10/9-10/11 English III B Day

FCAT Retakes this week

10/9
M&M 16)intracoastal
intra: within   coast: side/edge of land    al: of the kind, pertaining to the form or character of

intracoastal (adj): located or occurring withing a coastline, close to the coast

The Intracoastal Waterway marks the dividing line between Jacksonville and its coastal communities.

Do: Own sentence, no peer review.


Take out Exit 3 and Venn Diagram. 4th block discusses Venn diagram again as a class. Students should add to their diagram anything the class discusses.

Comparision/Contrast essay powerpoint-Student taught how to organize (Venn Diagram), transition, support (point-to-point), write a thesis, and a hook.

Groups write a thesis together on Idol vs. Xfactor, each member on their paper. Group member write a hook together on Idol vs. Xfactor. Each group member must submit their Venn diagram, their group hook, and their group thesis on their own paper to the in basket.

10/11

Study for M&M Quiz 6th block

Copy Exit 4: CC Essay: Intro/Conclusion (7 pts)-80%
1)Where does one place their thesis statement in an essay? (1pt)
2)What 3 things must one do in a comparison/contrast thesis statement (3 pts)
3)Why is it important to make sure your hook and thesis connect? (1pt)
4)What are 2 things one should do in their conclusion? (2 pts)

Students told that Exit 3 and 4 not due until the next class.

Student setup W1-How to Write a Comparison/Contrast Essay

1. Students reminded how to head paper, and told to put title above as well as See Exit 3 and 4 for both essential question and Summary.
2. Organize-Must start by organizing with a diagram such as a Venn Diagram (example Xfactor/Idol)
3. Narrow Diagram down to points that you can write about and choose at least 2 points for support.
4. Thesis statement: Must have the works and author(s) to be compared, the points of comparison/contrast, and the so-what or the why you are comparing these works (to help with the so what think of why the works were created in the first place. For example, Idol and Xfactor were created to give beginning singers a chance to achieve their dream of becoming a singer)
5. Hook: Look back at your thesis. Your hook should relate. You can start with a quote, background info, describe the writing situation, or with a general statement
6. Make sure your groups hook and thesis connect (make sense). Class looks at my model hook ( a quote from Alice Walker) and my thesis (comparing Walker to Cisneros via struggle, family influence and cultural backgrounds). Readers would be confused that I didn't introduce Cisneros if I do not add a middle to connect the hook to the thesis. Write a connector between your hook and thesis with your group (remember you all have your own copy of this group work-all of you write this on your own paper).
7. Students told to refer to the works or the authors throughout paper, otherwise reader will be lost. Also, when referring to the works or the author's always keep them in the same order each time you mention them. This helps your reader as well.
8. Comparison/Contrast transitions must be added to paper or you will not have succeeded at comparing and contrasting. You cannot just point out details without showing how they are related: For example: Similarly on Idol... On the other Hand XFactor... Although Idol..., XFactor
9. Students instructed to split their points/supporting paragraphs up with their group members. Each person writes one paragraph. This is not done as a group. So if my group had rules and judges, 2 of us could write our own paragraphs about the judges, and 2 of us would write our own paragraphs about the rules. Finish this for homework if not done in class. Turn in.

Cnotes to be continued Next Class

Grading Term 1-All Late work Due 10/17-No work accepted after that date

10/5 Pep rally schedule-English III

15) Intercede (V.)
Prefix inter=between ,among   Root cedere=to go

Intercede
to act on behalf of someone in trouble or who having difficulty; mediate

Jim Lehrer interceded Wednesday's presedential debate, but he was crticized for not keeping candiates on subject or within time constraints.

Do own picture, sentence and have somone peer review both.

FCAT scores given to each student. Retake is next week. Passing score discussed (245 Level 3) and students who didn't pass were told to take notes on FCAT discussion for credit.
-Take the test seriously
-Take your time-do not race through it.
-Mark the text using the etools (highlighter for important parts, eliminate choice, mark for review, notepad)
-Read questions carefully
-When reading, predict the questions they will ask you ahead of time
-Use the morphological magic word knowledge that you've acquired
-If its an author's purpose question, elimnate answers with key words that are obviously not the purpose. For example if its informational, they you can eliminate any multiple choice answer that begins with to convince, to persuade and to tell a story.
-Go go fcat.fldoe.org  click on FCAT 2.0 and practice with sample tests and answer keys

College Week discussed briefly. Students told to sign up for ACT/SAT next Wednesday in the library.

