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Daily Assignments

Wednesday 5/3
  • Small groups report out findings for "The Minister's Black Veil"
  • Read chapters 5-6 of The Scarlet Letter for Friday 
Monday 5/1
  • Reading quiz on Hawthorne
  • Notes on the differences between Transcendentalism and Anti-transcendentalism
  • Small groups tackle questions about the short story for sharing on Wednesday
  • Pick up your copy of The Scarlet Letter; read chapters 1-4 for Wednesday (NOT the introduction!) 
Friday 4/28
  • Finish Whitman presentations
  • Be sure to have read "The Minister's Black Veil" for Monday 
Thursday 4/27
  • Finish Whitman presentations
  • Discuss Hawthorne and Anti-Transcendentalism--the truth is elusive, not knowable; Nature is indifferent, not connected; mankind has the potential for evil, not good.
  • Read "The Minister's Black Veil" pp. 304-13 for tomorrow 
Wednesday 4/26
  • Small groups prepare for a presentation on their designated aspect of Whitman from yesterday's work on poetic techniques and Transcendental concepts
  • Begin presentations 
Tuesday 4/25
  • Finish Walden
  • Read 509-11 for background on Whitman's technique and experience
  • Read bits of Whitman poetry on 513-26.
  • In your notebook, record TWO examples of EACH of hi s new poetic techniques in action (omitting, of course, the examples on 509...)  Consider what effect these have on the work as a whole. 
  • In your notebook, record Whitman's expression of the two basic Transcendental concepts of unity and individualism.  Find FIVE samples of each, explaining HOW each shows the concept in question.
Monday 4/24
  • Show and Tell for Concord and Walden Pond
  • Begin review of Walden quotes 
Friday 4/21
  • Read Thoreau's "Resistance to Civil Government," as well as the extras from Gandhi and Dr. King--What connections can you make among these pieces and any we've read earlier in the year? 
Thursday 4/20
  • Emerson quote sharing for some formal points
  • Review Self-Reliance as a whole group
  • Turn in the Thoreau sheet for informal points 
Wednesday 4/19
  • Make sure to have your work from Self-Reliance complete for tomorrow's class.
  • Read Thoreau, pp. 252-62
  • Complete the Throeau investigation by quote (handout) for tomorrow. 
Tuesday 4/18
  • Review concepts of Transcendentalism and share some reflections in it in Emerson's Nature 
  • Read Emerson's Self-Reliance, pp. 245-57
  • Complete in your notebook the same activity for this as yesterday, finding 5 specific direct quotes which reflect the preepts of Transcendentalism)
Monday 4/17
     Romanticism and Transcendentalism
  • Read pp. 204-09 for context and background
  • Read the notes which detailes the concepts of the philosophy of Transcendentalism (handout)
  • Read Emerson pp. 238-42
  • Complete in your notebook the textual immersion in the excerpt from Nature (details on handout); this we will use in class tomorrow. 
Thursday 4/13
  • Whole-group discussion of yesterday's readings
Wednesday 4/12
  • Read Adams and Stanton, pages 157-60 (18th and 19th century women)
  • In your notebook, answer the following--What is Adams's main caution to her husband?  Why does Stanton choose to format her document as she has?  What obvious parallels are created?  What are some specific grievances Stanton names?   Taken collectively, what do they show about the staus of women?
  • Read Chopin, pages 682-87
  • Read the handout from the 19th-century ladies advice books; annotate with what amazes, confuses, and appalls you...
Tuesday 4/11
  • STAR testing 
Thursday 4/6-Monday 4/10
  • Essay Writing for TKAM:  What is lost and gained from page to screen?
Monday-Wednesday 4/3-5
  • Finish the film 
Friday 3/24
  • Begin the classic film version of To Kill a Mockingbird 
Thursday 3/23
  • Discuss the conclusion to the novel: Why is so important for Scout to stand on the Radley's porch? 
Thursday 3/7-Wednesday 3/22
  • Presentations 
Tuesday 3/5-Wednesday 3/6
  • Snow days! 
Monday 3/4
  • Begin presentations 
Wednesday-Friday 3/1-3
  • TKAM Contextual Analysis and Presentation preparation--you will gather and present specific, complete data from the noevl, then field questions from the group to clarify and expand your findings; you will be scored on your level of preparation, the inight offered into the work, and the execution of your presentation (20 points)
  • Prepare the following to present to the whole group:
  •    A thorough accountin gof the context in which the quote appears in the text
  •    Any relevant background information required to comprehend fully the context
  •    What the line implies orreveals about any character
  •    What narrative elements the line might employ (i.e., foreshadowing, irony, figurative language, etc.)
  •    Relevant themes the line might support (i.e., destructive prejudice, a loss of innocence, title reference, adherence to societal norms, etc.)
Tuesday 2/28
  • Scheduling meeting with the guidance office 
Monday 2/27
  • One-question quiz
  • If you're not already done reading the novel, FINISH! 
