English+9+(2012-2013)

Welcome to English 9 / Writing and Speaking

RESOURCE PAGE


 * Class Log - This will contain a brief description of the activities of the day and important information about assignments, study guides, or links to other resources.**


 * January 23**: Prayer : STUDENTS wrote out the prefixes in their notebooks and are to study them for homework tonight. Students should bring in their textbooks to class tomorrow and INDEX cards to class.
 * January 24**: Students took a quiz on the prefixes and their meanings. Passed out vocabulary books, study guides, and worksheets about unit #1 words, and were assigned to make flash cards for the words by Friday and complete the worksheet by Monday. In class, groups were made for word activity.
 * January 25**: Students took a quiz on the prefixes and their meanings and were assigned to read section one of Night for Monday and do the questions as well as the vocabulary worksheet. In class, students did vocabulary review and worked on vocabulary words and study guide.

By Monday all students should have a completed Works Cited page and at least 25 or more note cards holding various interesting facts about their topic. If students used the Noodletools.com to create note cards, THEY MUST PRINT THEM OUT AHEAD OF TIME AND BRING THEM TO CLASS ON MONDAY. powerpoint slide Rules and regulations TOMORROW'S ASSIGNMENT : Students need to write 12 compound sentences for tomorrow: 4 sentences using the I, c I pattern, 4 using the I ; I pattern, and 4 using the I ; cad, I pattern. Students are not vary their fanboys when using the I ,c I pattern, and likewise they are to vary their CADs (conjunctive adverbs) when using the I ; cad, I pattern.
 * January 28**: Students discussed the Critical thinking skills involved in Thin, Thick, and Deep questions. In class they did an exercise in groups about TTD Q's and were assigned to read the next two sections for homework and write down the answer to the following questions. A reading quiz will happen tomorrow.
 * January 29**: Students took a quiz and then were assigned to read section 4 and do the questions for Thursday.
 * January 30**: Students discussed Night and have the reading assignment for tomorrow.( see Jan. 29 entry)
 * January 31:** Students discussed Night part 4 and were assigned to read part five for tomorrow and do the questions. Click here to see all of the questions for Night.
 * February 1:** Students worked in groups writing thin, thick and deep questions about section 5. Students are to read sections six and seven for Monday and do the questions. (To see questions refer back to Jan. 31)
 * February 4:** Students wrote a paragraph and ICE paragraph analyzing the theme of faith in the memoir //Night//.
 * February 5:** Students created a timeline of the significant events in units 6 and 7 in the memoir //Night//. Students must finish the book by tomorrow.
 * February 6**: Students reviewed for the test which is due tomorrow. Look at this Prezi for review of Wiesel's life. Students may use notes or answers from questions from the reading assignments.
 * February 7:** Students took test and prepared for vocabulary tomorrow.
 * February 8:** Students talked about the test, handed in books, and discussed the ICE technique while grading paragraphs.
 * February 11:** Students went to the library to learn about research questions.
 * February 12**: Students learned about topics and should check the deadlines. so as to keep up with them all.
 * February 13**: students learned about creating a bibliography and making note cards in Noodletools.com.
 * February 14:** Students created a project using Noodletools.com. and put their first works cited into the project. STUDENTS ARE REQUIRED TO SEARCH FOR AND READ MATERIALS ON THEIR OWN. THIS IS THE HOMEWORK FOR THE NEXT FIVE DAYS AND NIGHTS. Students must create a works cited list as they find their sources and they should start taking notes soon after reading each source so as to not forget the information.
 * February 15:** Students can read about the holocaust project to understand its purpose . Click here to see the deadlines. Students should get their 4-5 sources, read all the information, and take notes about their topics. MAKE SURE WHEN TAKING NOTES THAT YOU ALWAYS KNOW WHAT SOURCE IT CAME FROM AND NOTE THAT INFORMATION ON EACH NOTE CARD.
 * February 20:** Students will bring in a typed Works Cited list of their sources AND at least one or two of their sources to class so as to make notecards from them. Students should be making note cards. (about 30 of them) Check the deadlines for the next big deadline.
 * February 21-22**: Students handed in Works Cited pages after corrections were made and worked on completing their note cards of information for Monday.