Take out Exit 3 and Xfactor/Idol diagram. Students in 4th block see clips from both shows. All students add to Venn Diagram, colloborate with groups and add more to their diagram and review with class, adding even more to their diagram.Each person has their own Venn Diagram. The next class we will write supporting paragraphs for Idol vs. Xfactor.

Remember you will be comparing and contrasting Our Mother's Gardent to Straw Into Gold. We are comparing the two shows to show you how to successfully write a comparison/contrast essay.

Point to Point organization discussed briefly as choosing categories for comparison in which you can generate supporting paragraphs. For example we could write a whole paragraph comparing and contrasting the rules of one show to the other. If we did, we would have to stick to that point the whole paragraph.

Transitioning briefly discussed. Students told transitioning is essential or the reader will get lost. They won't know which show, author you are speaking about and they won't know if you are comparing or contrasting.

H5-Transitions distributed to 5th block.

Next class-Writing supporting paragraphs for idol vs xfactor, reviewing, Cnotes compare/contrast essay tips.

10/3 English III-early release

14)incongruity, copy chart, definition, models and Do: Your own incongruity war (watch clip of example), write  sentence, draw a picture, get a peer to review. If your choice is an incongruity war, record the war between you and a classmate on one M&M paper, while the other person writes look at so and so's paper. That way you don't have to write the war twice.


in=not  congruent=equal, agree   ity=forms abstract nouns that express state or condition

incongruity:contradiction, paradox, something or someone with qualities that conflict; unsuitable; inappropriate, state of being out of place

Model 1: The art show patrons chuckled at the incongruity of a toilet sitting in the middle of Renaissance paintings.
Model 2: He felt immediate incongruity upon entering the classroom, because students were following procedures he wasn't yet familiar with.

Papers returned-students told to pay attention to exit slip questions, what they are asking, how many points each question is worth and to write the whole question. Students are losing points because they aren't listening for answers during instruction, they aren't answering the whole question and they aren't looking at the amount of points to see how many answers I want.

Copy Exit 3:Compare/Contrast: Support (7 points)-80%

 1)Describe the point-to-point compare/contrast organization (2 pts) 2)Justify the importance of transitioning in a compare/contrast essay? (2 pts) 3)List at least 3 ways you will be evaluated on your supporting paragraphs (3 pts)

You will not be able to answer every question this class. This exit slip is due on 10/5. 

Everyone take out American Idol/Xfactor Venn diagram or create a large Venn diagram leaving plenty of room for details. Keep this/there is no number-it will become group work, but each person must have their own copy.

4th block: Need to play all clips: Conan, Xfactor, Idol

5th block: Played the rest of Xfactor clip, Idol clip and started Venn diagram on own.

10/1-English III

13) excerpt-  copy chart and definition from a classmate, but write your own sentence
-Batten discusses student appropriate behaviors and difference between teacher and student such as not talking when teacher or classmate is sharing class info., raising hand and waiting to be called on, not blurting out things that only pertain to you in the middle of class, not distracting class with inappropriate or unnecessary comments, not getting upset about rules being enforced when procedures were reviewed for 2 weeks at beginning of school

MAP pre-test 30 min

R3-Straw Into Gold due-turn in to basket (Allusions/Notes chart)- Was homework and time given in last class to complete

Review Straw Into Gold: Class discusses 1312, cultural allusion/Mexican culture, 1312-Cisneros broke a cultural taboo, 1312-brothers, parents and schooling influence on her writing, 1313 "There was a hunger I didn't have a name for"-writing begins, 1314-My mother flourished-similar to Walker's mother-gardens, 1314, I've done all kinds of things (last part of story), 1315-question 1 answer is A- metamorphosis doesn't mean answer has the word change in it

Differences/Similarities discusses between the two stories: family influence (mother vs whole family), both wrote about becoming writers but in different styles (one written mostly about her mother's story, the other is mostly the author's story), allusions (one has a lot and they are more direct, the other not as many and they are subtle or indirect), Both wrote for the same purpose

Turn in Exit 2-SIG-9 pts

Performance Task to Compare and Contrast both stories-discussed in class. It will be 100 points/80% and I will walk you through every part.

