English+9+(2011-2012)


 * **Welcome to English 9 / Writing and Speaking** year: **2011-2012** semester: **Spring**

Resources for Class ||
 * January 24**: Introductions, vocabulary books were passed out; students took speech survey and were assigned to make flash cards for the Prefixes. directions for the flashcards are as follows: Click on the "prefixes" link, then place the prefix on the front side of the flash card and put the definition and "key words" on the other side FOR TOMORROW. Please read the welcome letter for spring 2012 and sign the appropriate portion and return it to Mr. Kocon.
 * January 25**: Students reviewed prefixes, wrote a persuasive paragraph trying to convince a friend to come along on a ski trip. For tonight students must bring in the welcome letter signed for tomorrow and write another persuasive paragraph for homework. The purpose of the writing is to convince your mom or dad that you should be able to go away with your friend and his/her family for the weekend. Write a paragraph that give substantial reasons to persuade your parent to allow you to go on this weekend.
 * January 26**: Students discussed the critical elements of purpose and audience when writing, collected Speech Anxiety surveys, reviewed prefixes, and did the first 9 sentences in the sentence structure worksheet. Students will have a quiz on the prefixes tomorrow.
 * January 27**: Students took quiz on prefixes, were assigned to finish the sentence worksheet, and make better sentences than those written on the second half of the worksheet.

Students may look at the initial steps of the brainstorming part of the speech. if you are telling a story don't focus on a trip or even a full game of your favorite sport that you played in. Instead, think about the most exciting part of that trip or game. Think of it as if you were taking a snapshot of one moment in the game, or one moment on that trip, or one moment in time. DON'T tell me about the entire trip to Florida, tell the story of the afternoon you and your family met Nick Punto, a professional baseball player at the Twins' spring training facility. DON'T tell about your whole hockey game, spend a sentence or two setting up the when,where, what, and who of the game but tell us the 35 seconds of fame you experienced by assisting on the winning goal with 3:12 left in the third period. Describe the sights, sounds, smells, tastes, feelings //of that moment//. Make your climactic moment in the story be that snapshot and all its sights, sounds, smells, etc. SOMETHING STUDENTS often forget when telling a story, but it is usually very interesting, is the feelings they were going through at that time. This takes a little thinking and time to reflect on that particular experience. Were you excited? nervous? fearful? frightened? overwhelmed? awed? sad? Intersperse your feelings throughout the telling of the story to make it interesting and to let us know how you were experiencing this event. These feeling may build tension in a story and let your audience experience that climactic moment of the event like you did. Test on Prefixes will be tomorrow. The paragraph must be typed out. The topic sentence, body sentences, and concluding sentence in the paragraph will count up to be 7 (the quotation no matter how many sentences long will count as only one sentence in the paragraph according to Mr. Kocon). Please bring back the checklist that you were given in class today on Tuesday. Good luck. REmember; the topic sentence holds your opinion, and the rest of the paragraph should support that topic sentence with examples, the ICE technique, explanations and logical reasons. See the notes about opening and closing paragraphs. .
 * January 30**: Students made impromptu speeches in class working on speaking clearly without filler words and using relaxed, confident posture. Students are to think of possible subjects for their next speech. The students will go over their sentence structure worksheet tomorrow.
 * January 31**: Students were introduced to their first speech of the semester called "asserting individuality," and were assigned to decide on a speech topic and type the body of the speech by Thursday. Click here to see Mr. Kocon's sample speech about asserting individuality. Students are to pick a topic for their speeches and brainstorm a list of items that they may use in their speeches. Tomorrow, we will work on writing the body of our speech in class. Please check the deadlines for the speech found in the links above.
 * February 1:** Students worked on their body of the speech. Brainstorming lists were made and students started writing the body of their speech. (notice that the body is about 1 and 1/4 of double spaced text) Please look back at Mr. Kocon's sample speech to see an example of one.
 * Helpful hints for those telling a STORY
 * February 2:** Students were to make an introductory technique for their speech and create a sentence that will lead into their body. Students discussed the closing of the speech and were to make a suitable conclusion as well. Students should bring a typed version of their speech DOUBLED SPACED complete with an introduction and conclusion for tomorrow. Remember the speech is supposed to be long enough to last 2 1/2 minutes. If you are confused about writing your opening or closing, please check these notes from class: INTRODUCTION / CONCLUSION.
 * February 3:** Students showed Mr. Kocon there opening and closing for their speech which will be given next Wednesday. We timed it in class to roughly see if it was long enough to meet the time limits of 1:45 to 3:30. Those students who did not have adequate openings or closing MUST complete them and show them to Mr. Kocon on Monday if they wish to receive credit. Outlines will be discussed on Monday and due on Tuesday. Please bring a copy of the complete speech to class on MOnday.