 * February 25**: Students were to write out an outline of the main ideas for their paper. The rough draft is due on Friday.
 * February 26**: Students discussed the outline, writing the draft and the introductory paragraph. The Common ground opening technique was discussed in class.
 * February 27**: Students discussed plagiarism, the consequences of turning in a paper without any citations in it.. Students are to be typing up their rough drafts., which are due on Friday.
 * FEBRUARY 28:** Students discussed the final part of the paper. Students should check the link so as to know what kind of information the final paragraph of the paper should have in it. . Rough Drafts are due tomorrow TYPED.
 * March 1:** Students caught up with missing pieces to their holocaust project and must have it typed out for Monday.
 * March 4**: Students signed in to turnitin.com and were to revise their rough drafts and bring in 2 final copies for tomorrow (REmember that the works cited page is the last page of the final draft). Please use the checklist to help with revising and bring in the scoring rubric with the final copies.
 * March 6:** After the snow day, students looked over their citations, were given instructions about how to do their speech which will be given after the break (Wed. Mar 20). Students must make a typed outline and a powerpoint presentation or Prezi to accompany the speech.
 * March 7**: Students discussed the speech deadlines and worked in the class on outlines and powerpoints.
 * March 8**: Students worked on their powerpoint presentations.
 * March18**: Students got their papers back, made the speech order, and were to show Mr. Kocon their outlines. Things Students must do by This WEDNESDAY, create and share their powerpoint presentation with Mr. Kocon, Make a strong opening technique for their speech, Check or Create a quality outline from which they will speak (i.e.Double space, type, mark places where you will change slides). Practice their speech.
 * March 19:** Students worked on writing a good opening technique for their speech using a checklist and practiced that. Outlines were checked in.
 * March 20:** Students practiced their speeches with a partner and the teacher checked to see whose slide shows were complete. Speeches start tomorrow.
 * March 21, 22, 25**: Students are giving their speeches in class and should be studying for their vocabulary test on unit 1 which is to be taken on Tuesday, March 26.
 * March 26:** Finished speeches, took vocabulary test, reviewed clauses and students were to complete a worksheet on compound and simple sentences. [[file:relationships words, phrases, clauses.pdf]] relationship of words, phrase, clause and independent vs dependent clause.
 * March 27**: Students were to do the "completing the sentence" exercise for the second unit of vocabulary words. and study the Fire Drill information about compound sentences.
 * March 28:** Students corrected vocabulary, reviewed the fire drill card and compound sentence structure. No homework.

An example of an outline for the speech of Self-introduction were passed out in class for students to look at and see what their outline should look like. Mr. Kocon explained how and when to use a direct quotation in a research paper, and he checked in those students who had the works cited page completed already. Example of creating a notecard from today's class.
 * April 2**: Students did a fire drill, reviewed cp sentence structure and were assigned to finish the rest of the unit 2 vocabulary words.
 * April 3**: Students reviewed compound sentence structure, took quiz on it, and corrected the unit 2 vocabulary sheet.
 * APRIL 4**: STUDENTS reviewed compound and simple sentence and took a quiz on it, and corrected vocabulary sheet # 2, the Vocabulary test will be tomorrow.
 * April 5** : Students took vocabulary quiz, corrected grammar quiz, were introduced to their next speech opportunity -- a speech of self-introduction.
 * April 8:** Students got an example of the speech of self-introduction in class where Mr. Kocon wrote a speech about his 7th grade English teacher. Students are to write the body and conclusion of the speech for tomorrow. Students on retreat must type out their speech (this means the introduction, body and conclusion) when they come back to class on Wednesday. During class, the students discussed the complex sentence pattern with Adverb clauses.
 * April 9:** Students reviewed introductory techniques and were assigned to write an introduction for their speech. During class, the students reviewed complex sentence structure.
 * April 10**: Students practiced and perfected their opening technique and were assigned to type out their outline for their speech. Speeches start on Monday.
 * April 11**: Students practiced their opening technique, reviewed complex sentences with adverb clauses in them, and were assigned to type out their outline for their speech. Speeches start on Monday.
 * April 12**: Students were to practice their speech many times over the weekend speeches start on Monday.
