Whey you can personally relate or connect to the reading.
Keywords: I connect, I remember, I relate, I recall, I was reminded of
Types of connections:
Text to text: when you see something in your text which you recall seeing in another book, movie, tv show or anything that once was a text
Text to self: when you see something in your text which happened to you or someone you are close with
Text to world: when you see something in the text that is currently happening in the world around you, current events, politics, etc
R20-21 Connections-Group-80% pg 131-150
This is the first reading entry you've ever been able to do as a group. Each of you must contribute to it and in your strategy column, make sure you use each student's name. You only need to turn in one assignment, with all of your names. Copies can be made for your portfolios. Less time will be given to complete, since you are doing this in class and with a group. You still need 5 of them per entry,
Class starts together. Students for the first time ever are allowed to use Ms. Batten's connections to start off this reading entry, however, they need to put Ms. B or Ms. Batten in front of connnections.
Ra Ta Ta done in class by Ms. Batten
pg/ quote / strategy: connections / extra
131 "God shall wipe away I (Ms. B) remember(s) going to I(Ms. B) believe(s)
all tears.." many funerals in which this verse this verse is meant
was read. More recently it was at to give solace to
my (her) friend Polly's dad's funeral mourners that their
loved one is in peace.
text-to-self
131 "valley of the I(Ms. B) connected this to a It's an allusion to the bible
shadow of popular song years ago in the song and in this book
death" by Coolio called text-to-text
Gangta's Paradise
which played in the
Dangerous Mind's
movie. This is the
chorus of that song.
You and your group will finish the rest of this assignment. Make sure you put each person's name before
their connection.
Examples: So and so connected with this because
Susie was reminded of...... because
John could relate because
W5-Gothic short/story poem 100 pts. Turned in late today for -10 points
R16 Figurative Devices Cnotes
5th-Conference with Batten about grade. Class discussion: Whats are some problems if someone graduates, but is not truly educated or is missing major links in their education?
5/1 Early Release
4th- Class discussion: Whats are some problems if you/students graduate, but you/they are not truly educated or are missing major links in your/their education?
What came up in discussion: You could be easily manipulated, people will take advantage of you financially, People won't take you seriously, You can't live off minimum wage $7.69 your whole life and be independent, You might not be able to get your dream job, the US won't be able to progress in the technological field, low income jobs, job finding and getting into college would be more difficult, America could become a 3rd world country, students won't know good study habits, the only knowlege they will have is being able to use smartphones or the internet, which is inaccurate information to a degree and what if it isn't always around, they will struggle in college and be forced to dropout to pursue another career, they might become content, unaware or complacent with their own ignorance (Ex: How do you feel about suffrage? People not knowing what suffrage is and arguing with those that do, unaware it isn't suffering of women.), nuclear warfare, develop a life long lack of motivation because everything was handed to them in school.
Students in danger of passing English III, must complete the following mandatory assignment. Students might be in danger of passing if they failed one semester (half of the year) or if they are currently failing this grading term.
Mandatory-if not passing English III/might not pass English III-will be graded
1. What is your plan for graduating high school if you do not pass, this class, this year? Is this plan realistic? Explain.
2. What are some conflicts/obstacles in your life which interfere with your success? Be specific and detailed as you can. Mention anything that could help you.
3. What are some self-sabotoging behaviors (mention at least two) you have? Be specific. What is your specific plan for fixing these things? Why is it important to fix some of them?
4. What will your future be like if you don't graduate high school? Explain. (Can be creative or simply answer in an elaborate way).
Time given in class to work on this assignment. Submitted in class on 5/1.
Students who didn't have to this assignment were given time to work on anything they haven't yet submitted this term or new work.
Homework assignment-Due 5/3 Bring in 2 articles that relate to American studetns lack of education, their ignorance or complacency with being ignorant. These articles can be printed, brought in on a usb drive or emailed to battens@duvalschools.org. If emailing, be sure you actually email the article or a link to the article. Try to find articles others wouldn't find. (Ms. Batten shows students how to find these articles in class. Example Article at http://endoftheamericandream.com/archives/dumb-as-a-rock-you-will-be-absolutely-amazed-at-the-things-that-u-s-high-school-students-do-not-know
(students cannot bring in this article)
5th: Connections taught.
For notetaking if needed:
Connections: Whey you can personally relate or connect to the reading.
