mfolkers.weebly.commfolkers.weebly.com/.../daily_agenda_spring_2017.docx · Web view2nd Semester’s Big Picture: Your words matter! Diction (word choice) and Sentence Fluency (syntax

2nd Semester’s Big Picture: Your words matter! Diction (word choice) and Sentence Fluency (syntax and structure) improve the sophistication of your writing. You will be conscientious about choosing vivid verbs, precise nouns, sensory imagery & figurative language to engage an audience in your writing, and I will measure your diction and sentence fluency by examining your claims, poems, essays, double-entry journals, research papers, self-evaluations and reflections.

Essential Understanding for Vocabulary/Word Study: You will continue to practice identifying bases, prefixes, & suffixes as well as the context of words to make meaning. This word study should help you to make connections to other words—the possibilities are infinite vs finite when you use your higher level thinking skills.

Outcomes for Efferent & Aesthetic Reading: You will display a perceptive & insightful understanding of whole texts like Fahrenheit 451, Gawain & the Green Knight, as well as shorter piece of prose & verse. Exhibit reflective thinking, make persuasive associations between the text & personal experience which are supported by evidence, and make thoughtful judgements about the literary quality of a text which are also supported with evidence.

Outcomes for Speaking and Listening: You will come prepared for CIVIL DISCOURSE; you will work collaboratively with diverse partners—not just your friends (just like the workplace!), You will maintain a conversation & continually build on others’ ideas; you will present your ideas clearly and persuasively; you can summarize points of agreement AND disagreement.

Monday, January 9th—due to flooding we had no school. Make it back safely!

Tuesday, January 10th

Welcome back, all. Happy 2017!

If you were absent, pick up a letter with vocabulary due dates!!!!

Today we’re going to review our norms, reacquaint ourselves with one another, discuss some of the data from our finals, look ahead to the semester, and get started on our vocabulary. Thank you for maintaining a positive mindset as we move ahead. I will upload the handouts I provided today; if you were absent, grab a copy when you get back or print from the website.

1. Model and define anaphora—a sophisticated device to enhance syntax—through “When I was Young and in…” For example:When I was young and in Nebraska I detassled and rogued corn.When I was young and in Nebraska I played basketball for the Dusters.When I was young and in Nebraska I played volleyball in Lincoln at the state tourney.When I was young and in Nebraska I would cruise in my Grandma Broeker’s Cougar.When I was young and in Nebraska my Grandpa Bud taught me to drive on the country roads at 13.When I was young and in Nebraska I entered the Turkey Days Contests.When I was young and in Nebraska I worked at the local Dairy Queen.When I was young and in Nebraska my family would sing and play instruments on holidays.When I was young and in Nebraska I played the Uke at the Old Folks Home.When I was young and in Nebraska I rode horses and 3 wheelers at the farm.

FOR HOMEWORK: YOU MUST WRITE YOUR OWN PIECE WITH A MINIMUM of 10 examples. You will share in a group poem 3 of your best lines on Thursday. Put the following in your Notes section of your binder:What is anaphora? A device used to create a sophisticated syntax; it uses repetition.What is syntax? How a sentence is put together. Syntax is affected by word arrangement and punctuation, and shows an audience the style of a writer.Example: Shakespeare writes with a difficult syntax. How would he say, “I ate the sandwich” ?

2. Check last semester’s norms. What are the top 5 CRUCIAL items we need to focus on this semester to ensure this is a positive learning environment? POST.

3. Feedback from semester finals. Vocabulary Lesson #16 is due on Thursday—check your syllabus. We wrote all of our due dates inside our books.

4. **Dear all, Mrs. Melcher, your 10th grade counselor, is visiting your English classes within the next 2 weeks. If you are absent, you must pick up a catalogue from me as well as a registration sheet.

Wednesday, January 11th

Today was a delayed start. Welcome back, all. Happy 2017!

Today we’re going to review our norms, reacquaint ourselves with one another, discuss some of the data from our finals, look ahead to the semester, and get started on our vocabulary. Thank you for maintaining a positive mindset as we move ahead. I will upload the handouts I provided today; if you were absent, grab a copy when you get back or print from the website.

1. Model and define anaphora—a sophisticated device to enhance syntax—through “When I was Young and in…” For example:When I was young and in Nebraska I detassled and rogued corn.When I was young and in Nebraska I played basketball for the Dusters.When I was young and in Nebraska I played volleyball in Lincoln at the state tourney.When I was young and in Nebraska I would cruise in my Grandma Broeker’s Cougar.When I was young and in Nebraska my Grandpa Bud taught me to drive on the country roads at 13.When I was young and in Nebraska I entered the Turkey Days Contests.When I was young and in Nebraska I worked at the local Dairy Queen.When I was young and in Nebraska my family would sing and play instruments on holidays.When I was young and in Nebraska I played the Uke at the Old Folks Home.When I was young and in Nebraska I rode horses and 3 wheelers at the farm.FOR HOMEWORK: YOU MUST WRITE YOUR OWN PIECE WITH A MINIMUM of 10 examples. You will share in a group poem 3 of your best lines on Friday. Put the following in your Notes section of your binder:What is anaphora? A device used to create a sophisticated syntax; it uses repetition.What is syntax? How a sentence is put together. Syntax is affected by word arrangement and punctuation, and shows an audience the style of a writer.Example: Shakespeare writes with a difficult syntax. How would he say, “I ate the sandwich” ?

2. Feedback from semester finals. Vocabulary Lesson #16 is due on Thursday—check your syllabus. We wrote all of our due dates inside our books.

3. We went to the library and picked up a copy of Fahrenheit 451. I also gave you a packet with the unit syllabus and explanation; we will review the DEJs and other details on Friday, yet you need to start reading because you have a big due date at the end of next week. Get a packet from me or download it from weebly.

4. Mrs. Melcher, your 10th grade counselor, is visiting your English classes within the next 2 weeks. If you are absent, you must pick up a catalogue from me as well as a registration sheet.

Thursday, January 12th: Today was a snow day for you! See you Tuesday!

Friday, January 13th: Today we have short periods, so I’m going to condense these plans.

1. Vocabulary Lesson #16 is due today as well as your 10 lines of Anaphora: When I was Young…Reminder: You need to be COMPLETELY FINISHED with vocabulary before you get here. Please do not copy those pages, especially right in front of me. Lesson #17 is due next period—we’ll go over 16 & 17 in more depth!

2. Review from last class: What is anaphora? A device used to create a sophisticated syntax; it uses repetition.What is syntax? How a sentence is put together. Syntax is affected by word arrangement and punctuation, and shows an audience the style of a writer.Example: Shakespeare writes with a difficult syntax. How would he say, “I ate the sandwich” ? Introduce yourself & then take turns sharing your 3 best lines. After we did this with our pods we found back-to-back partners and practiced our speaking skills. At the end, we chose our best & shared with the class—it’s so great reviewing your commonalities.

3. 4* & 6* We need to go to the library to pick up our 451 novels, so if you’re absent, please do that on your own.

4. Introduction to Fahrenheit 451. Please pick up a packet or download it from weebly. The only page not uploaded is the reading rubric. Read letters from former students about this unit/process. Look at sample DEJs to get help. Form reading groups for the first discussion & begin working—please ask me to read more sample DEJs next period.

5. Remember, you have 65 pages to read, 3 DEJs to write, and 5 level 2 questions to write & submit to turnitin.com by 1/20/17!


I hope you enjoyed a fabulous weekend—I haven’t seen you in ages because of winter break and the winter storms, so I thank you for having a positive attitude and for jumping right in today!

2016-17 Turnitin.com log-in information for 3-4 Honors

1* ID#: 13103540 2* ID#: 13103547 3* ID#13103551 4*ID#13103555 6*ID# 13103559

THE PASSWORD FOR ALL CLASSES IS folkers (lowercase)

1. Vocabulary Lesson #16 is due today (17, too, if you looked at the syllabus, but don’t stress about that! We will need to modify the syllabus again.) as well as your 10 lines of Anaphora: When I was Young…

Reminder: You need to be COMPLETELY FINISHED with vocabulary before you get here. Please do not copy those pages, especially right in front of me. Lesson #17 is due next period—we’ll go over 16 & 17 in more depth!

2. Review from last class: What is anaphora? A device used to create a sophisticated syntax; it uses repetition.What is syntax? How a sentence is put together. Syntax is affected by word arrangement and punctuation, and shows an audience the style of a writer.Example: Shakespeare writes with a difficult syntax. How would he say, “I ate the sandwich” ? Introduce yourself & then take turns sharing your 3 best lines. After we did this with our pods we found back-to-back partners and practiced our speaking skills. At the end, we chose our best & shared with the class—it’s so great reviewing your commonalities.

3. 4* & 6* We need to go to the library to pick up our 451 novels, so if you’re absent, please do that on your own right away!

4. Introduction to Fahrenheit 451. Please pick up a packet or download it from weebly. The only page not uploaded is the reading rubric. Read letters from former students about this unit/process. Look at sample DEJs to get help. Form reading groups for the first discussion & begin working—please ask me to read more sample DEJs next period.

5. Remember, you have 65 pages to read, 3 DEJs to write, and 5 level 2 questions to write & submit to turnitin.com by 1/23/17! You have another set due on the 1/27, so that means you MUST read and write each night before those due dates to stay caught up. You can do it!


TODAY’S ANNOUNCEMENTS & REMINDERS:**Do you still have Gilgamesh in your possession? If so, return it to the library ASAP or you will pay the $12 replacement cost.

**Ms. Melcher will be here to discuss registration as well as the PSAT scores. This will cut into our vocabulary time, so we will FOR SURE have to amend the schedule. Please keep working ahead one lesson at a time…we’ll go over the answers as soon as possible. I won’t test you until we’ve had an opportunity to review well. ABSENT STUDENTS: PICK UP YOUR PSAT SCORES & REGISTRATION SHEETS FROM ME!!!

**We’re meeting in the Faculty Dining Room on Friday for class 1*, & 2*. Go directly there.


1* ID#: 13103540 2* ID#: 13103547 3* ID#13103551 4*ID#13103555 6*ID# 13103559

THE PASSWORD FOR ALL CLASSES IS folkers (lowercase)If you transferred to a different class, please update your account.

1. Last period we began an intro to Fahrenheit 451. Today you will evaluate DEJs against a rubric so you are familiar with the expectations for your writing. You will prepare for next period’s Shared-Inquiry Discussion on Part 1, so check out the Discussion Rubric in your packet.

2. Form groups of 4 & get to work if there is time. Remember, the advice from former students!

3. By 1/20: Remember, you have 65 pages to read, 3 DEJs and 5 level 2 questions to write; you must submit your DEJs to turnitin.com by midnight. You have another set due on 1/26, so that means you MUST read and write each night before those due dates to stay caught up. You can do it!

Thursday, January 19th

TODAY’S ANNOUNCEMENTS & REMINDERS:**Do you still have Gilgamesh in your possession? If so, return it to the library ASAP or you will pay the $12 replacement cost.

**Ms. Melcher will be here to discuss registration as well as the PSAT scores. This will cut into our vocabulary time, so we will FOR SURE have to amend the schedule. Please keep working ahead one lesson at a time…we’ll go over the answers as soon as possible. I won’t test you until we’ve had an opportunity to review well. ABSENT STUDENTS: PICK UP YOUR PSAT SCORES & REGISTRATION SHEETS FROM ME!!!


1* ID#: 13103540 2* ID#: 13103547 3* ID#13103551 4*ID#13103555 6*ID# 13103559

THE PASSWORD FOR ALL CLASSES IS folkers (lowercase)If you transferred to a different class, please update your account.

1. Last period we continued an intro to Fahrenheit 451. Today you will evaluate DEJs against a rubric so you are familiar with the expectations for your writing. You will prepare for next period’s Shared-Inquiry Discussion on Part 1, so check out the Discussion Rubric in your packet.

2. Form groups of 4 & get to work if there is time. Remember, the advice from former students!

3. By 1/23: Remember, you have 65 pages to read, 3 DEJs and 5 level 2 questions to write; you must submit your DEJs to turnitin.com by midnight. You have another set due on 1/27, so that means you MUST read and write each night before those due dates to stay caught up. You can do it!

4. We’ll catch up with our vocabulary next week…please continue to work ahead!

Friday, January 20th

Outcomes for Today’s Shared Inquiry Discussion: 1. You will come prepared for CIVIL DISCOURSE.2. You will work collaboratively with diverse partners—not just your friends (just like the

workplace!)3. You will maintain a conversation & continually build on others’ ideas.4. You will present your ideas clearly and persuasively.5. You can summarize points of agreement AND disagreement.6. You will write a self/group evaluation about the effectiveness of your discussion.

***I have a “Burning Questions” Poster if your group has unresolved questions or issues we need to address the entire class. Write them on a sticky note & post them!

Your next discussion is Thursday, January 26th (in the Faculty Dining Room for 1* & 2*).WE WILL GO OVER VOCABULARY 16 & 17 ON TUESDAY!!! YOUR SYLLABUS IS WRONG FOR VOCABULARY DATES….

Monday, January 23rd

Today is a snow day—please make certain you submit your DEJs to turnitin.com by midnight.


DISCUSSION #1 MAKE-UP DAY IS THIS THURSDAY, JANUARY 26TH. YOU MUST BE IN MY ROOM BY 11:30. YOU WILL FILL OUT A SELF-EVALUATION AND TURN THAT IN, TOO. PLEASE COME PREPARED WITH YOUR 3 DEJS AND 5 LEVEL 2 QUESTIONS!!!! This is the only make-up day, so if you cannot attend, you will not earn the points for the discussion.

Welcome Back, all!

Today’s timed-write:What kind of people in this world intrigue you? Why? Share some of their positive and negative qualities. What helps them to stand out as individuals?

I’d like you to begin thinking about possible Chautauqua characters because you will spend a lot of time with this character this year. You will need to ensure there is a substantial biography written about the person you choose (at least 200 pages or more), and that your character was born OUTSIDE THE UNITED STATES before 1945, and he/she has made a contribution to the world. Let’s look at the Top 100 Characters in History according to Time as well as the Top 100 Women in History. (Look online)You don’t have to come up with a top 10 list yet; I want you to begin searching for intriguing people of interest, but keep it a secret. You don’t want anyone to “steal” your awesome ideas!

I’m starting now because of all the testing that will occur…I had planned to collect a top 10 list by Feb 15th, yet I MAY need to hold the lottery sooner. I will keep you posted as I find out more details!Vocabulary Study is an important part of READING COMPREHENSION. You will continue to identify roots and affixes and to synthesize them with the context to make meaning—make connections and associations to these words.

Today we spent some extra time on vocabulary. I modelled for you a discussion protocol that I want you and your group to use when I ask you to go over the answers:

Parts II, III, IV1. Underline each base in the words.2. Write the definition of the base above/next to it.3. Go over the ANSWER.4. Discuss the LOGIC as to WHY that is the right answer. Be sure to use the definition of the base

within your answer. These are not easy!5. Come up with an EXAMPLE for the word.6. Write an antonym for the word.

Example: Ped agogue; ped means foot/child and agogue means to lead Meaning: leading children A pedagogue is a teacher. The opposite of a pedagogue is a student.

7. Part V: Read the word of interest together.8. Quiz each other on the bases for that lesson—do you know them from memory?9. Move onto the next exercise IF there is time.

**This will help you maximize your time in your discussion group. The goal is to keep tap into your long term memory by analyzing and synthesizing these words. This requires upper level thinking!

HOMEWORK: I will check vocabulary #17 next period. Shared Inquiry Discussion #2 is next period, so complete your 3 DEJs, 5 Level 2 Questions, and submit everything to turnitin.com.


We’re going to take things one day at a time since we lost another day to snow, but that’s all right. Please know that even though you SHOULD have kept up with the Fahrenheit reading, I will change our next discussion for Monday, January 31st, BUT your last will REMAIN February 2nd.Warmly,Mrs. Folkers



***I have a “Burning Questions” Poster if your group has unresolved questions or issues we need to address the entire class. Write them on a sticky note & post them!

Your next discussion is Thursday, January 26th (in the Faculty Dining Room for 1* & 2*).WE WILL GO OVER VOCABULARY 16 & 17 ON TUESDAY!!! YOUR SYLLABUS IS WRONG FOR VOCABULARY DATES….

Thursday, January 26th



Today we discussed Part 2 of 451 and completed a Self/Group Evaluation for credit. The make-up Discussion for Part 2 will be at 11:30 on Friday, February 3rd. If you cannot make it, you cannot make-up the participation points.

As far as vocabulary is concerned, we will go over Lesson #17 next period if time.

Friday, January 27th

Today’s timed-write:What kind of people in this world intrigue you? Why? Share some of their positive and negative qualities. What helps them to stand out as individuals?

I’d like you to begin thinking about possible Chautauqua characters because you will spend a lot of time with this character this year. You will need to ensure there is a substantial biography written about the person you choose (at least 200 pages or more), and that your character was born OUTSIDE THE UNITED STATES before 1945, and he/she has made a contribution to the world. Let’s look at the Top 100 Characters in History according to Time as well as the Top 100 Women in History. (Look online)You don’t have to come up with a top 10 list yet; I want you to begin searching for intriguing people of interest, but keep it a secret. You don’t want anyone to “steal” your awesome ideas!

I’m starting now because of all the testing that will occur…I had planned to collect a top 10 list by Feb 15th, yet I MAY need to hold the lottery sooner. I will keep you posted as I find out more details!

Vocabulary Study is an important part of READING COMPREHENSION. You will continue to identify roots and affixes and to synthesize them with the context to make meaning—make connections and associations to these words.

Today we spent some extra time on vocabulary. I modelled for you a discussion protocol that I want you and your group to use when I ask you to go over the answers:


within your answer. These are not easy!5. Come up with an EXAMPLE for the word.6. Write an antonym for the word.



**This will help you maximize your time in your discussion group. The goal is to keep tap into your long term memory by analyzing and synthesizing these words. This requires upper level thinking!

HOMEWORK: I will check vocabulary #17 next period. Shared Inquiry Discussion #2 is next period, so complete your 3 DEJs, 5 Level 2 Questions, and submit everything to turnitin.com. Discussion #3 is on Thursday, February 2nd, so stay steady! You’ve got this!

Monday, January 30th

Happy Monday, all. Today we are going to spend some time working on End of Course Reading practice. If you were absent, please check out the powerpoint on the EOC, which is posted to weebly.