 * April 15-17:** Students were giving speeches and reviewing the sentence structure for complex sentences with adverb clauses.
 * April 18:** Students studied for their test on compound and complex sentences which is tomorrow. Click here for some important questions about sentence structure that every student should know. Answers were given in class.
 * April 19**: Students took test on sentence structure. (shorter class time)
 * April 22:** Students got tests back, some students were asked to write 4 pairs of sentences to practice the D,I and ID patterns of complex sentences. All students reviewed vocabulary unit #3 and were assigned the exercises to be completed by Wed.
 * April 23:** Students corrected vocabulary and reviewed sentences with those who will retake the quiz.
 * April 24**: Students corrected vocabulary and looked at topics for next research paper.
 * April 25**: Students were to look at the topic for the next research paper and study for the vocabulary test on Unit 3 for tomorrow. (remember words from unit 1 and unit 2 will be on the test as well)
 * April 26:** took vocabulary test and discussed grammar quiz.
 * April 29:** Selected topics for research paper and brainstormed about evidence to find.
 * April 30:** Searched in class using the computers.
 * May 1**: STudents discussed the steps for writing a research paper and then proceeded to plan what kinds of evidence they will search for and what terms they will use to search for that evidence. Assignment: Search for information for their topic and bring in 6 printed sources to class on Friday.
 * May 2:** Students worked on finding sources for their research project. They are to have 6 printed sources for class on Friday.
 * May 3:** Students practiced writing down notes from a source on to a note card. Students are supposed to have their
 * works cited page typed out,**
 * printed copies of all their sources,**
 * and some index cards for Monday's class.**
 * May 6- 8**: Students brought their sources to class to read and take notes from them. All the note cards are supposed to be finished and brought to class by Thursday, May 9.
 * May 9:** Students were working on preparing their outlines for their papers. Samples were passed out in class and an exercise was done to get them started on making a proper outline.
 * May 10:** Students discussed their outlines and whether their organization was logical or not. Class exercise. Students were assigned to rewrite their outline for Monday if their major headings or minor headings needed to be organized more logically. Students rough draft is due on Wednesday May 15.
 * May 13:** Students worked with computers to write their rough drafts of their persuasive paper.
 * May 14**: Students wrote their introductory paragraphs for their persuasive papers. A typed rough draft ( 3 pages + works cited page) should be brought to class tomorrow).
 * May 15:** Students discussed the checklist and what is important to fix in their rough drafts. T**WO Final copies are due on Friday.**
 * May 16:** Students discussed WRITING AN ANALOGY into their final copy and what is important to remember about the research process--students took a pretest of the essential elements of research writing in class today. T**WO Final copies are due on Friday.**
 * May 17 and May 20:** Students are to electronically submit their papers online, type out their speech outline by Tuesday and create a slide show of at least 6 slides with at least one picture in the set of slides by Thursday.
 * May 21:** Students took a quiz on research writing, discussed outlining their final speech and the final for this semester.
 * May 22:** Students practiced their speeches in the gym and went over the correct answers to the research quiz from yesterday.
 * May 23-29:** Students will be giving their persuasive speeches in class. Students were encouraged to start reviewing materials for the final. Students may check this link for information about the English final.
 * May 30**: Students reviewed for final test and the complex sentence structure and parts of a short story. (short story elements- check the link (study only part one for final)
 * June 3 -4**: apostrophe (pp285-86) titles (pp279-82) ALSO, click here for more helpful hints, capitalization rules (pp293-303) thesis Parts of speech (pp77-89) 4 kinds of writing compound sentences ( pp111-114) complex sentences (p149) -PLEASE LOOK OVER THE FIRE DRILL card when reviewing, know the differences between phrase, clause, independent and dependent (subordinate) clause check the handouts . Study for the final.

outfield fundies
 * ** Students stop here the class log below pertains to FIRST SEMESTER! **


 * August 28:** Introductions were made and assignments for students was given. Students were given an assignment to write out 25 things about themselves that most (it's okay if a friend in class knows a few of the items on your list) of their classmates don't know about them. Type or write out the assignment neatly. See Mr. Kocon's example. Also, students must go to the "resource page" and download, read and get the letter signed for tomorrow.
