Class+Log+ENGLISH+9++Spring+2011

Welcome to English 9B- Spring semester 2011

** January 28 - ** Students reviewed vocabulary, collected assignments, and practiced pausing and articulation when delivering speeches. Homework--students are to bring in a joke (of good taste, of course - and we talked in class any risque jokes are not appropriate) to class. The joke can be downloaded or rewritten or copied from a magazine; also, the student will get one extra credit point if he/she finds a joke about their topic from yesterday's assignment.
 * January 25 - **The class worked on reviewing vocabulary words and were assigned to make 10 new flashcards for the first 10 words in Unit 1. See link for examples of flashcards.
 * January 26 - **The class took a survey on speech anxiety and were assigned to make 10 new flashcards for the LAST 10 words in Unit 1. See link for examples of flashcards.
 * January 27- ** Students reviewed vocabulary, talked about anxiety related to speaking, practiced speaking and were assigned the following: **Write about a favorite activity. Write 100-150 words about it describing the actions, sights, sounds, smells, feelings associated with it. But never mention it in the entire paragraph. You may refer to it using a pronoun like it, or phrases like this game, this activity, etc.**

Students will need to TYPE/write out the BODY portion of the assignment for tomorrow. Click on the link for an example of Mr. Kocon's draft of his speech.
 * January 31 - ** Students were to write a "common ground" opening for their favorite activity of theirs. Click on the link for more instructions and an example of the assignment.
 * February 1 - ** Students did "stop n jot" discussed the different kinds of opening techniques: Suspense, humor, common ground, famous quotation. Students were assigned to find a famous quotation related to ONE of the following speech topics: integrity, faith, generosity, persistence, friendship, or loyalty. Check the notes for specific details related to making an opening with a famous quotation.
 * February 2 - ** Students were given the [|instructions and requirements] for the speech of self-introduction and told to select a topic.
 * February 3 - ** Students were given a sample of speech, the score sheet for next week's speech, and talked about how a story line must build to a climactic moment before ending. After checking in their homework, students were assigned to revise (change and content in the body that wasn't exciting writing, that wasn't in chronological order, or simply wasn't long enough to reach the time limits of a 2 minute speech. Again, please look at the link "assignment for tomorrow" from Feb 2 to look at Mr. Kocon's example if you are not sure of the length for the body portion of the paper/ speech. Those students who got an "R" on their famous quotation assignment have until tomorrow to revise it so that it conforms to the assignment guidelines. (If a student is unclear about the guidelines, check "famous quotation" of Feb. 1).
 * February 4 - ** Students practiced their closing and were assigned to write an engaging opening. The students may use any of the four openings we have practiced: famous quotation, common ground, suspense, or humor. It is imperative that the last sentence of your opening lead into your body of the speech. Please look at "assignment for tomorrow" (on Feb 2) The completed speech with introduction, body, and conclusion should be typed and brought in on Monday, as well as saved on your computer.

** February 17 - ** In class, students discussed the book and took notes and were assigned to read sections 2 and 3 and do the questions in their notebook. (see link on Feb. 16 for questions) ** February 18 - ** In class, students discussed the book and took notes and were assigned to read sections 4 and 5 and do the questions in their notebook. (see link on Feb. 16 for questions) THERE WILL BE A QUIZ TUESDAY on the novel.
 * February 7 - ** Students had homework checked to see if their opening has all its parts: introductory technique and a transition statement that would lead into the body of the speech. They were **assigned to read over their speech several times and then condense the material making it into an outline** from which they will deliver the speech on THURSDAY of this week. Students are to observe the guidelines for making an outline as stipulated on the "instructions and requirements" (of Feb 2). Click on this outline for the speech to see Mr. Kocon's example.
 * February 8 - ** Students' outlines were checked, and the class practiced their speeches in gym. Homework: students are to practice giving their speech from their outlines (NOT FROM THEIR COMPLETE DRAFT) many times in the next two nights before speeches start on Thursday.
 * February 9 - ** Students were assigned to complete the vocabulary worksheet exercises by Monday, Feb 14 and practice their speeches because tomorrow they will start. Students must remember to bring 2 typed outlines and the blue score sheet when they give their speech. *** A slight deduction will be made if one or both are not ready the day of the speech**. The speech order was assigned today as well.
 * February 10,11 14 - ** Students were filmed as they delivered their speech. Monday's left over time was used to correct the vocabulary sheet for Unit 1. Students were assigned to study for the test. STUDENTS will correct the Vocabulary worksheet tomorrow.
 * February 15 - ** Students corrected their vocabulary homework, studied vocabulary using the Unit 1 link, signed up for their Quizstar account with Mr. Kocon. Students will have a vocabulary test TOMORROW; they were all encouraged to study tonight.
 * February 16 - ** Students took the vocabulary test for unit 1. The novel __Nigh__t was introduced and the students were assigned to read the first section and do the appropriate questions for section one. Please click on the questions and download them for your convenience.