When we finished the “At the Bay” excerpt, we went over the answers and discussed possible reasons we may have struggled. I also met with each student to discuss how he/she performed on the reading section of the final vs. today’s reading practice. We will have at least 2 more opportunities to practice the reading test. **If you were absent, please come and get the pin # from me so you can take the test during academic success or Prep for AP. **Once again, I did not go over the vocabulary…it keeps getting pushed back farther and farther…we will at least get through Lessons 16, 17, & 18 in the next couple of weeks.

School City DirectionsHow to Help Students Log in to the Test1. Go to washoeschools.net and type “School City” into the search box. Click on

“Assessment/School City” link.2. Click on “Student Access.” Have students log in with the same username and PW they use

to access school computers. If students DO NOT remember their information, please have them see Becca or Lorna.

3. Click on “Take Assessment.” 4. Click on “EOC Practice Test” and begin. Students will be asked to enter a pin. Please give

them the pin you wrote down.

1*: We were the first guinea pigs to take the EOC on , so it took us quite a while to get everything figured out. Thank you for your patience.With the time that was left over we didn’t start vocabulary or a new unit. Instead, I read a poem written by a former student and we discussed the imagery, etc.

2* I forgot to go over the answers to the reading test, but we did take notes on the difference between PROSE & POETRY. I read 2 poems by Lauren Lathrop—one which compared the persona to a poem, and one that discusses that people do judge others by their appearance and act hypocritically—it was about contrasts.

3* After we went over the answers to the reading test, we just had time to read Lauren Lathrop’s love poem which compared her to a poem. Great piece!

Tuesday, January 31st

This week’s reminders:The Make-Up Discussion for Part 2 and for Part 3 is on Friday, February 3 beginning at 11:30 a.m.!! It’s the only one I will hold.

Vocabulary #17 Due Today—18 is due next period. I did give you handouts for lessons 16 & 17 to practice analyzing words. Come & get them from me if you were absent.

Outcomes: Vocabulary Study is an important part of READING COMPREHENSION. You will continue to identify roots and affixes and to synthesize them with the context to make meaning—make connections and associations to these words.

Please consider this protocol:


within your answer. These are not easy!5. Come up with an EXAMPLE/SYNONYM for the word.6. Write an antonym for the word.



**This will help you maximize your time in your discussion group. The goal is to keep tapping into your long term memory by analyzing and synthesizing these words. This requires upper level thinking!



Today we discussed Part 2 of 451 and completed a Self/Group Evaluation for credit. The make-up Discussion for Part 2 will be at 11:30 on Friday, February 3rd. If you cannot make it, you cannot make-up the participation points.

Wednesday, February 1st

This week’s reminders:The Make-Up Discussion for Part 2 and for Part 3 is on Friday, February 3, beginning at 11:30 a.m.!! It’s the only one I will hold.Today is a short period, so use every minute wisely.








**This will help you maximize your time in your discussion group. The goal is to keep tapping into your long term memory by analyzing and synthesizing these words. This requires upper level thinking!Outcomes for Today’s Shared Inquiry Discussion:

1. You will come prepared for CIVIL DISCOURSE.

2. You will work collaboratively with diverse partners—not just your friends (just like the workplace!)

3. You will maintain a conversation & continually build on others’ ideas.4. You will present your ideas clearly and persuasively.5. You can summarize points of agreement AND disagreement.6. You will write a self/group evaluation about the effectiveness of your discussion.

Today we discussed Part 3 of 451 and completed a Self/Group Evaluation for credit. Please submit your DEJs before midnight! There will be an exam on the novel next period, so make certain you read the book!

Thursday, February 2nd

The Make-Up Discussion for Part 2 and for Part 3 is on Friday, February 3, beginning at 11:30 a.m.!! It’s the only one I will hold.








**This will help you maximize your time in your discussion group. The goal is to keep tapping into your long term memory by analyzing and synthesizing these words. This requires upper level thinking!


workplace!)3. You will maintain a conversation & continually build on others’ ideas.

4. You will present your ideas clearly and persuasively.5. You can summarize points of agreement AND disagreement.6. You will write a self/group evaluation about the effectiveness of your discussion.

**Please capture SOAPSTone on a sheet of paper and give that to me after your discussion group writes it down. (I know…I just can’t let go…I want to make certain you understand!)

Today we discussed Part 3 of 451 and completed a Self/Group Evaluation for credit. Please submit your DEJs before midnight! There will be an exam on the novel next period, so make certain you read the book!

Dear all Sophomore Honors English students and parents:Important Reminders--

1. The Make-Up Discussion for Part 2 and for Part 3 is on Friday, February 3, beginning at 11:30 a.m.!! It’s the only one I will hold, so be there to make-up discussion points.

2. Double Entry Journals need to be submitted to turnitin.com for credit!! Just giving me the hard copy won’t work for these papers…get it ALL in by midnight tonight.

3. I am grading DEJs on turnitin.com. As I grade I am leaving a score and some comments. Look at the rubric. Each entry is worth 10 points, and here is the break-down:Score of 6 on rubric = 10 pointsScore of 5 on rubric = 9 pointsScore of 4 on rubric = 8 pointsScore of 3 on rubric = 7 points, etc. **If your total score is a 24/30, you probably earned a 4 on the entries or a combination of…come and see me anytime and I will go over specifics. I will have graded 3 papers from 146 students, so comments are not made in abundance.

4. Test on the novel Friday for A day classes & Monday for B day classes.—65 multiple choice questions—PLEASE COMPLETE THE READING.

5. I am soooooo proud of your hard work, effort, and self-efficacy. Here is what you’re about to accomplish in less than 3 weeks:A. A careful reading of Fahrenheit 451B. 3 papers which analyze the novel & highlight YOUR LOGIC and reflectionC. 3 hours of civil discourse facilitated BY YOU & YOUR QUESTIONS about the novelD. 3 self-evaluations to track your progress throughout the process and to make

adjustments.You are amazing and I applaud you for your positive mindset and diligence. I promise it will pay off!

6. Finally, our vocabulary schedule is back to some sense of normal. Your test on Lessons 16-18 will be February 9 for 1*, 2*, & 3* and February 10 for 4*, & 6*.

Warmly,Mrs. Folkers

Friday, February 3rd

Today I am checking your understanding of Fahrenheit 451. Please take a moment to review the characters, conflicts, and plot! You will need 1 piece of paper to complete part 4 of the test which is

worth 10 points. To earn full points you must develop your ideas in an organized manner, create a smooth fluency with a natural vocabulary, and use proper grammar.

Part 4: Write a “friendly letter” to next year’s honors students about navigating through the Fahrenheit 451 unit. Make certain you include the date, a greeting, a closing and at least 4 of the following words/phrases in the letter:

Double Entry Journals (DEJs) Turnitin.com FacilitateLevel 2 Questions Burning Questions Self-EfficacyCivil Discourse Test QualityInsight(s) Reflection JudgementsPersuasive Summary Evidence

When you finish with today’s test you may read a novel, work ahead on your vocabulary review, create your top 10 list for Chautauqua (does the character have at least a 200+ page bio?), and stack your novels on the front table.

I checked your Vocabulary Lesson #18 for a grade—you had a handout for this lesson available if you need extra support or practice. The Review exercise is due next period.

Here is the letter I sent to all of you yesterday—I hope you checked your email!

Dear all Sophomore Honors English students and parents:Important Reminders--

1. The Make-Up Discussion for Part 2 and for Part 3 is on Friday, February 3, beginning at 11:30 a.m.!! It’s the only one I will hold, so be there to make-up discussion points.

2. Double Entry Journals need to be submitted to turnitin.com for credit!! Just giving me the hard copy won’t work for these papers…get it ALL in by midnight tonight.

3. I am grading DEJs on turnitin.com. As I grade I am leaving a score and some comments. Look at the rubric. Each entry is worth 10 points, and here is the break-down:

Score of 6 on rubric = 10 pointsScore of 5 on rubric = 9 pointsScore of 4 on rubric = 8 pointsScore of 3 on rubric = 7 points, etc. **If your total score is a 24/30, you probably earned a 4 on the entries or a combination of…come and see me anytime and I will go over specifics. I will have graded 3 papers from 146 students, so comments are not made in abundance.

4. Test on the novel Friday for A day classes & Monday for B day classes.—65 multiple choice questions—PLEASE COMPLETE THE READING.

5. I am soooooo proud of your hard work, effort, and self-efficacy. Here is what you’re about to accomplish in less than 3 weeks:E. A careful reading of Fahrenheit 451F. 3 papers which analyze the novel & highlight YOUR LOGIC and reflectionG. 3 hours of civil discourse facilitated BY YOU & YOUR QUESTIONS about the novelH. 3 self-evaluations to track your progress throughout the process and to make

adjustments.

You are amazing and I applaud you for your positive mindset and diligence. I promise it will pay off!6. Finally, our vocabulary schedule is back to some sense of normal. Your test on Lessons 16-18

will be February 9 for 1*, 2*, & 3* and February 10 for 4*, & 6*.

Warmly,Mrs. Folkers

Monday, February 6th

****Crucial information: YOUR TOP 10 LIST FOR CHAUTAUQUA IS DUE THIS WEDNESDAY! WE WILL CONDUCT THE LOTTERY, SO IF YOU ARE ABSENT THAT DAY, EMAIL ME YOUR LIST IN ADVANCE SO I CAN INCLUDE YOU; I DON’T WANT YOU TO GET STUCK WITH “LEFT-OVERS!” REMEMBER: You will need to ensure there is a substantial biography written about the person you choose (at least 200 pages or more), and that your character was born OUTSIDE THE UNITED STATES before 1945, and he/she has made a contribution to the world.

Today I am checking your understanding of Fahrenheit 451. Please take a moment to review the characters, conflicts, and plot! You will need 1 piece of paper to complete part 4 of the test which is worth 10 points. To earn full points you must develop your ideas in an organized manner, create a smooth fluency with a natural vocabulary, and use proper grammar.

Part 4: Write a “friendly letter” to next year’s honors students about navigating through the Fahrenheit 451 unit. Make certain you include the date, a greeting, a closing and at least 4 of the following words/phrases in the letter:

Double Entry Journals (DEJs) Turnitin.com FacilitateLevel 2 Questions Burning Questions Self-EfficacyCivil Discourse Test QualityInsight(s) Reflection JudgementsPersuasive Summary Evidence

When you finish with today’s test you may read a novel, work ahead on your vocabulary review, create your top 10 list for Chautauqua (does the character have at least a 200+ page bio?), and stack your novels on the front table.

I checked your Vocabulary Lesson #18 for a grade—you had a handout for this lesson available if you need extra support or practice. The Review exercise is due next period.

Tuesday, February 7th

**Important Announcements:Mrs. Melcher will begin picking up your registration material on the following dates:1* 2/9 and 2/13

2* 2/7 and 2/93* 2/9 and 2/134* 2/16 and 2/236* 2/8 and 2/16

Some of you STILL have not submitted your DEJs to turnitin.com. Do it ASAP!!

Class averages on the Fahrenheit 451 test ranged from 88% to 91%. Well done, folks. Reading pays off, for sure. I cannot go over them until we’ve finished taking them, yet you can come take a look after school if you like.

Crucial information: YOUR TOP 10 LIST FOR CHAUTAUQUA IS DUE THIS THURSDAY! WE WILL CONDUCT THE LOTTERY, SO IF YOU ARE ABSENT THAT DAY, EMAIL ME YOUR LIST IN ADVANCE SO I CAN INCLUDE YOU; I DON’T WANT YOU TO GET STUCK WITH “LEFT-OVERS!” REMEMBER: You will need to ensure there is a substantial biography written about the person you choose (at least 200 pages or more), and that your character was born OUTSIDE THE UNITED STATES before 1945, and he/she has made a contribution to the world.

As soon as the bell rings, begin your pod discussion of the vocabulary review. Use “How to Discuss Vocabulary” notes and stay on task. Stuck on a word? We’ll ask the whole class. I am checking your homework for points.

Here are the words you must unscramble for the word search:

EMPYREAN OLIGARCHY DYNAMIC EULOGY PODALGIA MICROCOSM TACTIC NEUROSIS EPITOME ASTRONAUT

Heads up: The bases which gives kids trouble each year are TOM, LITH, TAX, ALG, CRYPH, PYR. Spend more time on those today during your discussion so you’re prepared for Thursday’s test.

Here are a few words that contain the more difficult bases: lithograph, syntax, apocryphal, empyrean, and analgesic…

Introduction to Chautauqua. Take a deep breath in through your nose…release it out your mouth! If you were absent, come & pick up a syllabus and a calendar! We watched a couple of Chautauqua clips of former students.

Wednesday, February 8th

**Important Announcements:

Mrs. Melcher will begin picking up your registration material on the following dates:1* 2/9 and 2/132* 2/7 and 2/93* 2/9 and 2/134* 2/16 and 2/236* 2/8 and 2/16

Some of you STILL have not submitted your DEJs to turnitin.com. Do it ASAP!!

Class averages on the Fahrenheit 451 test ranged from 88% to 91%. Well done, folks. Reading pays off, for sure. I cannot go over them until we’ve finished taking them, yet you can come take a look after school if you like.

As soon as the bell rings, begin your pod discussion of the vocabulary review. Use “How to Discuss Vocabulary” notes and stay on task. Stuck on a word? We’ll ask the whole class. I am checking your homework for points.

Here are the words you must unscramble for the word search:

EMPYREAN OLIGARCHY DYNAMIC EULOGY PODALGIA MICROCOSM TACTIC NEUROSIS EPITOME ASTRONAUT

Heads up: The bases which gives kids trouble each year are TOM, LITH, TAX, ALG, CRYPH, PYR. Spend more time on those today during your discussion so you’re prepared for Thursday’s test.

Here are a few words that contain the more difficult bases: lithograph, syntax, apocryphal, empyrean, and analgesic…

Introduction to Chautauqua. Take a deep breath in through your nose…release it out your mouth! If you were absent, come & pick up a syllabus and a calendar! We still need to get through the entire packet as well as watch a couple of performances. (short periods today)

We did, however, choose our characters—you will be able to check out resources from OUR library right after school on Thursday. I suggest that you go to the public library immediately, or if you plan to order your books from Amazon, do it ASAP! You now have 5 weeks to read and take notes on your character. Think back to those student letters; they all warned you about the importance of reading and making great notecards.

I will be gone next period, so having your biography will give you something constructive to do if you have extra time after taking the test or completing the EOC practice.

Thursday, February 9th

**Important Announcements:

Mrs. Melcher will begin picking up your registration material on the following dates:1* 2/9 and 2/132* 2/7 and 2/93* 2/9 and 2/134* 2/16 and 2/236* 2/8 and 2/16

As soon as the bell rings, study for today’s vocabulary test. We’ll do that BEFORE we start our Chautauqua Lottery. Vocabulary #19 is due on Monday, so work on that right after the test.

You will be able to check out Chautauqua resources from OUR library right after school today, and I suggest that you go to the public library immediately, or if you plan to order your books from Amazon, do it ASAP! You now have 5 weeks to read and take notes on your character. Think back to those student letters; they all warned you about the importance of reading and making great notecards.

If time, we will go over effective note-taking and what your cards need to have on them. (I added the handout to weebly.) It would be awesome if you have your biographies in hand on Monday!

You’re amazing, all!

Friday, February 10th

Well, we didn’t have school today due to flooding…

**Important Announcements:Mrs. Melcher will begin picking up your registration material on the following dates:1* 2/9 and 2/132* 2/7 and 2/93* 2/9 and 2/134* 2/16 and 2/236* 2/8 and 2/16

As soon as the bell rings, study for today’s vocabulary test. Vocabulary #19 is due on Tuesday, so work on that right after the test.

Check out Chautauqua resources from OUR library or go to the public library immediately; or if you plan to order your books from Amazon, do it ASAP! You now have 5 weeks to read and take notes on your character. Think back to those student letters; they all warned you about the importance of reading and making great notecards.

1. Vocabulary Test—“Please take 5 minutes to review/study for today’s vocabulary test with your pods. Remember, there will be sentence completion, synonyms, antonyms, and 3 bonus analogies on the test. My goal is for you to score at least an 80%!”**Options for after the test: 1: You may read their Chautauqua biography silently or 2: work on Vocabulary #19, which is due next period.

2. “We will spend the second ½ of class in preparation for the End of Course Exam in Reading. Today’s practice will test your stamina and endurance, so have a positive mindset, work consistently without ceasing.”


1. Vocabulary —15-20 minutes of focused study! Pods discuss lesson 19 and complete the following:

Underline the bases/prefixes/suffixes 2. Write the meaning 3. Write 1 synonym & 1 antonym for each of these words: Monogram, Pentameter, Kilocalorie, Dichotomy, Panacea, Decalogue, Polymorphic, Pantalgia, Pantomime, Diaphanous When you are finished, EACH PERSON WILL place his/her 10 answers in the front drawer & then work ahead on lesson #20, which is due next period.

2. “We will spend the rest of class in preparation for the End of Course Exam in Reading. Today’s practice will test your stamina and endurance, so have a positive mindset, work consistently without ceasing.”

3. If you finish before the end of class, please take out your Chautauqua biography and start taking notes.

Tuesday, February 14th Happy Valentine’s Day, all!I was out today because I didn’t feel well, yet here are the plans I left for the sub. She couldn’t find the EOC practice test, so we’ll do it one of these days, assuming we don’t miss any more B Days! (It was in a box next to my desk…my fault for not being explicit!)

**Important Announcements:Mrs. Melcher will begin picking up your registration material on the following dates:1* 2/9 and 2/132* 2/7 and 2/93* 2/9 and 2/134* 2/16 and 2/236* 2/8 and 2/16

As soon as the bell rings, study for today’s vocabulary test. Vocabulary #19 is due on Tuesday, so work on that right after the test.

Check out Chautauqua resources from OUR library or go to the public library immediately; or if you plan to order your books from Amazon, do it ASAP! You now have 5 weeks to read and take notes on your character. Think back to those student letters; they all warned you about the importance of reading and making great notecards.

1. Vocabulary Test—“Please take 5 minutes to review/study for today’s vocabulary test with your pods. Remember, there will be sentence completion, synonyms, antonyms, and 3 bonus analogies on the test. My goal is for you to score at least an 80%!”**Options for after the test: 1: You may read their Chautauqua biography silently or 2: work on Vocabulary #19, which is due next period.

2. “We will spend the second ½ of class in preparation for the End of Course Exam in Reading. Today’s practice will test your stamina and endurance, so have a positive mindset, work consistently without ceasing.”

