Planning Your Week:
Thursday, 8/29 - Narrative Summative Assessment (here) due for peer review (bring a typed, double-spaced, printed draft; NO PRINTING IN CLASS)
Friday, 8/30 (by 3:30 p.m.) - Complete the NoRedInk practice and quiz on Formatting Dialogue. (Students who have shown mastery of this skill are exempt from this assignment and, therefore, have not been assigned.)
Upcoming Due Dates:
Tuesday, 9/3 - Narrative Summative Assessment (here) due to TurnItIn.com by 11:59 p.m.
Friday, 9/6 - Magic lens level 1 quiz; Vocab unit 1 quiz
Resources:
Narrative Summative Assessment (assignment and rubric here)
“Two Kinds” by Amy Tan (SpringBoard digital copy here; text occurs on pages 21-29 of the PDF.)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
Writing Short Story Intros (here)
Monday, August 26
Learning Goal(s): Use pre-writing strategies to plan a narrative, implementing effective narrative techniques.
Targeted Standards: ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology
Agenda:
Tuesday, August 27
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
Targeted/ Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:
Wednesday, August 28 - Early Release Day!
Learning Goal(s): Continue to develop strong techniques for crafting narrative.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Agenda:
Thursday, August 29
Learning Goal(s): Work as a peer editor to revise a piece of writing.
Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
Friday, August 30
Learning Goal(s):
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:
Thursday, 8/29 - Narrative Summative Assessment (here) due for peer review (bring a typed, double-spaced, printed draft; NO PRINTING IN CLASS)
Friday, 8/30 (by 3:30 p.m.) - Complete the NoRedInk practice and quiz on Formatting Dialogue. (Students who have shown mastery of this skill are exempt from this assignment and, therefore, have not been assigned.)
Upcoming Due Dates:
Tuesday, 9/3 - Narrative Summative Assessment (here) due to TurnItIn.com by 11:59 p.m.
Friday, 9/6 - Magic lens level 1 quiz; Vocab unit 1 quiz
Resources:
Narrative Summative Assessment (assignment and rubric here)
“Two Kinds” by Amy Tan (SpringBoard digital copy here; text occurs on pages 21-29 of the PDF.)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
Writing Short Story Intros (here)
Monday, August 26
Learning Goal(s): Use pre-writing strategies to plan a narrative, implementing effective narrative techniques.
Targeted Standards: ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to unit 1 vocabulary words, #1-10 on pages 14-15. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 19-20. (Answer only #1, 2, 3, 6, 7, 8, 10, 14, 16, 20.)
- Introduce the narrative summative assessment (assignment here). Spend time planning your short story for our time in the computer lab tomorrow. Use the plot diagram (here) as a pre-writing resource.
- Continue to develop your narrative (assignment here), due Thursday, August 29th for peer review.
- Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
- Continue reading your first independent novel - you must have the entire text finished by Friday, September 20th.
Tuesday, August 27
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
Targeted/ Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:
- Meet in the computer lab (9129) to work on your narrative (assignment here)! Your teacher will assist you as needed with setting up proper MLA formatting. Bring a typed, printed draft of your completed essay on Thursday, August 29th for peer review. (Peer review will count as a grade!)
- Consider spending 10-15 minutes on NoRedInk to complete the Formatting Dialogue practice and quiz assignments due on Friday at 3:30 p.m.
- Continue to develop your narrative (assignment here), due Thursday, August 29th for peer review.
- Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
- Continue reading your first independent novel - you must have the entire text finished by Friday, September 20th.
Wednesday, August 28 - Early Release Day!
Learning Goal(s): Continue to develop strong techniques for crafting narrative.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to unit 1 vocabulary words, #11-20 on pages 14-15. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 19-20. (Answer only #4, 5, 9, 11, 12, 13, 15, 17, 18, 19.)
- Complete the “show, don’t tell” mini-lesson (lesson here); review formatting dialogue.
- Write a 10 line dialogue exchange (or two 5 line exchanges) to add to your narrative. Be sure to include action in your attributions (what are the characters physically doing as they say these words?).
- Continue to develop your narrative (assignment here), due TOMORROW for peer review.
- Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery on this skill are exempt from NoRedInk practice this week.)
- Continue reading your first independent novel - you must have the entire text finished by Friday, September 20th.
Thursday, August 29
Learning Goal(s): Work as a peer editor to revise a piece of writing.
Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Label the Magic Lens sentence for level 1 (parts of speech).
- Introduction to the Still Life assignment for your first independent reading book (assignment here), due on September 20th.
- Complete the round robin peer review activity for your narrative draft.
- If you have time left at the end of the period, continue reading your independent reading book. Remember that if you don’t love your book, you can make a switch (but please do so sooner rather than later)!
- Continue to develop your narrative (assignment here), due Tuesday, September 3rd by 11:59 p.m. on TurnItIn.com.
- Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
- Continue reading your first independent novel - you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.
Friday, August 30
Learning Goal(s):
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:
- Ms. Vanbo’s class meets in lab 816 today!
- Complete the NoRedInk practice and quiz if not already completed (this is all due by 3:30 p.m. today.)
- In your vocabulary book, complete #1-25 of “Choosing the Right Word” on pages 17-18.
- Continue to develop your narrative draft, based on peer feedback and this week’s lessons (be sure to add your dialogue exchange!). Your final draft is due to TurnItIn.com Tuesday, September 3rd by 11:59 p.m.
- Continue to develop your narrative (assignment here), due Tuesday, September 3rd by 11:59 p.m. on TurnItIn.com.
- Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
- Continue reading your first independent novel - you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.