 * February 6:** Students discussed how to take their speech and pare it down to make an outline from which they use when they deliver their speeches later on this week.
 * February 7:** Students practiced speeches in the gym for tomorrow. Speeches will START TOMORROW. The first 12 -13 speakers should be ready, everybody else should be ready to go on Thursday.
 * February 8:** Students gave speeches and were assigned to make flash cards for the first half of the Greek and Latin roots study sheet by Friday.
 * February 9:** Students gave speeches and were assigned to make flash cards for Friday.
 * February 10:** Students gave speeches and were assigned to study flash cards for Monday.
 * February 13:** Students were assigned to create flash cards for the remaining Greek and Latin roots for tomorrow. A test for these roots will be on Thursday.
 * February 14:** Students reviewed flash cards, discussed the plot chart and elements of a short story.
 * February 15:** Students discussed the plot chart assignment for the story "Bargain" by A.B. Guthrie, Jr. which is supposed to be read by tomorrow. The test for the roots was changed; it will be on Friday.
 * February 16:** Students were assigned to reread the story again, taking any notes or filling in their plot chart more completely. Those absent Wednesday were to answer the question: Did Slade freeze to death or did he die of poisoning? Explain why your answer by supplying sound reasons and evidence from the story.
 * February 17:**Students took quiz on Greek/Latin roots and reviewed how to write a paragraph that has clear topic, body, and concluding sentences. They were assigned to TYPE out a paragraph that uses the ICE technique at least once for the story "Bargain". The students may create their own topic sentence or choose one of the following:
 * Freighter Slade is a classic villain in the story "Bargain".**
 * The Western setting plays an important part in the story "Bargain."**
 * The importance of education is easily seen throughout the story "Bargain".**
 * "Bargain" is a wonderful story because most readers are fooled by the ending.**
 * February 21:** Students took a quiz on the story, discussed thick questions in group, and were allowed to retype their paragraphs for tomorrow. (see Feb 17 for more details)
 * February 22:** Students handed in assignments, discussed thin, thick, and deep questions, and then were assigned to read the story "The Sniper" and complete a story map for tomorrow.
 * February 23:** Students discussed story "The Sniper" and reviewed thick, thin, deep questions in groups. Vocabulary books are to be brought to class tomorrow.
 * February 24:** Students vocabulary unit 1 was discussed and 1st period STUDENTS got their ICE paragraphs back and were supposed to make changes to their paragraphs, bring in their old and new copies of the paragraph AND BOLD ANY CHANGES they made on their new copy, their vocabulary worksheet is due on Tuesday. Period 4 has their vocabulary worksheet is due on MONDAY.
 * February 27:** Students need to sign up for this class on Quizstar by Friday. **See Quizstar instructions.** Literary Analyses were talked about and vocabulary was checked. ICE paragraphs that need to be rewritten for period 4 students are due tomorrow. If students did not get 4 or higher, revisions are necessary. All changes in the paragraphs should be made bold, so Mr. Kocon can readily see what changes you made in the revision of your paragraph. Both classes will have their Vocabulary Sheets checked tomorrow.
 * February 28:** Students corrected vocabulary worksheets, discussed how to use the vocabulary games on the "Resources" page of this wikispace. Starting reading a short story "A Man who Had No Eyes". REMEMBER to sign up for Mr. Kocon's English class on Quizstar. ( click on the instructions from FEB 27)
 * February 29:** Students...had no school. Vocabulary test is on Friday. REMEMBER: sign up for Mr. Kocon's English class on Quizstar. (click on the instructions from FEB 27)
 * March 1:**Students have to study for their vocabulary test Tomorrow. We passed out literature books and were assigned to read "Everyday Use". Students should study first, and read second because taking the quiz is the first priority. REMEMBER to sign up for Mr. Kocon's English class on Quizstar. ( click on the instructions from FEB 27)
 * March 2:** Students took vocabulary quiz, discussed deep questions about story and were assigned to read the story "Everyday Use."
 * March 5:** Students were to write their responses to all of the questions under the heading of "Analyzing Language and Vocabulary" (pp 135-136) for the story "Everyday Use".
 * March 6:** Students discussed the figurative language in the story and some deeper level thinking questions.
 * March 7:** Students discussed the analysis (check the notes) and were to write three thick questions and three deep questions about their short story they will be analyzing in their upcoming paper.
 * March 8**: notes about a thesis statement were talked about. students decided on stories, thesis, and started formulating main ideas for paragraphs. Students were assigned to find passages and examples and they may look at the steps of writing the analysis. Students should write their thesis and their notes for their two main supports. click here for more description of the assignment.
 * March 9:** Students took notes about showing the connection between the thesis and topic sentences. Students wrote them in class and must work on writing out the two body paragraphs on Monday. Paragraphs must be Typed.