Tuesday-Friday 2/21-24
  • Continue Character Reflection process
  • Criteria for Scoring (Use as a checklist)
  •    All parts of question addressed completely
  •    Clear assertions articulated
  •    Several specific details/examples from the text used as evidence to support each assertion
  •    Examples are explained to show HOW they support the assertion
  •    All info. is accurate, documented, relevant, grammatical.
  •    Each represents the leadership of a different member (which should be evident in the Revision History for each question.) 
Wednesday 2/15
  •  Character Reflection:  Establishing Relevance.  Small groups merge and work on individual discussion questions on a Google Doc. for points--use the character profiles as a source of evidence; one person in group responsible for directing discussion of it and for typing the group's answer; all responses should be supported by a number of relevant, specific, accurate examples which are explained to consciously attach to the assertions.  Work TOGETHER on all questions.
Tuesday 2/14
  • Small groups finish work on the shared doc.
  • Read chapter 16 
Monday 2/13
  • Small groups fix and finish the work from last week on the shared Google Doc.
  • Then, from the weekend reading of chapters 12-14, add one additional quote and explanation to each of the main characters and to your assigned minor characters [NOTE:   Since Jack, Maudie, and Stephanie do not appear in chapters 12-14, these groups will add to a different minor character's profile.]
  • Read the supplemental information about the Scottsboro Trials (handout)
  • Read chapter 15. 
Friday 2/10
  • Small groups finish/fix yesterday's addition to the shared Doc with respect to the major novel characters
  • Each group then proceed to Part 2, detailing a specific minor character. 
  • Read chapters 12-14 for Monday
Thursday 2/9
  • Using chapters 1-11, small groups construct character profiles via a shared Google Doc.
Wednesday 2/8
  • Finish discussion of 1-7 Notes Development 
Tuesday 2/7
  • In the same small groups as before, debate what relevant people and ideas you've seen in the first seven chapters of the novel (via the Notes Development handout)
  • Read chapters 8-11 (up to the end of Part One)
Monday 2/6
  • Entrance Ticket:  In a specific paragraph, explain various ways Atticus himself has already exhibited his personal philosphy:  "You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it" (30).
  • Continue our themes debate from Friday
  • HMWK:  Read chapters 5-7 for tomorrow AND decide what you believe to be relevant upon which to focus our examination of the novel. 
Friday 2/3
  • Themes Intra-act in small groups to prepare for To Kill a Mockingbird, which illustrates oppression of 20th century America 
  • Read chapters 1-4 for Monday
Thursday 2/2
  • Discuss yesterday's findings
  • Answer #3 at the selection's end and turn in for informal points. 
Wednesday 2/1
  • Read SLOWLY Jefferson's Notes on the State of Virginia (handout); annotate key points, opinions held about racial differences, and lines which surprise/interest/dismay.
  • Consider:  How does this reading gel with the Declaration of Independence and Jefferson's Children?  If you combine the content of the three works by or about Jefferson, what conclusions can you draw about him or about all of us?
Tuesday 1/31
  • Read the poems of Paul Dunbar (718, 720) and discuss together via the questions which follow; why would Douglass be a good choice as inspiration for Dunbar? 
Monday 1/30
  • Finish reading Jefferson's Children
Friday 1/27
  • Read together excerpts from Jefferson's Children, stories from the descendents of Thomas Jefferson's two families 
Thursday 1/26
  • Finish discussion of Jacobs 
Wednesday 1/25
  • No class--assembly 
Tuesday 1/24
  • Discuss in small groups your responses to Jacobs, draw some conclusions, and decide what you'll bring to the whole group for discussion 
Monday 1/23
  • Discussion of Douglass and My Bondage and My Freedom
  • Read Harriet Jacobs pgs. 424-30
  • Answer questions 12-15 from page 431 as exploratory notebook entries; be prepared to share your responses.
Friday 1/20
  • Discuss Douglass's writing goals for The Narrative... ; how successful is he in achieving these goals?  Suggest direct quotes from the text which support the goals he had.
  • Read through the excerpt from My Bondage and My Freedom
  •    Select 3 direct quotations that make clear Douglass's main points in this excerpt
  •    Select 3 quotations which highlight Douglass's writing style.
Thursday 1/19
  • Entrance Ticket:  Gandhi once said, "The moment a slave resolves never to be a slave, his fetters fall."  Would Douglass agree?  Support your assertion with several explained pieces of textual evidence.
  • Read and annotate excerpt from My Bondage and My Freedom (handout)
Wednesday 1/18
  • Slave Narratives: Frederick Douglass
    1. Open a new page in your notebook to record several different items today; be sure to date and title the page for easy reference later.

