5/10A-5/11B

Lesson Plan for 5/10A-5/11B

MARK ON THIS AND TURN IN FOR QUIZ GRADE

Finish reading Ch 16. To operate audio: Tim 1^st block, Chase 2^nd block, Destiny 5^th block:

1^st block: Audio start at track 1 6:55 pg 142 “It don’t worry”

2^nd block: Audio start at track 1 11:01 pg 144 “Muh wife”

5^th block: Audio start at Ch 16 track 1

After audio, Finish Major Works Data sheet C, Q, S for 13-16. Finish Exit 27, staple and turn in.

1^st block: at 8:30 the following people present 116-121 Darrion,

122-127 Alex or if absent Jacob, 128-133 Prentis, 134-139 Nick, 140-146 Roshawn,

2^nd block: at 10:00 volunteer for pg 116-121, Yolanda 122-127, Bam 128-133, Latavia 134-139, Chrissy 140-146

5^th block: at 10:00 116-121 volunteer, 122-127 Alan, 128-133 Ashley, 134-139 Donnell, 140-146 Kayla

1^st block at 8:50: Take A14-quiz Ch 13-16, 2^nd block at 10:25 Take quiz, 5^th block at 10:25 Take quiz. Remember only students with their own book can use it.

If anyone is absent-a volunteer should step in and the sub will write your name down as presenting. No document camera today to present with so instead, just tell students what page you are on and be specific about where your quotes are placed.

Lesson Plan for 5/10A-5/11B

5/8 A-5/9 B

Read TEWWG Ch 13-16 audio. After each chapter, class stops and answers Exit 27 and fills out Major Works Data Sheet (handout distributed-see below).

Exit 27-Chapter 13 – 16 (11 pts)
1.       At the beginning of chapter 13, how does the author reveal that Janie doesn’t completely trust Tea Cake? (1 pt)
2.       When Janie can’t find her money or Tea Cake, why does she compare herself to Annie Tyler?
(2 pts)
3.       Name something from Tea Cake’s story about how he spent the money that seems exaggerated or untrue, and explain how you know it isn’t completely true.(2 pts)
4.       Why does the author use low dialect when Tea Cake speaks, more so than other characters? (1pt)
5.       Name one way Janie changes when living in the everglades. (1 pt)
6.       The narrator says Janie learned what it felt like to be jealous. Who was she jealous of, and why? (2 pts)
7.       What is ironic (not what you would expect) about Mrs. Turner? (2pts)








Students drawn for Ra Ta Ta presentations for 13-16 for next class. 


1st and 5th block Reviewed Major Works Data Sheet style, characters, settings with Batten

 

5/4A-5/7B

Ra Ta Ta 10-12 Presented. Class reviews all 3 chapters

Finish Major Works Data Sheet Quotes, Characters and Summary for 10-12 and markings. Turn in Exit 26.

Batten to check markings for Ra Ta Ta students and they should turn in their Major Works handout completed through 12.

A13-Ch10-12 Quiz taken last class or this one.

Ch 13-16 coming next class.


Exit 26: Ch 10-12-7 pts 1)Explain how Janie met Tea Cake? (2 pts) 2)Name two things Tea Cake teaches Janie that typically women don't do.(2 pts) 3)Why does Hezekiah think Tea Cake isn't good enough for Janie? (1 pt) 4)Name two reasons the town citizens get angry at Janie. (2 pts)

5/2 A-5/3 B

Read 10-12 TEWWG in class/ Ra Ta Ta- 4 people drawn. Those 4 people also present their pages to the class from Ch 10-12.

Time given to complete Major Works Data Sheet for 10-12, Characters, Summary, Quotes.


Review as a class Major Works Author's style, setting, opening scene, characters.

A13-Ch10-12 Quiz.

Ch 13-16 coming the next class. MWD and markings for 10-12 checked the next class.

Turn in Exit 25

4/30A-5/1 B

Exit 26:TEWWG Ch 10-12 1)Explain how Janie met Teacake (2pts). 2)Name two things Teacake teaches Janie that typically women don't do. (2 pts) 3)Why does Hezekiah thing Teacake isn't good enough for Janie? (1pt) 4)Name two reasons the town citizens get angry at Janie. (2pts)

Turn in Exit 25, Finish 6-9 Markings/log, Finish Major Works Quotes, Characters and Summaries. Those chosen for Ra Ta Ta for 6-9 finish presentations and submit all markings through 9 and turn in their MWD though 9.


A12-Quiz on Ch 6-9 given to 5th block.

Major Works reviewed. 1st block to review next class. Reviewed: author's style, setting, opening, characters.

4/24 A-4/25

Exit 25-handout given-to go with Chapters 6-9 TEWWG
Turn in Exit 24, Ch 4-5 Markings and Major Works through 4-5 if name was called for Ra Ta Ta.

4 students called for Ch 6-9 Ra Ta Ta. Read 6-9 in class, students present and A12-Ch6-9 Quiz taken by each class but 5th block. 6-9 markings, Major Works data sheet and exit slip all due 4/30A-5/1 B

Work on Major Works for Ch 6-9. Class reviews 6-9 via Ra Ta Ta. Read 10-12 by 5/2A-5/3 B

4/16A-4/23

Exit 24-Ch 4-5 (8 pts): 1)Name one symbol from Ch 4 and explain what that symbol represents. 2)Name 3 ways Joe Starks improved Eatonville (3 pts) 3)What does Joe do at the store opening which makes Janie feel cold and unloved?(1 pt) 4)Name two reasons why the town starts resenting Starks. (2 pts) Class reads Chapters 4 and 5 audio played on 4/16 and 4/17. Also read in class on 4/18-4/19. After reading 4 students selected that day present Ra Ta Ta for their pages, turn in their book markings and Major works data sheet up to Ch 5. Everyone else is to make sure they have everything marked up until Chapter 5 and their Major works data sheet done up until 5. Students reminded not to cheat or let other students hold their exit slips or Major Works handout. Students complete the Quote, Characters and Summaries for Chapters 5-6. A11 TEWWG Ch 4-5 Quiz Turn in Exit 23 and 24.

4/11B -4/13 B 4/14-4/15 FCAT

Exit 23-Zora Neale Hurston-20 pts
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)

Can print out exit 23 and attach to answers. If absent, ask Ms. Batten for Zora book to check out.

Ra Ta Ta Ch 2-3 finished. Student called on must present pages, show Ch 2-3 marked or turn in log and turn in the Major Works data sheet for Ch 1-3.

Zora jigsaws reveal answers to exit slip 23:
1) Intro to novel pg 3 and The Life and times of Zora-Timeline in green only pgs 4-6.
2)Zora, 1891-1960 pg 4-6. Top of pgs only.
3)Harlem Rennaisance pg 7-8
4)Hurston's circle pg 9
5)Hurston's death and resurrection pg 10-11
6)Hurston and other works pg 12-13.