** February 22 - ** In class, students got into groups and answered questions about section 4. Students were assigned to read sections 5 (if they haven't already) and 6 AND 7 and do the questions. (see link on Feb. 16 for questions). Tomorrow students will take quiz on sections 1-5. ** February 23 - ** In class, students took quiz, discussed questions on section 5. Also, students discussed the book and took notes and were assigned to read sections 8 and 9 and do the questions in their notebook. (see link on Feb. 16 for questions) THERE WILL BE A QUIZ FRIDAY on the novel. ** February 24 - ** In class, students discussed the ending of the book and summarized the main points of it. Test on Friday. Students should look at the notes they have taken while reading the book, as well as the NOTES we took today, and reread as they like to prepare themselves for the test on the book //Night//. The TEST is tomorrow. ** February 25 - ** In class, students took test on //Night// and were to think about who they wanted to research in the upcoming research paper which will be formally introduced on Monday. A list was distributed in class. See attachment for list of topics. ** February 28 - ** In class, students looked at print resources in the library to learn about their topic. They took down the bibliographic information and were to start searching electronically for more sources. This 3 page paper will be completed by March 11. ** March 1 - ** In class, students were given the general plan and schedule for writing a short 3-4 page paper about a person related tot he holocaust. Tonight's assignment is to go to the library or go online, find resources, (always take down the bibliographic information about the source- look in the agenda book pp 46, 48 for assistance if needed), and start to write out note cards that will hold bits of information about what the person did, or the kind of person he/she was, or the influence he/she had on others. Finding specific examples and stories about the person's life is critical as they try and learn as much about their topic as possible. The students need at least three sources (at least one source must be a PRINT source). A list of sources is due on Thursday. Twenty (20) note cards holding one fact each must be handed in on Friday. So reading and taking notes is a priority in the next two nights and days. The expectation is that students will read online articles of 3-7 pages or parts in reference books (found in TG Library), or chapters of interest in some of the other books or resources found in our library or others. Some students are going to watch a movie and take notes from the DVD's. Some students may wish to read an entire book, but that is not a requirement nor an expectation, given the time line of 3 days. Over the weekend and early next week, the students may find it helpful to reread of review their sources again, so as to write effectively about their topic in their paper. ** March 2 - ** In library- doing research and copying information, taking notes. Students are to bring their sources (minimum number: 3, at least 1 book (print source) and 3 sources to class on Thursday. **FOR A COMPLETE DESCRIPTION AND LIST OF THE DEADLINES FOR THIS HOLOCAUST PROJECT, please look back on the "English 9" page under Holocaust resources **. ** March 3 - ** In class, students made a works cited page and were to type it out and hand it in tomorrow along with their 20 note cards that they have been working on these last few days and nights, which are also due tomorrow. **FOR A COMPLETE DESCRIPTION AND LIST OF THE DEADLINES FOR THIS HOLOCAUST PROJECT, please look back on the "English 9" page under Holocaust resources **. ** March 4 - ** In class, students handed in their "works cited" page and had their 20 note cards checked in. Those who did not have their assignments done will need to complete them and show Mr. Kocon their progress to receive any credit. Monday's assignment is for the students to create an outline or graphic organizer. The outline/organizer is centered around 3 main adjectives that would describe their person, and each adjective choice should have detailed examples about the person demonstrating that quality. ** March 7 - ** In class, students received an example of an introductory paragraph and were assigned to write one for their particular person. It can be typed or handwritten and is due tomorrow. Outlines and graphic organizers were collected while works cited pages were passed back. ** March 8 - ** In class, worked on writing the holocaust paper. Students checked their opening paragraph and are supposed to have a typed draft of their paper in hand on Thursday. ** March 9 - ** In class, worked on writing the holocaust paper, a typed draft of the holocaust paper. It is expected that the introductory paragraph and body paragraphs are complete with citations properly placed throughout the paper. Tomorrow we will check the citations, mechanics and topic sentences, and the students will get instructions about making the concluding paragraph. Please check the sample paragraphs of the body of the report ** under Holocaust resources **. ** March 10 - ** In class, we talked about the concluding paragraph and closely checking the writing of the paper so that revisions can be made tonight. PLEASE, click on this link for important things to check before handing in your final draft tomorrow. Students should bring 2 final drafts: 1 for Mr. Kocon (complete with works cited page), and 1 for the student to work from as they prepare their powerpoint presentation. ** March 11 - ** Handed in papers and reviewed the schedule for the rest of the Holocaust project, which involves typing out an outline to speak from, making a 7 slide (or more) powerpoint presentation (using the googledocs "presentation" program), and then delivering that speech. The speech will be given starting on the 29 of March).