Wednesday, February 15th

I’m excited about today because we’re headed to the library to seek out Credible Sources for your Chautauqua Research Assignment. Before you leave you should be able to…

1. Find at least 5 CREDIBLE resources about your character in our vetted data bases; get the password so you can do this research at home, too!

2. Access Citation Machine and/or BibMe and practice using them.3. Save your credible resources into a word document so you have a draft for a Works Cited

Page.4. Take effective notes about “crystalizing experiences” which shaped your character.5. Examine Primary and Secondary Resources if time…

Homework: Please make certain vocabulary #20 is finished before you get here on Friday.

Thursday, February 16th

I’m so sorry about the EOC Practice Test confusion on Tuesday. Sigh. As if you needed something else to slow you down—we’ve missed a ton of class this year!

We have quite a bit of catching up to do…have you read over your Chautauqua packet on your own? I’m relying on you to do that—don’t wait for me to tell you every detail. I still want to talk to you about effective notetaking as well as the unit. By Monday: Complete vocabulary #20 (you had plenty of extra time to work on vocabulary Tuesday…) Also, get a biography and start reading/annotating/notetaking.

In the library today you will seek out Credible Sources for your Chautauqua Research Assignment. Before you leave you should be able to…

1. Find at least 5 CREDIBLE resources about your character in our vetted data bases; get the password so you can do this research at home, too!

2. Access Citation Machine and/or BibMe and practice using them.3. Save your credible resources into a word document so you have a draft for a Works Cited

Page.4. Take effective notes about “crystalizing experiences” which shaped your character.5. Examine Primary and Secondary Resources if time…

Friday, February 17th

Today’s Outcome: In a timed-write you will create and support a claim which represents Kaylin Haught’s theme of “God Says Yes” by using evidence from the poem as well as your logic/opinion/commentary. This will be a strategy you can use for the End of Course Exam in writing.Consider the rules of civil discourse that we have practiced:

1. You will work collaboratively with a partner.2. You will maintain a conversation.3. You will continually build on your partner’s ideas.4. You will present your ideas clearly and persuasively.5. You will summarize points of agreement and disagreement.

SO THAT YOU MAY…6. Display a perceptive and insightful understanding of the whole poem.7. Exhibit reflecting thinking 8. Make persuasive associations about the text which are supported by evidence in a timed-

write.**REMINDER: We practiced the FIT strategy while “Speed-Dating” with the Dweck article on mindset.

I’d like to begin by reading a poem aloud. I always like to hear it twice—once from a female’s voice and once from a male’s voice. Notice how you hear new elements with different voices. The steps of this process will all be timed; I am your official time-keeper, so do not move on to the next step until I give you the signal.“God Says Yes to Me” by Kaylin Haught

1. Write down as many facts from the poem as you can . Facts are NOT interpretive; they cannot be argued. This is the level one information of the text. You can observe words, lines, grammar, plot—anything is fair game.

2. Turn over the poem; you may NOT refer back to the poem. Looking ONLY at the FACTS you wrote down, start a new list. What are the implications for EACH of the facts? Remember, one fact might have MULTIPLE implications. This is interpretive and requires you to read between the lines.

3. Discuss and write down as many claims as you can that one might PROVE about the theme of this piece. Theme is the point the author is trying to convey. You may use the poem again.

Here’s a possible way to start: In Kaylin Haught’s piece, “God Says Yes,”__________________. 4. On your own, choose one claim that you and your partner created and defend it using

facts from the text with plenty of your logic to support your claim. This is a 10 minute-timed-write and we will turn in our papers for a grade.

**Next, I’m checking your Vocabulary Lesson #20. The bases that give students the biggest challenges are CANON, PATH, PETR. It would be a great idea if you brainstormed words containing those bases and tried to make connections to them.

**Finally, if there is any time, work on your Chautauqua Notecards. You should bring this to class every class period. I will be checking your biography at the end of next week, so get ahold of it ASAP.

Tuesday, February 21st

*****I’m checking your Biographies for a grade today!! Please have them out; if you ordered them & they aren’t in yet, you may show me the receipt. I realize some of them have been delayed because of the snow. If you still haven’t picked them up from the library, take a picture and email me ASAP when you get it.

1. Vocabulary #20 is due today. Please complete the following as soon as the bell rings:

1. Underline the bases/prefixes/suffixes 2. 2. Write the meaning 3. 3. Write 1 synonym & 1 antonym 4. 4. 1 Sentence with at least 7 words for each of these:

Canonical, antipathy, petrous, anthropomorphism, dehydrate

When you are finished, EACH PERSON WILL place his/her 5 answers in the front drawer & then work ahead on lesson #21, which is due next period.

2. We need to discuss the Chautauqua Unit. We left off in the early stages of the syllabus, and I’d like to get us back on track. I will clarify questions, we will watch a couple of clips, and we will review notetaking. 4* needs to review the Source Cards, too.

3. If you finish before the end of class, please take out your Chautauqua biography and start taking notes.

**Finally, if there is any time, work on your Chautauqua Notecards. You should bring this to class every class period. I will be checking your biography on Thursday, so get ahold of it ASAP.

Wednesday, February 22nd

1. I’m not certain how they’re calling you out today, but be prepared for your hearing tests!

2. Vocabulary #21 is due today. Please complete the following:

Dyspeptic anachronism petroglyph eupeptic

1. Underline the bases/prefixes/suffixes 2. Write the meaning 3. Write 1 synonym & 1 antonym 4. 1 Sentence with at least 7 words for each of the 4 words above.

When you are finished, EACH PERSON WILL place his/her 4 answers in the front drawer & then work ahead on the review lesson, which is due next period.

****COMPLETE THE REVIEW EXERCISE FOR NEXT PERIOD. HERE ARE THE ANSWERS TO THE WORD SEARCH FOR YOU TO UNSCRAMBLE:

ETHNIC, URGOPHOBIA, POLYGLOT, THEOLOGY, CANONICAL, HELIANTHUS, EMPATHIZED, PANACEA, MONARCHY, ANTIPATHY

**Most of us did NOT complete #1-15 for the EOC practice test. I’d like to do that if we have a chance. You do not have to complete the essay portion—we practiced that last period. If you did NOT finish this in class you MUST take it home to complete for homework.

If you finish that section and have time left over, please read and annotate your biography—it will be a great way to get a head start! I’m taking grades on the biographies next period, so make certain you have it! Thursday, February 23rd

Vocabulary #21 is due today. After the EOC practice, complete the following & turn in:

Dyspeptic anachronism petroglyph eupeptic

1. Underline the bases/prefixes/suffixes 2. Write the meaning 3. Write 1 synonym & 1 antonym 4. 1 Sentence with at least 7 words for each of the 4 words above.

When you are finished, EACH PERSON WILL place his/her 4 answers in the front drawer & then work ahead on the review lesson, which is due next period.

****COMPLETE THE REVIEW EXERCISE FOR NEXT PERIOD. HERE ARE THE ANSWERS TO THE WORD SEARCH FOR YOU TO UNSCRAMBLE:


**Today we are going to practice for the EOC in reading. Please read carefully and answer questions 1-15 ONLY. If you were absent, you must get a packet from me & complete it at home for credit.

If you finish that section and have time left over, please read and annotate your biography—it will be a great way to get a head start! I’m taking grades on the biographies today, so make certain you have it!

Happy, Friday, February 24th!!

**You do not have class until NEXT THURSDAY! In the meantime, make your way through your biography. Annotate it and begin your notecards. I will test you on Vocabulary 19-21 the day you get back, so be prepared. **Completed EOC packets need to be placed in a pile on the front table. (1-15 finished)**Your Vocabulary Review is due today. I gave you the answers to the Word Search, but here they are one more time:


2* Many of you didn’t have time to finish IN CLASS the vocabulary 21 extension (It wasn’t your fault). You were supposed to complete it & turn it in today for a grade…I hope you didn’t forget!

**I noticed on your definitions part of the work you’ve been turning in that you’re leaving out the context; you’re ONLY including the definitions of the bases. You need to take it one step farther—for some of these words you need to look them up to understand how the definitions of the bases fit together. Ex. Pentameter is a measurement of five found in poetry.

2nd Semester’s Big Picture: Your words matter! Diction (word choice) and Sentence Fluency (syntax and structure) improve the sophistication of your writing. You will be conscientious about choosing vivid verbs, precise nouns, sensory imagery & figurative language to engage an audience in your writing, and I will measure your diction and sentence fluency by examining your Great Basin Desert Poems.

Poetry, Diction & Sentence FluencyEssential Questions:

1. How can I choose the BEST words to convey a message?2. How do different forms of punctuation as well as line breaks and spacing affect my

sentence fluency and flow of a piece?3. What skills are present in a piece of prose vs. verse?4. What do the elements of anaphora, alliteration, assonance, consonance, metaphor and

simile add to a piece of prose and/or verse? Define these terms in your notes. If you were absent, look them up online. (These devices help to create a texture and sophistication to a piece, which is part of the big idea for the semester!)

1. Review the difference between prose and verse & place that information in your notes.2. **I will show you a strategy for taking Prose and transforming it into Verse, without

compromising the meaning of the piece—see an article from the RGJ called, “Great Basin Desert.”

3. Great Basin Desert Exercise: Today you will create a poem which captures the essence of an article without compromising any of the meaning. If Mrs. Cox were to come and read your pieces, she should understand everything necessary WITHOUT going back to read the article. You will play with the line breaks, punctuation, etc. to create a natural flow, yet still capture the heart and soul. We will share 3 or 4 examples out loud, so be prepared!

4. This is a PROCESS. We NEGOTIATED words from each line to determine which was the most important. Which words provided the biggest impact? If you used a word, you wouldn’t want to choose it again because you could make room for another word. If 2 words were extremely important, then you could leave out 1 word on another line. THE BOTTOM LINE: YOU NEED TO CAREFULLY CRAFT YOUR WORDS TO MAKE MEANING; CHOOSE WORDS WHICH PAINT A VIVID PICTURE.

5. The words you chose were then transferred to the back of the paper—one line under the next. These words determined the heart and soul of the article. Without these words/ideas, you could not make meaning of the article. Now, let’s compress these words INTO VERSE. From here, start adding a few words back so the fidelity of the article is captured. Sometimes your punctuation can infer meaning or take the place of a word…

6. Biggest quote of the day: “You are a struggling poet. How much money are you willing to spend on a piece when EACH word costs $100.00?” Your words matter!

1* We need to review the process because I didn’t articulate clearly how everything was going to fit together.2* Your class started sharing pieces and playing around with the punctuation. Well done.

3* Amazing job. You negotiated with fidelity. For next period you will finish your poems & we’ll share.


**Completed EOC packets need to be placed in a pile on the front table. (1-15 finished) this is for a grade!!

**Some of you didn’t turn in your Vocabulary Sentences for #21 last period. Put them in the box now and I’ll check over them real quick—we ran out of time due to EOC practice, and that was homework.

**WHEN YOU FINISH WITH THE END OF COURSE EXAM PRACTICE ON SCHOOL CITY, PLEASE TAKE OUT YOUR CHAUTAUQUA WORK—NOTECARDS NEED TO GET FINISHED! (We took the EOC practice test on the laptops. Thank you for having a positive attitude!

**Your Vocabulary Review is due today. I gave you the answers to the Word Search, but here they are one more time:


**I noticed on your definitions part of the work you’ve been turning in that you’re leaving out the context; you’re ONLY including the definitions of the bases. You need to take it one step farther—for some of these words you need to look them up to understand how the definitions of the bases fit together.

2nd Semester’s Big Picture: Your words matter! Diction (word choice) and Sentence Fluency (syntax and structure) improve the sophistication of your writing. You will be conscientious about choosing vivid verbs, precise nouns, sensory imagery & figurative language to engage an audience in your writing, and I will measure your diction and sentence fluency by examining your Great Basin Desert Poems.**We didn’t have much time in the period, so we took notes on the following:

1. The difference between prose and verse. What traits do they share? What traits are different?

2. What do the elements of anaphora, alliteration, assonance, consonance, metaphor and simile add to a piece of prose and/or verse? Define these terms in your notes. If you were absent, look them up online. (These devices help to create a texture and sophistication to a piece, which is part of the big idea for the semester!) We’ll finish the lesson on Wednesday.

Tuesday, February 28th

**You have no school today because the juniors are taking the ACT!!!

Wednesday, March 1st

Today we are taking a test on Vocabulary Lessons 19-21, so study while I take attendance! When you’re finished, please work on your Chautauqua research. You may NOT work on AP Human, or any of your other classes—use this time for English.

Poetry, Diction & Sentence FluencyEssential Questions:

1. How can I choose the BEST words to convey a message?3. How do different forms of punctuation as well as line breaks and spacing affect my

sentence fluency and flow of a piece?4. What skills are present in a piece of prose vs. verse?5. What do the elements of anaphora, alliteration, assonance, consonance, metaphor and






5. The words you chose were then transferred to the back of the paper—one line under the next. These words determined the heart and soul of the article. Without these words/ideas, you could not make meaning of the article. Now, let’s compress these words INTO VERSE. From here, start adding a few words back so the fidelity of the article is captured. Sometimes your punctuation can infer meaning or take the place of a word…read it out loud and play with the syntax.


Thursday, March 2nd

Today we are taking a test on Vocabulary Lessons 19-21, so study while I take attendance! When you’re finished, please work on your Chautauqua research. You may NOT work on AP Human, or any of your other classes—use this time for English.

Poetry, Diction & Sentence FluencyEssential Questions: 1. How can I choose the BEST words to convey a message?

3. How do different forms of punctuation as well as line breaks and spacing affect my sentence fluency and flow of a piece?

4. What skills are present in a piece of prose vs. verse?5. What do the elements of anaphora, alliteration, assonance, consonance, metaphor and






5. The words you chose were then transferred to the back of the paper—one line under the next. These words determined the heart and soul of the article. Without these words/ideas, you could not make meaning of the article. Now, let’s compress these words INTO VERSE. From here, start adding a few words back so the fidelity of the article is captured. Sometimes your punctuation can infer meaning or take the place of a word…read it out loud and play with the syntax.


Introduction to the Middle Ages

Unit Goals:You can choose precise words which demonstrate power & eliminate passive voice in your writing.You can create a varied syntax in your writing.You can trace the heroic pattern in SSGK.You can discuss the impact of chivalry and magic in SSGK.You can apply active reading strategies to understand how & why characters develop & interact over the course of this text. You can exhibit reflective thinking, make persuasive associations between the text & your personal experience which is supported by evidence.You can make thoughtful judgements about the literary quality of a text which are also supported

by evidence.

1. Go over background of the Middle Ages for historical context to prepare reading SGGK. One brave student will read notes while Mrs. Folkers plays the song “Be Thou My Vision.” During the reading jot down lines or phrases which capture your attention.

2. Watch a 3-minute clip called “For Love & Honor” which introduces key concepts about the time period. You will take a listening quiz to check your understanding, so pay careful attention!

3. On MONDAY WE WILL take important notes about Arthurian Legend, King Uther, Igraine, Arthur, Merlin, Morgan le Fay, Romance, Chivalry, Motif, & the author, The Pearl. If you are absent, look these elements up online or come & take a peek at the teal books in the back of the classroom on page 644, 651, 657.

4. We’re also headed to the library on Monday to grab a Gawain book, so if you already purchased one, bring it then!

Friday, March 3rd

Your words matter! Be conscientious about choosing them. Today, through Active Listening, you will create a cashe’ of rich words which communicate a vivid picture of the historical impact of the Middle Ages.

Unit Goals:You can choose precise words which demonstrate power & eliminate passive voice in your writing.You can create a varied syntax in your writing.You can trace the heroic pattern in SSGK.You can discuss the impact of chivalry and magic in SSGK.You can apply active reading strategies to understand how & why characters develop & interact over the course of this text. You can exhibit reflective thinking, make persuasive associations between the text & your personal experience which is supported by evidence.You can make thoughtful judgements about the literary quality of a text which are also supported by evidence.

1. Timed-Write: How do you define honor? What does it look like? Taste like? Smell like? Feel like? Sound like? Explain why and how you know.

2. Go over background of the Middle Ages for historical context to prepare reading SGGK. One brave student will read notes while Mrs. Folkers plays the song “Be Thou My Vision.” During the reading jot down lines or phrases which capture your attention.

3. Watch a 3-minute clip called “For Love & Honor” which introduces key concepts about the time period. You will take a listening quiz to check your understanding, so pay careful attention!

4. Take important notes about Arthurian Legend, King Uther, Igraine, Arthur, Merlin, Morgan le Fay, Romance, Chivalry, Motif, & the author, The Pearl. If you are absent, look these elements up online or come & take a peek at the teal books in the back of the classroom on page 644, 651, 657.You will find evidence of the following as we read through Gawain:

A. The Code of Chivalry: COURAGE, HONOR, PIETY (FAITH), GENEROSITY TOWARD FOES, COURTESY.

B. The archetypal pattern of the Hero.C. Magic

5. We’re headed to the library on Tuesday to grab a Gawain book, so if you already purchased one, bring it then!

Monday, March 6th

**We’re headed to the library today to grab a Gawain book, so if you already purchased one, bring it. Your words matter! Be conscientious and carefully craft sentences with vivid verbs and precise nouns; construct the sentences using a variety of sentence lengths.


1. Review the historical context of the Middle Ages, take important notes about Arthurian Legend, King Uther, Igraine, Arthur, Merlin, Morgan le Fay, Romance, Chivalry, Motif, & the author, The Pearl. If you are absent, look these elements up online or come & take a peek at the teal books in the back of the classroom on page 644, 651, 657.

2. Homework for Wednesday: Read Fit 1 of Gawain; place a small sticky note next to the following evidence:A. The Code of Chivalry: COURAGE, HONOR, PIETY (FAITH), GENEROSITY TOWARD FOES,

COURTESY. Use a C.B. The archetypal pattern of the Hero. Use an H.C. Magic Use an M.

3. In class the next two periods you will create 21 Stanza Titles for Fit 1 using the most vivid verbs, precise nouns, sensory imagery, and/or figurative language. The title must capture the essence of each stanza—the heart & the soul! This will be turned in after we finish, so if you were absent, you will need to complete the following titles on your own for points:1* Completed Stanzas 1-3 today 2* Completed Stanza 1 today3* Completed Stanzas 1-4 today

Your classes were extremely tired, today. Come next period with your sleeves rolled up, ready to grapple with text!