    2. Read “Slave Narratives” on pages 411-12.

    3. Answer #1 on page 412 in your notebook.

    4. Read page 413; write in your notebook Douglass’s TWO main purposes for writing his narrative.

    5. Read the background information on Douglass on page 414.

    6. Read the excerpt from Narrative of the Life of Frederick Douglass on pages 416-20.

    7. Answer #6 from page 421 in your notebook. **Write your response as a thoughtful journal entry. This involves thinking through the issue on the page, using examples/anecdotes to explain your perspective. Don’t shortchange this reflection!**

    8. Answer #7 from page 421 in your notebook. To answer properly, refer to specific persuasive techniques that we examined during our study of the writers of the American Revolution. Cite examples of the ones that Douglass employs to reach his audience appropriately.
Friday 1/6
  • More digital comma practice--try the ACT English Questions link, too. 
Thursday 1/5
  • Finish partner evaluations
  • Practice commas on the Digital Extensions page of this website 
Wednesday 1/4
  • Continue partner evaluations 
Tuesday 1/3
  • With a partner, evaluate each of the persuasive history author's strengths; then, draw a conclusion about which has done the best overall. (Handout) 
Wednesday 12/21
  • Read The Bill of Rights
  • Add to what you wrote yesterday:  How does the Bill of Rights support the promises of the Preamble?  Match specific amendments to the six phrases of the Preamble. 
Tuesday 12/20
  • From Declaration to Constitution:  Complete the steps on the handout, culminating in the following question to write out with your partner and turn in:  How well do the ideals of the Declaration of Independence translate to the new government of the United States? 
Monday 12/19
  • Finish small group discussions of the Declaration of Independence
  • Review together parts of the document 
Friday 12/16
  • Discuss Paine's use of techniques to reach his target audience; how do these compare to ones used by Henry?  How do they contrast?
  • Small groups break down your assigned section of The Declaration of Independence
  • Next week your groups will mingle to finish the analysis
Thursday 12/15
  • Clarification of our direction:  An exploration of American literature based on quintessential American ideologies, influential ideas reflected in literature, and ultimately, the perversion of these in various ways ( a point-counterpoint examination).  We are starting with the concept of Patriotism, examining its roots in the formation of our nation and focusing on the writing techniques demanded by the persuasive nature of the products.
  • Review Henry's "Speech in the Virginia Convention"--Target audience?  Purpose?  Format?
  • Which persuasive techniques have served Henry best to reach his target audience?
  • Begin discussion of Paine's "The Crisis, No. 1"--Target audience? Purpose? Format?
  • HMWK:  Read and annotate The Declaration of Independence.  First, understand the message and understand the meaning of all of it; then, find examples of each persuasive technique (except rhetorical questions)--logical appeals, emotional appeals, charged language, references to God, and structure (of sentences of sections, of the document as a whole) 
Wednesday 12/14
  • ASVAB test, so read Thomas Paine (132-35) and complete analysis sheet (handout) for Thursday in the same fashion as you did for Henry. 
Tuesday 12/13
  • Discussion:  What IS patriotism?
