11/5 English III

Start new set of M&M words. 17-22 past due.

23)rebuttal
prefix                               rebut                                      al
re=back, again                to disprove                       makes nouns from verbs
                                       butt
                                      to strike, push

rebuttal: infer meaning:

actual meaning: to disprove by offering contrary argument, a reply intended to show fault in an opponents argument

Model: Students wrote counter-arguments why book bags shouldn't be allowed in class because of potential weapons, but their rebuttals failed miserably.

Do: A sentence, picture, and peer review of both


Finish Diagnostic-All answers recorded on answer document and submitted

R5-R6-80%-Asking Questions-reading entries due today-rest of class given to students to read-reading entries (10 pg per entry, 20 per set, one summary per entry, 2 per set, 5 notes per entry, 10 per set, use extra as much as possible but in useful way). A Prayer For Owen Meany book. 5 classes, 14 days given for assignment which means students had to read 1.5 pages a day or just 4 pages per class.

Portfolio Organization-Next Class

Expectation Cnotes-Add 5 questions on left margin for potential exit slip. At least 1 level 2 and 1 level 3 must be included. Students absent the class before were given lecture notes and directed by Ms. Batten to take notes and bring the next class.

11/1 English III

 Setup CNotes-Expectations.

 EQ: Why is it important to listen in class, complete assignments as directed and stay organized?

 Topic: Expectations

1)Listening Notes-take notes on all directions I give today and new information shared about the class. 

2)Review Protagonist and all prefixes. Study M&M 17-22 (word lists distributed). Expectation 70% or higher. Turn in words.

3)Changes/Problems

A)You aren’t meeting 11^th grade expectations or standards. The real world isn’t easy like you apparently want me to make this class.

B)I need you to step it up. How would you feel if someone called you ignorant or uneducated? You see no value in learning. You don’t listen, you copy, you want answers given to you. You don’t like to think for yourself or see the value. You want the easy way out. It’s not beneficial to you.

C) As many as two in five recent high school graduates say that there are gaps between the education they received in high school and the overall skills, abilities, and work habits that are expected of them today in college and in the work force

D)College instructors and employers confirm graduates’ assessments in even harsher terms, as they estimate that similar numbers of graduates are inadequately prepared to meet their expectations. College instructors are especially critical and are unsatisfied with the job that high schools are doing in preparing students in writing and mathematics. Instructors report that they spend a significant amount of time teaching material that they feel should have been learned in high school.

E) Yet, fewer than one-quarter of high school graduates feel that they were significantly challenged and faced high expectations in order to graduate from high school.Those graduates who did face high expectations are much more likely to feel adequately prepared for college or the work force.

F) An even larger proportion (46%) say that there are gaps in preparation for the skills and abilities that they believe they would need for the jobs they hope to get in the future. Among those high school graduates who are not in college and not currently employed, nearly half (49%) say that they have gaps in preparation for the skills and abilities necessary for the types of job that they hope to get.

G)Rules and procedures are being ignored as if they if they didn’t exist. Any student violating a rule will be randomly tested on Classroom rules and procedures for 80% of grade, this could be as simple as talking during M&M, eating in class or talking when I’m teaching.

H)Cnotes will immediately be graded after you are supposed to take them. The importance is they give you information needed for exit slips and major assignments.

I)Some of you are disorganized, cannot find things when I ask you to take them out, don’t turn things in, you are absent too much or tardy a lot, then you expect me to fill in the gaps or perform miracles. But its not my job to be the student and the teacher.

J)Exit slips will now be randomly checked verbally by name draw. I’m starting with exit 4 and 5 the compare/contrast essay

K)Exit slips 80%-if you listen I go over the answers many times-but you have to listen to what I say. I don’t just state it exactly as in exit slip. For example for exit 5, last question.

L)You aren’t reading questions carefully or you are ignoring things you shouldn't- for ex in Exit 5: a set of reading entries, in detail

M)From now on an exit slip won’t be accepted without the number of points for each question and a title of the exit

N)You should be keeping up with your portfolio and all assignments with # go inside in order and on your TOC. We will review this the next class.

4)11^th Grade Diagnostic-Answer on answer sheet (will go in data folder-folders are to remain in class, info is not to be removed from them) No talking

5)Work on reading after Diagnostic. If not done with paper, expect me to ask why and ask you exit 3 and 4 questions. R5-6 Due next class-80%. You will have some time to work on it. If you need help 3 fingers. You must turn that paper in. It isn’t an option. You are here to graduate not fail. Papers returned/Grades.

6)Turn in Cnotes from today

10/30 English III

10/30

1. Start with M&M 22-protagonist(n)

Prefix: proto=first  root root:agōnistḗs= one who contends for a prize, combatant, actor. (Latin): suffix=x

Model sentence: Mrs. Blakely is the protagonist for Challenge day, because without her our school wouldn’t have this event.