 * March 12**: Students needed to change some of their topic sentences to align them with their thesis sentences. Also, students who did not finish their body paragraphs must complete them by tomorrow.
 * March 13:** Students checked their body paragraphs with the checklist and were assigned to write their introductory technique for tomorrow.
 * March 14:**Students looked at their opening paragraphsand discussed how to improve their own. The conclusion of their paper is to be written for tomorrow.
 * March 15:** Students discussed and used a checklist to make revisions for their papers,which are due tomorrow. Please click on the following file to the score sheet. [[file:Literary Analysis Rubric 50.pdf]]
 * March 16:** Students handed in papers, took a quiz on the elements of a short story.
 * March 26:** Students were introduced to the new vocabulary for the book Night and given the assignment to read the first section of the book (approximately the first twenty-some pages) and write one thin, one thick, and one deep question. Each question will have a page number in parentheses placed next to it. The page #'s will correspond to different things depending on the type of question. For example, place the page number where the answer will be found for the thin question next to the thin question. Place the page number of where the thick question originated, and place the page number of the quotation or passage that inspired the deep question, next to the deep question. Please review the handout about thin,thick, and deep questions from earlier resources this semester. PLEASE CHECK THE READING/ASSIGNMENT SCHEDULE, so you are up to date on all the assignments and readings at all times for the novel //Night//.
 * March 27-April 4:** Students need to follow the reading schedule (as posted on March 26) and do the assignments.
 * Please look at these** questions **if you were absent Thursday, March 29**.
 * April 5**: Students took final test on the novel //Nigh//t.
 * April 10:** Students were to pick a topic to research about World War II and bring it to class tomorrow and students watched / discussed a Presentation on bullying.
 * April 11:** Students were learning about the importance of making a correct bibliography and Works Cited page. Students should look at the list and find a topic to research.
 * April 12:** Students reviewed and learned more about correct bibliographical information and Works Cited entries. They were assigned to read the 36 Questions / Answers of the Holocaust for tomorrow and be ready to select a topic. They should also look at the following document that lists a number of important names that are historical a part of this era of World War II. Click here for instructions about how to search the library for the 36 Q/A of the Holocaust. Please look at the following document that has a list of important figures concerning the WWII era.
 * April 13:** Chose topics for project, went to the library to find resources in books or on databases in library, and students were assigned to bring at least two sources (hard copies of the articles or zeroxed copies from book sources to class with about 10 note cards to class on Monday. Students should NOT USE GOOGLE as a way to search for these topics. They should use the links and databases already created on the TG website, under library/ media center. ( see instructions from April 12- if you don't know how to get to that source - REMEMBER you must know the password to open some of the databases. All these passwords are found in the agenda book.)

**Click here for deadlines for the Holocaust project 2012.**
Hannah Senesh Anne Frank O.Schindler D. Bonhoeffer Students are to start making their slides for their googledocs presentation. Those students who did not finish or have mistakes in their outlines for their speech should make changes and reprint a copy of that as well. **May 15 :** students took vocabulary test, selected their topics, and began finding sources for their persuasive speech. Students should have at least one source found, byt Thursday students should have found all their sources and should start copying down notes. Deadlines for the paper and speech. **May 16-17:** Students were working on their organization sheet and finding their sources and creating their works cited page. **May 18:** Students were working taking notes or works cited page. Mr. Kocon checked students' organization sheets. Works Cited page and ALL THE NOTE CARDS ARE DUE Monday.
 * April 16:** A short quiz on credible resources and bibliographical information. Students were to find their remaining sources and start to take notes from their sources using the note card method described in class today. Some students often ask "What kinds of notes should I take about my topic?" When researching a topic that is unfamiliar to yourself, you make the conclusion that it will be unfamiliar to your audience as well. So, take notes that would be interesting to learn about this person, place, event. If you find it interesting, chances are the audience will too. Gathering information means taking many notes about lots of things concerning that subject. The more notes you have, the more you have to choose from when it comes to organizing what to say? how much to say? For a person you might want to know who influenced him/her? What important part of their life should I share with my audience? What accomplishments? jobs, or occupations did they do? Please ask Mr. Kocon if you are troubled about what to look for? Part of doing research is looking for interesting information about your topic, and you won't be able to determine what is any thing of interest until you start to read the research. So don't put off looking and reading your resources. IT IS THE HOMEWORK FOR THE NEXT FEW DAYS. About 30 notecards of information is due on Friday, April 20.
 * April 17:**Students are making their Works Cited page and writing note cards of information. About 30 notecards of information is due on Friday, April 20.
 * Click on this resource for information about creating a works cited page.**
 * Helpful hint when typing out the works cited page in Googledocs.**
 * April 18:** Students typed out their works cited page (which is due tomorrow) and took notes on their sources (due on Friday).