 * August 29:** Students handed in letter and assignments, some spoke in front of class, then the class went to library to see possible book choices. Students should read about reading program, find a book, and start bringing in reading slips.
 * August 30:** Students finished their speeches, and were to find a book, download the permission slip and return it with a parent signature by or before Wednesday, September 5.
 * August 31:** Students were to enroll in the googledocs program, create a document, and then in that document, write a 7-9 sentence paragraph about a topic of their choice. Please check out the Writing Sample to see what the assignment should look like, and then follow it. Even though you are writing a paragraph about a topic of your choice, Mr. Kocon wants each sentence to be separated and numbered -- just like the second part of the writing sample shows. If you can not get into googledocs, then simply type out your paragraph using whatever wordprocessing program you have on your computer and bring it in on Tuesday.


 * September 4**: Students are to ENROLL IN THE CORRECT ENGLISH CLASS IN THEIR Quizstar account. PLEASE CLICK on the link QUIZSTAR enrollment instructionsAND follow the instructions so as to make it easier. Please, bring in your permission slip specifying which book you are reading (see reading program on the resource page- if you have forgotten), and students discussed the 6 + 1 Writing Traits. Students were assigned to write out 25 ideas about a topic of their choice and bring in the list of ideas for tomorrow. A specific person, place, object, or incident works best with this assignment. Click on the link to see a sampling of ideas from Mr. Kocon.
 * September 5**: Students are to be reading their books tonight. If students did NOT complete their grammar test, don't worry since Mr. Kocon will set up another time when they WILL TAKE THE TEST in the lab.
 * September 6:** Picked up books, took notes about writing process, and the types of writing. ASSIGNMENT: Students were assigned to go through the writing process and type out a paragraph about their topic for tomorrow; ALSO, Students are encouraged to read chapter 2 in their English book to help them understand how to write coherent and unified paragraph writing.
 * September 7:** Students handed in assignments and took an online grammar test. Students should read their novels and read chapter 2 in their English book if they haven't already.

Students were to do Exercise 6 (p28) and write out the paragraph in a more coherent form for tomorrow. Students should type out a paragraph discussing what they will predict might happen based on a what a character talked about or does or a hunch you make about a character or the setting. Write the quotation in a paragraph and explain how this action or these words may be an example of foreshadowing in the novel.
 * September 10:** Students discussed good and poor paragraph structure.Review topic sentences and 4 types of writing. Students were to go online and complete the grammar tests they have not yet done. Some students did not complete the test the class took on Friday (this is English 100- (part 1)) some did not finish the test on the class took on Tuesday (this is English 100-(part 2)). Period 2 students were given their paragraphs and asked to make changes to them to improve them. If student added new body sentences, or made a new concluding sentence or topic sentence, those **new sentences should be in bold print.** Period 6 students did not get this revision assignment yet.
 * September 11:** Students did some Paragraph exercises. Distinguish the controlling idea of the topic sentence., discussed the Arthur Ashe paragraph sample and then looked at the unity formed in a paragraph by the topic sentence, body sentences, and concluding sentence. Students in period 2 handed in revised ¶s and were to do exercise 1,2, and 3 (pp22-25) in their notebooks. Students in period 6 were to revise mistakes in their paragraph (**Any revisions should be in bold print.)** for tomorrow and do exercise 1 (p22) in their notebook.
 * September 12:** foreshadowing notes[[file:Foreshadowing examples.docx]] were discussed in period 2. Paragraph structure and topic sentences, controlling idea, 4 types of writing were discussed in period 6. Students are assigned to read their novels and have at least the first 30 pages done by Friday.
 * September 13**: The foreshadowing assignment was given. Students discussed how transitions and organization make for coherent paragraphs.
 * September 14:** Students corrected exercise, self assessed writing and took an assessment on 4 types of writing and topic sentences and paragraph unity.


 * September 17:** Students were in small groups discussing foreshadowing in their novels. No assignment except those students who did not type out their paragraphs.
 * September 18**: Students discussed ¶ unity and ¶ coherence and how as writers, each student must be able to self-regulate their writing to see if what they write is coherent and focused. Notes about ¶ unity and ¶ coherence.