** March 21 - ** In class, students worked on vocabulary words in UNIT 2. Making flash cards and doing the exercises. ** March 22 - ** Students are to complete making their flashcards for UNIT 2 for Wednesday. The worksheet will be corrected next Monday. Students reviewed the next stage of the Holocaust project is to create the typed outline for their speech. This outline is similar to the one for our first speech "asserting individuality" (CHECK the link "outline" from the entry on February 7 for an example) where we could type out the introductory technique word for word, but all the other information was to be short words of phrases (no more than 5 words per line). NO sentences were to be written on the rest of the outline because we do not want speakers to read at the audience. We want the speakers to speak to the audience. ** March 23 - ** NO school. Students should finish making their flashcards and doing the vocabulary worksheet. Please, click on this link for a complete list of deadlines and descriptions of the holocaust speech. ** March 24 - ** Students are to fix any content mistakes to their paper and start creating their outline from which they will speak. The TYPED outline is due on Monday. Please, click on this link for a complete list of [|deadlines and descriptions of the][|holocaust speech]. Also, we reviewed what kinds of aspects make for a good Powerpoint Presentation. Students can review these tips by watching this powerpoint presentation at their leisure. ** March 25 - ** Students were to complete their outlines for Monday, and their slide show by Wednesday. Please read and follow the guidelines for making the slides. The vocabulary worksheet is due on Tuesday. ** March 28 - ** Outlines for speeches were collected. Students were to continue to work on their slide show. Slide shows are to be done by Wednesday.The vocabulary worksheet for unit 2 is due tomorrow. ** March 29 - ** Vocabulary worksheet was corrected; students worked on their slide shows which are to be SHARED with Mr. Kocon by Wednesday night. ** March 30 - ** Students reviewed the tips for a "good Powerpoint" slide show by looking at some of the students' presentations. Every one is to "share" their presentation with Mr. Kocon by Thursday AM. Please title your presentation with # of the period before your name. (i.e. 8 Johnson - Adolf Hitler) ** March 31 - ** Students practiced speech, Students should practice speeches from their typed speech outlines with their computers close at hand so that they practice interacting with their slides and speaking at the same time. Speeches start Monday. ** April 1 - ** Scoresheets for speeches were passed out. Students should practice speeches from their typed speech outlines with their computers close at hand so that they practice interacting with their slides and speaking at the same time. Speeches start Monday. ** April 4 - 7 : ** Students will be giving speeches these days. All students are to continue to study their vocabulary words for units 2 and 1. The worksheets about apostrophes should be finished by Friday as well. Vocabulary quiz for Units 1 and 2 will be on Monday, April 11. ** April 11 - ** Students took online vocabulary tests, reviewed apostrophe rules, and were to review their worksheets 102 -103 for tomorrow. A check test may be given on the apostrophe rules tomorrow. ** April 12 - ** Students reviewed apostrophe usage and took a 7 point quiz on apostrophes. Students on retreat must finish the capitalization packet by Thursday. Students not on retreat tomorrow must finish pages 84 and 85 for tomorrow. ** April 13 - ** Students reviewed capitalization. The completed packet is due on Thursday. Students on retreat must finish packet as well. ** April 14 - ** Students reviewed capitalization rules and packet. ** April 15 - ** Students finished rules packet and started making test questions. Apostrophe and Capitalization quiz on Tuesday. ** April 18 - ** Students reviewed rules on capitalization and apostrophes and will have a test tomorrow. Their vocabulary words will need to be put on flashcards by Wednesday and their worksheet will be due by Wednesday as well. ** April 19 - ** Students took test and then did tomorrow's assignment:Their vocabulary words will need to be put on flashcards and their worksheet for UNIT 3 will be due TOMORROW. ** April 20 - ** Students took a test and studied for their vocabulary test on UNIT 3 which is tomorrow. ** April 21 - ** Students took a vocabulary test. NO homework, enjoy your Easter. ** April 25 - ** Students reviewed regular and irregular verbs were assigned pp 177-78, exercises 4, 5. ** April 26 - ** Students reviewed regular and irregular verbs were assigned pp 179-80, exercises B, C. ** April 27 - ** Students reviewed regular and irregular verbs were assigned pp 182, exercises 7, 9. A test will be on Friday. ** April 28 - ** Students reviewed for their test tomorrow. Students should look at these notes about verb tenses and do the exercise on the notes as well as exercises 10, 11 on page 184. ** April 29 - ** Students took quiz on verbs and verb tenses. No Homework. ** May 2 - ** Students will choose a topic for their persuasive paper/ speech. Look at the list, and decide which ones you want.
 * May 3 - **Students selected their topics and worked on the preliminary research activity - thinking about what arguments make logical sense and what kinds of evidence they will try to find to support their point of view.
 * May 4 - **Students worked on reviewing plagiarism, and taking down information for sources, and note cards. They created an entry for an article about uniforms in class. See the handout. To see a list of deadlines for the project, click on this document
 * May 5 - **Students reviewed how to make a works cited page and note cards. Please see the sample works cited page and sample note card if you like. Students are to find at least 4 credible sources or MORE from which they will write their paper. These sources must be printed out and brought to class on Monday, May 9. Please check the class log for MAY 4 to print a complete list of all the deadlines for this project.
 * May 6 - **Students found sources and need to have at least 4 credible sources or MORE from which they will write their paper by Monday.