  • An overview of the roots of American patriotic ideology:  read pages 117-18 and answer 1-3 on page 118 in your notebook.
  • Read "Analyzing..." pg. 119
  • Read Patrick Henry, pages 122-26
  • Complete the analysis of Henry's persuasive techniques (handout), finding TWO examples of each to quote and explain.  Then, explain the reason for use (why this technique is a good one to use for the idea presented to this particular target audience) and effetiveness (how well it would have worked with the target audience and why so)
  •    Logical appeals--persuade with hard facts, statistics, etc.; it is an appeal to the mind.
  •    Emotional appeals--persuade with an appeal to the heart, playing on the target's emotions
  •    Charged language--the use of specific terminology that will evoke a reaction in your audience (like freedom, slavery, tyranny, etc.)
  •    References to God--persuade by implying what your doing is approved by, for, or in keeping with God's laws
  •    Structure--the way that sentences, paragraphs, or whole documents are set up provide a build up or rhythm that make the whole work more persuasive to the target audience.
  •    Rhetorical questions--ones that have an obvious yes/no answer that can generate further thought in the audience, and thus, more response/action to the appeal
  • ASVAB tomorrow?  Be sure to read 132-35 and complete Paine analysis before returning to class on Thursday.
Monday 12/12
  • Review comma test
  • Read article "What is Patriotism?" (handout); annotate.
  • Written response (handout) for informal points 
Friday 12/9
  • Comma formal assessment 
Thursday 12/8
  • Final comma review--ASK QUESTIONS if you are unsure of ANYTHING! 
Wednesday 12/7
  • STAR testing
Tuesday 12/6
  • Review ACT Comma Question practice
  • Exit ticket:  Use properly your last selected word friend in a properly punctuated sentence that has an introductory adverbial subordinate clause.
Monday 12/5
  • ACT Comma Questions (handout); Explain why your answer is correct and why the others are incorrect. 
Friday 12/2
  • Review Comma 4
  • One-question quiz, part 3 
Thursday 12/1
  • Complete Comma 4 in class
  • One-question quiz, part 2 
Wednesday 11/30 
  • Review Comma 5 together
  • Exit ticket:  One-question Quiz (sentence formula)
Tuesday 11/29
  • Comma Exercise 5 (handout)--fix and explain why each change is necessary 
Wednesday 11/23
  • Review of grammatical structures needed to understand fully comma usage.  Ask any and all questions--ANYTHING! 
Tuesday 11/22
  • Entrance ticket: Name your new word friend and one way that you used it yesterday.
  • Review more combining examples
Monday 11/21
  • Comma Practice: Sentence Combining (handout)--Use your grammatical structures and commas in new ways. 
  • HMWK:  Solidify your circles of word friends by showing off your new buddy in a variety of conversation types today.  Do so THREE times.
Friday 11/18
  • Comma practice review continues--Exercise 3 and Comma vs Semicolon
  • Specific grammatical structures to know (an ever continuing list, mind you...): clause vs. phrase, coordinating conjunction (FANBOYS), subordinating conjunction, conjunctive adverb, coordinate adjectives, participial phrase (past/present), relative clause (essential vs. non-essential), prepositional phrase. 
  • HMWK:  Solidify your circle of word friends by inviting your new buddy along for your weekend plans.  Use him in regular conversation FIVE times by Monday.
Thursday 11/17
  • Comma practice review continues
  • HMWK:  Comma vs. Semicolon (Know why each is required!)