 * April 19:** Students checked in and revised their works cited page and took notes on note cards from their sources (about 30 are due on Friday).
 * April 20:** Students had note cards checked, collected works cited pages for those absent yesterday, pick up handouts about making an outline, discussed organizing ideas in outlines. Outlines are due on MONDAY! The rough draft is due on Thursday.
 * April 23**: Students discussed an introductory paragraph exercise and how to write a good opening paragraph for this paper. The opening paragraph is due tomorrow.
 * April 24:** Students checked to see if their opening paragraphs were correctly made by using a checklist. Students then worked on writing their body paragraphs according to their outlines. The TYPED rough draft is due on Thursday.
 * April 25**: Worked on writing rough drafts, making citations in paper. Rough drafts are due tomorrow.
 * April 26:** Students enrolled in the website  and will not submit their final copy to this database next week. Some students worked on their rough drafts. TYPED ROUGH DRAFTS ARE DUE TOMORROW! The final copies are due on Monday.
 * April 27:** Students are to revise their papers (remember to look at the scoring rubric to see the point value for each part of the paper) and have 2 printed copies with their Works Cited page on MONDAY.
 * April 30**: Students were assigned to create an outline from which to give a speech about their holocaust topic. Students may look at the outline of Elie Wiesel and model theirs after that one. Likewise, students will be required to make a short slide show ( of 6 slides or more) that would accompany their speeches. This will be made using the "Googledocs presentation" program and then shared with Mr. Kocon. Please look at this holocaust speech link to understand the assignment more clearly.
 * May 1:** Students looked at an effective powerpoint presentation and other examples to get ideas for their own presentation.
 * May 2 - 3:** Students were in the computer labs creating and completing their slide shows that should accompany their speeches. Speech outlines should be brought to class on Friday. Speeches will start first thing Monday Morning, May 7.
 * May 4:** students practiced speeches. Speeches on Monday.
 * MAY 7-9:** STUDENTS DELIVER HOLOCAUST SPEECHES WITH THEIR POWERPOINT SLIDES. Vocabulary Unit 2 is due on Thursday.
 * May 14: ** Students were introduced to their last speech, given a topics list (CHECK THIS LINK for added topics)and told to be ready to choose a topic tomorrow. They also reviewed the kinds of support that is used in a persuasive paper. We corrected the vocabulary unit 2 exercises and will have our test tomorrow. The test will include mostly unit 2 with 5 items that will be from unit 1, also. Students should review their words tonight.

**May 21:** Students discussed the outline and were to type out their outlines for tomorrow. The Works Cited page and the note cards were checked in today. Check this link for a simplified outline. Students should have a TYPED draft completed by Friday, May 25, Powerpoint slides by next Tuesday, and the outline for their speech the day they will deliver their speech. If you are interested in knowing what will be on the final check this link: English Final. Click here for some review items concerning the final test next week.
 * May 22:** Students were to show or create their outlines for their papers and start on their draft of the paper.
 * May 23-25:** Students are working on their final papers, preparing their powerpoint slides and outlines for their speeches which will be delivered next week.
 * May 29-31:** Students are giving their persuasive speeches these days. Students must hand in their papers the day of the speech and have their powerpoint shared with Mr. Kocon the day of the speech.

**Welcome to English 9 / Writing and Speaking** year: **2011-2012** semester: **Fall.................................****Class Log of Daily Activities/ Assignments:** **August 30-** - The class discussed using a 3-ring binder, weekly writings, and general items like our wikispace. Assignments: print out and READ the "Welcome Letter" from our wikispace, bring in items for grab bag speech. (see directions below) GRAB BAG: put three items in a brown bag that represent and / or tell something about you as a person. Bring the bag and Items tomorrow to school and talk about their significance to your peers. **August 31** - The class discussed policies for English 9, gave grab bag speeches. **September 1** - The class signed up for quizstar.4teachers.org and were supposed to take the Diagnostic test online. Students of period 3 did not have the opportunity to sign up for quizstar, so they may continue to work on their weekly writing, (which is due on Tuesday, Sept. 6). All classes will have to have their weekly writing (see the link above from August 30) completed on Tuesday, September 6. **September 2**- The class completed the online test (if they had not finished it before). Students also learned about how to use the google program found in the students' TG Home page. All students are to have their weekly writing (see the link above from August 30) completed on Tuesday, September 6.

