11/17A-11/18 B

CREATIVE WRITING
J#24 "Why does the Air Force need expensive new bombers? Have the people we've been bombing over the years been complaining?" -George Wallace

Think, Pair, Share and Discuss

Exit Slip 5: What is a counter-argument? What was/will be your counter-argument for today's essay topic on censorship?

Mini-Lesson: Review parts of the persuasive essay and W7 Notes
1) w8-My Improvements: Choose an assignment based on your area of need. Make sure you read the lesson before the exercises, because ANY wrong items will be corrected by you.
2) Write W9-persuasive essay: due today in basket
Prompt: Should television be censored for youth? Write to convince your reader whether youth should have censored TV

Assessment: Exit Slip/Persuasive Essay/W8

YB/6th
J#27

Reminder: Faculty contacts due 11/20; Ads or call slips due 11/24 (reminder of each and importance and impact on grade)

Reference section of manual reviewed in detail

Class Duties performed

Marketing Project:
-Detailed Plan with group returned with my notes (5)
-Implementation- You performing your plan and putting it into action in stages 1,2,3 (20 points)

YB/7th

Both days: Groups split up articles from copy section and list all of the questions the reporter had to ask to write the story. They are to label each set of questions with a title.

Creative Writing/Yearbook 11/13 A-11/16 B

CREATIVE WRITING

J#23 "Treat your friends as you do your pictures, and place them in the best light." Jennie Jerome Churchill

Think, pair, share and discuss

Portfolio check (10 points)

Exit Slip 4- What is the main difference between persuasive and expository writing? What items must be in persuasive writing that you don't have to have in expository? (Due before end of class)

Mini-Lesson Discussion of the differences between expository verses persuasive writing. Counter arguement discussed and examples given.


Work Period
Vocabulary Word Wall- Choose a word from the word wall, write the name at the top of your paper. Define the word with your group in student friendly language and put the part of speech. Draw a picture which illustrates the meaning of the word, then write a sentence, using context clues, that uses the word.

Read Expository/Persuasive Essays in class (6.0 congress essay, If You Assign My Book Don't Censor It). Parts of the persuasive essay discussed in detail and counter-arguement discussed again

W7-Persuasive/Expository- take notes from board-with Writer's Choice book
If time, start W8- My Improvements
Choose one of the assignments below, based on your area of need.
-Sentence Combining: p 360-366
-Fragments 557-558 Do Excer 23, 24
-Run-ons: 559-561 Do Excer 25,26
-Tense: 589-591 Do Excer 3,4,5
-Usage: 691-695 Do Excer 1,2
-S/v Disagree: pg 613-615, Do Excer 1,2,3
-Transitions: pg 74, Do: Choose 3 groups of transitions and write 3 paragraphs, using one group of transitions per paragraph-see Ms. Batten for further instructions
-Spelling: pg 828-834 Do Excer 1,2
OR Choose your own assignment with Ms. Batten's approval

Assessment: Exit slip due

YB/6th- J#26
Staff Organization section reviewed in class. Ladder assignment given to groups and checked off as a grade.

Reminder: Faculty contacts due 11/20; Ads or 10 call slips due 11/24

Journals checked the last class; turn in if not graded

Marketing Plans returned to groups to start implementing plans.

7th- Interviews past due-revise if needed. Copy section reviewed of manual

11/10A-11/12 B

Creative Writing
J#22 "The illiterate of the 21st century, will not be those who cannot read or write, but those who are not able to learn, unlearn and relearn." Alvin Toffler

Think, pair share, discuss with class

Word wall illustration-group assignment. Choose a word from the word wall and illustrate it as shown on the board.

Exit slip 4- Essential Questions: How is expository different than persuasive writing? What must you have in persuasive that you do not have to have in expository?

W7-Expository/Persuasive notes.

11/5 B-11/9 B

Yearbook/6th 11/5
-New seats
-Faculty contacts due; if not turned in, 2nd conference with teacher about this assignment mandatory
-Fix captions, turn in, staple caption notes and old captions
-Review manual sections, starting with captions
-Start listening more, talking less
-Follow the Rules
-Journal check 2 (10 points)




Creative Writing

J#21 "Don't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michelangelo, Mother Theresa, Leonardo Da Vinci, Thomas Jefferson and Albert Einstein." -H. Jackson Brown

Think Pair share, record examples from group members, share with class

Work Period:

-Finish Group work, if not finished (20 questions)
-Staple new version to old version and to your individual questions
-FCAT explorer- Pretest or Timeline (40 questions-9th graders)
-Do as many skill seminar lessons as possible. Start with your weak strands (see R6 notes)
-Portfolio check-next class
-Go back to classroom, next class. Make sure you get your portfolio there for the check.