Infer definition:

Write a sentence and have a peer review:

Actual definition: noun
the leading character, hero, or heroine of a drama or other literary work. a supporter or leader of a political cause or program. Also please tell students to keep the words to study for their morphological magic quiz on Thursday.

Sttudy for the quiz Nov. 1 in 6^th block.

2) W1-OMG/SIG Compare/contrast essay Due. Please write your name on your rubric. It should be in the following order: rubric, paper, outline, W1-Cnotes stapled together.

3)Read-A Prayer for Owen Meany book. Their R5-6 isn’t due now until Nov 5.There is an example on the board of how to do one entry. Students must turn in two of their own reading entries (not the one on the board). They are also supposed to read from page 10 and cannot turn in an entry for pages 1 through 9. They can read as much as they want in the book, but they must read and take notes on 10 pages per entry. This means pg. 10-20 for R5 and pg. 21-30 for R6.This counts toward your 80% assessment grade. You're not to work on the entries with another student or copy from them. Your notes will be only your notes and shouldn’t look like anyone else’s.

Student papers were returned to them for fixes. Due next class with corrections.

Submitted papers should include:

-A two-sided rubric (You should have circled the score you think you got on the self-rubric side). If you couldn’t give yourself a 5 or a 6 on every part, you should have fixed your paper after grading yourself. Students who didn’t fill out the rubric at all, had to do so and rewrite and resubmit their paper.

-An outline and Venn diagram wksht completely filled out.-You must use the outline/and Venn diagrams to help you write your paper. Students who didn't submit one filled out had to rewrite this paper after doing this.

-The paper typed or neatly hand written double spaced. (If it isn’t, fix if not done properly.)

-W1-How to write a comparison/contrast essay notes. (They should have taken notes on the following-in detail (see italicized text below-as we went over these things 3 times minimum: If you didn’t take detailed notes on every part of the essay, fix your notes

W1-CNOTES- what you should have taken notes on

-Introduction paragraph (hook, connector, thesis)

-Thesis for this essay must have 1) works to be compared or authors 2) at least 2 points to compare and contrast the works 3)the so what/why the works will be compared. Should be one to two sentences, at the end of their introduction.

-Connector-what is needed to make sure the hook and thesis make sense with one another and flow in the introduction. For example if I started with a quote about Alice Walker and then went into a thesis comparing Walker to Cisneros-my reader would be lost because I never introduced Cisneros.

-Support-They are using point to point organization (only one point can be mentioned per paragraph and they should compare and contrast that point/characteristic. For example if we were comparing Idol to X-Factor the points/characteristics that could develop into their own paragraphs could be rules, judges or audition process.

-In their support they must use two different types of transitions: mentioning the works themselves and the author’s names throughout-so readers aren’t confused and comparison/contrast transitions to indicate similarities and differences

-In their support they must fully elaborate each point completely and stick to that point.

- 10 writing mistakes to never make again. These 10 things cannot be in their paper. For example, one of the tips is to not start sentences with And, But, Because

-Conclusion: Reverse the introduction by starting with a reworded thesis, including a connector again and referring back to your hook somehow.

-Due date and submission deadlines (listed above) and that they should use the model essay given to them in class. 

W1-returned to students with notes on what to fix.Students given a chance to fix the problems and resubmit the next class. If they didn’t submit their paper at all-it is considered late. If they submit it the next class, they will lose 10 points for not turning it in on time. The essay is worth 100 points and is part of the 80% assessment grade.If rewriting the essay, keep the old one with your notes to submit as well. Also refer to the following resources: Battensclasses.blogspot.com (has all the information needed for this paper and notes from the 2 weeks we spent learning how to do it. It even has where you can find the stories online, how to submit the paper and a lot of the notes listed above.) You can email me with questions at battens@duvalschools.org. Both the site and my email address are listed at the top of your H1-Class Procedures Handout. Also, I will be free Tuesdays and Thursdays after school.

10/23-10/25 B-English III

10/23- M&M 20)preface: n.v

pre: before         fari: to say

preface: an introduction to a book or speech, an introduction

Write a sentence using the word in context, and have a peer review. 
 
R4-Cnotes-Independent Reading Entries. Take Cnotes as Ms. Batten lectures about how to complete the reading entries. Add the model of how to complete a reading entry, after lecture.

·         Head paper

·         Title of Book/Author

·         4 columns always: pg/quote/strategy/Extra

·         Only put what triggers the strategy you are using-in this case, the question that pops in your head. Do not write the whole quote

·         Use key words for the strategy to indicate which strategy you are using, like if you were connecting: I relate, I connect, I recall, visualizing: I see, I hear, I smell, Questions-simply have to be in question format

·         Extra is used in many different ways-It depends on the strategy. You must use it as much as you can and it must be helpful. You could extend the question, answer it, infer the answer-Maybe… Perhaps… Don't use it just because I'm looking, make it useful.

·         Must chart 5 strategies from the 10 pages-it doesn’t matter where they fall in those 10 pages. Must put pg to pg on your entry to indicate pages read

·         Must summarize the 10 pages of reading. Do not start with anything like: These pages are about.. This part of the book…. Just say what it’s about-get down to the main idea.