Tuesday, March, 7th

**We’re headed to the library today to grab a Gawain book, so if you already purchased one, bring it. Your words matter! Be conscientious and carefully craft sentences with vivid verbs and precise nouns; construct the sentences using a variety of sentence lengths.


1. Review historical context of the Middle Ages: Arthurian Legend, King Uther, Igraine, Arthur, Merlin, Morgan le Fay, Romance, Chivalry, Motif, & the author, The Pearl.

2. Homework for Thursday: Read Fit 1 of Gawain; place a small sticky note next to the following evidence:D. The Code of Chivalry: COURAGE, HONOR, PIETY (FAITH), GENEROSITY TOWARD FOES,

COURTESY. Use a C.E. The archetypal pattern of the Hero. Use an H.F. Magic Use an M.

3. In class the next two periods you will create 21 Stanza Titles for Fit 1 using the most vivid verbs, precise nouns, sensory imagery, and/or figurative language. The title must capture the essence of each stanza—the heart & the soul! This will be turned in after we finish, so if you were absent, you will need to complete the following titles on your own for points:4* Completed Stanzas 1-7—you were so much fun today; thank you for having such a positive attitude. 6* Completed Stanzas 1-8—your alliterative titles impacted the summaries! (Your pictures made me laugh…)

Wednesday, March 8th

Unit Goals:You can choose precise words which demonstrate power & eliminate passive voice in your writing.You can create a varied syntax in your writing.You can trace the heroic pattern in SSGK.You can discuss the impact of chivalry and magic in SSGK.You can apply active reading strategies to understand how & why characters develop & interact over the course of this text. You can exhibit reflective thinking, make persuasive associations between the text & your personal experience which is supported by evidence.You can make thoughtful judgements about the literary quality of a text which are also supported

by evidence.

1. Homework due today: Fit 1 & the Guided Notes—C, H, M. How many examples did you get for each? Tally them when the bell rings.

While I’m checking your homework, please complete the following using an Academic Stance/Voice:

Timed-Write--

How do you define honor? What does it look like? Taste like? Smell like? Feel like? Sound like? Explain why and how you know. (We will “put it together” in a class poem.)Your words matter! Be conscientious and carefully craft sentences with vivid verbs and precise nouns; construct the sentences using a variety of sentence lengths. 1* ONLY completed this timed-write.

2. Homework for Friday: Read Fit 2 of Gawain; place a small sticky note next to the following evidence:A. The Code of Chivalry: COURAGE, HONOR, PIETY (FAITH), GENEROSITY TOWARD FOES,

COURTESY. Use a C.B. The archetypal pattern of the Hero. Use an H.C. Magic Use an M.

3. In class WE FINISHED 21 Stanza Titles for Fit 1 using the most vivid verbs, precise nouns, sensory imagery, and/or figurative language. The title must capture the essence of each stanza—the heart & the soul! This will be turned in after we finish, so if you were absent, you will need to complete the following titles on your own for points:

1* Completed Stanzas 4-20; finish the Stanza titles for 1-21 & turn in on Friday; read all of Fit 2 and use the same guided notes by Friday. I will probably be giving a quiz since 1/3 of the class did NOT do any of the reading.

2* Completed Stanzas 2-21; if you need to finish your stanza titles, turn them in on Friday for 1-21; read all of Fit 2 and use the same guided notes by Friday. I will probably be giving a quiz; I will NOT be reading the entire chapter out loud.

3* Completed Stanzas 5-21; we finished out stanza titles and turned them in, so if you were absent, they are due this Friday for 1-21; read all of Fit 2 and use the same guided notes by Friday. I will probably be giving a quiz; I will NOT be reading the entire chapter out loud.

Thursday, March 9th

Unit Goals:You can choose precise words which demonstrate power & eliminate passive voice in your writing.You can create a varied syntax in your writing.You can trace the heroic pattern in SSGK.You can discuss the impact of chivalry and magic in SSGK.You can apply active reading strategies to understand how & why characters develop & interact over the course of this text.

You can exhibit reflective thinking, make persuasive associations between the text & your personal experience which is supported by evidence.You can make thoughtful judgements about the literary quality of a text which are also supported by evidence.

1. Homework due today: Fit 1 & the Guided Notes—C, H, M. How many examples did you get for each? Tally them when the bell rings.

2. Homework for Monday: Read Fit 2 of Gawain; place a small sticky note next to the following evidence:D. The Code of Chivalry: COURAGE, HONOR, PIETY (FAITH), GENEROSITY TOWARD FOES,

COURTESY. Use a C.E. The archetypal pattern of the Hero. Use an H.F. Magic Use an M.

**THERE WILL BE A QUIZ ON THIS FIT SINCE SO MANY KIDS ARE NOT READING—HEADS-UP!

3. In class you created the rest of the 21 Stanza Titles for Fit 1 using the most vivid verbs, precise nouns, sensory imagery, and/or figurative language. The title must capture the essence of each stanza—the heart & the soul! We turned it in after we finished, so if you were absent, you will need to complete 1-21 & turn it in on your own. If you copy, I will give you a zero—you have to do the reading.4* Also read stanzas 22-28 together in class so I could help you get a jump on your homework; only 17 stanzas left!6* You also read stanzas 22-32 together to help lesson your load over the weekend.

Friday, March 10th

1* & 2* We turned in our 21 Stanza Titles today; if you were gone, email me a picture of yours. We also documented how many Cs, Hs, and Ms we found in fit 2 & turned that in today on a sticky note. You can send me an email of that, too.

Today I’m going to be checking your understanding of Fit 2; the quiz is weighted at 35% and will NOT be taken as a group. There are 2 parts to the quiz today, and it will take quite a bit of the period.BEFORE you take the quiz, I’d like to give you an opportunity to discuss Fit 2. Suggestions for your discussion:

1. Answer questions about each stanza. 2. Characters3. Internal & External Conflicts4. Ordeals & Tests5. Plot

Part 1 of the quiz: You must answer questions in complete sentences.Part 2 of the quiz: I assigned you a stanza in which you are the “expert.” On the front your illustration must depict the important details of the stanza; on the back you must summarize the stanza and talk about WHY the facts are significant. What are the implications of those facts?! (If you were absent, stop by on Monday & grab the paper & stanza I assigned.

You should have read Fit 2 and marked your Guided Notes--C, H, & M. If you were absent, you will have to show me those guided notes next period AND make up your quiz. See me on Monday so we can schedule it!Expectations for your discussion:

You can participate without dominating the discussion.You can be an attentive listener.You can speak in turn and on the subject.You can be open-minded.You can disagree with ideas and not people.You can express an opinion with elaboration & support.You can ask appropriate questions.You can support or add to another person’s opinion with more information.You can disagree with another person’s opinion by offering solid evidence and support.You can take a risk.

Homework for Tuesday: Read Fit 3 of Gawain; there will be a quiz, so place a small sticky note next to the following evidence:

A. The Code of Chivalry: COURAGE, HONOR, PIETY (FAITH), GENEROSITY TOWARD FOES, COURTESY. Use a C.

B. The archetypal pattern of the Hero. Use an H.C. Magic Use an M.

**Look for patterns in this section; there are a lot!! There will be a reading quiz on this section.Key words for Fit 3: Reynard, Fox, Ring, Green Girdle, temptation, kisses, gifts; Hunts 1,2,3; lady, test/ordeal, boar, deer.

Homework for Thursday: Read Fit 4 of Gawain and make the SAME markings! I will give you a quiz on that section.

Monday, March 13th

Today I’m going to be checking your understanding of Fit 2; the quiz is weighted at 35% and will NOT be taken as a group. There are 2 parts to the quiz today, and it will take quite a bit of the period.

BEFORE you take the quiz, I’d like to give you an opportunity to discuss Fit 2. Suggestions for your discussion:

1. Answer questions about each stanza. 2. Characters3. Internal & External Conflicts4. Ordeals & Tests5. Plot

Part 1 of the quiz: You must answer questions in complete sentences.Part 2 of the quiz: I will assign you a stanza in which you are the “expert.” On the front your illustration will depict the important details of the stanza—use color and careful details; on the back you must summarize the stanza and talk about WHY the facts are significant. What are the implications of those facts?! (If you were absent, stop by on Tuesday & grab the paper & stanza I assigned.)

You should have read Fit 2 and marked your Guided Notes--C, H, & M. If you were absent, you will have to show me those guided notes next period AND make up your quiz. See me on Monday so we can schedule it!Expectations for your discussion:

You can participate without dominating the discussion.You can be an attentive listener.You can speak in turn and on the subject.You can be open-minded.You can disagree with ideas and not people.You can express an opinion with elaboration & support.You can ask appropriate questions.You can support or add to another person’s opinion with more information.You can disagree with another person’s opinion by offering solid evidence and support.You can take a risk.

Homework for Wednesday: Read Fit 3 of Gawain; there will be a quiz, so place a small sticky note next to the following evidence:

A. The Code of Chivalry: COURAGE, HONOR, PIETY (FAITH), GENEROSITY TOWARD FOES, COURTESY. Use a C.

B. The archetypal pattern of the Hero. Use an H.C. Magic Use an M.

**Look for patterns in this section; there are a lot!! There will be a reading quiz on this section.Key words for Fit 3: Reynard, Fox, Ring, Green Girdle, temptation, kisses, gifts; Hunts 1,2,3; lady, test/ordeal, boar, deer. Homework for Friday: Read Fit 4 of Gawain and make the SAME markings! I will give you a quiz on that section.

Tuesday, March 14th

Due right now—the illustration from last Friday’s quiz. I assigned you a stanza in which you were the “expert.” On the front your illustration depicts the important details/facts of the stanza—use color and careful details; on the back you must summarize the stanza and talk about WHY the facts are significant. What are the implications of those facts?!

Today I’m going to be checking your understanding of Fit 3; the quiz is weighted at 35% and will NOT be taken as a group—it is NOT multiple choice.

BEFORE you take the quiz, I will give you an opportunity to discuss Fit 3. Look for patterns in this section--there are a lot!! Code Words for your Fit 3 discussion:Reynard, Fox, Ring, Green Girdle, temptation, kisses, gifts; Hunts 1,2,3; lady, test/ordeal, boar, deer.

A. Answer questions about each stanza. B. CharactersC. Internal & External ConflictsD. Ordeals & TestsE. Plot

You should have read Fit 3 and marked your Guided Notes--C, H, & M.

Homework for Thursday: Read Fit 4 of Gawain; there will be a quiz, so you may want to add annotations to the text to fully prepare for it.Finally, some of you have not begun to do your Chautauqua research, so I want to encourage you to do a little each day over break, because your first assignment is due 4/7…from then on it WILL get hectic, so planning ahead and working on your time management is a must. You can do it—now is the time for your self-efficacy to shine.

Wednesday, March 15th

Due right now—the illustration from Monday’s quiz. I assigned you a stanza in which you were the “expert.” On the front your illustration depicts the important details/facts of the stanza—use color and careful details; on the back you must summarize the stanza and talk about WHY the facts are significant. What are the implications of those facts?!

Today I’m going to be checking your understanding of Fit 3; the quiz is weighted at 35% and will NOT be taken as a group—it is NOT multiple choice.

BEFORE you take the quiz, I will give you an opportunity to discuss Fit 3. Look for patterns in this section--there are a lot!! Code Words for your Fit 3 discussion:Reynard, Fox, Ring, Green Girdle, temptation, kisses, gifts; Hunts 1,2,3; lady, test/ordeal, boar, deer.

A. Answer questions about each stanza. B. CharactersC. Internal & External ConflictsD. Ordeals & TestsE. Plot

You should have read Fit 3 and marked your Guided Notes--C, H, & M.

Homework for Friday: Read Fit 4 of Gawain; there will be a quiz, so you may want to add annotations to the text to fully prepare for it.Finally, some of you have not begun to do your Chautauqua research, so I want to encourage you to do a little each day over break, because your first assignment is due 4/6…from then on it WILL get hectic, so planning ahead and working on your time management is a must. You can do it—now is the time for your self-efficacy to shine.

Thursday, March 16th

Dear all, if you have missed any Gawain quizzes, please stay after school today to get them made up or see me so we can set up a time to finish before break—I will be posting grades soon.

The last ½ of the period today we will be going to the library for ONE LAST DAY of Chautauqua research. Please use this time to write notecards, to finish source cards, etc. When we get back it will be EXTREMLEY busy, and every minute matters. Remember, there will be no late work for anything after break…stay on top of it!

I’m checking your understanding on Fit 4 today for the first ½ of the period. You WILL be able to use your books on this—it will challenge your inference skills and the work you do directly applies to the skills you need for April’s End of Course exams. No phones or Sparknotes…you cannot use them on your EOCs. We will finish the rest of the quiz after break. ;-)

3* Self-Reflection for Gawain: **Life is extremely busy for everyone, so NO NEED to refer to your busy schedule in this reflection:

1. Describe your mindset and your attitude as we’ve read and comprehend Gawain. (Self-efficacy)

2. Describe how your mindset is positively and/or negatively affecting your ability to comprehend Gawain.

3. Other than time, what are your barriers for understanding this text?4. What time of day are you reading and annotating your text? If you are not, describe why.5. What strategies have you learned this year that WOULD HELP if you implemented them?

Friday, March 17th

Happy St. Patrick’s Day!

Dear all, if you have missed any Gawain quizzes, please stay after school today to get them made up; I will be posting grades today.

The last ½ of the period today we will be going to the library for ONE LAST DAY of Chautauqua research. Please use this time to write notecards, to finish source cards, etc. When we get back from break it will be EXTREMLEY busy, and every minute matters. Remember, there will be no late work for anything after break…stay on top of it!

I’m checking your understanding on Fit 4 today for the first ½ of the period. You WILL be able to use your books on this—it will challenge your inference skills and the work you do directly applies to the skills you need for April’s End of Course exams. No phones or Sparknotes…you cannot use them on your EOCs. We will finish the rest of the quiz after break. ;-)

See you in April!

Monday, April 3rd and Tuesday, April 4th

Welcome back, all!

After the bell rings, answer the following on your colored paper:

12 for 2017

1. Two things I want to be:2. Two things I want to do:

3. Two things for which I am thankful:4. Two things I need to end:

5. Two things I need to ask for:6. Two things I want to begin:

Date and sign your paper. (We practiced our presentation skills with this today!

I want to take a moment to review our goals, due dates, and responsibilities. We will work to finish our Final Assessment of Sir Gawain and the Green Knight today. Keep in mind, this directly helps you to prepare for the EOCs. They will ask you similar types of questions about mood, tone, theme, etc. Do not settle for a good answer; you need the BEST answer. Use the text to find the evidence you need. If you were absent, make this up ASAP—it is a TEST grade.

Today’s Goals: You can read closely to understand what the text says and make logical inferences from it; cite specific evidence when writing conclusions drawn from the text.You can determine central ideas or themes of the text and analyze their development.You can interpret words and phrases as they are used in the text to analyze the meaning and tone.You can read and comprehend complex texts.

Fact #1: You only have 24 class periods left, including finals. 4* & 6* 23Fact #2: You have 8 class periods until you begin EOC testing.Fact #3: 1* has 18 periods until your Final Narrative is due; 2* & 3* 19; 4* & 6* 18.Fact #4 1* begins presentations in 20 periods, 2* 21, 3* 22, 4* 20, 6* 20

*If you were absent, I sent home a letter to your parents, which is on weebly. If your parents contact me by the end of the week saying they’ve read the paper I will give you extra credit. The signature is in THEIR handwriting, or the email is from THEIR address and not yours!!

Why are we doing what we do in English?

Do you remember when we watched the video, “Did You Know 2016?” They revise it every year with new statistics, so let’s take a look at “Did You Know 2017” which just came out recently.

After viewing it last semester, one of the student-generated claims was, “As a global community, information cycles so quickly that we as a world must adjust the way we teach the next generation. Instead of teaching today’s answers we must teach students how to solve tomorrow’s problems.”Discuss

Here is the handout I gave students:

Think back to the kinds of reading, writing, speaking, listening and thinking skills we have been working on this year as well as the video clip, “Did You Know 2017” we just watched.

1. What strategies do you already effectively apply that will not only help you solve tomorrow’s problems, but pass the End of Course Exams you will take in 3 weeks? Provide me with evidence to justify your response. (5 min minimum)

2. What action steps do you still need to employ in order to be successful on those EOCs? (5 min minimum)**This is for a grade, so you can do this on your own paper if you were absent. Your fluency should be around 100 words or so for each of these, so make an effort while you write. Turn in the day you get back.

Each response is timed, and the goal is to convincingly write as much as possible until I stop you. Include at least 5 of the following words between your two Self-Reflections:Annotations Summary Analysis Synthesis Reflection Active ReadingLevels of Questions Self-Efficacy Deliberate Purpose Audience SOAPSToneEfferent Aesthetic Close Reading FIT (fact, implication, theme) Civil DiscourseLogic Highlight Evidence Paraphrase Denotation Connotation DidacticCredible Resources Parenthetical Documentation Delineate Argument DEJsInterrogation Claim/Counterclaim Sophistication Universal Truths So what?Diction Syntax Collaborate Diversity Clarity Persuasion

Wednesday, April 5th

If your parents signed the Chautauqua Letter, please put it in the drawer; I will also collect your Self-Reflection from your pods. If you forgot to complete it, please email it to me ASAP.

Take a look at upcoming deadlines:4/7: Notecards for source #14/11: Notecards for sources #2 & #34/13: Notecards for sources #4 & #54/17: 5 Source cards4/19: Timeline Due

We MUST finish our Final Assessment of Sir Gawain and the Green Knight today. If you don’t finish you must schedule a time with me THIS WEEK! Keep in mind, the process directly helps you to prepare for the EOCs as they will ask you similar types of questions about mood, tone, theme, etc. Do not settle for a good answer; you need

the BEST answer. Use the text to find the evidence you need. If you were absent, make this up ASAP—it is a TEST grade.

Today’s Goals: You can read closely to understand what the text says and make logical inferences from it; cite specific evidence when writing conclusions drawn from the text.You can determine central ideas or themes of the text and analyze their development.You can interpret words and phrases as they are used in the text to analyze the meaning and tone.You can read and comprehend complex texts.

For those who are already finished with this assessment, you will work on EOC practice again today. I have your EOC booklets and you will complete questions 17-25; you do NOT need to do the essay section, but you do need to check the boxes regarding how confident you are about your answers—we will be evaluating the data, so be honest with yourself! This will be homework for those who do not finish it in class, so stay focused and on track. If you were absent, stop by and pick up your EOC packet.