Everyone warned to have Ch 2-3 marked and done on Major Works in case called on the next class for grading and Ra Ta Ta.

4/9 B-4/10 A

5th: Read and reviewed Ch 2-3 in class. Complete Major Works by next class for 2-3 for quotes, characters, and summary. 3 people drawn to check markings-to present next class for review. Exit 22 due next class.


1st: Exit 20 and 21 to be part of the new grading term grade. Both exit slips projected for all students and reviewed with class one more time.

4 students drawn to do Ch2-3 review and markings checked. Major Works due next class for those students-Anyone drawn next class.


All Classes Ra Ta Ta for Their Eyes Were Watching God explained in detail again to students and modeled. Student drawn will be given a range of pages to present from. They must choose 4 to 6 markings to share with the class. They will read excerpts and explain their markings. During this review, other students will also be called on to answer questions to make sure they are participating. Those 4 students will also have to turn in their markings that day to be graded. When called on, all ungraded markings will be checked. Major work data sheets also will be checked for the 4 drawn students. This means everyone needs to follow the timeline, as you don't know for sure when I will draw your name to check your markings, the log and to have you present.

Ch2-3 Major Works quote, characters and summary due next class.

Data Chats/Grade Recovery offered for 3rd grading term.

3/28 B-4/4 A English III

Copy Exit 22:TEWWG Ch 2-3-8 pts
1. Name one symbol from Ch 2 and what that symbol represents (2). 2. What tragic news does Janie learn about her real parents?(2pts). 3.Why does Nanny tell Janie she is a now a woman? 1pt 4.What is Janie's main concern about her marriage to Killicks? (1pt) 5)Name a symbol in Ch 3 and what that symbol represents (2pts).

Finish Ch 1 quote, character, summary for A10 Major Works. Think, pair, share quote.

Review "The Raven"-Group work correct your packet with colored pencil. Turn in if corrected.

Make sure Ch 1 TEWWG marked/logged, Exit 20, 21, The Raven all turned in for this term. Batten reviews Ch 1 with class.

Read Ch 2-3 TEWWG and mark/log. Discuss.

A9-Ch2-3 Quiz TEWWG.

3/28 B-3/29 A English III

5th-Take out lesson plan, do what it says, mark on plan, take notes on plan and turn in on Friday.

Everyone:
1.Take out "The Raven" and Exit 21 and finish. Turn in. Be prepared to explain all. Do not copy others.
2. Take out exit 20. Go back to Ch 1 of TEWWG and mark or log. Answer questions from exit 20. Markings and exit 20 due by next class
3.Take out major works handout. Head it. Fill out Genre, date of publication, Historical info, Genre characteristics, Ch 1-Quote, Ch 1-Characters, Ch 1-summary
4.Read and mark Ch 2-3. Quiz coming-next class.
5. How to present TEEWG model done for class.

3/26B-3/27A English III

5th Copy Lesson Plan on Board for Wednesday. I will be in Challenge Day, so you need to take notes and mark on that lesson plan and turn it into me on Friday. If absent get the lesson plan from a classmate.

Take out Exit 21 and "The Raven"-packet
With jigsaw group finish preparing for presentation to present your part to the class.

Presentations-during presentations answer Exit 21 questions and fill out your chart on pgs 6-8. You are allowed to write down what groups say, so long as you can explain it. Due-fixed by the next class.

Simpsons-Raven video shown to demonstrate allusion.

All late work for this term Due Friday 3/30. FCAT retakes April 9.


Coming up
TEWWG Ch 1 Mark/Log and Major Works Data sheet checked 3/29A-3/30B
Ch2-3 Quiz 3/29A-3/30 B
Ch2-3 Marking/Major Works 4/2A-4/3B
Turn in Exit 20 and 21.

3/15B-3/16A

Copy Exit 21-The Ravin in depth-12 points
1.What end rhyme pattern continues throughout the poem?(2pts) 2. What shift in internal rhyme occurs in lines 1-24.(2pts) 3)Why do you think Poe chose to alliterate the "f" sound in line 64?(2pts) 4)Give one example of an allusion in the poem and explain its importance(2pts)5)Name two symbols and what they most likely represent in this poem.(4pts)

Turn in Exit 20 or hold until review. Copy Exit 21 above.
Take out "The Raven" packets/returned/reminders
"The Raven"-Ms. Batten models how to mark the text, starting with alliteration. You should mark one device at a time, throughout the whole poem and look for patterns. Don't forget to summarize each stanza and fill out each page in the packet. At least one example should be present on each chart.

a)metaphors, similes, personification and meaning in text (1-Pat 2-Breanna)
b)internal/external rhyme and alliteration and its meaning in poem (1-Amy
2-Latavia/Kamal)
c)Allusions and importance (1-Kyrell 2-Joel)
d)Symbols and importance (1-Zach 2-Kayla)
e)Vocabulary replaced with proper word in context (1-no one 2-Vonte_
e)Onomatopoeia/Repetition patterns and importance (1-Time, 2-Chrissy)

To present the next class. To continue TEWWG the next class.

Remember-
Poe short story or poem-Due after Spring Break 3/26 B-3/27 A-100 pts/80%-MUST TURN IN WITH CHECKLIST AND RUBRIC. If you lose one, this site has a link to the document on the right of this site.

The Raven-packet-marked and revised-Due 3/26 B-3/27 A-50 points/80%-Be prepared for my questions about the packet and why you marked things as you did.

TEWWG-marking/log due 3/26 B-3/27 A

3/9-3/14A

Copy Exit 20TEWWG-Ch1-8pts 1. Give an example of a metaphor used in Ch 1 and explain what the author really means (2pts)2.Give me an example of personification used in Ch1 and explain its meaning(2pgs) 3. According to the narrator, how are men and women different? (2pts)4.At the beginning it says "she had come back from burying the dead. Explain what the author means. (2pts)
Due-3/15B, 3/16A

Each class 25 minutes used to work on Poe Short Story or anything you are behind on.

Poe checklist and rubric reviewed in detail.


TEWWG marking modeled for class in book or on paper.

KEY
*Words you don't know
H-Historical/reflects time period
m.s.p with a squiggly line for metaphors, similes, personification
Ha-humor/sarcasm
f-feminine gender roles
m-male gender roles
box-symbols
c-cultural references
:( tragedy
underline important details
? next to important quotes/quotes that stand out
circle names the first time you see them

TEWWG Ch1- read in class and marked

A6-TEWWG Ch1-Quiz

TEWWG Ch 1 marking/exit slip/Major Works to be reviewed on 3/26B-3/27A

3/7B-3/8A

Take out all sub lesson plans, Raven packet, Poe checklist/rubric.