Each student creates a large venn diagram for American Idol vs. Xfactor-Conan Obrien clip and Xfactor clip played for 5th block. 4th block continually falling behind. To continue the next class.

9/27 B English III

M&M 12)malaise (n.): Copy chart, definition, sentence. Then do your own sentence using context clues and draw a picture illustrating the meaning of the word.

Group duties officially assigned. Participation points will be deducted if students do not complete this when given time.

My.hrw.com described in class as the Holt book online. Students reminded that the login: tparker806 and password: braves is at the top of their class procedures handout. Students shown how to use the book on this site so they always have access to the Holt book at home.

Battensclasses.blogspot.com reviewed. 4th-Reviews problems with Ain't I a Woman. All classes review R3-SIG setup and what the class did together the last class. Students given 20 minutes to finish this chart on their own. They must read through pg 1314. R3-SIG due today or finish for homework and have 
next class.

Ms. Batten gives all remaining Class Procedures Tests. If absent, must come in during lunch or after school. She also conferences with almost every student about their R3-SIG assignment.

Review of Straw Into Gold-the essay. Both classes to continue review the next class. Exit 2-SIG-80% not due until the next class.

9/25 English III

M&M 6-10 turned in if not turned in last class. Start new paper for 11-15.
M&M 11)disconsolate (adj)  Copy chart, definition and sent  For chart: dis=not, opposite, absence of    console=to lesson sorrow or grief, comfort   ate=makes words verbs or adj Definition: extremely unhappy, heartbroken. After his mother's desk, Peter walked around in a disconsolate mood and he felt like sleeping all day. DO: Draw a picture illustrating this word and write a sentence using the word with context clues.
Have a peer review both your sentence and picture. Make sure they include their name with their comment.

Sign up for a group duty. Student files explained for class (5th block never explained)-black bin by basket contains each student file. This includes things like your student questionnaire, your progress reports and data. Do not remove anything from these files-they are for conferences with Ms. Batten. (4th Block-still needs to review R1-Ain't I a Woman- problems-see last blog entry for explanation of score.)

Take out Exit 1. Turn to pg 1294 OMG-Holt. Class discusses story in detail, such as

1)Author starts with a hook/anecdote 2)excerpt Woolf-Walker’s brackets and reason 3)Ma Rainey-purpose for this allusion (student problems with allusion reasons discussed) 4)poem by Walker and why its not an allusion 5)how her mother used gardening as an outlet for her creativity 5)Wheatley and Roberta Flack and why allusions were used-It is not acceptable to put Roberta Flack-singer, allusion used because she is a singer. This doesn't tell me why she threw a singer in the middle of a story about her mother, her becoming a writer or about unknown geniuses, 1299: Reading Focus Question 1  6)purpose Walker wrote this, purpose for her allusions to mostly famous people, and main idea(s) of the essay

Turn in Exit 1-OMG-7 points to basket-80% assessment-DO not copy. Students discuss why it is important not to copy exit slips. Exit 1 returned to students who submitted last class and asked to fix and return.

Copy Exit 2:Straw Into Gold-9 points-80%

1)What are the different purposes for writing  (3 pts) 2)What is Cisneros' purpose for writing SIG? 3)How is Cisneros' story similar and different to Walker's story? (4 pts)

Class starts Straw Into Gold together pg 1310-1311. Setup R3-SIG (Straw Into Gold) just like you did R2 with allusions on the left and notes on the right. Remember the left is page number, Allusion, brief description of allusion and why the author included the allusion. Remember your reason should relate to the story's main idea somehow.. On the right, your notes should reflect details that contribute to the main idea which is about Cisnero's journey to become a writer. Ms. Batten models with class:

Allusions

1310- Straw Into Gold-title alludes to the fairy tale in which Rumpelstiltskin held a woman captive and demanded she spin straw into gold. Allusion used perhaps to show that like the woman in the fairy tale, a character in this story will have an impossible task to complete

Read through end of story to 1314 and add allusions to the left side of your chart. Make sure you follow directions. There are less allusions in this story. You may find 2-3 max.)