Keywords: I connect, I remember, I relate, I recall, I was reminded of
Types of connections:
Text to text: when you see something in your text which you recall seeing in another book, movie, tv show or anything that once was a text
Text to self: when you see something in your text which happened to you or someone you are close with
Text to world: when you see something in the text that is currently happening in the world around you, current events, politics, etc
R20-21 Connections-Group-80% pg 131-150
This is the first reading entry you've ever been able to do as a group. Each of you must contribute to it and in your strategy column, make sure you use each student's name. You only need to turn in one assignment, with all of your names. Copies can be made for your portfolios. Less time will be given to complete, since you are doing this in class and with a group. You still need 5 of them per entry,
Class starts together. Students for the first time ever are allowed to use Ms. Batten's connections to start off this reading entry, however, they need to put Ms. B or Ms. Batten in front of connnections.
Ra Ta Ta done in class by Ms. Batten
pg/ quote / strategy: connections / extra
131 "God shall wipe away I (Ms. B) remember(s) going to I(Ms. B) believe(s)
all tears.." many funerals in which this verse this verse is meant
was read. More recently it was at to give solace to
my (her) friend Polly's dad's funeral mourners that their
loved one is in peace.
text-to-self
131 "valley of the I(Ms. B) connected this to a It's an allusion to the bible
shadow of popular song years ago in the song and in this book
death" by Coolio called text-to-text
Gangta's Paradise
which played in the
Dangerous Mind's
movie. This is the
chorus of that song.
You and your group will finish the rest of this assignment. Make sure you put each person's name before
their connection.
Examples: So and so connected with this because
Susie was reminded of...... because
John could relate because
W5-Gothic short/story poem 100 pts. Turned in late today for -10 points
R16 Figurative Devices Cnotes
4/23/13
4/17 English III-4/23
FCAT Schedule
M&M 60-62
60. vicissitude: n a change, regular alternation from one thing to another (night to day)
Prefix: vicis: instead of, turn, change root: cedere: to go suffix: tude: abstract noun
Model sentence: The daily vicissitude of movement from block to block becomes repetitive and mundane.
61. cacophony: n a harsh, discordant sound, unpleasant sound
Prefix: kakos/caco: bad, evil Root: phon: sound/tone Suffix: y: adjectives, characteristics
The cacophony of students talking while they were given time to complete the Raven packet made me cringe.
62. profligate: adj; shamelessly immoral, corrupt, wildly extravagant, reckleessly wasteful
Prefix: pro: for, in favor of root: flig: destroy, damage suffix: ate: verbs, adj
Model: The profligate students wasted over 80 minutes of work time by talking instead of completing their assessment.
Record the chart for each word and write your own sentences using context clues.
The Raven read with 4th block.
The Raven reviewed in detail. Class goes over each device and examples in the text are given to help students with marking.
2nd half of packet is 25 points of 50 point grade, make sure you complete it as accurately as possible
2nd half help
Point of View 1st person: uses I, person telling the story is in the story
2nd person: uses you, speaks directly to the reader
3rd person: uses he, she, it, they, typically told by a narrator who is not a part of the story
Speaker: describe who is speaking in the poem; narrator isn't descriptive enough
Theme: Must be a lesson or message Poe is sending with this poem. What do you think he was trying to teach you or what message is he sending. Make sure it is a complete sentence.
Overall tone: Must be how Poe felt about this poem and subject matter
Mood: Can shift, and its how you are supposed to feel while reading the poem.
Definitions: look up on dictionary.com or use context of poem to infer meanings
For the following, do not copy verbatim from this blog. Instead use this to help you do your own work or elaborate the examples provided with your own words.
Alliteration:
left side Right side
25-30 The D sound repeats
Perhaps he uses the D sound to mimic a heartbeat
because he is really excited at this point
Repetition
left side Right side
lines 4-5 rapping to emphasize the repetitive knocking sound heard
by the speaker, someone wouldn't just know once
Onomatopoeia:
left side Right side
72 Croak This could simply refer to the odd sound the Raven makes
or maybe Poe uses this work because croak is associated
with death, and the Raven is a symbol of death
Metaphors/similes
left side Right side
8 separate dying ember/wrought He is comparing the fire to a ghost. Maybe he is staring
its ghost into the fire and he sees Lenore, or everywhere he
looks he might be haunted by her memory
Allusion
left side Right side
98 Pluto Roman God of the underworld-after life. He tells
the bird to go backe to "Plutonian's shore" or Hell
after the bird tells him he will never see Lenore again.