  • HMWK:  Expand the circle of friends once more!  Select a new word to welcome to your lexicon; use it FIVE times in normal conversation throughout your day. 
Tuesday-Wednesday 11/15-16
  • Draft revisions in class; follow-up sessions with Writing Center consultants, if so desired 
Monday 11/14
  • Sessions with writing consultants from the Writing Center 
  • Final draft due on Thursday 11/17
Thursday-Friday 11/10-11
  • Self-assessment forms--do not short-change this process; a key part of improving is looking objectively at what you have done. 
Wednesday 11/9
  • Drafting in class; this should be complete by end of day. 
Monday 11/7
  • Review sample narrative--what worked, what didn't
  • Work on draft writing; your draft should be complete in Google Classroom by 11/9 
Friday 11/4
  • Narrative Thesis due (what angle you'll take on the broader topic and what scene you will show to prove this.)
  • Finish dialogue pairs writing and turn this in for informal points
  • Pick up a sample narrative--read and annotate according to the guidelines of your assignment 
Thursday 11/3
  • Finish whole-group dialogue practice revision
  • Begin the in-class pairs dialogue practice 
Wednesday 11/2
  • Review dialogue practice as a class, working to revise it further. 
Tuesday 11/1
  • Finish discussion of SHOW, Don't Tell
  • Importance of Dialogue (Ralph Fletcher--handout)
  • Dialogue Guidelines (handout) reviewed
  • Dialogue Practice (handout)--Complete this for HMWK; we will share this tomorrow and work to improve it.
Monday 10/31
  • Personal Narrative Writing assignment--Draft should be typed in Google Classroom by Wednesday 11/9; final turn-in on Classroom by end of day 11/14.
  • Writing technique practice--SHOW, Don't Tell (handout)
Friday 10/28
  • Writer's Notebook:  Who has been the most significant influence upon you thus far?  Who has helped to shape you into the person you are today, for better or worse?  Explain via anecdote--SHOW how this person has shaped your world view.
  • Review comma practice
  • HMWK:  New practice sheet; be sure you correspond changes to specific rules in the Comma Bible. 
Thursday 10/27
  • Second chance on the in-class writing--the suggestive power of names 
Wednesday 10/26
  • Writer's Notebook:  Does your name suit you?  Explain fully why/why not.   Do you look like your name?  Is that even possible?  Would it change you to change your name?  Does your name direct your action??  EXPLORE!
  • Names with Faces--Choose plausible names for the pictures that you are given.  Why were these your choices?
  • HMWK:  Read and annotate the Yahoo! News article; how does it fit with Ellison and LeGuin?
Tuesday 10/25
  • Review the two articles in class, and thus, review your in-class writing--how well did you respond to the prompt?  How well did you meet the criteria for the assignment? 
Monday 10/24
  • In-class writing:  Names entrance ticket
  • HMWK:  Use the "Comma Bible" to justify the commas added to your practice sheet from last week; match each up to a particular comma rule. 
Friday 10/21
  • Finish small-group presentations of confessional poetry
Thursday 10/20
  • Comma/semicolon practice (handout) 
Wednesday 10/19
  • PSAT test 
Tuesday 10/18
  • Small-group presentations in class
  • HMWK for Thursday:  a. Read and annotate Ellison’s “Hidden Name, Complex Fate” (handout); decide what various significances names have for this author.  b. Read LeGuin essay (handout) and consider the following for discussion:

    Who is the speaker? You must rely on context clues to show you.

                 LeGuin’s message about names?

                 Her view of names vs. Ellison’s view of names?

    Now that you know your name’s origin (from the extra on the Ellison handout), do you wish to                     “return” it? Why or why not? 

  • Various animal attitudes?

Monday 10/17
  • Small group presentations continue
  • HMWK:  At this point, you've added four names to your list of lingual buddies.  Write a "cheat sheet" of their names and do some name dropping today.  Use each one at some point during normal discussion and conversation.  I'll collect these sheets tomorrow!
Thursday 10/13
  • Small-group presentations begin
  • HMWK:  Take your new word friend home with you over the long weekend.  Use him at least five times in the course of normal conversation, and really make him part of your word family!
Wednesday 10/12
  • Finish small-group collaboration preparation; we will begin presentations tomorrow.
  • HMWK:  Read "A Wagner Matinee" on pages 670-77 in the text.  As you read, make notes about the motivations, actions, and consequences that are at play for Georgiana and Clark.
  • HMWK:  Continue The Nonchalant Linguist, using your new word friend THREE times during the course of your day.
Tuesday 10/11
  • Begin Small-Group Collaboration:  An Analysis of Confessional Poetry
  • HMWK:  Read "Mother Tongue" (handout) and annotate the text for specifics which revela character and reflective experience.  Then, answer #3 and 4 in the follow-up questions as complete, specific exploratory journal entries.  [NOTE:  This means paragraphs, not vague sentences; look at your journal guidelines again if you're not sure how to approach this.]
  • HMWK:  The Nonchalant Linguist--don't give up on your friends!  Keep your new word friend close to your heart by again using it FIVE times in normal conversation throughout the course of the day. 
Monday 10/10
  • Choose a new word to make your friend; for homework, use him FIVE different times in the course of normal discussion and conversation.
  • Silent Poetry Workshop for the found poems
  • Authors keep the feedback sheet, but turn in your poems for 15 informal points. 
Friday 10/7
  • Word Friend Entrance ticket:  Write down the three words that you've made your friends since the beginning of the year, as well as one way that you have used them over the course of the last 24 hours.
  • Found Poem (handout)
  • HMWK:  Complete the final stages of the found poem; type it up and bring it with you to class on Monday. 
Thursday 10/6
  • Writer's Notebook:  Confession time... What experiences or situations from your past (distant or recent) cause you to, upon reflection, wish you'd acted differently?  Describe a few in detail, making clear the reason for your regret.  **The more you write here, the easier the next writing process will be, so tell multiple, involved stories--get it all out!**
  • Pick up a textbook and complete the following:

    Read "The Interesting Narrative of the Life of Olaudah Equiano" pgs. 82-89 of the text.

    Journal writing for informal points:

    a. Respond to the text as a reader--what aspects had the biggest impact upon you? Why were these so powerful? What emotions does the text evoke? What were you thinking about as you read?

    b. Respond to the text as a writer--what word choices were most powerful? What details were included that were most vivid? Is the text organized effectively? What scenes should be added or edited?