Notes 

-While living in France, author was invited to a dinner, which she was expected to make.

-Dinner guests assumed because she was Mexican she could make Mexican food, but she had never made tortillas

-Her Mother-from country folk

-Her Father-from inland, poor

Read through the end of the story to 1314 and add notes to the right side of your chart which contribute to the main idea: her in graduate school, her as a youth, her family's influence on her writing, her accomplishments: how she became a writer.

Will finish assignment next class-15 minutes will be given to finish. If not done with R2-which was due today, you can still do for partial credit. Remember the go to the Holt book online  The login is tparker806 and the password is braves. Click on the orange book and type in the page number. 1294 OMG 1310 SIG.

9/21 B Day English III

M&M review 2. Turn in M&M 6-10 (bipartisan-denotation) in order, stapled together to basket.

Take out Exit 1-OMG-80%, R2-OMG and Holt books. The class reviews R2 and the chart everyone filled out together the last class from Battensclasses.blogspot.com. Students reminded that on the allusion side, they are to put the pg number, the allusion, a brief description of the allusion and most importantly the reason why she included the allusion. For the reason, they may struggle a bit. To help, they should always think, why would she randomly throw this allusion in the middle of a story about how her creative mom influenced her to become a writer or how does this relate to the main idea of this story.

For example, the allusion on 1296, Sainthood-a group of African American women who went insane due to their creativity being stifled.

The student should ask, what do these women have to do with Alice Walker becoming a writer or her mother's creativity. Then they should make an inference: a guess

Inference: Maybe Walker included this allusion to show what happens if a woman doesn't have a way to express herself, like her mother and she were able to do. Perhaps not all women found an outlet.

Also student will want to look at the footnotes and the context in order to make the inference. For example, in the footnote it explains the Ma Rainey is a famous Blues singer. But in the context it says that she sang songs that bore the name of their creator, unlike her mother..

Inference: Perhaps she included this allusion to show the contrast between Rainey who was famous and sang about herself versus her mother who wasn't famous and didn't brag about her talents to anyone, so no one knew they existed. Maybe she is trying to tell us that some of the most creative and talented people aren't always famous or well known.

Reminders: Do not forget to add any detail that relates to the main idea of the story on the right side-these should be notes about Walker's mother, Walker, or her and her mother's creativity

Students given 30 minutes to finish the R2-OMG Allusions and notes on their own. If they didn't finish, they had to complete the assignment for homework with the online Holt book the login is my.hrw.com  and the passwords is tparker806 (When navigating on the site, click on the orange book, and type the page number in the box at the top of the page, click arrows to move to next page). Ms. Batten helped students with the first 5 allusions, there are at least 7 more. Students should have at least 10 allusions down on the left-making sure they include the reason they think she used the allusion.

Exit 1-OMG-80% can be turned in today or the next class. Ms. Batten will review the assignment before students have to complete.

5th: Reviewed R1-Cnotes/Ain't I a Woman-grading, main idea and author's purpose

Ain't I a Woman: In the margin you were supposed to put the main idea and the author's purpose in sentence format. You only lost points if you didn't follow directions, however, a lot of you are confused about the main idea and purpose. Main idea is basically what the speech is about and the purpose is to inform, persuade or entertain in sentence format, and it cannot be all 3. You would want to decide which the author does the most. For example in the poem the main idea really is: Women are just as good as men and deserve equal rights (don't copy my main idea-do your own.) The purpose: She is writing to persuade women to band together and demand equal rights (don't copy my purpose-do your own). On the Back wksht: we reviewed the answers together. I also gave this assignment to students with comments for how to fix, elaborate answers. Some students lost points because they didn't fix anything, despite being given a chance to.