11/4 A-11/5 B

Creative Writing

J#20 "I haven't failed, I've found 10,000 ways that don't work" -Thomas Edison

Exit slip 3/essential questions: What are the four FCAT strands in FCAT reading? What strands am I weak in, and what do those strands mean or reqire me to do?

Mini-Lesson: Reteach-Group Assignment, FCAT explorer demonstration

Work Period:
-Group work returned, fix, finish, turn back in
-10th, 11th grade-finish fcat explorer pre-test if not done (must be finished by next class)
-All- R6-FCAT strands/skills
FCAT explorer-work on skills seminar for all of your weak strands

R6-FCAT strands/skills notes
Words/phrases: meaning from context, inference
Comparison Contrast, Cause and Effect- All same strand
Main Idea: relevant details, methods of development, author's purpose, author's point of view, methods of appeal/persuasion, elements of plot, conflict and resolution, literary elements
Reference and Research: obtaining information, valid/reliable information, synthesizing information

Assessment: Exit slip 3, FCAT explorer pre-test or benchmark (40 items), Revised group questions

11/3 Yearbook

6th block

J#21
Faculty contacts due Nov. 5
Ad deadline 1- Nov 24 ($250 or 10 contacts made call slip)

Caption notes finished
Do journal after lunch
Copy new yearbook information
Type captions for pg 9 wkbk pic: one identification, one basic, and one expanded-Due today
Lead in checked by teacher-beginning of class

11/2A-11/3 B

Creative Writing
J#19
"If you want to make enemies, try to change something." -Woodrow Wilson

Think, pair, share, record examples of your group members, discuss as a class

Turn in exit slip from conferences-if you haven't already
Turn in exit slip about writing improvements-if you haven't already

HW check: Ms. Batten checks individual questions, 5 from your strongest strand, 5 from your weakest strand about the article R5 "Does Modern Society Make Us Fat"

Group work finished: Proofread questions from everyone in your group and choose the 5 best questions from each strand. For example, for reference and research you may choose one question from one group member, two from another group member, and two from your own paper. Once you've decided on the five best questions for each strand, type the questions and answers with your group. This means your group should have 20 typed questions and answers (five from each of the four strands. You can split the typed assignment up into separate documents, so you can all work on a part of it, but make sure you staple it all together and write all of your names. Before turning in the group work, you all must proofread everyone's work which you are turning in. For example, if one person in your group mispelled something or made a grammatical error, the rest of the group should catch it and fix it before printing and submitting the final document. Points will be deducted for poorly phrased, grammatically incorrect, or mispelled questions or answers.

Assessment: TURN IN Group work (20 questions organized by strand)stapled to individual questons from each group member.

Homework: Finish FCAT explorer pre-test if you haven't finished it yet

10/29 A-10/30 B

Creative Writing
J#18 "Wise men talk because they have something to say, fools, because they have to say something." Plato (429-347 BC)

Think, Pair, Share, Discuss- 3rd block record group members names and examples, due to not following teacher directions. Continue to do it this way from now on. Teacher will call on you to share group members' examples.


Exit Slip Question recorded: Have I made improvement in writing from the first writing assessment with my English teacher? What is my data that shows me?

Mini-Lesson: Ms. Batten reteaches choosing weakest and strongest strand, reviews FCAT strand packet, reviews article "Does Modern Society Make us Fat", jigsaws students by strengths and weaknesses

Work Period: Turn in exit slip from conferences (last class), conference with teacher if you haven't already, finish individual questions (10 Questions, 5 weakest strand, 5 strongest), jigsaw into groups by strengths, proofread all questions and narrow it down to the 5 best questions for each strand, type questions, answer questions, sort by strand, work on FCAT explorer timeline if time

Assessment: exit slip, FCAT questions (10 per person), Group typed questions (20 questions sorted by strand)- turn in together

Homework: Explorer pretest if not finished, individual questions if not finished

Yearbook

6th J#20, 11/5 new faculty contacts due, finish conferences with teacher regarding faculty contacts and ads. Ad deadline 1- 10 contacts or $250 contracted by Nov 24.

Caption notes started, pg 9, write a Lead In for the picture, due by the next class.