Do math equation on board: 5th to do 3/9
Answer:If you only read in class, a minimum of 5 classes, you would have to read 6 pages per class to complete entries on time.
If you only read in class, a minimum of 5 classes, you would have 3.3 minutes to read each page.
If you read every day, instead of just in class, a minimum of 14 days, you would only have to read 2.3 pages per day.

Verbal Irony: Ms. Batten's class is so difficult because she makes us turn in reading entries where we have to read 30 pages in two weeks. That means we have to read a whopping 2 pgs per day. That is so hard to do. She expects way too much.

Turn in R37-39 Multiple-If holding due to sub
Turn in Exit 19-If holding due to sub
Ms. Batten checks Raven markings-Packet due today for 1st and 2nd. B Day due 3/9.

5th block-Be sure to turn in Metaphor, simile, personification sub lesson for a quiz grade. Its part of the 80% grade.

Their Eyes Were Watching God by Zora Neale Hurston-bring in for extra credit.
By 3/9 for 50 pts
By 3/13 for 40 pts
*TEWWG check*-1st and 2nd, still need to do 5th.

Poe Checklist-reviewed in detail in 1st block only-Still need to do in 2nd and 5th.
By 3/15 for 20 pts. 5th block also needs inside packet lesson plan explained to them.

Poe Story-Performance Task-100 pts Poe short story with checklist and rubrick Due by 3/16 Both Classes.

3/2 A-3/6 B

This lesson is to help you with today’s assignment, so read it. When I return next week, I expect to see all of this done. No excuses will be accepted. If you didn’t finish the plan from the last class, do it at home and bring back Tuesday. -Ms. B

Do not forget to bring in your own copy of Their Eyes Were Watching God by Zora Neale Hurston by next week. You will regret not bringing your own copy in as it will require more work. Also you get extra credit for bringing in your own book to mark. Also please continue to take care of group duties.

First 20 minutes-work on independent reading entries if behind. If already done with all reading entries, you’re awesome. Now take this time to work on your Poe story. Get a Poe checklist if you do not yet have one from Ms. Robinson. Only take one if you are serious about starting the story. Make sure you read through the checklist and rubric thoroughly.


Do the following as a group or by yourself. Be prepared to answer my questions about things in the packet. Do not work with anyone who will not be able to answer my questions. Open the packet and answer every question and fill out every chart. Use the information provided below to help.

Point of view:
First person: Story is told by a main character about themselves. Everything is through their perspective and readers can see the thoughts in their head only. Typically uses: I, me, my, mine
Second person: Story is told by an author speaking directly to the reader. This point-of-view is extremely rare as authors typically would not speak to readers. Second point of view is used in recipes and advice columns. Uses: you, your
Third person: An outsider tells the story about characters, but isn’t a part of the story at all. Typically uses: he, she, they. MORD was told in third person because the narrator wasn’t a character.

Tone: How the author feels about what they have written. Mood: How the author wants the reader to feel while reading. Remember tone and mood are not always the same. For example: In Southpark and The Simpsons, the writers use a lot of sarcasm and parody in which they make political statements or make fun of other shows or celebrities. Their tone could be viewed as: Sarcastic, Political But they simply want the audience to laugh, so the mood would be: humorous. Read the background to the Raven to help you find tone and mood. Also look at your diction words, as they help reveal mood.

For the definition portion, look up each word and put it in words that you understand.

For Alliteration and how it relates to poem meaning
Ex: In lines 25-30, An abundance of words that use the sound d produces an alliteration that suggests the strong, rhythmical heartbeat of an excited person
For Rhyme
Ex: Throughout the poem Poe uses Lenore and nevermore. He probably used nevermore on purpose to rhyme with Lenore’s name because he would see her nevermore as the Raven states.
For Repetition
Ex: In line 4, rapping is repeated probably to emphasize that the speaker hears the sound over and over.
For Onomatopoeia
Ex: Muttered is used a couple of times to show the speaker is depressed and therefore doesn’t speak with confidence or excitement.

Complete the Simile, Metaphor, Personification, Allusion, Symbol and question portion-Each of you should have this packet finished as much as you can by Tuesday. Skip the Simpsons part for now.

2/24A-3/1B

2/24 A-2/27B
Work on independent reading and The Raven packet marking.

English III-2/29/12

Do not forget to bring in our own copy of Their Eyes Were Watching God by Zora Neale Hurston by next week. You will regret not bringing your own copy in as it will require more work. Also you get extra credit for bringing in your own book to mark. Also please continue to take care of group duties.

What to do today-Please do not waste any time.
First 20 minutes-work on independent reading entries. If already done with R37-39, make sure you do not have another set you haven’t yet turned in. If done with all reading entries, work on brainstorming and writing you short story-see sub for Poe rubric and DO NOT LOSE if you take one.

Turn in R37-39 today to sub or if more comfortable, hold onto this assignment until I return. Make sure you have it when I ask for it if you choose this option.

Take out exit 19-10 minutes
If you haven’t turned it in, answer all questions AND proofread the answers. Make sure you have actually answered the questions completely. Turn in or if more comfortable hold onto this assignment until I return.

Take out the Raven packet-which I asked you not to lose and to make sure you had daily. 30 min. If your class hasn’t read the whole poem, finish reading silently to yourself. This poem has made a huge impact as there are allusions to the poem still today in band names, famous songs, in TV and in Literature. Try to figure out why this poem has impacted readers so greatly.
At the top or the poem packet it tells you how to mark the text. It is probably best to start with one device at a time and look throughout the whole poem for that device before you move on to another one. Look back at your notes if you struggle. You can ask your group members if you don’t understand a term, but do not work together on marking the packet. Remember you need to know how to use each of these devices and you should be able to mark them in this poem. Also other students will make mistakes, so do not copy them. Mark each device as directed. Do not kill yourself looking for similes.

When finished marking everything you can in the packet do the following with your group
-until end of class:
Understanding Poe’s allusions will help you make meaning of this poem. Remember an allusion is a reference to something well known in literature, the Bible, or History. These will probably be things you do not recognize and haven’t really heard of before. Lookup all allusions and take notes in the margin on each of your poems. Examples of some allusions are: books of lore, Pallas Athena, Plutonian’s shore, nepenthe, Aidenn, and more

If finished looking up all allusions, for each stanza (looks like a paragraph) summarize what you think is happening in the poem in one sentence or less. For example, look at the first stanza, I would say: While dozing off reading, the narrator gets a visitor. Keep your Raven packet for me to check when I return. Remember to have it in class daily. You can keep it in your workbook if needed.