Thursday, April 6thYour 20 Notecards from Source #1 are due today!!

Double Check the following: 1. Did you write #1 in the top, right corner of all 20 cards?2. Did you write a HEADING for each card?3. Did you paraphrase, summarize, or include a direct quotation about a significant idea?4. Did you include the page # in the bottom, right corner of ALL 20 cards/word docs?

**I will get them back to you ASAP.

Take a look at upcoming deadlines:4/10: Notecards for sources #2 & #34/12: Notecards for sources #4 & #54/14: 5 Source cards4/18: Timeline Due

CHAUTAUQUA TIMELINE GUIDELINES--2017Outcome: You will choose 20 different events that took place in your character’s lifetime. These events should be significant enough that there is a correlation between the CAUSE of the event and the EFFECT it had on the person’s life. The effect should represent your opinion or “your spin” about the cause, based on all of your research! The timeline should encompass the entire lifespan of the character, and the character’s birth does not count as one of the events. Use all 5 of your credible resources to help construct your timeline.

You must also describe 5 positions the public or critics may have held regarding different events about your character. These do not need to have dates; instead, situate them after the 20 events on your timeline. Again, use your five credible sources to gather this information, along with your opinion or “spin” about the perceptions.

Total: You will have 25 insightful paragraphs written about your character, along with the proper parenthetical documentation.

1. The events must be listed in chronological order.2. Events must be written in First Person Point of View. 3. Clearly label each event with the year, followed by a description of WHY the event was important in your character’s life. PLEASE MAKE SURE YOU ANSWER, “SO WHAT?!” IN DETAIL. It’s appropriate to create your own interpretation in order to answer Why and So what. 4. Each event must include PARENTHETICAL DOCUMENTATION (Author’s last name space page #).5. Type your timeline. I promise this will help you to organize your research! If you complete this assignment with fidelity, you will walk into your narrative with only a FEW items to revise and add.

*I will specifically grade the development of your ideas, the organization of your ideas, whether or not the first person voice engages the audience, and whether or not you vary your sentences so they come across as smooth and natural, rather than choppy and forced. (No robots, please!) Review Writing Rubrics. Grading: 30 points for timeline.

Due Date: Hard Copy due in class! We need it for an activity.4* & 6*: April 18th 1*, 2*, 3*: April 19th

EXAMPLE: 1938: My family’s farm: My job was to collect eggs from the henhouse. I was puzzled as to how a small hen could lay such a large egg! After days of wondering how it could be possible, I crawled into a henhouse and waited for a hen to come in to lay. I had been in the tiny, stuffy henhouse for over four hours when I finally squeezed back out and ran towards the house. The whole household had been searching for me and even reported me missing to the police, but when my mother, Vanne, saw how excited I was, she did not scold me; instead she sat down to listen to my story of how the hen laid the egg. This story shows how, “even as a four-year-old, I already had the makings of a true naturalist” (Goodall 6). My curiosity and passion for animals only grew stronger as I grew older.

EXAMPLE OF PUBLIC’S PERCEPTION:Grandmother of Europe: The public often fondly referred to me as the “Grandmother of Europe” during my last years of my reign. Albert and I had nine children who married into the royal families of Prussia, Denmark, Russia, Schleswig-Holstein, Waldeck, and Battenberg. The success in England avoiding most of the European conflicts during my reign were due to the fact that I was either related directly or by marriage to rulers from Germany, Russia, Greece, Romania, Sweden, Denmark, Norway and Belgium. Among my grandchildren were three of the rulers of the nations involved in World War I, George V, Czar Nicholas II, and Kaiser Wilhelm II. I was rolling in my grave during that horrible war! I’d like to think that those three men would have tried to stop the conflicts if I had still been around, as I was a Grandmother with an iron fist (Parenthetical Documentation).

I provided all students with notes about “How to Insert Parenthetical Documentation.” If you were absent, come and get that sheet from me!

We MUST finish our Final Assessment of Sir Gawain and the Green Knight today. If you don’t finish you must schedule a time with me THIS WEEK! Keep in mind, the process directly helps you to prepare for the EOCs as they will ask you similar types of questions about mood, tone, theme, etc. Do not settle for a good answer; you need the BEST answer. Use the text to find the evidence you need. If you were absent, make this up ASAP—it is a TEST grade.

Today’s SGGK Assessment Goals: You can read closely to understand what the text says and make logical inferences from it; cite specific evidence when writing conclusions drawn from the text.You can determine central ideas or themes of the text and analyze their development.You can interpret words and phrases as they are used in the text to analyze the meaning and tone.You can read and comprehend complex texts.

For those who are already finished with this assessment, you will work on EOC practice again today. I have your EOC booklets and you will complete questions 17-25; you do NOT need to do the essay section, but you do need to check the boxes regarding how confident you are about your answers—we will be evaluating the data, so be honest with yourself! This will be homework for those who do not finish it in class, so stay focused and on track. If you were absent, stop by and pick up your EOC packet.

Friday, April 7th

Your 20 Notecards from Source #1 are due today!!

Double Check the following: 1. Did you write #1 in the top, right corner of all 20 cards?2. Did you write a HEADING for each card?3. Did you paraphrase, summarize, or include a direct quotation about a significant idea?4. Did you include the page # in the bottom, right corner of ALL 20 cards/word docs?

**I will get them back to you ASAP.

CHAUTAUQUA TIMELINE GUIDELINES--2017Outcome: You will choose 20 different events that took place in your character’s lifetime. These events should be significant enough that there is a correlation between the CAUSE of the event and the EFFECT it had on the person’s life. The effect should represent your opinion or “your spin” about the cause, based on all of your research! The timeline should encompass the entire lifespan of the character, and the character’s birth does not count as one of the events. Use all 5 of your credible resources to help construct your timeline.

You must also describe 5 positions the public or critics may have held regarding different events about your character. These do not need to have dates; instead, situate them after the 20 events on your timeline. Again, use your five credible sources to gather this information, along with your

opinion or “spin” about the perceptions.

Total: You will have 25 insightful paragraphs written about your character, along with the proper parenthetical documentation.

1. The events must be listed in chronological order.2. Events must be written in First Person Point of View. 3. Clearly label each event with the year, followed by a description of WHY the event was important in your character’s life. PLEASE MAKE SURE YOU ANSWER, “SO WHAT?!” IN DETAIL. It’s appropriate to create your own interpretation in order to answer Why and So what. 4. Each event must include PARENTHETICAL DOCUMENTATION (Author’s last name space page #).5. Type your timeline. I promise this will help you to organize your research! If you complete this assignment with fidelity, you will walk into your narrative with only a FEW items to revise and add.

*I will specifically grade the development of your ideas, the organization of your ideas, whether or not the first person voice engages the audience, and whether or not you vary your sentences so they come across as smooth and natural, rather than choppy and forced. (No robots, please!) Review Writing Rubrics. Grading: 30 points for timeline.

Due Date: Hard Copy due in class! We need it for an activity.4* & 6*: April 18th 1*, 2*, 3*: April 19th

EXAMPLE: 1938: My family’s farm: My job was to collect eggs from the henhouse. I was puzzled as to how a small hen could lay such a large egg! After days of wondering how it could be possible, I crawled into a henhouse and waited for a hen to come in to lay. I had been in the tiny, stuffy henhouse for over four hours when I finally squeezed back out and ran towards the house. The whole household had been searching for me and even reported me missing to the police, but when my mother, Vanne, saw how excited I was, she did not scold me; instead she sat down to listen to my story of how the hen laid the egg. This story shows how, “even as a four-year-old, I already had the makings of a true naturalist” (Goodall 6). My curiosity and passion for animals only grew stronger as I grew older.

EXAMPLE OF PUBLIC’S PERCEPTION:Grandmother of Europe: The public often fondly referred to me as the “Grandmother of Europe” during my last years of my reign. Albert and I had nine children who married into the royal families of Prussia, Denmark, Russia, Schleswig-Holstein, Waldeck, and Battenberg. The success in England avoiding most of the European conflicts during my reign were due to the fact that I was either related directly or by marriage to rulers from Germany, Russia, Greece, Romania, Sweden, Denmark, Norway and Belgium. Among my grandchildren were three of the rulers of the nations involved in World War I, George V, Czar Nicholas II, and Kaiser Wilhelm II. I was rolling in my grave during that horrible war! I’d like to think that those three men would have tried to stop the conflicts if I had still been around, as I was a Grandmother with an iron fist (Parenthetical Documentation).

I provided all students with notes about “How to Insert Parenthetical Documentation.” If you were absent, come and get that sheet from me!

Messy Room Timed-WriteOutcomes for this lesson: You will practice showing vs. telling in a piece of writing about your “Messy Room.” You will recognize that showing vs. telling will bring idea development to life in what you write and speak.

Imagine your bedroom is absolutely detestable. Scan every square inch of your room—look under your bed, on top of your bed, inside your closets, your walls, the ceiling…everything and everywhere. Do you have a bathroom attached to your room?! In this timed-write you must SHOW ME how messy your room is, yet NO WHERE can you tell me your room is messy or that you need to clean it? Use as many vivid verbs, precise nouns, sensory images and figurative language as you can! P.S. Clean freaks—you need to go out on a limb, here!!

1. Find a partner. I’d like you to read your piece OUT LOUD to your partner while they DRAW the description of the room.

2. When finished, did the author paint a visual picture of the room? What details should be added to create a more vivid picture?

3. Which sensory details did the author use well? Why? 4. If you had time to go revise, which areas in the room left you confused? Use these words:

“Clarify the following…” 5. Is anyone willing to share your piece?! Let’s examine the words which enhanced your IDEAS.

Idea Development is crucial in writing so your audience can see as well as understand your point. Ask the following questions to check the depth of your IDEAS: (see rubric)

1. Is the paper focused & clear?2. Do you have one controlling idea?3. Does your piece contain enough detail?4. Are you selective with details so certain parts are not weighed down by too many details?

(Balance is key!)5. Do you show insight?6. Does the paper come across as if you write from experience?

If time, I’d like to analyze the idea development in the following papers using an analytical trait guideline rubric: “Charlote,” “My Cats,” and “I See You there…”

Your homework is to work on your Chautauqua stuff. Keep working a little bit each day.

Monday, April 10th

Your 10 Notecards from Sources #2 & #3 are due today!! I’M ALSO COLLECTING YOUR EOC PRACTICE FOR 17-25.Double Check the following:

1. Did you write #2 or #3 in the top, right corner of all 10 cards?2. Did you write a HEADING for each card?

3. Did you paraphrase, summarize, or include a direct quotation about a significant idea?4. Did you include the page # in the bottom, right corner of ALL 10 cards/word docs? IF IT IS

UNPAGINATED, YOU CAN LEAVE THIS BLANK!**I will get them back to you ASAP.

REMINDER: PACE YOURSELF & KEEP WORKING ON THE CHAUTAUQUA TIMELINE, WHICH IS DUE NEXT TUESDAY.

Messy Room Timed-WriteOutcomes for this lesson: You will practice showing vs. telling in a piece of writing about your “Messy Room.” You will recognize that showing vs. telling will bring idea development to life in what you write and speak.

Imagine your bedroom is absolutely detestable. Scan every square inch of your room—look under your bed, on top of your bed, inside your closets, your walls, the ceiling…everything and everywhere. Do you have a bathroom attached to your room?! In this timed-write you must SHOW ME how messy your room is, yet NO WHERE can you tell me your room is messy or that you need to clean it? Use as many vivid verbs, precise nouns, sensory images and figurative language as you can! P.S. Clean freaks—you need to go out on a limb, here!!

1. Find a partner. I’d like you to read your piece OUT LOUD to your partner while they DRAW the description of the room.

2. When finished, did the author paint a visual picture of the room? What details should be added to create a more vivid picture?

3. Which sensory details did the author use well? Why? 4. If you had time to go revise, which areas in the room left you confused? Use these words:

“Clarify the following…” 5. Is anyone willing to share your piece?! Let’s examine the words which enhanced your IDEAS.

Idea Development is crucial in writing so your audience can see as well as understand your point. Ask the following questions to check the depth of your IDEAS: (see rubric)



If time, I’d like to analyze the idea development in the following papers using an analytical trait guideline rubric: “Charlote,” “My Cats,” and “I See You there…” We’ll evaluate the last one on Wednesday as a way to review.

Your homework is to work on your Chautauqua stuff. Keep working a little bit each day.

Tuesday, April 11th

Your 10 Notecards from Sources #2 & #3 are due today!! I’M ALSO COLLECTING YOUR EOC PRACTICE FOR 17-25.Double Check the following:

1. Did you write #2 or #3 in the top, right corner of all 10 cards?2. Did you write a HEADING for each card?3. Did you paraphrase, summarize, or include a direct quotation about a significant idea?4. Did you include the page # in the bottom, right corner of ALL 10 cards/word docs? IF IT IS


REMINDER: PACE YOURSELF & KEEP WORKING ON THE CHAUTAUQUA TIMELINE, WHICH IS DUE NEXT WEDNESDAY.

In class we completed a 5-minute timed write on ONE of the 20 notecards we just got back. 1. We wrote in first person as if we were the character. 2. We documented everything we could remember ABOUT the event, and then we added WHY the event was so significant. (Cause & effect)3. When we finished, we underlined everything we learned from our research—THAT must be cited through parenthetical documentation. “lkjsdlfkjdflj” (Folkers 74) or “;lkasjdfkljsdf!” (Folkers 74) or “l;kasdlfkj sdf?” (Folkers 74)4. We put squiggly marks underneath all of the places where we inserted OUR opinion based on the research. You MUST include that in each of the entries because this is a research paper and NOT a book report.**You just wrote your first of 25 paragraphs for your timeline. Bravo!

We need to review Idea Development: It is crucial in writing so your audience can see as well as understand your point. Ask the following questions to check the depth of your IDEAS: (see rubric)



**Remember, a 5 paper on the continuum is NOT perfect.

Practice evaluating Idea Development in “I See You there…”

Where are we headed next? Organization! Let’s watch 2 Chautauqua clips to see how effective the hook and conclusions are. What worked well? What are some suggestions we could make?

Outcome of Shark Activity: You will reorder sentences so a paragraph about sharks makes sense. You will pay close attention to clues, and move sentences around while you think about the ideas.

Ask the following questions to ensure organization is in check:

1. Does the opening set up the paper/speech & pull you into it?2. Does the piece sound like a list or does everything tie together?3. Can you follow it easy because of the pacing?4. Does the piece build to a high point?5. Does the piece tie up most loose ends and leave you thinking?

**We will make a race of this organization activity!

**Evaluate Organization in “What Scares Me,” and “The Continuous Chase.” If time, I will provide you with a list of transitions to help your paper achieve a seamless structure.

Your homework is to work on your Chautauqua timeline. Keep working a little bit each day.

Wednesday, April 12Your 10 Notecards from Sources #4 & #5 are due today!! If you still haven’t turned it in, place the EOC PRACTICE FOR 17-25 in the drawer. YOUR SOURCE CARDS ARE DUE NEXT PERIOD—IT’S BEST IF YOU TYPE THEM INTO A WORD DOCUMENT!!

URGENT: ALL GAWAIN TESTS MUST BE FINISHED BY TOMMOROW OR I WILL SUBTRACT POINTS FROM THE QUESTIONS YOU DID NOT ANSWER.

Double Check the following: 1. Did you write #4 or #5 in the top, right corner of all 10 cards?2. Did you write a HEADING for each card?3. Did you paraphrase, summarize, or include a direct quotation about a significant idea?4. Did you include the page # in the bottom, right corner of ALL 10 cards/word docs? IF IT IS


REMINDER: PACE YOURSELF & KEEP WORKING ON THE CHAUTAUQUA TIMELINE, WHICH IS DUE NEXT TUESDAY.

In class we completed a 5-minute timed write on ONE of the 30 notecards we got back. 1. We wrote in first person as if we were the character. 2. We documented everything we could remember ABOUT the event, and then we added WHY the event was so significant. (Cause & effect)3. When we finished, we underlined everything we learned from our research—THAT must be cited through parenthetical documentation. “lkjsdlfkjdflj” (Folkers 74) or “;lkasjdfkljsdf!” (Folkers 74) or “l;kasdlfkj sdf?” (Folkers 74)4. We put squiggly marks underneath all of the places where we inserted OUR opinion based on the research. You MUST include that in each of the entries because this is a research paper and NOT a book report.**You just wrote your first of 25 paragraphs for your timeline. Bravo!

Thursday, April 13th

Your 10 Notecards from Sources #4 & #5 are due today!! If you still haven’t turned it in, place the EOC PRACTICE FOR 17-25 in the drawer. YOUR SOURCE CARDS ARE DUE NEXT PERIOD—IT’S BEST IF YOU TYPE THEM INTO A WORD DOCUMENT!!

URGENT: ALL GAWAIN TESTS MUST BE FINISHED BY TODAY OR I WILL SUBTRACT POINTS FOR THE QUESTIONS YOU DID NOT ANSWER.

Double Check the following: 1. Did you write #4 or #5 in the top, right corner of all 10 cards?2. Did you write a HEADING for each card?3. Did you paraphrase, summarize, or include a direct quotation about a significant idea?4. Did you include the page # in the bottom, right corner of ALL 10 cards/word docs? IF IT IS


REMINDER: PACE YOURSELF & KEEP WORKING ON THE CHAUTAUQUA TIMELINE, WHICH IS DUE NEXT WEDNESDAY. CHAUTAUQUA WORK IS YOUR ONLY HOMEWORK FROM THIS POINT FORWARD.

We completed a second 5-minute timed write on ONE of our notecards; the focus was about the PUBLIC’S OR CRITICS’ PERCEPTIONS of your character. 1. We wrote in first person as if we were the character. 2. We documented everything we could remember ABOUT the event, and then we added WHY the event was so significant. (Cause & effect)3. When we finished, we underlined everything we learned from our research—THAT must be cited through parenthetical documentation. “lkjsdlfkjdflj” (Folkers 74) or “;lkasjdfkljsdf!” (Folkers 74) or “l;kasdlfkj sdf?” (Folkers 74)4. We put squiggly marks underneath all of the places where we inserted OUR opinion based on the research. You MUST include that in each of the entries because this is a research paper and NOT a book report.*You now have a 2nd paragraph finished for your timeline.

Next, we practiced speaking in character by telling one of our events to a partner and switching.