7th-Write an identification, basic and expanded caption for the displayed picture. Ad conferences with Ms Batten finished. Ad Deadline 1- $250 or 10 contacts made by Nov 24. Start reviewing copy section, manual.

10/28 Yearbook

YB 6th-

Finish theme/fix theme assignment
1)word lists
2)design
3)notes

Conference with Ms. Batten about faculty contacts and ad contacts- 4 given that you have to contact (7th block too)

Caption writing- pg 9 wkbk- Take notes (7th block if needed)

Ad Deadline 1- 10 contacts or $250 contracted by Nov 24, (7th too)

10/27 A- 10/28 B

Creative Writing

J#17
"I will not condemn you for what you did yesterday, if you do it right today." Sheldon S. Maye

Think, pair, share, discuss as a class

Reminder: Conferences
To Discuss: where you were in reading and writing at the beginning of the year, where you are now, data collection sheet needed, what writing tips you need to start working on, W5 and W6

While Ms. Batten is conferencing you should work on one of two things:

1) R5 Does Society Make Us Fat?
Write 10 questions, 5 from your strongest FCAT strand and 5 from your weakest FCAT strand,
about the article. Use the packet of FCAT stems and information to assist you with your
questions. Make sure the quesitons are clear about what they are asking, so if someone was
answering your questions, they'd be able to answer them without feeling confused about what you are asking.

2) Login to FCAT explorer and take the pretest.

Login information given in class, go to FCATexplorer.com. Finish pretest before the next class.

Yearbook

Basic Caption due

Expanded caption-written in class- due beginning of next class

10/22 A-10/23 B

J#16 Creative Writing

"Deal with the faults of others as gently as with your own." -Chinese proverb


w6-add conclusion to your notes

Example conclusion:

(restate thesis-different words than intro)In conclusion, it would be a dream come true to spend the day with Ms. Winfrey because she is successful, and I could show her how much she means to me. I won't ever forget the first episode I watched of her show, and I will never forget how much she has inspired me. Perhaps, one day, I will get to meet her. (At end, relate conclusion back to how you hooked the reader and end with a general statement)

Teacher teaches conclusion. Class asked to identify the parts.

Review of introduction: engage the reader and thesis and support

Turn in W5 rewrite/stapled to old one. Due today. Add on a conclusion to your rewritten introduction and support. If you never turned in the first version, turn that in today, so I can get it back to you for the rewrite. Both grades will be on your report card.

Conferences with teacher: Bring your writing section and data collection sheet. You will discuss: where you were in reading and writing at the beginning of the year. Where you are now. What writing tips do you need to start working on (w3)? W5/W6 - Questioned about expository essay parts, such as why you didn't engage the reader?

Exit slip: Copy the questions below and answer them after you writing conference; turn in on the day you have your conference with me
Essential Questions to answer: What do I need to do to improve my writing? What level was on on FCAT writes? What level am I at now? What are my strong and weak areas in FCAT reading?

10/21 B Yearbook (6th)

J#16

Faculty Liaison due Friday-reminder given with an example how to do the assignment in class
EX:

1. Smith-10/22 Hexarts show 6:30 Auditorium
2. Reynolds-nothing at this time
3. Maynes-Doing a lab 10/20 1st, 2nd, 4th (-2 points because assignment turned in to late to take these pictures)
4. Parker-Roots and Shoots service project, 10/25 at 6 p.m. at the school
5. Baker-nothing at this time
6. Bradford-Baseball scholarship presented on 10/23 at 9 am in conference room
7. Adams- never responded to my emails

Assignment due Friday/ to go on Report card:

Word spin offs

1. Exclusive synonyms: list all the words and phrases that mean almost the same ex: Private, secret
2. List spin off phrases and words for EX and I, excuses, excellent, I am brave, I play, Who am I?

Then- Design

Design using pgs 3-4 of your wkbk, Remember we are going for a magazine look

Turn in: word spin-offs, wkbk, notes from the last class

10/20 A- 10/21 B

J#15-Creative Writing

"One who sits between two chairs may easily fall down." -Proverb from Romania and Russia

Think, pair, share, discuss as a class

W6-FCAT Writes-Tips (copy below or from board)

Example Intro:

(Engage the reader)One day, as I laid in bed sick with the flu, my mother turned on a talk show I had never seen before. On the episode, they split their audience by eye color and treated the blue-eyed people poorly. The host of the show didn't really hate blue-eyed people, but she was trying to teach them a lesson about what discrimination felt like. After that episode, I watched her show religiously. (End with thesis: what you will write about or your stance on an issue and your reasons why or which you will discuss. Should be one to two sentences maximum). So, If I could spend the day with anyone in the world, it would be Oprah Winfrey, because she defines success by living it, she teaches valuable lessons and I would show her how much I appreciate her.