Symbolism
left side Right side
Raven death, bad fortune, his grief, the memory of Lenore
which will never, ever leave him
December end of year, ending and new year, forces of darkness
mourning, hard times
Remember The Raven Packet is due 4/19 for 50 points/80%
W5-Short Story/Poem-100 points is due by 4/26 for 100 points/80%. The checklist must be
turned in, filled out and followed for credit.
Their Eyes Were Watching God by Zora Neale Hurston-Due by 4/26, must be your copy so
you can write in it, must label name on all sides of spine, must bring to class daily-40 points.
Extra credit will go
4/23
4th: work period- 2 hours to work on R17-R18 visualizing-20 pt assessment if not done
R19 Raven packet-completely marked and inside done
W5-Gothic short story/poem due 4/26 for 100 points. MUST
follow checklist, complete, and mark story or poem for credit.
-Ms Batten available this block for tutoring and help
down each day after 4/26.
M&M 60-62
60. vicissitude: n a change, regular alternation from one thing to another (night to day)
Prefix: vicis: instead of, turn, change root: cedere: to go suffix: tude: abstract noun
Model sentence: The daily vicissitude of movement from block to block becomes repetitive and mundane.
61. cacophony: n a harsh, discordant sound, unpleasant sound
Prefix: kakos/caco: bad, evil Root: phon: sound/tone Suffix: y: adjectives, characteristics
The cacophony of students talking while they were given time to complete the Raven packet made me cringe.
62. profligate: adj; shamelessly immoral, corrupt, wildly extravagant, reckleessly wasteful
Prefix: pro: for, in favor of root: flig: destroy, damage suffix: ate: verbs, adj
Model: The profligate students wasted over 80 minutes of work time by talking instead of completing their assessment.
Record the chart for each word and write your own sentences using context clues.
The Raven read with 4th block.
The Raven reviewed in detail. Class goes over each device and examples in the text are given to help students with marking.
2nd half of packet is 25 points of 50 point grade, make sure you complete it as accurately as possible
2nd half help
Point of View 1st person: uses I, person telling the story is in the story
2nd person: uses you, speaks directly to the reader
3rd person: uses he, she, it, they, typically told by a narrator who is not a part of the story
Speaker: describe who is speaking in the poem; narrator isn't descriptive enough
Theme: Must be a lesson or message Poe is sending with this poem. What do you think he was trying to teach you or what message is he sending. Make sure it is a complete sentence.
Overall tone: Must be how Poe felt about this poem and subject matter
Mood: Can shift, and its how you are supposed to feel while reading the poem.
Definitions: look up on dictionary.com or use context of poem to infer meanings
For the following, do not copy verbatim from this blog. Instead use this to help you do your own work or elaborate the examples provided with your own words.
Alliteration:
left side Right side
25-30 The D sound repeats
Perhaps he uses the D sound to mimic a heartbeat
because he is really excited at this point
Repetition
left side Right side
lines 4-5 rapping to emphasize the repetitive knocking sound heard
by the speaker, someone wouldn't just know once
Onomatopoeia:
left side Right side
72 Croak This could simply refer to the odd sound the Raven makes
or maybe Poe uses this work because croak is associated
with death, and the Raven is a symbol of death
Metaphors/similes
left side Right side
8 separate dying ember/wrought He is comparing the fire to a ghost. Maybe he is staring
its ghost into the fire and he sees Lenore, or everywhere he
looks he might be haunted by her memory
Allusion
left side Right side
98 Pluto Roman God of the underworld-after life. He tells
the bird to go backe to "Plutonian's shore" or Hell
after the bird tells him he will never see Lenore again.
Symbolism
left side Right side
Raven death, bad fortune, his grief, the memory of Lenore
which will never, ever leave him
December end of year, ending and new year, forces of darkness
mourning, hard times
Remember The Raven Packet is due 4/19 for 50 points/80%
W5-Short Story/Poem-100 points is due by 4/26 for 100 points/80%. The checklist must be
turned in, filled out and followed for credit.
Their Eyes Were Watching God by Zora Neale Hurston-Due by 4/26, must be your copy so
you can write in it, must label name on all sides of spine, must bring to class daily-40 points.