Where are we headed next? Organization! Last period we watched 2 Chautauqua clips to see how effective the hook and conclusions were, and we practiced putting text into chronological order by examining the main idea, transitional words, building to a high point, and finding a sense of resolution. Today we are going to EVALUATE papers for organization.

Ask the following questions to ensure organization is in check:1. Does the opening set up the paper/speech & pull you into it?2. Does the piece sound like a list or does everything tie together?3. Can you follow it easy because of the pacing?4. Does the piece build to a high point?5. Does the piece tie up most loose ends and leave you thinking?

The handout you picked up with the transitions on it, please CROSS OUT the one that says, “In conclusion.” NEVER use that in a paper.

**Evaluate Organization in “What Scares Me,” and “The Continuous Chase.”

Let’s watch a couple of more Chautauqua clips to get ideas for our own presentations.

**What is sentence fluency/sentence structure/syntax? See handout. Use one event to write about your character…within, write different types of sentences…

One strategy for creating a sophisticated fluency is to combine sentences: “Dropout”


Friday, April 14th

This is just a tentative plan; I will update after 3:30 on Friday afternoon.Today your 5 Source Cards are due! Please check the following:

1. The proper source number is in the upper right-hand corner.2. MLA citation is complete and punctuated properly; line one begins on left margin and other

lines are tabbed 5 spaces.To fix the indention: Go to Home, Paragraph, Line Spacing Options, Special, Hanging.

3. You must list the location of the source, along with a call number when appropriate. Example: Personal library or Galena Library with Call # of book or www.Iloveresearch.com

4. Your annotation must be written in a complete sentence. It answers WHY the resource is helpful. (If you wrote, “It’s a biography I will take off points.)

**We will be using our Source Cards today when we talk about how to write a Works Cited page.View the handout you have titled, “A How-To Guide for Parenthetical Documentation.” On the back of page 1 is a step-by-step guide for your Works Cited page. It also talks about the spacing, size, & font. The LAST page of the packet include a sample Works Cited page. Again, to fix spacing on this page: Go to Home, Paragraph, Line Spacing Options, Special, Hanging.

To help with our timelines we completed a 5-minute timed write on ONE of our 40 notecards: 1. We wrote in first person as if we were the character. 2. We documented everything we could remember ABOUT the event, and then we added WHY the event was so significant. (Cause & effect)3. When we finished, we underlined everything we learned from our research—THAT must be cited through parenthetical documentation. “lkjsdlfkjdflj” (Folkers 74) or “;lkasjdfkljsdf!” (Folkers 74) or “l;kasdlfkj sdf?” (Folkers 74)4. We put squiggly marks underneath all of the places where we inserted OUR opinion based on the research. You MUST include that in each of the entries because this is a research paper and NOT a book report.

Let’s review Organization and the Scoring Continuum/Rubric—Am I looking for PERFECTION?

Ask the following questions to ensure organization is in check:1. Does the opening set up the paper/speech & pull you into it?2. Does the piece sound like a list or does everything tie together?3. Can you follow it easy because of the pacing?4. Does the piece build to a high point?5. Does the piece tie up most loose ends and leave you thinking?

**We will make a race of this organization activity!

http://www.Iloveresearch.com/

**Evaluate Organization in “What Scares Me,” and “The Continuous Chase.” If time, I will provide you with a list of transitions to help your paper achieve a seamless structure. 6* only had time for the first story.


Tuesday, April 18th

Greetings, all. I need to tell you first thing that I’m weepy today—I’m wired as an emotional! We had to put our Great Pyrenes down yesterday and I’m still having trouble talking about it today. Thank you for giving me grace. Choose groups of 5. Please do NOT move the desks.

Today is a big day in that your Timelines are due. I’m SOOOOOOO proud of the hard work and effort you’re putting into your writing. I know you had to dig deep to finish this part of the process today; the bulk of your research paper is actually written! Take heart.

You just spent the past week creating a timeline for your character…

Outcomes for today:

1. You will demonstrate your knowledge of your character by presenting 5 events and 1 public’s perception to a small

group.

2. You will rehearse your active listening and speaking skills today, and become more comfortable in executing those

skills.

To prepare for today’s presentations, I’d like you to do the following:

1. Number your events & public’s perception: 1-25.

2. Highlight every sentence which explains the EFFECT of each event. This should be more than 1 sentence long in

your narratives; this will show you where you should add more details later.

3. Check your facts. Did you insert parenthetical documentation? If you forgot a place, add a * so you can go back

later & fix it for your final narrative.

4. Circle 5 of your most interesting events & 1 of the most intriguing public’s perceptions—you will present this

information to a small group in a few minutes. This is NOT to be read to the group. Instead, use it as a crutch in

case you forget where you’re headed next. This will take you a minimum of 5 minutes; the timekeeper will stop

at 10 minutes. (You’re building your stamina & endurance!)

Now we’re ready to present. Thank you for being an attentive audience. Remember, active listeners pay careful

attention to their body language as well as their facial expressions because they want the presenters to feel at ease when

they deliver information to you. Wait until the end to ask any questions of clarification.

Timeline Presentations:

1. Find a time-keeper. Presentations must last a minimum of 5 minutes; if anyone goes over 10 minutes,

lovingly ask them to stop. ;-)

2. Presenters: Stand and face your pod members; today is more formal than last week. You may refer to your

timeline, yet you may not read the information from it. Remove your gum and STAND during your practice

unless you KNOW you will sit for the final presentation. Introduce yourself and discuss the 5 events you

highlighted and 1 of the topics you chose from the Public’s Perception.

3. After each person finishes, give the speakers constructive, kind, & helpful feedback.

4. If you finish while other groups continue to present, spend time looking ahead to what’s next on the

Chautauqua calendar. I’m going to wait on the poetry assignment to see how EOCs go.

Wednesday, April 19th

Greetings, all. So sorry about missing class on Monday; we had to put our Great Pyrenes down & I spent the last few hours with him…my eyes are still swollen today, yet I’m much better. Thank you for giving me grace. Please do NOT move the desks.**1* Note the change on the Chautauqua Calendar: Rough Draft Narrative due 5/15 because you will be taking EOCs on 5/17. Sorry!!2* & 3* Your rough draft is due 5/19.**On Friday I will assign the Final Narrative.**Next week during EOCs, bring Chautauqua stuff every day to earn your full participation points, along with homework from other classes!

Before the activity, please pick up your Source Cards, take out your “A Guide for Parenthetical Documentation” handout, & grab a highlighter; we’re going to discuss setting up your Works Cited page. I HIGHLY recommend that you complete it TONIGHT!

Today is a big day in that your Timelines are due. I’m SOOOOOOO proud of the hard work and effort you’re putting into your writing. I know you had to dig deep to finish this part of the process today; the bulk of your research paper is actually written! Take heart.

You just spent the past week creating a timeline for your character…

Outcomes for today:

1. You will demonstrate your knowledge of your character by presenting 5 events and 1 public’s perception to a small

group.

2. You will rehearse your active listening and speaking skills today, and become more comfortable in executing those

skills.

To prepare for today’s presentations, I’d like you to do the following:

1. Number your events & public’s perception: 1-25.

2. Highlight every sentence which explains the EFFECT of each event. This should be more than 1 sentence long in

your narratives; this will show you where you should add more details later.

3. Check your facts. Did you insert parenthetical documentation? If you forgot a place, add a * so you can go back

later & fix it for your final narrative.

4. Circle 5 of your most interesting events & 1 of the most intriguing public’s perceptions—you will present this

information to a small group in a few minutes. This is NOT to be read to the group. Instead, use it as a crutch in

case you forget where you’re headed next. This will take you a minimum of 5 minutes; the timekeeper will stop

at 10 minutes. (You’re building your stamina & endurance!)

Now we’re ready to present. Thank you for being an attentive audience. Remember, active listeners pay careful

attention to their body language as well as their facial expressions because they want the presenters to feel at ease when

they deliver information to you. Wait until the end to ask any questions of clarification.

Timeline Presentations:

1. Find a time-keeper. Presentations must last a minimum of 5 minutes; if anyone goes over 10 minutes,

lovingly ask them to stop. ;-)

2. Presenters: Stand and face your pod members; today is more formal than last week. You may refer to your

timeline, yet you may not read the information from it. Remove your gum and STAND during your practice

unless you KNOW you will sit for the final presentation. Introduce yourself and discuss the 5 events you

highlighted and 1 of the topics you chose from the Public’s Perception. You will speak a MINIMUM of 5

minutes and a MAXIMUM of 10.

3. After each person finishes, give the speakers constructive, kind, & helpful feedback.

4. If you finish while other groups continue to present, spend time looking ahead to what’s next on the

Chautauqua calendar. I’m going to wait on the poetry assignment to see how EOCs go.

Thursday, April 20th & Friday, April 21stBefore you leave today you will know the following about the EOCs:

1. What types of Multiple Choice Questions should you expect on the reading tests?

2. How will the state score your writing test?3. Since we take these exams on the computer, are there tools

available for my use?4. Can I just stay home from school & take a sick day?5. How much time do I have to take these tests?

If you are absent, you will miss 2 short videos to help with #3.**Your room assignments for tests are posted on the wallYou can work on this next week since we will not be having regular instruction unless we have a full class during EOCs. Please remember to bring all Chautauqua resources and other homework next week.

CHAUTAUQUA COLLAGE GUIDELINESCreate a collage pertaining to your character’s life and time period. Include clothes, modes of transportation, toys, food, furniture, homes, shoes, music, businesses, celebrities, etc. Include the dates of the period(s). Use drawings, printouts, magazine cutouts, etc., on poster-size paper or board, which is roughly 2’ X 2’. Remember, the collage can surround any aspect of your character’s lifetime. I encourage you to be creative in the placement of your visuals and with the final aesthetics of the collage itself. Grading: 30 points4* & 6* Due May 4th

1*, 2*, 3* Due May 5th

WRITE A PERSONAL NARRATIVE RESEARCH PAPER in MLA format which includes the following:INTRODUCTION

The introduction needs to provide a hook to interest the reader and engage your audience. You might start in the middle of a dramatic experience, begin with a brief story or anecdote, insert an actual quote from your character or highlight a list of accomplishments. Be creative!BODY/CONTENTThe narrative must discuss and develop 3 different events, important aspects, or crystallizing experiences that help shape your character’s life; in addition, add a fourth element which examines how the critics or public views your character. That’s four stories in all. CONCLUSIONCreate a satisfying conclusion to wrap up your paper. Remember, you’ve just told 4 major stories from your character’s life. What is the impression you want to leave with the reader and audience? Perhaps this is a place to insert extra information that intrigues the reader.PARENTHETICAL DOCUMENTATION & WORKS CITED PAGE You will use MLA format to give credit where it is due by correctly documenting the concrete details you learn and include in your paper. Final Draft Guidelines

1. Double-Space ONLY; no extra spaces between paragraphs; reset the default!

2. Use 11 or 12 point Calibri or Times New Roman fonts3. 1” margins. 4. Parenthetical Documentation must accompany all facts you

learn from the research whether you quote, paraphrase and/or summarize.

5. Include a Works Cited page (use Bibme—it’s so helpful!!)**Mrs. Folkers will not accept a paper without Parenthetical Documentation and a Works Cited page. All Final Narratives and Works Cited pages MUST be submitted to turnitin.com in one document in order to earn credit. Hardcopy to Mrs. Folkers AND Typed Final Drafts/Works Cited due to turnitin.com:

1* May 192* and 3* May 23rd

4* & 6* May 22nd

Name: __________________ Period: _____

Page 1 formatted properly & includes a title. _____/5

Content (Ideas) 1 2 3 4 5

Structure (Organization) 1 2 3 4 5

Stance (Voice) 1 2 3 4 5

Diction (Word Choice) 1 2 3 4 5

Sentence Fluency 1 2 3 4 5

Conventions (grammar) 1 2 3 4 5

Writing Traits (weighted) __________/60

Parenthetical Documentation __________/15

Works Cited Page __________/20

5 Sources used (100%) __

4 Sources used (-20%) __



*No credit will be issued if you use only one source, your paper is missing a works cited page, your paper lacks

parenthetical documentation, or you fail to submit the narrative/works cited to turnitin.com.

Total Score __________/100

Some helpful hints to improve your Narrative:1. Your events should be written in multiple paragraphs. 1

paragraph per event is insufficient. If the paragraph is too long, divide it into smaller chunks.

2. Treat the Public’s Perception as if it is one event. Again, use more than one paragraph. (Refer to your timelines, too!)

3. Make certain your paragraphs run smoothly together. You will need transitions to take you between the events. You don’t want the flow to feel like it starts and stops. No speed bumps!

4. Write in Active vs. Passive voice; don’t allow those “to be” verbs to overwhelm your piece.

5. Expand your poetry assignment into prose; weave it into your hook or events.

6. Review these Parenthetical documentation examples: “Here is the quote” (Folkers 74).“Here is the quote!” (Folkers 74)“Here is the quote?” (Folkers 74)In Folkers’ letter to her class she suggested, “Here is your quote” (74). Remember, a new paragraph means you re-start the documentation process. From the Purdue Owl website: https://owl.english.purdue.edu/owl/resource/747/02/ “When a citation is not needed: Common sense and ethics should determine your need for documenting sources. You do not need to give sources for familiar proverbs, well-known quotations or common knowledge. Remember, this is a rhetorical choice, based on audience. If you're writing for an expert audience of a scholarly journal, for example, they'll have different expectations of what constitutes common knowledge.”

https://owl.english.purdue.edu/owl/resource/747/02/

**I want to show you what a completed Chautauqua Narrative looks like. Keep in mind, I will be grading the 6 writing traits that we started to evaluate. Read through some of “Saint of the Gutters,” “Help,” & “The Flaming Phoenix” to examine the Idea Development, Organization, Voice, & Sentence Fluency. We watched a couple of Chautauqua videos.

Monday, April 24th—THIS IS EOC TESTING WEEK. YOU MUST BRING CHAUTAUQUA MATERIALS & HOMEWORK FROM OTHER CLASSES EVERY DAY! IF WE HAVE THE MAJORITY OF OUR CLASS, I WILL GIVE SPECIFIC INSTRUCTION REGARDING THE WRITING PROCESS.

No need to be on your phones unless you have spoken to me, so keep them put away in your purses, bags, etc.

Items to work on for Chautauqua:1. Plan and write a hook that engages your audience and begins

your narrative with a real lead.2. Plan and write a conclusion which provides a smooth landing

and satisfies your audience.3. Decide which events from your timeline you will use. Fuse

paragraphs together with smooth transitions.6* Since most of our class is here, I’d like to work on an exercise to help you write a hook for your character.

To work on choosing a great hook for our narrative we brainstormed the following categories for 2 minutes each from your character’s point of view. It’s OKAY to repeat memories in more than one place.

1. Recall pleasant times from your past.2. Recall buildings/places in which you have lived.3. Recall secrets you have or had.4. Recall magical people from your past. (Literal or metaphorical)

5. Recall incidents that filled you with dread.6. Recall dangerous things you have done.7. Recall sinful or gad things you have done.8. Recall things that happened during school vacations.9. Recall things that happened in a classroom or schoolyard.10. Recall things that have happened near a body of water.11. Recall your romantic infatuations.12. Recall funny things that made you laugh happily.

Reminder #2: This should be written through the eyes of your Chautauqua character.We practiced our speaking skills and presented memories to multiple partners.

Tuesday, April 25th to Thursday, April 27th—THIS IS EOC TESTING WEEK. YOU MUST BRING CHAUTAUQUA MATERIALS & HOMEWORK FROM OTHER CLASSES EVERY DAY! IF WE HAVE THE MAJORITY OF OUR CLASS, I WILL GIVE SPECIFIC INSTRUCTION REGARDING THE WRITING PROCESS.

6* on Wednesday, April 26th

**FRIDAY WILL BE A STUDY HALL FOR YOU SINCE I HAVE GIVEN YOU Some INSTRUCTION THE PAST 2 PERIODS. All of my other classes had a study hall, and I figured you needed it after all that testing. Bring materials to work on your collage. You cannot count on going to the library.

Because so many of you took EOCs today, I’m not planning to make you write your introduction, however, we WILL on Tuesday. I would like to share some more Memory poems, though, so you can get some ideas for writing your hook.

I have your timelines graded and will get them back to you. I conferenced with most of you today.

Also, I’d like to review Organization from your writing rubric.

Keep in mind, when evaluating Organization, look at the following:1. Does the opening set up the paper/speech & pull you into it?2. Does the piece sound like a list or does everything tie together?3. Can you follow it easy because of the pacing?4. Does the piece build to a high point?5. Does the piece tie up most loose ends and leave you thinking?

**Shark activity: We will make a race of this organization activity!Our class evaluated “What Scares Me,” a while back, but not “The Continuous Chase.” Well done supporting your score with evidence!

Thursday, April 27th



and satisfies your audience.3. Decide which events from your timeline you will use. Fuse

paragraphs together with smooth transitions.

Friday, April 28th



and satisfies your audience.

3. Decide which events from your timeline you will use. Fuse paragraphs together with smooth transitions.

Monday, May 1st:Reminders: Collages are due at the beginning of class on Friday. If you will be gone, leave it here on Thursday or have someone drop it by school on Friday. I am NOT accepting late work. We will also have the lottery for Presentation Sign-ups this Friday. IF YOU KNOW YOU WILL BE ABSENT, PLEASE LEAVE ME A STICKY NOTE WITH YOUR TOP 3 CHOICES ON IT SO YOU CAN STILL ACTIVELY PARTICIPATE.

Today is a big day in that we are working on the hook/intro for out Chautauqua narrative. I gave you last week off, yet it is “game-on” starting today. Thank you for having a positive mindset, for digging deep, and for forging ahead.


1. Recall pleasant times from your past.2. Recall buildings/places in which you have lived.3. Recall secrets you have or had.4. Recall magical people from your past. (Literal or metaphorical)5. Recall incidents that filled you with dread.6. Recall dangerous things you have done.7. Recall sinful or gad things you have done.8. Recall things that happened during school vacations.9. Recall things that happened in a classroom or schoolyard.10. Recall things that have happened near a body of water.11. Recall your romantic infatuations.12. Recall funny things that made you laugh happily.

Reminder #2: This should be written through the eyes of your Chautauqua character and an emotion should be present.

We will practice our speaking skills and presented memories to multiple partners.