On the Cnotes-Allusions-Students were graded using the Cnotes rubric.

Papers were returned-students directed what to do with assignments since this is the first time papers were handed back. Students were also instructed to update their TOC for each section as they received assignments if they hadn't already done so.

Progress Reports distributed to all students present.

9/19 Early Release Day-English III

Take out M&M 6-10 and study words/prefixes for class review session, today and next class.

Students randomly drawn to answer M&M questions for words in all classes. Students asked if they need a copy of the morphological magic words from all classes. Handouts distributed to students who want one.

Take out Exit 1-Our Mother's Garden-7pts-80%- see last blog for slip 1-worth 3 points, 2-2 points, 3-2 points. Students are to listen for the answers to the exit slip questions throughout the lesson today and next class. Question 1 was answered the last class. Remember not to copy someone's exit slip or let them copy from you.

Open Holt book up to pg 1294. Setup R2-OMG (Our Mother's Garden) by folding a piece of paper in half or drawing a line down the middle of the page. Label the left hand column Allusions. On the left you will write the page number, the allusion, a brief description of the allusion, and why you think the author included the allusion. Label the right column as notes, and take notes on anything that relates to her focus: Walker  became a writer because her mother's creativity inspired her. 

Class reads pg 1294 to first few paragraphs of 1295 together. Students should chart as class discusses. Ms. Batten helps them with the first part:

On the right for example the class wrote:
-her mother pregnant at 17, ran away, married
-At 20, she has 2 children and pregnant with 3rd
-Author born as 5th child
-Mother struggles with racism
Finish the story through 1298 and keep adding details that relate to Walker becoming a writer or her mother's or others' creativity.

On the left for example the class wrote:
1295 Crucifixion-Jesus crucified on the cross/biblical-allusion used to describe what the unknown woman had on her quilt
1296 Virginia Woolf-English novelist-allusion used perhaps because Walker and Woolf shared similar beliefs. Woolf pointed out that genius exists in lower class and repressed people. Walker says "look high and low" for creativity, not just high.
1296 Emily Bronte-Author-allusion used perhaps because Bronte may have been a woman who struggled to become a writer during her time period. But she made it as a writer despite this.
1296-Robert Burns-Author-allusion used perhaps because Burns may have struggled to be a poet in Scotland, but he made it as a writer anyway. His creativity wasn't stifled, or perhaps he was inspired by someone like Walker was by her mother.
1296-Sainthood-Black woman in south called Saints driven to madness. Allusion used perhaps to show what happens when you stifle a woman's creativity. Maybe Walker is telling us that everyone, especially women need an outlet for their creativity.
Finish the story through 1298- There are at least 12 allusions. Find at least 10 of them. Doing the rest during a quiet work period the next class.

Next Class: Papers returned, review of R1 and R2, Finish Exit 1 and submit, Group duties signed up for, Class Procedures Tests Finalized, Late Portfolios to be shown to Ms. Batten for credit

9/17 English III

Word 10-M&M-denotation (n.), Copy chart, copy dictionary definition and look up dictionary definition of shack and cabin or copy charts and definitions from a classmate.

denotation
de: down from or about   nota: to distinguish  tion-makes words nouns

denotation: literal definition of a word, NOT the feelings a word suggests (or connotation)

After looking up/copying definitions for shack and cabin, you will see their denotation is the same, however the connotation each word has is very different. We imagine a shack as an undesirable place to live and a cabin as a vacation home.

See Ms. Batten for a copy of current M&M words from all of your classes.

Copy Exit slip 1-80%-7 pts-Our Mother's Garden 1)Name 3 interesting facts about Walker (3 pts) 2) What purpose does Walker have for using allusions in OMG (2 points) 3)What is the main ides of OMG in sentence format? (2 pts)

Battensclasses.blogspot.com shown to class and students asked review questions to make sure they are listening. Control+f used to show students how to find things quickly.