 * September 19: S**tudents reviewed yesterday's notes, monitored and graded their own paragraphs about foreshadowing and were supposed to study yesterday's notes for a quiz tomorrow on paragraph writing, 4 types of paragraphs, TS, CS, ¶ unity and ¶ coherence.
 * September 20**: Students took quiz on paragraph writing and played grammar swat.

notes about characters in a story / a list of character's personality traits
 * September 24:** Students were discussing the opportunities to use their voice in writing a draft for a compliant letter. Click on this link to see the business letter assignment. Students must bring in a typed draft of their business letter to class tomorrow. business letter rubric.
 * September 25**: After reviewing their business letter with a partner, students are to type up their business letters for tomorrow following the format on the handout or thw example in the book (p.275)
 * September 26**: Students handed in business letters and discussed the next reading assignmentfor their novel. The class did a brainstorming exercise that allowed them to think of a relative, think of 3 adjectives that reflect that relative's personality, than think of sayings, actions, examples, incidents that pertain to the first adjective, and then they repeated that process for the next adjective and the next one as well. This assignment will be due on MOnday, October 1. These links may assist students with their reading assignments:
 * September 27**: Students discussed the business letters and students may choose to revise and improve their letters for more credit; HOWEVER, those revised letters must be submitted to Mr. Kocon, by tomorrow with the original letter and the score sheet as well in order to earn more credit. Most of class time was spent talking about how to write the characterization assignment for Monday. (if you want more help, check yesterday's links) STUDENTS SHOULD BRING THEIR BOOKS TOMORROW TO CLASS.
 * September 28**: Students enrolled in the program called TURNITIN.com in the computer labs today. See the link for enrollment instructions for turnitin.com Then students were given time to read or work on their paragraph assignment for Monday. Make sure you have a paper and pencil ready as you Click here for the specific Class ID and Class Password that you will need for the enrollment process. Students need to type out their paragraphs about characterization for Monday.


 * October 1**: Students discussed characters and the development of characters in groups....questions and notes for today's discussion.
 * October 2**: Students did impromptu speeches and discussed the importance of relating to characters in a novel. Students are to submit their reading paragraphs to turnitin.com as well as a hard copy to Mr. Kocon.
 * October 3:** Students did impromptu speeches and discussed the questions about poise, scanning, and filler words.
 * October 4**: Students discussed the differences among nouns- (p 73) person, place, thing (thing could be an abstract idea like bravery, unity, friendship,. pronouns- (p 75) those words which replace nouns, (e.g. he, she, it, everyone, someone,) and verbs (p 77) which show physical actions (jump, throw, sit, etc.) or MENTAL actions (think, know, analyze, evaluate, etc). Students are to do exercises A and B on page 79. Students need not write out the full sentences in their notebooks, only write down the answers for each sentence. Please number your sentences, so it is clear which words came from which sentence.
 * October 5**: Students got their reading assignments back and were to make changes to their reading assignments if they were needed. Nouns, pronouns, and verbs were discussed, exercises corrected. To reinforce the rule that the part of speech of a word is determined by how it is used in the sentence, students were to write two sentences for each of the following words: rings, plays, fall, crashes, pencils, swim. In the first sentence the word should be used as a noun and in the second sentence the word should be used like a verb. **Fo**r **example**: 1. The **__fields__** are covered with snow. (noun) 2.The shortstop **__fields__** the ball cleanly on almost every play. (verb)
 * October 8:** Students reviewed the parts of speech of nouns, verbs (helping verbs- CHAD B. SWIM, and Shakespearo's magical word) and pronouns. ON their study guide the students should review the functions (student may want to know the questions that pertain to the functions of certain parts of speech) of nouns, adjectives, adverbs, verbs, and pronouns. There will be a quiz tomorrow on these things. Students were also to do exercise 8 on page 81 for homework.
 * October 9:** STUDENTS will take test by clicking on this link. Then do the exercises 10, 11, 12 on pages 83, 84.
 * October 10**: Students were given their next reading assignment, and those who did poorly on the quiz were to study again to retake it on Friday.
 * October 11**: Students reviewed the parts of speech, noun, verb, adjective, adverb for tomorrow's quiz and were reminded of the reading assignment due on Monday.