**September 6** - Students collected Weekly writing, discussed nouns and adjectives, highlighted them in our weekly writing, and were assigned Exercise 9 on page 82. Click on the link for an example and further instructions. Students may start on next week's weekly writing as well, which will be due next Tuesday. **September 7** -Students discussed nouns and adjectives and pronouns, (click link for review) and were assigned exercis 3 on page 76 for homework. **September 8-** Students reviewed nouns, adjectives, pronouns, and discussed prepositions. Students should review notes, do worksheet if not completed since a grammar test will be coming up next week. **September 9-** students review nouns & prepositional phrases,discussed verbs and verb phrases. Students were to work on their weekly writing using strong verbs. Students were assigned to do exercise 6 on page 78, and exercise B on page 79 for Monday if it wasn't finished in class. **September 12 -** students discussed verbs - both helping verbs (CHAD B. SWIM) and the most commonly used linking verbs of "BE" (AM, IS, ARE, WAS, WERE) for the upcoming quiz on Wednesday. Students will have to know 20 prepositions, and be able to identify nouns, pronouns, verbs, prepositions, as well as prepositional phrases, and any rules related to those parts of speech. Weekly Writing #2 is due tomorrow. Students who didn't finish the worksheet page 111 in class, should do so for tomorrow's class. **September 13 -** students handed in their weekly writing, took a practice test -to study nouns, adjectives, pronouns, verbs, and prepositions to prepare for tomorrow's quiz. Students should study and know at least 25 prepositions, know the helping verbs, know the definitions of nouns, pronouns, verbs, adjectives, and prepositions as well as be able to identify them in a sentence FOR the TEST TOMORROW. **September 14 -** students took a test and were assigned ex. 10, ex.11 on pages 83.84 concerning adverbs. **September 15 -**Students reviewed prepositional phrases discussed a reading strategy, did a reading exercise, and were told retakes will be on Monday, immediately after school for those who did poorly on their grammar test yesterday. **September 16 -**Students learned about sensory images, took field trip outside. No homework except weekly writing and study for the grammar test if you were going to retake it on Monday. **September 19 -** students discussed sensory images and graded some of their own for clarity learning that more specific nouns as well as more adjectives that appeal to the senses ( instead of saying "big car", say "glimmering black audi"; instead of "sound of the footsteps" write " the "stomping of shoes"). **September 20 -**Students learned about connotations and denotations of words. For homework, they are to write out 3 different examples following the instructions and examples for the connotations game  **September 21 -**Students discussed plagiarism in the context of what needs to be cited and what constitutes "intellectual theft" if they choose to "borrow" information from an internet site. Students worked in groups trying to distinguish good "word choice" in various advertisements. Students should be ready for a quiz on connotations /denotations. **September 22 -**Students took assessment on connotations of words. NO HOMEWORK except to work on their weekly writing. **September 26 -** Students discussed the connotation/ denotation assessment and how to write good answers to questions of literature. Students took another reading exercise where they were to "actively read" an article and then answer some questions about it. The weekly writing is due tomorrow. **September 27 -** Students discussed expectations, reading comprehension exercise, the weekly writing and circled prepositions and underlined the prepositional phrases in the opening Paragraph before handing them in. A writing assignment (which is due typed on Thursday) was explained. Students may download the example and the description of the assignment if they wish. **September 28 -** Students thought like advertisers today as they write an ad for tomorrow (see yesterday's log for specifics of assignment). Today students thought about questions that people would want to know about their particular product: e.g. " What does this product do? What special features does it have?" They were to create at least 8 questions that they think the public would want to know about their product and then make sure that the information that would answer those questions finds its way into the advertisement. ( Remember this typed advertisement will be counted as part of the weekly writing) Be creative! **September 29 -** Students may work on their weekly writing. Those who did not type their advertisement today must have it typed for tomorrow. **September 30 -** Students are to create note cards from which they will deliver their AD speech. Students were told to go home and read their advertisement 5 times, and then, without looking back at the advertisement,write down the key ideas about their product in the order you read them. The students should write down the key ideas in the format of notes (not whole sentences). Once that is done, students should check the page of notes and see if there was any important information that they missed from the advertisement. If so, students should make sure to put that information in. What the students have now completed is the phrases of key ideas from which they will speak. This page of notes should now be put on to index cards and brought to class for Monday. The speeches will be practiced in class and delivered on Tuesday. Please click on the note card link to see the guidelines for making note cards. **October 3 -** Students were to practice their speeches at least 10 times tonight before giving the speech tomorrow in class. (The speech is supposed to be 45 seconds in its length). Also, students need to finish their weekly writing assignment