2/21A-2/22 B

Exit 19-sound devices and figurative language (10 points) 1. Describe something you own using alliteration (2 pts). 2. Give 2 examples of onomatopoeia (2 pts) 3. Use personification to bring an object in this room to life in one sentence. 4. What is the difference between a metaphor and a simile (1pt). 5. Give 2 examples of similes (2pts) 6. Describe someone you know using a metaphor (2pts). -80 percent assessment

Take notes if it will help you on Sound devices

The Raven Packet-distributed to those who haven't yet received one. Student told to put name on this handout and have it every day in class. Class the reads through the poem with audio first and discusses the following: Who is the speaker mourning over? If there is a tapping and an echo of what he says, what can you infer at this point in the poem? 3)What does a Raven symbolize? 4)Why would it be wrong to mark the Raven talking as personification? 5)Why does the Raven keep repeating Nevermore?

Independent Reading-10-20 minutes depending on time in class left.

Students reminded to bring in Their Eyes Were Watching God by Zora Neale Hurston as extra credit.

Student teaches Ra Ta Ta, other students answer questions.

2/15B-2/17B

Independent Reading-20 minutes R34-36 multiple Due 2/14 A-2/15 or R 37-39 multiple-80% Due 2/29A-3/1B

Student selected to teach Ra Ta Ta and given time to prepare and present with group if desired.

Ms. Batten shows the class Battensclasses.blogspot.com website and how to navigate using control+f to find words. She also reviews exit 17 and/or 18 and points out what she was looking for in each for full credit. Students called on for comprehension checks.

Take out exit 18

Take notes on the following or be able to tell me all of the below:

Theme, Stated, Implied,Universal. (2nd block finished presentations from Masque of Red Death and didn't get to theme or irony notes with other classes)

Irony-Situational, Verbal, Dramatic

If absent-see Ms. Batten or get notes from a group member.

Class discusses the theme of Masque of the Red Death and irony in Masque of the Red Death.

Turn in Exit 18.

2/13 B-2/14 A

Group Duty review with all groups. Each group asked about what their duty is and reminded to do it. It is part of the 20% grade.

Ms. Batten conferences with every student present about: wkbk check pg 53-59 marked text with key and could explain marking, Portfolio check- organized with all returned assignments in 4 dividers reading, writing, exit slips, assessments (Both of these assignments count toward the 20% assessment grade.)
Also each student was told all assignment they are missing, if any and given back assignment they could redo for more credit. All student encouraged to focus on the 80% assessment grade first.

While Ms. Batten is conferencing with students, groups were to:
Make a list of at least 10 obstacles a child in a 3rd world country might face that could stand in the way of their dreams. Groups were asked to elaborate the list so that it was clear what about each list item could prevent someone from achieving their dream. After finished with the first list, students were asked to make another list for an American child with the same dream. Again, they should list any obstacle that might stand in the way of an American achieving their dream. This list doesn't have to be as long.
1st block-Presented list
2nd block-Turn lists into basket-to review the next class.
5th block-Haven't started this yet.

Once finished with the group work, work independently at your desk on anything you are missing. Students asked to use the time to catch up if they are behind.

2/9 B-2/12 A

Exit 18-80%
1)Explain the difference between stated, implied and universal theme (4 pts). 2)What is the theme of Masque of the Red Death (2 pts) 3)Define irony in your own words and give an example from M.O.R.D. (2 pts)

Finish presentations MORD if needed/Review Exit 17

Independent Reading-20 min R34-36 Multiple-Due 2/14 A-2/15 B

Student taught Ra Ta Ta-chosen/ presented at end of class
1st and 2nd-Ms. Batten teaches 2nd class in a row how to present Ra Ta Ta-in detail. All students will have to do this. Student encouraged to listen and told they will be asked questions after Ra Ta Ta is taught by student/group to make sure they listened.

2/1B-2/8A

Exit 17-MORD1.What was Poe's purpose for writing MORD?(2)2.Name 3 Gothic elements present in this story.(Be specific)3.Name two symbols and what they might represent(4 pts) 4. Explain the significance of the 7 rooms. Be sure to mention each room in your response. (17pts)-now an assessment

Ra Ta Ta taught each day demonstrating how to do a complete reading entry with A Prayer for Owen Meany. Students also taught how to present their own Ra Ta Ta.

Jigsaw story, prepare a visual and present-1)Gothic Elements 2)Symbols 3)7 rooms 4)Vocabulary

Bring in Their Eyes Were Watching God for extra credit.

20 minutes a day given to students for independent reading. R34-36 Multiple
Due 2/14A-2/15B

Class reviews Exit 17-turn in.

Group duties given-to be completed daily.

SAT/ACT/FCAT and data conferences with all students.

1/26B-1/27A

Get workbooks down, find new groups, take out exit 17.

Review Exit slip and expectations

Masque of the Red Death finished. Marking the text key, symbolism and diction reviewed.
Students continue to mark the text through the end of the story. In depth discussion to come the next class. The following discussion points came up in class:
1)Why should Prince Prospero have stood out to you as a possible symbol?
2)Why did they lock themselves in permanently-without a chance for "ingress or egress"?
3)What is the significance of the rooms? Why do they go from east to west?
4)What are two things that stop when the clock chimes? Why do you think they stop? What might that reveal about the clock
5)Why are they wearing masks? Think about this in a figurative way.

R31-33-80% Multiple Due-Independent Reading-20 min-Due 1/31 A-2/1 B

1/23A-1/25A

Get workbooks, label with name.

Copy Exit 17:MORD (Masque of the Red Death)-17 points 1)What was Poe's purpose for writing M.O.R.D? 2)Name 3 Gothic elements present in this story.(Be specific) 3)Name two symbols and what they might represent (4 pts). 4)Explain the significance of the 7 rooms. Be sure to mention each room in your response. (7 points)

Is safety an illusion?-p50 wkbk Groups discuss and share with class.

On page 53 of workbook, record the marking the text key:

Put a box around symbols, circle character names, underline important details/plot details, *unknown/unsure vocab words, put a squiggly line under diction.

Symbolism defined and explained to the class. Symbol is something that represents something larger than itself. Symbols can be revealed in stories through repetition, unusual placement or naming, words that don't look like they belong together, patterns in diction, long, drawn out or wordy descriptions of anything or anyone

Diction defined and explained to the class. Diction: author's choice of words used for an intended meaning,effect or atmosphere. These are words used on purpose. Students told to focus on words that the author uses which not just anyone would use here. For example in the first two lines, it says the pestilence was fatal and hideous. If fatal were substituted for harmful and hideous for unattractive, the sentence would lose meaning and change the atmosphere at the beginning of the story.