    Be prepared to show and share your writing tomorrow in class.
  • HMWK:  The Nonchalant Linguist--let your word friends know that you've not forgotten them; use each of the three words one time throughout the day in casual conversation or in classes.
Tuesday 10/4-Wednesday 10/5
  • Peer conferences and revision 
  • Final due date changed to October 5 by end of day
Monday 10/3
  • "Gold Glade" analysis collected
  • Peer conferences for essay drafts 
Friday 9/30
  • Collaborative Analysis presentations
  • HMWK:  Individual analysis for formal points--"Gold Glade" (handout) 
Tuesday-Thursday 9/27-29
  • Collaborative Analysis presentations
  • Due to delays of various school activities, we will push back the final due date for the descriptive writing to Tuesday, October 4
Monday 9/26
  • Collaborative Analysis presentations
  • HMWK:  The Nonchalant Linguist--Make your new word friend a part of the team:  use him THREE times in normal conversation throughout the day AND use your first two word friends ONCE each.
Thursday-Friday 9/22-23
  • Work on descriptive writing drafts 
Wednesday 9/21
  •  Collaborative Analysis presentations
Tuesday 9/20
  • Collaborative Analysis presentations
  • Update on Descriptive Writing deadlines--Draft: 9/24; Final: 9/30.  Remember to create your document IN GOOGLE CLASSROOM.  The code is 6n7sz4e.
  • HMWK: The Nonchalant Linguist continues... Pick one new word to enter your circle of friends; welcome it by employing it FIVE times throughout the day in a variety of fortuitous situations.
 Monday 9/19
  • Entrance ticket:  Describe your weekend word adventures with your two word friends.
  • HMWK:  The Nonchalant Linguist continues... Pick one new word to enter your circle of friends; welcome it by employing it FIVE times throughout the day in a variety of fortuitous situations.
  • Finish collaborative poem analysis and prepare for tomorrow's presentations.
Friday 9/16
  • Entrance ticket, again: Describe the situation surrounding the use of your new word friends. What words did you use? With whom did you use them? How did you accomplish your task?
  • Review together your findings from the descriptive writing samples
  • Begin Collaborative Analysis:  Poems of Nature
  • HMWK for the weekend:  Repeat The Nonchalant Linguist exercise from yesterday; then, you and the two new words will be friends for life...
Thursday 9/15
  • Entrance Ticket:  Describe the situation surrounding the use of your new word friends.  What words did you use?  With whom did you use them?  How did you accomplish your task?
  • Genius sharing for inspiration--music journals, abstract ideas
  • HMWK:  Repeat The Nonchalant Linguist exercise from yesterday; then, you and the two new words will be friends for life...
Wednesday 9/14
  • Word friend group counseling (a.k.a., you actually have to do the assignment for it to be effective...)
  • HMWK:  The Nonchalant Linguist continues--Work your two new word friends into casual conversation throughout the next day.  Do so three times for each, exercising your subtle flair...
  • Writer's Notebook:  Bringing Abstract Ideas to Life (handout)
  • Descriptive writing samples--read each twice and annotate the following: powerful/weak word choice, vivid images with strong sensory appeal, opening hook/concluding line.
Tuesday 9/13
  • Descriptive Writing assignment (completed on Google Classroom)
  •       Tentative calendar:  Draft due on Classroom 9/21; final turn-in on 9/26
  • Writer's Notebook:  Describe with vivid detail the mental image produced by each musical selection.  Work to make it a sensory experience; immerse your audience in your vision!
  • HMWK:  Choose a different word from the ACT list that needs to become your friend.  Use it five times throughout the day in different contexts, working in the word from yesterday at least once. Be prepared to share your experience.
Monday 9/12
  • Writer's Notebook guidelines distributed and reviewed
  • Writer's Notebook:  I love that smell...  [Continue from here, creating a vivid scene your audience can experience.]
  • ACT Vocabulary test scoring
  • ACT Vocabulary list distributed; review it, compare it to your test results--which words on this list are not your friends?  Highlight them
  • HMWK:  Select one highlighted word to use 5 times in the course of your normal interactions with other people.
Friday 9/9
  • ACT Vocabulary diagnostic testing
  • Next week:  Make sure you have your notebook as we will start our pursuit of different types of writing, beginning with descriptive writing.
Thursday 9/8
  • STAR testing
  • ACT English test evaluation sheet and goal-setting
Wednesday 9/7
  • ACT Writing diagnostic testing 
Tuesday 9/6
  • ACT English diagnostic testing 
Friday 9/2
  • Biopoem due
  • Scavenger Hunt 
Thursday 9/1
  • Turn in completed parent info, if you have it.  (This can be turned in at any time throughout the quarter, but the sooner, the better!)
  • Traits of Intelligent People writing (two solid, specific, academic paragraphs): a. Name one of the attributes at which you excel.  Describe specific ways that you demonstrate this trait, either inside or outside of class.  b. Name one of the attributes with which you struggle.  Why is this difficult for you?  How can you improve upon this trait during this school year?  Develop specific plans.
  • Survey questions 
  • Biopoem drafting--final typed, spiffy version due tomorrow.
Wednesday 8/31
  • Course syllabus and learning standards distributed
  • Parent information--Remember to return the completed forms ASAP; when you do, you will receive extra points!
  • Biopoem drafting (handout)--due by Friday 9/2
  • Bonus   If you've done as I've asked and checked out this page, show up tomorrow with a response to the following for some bonus points:  If with a fork is the answer, what is the question?
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Field Local Schools | 2900 St Rt 43, Door #5 | Mogadore, OH 44260 | Phone: 330.673.2659 | Fax: 330.673.0270
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