Extra credit will go
4/23
4th: work period- 2 hours to work on R17-R18 visualizing-20 pt assessment if not done
R19 Raven packet-completely marked and inside done
W5-Gothic short story/poem due 4/26 for 100 points. MUST
follow checklist, complete, and mark story or poem for credit.
-Ms Batten available this block for tutoring and help
down each day after 4/26.
4/15/13
4/15 English III
5th block ONLY-due to FCAT schedule
-Read W5-Gothic Short Story/Poem packet together. Batten emphasized students must use checklist to write their story, and must fill out the checklist and submit it with their story/poem which is due before or on 4/26, next Friday. 100 pts/80%
Class is to review "The Raven" packet together next class.
Work period:
Work on W5-plot outline, R19 marking devices in "Raven" or R17-R18 Visualizing.
Xaynah teaches how to do visualizing Ra Ta Ta on board. Students are still not being descriptive enough. For example,
pg 113 "Merrill was also good-looking, in an intense, pale, slightly undernourished way."
Instead of: I see him looking bad.
I see him as handsome.
I see his light face.
I hear him standing at the pulpit.
Be descriptive and visual:
Xaynah's example: I see a pale skinny man with a slight smile and a deep widow's peak.
For extra: use it in a helpful, useful way which reflects deeper thinking.
Don't: Why is he good looking? (no point at all in this question)_
Is he pale? (no point at all in this question)
Is he hungry? (emphasis is on that he is thin, not hungry and question is insignificant to description)
Xaynah's example: His smile is embarrassed? Whad does that mean? (Reflects student is searching for author's deeper meaning behind describing a smile in a peculiar way.)
Students told to bring in Their Eyes Were Watching God by Zora Neale Hurston for 40 extra credit points on or before 4/22. After 4/22 the 40 extra credit points drop each day.
Reminders:
Due by 4/19 The Raven packet marked with inside completed thoroughly
Due by 4/26 or before (no class 4/26-turn it in before this date or to Ms. Batten anyway) W5 Gothic Short Story or poem and Their Eyes Were Watching God novel
-Read W5-Gothic Short Story/Poem packet together. Batten emphasized students must use checklist to write their story, and must fill out the checklist and submit it with their story/poem which is due before or on 4/26, next Friday. 100 pts/80%
Class is to review "The Raven" packet together next class.
Work period:
Work on W5-plot outline, R19 marking devices in "Raven" or R17-R18 Visualizing.
Xaynah teaches how to do visualizing Ra Ta Ta on board. Students are still not being descriptive enough. For example,
pg 113 "Merrill was also good-looking, in an intense, pale, slightly undernourished way."
Instead of: I see him looking bad.
I see him as handsome.
I see his light face.
I hear him standing at the pulpit.
Be descriptive and visual:
Xaynah's example: I see a pale skinny man with a slight smile and a deep widow's peak.
For extra: use it in a helpful, useful way which reflects deeper thinking.
Don't: Why is he good looking? (no point at all in this question)_
Is he pale? (no point at all in this question)
Is he hungry? (emphasis is on that he is thin, not hungry and question is insignificant to description)
Xaynah's example: His smile is embarrassed? Whad does that mean? (Reflects student is searching for author's deeper meaning behind describing a smile in a peculiar way.)
Students told to bring in Their Eyes Were Watching God by Zora Neale Hurston for 40 extra credit points on or before 4/22. After 4/22 the 40 extra credit points drop each day.
Reminders:
Due by 4/19 The Raven packet marked with inside completed thoroughly
Due by 4/26 or before (no class 4/26-turn it in before this date or to Ms. Batten anyway) W5 Gothic Short Story or poem and Their Eyes Were Watching God novel
4/12/13
4/11 English III
Make sure you have the following words for the new set of M&M, record the charts and write your own sentence using context clues.
53. panacea n. cure all
Prefix: pan: all,every Root:akos:cure Suffix:ia: typically as in names of diseases
Model: Some feel Airborne is a panacea for all illnesses, while others feel it's a hoax.
54. synergy n. interaction of elements, cooperation
Prefix: syn: together Root: ergon: work Suffix: y: forms nouns and adj
Model: The synergy of this class could be improved if everyone was here every day, on time, working together at the same pace.
55. contiguous adj: touching, alongside, in contact
Prefix: con: together, with Root: tingere: to touch Suffix: -ous: forms adj
Model: The couple was separated by their teacher because of their contiguous behavior in class.