outline example.
 * May 9- **Students are to create a works cited page of at least 4 sources for tomorrow. Look at the checklist for assistance.
 * May 10 - **Students handed in Works Cited pages, had 5 note cards checked, and are to create an analogy of their own and put it on one of their note cards. All 30 note cards are due on Thursday. Click on Analogy for examples to assist you in writing your own.
 * May 11 - **Students got feedback on their analogies and were to finish their note cards for tomorrow.
 * May 12 - **Students reviewed how to make the outline for their persuasive paper. They may look at the link to assist them tonight.
 * May 16 - **Students showed note cards and outlines to Mr. Kocon. Students will type out an introductory paragraph using the sample and instruction from today's class for homework tonight.
 * May 17 -19: **Students were to start typing out their drafts at home. Outlines were passed back and students who needed to change things were encouraged to MAKE CHANGES before starting their drafts. Typed drafts of the paper is due on Friday.
 * May 20 - **Students reviewed the checklist of important elements for their paper; they are to make revisions to their paper over the weekend and hand in their final copy on Tuesday. (STUDENTS ARE TO BRING A SECOND FINAL COPY TO CLASS ON TUESDAY!)

Students began their work on making a speech outline or slideshow presentation that will accompany the speech. Slideshow requires 8 slides (this includes the title slide). Please check the slide guidelines (from March 25 of this class log) for helpful hints. Slideshows must be shared with Mr. Kocon the day before the speech date. **Please title your presentation with # of the period before your name and a descriptor of the topic. (i.e. 4 Aultman - teenage alcoholism) The outline for the speech should follow the previous guidelines set up in class; this speech goal is "seeking adherence". To see an example look back to February 7 in the class log.**
 * May 23 - **Students are required to hand in their checklist, 2 copies of their final draft with the works cited page Tomorrow.

(review pp 285-86 in Blue English book), using irregular verbs correctly (review pp 173-184 in Blue English book), knowing the 3 ways to punctuate compound sentences ( pattern #1: I, c I pattern #2: I ; I pattern #3: I ; CAD, I ), knowing the guidelines for making a Works Cited page ( check link "works cited page" on May 5), know how to make a in-text citation in a research paper, know the 5 speech goals, understand which titles are italicized and which titles need to be placed in quotation marks (see PUG for titles link for help). Students will also be asked to write a 150-200 word paragraph that will be graded on the clarity of the topic sentence, body sentences and concluding sentence, as well as the spelling, capitalization, usage, and sentence structure.
 * May 24-25: **Students worked on outlines and powerpoint slides. Students should practice their speeches for homework; speeches start Friday, May 27.
 * May 26: **Students worked on speeches, practicing in the gym. The first day of speeches is tomorrow. Please share your presentations with Mr. Kocon.
 * May 27- June 2: **Students are giving speeches today.
 * June 6: **Students took home 2 study guides to complete about apostrophes, capitalization, compound sentences and compound parts in a simple sentence as they get ready for the grammar final in English 9.
 * The following is areas that will be tested on in the final:** identifying parts of speech, capitalization rules, using apostrophes


 * June 7: **Students reviewed for final exam. Click on this link for some helpful hints and exercises done in class.