Another example,not in the story is: Shack and cabin are the same thing, if looked up in a dictionary. But shack would be the better choice to use in a scary story, whereas cabin would be wiser to use if telling about a family vacation.

Pg 53-Ms. Batten models how to mark and reviews with class.
Pg 54-Ms. Batten goes back and asks students what they marked on this page, after audio.

Exit slip not due until the end of the story. Story to be finished the next class.

W6-vocab 2 foldable due. Finish and turn in by today.

1/18A-1/19 B

Exit 16:multiple reading entries(13 pts)
1)Explain how the multiple reading entries differ from previous entries?(2pts) 2)Why is it vital to turn in reading entries on time?(1pt) 3)Explain in vivid detail how to complete a set of multiple reading entries (10pts)


Ra Ta Ta-Multiple Reading entries done with A Prayer for Owen Meany pgs 100-110. A set of reading entries explained in detail, such as:
-Title and Author are always on the first entry of the set
-You must read 10 pages per entry, or 30 per set
-You find five strategies per entry, 15 per set
-There are always four columns, pg/quote/multiple-strategy used/extra
-Use extra in a complex way and more often for these multiple reading entries. For inferences you can tell me whether you were right, wrong, or why you made this inference. For visualization you can identify if it is also a metaphor, simile etc and why it is. For connections to can elaborate the connection or explain in more detail. For Asking Questions, you can put the answer, your speculation about what the answer might be
-Always use key words to indicate which strategy you are using.
-Always end each entry with a sentence main idea in one sentence. Three per set.
-Must use all strategies during reading and do not overuse one. Possible strategies to use: Asking Questions, Connections, Visualizing, Inferences

Class members asked questions about how to do the reading entries, to make sure everyone is listening and understands

Independent Reading R27A-29B Multiple-80% due today.30 minutes.

Turn in exit slip 16

1/13 A-1/17 B

1/13-final deadline for turning in any grading term 2 work late.

A4-Mid-term Exam-Poe

Before midterm, Exit 15 and R30-Poe notes reviews with class. Teacher explains what some student left out of their notes or were confused about.

R27-29 Multiple-Independent Reading-80%/W6-Vocab 3 foldable-time given to complete.

W6-vocab 3 foldable: 1)dissolution (n.), 2)eccentric(adj.) 3.contagion(n.) 4.emanate(v.) 5.reverie(n.) 6.disapprobation(n.)

1/11-1/12 English III

Take out R30-Poe Notes-Review with your group in detail p287, 317-319
1-Gothic Lit/short story-high 2-Strategies for understanding, 3-Dark Beginnings, 4-Breaking Away,5-Exploring the Depth 6-Triumphs and Tragedy

Batten asks questions of everyone in class about notes and these pages. Review.

Turn back in R30-Poe Notes to basket

Turn in Exit 15

Grade chats with some of class-to continue next class.

1/5A-1/10B English III-2 classes

Copy Exit 15: 1)What are 3 characteristics of Gothic Literature? 2)Name at least one influence that may have made Poe a dark writer. Explain how this influence may have effected his writing.

Jigsaw Holt book (online at my.hrw.com login: tparker806 pw: braves
With group study the section I assigned and present it to the class without reading it from a book. You are allowed to look up extra information to present to the class using the internet. If absent read Holt p287, 317-319


R30-Poe Notes During the presentations take notes on the following. If absent, while reading take notes on the following.
1)Gothic Lit/Short Story
2)Strategies for Understanding Poe
3)Dark Beginnings
4)Breaking Away
5)Exploring the Depth
6)Triumphs and Tragedy


Ms. Batten teaches how to do multiple reading entries again with the Ra Ta Ta.

R27-29-Multiple-Due 1/17 A-1/18 B (see student model if you do not know how to do this yet)

Turn in Exit 15 and R30 Notes

1/3-1/4 English III Makeup

Time given to makeup all assignments for grading term 2. Deadline January 13 for all grading term 2 assignments to be in basket.

12/13-12/16 English III

A3-Persuasive Presentations delivered in class-100 points/80%

Turn in your rubric and presentation on usb drive to Ms. Batten


While groups are presenting take notes on the following 1)what your opinion was about this topic at the beginning of the presentation 2) anything you learn 3) Your opinion now and why it stayed the same or changed. Evaluate whether the group was persuasive and explain using words from the rubric.

All late work due Jan. 13.

Progress Reports Issued/FCAT Scores given

12/5-12/8 English III

Copy Exit 14
1)What is your speech topic and date/time presenting? 2)What 8 areas will you be graded on and elaborate how to get a high score in each category

Ra Ta Ta-1st and 2nd block only. 5th block has already done this.
R24-26-Multiple-Due 12/9 A-12/12 B. Class given 30 minutes to read and warned that they wouldn't be getting a lot of class time to work on these entries, so that they could be given speech preparation time instead.

Take notes, both days, on how to prepare for your speech and complete exit 14.
If absent, go to youtube and search for expertvillage or how to give a persuasive speech. Watch videos on the following: 1)Understanding your audience 2)How to write an introduction and introduction example 2)How to write a conclusion and conclusion example 3)Practice and Prepare for speech 3)Body Language 4)Eye Contact and Note Taking 5)Citing Sources/Credibilty 6)Voice

You will be graded on the following 8 categories: Organization/Time, Body Language, Eye Contact/Use of Notes, Credibility/Citing Sources, Voice Inflection, Logos/Logic, Pathos/Emotion, Connecting with Audience

Names drawn for presentation time slots for speeches on 12/13-12/15 A and 12/14-12/16 B.

Finish Research in Library. Guidance coming the next class to speak with you the entire time.

11/29A-12/2 B English III

Ra Ta TA-R24-26 Multiple Due 12/9 A-12/12 B

Research logos/pathos-library/B100-2 class periodsA3-Presentations-Social Conflict-Due 12/13-12/15 A 12/14-12/16 B-100 pts/80%

Remember for logos-look for facts, statistics, convincing evidence
for pathos- look for images, video clips, audio, word choice or present stories or personal experiences meant to trigger your audience's emotions

3 sources min must documented in presentation.

If in a group, must prove equal effort.

A Day- 2nd day Benchmark testing keeps students out of class. Complete research
at home.

11/21A-11/22 B

Independent Reading-15 minutes-Turn in R20-22 Connections-today 11/21 A-11/22 B-80%

Class survey: Answer the following and turn in to basket. 1)Make the following a 2 sentence response: I go to school because.. 2)Make the following a 2 sentence response: Students who skip school are.. 3)Make the following a 2 sentence response: Students who disrupt class are.. 4) Make the following a 2 sentence response: Students who make good grades are.. 5) Rate how much you think high school will impact your future from 1 to 5 and explain your rating (5 being the most impact). 6)List the advantages of graduating high school versus not graduating. List the advantages of getting a college degree versus not getting a degree. 7) In 10 years from now, what job do you see yourself with and what steps will it take you to get there?