56. gratuitous free, voluntary, given without charge
Root: gratia: favor Suffix: -ous: forms adj
Model: In American public schools, students receive a gratuitous education, because they don't have to pay for the knowledge they receive.
57. indigenous: native, original, inhabitant, natural, inherent
Prefix: indu/endo: in or within Root: gen: produce Suffix: -ous: forms adj
Model: Sugarhill Gang's Rapper's Delight is indigenous because it influenced much of modern day rap.
58. brevity: shortness of time or duration; briefness
Prefix: x Root: brief: short Suffix: -ity: forms abstract nouns
Model: Due to FCAT, the brevity of time students will spend in English class will be minimal.
59. corroborated: verify, support, validate.
Prefix: cor/con: together, with Root:robust: strong Suffix: -ate: forms adj
Model: The lack of completed Raven packets and missing words corroborated the substitute's story that 5th block was off task and breaking class rules.
Batten review R19-Raven packet in detail, which students received last week. Directions are thoroughly discusses with examples of each device in the poem. Read background, summary, completed point of view
4th: listened to poem and started marking
5th: hasn't listened yet
R19-Raven Packet-Due By Friday 4/19 50 pts/80%
W5-Gothic Short Story/Poem assigned-100 pts/80%-follow packet. Due 4/25 or 4/26.
FCAT schedule next two weeks
Homeroom every day until 7:45 a.m.
M 4/15:HR, 7th, 6th, 5th
T 4/16: HR, 7th, 3rd, 2nd
W 4/17 HR, 4th, 6th, 5th
R 4/18 HR, 1st, 3rd, 2nd
F 4/19 Regular B day schedule (R19-Raven Packet Due-50 pts/80%)
M 4/22:HR, 7th, 3rd, 2nd
T 4/23:HR, 7th, 6th, 5th
W 4/24 HR, 1st, 3rd, 2nd
R 4/25 HR, 4th, 6th, 5th
F 4/19 HR Regular A day schedule (W5-Gothic short story/poem- Due-100 pts/80%)
53. panacea n. cure all
Prefix: pan: all,every Root:akos:cure Suffix:ia: typically as in names of diseases
Model: Some feel Airborne is a panacea for all illnesses, while others feel it's a hoax.
54. synergy n. interaction of elements, cooperation
Prefix: syn: together Root: ergon: work Suffix: y: forms nouns and adj
Model: The synergy of this class could be improved if everyone was here every day, on time, working together at the same pace.
55. contiguous adj: touching, alongside, in contact
Prefix: con: together, with Root: tingere: to touch Suffix: -ous: forms adj
Model: The couple was separated by their teacher because of their contiguous behavior in class.
56. gratuitous free, voluntary, given without charge
Root: gratia: favor Suffix: -ous: forms adj
Model: In American public schools, students receive a gratuitous education, because they don't have to pay for the knowledge they receive.
57. indigenous: native, original, inhabitant, natural, inherent
Prefix: indu/endo: in or within Root: gen: produce Suffix: -ous: forms adj
Model: Sugarhill Gang's Rapper's Delight is indigenous because it influenced much of modern day rap.
58. brevity: shortness of time or duration; briefness
Prefix: x Root: brief: short Suffix: -ity: forms abstract nouns
Model: Due to FCAT, the brevity of time students will spend in English class will be minimal.
59. corroborated: verify, support, validate.
Prefix: cor/con: together, with Root:robust: strong Suffix: -ate: forms adj
Model: The lack of completed Raven packets and missing words corroborated the substitute's story that 5th block was off task and breaking class rules.
Batten review R19-Raven packet in detail, which students received last week. Directions are thoroughly discusses with examples of each device in the poem. Read background, summary, completed point of view
4th: listened to poem and started marking
5th: hasn't listened yet
R19-Raven Packet-Due By Friday 4/19 50 pts/80%
W5-Gothic Short Story/Poem assigned-100 pts/80%-follow packet. Due 4/25 or 4/26.
FCAT schedule next two weeks
Homeroom every day until 7:45 a.m.