Support:

Bare: I like science because I enjoy it. (1,2)

Extended: I like science class because we do interesting experiments. (3)

Layered. In Biology class, we do fun experiments, such as dissecting frogs and measuring the properties of light. (4)

Elaborate:
It is always an enlightening experience when I step into Mr. Robinson's Biology Honors class. Although my classmates moan when they receive a textbook assignment, the sounds are quite different when he announces lab work. He always plans innovative and creative experiments. For example, once we dissected Leopard frogs delicately. Another time we used a portion of the electromagnetic spectrum to measure the properties of light. In my opinion, the realistic lab experience in Mr. Robinson's class is extremely interesting and worthwhile. (5,6)

Work period:

Journal/Think,Pair, Share

W6-FCAT Writes Tips-Take notes, see above

W5-Rewrite
Upon receiving W5 Expository back, rewrite your introduction and support only. Make sure you've engaged the reader, have a proper thesis, and elaborate support.

Conference: Next Class- Bring all writing assignments and data collection sheets

Progress Report 2 issued and signed for in class

Yearbook:
Discuss Theme throughout book

10/14A-10/19B

10/14- PSAT testing. 3rd block- take this time to makeup work that you are missing in my class



10/14 B-
J#13 discussed from last class. Add to your journal if you didn't the last class. Take your portfolio out of the room with you until we are relocated back to our room. You are responsible for bringing it to class daily.


Reminder from Ms. Batten on past due work such as Group packet-marking assignment, W5-Expository essay assignment.

Essays 2-6 read aloud and parts discussed in class. Students called upon to point out where model papers engaged the reader, used a thesis, had supporting reasons, etc.

10/15 A-10/19 B

J#14 "When people are free to do as they please, they usually imitate each other." -Eric Hoffer

Discuss Journal Entry

Reminder of past due work from last week, group packet marking, and individual essay, marking and scoring.

Hook handouts taken out for review: Popcorn reading and brief discussion of the 5 ways to engage the reader on the handout.

MAP Test-makeups

Ms. Batten reads engaging beginnings from novels as examples and asks the class to identify each as one of the five ways to engage the reader, from handout.

Students find examples of engaging the reader in books. Use library or books provided. Share with the rest of the class.

Movie beginnings- Class views the beginnings of movies and/or tv shows and discusses how the director engaged the viewer.

Connection is made between engaging the viewer and engaging the reader.

10/12 A-10/13 B

Creative Writing
J#13
"Never look down on anybody unless your helping them up." Jesse Jackson

Give Ms. Batten your academy name. (1st, 2nd, 3rd block only)

Reminder from Ms. Batten/READ:
The last class you were supposed to turn in your group FCAT packet, with all of your names, and with a key (see board). You were supposed to use your group key to mark the different parts of the FCAT essay standard, such as engaging the reader, the thesis, etc. Your group key should be recorded on your packet somewhere. Groups should have marked the 2 through the 6 essays. Packets returned today in class.

Then, you were supposed to take your individual essay, W5-Expository, and come up with another key. It can be the same one you used with your group or your own. Using the key, you were supposed to mark your essay and turn it into the basket. Essays returned today in class to add on new part.
NEW:
Now, you will take W5-Expository, the essay you wrote about someone you would like to spend the day with, which you've already marked using your key which you've also recorded somewhere on your essay, you will now comment on your essay in the following areas: Focus, Organization, Support, Conventions. Then give your paper a score on the 6 point scale. Turn essay back in. Directions also on board.

*If you receive the W4-American Idol assignment back, fix it according to the following directions and turn back in. Directions also on board.

• After you've scored and commented in each of the four areas, in the margin write: right score or real score and record the score given to you as the actual score the audition should receive. Put a check next to your score if it matches the real/right score. If it doesn't match, in the margin, write a note why the right/real score is more accurate than your score.

Work Period Students:

• Respond to journal 5 minutes, Discuss as a class
• Read the reminder from Ms. Batten
• Take MAP exam, turn in
• Work on W5 essay (see directions above) or an assignment you haven't finished yet.
• Portfolios past due.