View Persuasive speeches: Why Hip hop is the Devil and Drunk Driving and take notes on the positive and negatives of both speeches. Then with your group, on a paper with all of your names, list both the positive and negative aspects of both speeches. Also as a group list 5 categories you think I will grade you on when evaluating your speech. If absent do this on your own by watching both speeches here. Why hip hop is the Devil and Drunk Driving.

At the end of class, Unit 1-Comparison/Contrast essays returned. Students given a model and encouraged to write or rewrite this paper if they didn't do it or didn't like their score. This essay is 100 points-part of the 80% assessment grade.

11/15 A-11/18 B English III

2 day lesson

Independent Reading-20 minutes-R20-22 Connections-80%-Due 11/21 A-11/22 B

Finish R23-Letter to Birmingham-chart-p281-282. Logos/Pathos/Ethos with explanation. Background info for this assignment available on 268, 276 and 280. Turn in this assignment to the basket today.

Class draws numbers to choose thier persuasive topics. They are allowed to work with a partner or by themselves. Once a topic is taken for the class, no one else can sign up for it.

So far the groups are as follows. Name(s) followed by topic #:
1st A day-Darrion-7, Briana/Akiera-9, Kenneth-11, Nick/Jarvis-12, Amy-16, Tyler-18, Solynn/Prentis-24, Tim-25, Randy/Alex-27, Zach-33, Roshawn-39, Rick-42, Jacob-43, Pat-44

2nd/A day- Teyonna/Cheyene-9, Kayla/Yolanda-11, Wilbert/Darren-12, Mayra/Xiomara-16, Briana/Latavia-18, Tristan/Jeremy-24, Fernando/Sau-25, Raven-26, Joel/Chase-27, Devaughnte/Andre-30, Mitsu/Kamal-2, Alyssa/Chrissy-39, Jazmine/Ricardo-42- NEW- Bam (2), Andrew (5),

5th/B day- To be determined.

Review-R19/R23 started. All exit slip questions reviewed in class. Stanton uses more emotion in her speech because she is speaking to women at a women's rights convention. Emotion would appeal to them the most because they are by nature more emotional than they are logical. Also, she wants to get them to feel something about women's rights because they've remained passive for so long. If she can get them to feel angry, neglected, abused, oppressed, then they should want to also stand up and join her cause. King uses more logical argument because his audience is the government or those who can and do make laws. Obviously he uses more logic because they are lawmakers, and should be very rational, logically thinking beings. Emotion wouldn't work as well on this audience, but he still uses it a bit to appeal to their human nature.

2nd part of lesson posted after it is taught-

2nd Part of Lesson
Independent reading-20 minutes-R20-22 Connections due 11/21 A-11/22 B

Students must finish R23-Letter from Birmingham and turn in.

Finish review R19-R23-Class discussion. R19 and R23 returned for this review.

Absent students choose persuasive topics for Performance Task 2-Unit 2-Social Conflict. Assignment, go ask 5 students for their opinion of your topic. If they do not agree with you, get a reason why. Each person or group presents their topic and how many people agree/disagree with them. This is important so you know what type of audience you will be persuading. If more than half of the class disagrees with you, your audience could be hostile, if most of the class agrees with you, you are dealing with a supportive audience. You must keep this in mind as you plan your presentation.

5th-Chooses Topics: Donnel/Fabi (9), Justin/Nate (11), Vance (20), Ron/Destiny (24), Krystal-for (27), Andre/Alante-against (27), Jasmine/Ashley (30), Kayla/Taran (42), Baraka/Maurkeisha(44)

11/10 A-11/14 B English III

Copy Exit 13: 1)What was MLK Jr's purpose in writing "Letter from Birmingham.."? (Answer in a complete sentence)2. Contrast "Declaration of Sentiments with "Letter from Birmingham." Which one uses more logic? Which one uses more emotion?? Explain why each author uses more of this type of persuasion in their writing? (consider audience)

Independent Reading-20 minutes-R20-22 Connections Due 11/21 A-11/22 B-80%

Turn in Exit 12 if you haven't already. Exit 12 returned to some students for corrections.

Finish R19-Women's Rights with your group. Turn in by stapling the individual assignments to the group assignment.

Start R23-Letter to Birmingham- First, read pg 286 paradox and Reading Focus: logos, ethos, pathos. Class reviews the types of persuasion together.

Then read p276 MLK Jr. short Biography. Read to learn why he wrote this letter from jail in the first place.

Then read p280 Rhetorical question-Class discussed that when using rhetorical questions the author is most likely appealing to someones logic.

Setup a chart like the last one you did for R19, but this time add Ethos/Ethics.

R23-Letter to Birminham-Document on the chart all persuasive devices used and if these devices are logos/logic, pathos/emotion, or ethos/ethics or more than one. Provide an explanation for each of your choices. Due the next class.

Class given compare/contrast essay model for W4-Performance Task-past due. Student told that they can redo their essay if they do not like their score. If they never turned in an essay, they should use the model to help them, as the essay is 100 points and 80% of their grade. If they don't turn it in, they cannot pass.

Class given persuasive topics to choose from for their Unit 2-Performance Task-Present a persuasive speech on a social conflict-80%-100 points.

11/8 A-11/9 B English III

Ra Ta Ta-Connections
Example done in class.

Independent Reading-20 minutes.
R16-18 Connections-80% due today. R20-22 Connections Due 11/21 A-11/22 B. Students reminded that for each set of reading entries, they were given 13 to 14 days and 5-6 days inside of class to complete. They had a minimum of 100 minutes given to them to use for these entries in class. There is no reason they shouldn't be turning them in.

Finish Group Work-R19-Women's Rights-Remember to turn in the group assignment with your individual assignment.

Start new Holt assignment if finished.

11/4 A-11/7B

Independent Reading-20 minutes. R16-R18 Connections-80%
Due 11/8 A-11/9 B

Turn in Exit 12.

When finished work on independent assignment R19-Women's Rights. Holt pg 159-160. Go through the speech and identify any persuasive technique used by Elizabeth Cady Stanton as Logical or Emotional and explain why. Turn in to basket.

Teacher returns all R19 assignments.Class review R19 pg 159. Ms. Batten displays her chart. For example on pg 159, the author quotes the Declaration of Independence which is logos. It cannot be disputed that this historical document exists or that it was created to establish equal rights. It is also pathos because the author purposely placed the word women in the speech to stir up emotion in the audience.