I shared examples to help promote ideas and thought for your introductions.We examined the importance of voice in you’re the narratives, with our writing trait guidelines. We will evaluated Voice in “I Hate Writing with Heart,” and “The Guinea Pig.” We’ll look at “Fox” next period. Remember, you will be writing your Chautauqua Narrative in 1 st Person Point of View, so capturing your character’s authentic voice will catapult your score in this area!

4* Tuesday, May 2nd: Reminders: Collages are due at the beginning of class on Thursday. If you will be gone, leave it here on Wednesday or have someone drop it by school. I am NOT accepting late work. We will also have the lottery for Presentation Sign-ups this Thursday. IF YOU KNOW YOU WILL BE ABSENT, PLEASE LEAVE ME A STICKY NOTE WITH YOUR TOP 3 CHOICES ON IT SO YOU CAN STILL ACTIVELY PARTICIPATE.

Due on Monday, May 8th: Interview Question Day *Pretend you are a journalist and write 20 open-ended questions you could ask ANY character. It’s NOT okay just to write one word; remember, you must write in complete sentences rather than partial thoughts if

you would like full credit.Example: Fame vs. How did fame affect your personal life?**If you are absent this day you will not be able to make up the participation points for the interview activity.



1. Recall pleasant times from your past.2. Recall buildings/places in which you have lived.3. Recall secrets you have or had.4. Recall magical people from your past. (Literal or metaphorical)5. Recall incidents that filled you with dread.6. Recall dangerous things you have done.7. Recall sinful or gad things you have done.8. Recall things that happened during school vacations.9. Recall things that happened in a classroom or schoolyard.10. Recall things that have happened near a body of water.11. Recall your romantic infatuations.12. Recall funny things that made you laugh happily.

Reminder #2: This should be written through the eyes of your Chautauqua character and an emotion should be present.

We will practice our speaking skills and presented memories to multiple partners.

I shared examples to help promote ideas and thought for your introductions.We examined the importance of voice in you’re the narratives, with our writing trait guidelines. We will evaluated Voice in “I Hate Writing with Heart,” and “The Guinea Pig.” We’ll look at “Fox” next period. Remember, you will be writing your Chautauqua Narrative in 1 st Person Point of View, so capturing your character’s authentic voice will catapult your score in this area!

6* Tuesday, May 2ndReminders: Collages are due at the beginning of class on Thursday. If you will be gone, leave it here on Wednesday or have someone drop it by school. I am NOT accepting late work. We will also have the lottery for Presentation Sign-ups this Thursday. IF YOU KNOW YOU WILL BE ABSENT, PLEASE LEAVE ME A STICKY NOTE WITH YOUR TOP 3 CHOICES ON IT SO YOU CAN STILL ACTIVELY PARTICIPATE.

Due on Monday, May 8th: Interview Question Day *Pretend you are a journalist and write 20 open-ended questions you could ask ANY character. It’s NOT okay just to write one word; remember, you must write in complete sentences rather than partial thoughts if you would like full credit.Example: Fame vs. How did fame affect your personal life?**If you are absent this day you will not be able to make up the participation points for the interview activity.

Today is a big day in that we are working on the hook/intro for out Chautauqua narrative. I gave you last week off, yet it is “game-on” starting today. Thank you for having a positive mindset, for digging deep, and for forging ahead. We will spend time writing our introduction based on our Memory Writing from last week. Please take that out. We evaluated Voice in “I Hate Writing with Heart,” “Fox,” and “The Guinea Pig.” Remember, you will be writing your Chautauqua Narrative in 1 st Person Point of View, so capturing your character’s authentic voice will catapult your score in this area!

Sentence Fluency--Here’s the bottom line: You need some short, medium, and long sentences in your writing! NO ROBOTS. One remedy to enhance sentence fluency is to combine sentences. We practiced that with the story, “Dropout.”

Wednesday, May 3rd

Reminders: Collages are due at the beginning of class on Friday. If you will be gone, leave it here on Thursday or have someone drop it by school. I am NOT accepting late work. We will also have the lottery for Presentation Sign-ups this Friday. IF YOU KNOW YOU WILL BE ABSENT, PLEASE LEAVE ME A STICKY NOTE WITH YOUR TOP 3 CHOICES ON IT SO YOU CAN STILL ACTIVELY PARTICIPATE.

Due on Tuesday, May 9th: Interview Question Day *Pretend you are a journalist and write 20 open-ended questions you could ask ANY character. It’s NOT okay just to write one word; remember, you must write in complete sentences rather than partial thoughts if you

would like full credit.Example: Fame vs. How did fame affect your personal life?**If you are absent this day you will not be able to make up the participation points for the interview activity.


We will spend time writing our introduction based on our Memory Writing from last week. Please take that out. We evaluated Voice in “I Hate Writing with Heart,” “Fox,” and “The Guinea Pig.” Remember, you will be writing your Chautauqua Narrative in 1 st Person Point of View, so capturing your character’s authentic voice will catapult your score in this area!

Sentence Fluency--Here’s the bottom line: You need some short, medium, and long sentences in your writing! NO ROBOTS. One remedy to enhance sentence fluency is to combine sentences. We practiced that with the story, “Dropout.” 3* You still need to delve into this lesson next period.

Sub plans for Thursday, May 4th

Dear all, I’m back at the hospital with family. Thank you so much for your flexibility and kindness. Here are the lesson plans I left for the sub:4* & 6* are all Sophomore Honors English students. Collages are due today!I’m so excited about your collages today. Please do the following:

1. Take a sticky note & write your first and last name, followed by your period.

2. Take a paper clip and affix the sticky note to the bottom, right corner of the poster.

3. Spend 1 minute thinking about the historical context surrounding your character’s lifetime. What kinds of events were taking place during that time? How did those events affect your character? What kinds of values did their society possess? What was the fashion like…what intriguing stories did you learn about the time period?

4. Each of us will stand and discuss 5 of those items with the rest of the pod. You must speak as your character in first person.

5. After the entire class is finished rehearsing, we will do a museum walk. Wait for me to tell you when to rotate. Actually take a look at some of the pictures, quotes, etc., that students added. These are amazing!

Due Monday: You are a journalist for a major news organization who has an exclusive interview with characters who have made some kind of world impact. Create 20 open-ended questions you could ask any of those characters. It’s NOT okay just to write one word; remember, you must write in complete sentences rather than partial thoughts if you would like full credit.***You might have time to finish this in class today. You may NOT work with partners. I want everyone to have DIFFERENT questions, otherwise the activity won’t do you any good.

Example 1: Fame (Writing one word will earn zero points.)Example 2: How did fame affect your personal life? (This looks great).

**The Presentation Lottery will need to be moved to Monday. If you plan to be absent write down your top 3 choices on a sticky note and put it on my monitor.”

**Finally, stay steady and keep working on your personal narrative; we wrote the introduction in class last period, now you need to “land

the plane smoothly.” You want to be able to “drop the microphone and walk off the stage!” How do you want to leave your audience? How do you want your audience to remember you? Why should your audience remember you?

Elements of an effective conclusion: A conclusion is what you will leave with your reader It “wraps up” your essay It demonstrates to the reader that you accomplished what you

set out to do It shows how you have proved your thesis/ideas It provides the reader with a sense of closure on the topic

In a 10 minute timed-write, (the sub is timing you!) craft your conclusion. Is there a final anecdote/story you didn’t get to mention earlier that would work here? Many students choose to use the public’s perception at the end as if often has a natural Segway for closure. Take 2 minutes to think about ideas, to look through your timeline, etc., before you start timing. Reminder: Your rough draft is due on 5/18 and the final draft is due 5/22! Revise, revise, revise!

***Students have their Chautauqua research narrative to work on. They may NOT, however, use this as social hour or watch videos on their personal devices. If the class is not working, have them write the following “I Believe” poem. The piece should be written from the eyes of their Chautauqua character. This will help them to process some of the values these characters have.

I BelieveWhat do you believe about ____(choose a topic)____? Why do you feel that way? What experiences have shaped your opinion?

I believe _____is _______________________________________________, because ______________________________________________________________________.

I believe______________________________________________________, since ______________________________________________________________________.

I believe _____ _______________________________________________,yet ______________________________________________________________________.

Write a minimum of 10 “I believe” statements about _____; be certain to explain why you believe the statements are true. I’d like you to use a variety of conjunctions to connect the “why.” Here is a list of conjunctions that you might use to explain your opinions:And For Or Nor But YetSo Since Because Which That WhoAfter

If you still need something else for them to work on, I have some other poetry lessons in the red binder next to my monitor.

Friday, May 5th

Collages are due today!I’m so excited about your collages today. Please do the following:

1. Take a sticky note & write your first and last name, followed by your period.

2. Take a paper clip and affix the sticky note to the bottom, right corner of the poster.

3. Spend 1 minute thinking about the historical context surrounding your character’s lifetime. What kinds of events were taking place during that time? How did those events affect

your character? What kinds of values did their society possess? What was the fashion like…what intriguing stories did you learn about the time period?

4. Each of us will stand and discuss 5 of those items with the rest of the pod. You must speak as your character in first person.

5. After the entire class is finished rehearsing, we will do a museum walk. Wait for me to tell you when to rotate. Actually take a look at some of the pictures, quotes, etc., that students added. These are amazing!

Due Tuesday: You are a journalist for a major news organization who has an exclusive interview with characters who have made some kind of world impact. Create 20 open-ended questions you could ask any of those characters. It’s NOT okay just to write one word; remember, you must write in complete sentences rather than partial thoughts if you would like full credit.***You might have time to finish this in class today. You may NOT work with partners. I want everyone to have DIFFERENT questions, otherwise the activity won’t do you any good.

Example 1: Fame (Writing one word will earn zero points.)Example 2: How did fame affect your personal life? (This looks great).

**The Presentation Lottery is today!

**Finally, stay steady and keep working on your personal narrative; we wrote the introduction in class last period, now you need to “land the plane smoothly.” You want to be able to “drop the microphone and walk off the stage!” How do you want to leave your audience? How do you want your audience to remember you? Why should your audience remember you?

Elements of an effective conclusion: A conclusion is what you will leave with your reader

It “wraps up” your essay It demonstrates to the reader that you accomplished what you


In a 10 minute timed-write, craft your conclusion. Is there a final anecdote/story you didn’t get to mention earlier that would work here? Many students choose to use the public’s perception at the end as if often has a natural Segway for closure. Take 2 minutes to think about ideas, to look through your timeline, etc., before you start timing. Reminder: Your rough draft is due on 5/18 and the final draft is due 5/22! Revise, revise, revise!

Monday, May 8th: Take out your 20 questions for today’s interviews. BRING YOUR CHAUTAUQUA NARRATIVE EVERYDAY SO I CAN GIVE YOU HELP WHEN WE HAVE TIME!

**The Presentation Lottery is today since I was at the hospital last Thursday.

Outcome: You will practice your speaking and listening skills today. You will begin to improve your fluency and delivery, and become more comfortable with your storytelling.

Interview Question Day


*I will check to see that you wrote 20 open-ended questions. It’s NOT okay just to write one word; remember, you must write in complete sentences rather than partial thoughts if you would like full credit.Example: Fame vs. How did fame affect your personal life?*3 people in pods are the journalists while the 4th person is being interviewed in character.*Characters: Be certain you use the kinds of words, tone, voice, and body language that your character would have used when responding to these types of questions. Even though the interviewers may ask questions you do not like, do not be evasive. Answer the questions (perhaps with disdain in your tone).*Journalists, make sure you ask the characters to introduce and tell a tiny bit about themselves before you begin your 20 questions.*Interview your characters. It’s a great idea to use follow-up questions if the person does not deliver with specificity or if you find the specific event intriguing or interesting. 10 minute Minimum & 15 minute maximum.

*When the interview is finished, provide the person with positive feedback, as well as some suggestions for improving content. Rotate within your groups.Your responsibilities during Presentation Day:

1. The audience will write down the name of the character.2. The audience will write down 1 of the main events.3. The audience will write down public’s perception.

After your presentation, Mrs. Folkers will follow-up with 1 of the following:

1. How do you want the world to remember you?

2. What 3 adjectives would describe you and why?3. If you could change anything in your lifetime, what would it be

and why?4. What other significant world event occurs during your lifetime

and how does it affect you? (The answer cannot be it didn’t affect me…)

5. What were the conditions like growing up in your country?6. What is it about yourself that marks your place in history?

Why do people still talk about you today?

Tuesday, May 9th

Take out your 20 questions for today’s interviews. BRING YOUR CHAUTAUQUA NARRATIVE EVERYDAY SO I CAN GIVE YOU HELP WHEN WE HAVE TIME!


Interview Question DayOutcome: You will practice your speaking and listening skills today. You will begin to improve your fluency and delivery, and become more comfortable with your storytelling.

*I will check to see that you wrote 20 open-ended questions. It’s NOT okay just to write one word; remember, you must write in complete sentences rather than partial thoughts if you would like full credit.Example: Fame vs. How did fame affect your personal life?*3 people in pods are the journalists while the 4th person is being interviewed in character.*Characters: Be certain you use the kinds of words, tone, voice, and body language that your character would have used when responding

to these types of questions. Even though the interviewers may ask questions you do not like, do not be evasive. Answer the questions (perhaps with disdain in your tone).*Journalists, make sure you ask the characters to introduce and tell a tiny bit about themselves before you begin your 20 questions.*Interview your characters. It’s a great idea to use follow-up questions if the person does not deliver with specificity or if you find the specific event intriguing or interesting. 10 minute Minimum & 15 minute maximum.

*When the interview is finished, provide the person with positive feedback, as well as some suggestions for improving content. Rotate within your groups.

Your responsibilities during Presentation Day:1. The audience will write down the name of the character.2. The audience will write down 1 of the main events.3. The audience will write down public’s perception.


1. How do you want the world to remember you?2. What 3 adjectives would describe you and why?3. If you could change anything in your lifetime, what would it be





Wednesday, May 10th

4* First, we need to review voice, so that is ready for your narrative. Did you write your introduction based on our Memory Writing from last week? If not, you need to set a timer for 10 minutes and get that emotional opening written.

Let’s evaluate Voice in “I Hate Writing with Heart,” “Fox,” and “The Guinea Pig.” Remember, you will be writing your Chautauqua Narrative in 1 st Person Point of View, so capturing your character’s authentic voice will catapult your score in this area!

**Finally, stay steady and keep working on your personal narrative; you must write the introduction if you haven’t. Also, think about how you will “land the plane smoothly.” You want to be able to “drop the microphone and walk off the stage!” How do you want to leave your audience? How do you want your audience to remember you? Why should your audience remember you?



At home, complete the following to create your conclusion: In a 10 minute timed-write, craft your conclusion. Is there a final anecdote/story you didn’t get to mention earlier that would work here? Many students choose to use the public’s perception at the end as if often has a natural Segway for closure. Take 2 minutes to think

about ideas, to look through your timeline, etc., before you start timing. Reminder: Your rough draft is due on 5/18 and the final draft is due 5/22! Revise, revise, revise!

Your responsibilities during Presentation Day:1. The audience will write down the name of the character.2. The audience will write down 1 of the main events.3. The audience will write down public’s perception.







SENTENCE FLUENCY!!What are the sentence types? You must vary them in your Chautauqua narrative to add sophistication and grace. If you are absent, please pick up the following handout or print from weebly:Here is the handout I gave to all of you:

Sentence Structure Made Easy! NOTE: A clause contains a subject and a verb; sentences may include more than one clause.

A SIMPLE sentence expresses a complete thought and has one subject and a verb. Example: My son will graduate on Tuesday, June 13, 2017.

A COMPLEX sentence has a clause that COULD stand on its own as well as a clause that DOESN’T make sense on its own. One clause is independent, while the other clause is dependent. Example: Maggie agreed that she needed to do more research for her job. **Notice: “Maggie agreed” can stand all by itself and make sense, yet “that she needed to do more research for her job” relies on the rest of the sentence to make sense.

A COMPOUND sentence joins 2 independent clauses which are combined with a comma and a connector word OR a semi-colon.Example: I love to perform on a stage, and I feel comfortable speaking in public.**Notice: “I love to perform on a stage” can stand all by itself and make sense; it’s independent. “I feel comfortable speaking in public” can stand on its own and make sense, too. The two clauses are connected with a comma and a conjunction.

A COMPOUND-COMPLEX sentence contains 2 independent clauses & 1 dependent clause. Example: Because it had stopped, Jacob could not hear his watch, and he was worried.**Notice: Use a comma after the dependent clause if it begins the sentence; put a comma before the conjunction of the independent clauses.

**Write a sample sentence of your own to practice using each of these structures.

6* on Wednesday, May 10th

Stay steady and keep working on your personal narrative; you must write the introduction if you haven’t. Also, think about how you will “land the plane smoothly.” You want to be able to “drop the microphone and walk off the stage!” How do you want to leave your audience? How do you want your audience to remember you? Why should your audience remember you?



At home, complete the following to create your conclusion: In a 10 minute timed-write, craft your conclusion. Is there a final anecdote/story you didn’t get to mention earlier that would work here? Many students choose to use the public’s perception at the end as if often has a natural Segway for closure. Take 2 minutes to think about ideas, to look through your timeline, etc., before you start timing. Reminder: Your rough draft is due on 5/18 and the final draft is due 5/22! Revise, revise, revise!

SENTENCE FLUENCY!! This will enhance your narrative!

What are the sentence types? You must vary them in your Chautauqua narrative to add sophistication and grace. If you are absent, please pick up the following handout or print from weebly:Here is the handout I gave to all of you:

Sentence Structure Made Easy! NOTE: A clause contains a subject and a verb; sentences may include more than one clause.A SIMPLE sentence expresses a complete thought and has one subject and a verb. Example: My son will graduate on Tuesday, June 13, 2017.





We practiced Sentence Combining in “The Dropout” to improve our sentence fluency and fixed a piece about “Sasha.” Don’t forget, we evaluated “Education,” & “Shaving and the Modern Woman.”

Another tool which improves fluency is Sentence Expanding. We practiced that today with “Monster’s Crawl.”Monsters crawl.Students, I would like you to answer the following questions:

1. Which monsters?2. What kind of monsters?3. How many?4. When did they crawl?5. Where did they crawl?6. Why did they crawl?7. How did they crawl?

Now, write a sentence that includes the above questions. Share with your pods. I used this opportunity to discuss the difference between a Subject and a Predicate, and how to expand a sentence which might be considered a compound, complex, or compound-complex sentence. I asked students to see if they added 2+ adjectives to

describe a noun. If so, you MUST add commas between the adjectives.Finally, we looked at the traits for Word Choice, yet we didn’t have a chance to evaluate any papers.