YB 9/29-10/9

• add to journals until J#13- free response
• Faculty contacts due before October 9
• Ad contact sheets back in
• Ad test
• 2 Posters due-get checked off
• Progress reports-fix anything missing
• Class Duties
• Photo workshop
• call slips, corporate letter distributed
• underclass picture delivery, help with underclass pictures.
• ad grade coming soon

9/28 A-10/9 B

Creative Writing
9/28 A-9/29 B

J#9-

R4-Fossil Fuels completed. Fill out identifying strengths chart. Turn in.

American Idol Rubric Distributed-explained. One to two auditions shown. If absent, look up American Idol auditions on Youtube and grade at least 6 auditions using W4 directions below.

W4-American Idol Auditions

Write each person's name and make comments on each one in the following areas: Focus, Organization, Support, Conventions. Then give them a score.

Reading Conferences with Ms. Batten finished

9/30 A-10/1B
J10-

Finish idol audition grading. Discuss with group members. Try to agree on grades/scores for each contestant.

Teacher checks portfolios for content and offers suggestions before grading on 10/6 A 10/7 B.

Gallery walk-standards based bulletin board explained to groups.

10/2 A- 10/5 B
J11-“Nobody can go back and start a new beginning, but anyone can start today and make a new ending.” Maria Robinson

Take out W4 and record the right scores in the margin next to your grade. Do not replace your score. If you got the score right, put a check. If you didn't get it right, put a note why you think you were off in scoring.

W5-Expository Essay- 45 minutes

Respond to the following prompt in 45 minutes.

Situation: Imagine you could spend the day with anyone in the world, from any time period.
Prompt: Write about who you could spend the day with and why.

10/6 A-10/7 B
J#12 "Every exit is an entrance somewhere." Tom Sheppherd

R4-Fossil Fuels reviewed. Check short responses of peers. Fill out charts. Turn in.

Hook handout- reviewed. Discussion about engaging reader.

FCAT packet-Essays 1-6 distributed. Groups to write on only one handout. Put all of your names and come up with a key for marking the following:

-Engaging the reader
-Develops a controlling idea/thesis
-Organization/reasons per paragraph
-Support, details, examples, description, definitions, illustrations, elaboration
-conclusion

Ms. Batten models the 1 essay and how to mark/highlight the above items with whole class. Groups are to finish the 2-6 on their owns.

turn in.

Homework-Come up with a key, for writing standard above, and or mark your W5 essay. The key does not have to be the same as the one used in your group. Due the next class

9/18 A-9/21 B
CW
J#7 "An angry man opens his mouth and shuts up his eyes." Anonymous
think-pair-share with group and write for each group member an example under your journal entry

Turn in W1 or W2 rewrite-homework


With group finish your group rewrite of the W1 Myself student paper which was typed. Remember to attach you individual proofreading corrections to the worksheet to your group paper. Due today.

Journalism-6th- J#7
Ad contact sheet started in class and ad contracts reviewed; complete class duty;

Journalism-7th- Ad contact sheet explained and started.



9/22 A-9/23 B
Review Journals 1-7 to make sure they look like you've responsed for five minutes, you have a summary, and you have examples elaborated which relate to the quote.

Group work returned to redo. Students are supposed to fix W1-myself worksheet as if they were the student who wrote it. As a a group they should eliminate the 15 common writing mistakes discussed in W3 and in class. Redo and turn back in.

Group rubric. Taking the 6 Expository essays, 1-6, come up with a group rubric for each level of the fcat writing test. In the four areas of focus, organization, support and conventions tell what a student needs to do in order to achieve each score. Turn in.

Conferences- Teacher conferences about FCAT reading practices with each student.


9/24 A-9/25 B

J#8 "The harder you fall, the higher you bounce." -Raffiki, The Lion King
Think pair share, and discuss as a class.

Group rubric returned. Individual FCAT Writes rubrics distributed. Class marks level 6 on the FCAT writes rubric by the 4 categories you are graded on: 1)Focus 2)Organization 3)Support 4)Conventions. Then they underline and discuss key words in each section that indicate how well you are supposed to do in each area. For example, for Focus, we underlined focused, purposeful, and reflects insight. Finish the rest of the rubric on your own. Then meet back with group and compare the FCAT rubric to your group rubric. Add anything your group is missing but in student friendly language.

Turn in.

Continue conferences with teacher. Progress reports distributed.