Ms. Batten stops the review on p160 2nd paragraph. Now with your group finish, going through the speech together. Look at what you did individually, see what you should combine, add or take away from your group chart. From the 3rd paragraph on pg 160 on, your group is to record everything that appeals to logical and/or emotional appeal and explain why. Staple the individual assignment to the group assignment and be prepared for me to ask questions of all group members about why you labelled something as logical or emotional. Turn in.

Last 10 minutes-Review Author's Purpose Post Test with student example. Students told that this is an 80% assessment grade and if they didn't get a passing score, to come in after school or during lunch for tutoring so they can retest.

10/31A-11/3 B English III

Independent Reading-20 minutes-R16-18 Connections- Due 11/8 A-11/9 B-80 percent. 20 minutes.

Turn in W4-Performance Task-Compare/Contrast essay-100 pts/80% if turning in late. Remember 10 points is deducted each day its late.

Finish W5-Vocab 2 foldable and turn in to basket. Turn to p158 and read about emotional and logical argument.

Logical/Logos: facts, statistics, not to be disputed, or appeals to someones reasoning and ability to make sense

Emotional/Pathos: anything chosen on purpose to trigger emotions, such as diction, word choice

PowerPoint/examples shown to students.

Make the chart from p158 with Arguments on the left and the type of argument on the right. On the right, you must put whether the argument is Logical/Emotional or Both and you must you explain.

Read the speech from 159-160 including the background of the author Elizabeth Cady Stanton and complete this chart.

2nd day- Ms. Batten reviews p159 with students and how she would document on the chart. Students continue working. Work on independent reading if you finish before others.

Example: on p159 where Stanton quotes the Declaration of Independence she uses both logos and pathos. Its logos because she is quoting a historical document. It cannot be disputed that this document exists or that is says this. Its also logic because referring to a document which was created with the rights of mankind in mind should appeal to the reasoning of those who say women shouldn't vote. Why have a document establishing equal rights and exclude one group of society? That doesn't seem to make much sense. Its also pathos because she purposely placed the word women into her excerpt from the historical document. This was probably done to make women feel like they aren't being excluded any more.


You really need to understand logos (logic) and pathos (emotion) because for your Unit 2-Performance Task you will have to present on a social conflict using both types of argument.

10/26 A-10/27 B English III

Copy Exit 12:1) How is emotional appeal different than logical appeal? Use comparison /contrast transitions to respond to this question. 2)What is the author’s purpose in writing “Declaration of Sentiments..”? 3) How do you know this is her purpose-give examples from the text and explain.

Turn in Exit 11/Turn in W4-Performance Task if you didn't the last class.-past due

Review Author's Purpose:
1)To inform, explain, show, educate, point out, demonstrate, support, make it clear
2)To persuade, convince, argue, support, influence
3)To entertain, amuse, describe, tell a story, narrate

Students review how to eliminate key words when you know what the purpose is not. Students cautioned to look at the entire answer and to be careful as some key words could go either way. For example, they might say to show the statistics on traffic accidents and that would be informative. Or they might say, to show the opinion that driver's should be held responsible for.... That would be persuasive.

A2-Author's Purpose Test-80%- Mark the text at least two different ways. Do NOT underline everything. It serves no purpose.

Independent Reading-Work on Connections-R16-18 Due 11/8A-11/9B-80%

W5-Vocab. 2 Foldable/Word Wall-Holt p158-finish at home-setup like foldable one with the following new words. Definitions given to class.

Words: covenant (n.), chastisement (n.), remuneration (n.), prerogative (n.),
abject (adj.)

10/24A-10/25B

Turn in W4-Performance Task Unit 1-final essay 100 pt/80%. Attach rubric, venn diagram and outline if applicable.

Finish and turn in exit 10 if you haven't already

Copy exit 11Exit 11: What is a connection? What are the 3 types of connections? Explain each-from previous lesson

Ra Ta Ta-Connections reading entry explained in detail. For each entry, you only need to find 2 connections. You should put in extra what type of connection it is you found. Key words you can use to show you are connecting with the book are I remember, I recall, This reminds me of, I can relate, I connect, etc.


Connections are when you can associate to the book because you find similarities to your life, something you've read or in the world around you. The three types of connections reviewed as a class: text-to-self (when you personally relate to whats in the book because something similar happened to you), text-to-text (when you relate the book to another book, movie or tv show), text-to-world (When the book reminds you of something going on in the world around you, such as current events.)

Example of each:
Text-to-self: I can relate because my grandmas also doesn't let people sit on her furniture.
Text-to-text: This reminds me of the National Lampoon movies because of the Griswald's evil cousins who are also hyper and rude.
Text-to-world: I can connect this to the presidential elections going on now, because they also use negative campaigns against each other.


Review Author's Purpose-Test the next class. When taking a test on author's purpose, eliminate the purposes you know the passage is definately not.

If you have an information text, you could eliminate any key words in front of answers which mean to persuade or entertain.

10/20 A-10/21 B

Batten reviews lesson left with student when sub was present. She reads over the lesson in detail and explains to students.

Students work on essays in class with Ms. Batten's feedback and help.

W4-Performance Task-Unit 1-100 pts-Due next class-extension given.

Mass MediaYB 6th block/7th 10/18

MASS MEDIA-6th block only
Create an ad list. Loucite Michel to check before you submit to sub.

Copy upside down triangle from board before lunch.

After lunch, you must list the following:

Renewals: At least 10 businesses who advertised last year and all of their contact info including address and phone numbers.

Friends and Family: At least 10 friends, family members or friends of family members or family member's friends who own a business, have a child graduating or would benefit somehow from taking out an ad. List their names, their relationship to you and why you think they might be interested in an ad.

Places you and your parents spend money:
List 30 businesses in which you or your parents spend your money.

Vendors List at least 10 businesses which the Parker uses for supplies, sports, clubs, etc.

Have Loucite check your list before submitting to see you've followed the above directions. When finished turn your list into Ms. Gore with this handout.

7th block/Advanced Yearbook
Before submitting your 300 word story which is due today, do all of the following:
-Write at the top, if you haven't included this, how many words total are in your story. Do not count the title or any word not in your actual story. If you do not have at least 350 words, I will not accept it. I told you to write the rough draft with too many words. Keep and fix if not at least 350 words.

Circle all planned and effective repetition which sounds poetic to the ear. If you do not have any. Keep, fix and turn in when fixed.

Make sure your beginning/hook and end are circular and connect to each other. If not, Keep, fix and turn in when fixed.

Label each quote from your interviewee with a Q. If you do not have a couple of quotes from your subject which are short and powerful,keep, fix and turn in when fixed.

Underline all descriptive words or phrases. If you do not have enough description, keep, fix and turn in when fixed.