by typing up one more page of writing for Tuesday (tomorrow). **October 4 -** Students gave their speeches and turned in their second part of their weekly writing. **October 5 -** Students gave their speeches, and were told that next week's writing must be at least 500 words and a descriptive story about themselves. **October 6 -**Students finished speeches, were assigned verb worksheets 116-119 for tomorrow's homework, and were told that next week's writing must be at least 500 words and a descriptive story about themselves. Students should review the notes on this powerpoint if they are unclear about today's notes. **October 7 -**Students were assigned to finish the Packet on Verbs pp 120-123 and were encouraged to do their weekly writing early and give some careful thought as to what story they which to tell because the stories will be made into speeches. Students may also want to review those "troublesome" irregular verbs that they often say incorrectly. For instance, swim, (present)- swam, (past)- has swum, (past participle)- are some we often misspeak. **October 10 -**Students checked verb packet, reviewed active and passive verb forms, prepositions, infinitives, helping verbs, were assigned to complete their weekly writing. **October 11-** Students reviewed for their grammar test **(which is on Friday of this week),** and were to review verb forms from the worksheets and English book pp175-184. There will be some review of prepositional phrases, infinitives, and the CHAD B. SWIM verbs on this upcoming grammar test, also. Students are to create an outline from which they will deliver the speech about this story. **The outline is due on Thursday** and follows the same kinds of rules as the note cards. For instance, write down only key words and phrases, try and limit yourself to 5 words or less per line, Skip (or double space each line) and it will be typed. You should write out a sentence or two at the beginning to introduce the story. Please look at the outline same to see an example of this. Please look at the two links to see how the original story was changed into an outline format. **October 13**- Students reviewed for the test on irregular verbs WHICH IS TOMORROW and were assigned exercises 3,(p176) 4,(p177-78) and Exercise A (p179) to complete for tomorrow as one more way of reviewing before the test.STUDENTS NEED ONLY WRITE OUT THE CORRECT VERB; THEY DO NOT HAVE TO WRITE OUT THE WHOLE SENTENCE. Please review prepositional phrases, infinitives, and the CHAD B. SWIM verbs as well! Students who didn't do today's assignment, should type out their outlines should hand those in tomorrow for partial credit. **October 14-** Most students checked the homework and took the online test about irregular verbs. **Students in period 3 did not take the test and will take the online test on MONDAY. Please Study.** All students are encouraged to finish this week's weekly writing and not leave it until Monday night. FYI: our speeches about our personal stories will start on Wednesday, so you may start practicing now with the outline you have created. **October 17-** Any students wishing to retake the quiz on irregular verbs, prepositions, infinitives, and identifying verbs in sentences, should study and tell Mr. Kocon by Wednesday that they will be retaking it on Thursday after school so Mr. Kocon can reserve enough computers. Today students gave impromptu speeches. AS ALWAYS, weekly writings are due on Tuesdays, THAT'S TOMORROW. **October 18-**All students should be ready for giving their speeches on Wednesday, weekly writings were collected, students did impromptu speeches and discussed tomorrow's speech. **October 19-** Speeches started, students who are going to retake the Irregular verbs test Tomorrow should report to room 405 immediately after school tomorrow. Please study if you are going to retake the quiz. **October 20-** Speeches were given, students took retake after school, and students are encouraged to do their weekly writing for Tuesday over the longer weekend. **October 24-** Speeches were given, and students will hand in their weekly writing tomorrow. **October 25-** Students finished speeches, handed in weekly writing and were assigned the story "The Storyteller" p 206 in //Elements of Literature//. Students should take notes, review questions and be prepared for a quiz on the satirical story. **October 26 -** Students took on short story and were assigned to do questions on "Analyzing Language and Vocabulary" on (page 210-211). Gals do #1,3,5. Guys do #2,4,6 **October 27 -**Students brainstormed using googledocs. and were assigned to create a list of 30 items to have printed for tomorrow if they were to answer the question. "What activities, games, foods, etc., make for the "perfect birthday party".Explain why. Students were put into pairs and told to brainstorm a list of 30 items between the two of them. If they can not share the list using google docs, then each student may just bring a list of 15 items or more that would be a good start for answering the questions. For an example of a brainstorming list of items for the answer, please look at the link supplied in this day's log entry. **October 28 - S**tudents worked with their birthday list- and started organizing, composing a thesis sentence, and began drafting a composition that will be completed for their weekly writing.  **October 31 - S**tudents reviewed the pressure writing strategy and the difference between phrases and clauses. Essay about the perfect party is due tomorrow as your weekly writing. **November 1**- Students handed in their weekly writings and checked for clear topic sentences and concluding sentences. The class reviewed phrase/clause/sentences. They should review throughout the week for a quiz on Friday. Students were assigned to read the story "The Gift of the Magi" and write a paragraph of 7-10 sentences that discusses the ironies found in the story. Students should concentrate on making clear topic and concluding sentences in their paragraph and the body sentences should identify and explain the different ironies of the story. Definition: IRONY- when the unexpected happens in life. VERBAL IRONY - saying one thing but meaning the opposite. **November 2**- Students should study for Friday's grammar quiz. **November 3**-Check out these topic sentences. The class reviewed paragraph structure and students should study for Friday's grammar quiz. **November 4 -** Students took the test and were told that **there is no weekly writing these upcoming weeks in November.