Journalism/6th
J#9
Proofreading symbols/Writing Tips checked
Photo workshop
Ad contracts distributed
Rewrite due-attach old to new
Ad contacts due- finish and turn in
Class Duty
Magazine Hw- last chance for partial credit
Ad manual distributed

7th-
Ad manual distributed - told to read through for test on Thursday
Ad to ad contact sheet for more credit

9/14 A-9/17 B

9/14A -9/15 B Creative Writing

J#5 "When all think alike, no one is thinking very clearly." -Walter Lippmann

Think-pair-share journals and restate a group member's journal

Take out Baggy clothes, answer sheet distributed. Discussion of how to earn participation points. Use the response frames and label the parts. (see a group member or Ms. Batten for example) Fill out identifying strengths chart. Turn in FCAT article, answers, and strengths chart.

Turn in rewrite homework. The old one should be stapled to the new version.

Class Procedures Test, handed back and reviewed.

Groups rearranged, so one strong listener is present in each group.

W3-finished the notes

FCAT strands reviewed for Learning Target part on strengths chart.

9/15- Journalism/Yearbook (6th)
J#5 Free Response.
Tshirt reminder- due Wednesday
-Proofreading Writing Tips, take notes and rewrite Myself or What I expect- next class
-Time given in class to work on class duty or finish an assignment that should have been turned in in another class
-Remember Theme group assignment and skit idea in detail, group assignment were turned in the last class.
-Manual check
-Ms. Vandigriff, ad presenter. Take notes on ad prices and on how to sell ads.

Skinny-YB
Photo presentation, tryouts
Ad presentation, take notes


9/16 A-9/17 B

J#6 "The only think we have to fear is fear itself." -Franklin Delano Roosevelt

Think-pair-share. Restate what a group member said.

Baggy clothes article, answers, and chart returned with the opportunity to fix any mistakes before turning in for a grade.

Class reviews answers to Baggy clothes and fill out the strengths and data collection charts.
Exchange papers and grade, short and extended. Fill out charts, and turn in article, answers and charts to the basket.

W3- notes reviewed

Group Work explained- Take the sample student worksheet which you made proofreading corrections and jigsaw the corrections as a group. Decide what needs to be rewritten and fixed and rewrite the student work on one piece of paper. Turn in individual proofing correction worksheets and the group rewrite stapled together. To finish the next class.

W1 or W2 rewrite returned.
HW- rewrite the assignment you didn't the first time, or rewrite the rewrite, if you still have mistakes. Due the next class

7th block skinny/YB

I terms- lists
Download pictures, Photoshop, editing workshop, Take notes.
Discuss dress code, school vs real world photo appropriate behaviors, be careful about what you say about others and the yearbook when out of class, Photographer expectations
Editors meeting reminder, parking lot reminder, ads materials due.

9/8 A-9/11B

Creative Writing

9/8-9/9

J#3 "There is only one success: to be able to spend your life in your own way, and to not give others absurd, maddening claims upon it." -Christopher Darlington Morley

Think pair share journals. Share in class. Teacher provides feedback

Review FCAT R2-China- answers on overhead; models given of short and extended response, fill out identifying strength chart while answers are given

Exchange papers and grade each other's short and extended response. Return, finish filling out identifying strengths chart. Then fill out the data collection chart. Turn in R2 and both charts to the basket.

W1 and W2 returned. Homework assignment coming to rewrite one of these.

W3-Proofreading Marks/Writing Mistakes
Copy down the chart from the Writer's Choice Book, in full.

9/10-9/11

J#4 "If a million people say a foolish thing, it is still a foolish thing." Anatole France
Discuss as a class.

R2 and charts returned with a participation grade. Explanation is given of the grade given and how grades will be given in the future, such as you must use the short and extended response frame.

R3 "Baggy Pants"- mark the text; adjust how you mark according to this text. Keep for next class.

After marking, take sample student writing W1 and using proofreading marks, correct it. Keep for next class.

W3-add to notes
1)Spell things out
2)Don't refer to people as things
3)Don't start sentences with Well, Like, And, Or, Because, But
4)Don't use words that aren't needed
5)Don't speak to the reader unless directed.
6)Write complete thoughts.
7)Write more and elaborate.
8)Use appropriate transitions to introduce and connect ideas.
9)Avoid slang and writing how you speak
10)Say no to run-ons

Each writing tip explained with examples from student writing.

Journalism period 6-
9/9 B
J#3 free response, take theme notes, then go through the 2009 book and tell me how theme is portrayed in each section both verbally and visually

Class Duties assigned and explained.

ID pictures taken

9/11 B

J#4 free response
20 minutes- skit ideas; choose one as a group and write it out in detail
Class duty-complete your classroom duty if possible
Finish yearbook theme papers from the last class
Manual check