Thursday, May 11th

Stay steady and keep working on your personal narrative. Reminder: 1* Your rough draft is due on 5/15—bring 2 highlighters; the final draft is due 5/19!

Revise, revise, revise!2* & 3* Your rough draft is due on 5/19 & the final draft is due 5/23.

Essential question: Why are SENTENCE STRUCTURE, SYNTAX, AND FLUENCY so important? Answer: Writer’s must use a variety of sentence structures to write with sophistication and add specific meaning as well as interest to the content. This will enhance your narrative!

What are the sentence types? You must vary them in your Chautauqua narrative to add sophistication and grace. If you are absent, please pick up the following handout or print from weebly:Here is the handout I gave to all of you:

Sentence Structure Made Easy! NOTE: A clause contains a subject and a verb; sentences may include more than one clause.A SIMPLE sentence expresses a complete thought and has one subject and a verb. Example: My son will graduate on Tuesday, June 13, 2017.





We practiced Sentence Combining in “The Dropout” to improve our sentence fluency and fixed a piece about “Sasha.” Don’t forget, we evaluated “Education,” & “Shaving and the Modern Woman.”

Another tool which improves fluency is Sentence Expanding. We practiced that today with “Monster’s Crawl.”Monsters crawl.Students, I would like you to answer the following questions:

1. Which monsters?2. What kind of monsters?3. How many?4. When did they crawl?5. Where did they crawl?6. Why did they crawl?7. How did they crawl?

Now, write a sentence that includes the above questions. Share with your pods. I used this opportunity to discuss the difference between a Subject and a Predicate, and how to expand a sentence which might be considered a compound, complex, or compound-complex sentence. I asked students to see if they added 2+ adjectives to describe a noun. If so, you MUST add commas between the adjectives.

We referred back to the “Ivan the Terrible” paper because ACTIVE VOICE dominated its contents. The power in it, undeniable. Students jotted down notes/examples which actually come from pages 1016 & 327 of the teal texts in the back of the room. If you were absent, you can take a picture of those pages. 1* & 2* completed this, yet 3* needs to go over it on 5/17 or 5/19. My challenge for Word Choice: As much as possible, avoid passive voice

in your final Chautauqua narratives. Get rid of the “to be” verbs & -ing verbs by just writing in simple present OR simple past.

The Holt Elements of Literature 4 th Course contains short and easy explanations: For most kinds of writing, you are better off using the active voice, which is stronger and more direct. Use the passive voice only when you don’t know the performer of the action or when you wish to conceal or give less emphasis to the performer (327).

Active: Mary cooked the leg of lamb.Passive: The leg of lamb was cooked.

The passive voice is not any less correct than the active voice, but it is less direct, less forceful, and less concise. As a result, a sentence in the passive voice can be wordy and sound awkward or weak (1016).

The passive voice is useful in certain situations:1. When you do not know the performer of the action

Example: The First National Bank was robbed last night.2. When you do not want to reveal the performer of the

actionExample: Police were notified.

3. When you want to emphasize the receiver of the actionExample: Already, seven suspects have been questioned.

Friday, May 12th

4* You used this period as a study period due to AP exams. Only 4 students are scheduled to be present… ***Work on your Chautauqua research narrative to work on or assignments from other classes.

6* Most of you took an AP test this morning, so I’m not going to make you learn something new today. You SHOULD be working on writing your narrative since your typed rough drafts are due 5/18—that’s 5 pages of text PLUS the Works Cited page. Before you worked on their narratives, these 2 Chautauqua Poems are Mandatory to complete. Everything you write today should be from your character’s point-of-view—see handouts:

I BelieveWhat do you believe about _______(choose a topic)? Why do you feel that way? What experiences have shaped your opinion?

I believe _____is _______________________________________________, because ______________________________________________________________________.

I believe______________________________________________________, since ______________________________________________________________________.

I believe _____ _______________________________________________,yet ______________________________________________________________________.

Write a minimum of 10 “I believe” statements about your character; be certain to explain why you believe the statements are true. I’d like you to use different conjunctions to connect the “why.” Here is a list of conjunctions that you might use to explain your opinions:

And For Or Nor But YetSo Since Because Which That WhoAfter

Poetry #2 from your character’s perspective: 1. If I were in charge of the world2. I’d cancel__________________3. ____________________________4. _____________________, and also5. _______________________.

6. If I were in charge of the world7. There’d be____________________8. __________________________, and9. _____________________________________.

10. If I were in charge of the world11. You wouldn’t have_________________.12. You wouldn’t have_________________.13. You wouldn’t have_________________.14. Or__________________________.15. You wouldn’t even have_________________.

16. If I were in charge of the world17. A_____________________________18. Would be______________________.19. All_______________would be__________________.20. And a__________who sometimes_____________,21. And sometimes__________________________,22. Would still be allowed to be23. In charge of the world.

Plans for Monday, May 15th

1* Independently, mark the following on your OWN rough drafts according to handout 1.

*As soon as partners finish highlighting, they are to SWITCH papers and provide authentic feedback about what they read. You may NOT talk/discuss until both have completely finished filling out the paper with specificity and complete sentences.

*I am requiring you to get 1 more person to fill out the back side of the peer response. If there is time, someone from this class should do that. If there is not time, you must have a parent, etc., fill it out. On Friday: I will collect your rough drafts, peer response sheets, and final drafts together on Friday. You need all of these parts of the process.

2* & 3* YOUR TYPED ROUGH DRAFTS ARE DUE ON FRIDAY! DON’T FORGET YOUR WORKS CITED PAGE, TOO.Today’s focus is on conventions. We have been isolating each of the writing traits so you will know how I will grade your Chautauqua research papers. I have NOT taught conventions in isolation so far, but these students desperately need a mini-lesson on commas and punctuation. See me when you get back for the packets, etc.

Plans for Tuesday, May 16th

YOUR TYPED ROUGH DRAFTS ARE DUE ON Thursday! DON’T FORGET YOUR WORKS CITED PAGE, TOO.Today’s focus is on conventions. We have been isolating each of the writing traits so you will know how I will grade your Chautauqua research papers. I have NOT taught conventions in isolation so far, but these students desperately need a mini-lesson on commas and punctuation. See me when you get back for the packets, etc.

Plans for Wednesday, May 17th

Today students will be taking the EOC test for Science. ½ the class will take it in the morning while the other ½ will take it in the afternoon. I

really don’t know how many students will be present in class, so please make certain you have all of your Chautauqua stuff—I will have one-on-one conferences for those who need it. 3*, I’d like to go over Word Choice since we ran out of time last Thursday…since I only had 7 people, I’ll have to do it on Friday.

Thursday, May 18th and Friday, May 19th

This is for 2*, 3*, 4*, & 6* ONLYROUGH DRAFTS ARE DUE TODAY!!

Dear English 4H students:Thank you for your positive attitudes as we exercise through all of those persnickety revision details in class today. Please remember that people are muscles, when stretched we grow! Working with MLA format, parenthetical documentation, narrative form, and research in general is difficult and may not come easy the first time you go through the entire process. Effort, patience and diligence must accompany your attitude. Only a handful of you have come to me for assistance, but I want to remind you that I am available during nutrition break, at lunch, and for a bit after school OR when you have specific, focused questions about your paper. (Not “will you read my paper and see if it’s okay” kind of thing.) Refer to your rubric. You will provide authentic feedback today for at least 1 person and vice-versa.Today’s Rough Draft Agenda

Your Rough Drafts are due for your Chautauqua Narratives. If you are absent you should have e-mailed your rough draft/works cited page to me for the 50 points of credit. We will have a Writer’s Workshop to fix some last-minute items.

Steps to our Revision: Highlight all facts in one color.

Highlight all of your spin/perception/interpretation in another color.

-Note: You should have more than 1 sentence of your “spin” or opinion. You are interpreting the facts.

Identify your hook. Place a bracket & label where Event #1 begins (includes

background) and where Event #1 ends. Do the same step for Event #2, Event #3, & the Public’s Perception.

Label your conclusion Look at page 1 formatting in top, left corner. DOUBLE SPACE the

following or write a note:First & last nameMrs. FolkersEnglish 4 Honors__ May 2017

Center your catchy title & use regular capitalization. Create a header in top right hand corner. Your last name, space,

page #: Folkers 1.You do need to include the header on the Works Cited page!

Check your parenthetical documentation and go step-by-step through the rules. Triple check how you set up quotes longer than 4 typed lines; triple check how you punctuate after the documentation. Remember the exceptions?!

Work step-by-step through Works Cited Page: Works Cited is centered, ABC, indent, Double Space, 12 pt font, & 5 sources must be USED/cited within the paper. Add or omit when necessary.

**You are required to cite at least 5 resources within your paper.**If you only use 4 sources inside your paper I will deduct 20%**If you only use 3 sources within your paper I will deduct 40%**If you only use 2 sources within your paper I will deduct 60%

**If you only use 1 source within your paper you will receive no credit and will have to rewrite.

2 people must fill out the peer response sheet with complete sentences and specificity. 1 person in class today & 1 person outside of class. You will turn in your rough draft, peer sheet, and final draft all together on the due date listed on your calendar.

On your own: I WILL BE GRADING THE 6 WRITING TRAITS, WHICH ARE FOUND ON THE GREEN ANALYTICAL TRAIT WRITING RUBRIC. REMEMBER TO FIX YOUR WORD CHOICE TO REFLECT ACTIVE VOICE VS. PASSIVE VOICE. TRY TO CHANGE AS MANY “TO BE” VERBS AS POSSIBE SO THE VERBS RADIATE FROM THE PAGE. You have to spend $100 for each word, so make them count!!

Some helpful hints to improve your Narrative—yes, I’m repeating them again!!!

7. Your events should be written in multiple paragraphs. 1 paragraph per event is insufficient. If the paragraph is too long, divide it into smaller chunks.

8. Treat the Public’s Perception as if it is one event. Again, use more than one paragraph. (Refer to your timelines, too!)

9. Make certain your paragraphs run smoothly together. You will need transitions to take you between the events. You don’t want the flow to feel like it starts and stops.

10. We’ve worked on Active vs. Passive voice all year, so don’t allow those “to be” verbs to overwhelm your piece.

11. Expand your poetry assignment into prose; weave it into your hook or events.

12. Review these Parenthetical documentation examples:

“Here is the quote” (Folkers 74).“Here is the quote!” (Folkers 74)“Here is the quote?” (Folkers 74)

In Folkers’ letter to her class she suggested, “Here is your quote” (74). Remember, a new paragraph means you re-start the documentation process. For the Purdue Owl website: https://owl.english.purdue.edu/owl/resource/747/02/ “When a citation is not needed: Common sense and ethics should determine your need for documenting sources. You do not need to give sources for familiar proverbs, well-known quotations or common knowledge. Remember, this is a rhetorical choice, based on audience. If you're writing for an expert audience of a scholarly journal, for example, they'll have different expectations of what constitutes common knowledge.”

*As soon as partners finish highlighting, they are to SWITCH papers and provide authentic feedback about what they read. You may NOT talk/discuss until both have completely finished filling out the paper with specificity and complete sentences.

*I am requiring you to get 1 more person to fill out the back side of the peer response. If there is time, someone from this class should do that. If there is not time, you must have a parent, etc., fill it out. The day your FINAL draft is due: I will collect your rough drafts, peer response sheets, and final drafts together. You will need all of these parts of the process to earn points.In addition for 3* on Friday 5/19 My challenge for Word Choice: As much as possible, avoid passive voice in your final Chautauqua narratives. Get rid of the “to be” verbs & -ing verbs by just writing in simple present OR simple past.

The Holt Elements of Literature 4 th Course contains short and easy explanations: For most kinds of writing, you are better off using the active voice, which is stronger and more direct. Use the passive voice only when

https://owl.english.purdue.edu/owl/resource/747/02/

you don’t know the performer of the action or when you wish to conceal or give less emphasis to the performer (327).







We need to go over the presentation rubric today. It is posted to weebly, too.

4* In addition, we did the following:My challenge for Word Choice: As much as possible, avoid passive voice in your final Chautauqua narratives. Get rid of the “to be” verbs & -ing verbs by just writing in simple present OR simple past.

The Holt Elements of Literature 4 th Course contains short and easy explanations: For most kinds of writing, you are better off using the active voice, which is stronger and more direct. Use the passive voice only when you don’t know the performer of the action or when you wish to conceal or give less emphasis to the performer (327).







We need to go over the presentation rubric today. It is posted to weebly, too.

Friday, May 19th 1*ONLYYOUR FINAL DRAFTS ARE DUE TODAY! WE WILL SPEND TIME COMPLETING A SELF-ASSESSMENT AND THEN TALKING ABOUT OUR PRESENTATIONS! YOUR FINAL REHEARSAL IS ON TUESDAY, MAY 23RD.Chautauqua Final Draft Self-Reflection 2017Write notes to yourself when/if you missed the following:

1. Works Cited is centered, with 12 pt font, not underlined or in bold; only the W & C are capitalized.

2. The Works Cited sources are indented properly.3. The Works Cited sources are in ABC order.

4. The source information is properly cited with the correct punctuation.

5. You have a minimum of 5 credible sources and you used them somewhere inside your paper.

6. The entire document is double-spaced and has 1 inch margins.7. The first page includes your first & last name, Mrs. Folkers,

English 4 Honors, the due date (__ May 2017) at the left margin & double-spaced. Center the creative title of your paper; a header with your last name & page #.

Parenthetical Documentation: Highlight the parenthetical documentation the first time you used each of your resources. If you used 5 sources, there should only be 5 marks. If you used 7 sources, you should only mark 7.Examine the following: Did you punctuate your citations properly? Review direct quotes which are longer than 4 typed lines, shorter quotes, summaries, and paraphrases. Write down what you need to do to improve the documentation next time.Using brackets [ ], identify where the following begins and where it ends:

1. Your hook—In the margin, describe why your hook is effective.

2. Each of the three events3. The Public’s Perception

On the back of your rubric, please thoroughly respond to the following in complete sentences; give evidence! (See example in my classroom.)

1. Describe the hardest part of the Chautauqua process. Why was this difficult? How did you get through it?

2. Describe the easiest part of the Chautauqua process. Why was this easy for you?

3. If you could go back and change anything from this entire process, what would you redo and why?

4. What are you most pleased with, other than being finished, as you look back on the entire process?

5. Bullet some enduring, relevant bits of advice for next year’s students regarding the two-month Chautauqua process.

Monday, May 22nd

YOUR FINAL DRAFTS ARE DUE TODAY! WE WILL SPEND TIME COMPLETING A SELF-ASSESSMENT AND THEN TALKING ABOUT OUR PRESENTATIONS! YOUR FINAL REHEARSAL IS ON TUESDAY, MAY 23RD.

Chautauqua Final Draft Self-Reflection 2017Write notes to yourself when/if you missed the following:


2. The Works Cited sources are indented properly.3. The Works Cited sources are in ABC order.4. The source information is properly cited with the correct

punctuation.5. You have a minimum of 5 credible sources and you used

them somewhere inside your paper.6. The entire document is double-spaced and has 1 inch margins.7. The first page includes your first & last name, Mrs. Folkers,

English 4 Honors, the due date (__ May 2017) at the left margin & double-spaced. Center the creative title of your paper;a header with your last name & page #.

Parenthetical Documentation: Highlight the parenthetical documentation the first time you used each of your resources. If you used 5 sources, there should only be 5 marks. If you used 7 sources, you should only mark 7.

Examine the following: Did you punctuate your citations properly? Review direct quotes which are longer than 4 typed lines, shorter quotes, summaries, and paraphrases. Write down what you need to do to improve the documentation next time.Using brackets [ ], identify where the following begins and where it ends:









We need to discuss the presentation rubric and presentations.

Tuesday, May 23rd

1*Today is your final rehearsal!! We will work out all of the kinks! Be prepared to give your ENTIRE presentation to a small panel of students. You will need a timekeeper, and someone will ask you one of the 6 designated questions. Before you rotate, provide each other with positive feedback, etc.One more look:






Your responsibilities during Presentation Day:

1. The audience will write down the name of the character.2. The audience will write down 1 of the main events.3. The audience will write down public’s perception.4. Turn in to the drawer at the end of every period to earn

participation points.

Thank you for turning off your cell phones and for being an attentive audience. The presenters need your kind eyes and positive body language.

2* & 3* YOUR FINAL DRAFTS ARE DUE TODAY! WE WILL SPEND TIME COMPLETING A SELF-ASSESSMENT AND THEN TALKING ABOUT OUR PRESENTATIONS! 2* YOUR FINAL REHEARSAL IS ON Thursday, MAY 25th; 3* Your final rehearsal is on May 30th.

Chautauqua Final Draft Self-Reflection 2017Write notes to yourself when/if you missed the following:


2. The Works Cited sources are indented properly.

3. The Works Cited sources are in ABC order.4. The source information is properly cited with the correct

punctuation.5. You have a minimum of 5 credible sources and you used

them somewhere inside your paper.6. The entire document is double-spaced and has 1 inch margins.7. The first page includes your first & last name, Mrs. Folkers,

English 4 Honors, the due date (__ May 2017) at the left margin & double-spaced. Center the creative title of your paper; a header with your last name & page #.

Parenthetical Documentation: Highlight the parenthetical documentation the first time you used each of your resources. If you used 5 sources, there should only be 5 marks. If you used 7 sources, you should only mark 7.Examine the following: Did you punctuate your citations properly? Review direct quotes which are longer than 4 typed lines, shorter quotes, summaries, and paraphrases. Write down what you need to do to improve the documentation next time.Using brackets [ ], identify where the following begins and where it ends:









We need to discuss the presentation rubric and presentations. Wednesday, May 24th

Today is your final rehearsal! Make it count! Today is your final rehearsal!! We will work out all of the kinks! Be prepared to give your ENTIRE presentation to a small panel of students. You will need a timekeeper, and someone will ask you one of the 6 designated questions. Before you rotate, provide each other with positive feedback, etc.One more look:






Your responsibilities during Presentation Day:

1. The audience will write down the name of the character.2. The audience will write down 1 of the main events.3. The audience will write down public’s perception.4. Turn in to the drawer at the end of every period to earn

participation points.

Thursday, May 26th through June 9th Chautauqua Presentations

Documents

mfolkers.weebly.commfolkers.weebly.com/.../daily_agenda_spring_2017.docx · Web view2nd Semester’s Big Picture: Your words matter! Diction (word choice) and Sentence Fluency (syntax