R1-Allusions and Ain't I a Woman returned with comments. Students given time to fix all comments, even things marked wrong. Class reads listens to poem/speech read aloud. Afterward they are to write the 1) the main idea in sentence format and 2)the author's purpose in sentence format. Main idea is what her main message is that she wants to leave everyone with. Purpose should start with to explain, to persuade or to entertain.
-Students also given a chance to fix or add to Cnotes. Common problems discussed. Students are to turn back in R1 with additions and corrections.

Students listen to background Alice Walker-from youtube and read pg 1292 in Holt book. If absent you can go to the Holt book online with login: tparker806 pw: braves and click on the orange book, and type in the page number at the top.

After listening to Walker's background, answer exit slip question 1. Students warned not to copy exit slips because they can always fix them, they are 80% of your grade and they should reflect your learning, not others. So the answers should be in your words, not copied.

New groups 4th block. Group duties signed up for in 5th block.

9/13 B English III

M&M 9) consummate-Copy chart, sentences, and infer meaning of consummate

Prefix                            root                               suffix
Con=together                summa=the sum             -ate: forms adjectives and verbs

1. She is a consummate student who turns in every assignment on time and never misses a day of school.
    Infer meaning:
    Actual meaning: if absent look it up or get from a classmate after you inferred meaning.
2. They consummated the project by correcting all spelling mistakes and verifying all facts before submitting.
    Infer meaning:
    Actual meaning: if absent look it up or get from a classmate after you inferred meaning.

H4-Cnotes rubric and assistance: Label all handouts on Cnotes as H4 including: Cnote rubric, Costa's flip book (optional), Learning Cornell notes (optional), STAR handout. Read over STAR Handout front and back. Come up with your own shortcuts and list them at the bottom.

R1 Allusions Cnotes and "Ain't I a Woman" handout  Ms. Batten quizzes class on Allusions and the notes they took the last class. You should know what an allusion is, the types of allusions, why an author uses allusions and name some specific examples of allusions from the presentation the last class.

Edit and Add to notes if needed from review and new slides. Finish Cnotes, clarify, edit, answer Essential Question in 3-4 sentences and come up with levels of questions on left. Remember its 1-level 1, 1-level 2, 1-level 3 always if I don't say something different. Label the levels, so I know you understand the difference.

Then Finish the Ain't I a Woman wksht on your own. Reviewed in class together and shared background information about Sojourner Truth.

Staple the Allusion Cnotes to the completed Ain't I a Woman wksht and turn in today.-20%

5th block-Reviewed Battensclasses.blogspot.com and that control+f means find.

Class Procedures Tests Continue

9/11 English III

M&M 8)counterargument: copy chart or look up the prefix, root and suffix of the word, copy definition or look up the definition an write on paper. Activity: Come up with a counterargument for one of the following:
1)Students shouldn't be allowed to have bookbags on campus because they could hide weapons.
2)Smoking should be allowed in public because smokers have rights.
3)Television is the biggest contributor to youth violence.
Write the counterargument on your paper. Make sure it is your counterargument. You cannot copy someone else's. Have a peer review and add their name and comment next to your counterargument.

Class reviews H3)Group rules and procedures aloud in class. Students are expected to know these guidelines and rules so they can work with groups efficiently and receive full participation points for group work.

Expectations-Ms. Batten speaks to students about her high expectations of them, ramping it up to the level they should be at, how she expects them to be self-motivated learners and follow the rules and procedures we have gone over for 3 weeks. Students should start acting like 11th graders and becoming more independent and mature, rather than expecting teachers to make things easy, simple or to think for them.

If portfolio was never checked off by Ms. Batten, you must bring it to her to check off. There will be a late penalty but you will still get credit.

Cnotes/Cornell Notes-reviewed. H4)Cornell Notes rubric distributed to all students. If absent, look beside in basket for one. Optional handouts which should also be labelled as H4-Cornell notes assistance were:
Helping Student's Learn the Cornell Style and Costa's Levels of Questioning.
Everyone reads the cornell notes rubric together so everyone knows the expectations Ms. Batten will have when grading notes.