** **November 7-** Students discussed the quiz from Friday and were assigned to read the story "Trademark" and take notes to prepare for a quiz tomorrow. Click on questions to see what quiz would be like. **November 8-** Students took quiz, made a T-chart about how Cress was like many teenagers of today. If students did not complete it they should by tomorrow. **November 9-** Students started to create a paragraph using the ICE technique which is due on Monday. Also the students should read the story "The Eight Oared Crew" and take notes about the conflict, plot, and setting so they can do well on the reading quiz on Monday. Please do the questions for homework, so you will do well on the reading quiz on Monday. **November 14** - Period 3- discussed compound sentences, and were assigned to read the story "The Eight Oared Crew" and take notes about the conflict, plot, and setting so they can do well on the reading quiz tomorrow. As usual take a look at theses questions prior to reading, answer them if you like they will help prepare you for the quiz. Periods 7 and 8 - Students took quiz and discussed the story. **November 15** - Students' warm up activity. Students reviewed what a good "EXPLANATION" is when using the ICE technique in a paragraph, were assigned to write another ICE paragrah for tomorrow. It must be complete with all 5 parts ( TS, I, C, E, CS) and TYPED (that means double-spaced). **November 16** - Students handed in ICE paragraphs and were assigned to read a new story for tomorrow- the girls are reading "Sixteen" and the boys are reading "Crackling Day". Students should take notes about the plot and characters for tomorrow's quiz and discussion. **November 21-** Students reviewed how to write a paragraph using the ICE technique. Students are to rewrite the portions of their paragraph assignment if they did not correctly write every part of the paragraph. There will be a quiz on the ICE technique tomorrow, so students should review the notes. **November 22-** Students took quiz on ICE technique, discussed literary analysis and how students must look below the surface of the plot of a story when they analyze a story. **November 23-** Students were getting started with their literary analysis by choosing a story and two tentative topics they intend on discussing in their analysis (see today's assignment for details). They are to read their story over this weekend and find quotations, examples, and passages from the story that they can use as they are talking about their topics in the paper. Look at the steps for a literary analysis and today's assignment. **November 28-** Students discussed outline and created a thesis statement for their papers. Students should read the handouts and start on their outlines by filling in the blanks where they can. Finding the right quotations and examples and being able to explain how they support your topic sentences is VITALLY IMPORTANT. So students can reread their stories many times if they haven't found enough GOOD examples or quotations. (8th hour students Only) -worked on a Pressure Write Activity in class and were assigned to reread their stories many times if they haven't found enough GOOD examples or quotations. **November 29-** Students discussed how the outline works with the paper and were to fill out their outlines for tomorrow **the only section a student may choose not to fill out yet would be the opening section called "I. Introduction." Otherwise, each Body ¶ should have a completed topic sentence written and enough examples and/or ICE techniques underneath it to adequately show how the TS is true. Mr. Kocon will be after school on Thursday for students if they want help, but not on Wed.** **November 30-** **Students can do some review of Coherence in the paper by doing this exercise, and students were encouraged to find better examples or fill out their outlines so their thoughts were clearer or had more depth.** **December 1 -2:** Students worked on typing their rough drafts for Monday. STUDENTS MUST BRING IN A TYPED ROUGH DRAFT OF THEIR PAPER ON MONDAY. IF THEY ARE NOT SURE ABOUT THE OPENING PARAGRAPH, they do not have to type that part of their draft for Monday. Students are encouraged to read and reread any of the handouts about the "literary analysis" that have been passed out the last 2 weeks. **December 5 :** Students wrote some introductory techniques and discussed how to write the introductory paragraph which should include 1) an introductory technique, 2) a bridge statement, 3) the thesis of the paper, and 4) preview of the first paragraph. See two examples of introductory examples on the following handout. One introductory paragraph uses a common ground opening and then makes a connection to the Atticus Finch in //To Kill A Mockingbird//, the second one uses the shock technique as it leads into a paper that is talking about how the huge salaries of MLB are causing the downfall of baseball. **December 6 :** Students went through the peers' rough drafts of their literary analysis and gave them feedback using the revision checklist. Students are suppose to use that feedback and change their drafts in the next few days. FINAL DRAFTS are to be typed out and handed in on **Thursday**. **December 7-8:** Students viewed clip about Sara Tucholsky and Mallory Holtman, read article and discussed questions. ON THURSDAY PAPERS WERE COLLECTED. .media type="youtube" key="yaXVk5GBx-s" height="59" width="84" **December 9:** Students finished discussion about the article "The Way It Should Be" and were assigned to write about 500 words about either of the two following prompts: 1. DEFEND THIS STATEMENT: "Sportsmanship is dead in the world we live in today." 