·         Right now we are only focused on one strategy per set, eventually we will mix them: Asking Questions, Inferences, Visualizing, Connections

·         Every 2 weeks, a set of 2 reading entries is due. A set includes, 2 reading entries, each entry must have a total of 10 pages read (20 per set),  5 charted reading strategies (10 per set)

·         First entry R5-R6-Asking Questions- is due Nov. 5. This gives you 5 class days and 14 days. This means you would have to read 1.5 pages a day or 4 pages per class. There is no excuse for not finishing. If you ever finish other work before others, you must work in independent reading entries.  Eventually you will have to present reading entries to the class. Students will randomly be drawn and will have time to prepare for this.

MODEL: DO NOT TURN THIS MODEL IN AS YOUR ENTRY: It is only to show you how to do the reading entries. Your entry should start with pg 10-where we left off. 

  

pg/                 quote/                          Ask ?/                                                Extra

 2              "left..my country"     Why would he leave his country?        Maybe he left because                                                                                                    they were trying to

                                                                                                         draft him

2               "not sung"              Does he hate religious hymns?

2              "Owen Meany"       How did Owen persuade the narrator to         Perhaps Owen took

                                              be religious?                                                 him to an Anglican

                                                                                                                  church

2           "legs of a doll"            What physical ailment does he have?          he was born too soon

3           "pass him overhead"     How much does he weigh?

Pg 1 to 10

Owen Meany introduced Johnny to God and has a physical ailment. (main idea-sentence summary) 

Class reads pages 1-10 together. Students told they can check out books or purchase book for extra credit.

Exit 5:Reading Entries-8pts
1. What percentage of your grade do independent reading entries account for? (1 pt)
2. Explain in detail how one successfully completes a set of reading entries. (5 pts)
3. Why isn't there an excuse for students who don't turn reading entries on time? (2 pts)


10/25

M&M 21)posterior
post=after   posterus= coming after   no suffix

Infer meaning: Some students enter school from the posterior baseball field, rather than entering through the front.
Meaning: located in back or at the rear, or to come after in sequence or time
Do: own sentence, and peer review

Take out R4-Cnotes from last class. Review and with your group, add a level 1, 2, and 3 question.

Independent Reading-15 minutes- work on R5-R6-pgs 11-30 A Prayer For Owen Meany. Due 11/5. Do not talk during reading time. Use the time to work on the entries which will be due 11/5. Batten monitors to make sure students are setting up paper properly.

W2-Outline/Venn-Add Prompt: see prompt below as well.

1.   

Turn in R4-Cnotes, and Exit 5

Problems with Group Essays-reviewed. Essays returned. Add to W1-Cnotes/fix

             Major problems with group practice essays-this is why we did this-so you could fix it before the actual assessment grade. Problems: Not using transitions properly or at all, not elaborating, off topic, writing about something not in thesis, awkward, wordy or not following 10 writing tips at all, not comparing and contrasting, having no idea what point to point is, although discussed multiple times, peer reviewers not really helping at all-and putting false comments, not following directions, not listening, not looking at notes or not taking notes properly

 

Model reviewed with Class: Students told to use the model to help them.

 Intro reviewed: Start with a hook, have a connector (needed so hook and thesis flow together), and end with a thesis (works comparing/authors, the points being used to make the comparison/contrast, the so what-purpose for comparing)

Support: Use both types of transitions (to transition between works-refer to works in same order each time and comparison contrast transitions), focus on one point per paragraph-which you completely elaborate and compare and contrast. Refer to the 10 writing tips and don't make those mistakes. Point to point-when you stick to one point per supporting paragraph and fully elaborate it. You cannot randomly list points in one paragraph.

Conclusion: Reverse the introduction. Start with your restated thesis, include connection, end by relating back to your hook. 

Remember the stories are online. Go to Holt book online  login: tparker806  pw:braves

The Due date is now 10/30 not 10/29. You will lose 10 points off each class day late.  

In Search of Identity – Our Mother’s Garden 1294-1297 

Straw Into Gold Cisneros-1310-1314, my.hrw.com login:tparker806, pw: braves

 Essay Details:

W2-Compare/Contrast In Search of Our Mother’s Garden, Straw Into Gold.

-Due 10/30- typed or neatly written- double spaced

-Fill out outline wksht-completely

-self editing rubric (if you cannot give yourself a high score-fix on final draft),

 Final Draft-Must have intro, 2 Elaborate supporting paragraphs  with transitions, 1 conclusion, use Point-to-point organization, free of errors (10 writing tips)-100 points/80%

Turn W1-Writing Tip notes in with essay

Prompt: Compare and contrast  Alice Walker’s “In Search of Our Mother’s Garden” and Sandra Cisneros “Straw Into Gold” in any of the following aspects: plot, characters, setting, journey for identity, author’s background, author's style, family influences, cultural background, main idea, author’s purpose