R1-Allusions Cnotes/"Ain't I a Woman"- Ain't I a Woman speech distributed. Students setup their own Cnotes. Both these assignments are R1.
For Cnotes on Allusions:
Topic/Objective: to understand Allusions and their Importance
Essential Question(s): What is an allusion?( What are the types (name at least 4) and why do authors use them in writing?
Students told to always assume with Cnotes to come up with 1-level 1, 1-level 1, and 1-level 3 question unless told otherwise.

Student take Cnotes on allusion presentation. If absent they can get the notes from their classmate, but they must be able to explain the notes to Ms. Batten when she asks.

For "Ain't I a Woman"-
Flip to student worksheet. Without reading the speech/poem, the class completes line 1 and line 6 together.
The man: allusion to government or the white man: historical, cultural allusion
Or Over mud puddles: alluding to how men used to put their jacket over mud puddles for women or carry them over mud puddles to be a proper gentleman: Historical, cultrual allusion

Class to finish worksheet the next class.

9//5-9/7

9/5 Early Release Day
4th-college lesson plan-What is need to be college ready?
5th-Morphological Magic Quiz and Grading

All classes: Study all M&M words for quiz today in your 5th block class. Turn in words 1-5 by stapling or paper clipping together. 1)apathetic (adj), 2)advocate (n. or v.) 3)ambiguous (adj.) 4)antecedent (n. or adj.) 5)benevolent

Start new set of M&M words on a new piece of paper. Word 6)bipartisan, copy chart, definition and sentence. Now complete sentence by adding on context clues. If absent, get the chart and definition from another classmate. Add context clues to the following sentence: The bill had bipartisan support. Complete the sentence on your own and do not copy another student's sentence.

Portfolio checks continue. Portfolio organizations started. Students make title page with their full name, English III, Ms. Batten, Period Number.

Students make dividers and  a table of contents for each section: Handouts, M&M, Reading, Writing, Exit Slips

Cnotes Class Procedures H1) Class Procedures Cnotes past due. Answer EQ-Essential Question, make sure you have 1-1, 2-2, 2-3 levels of questions.

Owen Meany chosen as book by students revealed.

9/7 Pep Rally Schedule/Pictures
 M&M word 7)circuitous (adj)- copy chart, definition, come up with own sentence using context clues. Get a peer comment and make sure they put their name. Their comment cannot be a smiley, face, good job, or a check, but an actual comment. You don't get points unless they put a comment and their name. If absent, copy chart and definition from a classmate. Come up with your own sentence using circuitous, but do not copy another students sentence. Have someone review your sentence and add their comment and name.

Both classes-M&M results discussed. Missed quizzes cannot be made up as the are only extra credit in this class. Students receive extra points for anything over 80%. Still waiting on scores from 5th block teachers. Most students received around 50%. Only 2 students in all of my English classes received above 80%. There were 8 questions everyone should have done well on because of the prefixes learned in this class. Some students aren't listening well enough to the M&M review in this class or any class. I will be monitoring their quiz results and expect to see them improve.

Portfolio organization continued. Each section must have a table of contents. Ms. Batten helps students set up Handouts TOC and M&M TOC. Students are responsible for maintaining their portfolio and the table of contents for each section.

H3) Group Rules and Procedures. 4th block-read whole handout. 5th block only Procedures side.
Group tower activity.

Underclass Yearbook Pictures and pep rally.

8/21-8/31 English III-first 2 weeks of school

8/21


Class Procedures/Rules/Syllabus handout distributed to students. Class reviews together.

Morphological Magic vocab. activity explained to class. They will be keeping all words from this class in a section titled M&M. They must copy the chart, definition and complete the vocab. activity daily. 1) Apathetic- copy chart, definition, write a sentence using context clues, draw a picture. Complete Student Questionnaire and turn in.

Start Name tents-do not have to make up if absent.

8/23

M&M: 2) Advocate, copy chart, definition, use word in a sentence using context clues. Have a peer evaluate your sentence for proper use and context clues. They must write their name and comment.


Cnotes/Cornell Notes-Class Procedures started. Objective: learning Class Procedures. Essential Question (EQ). : How does one create success (in this class) and why is there a need for procedures?