Label where your shift in tense occurs. Like in "After the Sky Fell" it starts in the present, shifts to past, then goes back to present. If you didn't shift the tenses at least once,keep, fix and turn in when fixed.

Put an asterisk * next to all facts and details. If you do not have enough, keep, fix and turn in when fixed.

At the top of your paper, tell me which plot you used when writing this story and what universal feeling/emotion everyone can relate to

Label any occasionally breaks in traditional English rules for poetic sound. Ex: Fragments

Finally, have someone proof your story and make sure you labelled everything correctly. Have them write any suggestions for improvement in the margin. Turn in the essay to Ms. Gore if you followed all of the guidelines.

If you have a lot of mistakes, please pay closer attention when editors are teaching how to do things, use your time more efficiently, refer back to your copy section to the model 300 word stories and remember to fix asap as the deadline for the rough draft was today.

ENGLISH III 10/18 A-10/19 B

Independent Reading- 20 minutes-work on R13-15-Inferences-due 10/24 A-10/25 B-80 percent assessment


Remember, today in class, you are to work on your W4-Performance-Task-Unit 1- in which you have to write an essay comparing and contrasting two stories from Unit 1. This essay must be a minimum of 4 elaborate paragraphs (most of you will want to have at least 5) and have at least 3 points of contrast and comparison. This unit performance task will be worth 100 points and is 80 percent of your grade. It is due 10/20 A and 10/21 B. That is the next class I see you. That is the equivalent of over 3 reading entries, so if you do not complete it, you will not pass this next term. Therefore, all of you who hope to pass, will complete this essay. Why not take the time given to you in class and when you are being taught how to do it, to actually do it. In other words, Do Not Waste Your Class Time today. Since it is due the next class, if you do not do what you are supposed to today, you will feel extremely behind when I see you again. You also will not be able to get much help from me before submitting your essay. Late essays will be penalized 10 points off each class.

Today, you will need to finalize your Venn diagram, write your introduction and write at least one supporting paragraph. If you finish this, before class is over, move on to your other supporting paragraphs. The next class, you will finish your essay and submit.

The Venn Diagram
Take out your W4-Performance Task-Unit 1-Venn diagram Most of you, did not put your own notes here. This will not be enough for you to have just copied what I put on the board. You must put your own comparisons and contrasts. If necessary, look back at the stories or the assignments you chose to compare and contrast (story titles and assignments on board). You can add details about any of the following to your diagram: plot, characters, setting, journey for identity. If you do not add your own notes, it will be hard to generate an essay and you will lose points on your diagram which will be turned in with your essay.

WARNING: DO NOT COPY MS. BATTEN'S HOOK OR THESIS. USE HER EXAMPLES AS A MODEL.
The Introduction
All introductions must start with a hook. This means you have to engage the reader somehow. If you cannot think of a way to do this, why not use a quote from either story which relates to your thesis.

My hook:
"Guided by my heritage of a love of beauty and a respect for strength--in search of my mother's garden, I found my own," Alice Walker said.

All introductions must end with a thesis statement. Your thesis must state both works or authors and why the comparison/contrast is worth writing or the so what.
My thesis
My thesis: Both Walker and Cisneros discovered their passion for writing [<- the first part is my so what]through struggles, family influences and cultural restrictions.[the last part is the points I will be writing about-which will develop into my supporting paragraphs.

Now look at my hook and thesis. Together, they do not make sense without something connecting them. Most students do not think about this, but they should. I would need to add a lead-in to my thesis which relates the hook to the purpose of my paper. Example intro with connector:
"Guided by my heritage of a love of beauty and a respect for strength--in search of my mother's garden, I found my own," Alice Walker said in her story,"In Search of Our Mother's Garden." What Walker is really saying is she found her identity or her love for writing by learning from her mother's creativity. Likewise Sandra Cisneros developed a love for writing which she discusses in her story "Straw Into Gold". Both Walker and Cisneros developed their passion for writing through struggles, family influences and cultural restrictions.

Write Your own Introduction paragraph

Support
Use comparison contrast transitions and elaborate each point. This time, pay attention to the writing rules from W3. Any mistakes made present from W3-the 10 tips will result in point deductions for each mistake made. Yes, I'm serious. I don't teach you things for you to ignore them, as some of you did in your first essay.

Make sure you use alternating comparison contrast. This means, you cannot list all the details for one story, then the other. It also means, you can not randomly list the similarities and differences. Instead, you must let your thesis guide your paper. Look back at my thesis. I would have to have a supporting paragraph on struggle, family influences and cultural restrictions. In my paragraph about struggle, I cannot mention anything but how struggles helped both authors develop their identity as a writer,the differences between their struggles and specific story details about their struggles. The reason you want to use alternating style is so that you do not confuse yourself or your reader and you do a good job pointing out how the two stories are similar and different.

When writing your support, you may want to do an outline. This is not necessary, but it could help tremendously. See example on the board for my struggle-supporting paragraph if interested in outlining.

Make sure your supporting topics are mentioned in your thesis, you use appropriate comparison/contrast transitions, you elaborate-using story details and you compare and contrast. You do not need to cite the text. Instead you can use the title of the book or the author's name. For example:
In "Straw Into Gold"......, whereas in "In Search of Our Mother's Garden"
According to Cisneros ........ On the other hand, Walker ......

Now Write your First Supporting Paragraph. The points you can write about in your paper, which should be included in your thesis if you choose them are:
plot, characters, setting, journey for identity, authors, author's style, family influences, culture

You will finish your essay the next class and submit it for a grade. It does not have to be typed. If you were in FCAT testing during this lesson, you were told to refer to this website for details of your assignment to make sure you still turned it in on time.

10/14 A-10/17 B English III

Independent Reading-20 minutes-R13-15-Inferences-Due 10/24 A-10/25 B-80 percent

Groups-Compare and Contrast American Idol with X Factor using a Venn Diagram. Class reviews all differences and similarities between these shows. Check off the items your group had on their diagram and add anything you didn't have. Now write a paragraph using the alternating comparison/contrast style. This means, you must choose one element of both shows, rather than including all of them. For example, your paragraph may be about the rules, the judges or the setup of the show. Use the comparison/contrast transitions and submit to the basket your group diagram and paragraph. Both assignments can be on the same sheet. Make sure all group members' names are on assignment. Transition sheet distributed to students. Teacher explains to keep this handout for the comparison/contrast essay and future essays.

Student reading entry explained to class for inferences. Teacher explains what not to do when infering-do not report what is directly stated and put I predict, I guess, I think, I infer in front of it. Inferences are only when you guess or predict something not directly stated. Use appropriate key words. Only use I predict when actually predicting something will happen in the book.

Student work returned-progress reports issued.

Oct 14-Deadline-All Unit 1 assignments must be submitted by this date.