 * October 12**: Students took a quiz in class. Grammar test #2 Students are writing their paragraphs for their reading assignment and they should have typed and in hand along with their books on Monday. Students may want to look at the grading rubric for their paragraph before putting their final touches to their assignment.
 * October 15-16:** Students discussed their book's significant passage. Notes about ¶ structure when discussing literature was discussed.
 * October 18:** Students learned about prepositional phrases, infinitives and were assigned to read their books.
 * October 22:** Students discussed the infinitives, prepositional phrases, the differences between phrases, clauses, and Independent vs Dependent clauses. (exercise) Students were assigned work sheet p. 32 for homoework. There will be a quiz on this information later in the week.
 * October 23**: Students discussed reading assignment about themes, which will be due on Monday, October 29, and clauses and phrases. Students were to complete the second half of the worksheet and do exercise 1 (pp145-46) for tomorrow. Hint: Students might expect a pop quiz tomorrow on this grammar information.
 * October 24:** Students reviewed clauses and phrases. Test was given. Students were shown how to create a table in googledrive and can do their reading assignment for Monday tonight.
 * October 25:** Students reviewed phrase, clauses, and independent vs. dependent (subordinate clauses). Test Tomorrow. Download notes to study. [[file:relationships words, phrases, clauses.pdf]]
 * October 26:** Students took a quiz on phrases and clauses, then were assigned to read the story "The Cold Equations" and take notes as they read. After the reading, students must type out a paragraph of 7-8 sentences for question 3 under the heading "A Critical Response" on page 22. Also, the students are to turn in their Theme chart from their book. All these assignments will be due on Tuesday. Good luck to the Girls soccer team.

Famous Quotation technique, Suspense technique shock (startling fact) technique narrative technique common ground technique common ground comparison common ground with fragments (special ex.) __ REMINDER: The final draft of the literary analysis is due on THURSDAY! __ **December 12**: Before handing in your final draft, look over all the paragraphs carefully please use Mr. Wareham's Checklist. If you notice mistakes CHANGE THEM BEFORE HANDING IN THE FINAL DRAFT. IN CLASS, students looked at the opening and closing paragraphs and used these checklists to see what needed changes. If you noticed missing parts in either your opening or closing paragraphs, please CHANGE THEM BEFORE HANDING IN THE FINAL DRAFT, TOMORROW. DO you understand the expository writing called the literary analysis? Check this link out if you struggle with introducing the quotations in your body paragraphs. Merry Christmas. Enjoy the holidays and be safe. //Period 2//- Students must complete all the pages (100,101,102,103) in their apostrophe packet. //Period 6-//students should do the following exercise: titles and capitalization exercise They must do the first 10 sentences for pages 100,101,102,103 in their apostrophe packet. For the final students should pull out the handouts and notes from the semester concerning the following topics: thesis statement, topic sentences, ICE technique, compound and complex sentence (most recent study guides)* short story elements (protagonist, theme, exposition, etc.), apostrophes, capitalization, PUG with titles, verbs, nouns, adjectives, adverbs* The items with * will be limited (there will be fewer) in the final test.
 * October 30**: Students discussed in groups the story "Cold Equations" ..
 * October 31**: Students discussed the plot line and then the infinitive phrase. Students who did not do the theme assignment correctly handed in their assignment today.
 * November 1:** Students worked with themes, infinitive phrases, and the elements of plot.
 * November 2:** Students graded students' paragraph and created rubrics on paragraph writing. Later on, they were assigned a worksheet on combining sentences using appositives.
 * November 5:** Assignment on Appositive phrases / answers for assignment Students worked in small groups on deciding how word choice creates power that defines purpose and meaning in writing.
 * November 6**: Students discussed the power of word choice in class.and were given a plot chart that they were to fill out as or after they read the story "Where Have You Gone Charming, Bill?" (p 213 in our text book) for tomorrow.
 * November 7:** Students discussed the story's purpose, narrator, and irony in class and were assigned to reread the opening paragraph in the story (213) and discuss how the word choice of the author (the author's name is Tim O'Brien) creates the overall mood of fear and apprehension? Students should quote passages and talk about how exact phrases or sentences show this fearful mood. Explaining how the specific word choice creates an overall mood of fear or dread is critical for this assignment. * Students who had not read the story for today's class are to write out their answers for questions 4-9 on page 217 for homework and also do tonight's assignment as well. Click here for more instructions about tonight's assignment.