M 4/15:HR, 7th, 6th, 5th
T 4/16: HR, 7th, 3rd, 2nd
W 4/17 HR, 4th, 6th, 5th
R 4/18 HR, 1st, 3rd, 2nd
F 4/19 Regular B day schedule (R19-Raven Packet Due-50 pts/80%)
M 4/22:HR, 7th, 3rd, 2nd
T 4/23:HR, 7th, 6th, 5th
W 4/24 HR, 1st, 3rd, 2nd
R 4/25 HR, 4th, 6th, 5th
F 4/19 HR Regular A day schedule (W5-Gothic short story/poem- Due-100 pts/80%)
4/9/13
4/9 English III
SUB Plan
Students sent to testing locations if applicable.Notice given to inform students of FCAT practice if they are interested,
and gives them their FCAT location and date. Explorer is optional and is only if they would like help before
testing.
4th/5th
Block Lesson
Students are to add words 55, 56, and 57 to their words 53
and 54. (Middle of board) For each they should, record the chart, infer the
definition and write their own sentence.
Next, students are to work on R19 Raven Packet. Please
remind them to use the key at the top of their packet. For example Alliteration
says to circle consonants, many students ignore this and circle the whole word,
which will result in a loss of point for alliteration. You might remind them to
circle the sound (might be more than one letter)h not just the letter. It has
been suggested to them to use a pencil for easy fixes. Also students should
only mark one device at a time to avoid confusion. Once marking pages 1-4 they
should answers the questions on 5-8 to the best of their ability. They should
NOT COPY from each other, and should work on this alone. Packet should be done
by the next class.
4/4/13
4/4 English III
4/4
Add the following notes about metaphor, simile,
personification, alliteration, internal/external rhyme, repetition,
onomatopoeia to R16 Cnotes. Raven packet distributed. R17-R18 Due.
Alliteration:
Repeated consonant sounds
occurring at the beginning of words (within or at the end of words is called consonance)
Alliteration signifies
importance, makes words memorable
Example: She was wide-eyed and wondering
while she waited for Walter to waken.
Proper
alliteration is NOT a repetition of letters; it is a repetition of sound.
For example, never and
knight alliterate because they begin with the same consonant sound.
Conversely, even though tin and thank
begin with the same letter, they do not alliterate because they don’t begin
with the same consonant sound.
Onomatopoeia: Words that
mimic or sound like what they describe
Example: “woosh”, “beep”,“click”, “slither”
External Rhyme: a repetition
of identical or similar sounds in two or more different words at the end of a
line of poetry
Example:
Makes the phrase or line more
memorable The sun did not
shine. It was too wet to play.
So we sat in the house all
that cold, cold, wet day.
Internal Rhyme: A repetition
of identical or similar sounds in two or more words within a line of poetry
Example: “Once upon a
midnight dreary, while I pondered, weak, and weary.”
Repetition: Repeating words
or phrases
Used for emphasis; can unify a poem
Example:
Because I do not hope to turn again
Because I do not hope
Because I do not hope to turn....
Because I do not hope
Because I do not hope to turn....
Emphasizes how he does not
have hope
Refrain: Repeating words or
phrases
Used for emphasis; can unify a poem
Example:
Because I do not hope to turn again
Because I do not hope
Because I do not hope to turn....
Because I do not hope
Because I do not hope to turn....
Emphasizes how he does not
have hope
Simile: A comparison of
unlike things using “like” or “as”
Example: His feet were like
boats.
Metaphor: A comparison of
unlike things without using like or as; implied through to be verbs or words
that don’t typically go together
Example: His feet were boat
Personification: giving human
characteristics to things, animals, or ideas.
Example: The wind threw me
across the playground.
From MORD: …there came
from the brazen lungs of the clock so musical a sound which was clear and loud
and deep and exceedingly musical…
Identify
which device is present and explain how you know it’s that device.
1. I
look around, my heart a jackhammer in my chest, blood thudding in my ears.
2.
Each breath is like inhaling fire, and I think I’m weeping.
3.
He leaves me in a wide, windowless corridor crammed with people sitting on
metallic folding chairs.
4.
The sky was a deep black when the phone shook me from my sleep.
5.Her
orange and crooked grin made me uneasy.
6.
The chair grabbed me and wouldn’t let me leave the room.
7.Her
laugh was like that of a hyena.
8.I
like long, scenic walks around the turquoise ocean.
9.
Her caramel colored car was hideous.
10.She
tapped her fingers against the table.
R19-Raven Packet distributed to students. Students are asked to work in pencil to avoid mistakes or redoing packets. Students also directed to mark one device at a time.
R19-Raven Packet distributed to students. Students are asked to work in pencil to avoid mistakes or redoing packets. Students also directed to mark one device at a time.
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