Groups jigsawed to teach their section of procedures to class.

Take notes as you read through the handout on the right side only. Finish name tents. Finish student questionnaire. Portfolio and info sheets due 8/29 B.



8/27

M&M 3)Ambiguous-copy chart, definition, model, come up with own sentence

Jigsaws finished and all groups present, while students take Cnotes on Class Procedures. Students present name tent. Powerpoint on Cnotes and levels of questions, level 1, 2, 3. In left side of Cnotes, come up with 1-level1, 2-level 2, 2. Level 3. Quexes-Question Experts identified. Edit C- notes from Batten’s lecture about procedures.

Answer EQ-Essential Question in 3-4 sentences.



Icebreaker autographs. Owen Meany or independent reading voting.



8/29

M&M 4)Antecedent, copy chart, grammar definition, 5 practice sentences, noun definition. Underline the antecedent in each sentence. Come up with your own sentence using antecedent as an adj or noun.

Sentences:

Mary saw John and thanked him (John)

People who live in glass houses shouldn’t throw stones. (People)

We call him John Doe because little is known of his identity ( ) John Doe

I get worried when the neighbors let their dog out. ( ) neighbors

The dog goes wild and he always messes up my front yard. ( )dog

The people were enjoying their vacation. ( ) People


Turn in icebreaker-autographs. Finish Cnotes/ levels of questions. Study for test



8/31

M&M 5) Benevolent- Copy chart, definition, model and list as many synonyms and antonyms as possible.



Turn in Class Procedures Cnotes with EQ-essential question answered, 1-level1, 2-level 2, and 2 level 3 questions.



Portfolio check, Info sheets Due.



Class Procedures Tests-80% started-Oral test. These will continue the next class.



Fill out name cards (4th block only)

5/16A-5/17B

Finish Ch 17-20 TEWWG today. Mark/log Ch 17-20 and do Major Works Data Sheet and ALL other parts.

Catch up on anything you are behind on but DO NOT COPY. The only things on your Major Works data sheet that should be similar are historical information, biographical information, elements of author's style, character names, roles and significance, theme (not character adjectives). Everything else you do on your own.

Students who haven't presented a RA TA TA will do so next class. 

Study for the upcoming test, two classes from now. Multiple choice, matching, figurative devices and essays.

All Major Works Data sheets due next class-80%-whole packet. All markings which haven't been marked yet also will be checked the next class.

5/14A-5/15B

Lesson plan 5/14 A-5/15 B

Mark and show me you interacted with this lesson plan. Turn it in for a quiz grade.

Read Ch 17-Track 2. Stop, fill out Major Works Data sheet and mark. 5 min.

 Read Ch 18-Track 3. Stop, fill out Major Works Data sheet and mark 5 min.

If time, start Ch 19 Ch19, CD 7, Track 1.

The test is coming. It will be multiple choice, matching and essays. You need to have all of your markings and the Major Works Data Sheet done by the next class, when we finish the book.

If you haven’t yet presented a Ra Ta Ta, you will automatically present for Ch 17-20. Be prepared for that.

Exit 28-17-20  (15 points)

1.       Why did Tea Cake whip Janie? (1pt)

2.       “We’ll have her gone from here befo’ two weeks is up. Ah’m goin’ right off tuh all de men and drop rocks aginst her,” is an example of what figurative device? (1pt)

3.       Explain what Tea Cake and his friends do to seek their revenge against Mrs. Turner? (2pts)

4.       What reason does Tea Cake give Lias for why he and Janie are not leaving before the hurricane? (1pt)

5.       What tragedy happens to Tea Cake during the hurricane when he saves Janie. Explain why this is a tragedy. (2 pts)

6.       Explain what Tea Cake means when he says on pg 172 “I feel like a motherless chile round heah.”? (2 pts)

7.       Explain what Janie means on pg 178, when she says to herself, “..that big old dawg with the hatred in his eyes had killed her after all.”(2pts)

8.       Why did Janie go to jail and trial? Explain. (2pts)

9.       Why do all of Janie’s friends turn against her during the trial? (2pt)

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