2. DEFEND THIS STATEMENT: "Sportsmanship is alive in the world we live in today." The essay should have MANY EXAMPLES to support your thesis. And the examples must come from at least 2 of the following categories: an example that involved you an example you witnessed an example from a contemporary sporting event or game an example from world history. an example of sportsmanship that did not happen at a sporting event or in a game ***You** __may not__ **use the Mallory Holtman story as an example in your essay. Please, find your own.** This writing will be due on Monday. **December 12-13**: **Students were reviewing the grammar concepts by taking a diagnostic grammar quiz and taking a quiz on the ICE technique. Sportsmanship essays were collected today.** **December 14**: **Students reviewed their literary analyses and discussed areas of improvement. Apostrophe rules were discussed and students were assigned to complete the first ten problems on //each// worksheet in today's packet for tomorrow.** **December 15:** Students were advised as to the procedure for revising their papers. See the Student Revision Plan. Students also reviewed apostrophe usage and were assigned to finish the last portion of each of their apostrophe work sheets. **December 16:** Students reviewed their apostrophe packets, discussed all the rules regarding apostrophes and took another short assessment on Apostrophe usage. **December 19:** Students discussed the sportsmanship essays, the corrections to the examples of apostrophe usage on Friday, and created some test questions about apostrophes for the quiz tomorrow. There will be a test on Apostrophe usage tomorrow and students should review their worksheets or book and this link about rules regarding titles since there will be two questions about titles in the quiz as well. **December 20:** Students took quiz on apostrophes and picked up packet about capitalization. (Due to a Quizstar glitch- Students in third hour DID NOT take the test and must be ready to take the test tomorrow). Students who wish to revise their papers should talk to Mr. Kocon and get approval for your plan before too late. Papers are due by Jan. 6 and No paper will be accepted UNLESS MR. KOCON HAS SEEN AND APPROVED OF THE PLAN and a parent signature is on it. **December 21:** Students took test (if they didn't take it yesterday), went through the answers, did a Christmas activity. Those students who are doing revisions need to talk to Mr. Kocon and show him your plan before completing any revisions on their literary analysis. (Check DEC. 15 entry for more information). **__Papers are due by Jan. 6 and No paper will be accepted UNLESS MR. KOCON HAS SEEN AND APPROVED OF THE PLAN and a parent signature is on it.__**

**January 3:** Students were told of Finals and assigned their last weekly writing assignment of the semester. The next two days will be spent reviewing capitalization rules, so the students are assigned the first half of every page of their capitalization packet for tomorrow. **January 4:** Students reviewed for the final, especially capitalization rules, and took a short quiz at the end. Students should complete the entire capitalization packet for tomorrow and start working on their weekly writing assignment for next week. **January 5:** Students reviewed capitalization rules, and took another quiz about apostrophes and capitalization, then corrected it in class (see Answers). One more quiz will be taken and recorded tomorrow. Study. **January 6:** Students took quiz on apostrophes and capitalization and were assigned to finish their weekly writing and finish the worksheet on simple sentences. Any students who were working on revisions were to hand in their revision plan and ALL THEIR REVISION work by today. **January 9:** Students reviewed for finals: structure of simple,compound, complex, and compound-complex sentences. Final Weekly Writing is due on Tuesday! (see Jan 3 for specific details). **January 10:** Students read their weekly writings to the class and were assigned to do the worksheet marked 1C. Ignore the boxes on the left-hand side and in the blank where is says "formula" you should write the pattern of the compound sentence. It will be either I; I or I, c I (where the "c" means conjunction as in words like for, and, nor, but, or, yet, so). Please follow all the other instruction printed on the worksheet. **January 11:** Students read their weekly writings to the class and were assigned to complete the worksheet marked 2C. Students reviewed the different sentence structures. **January 12:** Students reviewed subordinate and independent clauses and they took a short quiz, look at the answers.Students talked at length about compound sentences and were assigned to write 5 compound sentences using the I; CAD, I pattern AND THEY ARE NOT TO REUSE ANY OF THE CONJUNCTIVE ADVERBS IN ANY OF THE FIVE SENTENCES. Students also received a packet of test-like exercises for them to complete by Tuesday, January 16. This packet will help them prepare for the English final. **January 13:** Students reviewed for their final with these exercises. Students may wish to complete this exercise as a way to remember how these Confusing and Commonly Misspelled words..are properly used. A dictionary or some of the reference pages 233-240 in their English book may help. Students are to complete the packet given to them yesterday. **January 17:** Click here to review speech goals exercise. Please look at the answers to the packet if you wish to review the exercises in the packet. Students should prepare their note card and study for the test. **January 18-20: Students are taking finals.**