 * November 8:** The setting and how the author uses description creates a tone or mood for a story or novel. Students read pages 146-48, and then the class discussed questions that helped us understand how Tim O'Brien's opening description in "Where Have You Gone, Charming Billy?" creates a sense of fear and tension in the story. The student paragraphs were collected and Monday's reading assignmentfor the student's novel was given. Students are to find an example of great description in their novels and quote passages and discuss how the vivid description creates a mood or tone. To say the author creates tension in this description is only a small part of the assignment. Quoting parts of the passage, explaining how the words and figurative language reveals a certain emotion and WHY you think it reveals that certain emotion is CRITICAL if you are going to do the assignment correctly for Monday.
 * November 12:** Students read their paragraphs about how the author of their book uses powerful word choice to create the mood or tone in a scene in their novel. Students discussed how gerunds and participles can be used in combining sentences. Students were assigned to finish their study guide pp257-259.
 * November 13**: irony study guidewas given out in class. Students corrected their participles and gerundsstudy guide and practiced combining sentences. Students were given their paragraphs back and discussed how good analysis involves finding a good passage and talking about how those words create thoughts and images in the reader's mind. And it is those THOUGHTS AND IDEAS in the reader's mind that must be explained in the paragraph. For true analysis happens when the reader can identify the good writing and connect it to his/her world and experiences. student paragraph example. Students were to read the story "The Gift of the Magi." and create a plot chart to help them remember the key parts of the story.
 * November 14:** Students with reviewed irony and how to make participle phrases and gerund phrases. Students started the irony worksheets for the story "Gift of the Magi". page one[[file:page one.pdf]] page two[[file:page two.pdf]]. Over the long weekend, students should finish the book they are on or attempt to get close because on Wednesday, Nov, 21 the last reading assignment will be due. More instructions will be given on MOnday.
 * November 19:** Students reviewed irony and then looked over the worksheet; students were assigned to write / type a paragraph about irony for Tuesday. Click here for notes and a copy of directions for tonight's assignment. Click here to see the scoring rubric for the assignment as well. The class was introduced to the final assignment for their reading book.
 * November 20:** Students worked in the lab about their report or outline for their speech. //Click here for a sample outline. T//he review or the speech must be ready tomorrow.
 * November 21:** Students reviewed how to use the ICE technique in a paragraph. Click on this clip for a seven-minute video about students writing about the irony in O. Henry's story " The Gift of the Magi."
 * November 26:** Students were assigned to read the story called "Trademark." Students should create a plot chart after reading the story to help remember the important aspects of the story. If students did not get all 10 pts on their book review, they may type out the changes and hand that in tomorrow (along with the scoring rubric and the old copy of the book review).
 * November 27:** Students took a short quiz on the story "Trademark" and then worked in groups discussing dynamic vs static characters.
 * November 28**: Students were to write a paragraph about how Cress in the story "Trademark" is a realistic or typical teenager. The students should follow the instruction on the study guide about writing a paragraph using the ICE technique. The Students also received a checklist so that they could check off all the things that need to be written in the paragraph.
 * November 29**: Students were to grade the example paragraph by using the checklist from yesterday's class concerning the ICE paragraph. Students then went through and graded their own paragraphs based on the criteria on the checklist. Those students who did not type out a paragraph (because they were sick or didn't do the homework) must complete the assignment and self-grade it and bring it in tomorrow.
 * November 30**: Students were to read their story and make a plot chart for Monday. The students may use their plot chart for the quiz on Monday. Boys read "Crackling Day," and girls read "Sixteen."
 * December 3:** Students were discussing stories in small groups after having taken a quiz.
 * December 4**: Students discussed how the literary analysis involves and resembles the construction of the ICE paragraphs. Students were to select a short story to analyze and then reread it tonight. STudents should answer the question "Why did the author write this story? What was he /she trying to communicate to the audience? Why do you think this/ How do you know? Thee answers can be put in their notebook for brainstorming purposes.
 * December 5**: The literary analysis was introduced and the students discussed the making of a thesis. Thesis statements are made and students are to search for suitable quotations that will serve as support for their theses.
 * December 6**: Schedule of due dates for Literary analysis. Theses were handed in students self-checked them. Rewording a thesis statement may help students who are struggling with a thesis.
 * December 7:** Students were in groups: some corrected their capitalization exercises, others rewrote their thesis statements. Outline templates ( blank outlines) were given out and Every one was assigned to fill in thesis statement at the top, the TS for each ¶ and the section for introduce, cite and explain a passage from the story. Look at the document if you forgot your copy or need to see which sections must be completed. ONCE THE OUTLINE IS FILLED OUT, STUDENTS MUST TYPE OUT THESE TWO BODY PARAGRAPHS FOR MONDAY. outline template to be done before writing the body paragraphs.[[file:Outline template.pdf]]
 * December 10**: Students were to self evaluate body paragraphs using this form. Students may look on links to see how to form the introductory paragraph. Students are asked to select one of the opening techniques and try writing (Typing) their opening paragraph for tomorrow. Opening techniques Handout.
 * December 11**: Students talked about the incorporation of all 6 traits of writing when writing this literary analysis. The introductory techniques and the introductory paragraph was discussed and assigned for tomorrow. Please feel free to look at these clips that talk about using an introductory technique. Mr. Kocon suggests that using a quotation from the story, a startling fact, suspense, or common ground are all possible ways to open the student's literary analysis. Click here to see a sample of an introductory paragraph for the novel //Season of Life//.
 * December 13**: Students handed in their literary analyses, watched a presentation about informational speeches and were assigned to bring in 6 possible topics for their informational speech assignment by tomorrow.
 * December 14:** Students were to select their topics and complete their "informational speech" sheet by Monday. Every student was to make an appropriate opening technique to introduce their topic for Monday. Speeches start on Wednesday, So students are encouraged to write out the body parts of the speech once the introduction is completed. To see the opening technique of suspense used in the classroom, click on this link.
 * December 17**: Students reviewed the Pressure Write Strategy and then wrote their body of the speech (in class) and were assigned to make an outline for tomorrow. Speches start on Wednesday.
 * December 18**: Students discussed the outlines for their speeches and practiced using good articulation with some tongue twisters. Speeches are scheduled for Wed and Thurs.
 * December 19- 20:** Students gave informational speeches.
 * December 21:** Students were given back their literary analyses. If students wished to complete revisions in any and only the three sections: introductory ¶, Organization and ideas (body ¶s), and concluding ¶, they must make changes, bold them in the new copy, and then submit the scoring sheet and original draft to Mr. Kocon by Friday, Jan 4. If the revisions are an improvement, more points may be awarded.
 * January 3:** Students reviewed capitalization rules (see exercise) .Revisions for the literary analyses are due by tomorrow. Please look back to Dec. 21 for instructions regarding how to do the revisions.
 * JANUARY 4**: Students review some troublesome capitalization rules and took an assessment on those rules. Students were assigned to make revisions for the wrong answers in their assessment and complete the exercise at the bottom of today's study guide: rules concerning capitalization and titles.
 * January 7: Notice that the different periods have different assignments for today.**
 * January 8:** Students were to study for capitalization of titles and apostrophe usage. Those not finished with the packet must finish it for tomorrow.
 * January 9:** Students took quiz on capitalization of titles and apostrophes and reviewed how to use the pressure write strategy.
 * January 10:** Students went through the pressure write strategy and were assigned to complete the compound sentence worksheet.
 * January 11:** Students received their pressure write essays back, checked homework, and were assigned to complete the guide on complex sentences. [[file:Adverb clause _ cplx sentence.pages]]
 * January 14**: Students reviewed for final test and the complex sentence structure and parts of a short story. (study only part one for final)
 * January 15**: apostrophe (pp285-86) titles(Jan. 4) (pp279-82) capitalization rules (pp293-303) thesis Parts of speech (pp77-89) 4 kinds of writing compound sentences (jan 10 and pp111-114) complex sentences (p149) differences between phrase, clause, independent and dependent (subordinate) clause check the handouts from January 11 or January 14. (short story elements- check the link from Jan. 14) Study for the final.