Class+Log+ENGLISH+9++Fall+2010

The CLASS LOG for English 9 / Writing and Speaking

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.
 * September 7** - The class discussed using a 3-ring binder 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)
 * September 8** - The class discussed policies for English 9, gave grab bag speeches.
 * September 9** - The class signed up for quizstar.4teachers.org and took the preassessment online. Students of period 6 did not have time to complete the online test so they are to take it online at home tonight.
 * September 10** - The class took survey about learning styles and were to write a paragraph about which learning style they prefer and how they like to learn best.

i.e. I am selective. (positive connotation) You are choosy. (neutral connotation) He/She is fussy. (negative connotation)
 * September 13** - The class discussed and did exercises related to the element of "Word Choice" today and were assigned to write down their favorite 50 words they like in the English language. Some of Mr. Kocon's favorite 50 are the following: arduous, negligent, ostentatious, pizzazz, pinochle, motley, magenta, turquoise, debris, adept, squandered, etc. Bring your list to class tomorrow.
 * September 14** - The class discussed connotations and denotations of words, handed in yesterday's assignment and were assigned to write 3 examples of the "Game of Connotations".
 * September 15** - The class discussed what "VOICE" is in class, and they were assigned to write two birthday wishes to their grandma--one of the wishes should show a proper or serious voice and the second should be in a witty, light, or humorous voice. Each of the wishes should be 3-4 sentences in length.
 * September 16** - The class discussed the writer's "voice" in greeting cards, and the importance of organization in writing through a reading of Mr. Kocon's story "High Anxiety". Students were assigned to write a story (12 or more sentences). The story is not to be written in paragraphs. Instead, each sentence should be numbered and start at the lefthand margin. Students should look at pages 26,27 in their English book and use some transitions correctly in some of their sentences.
 * September 17** - The students took notes, discussed how ideas must be specific and appeal to the senses to make their writing come alive and be clear. Students were to write down a list (of about 15-20) details that would go along with their story about an "embarrassing moment" in their life. (eg. the lime green walls, the rope felt like a thousands tiny needles in my hands)

no homework except to review their notes for an upcoming test next week.
 * September 20** - The students worked on enhancing their skills of "word choice" as the class thought of descriptive phrases to describe the class atmosphere in English class. Then we spent time experimenting with sentence combining. Using the exercise called "Main Drag, Saturday Night" the students were to write a paragraph using their combined sentences they created in class. When writing the paragraph, students should think about writing clear, coherent sentences that flow together.
 * September 21** - The completed an exercise of sentence combining and were told to complete the paragraph about the "hamburgers" and then write down any words in the sentences that reflect good "word choice" and what sense to which that word appeals. (eg. word choice ................ crackle senses........sound, touch)
 * September 22** - The students reviewed homework, elements of writing, and discussed nouns, verbs, and pronouns, then they were assigned exercise 3 on page 76.
 * September 23** - The students reviewed homework, notes on verbs and were assigned exercise 6 (p78) and exercise B (p79).
 * September 24** - The students reviewed homework, notes on verbs and common mistakes students make when identifying verbs--

**September 27** - The students reviewed homework, took notes on prepositions, assigned worksheet p137 and p139 (on the back side) for tomorrow. **September 28** - The students reviewed homework, took notes on gerunds, assigned worksheet about gerunds and gerund phrases (both sides) for tomorrow. Grammar test, covering all the parts of speech we have been studying, is on Thursday of this week. **September 29** - The grammar TEST IS TOMORROW. Nouns, Verbs-linking (CHAD B. SWIM), action; pronouns, prepositions (20), prepositional phrases, infinitives, gerunds. Students should review all their notes and worksheets.
 * September 30** - Took grammar test.
 * October 1** - Students reviewed adjective and adverbs pages 81-83, took pretest on sentence structure. No homework.


 * October 4** - Students were assigned exercises 1 and 3 pp 145,146 after we discussed the difference between independent and dependent clauses.
 * October 5** - Students worked on finding subjects and verbs in clauses correctly. No homework. Click on the document for the notes.[[file:Verbs.doc]]
 * October 7** - Students discussed simple and compound sentence patterns, they were assigned the worksheet "Compound lesson 1A" for homework. Students can review for a quiz that will be coming up next week.
 * October 8** - Students discussed the difference between simple sentences and compound sentences. They were assigned to complete the second half of the simple/compound sentence study guide. (this was given to them on Thursday).


 * October 11** - Students discussed answers on homework, were told to take the "clause preassessment" on Quizstar, and study for the test tomorrow on compound sentences, independent, dependent clauses, etc. Click here for Instruction to get to the online test.
 * October 12** - Students took test, assigned to read p 111 and do exercises 11, 12 on page 112.
 * October 13** - Students studied the compound sentence patterns and were assigned to write out 9 compound sentences, making up **three** sentences **for each of the three compound sentence patterns**.There will be a test on Friday concerning compound and simple sentences.
 * October 14** - Students studied the compound sentence patterns in teams, reviewed for grammar test tomorrow on ALL 3 PATTERNS OF COMPOUND SENTENCES and SIMPLE SENTENCES.
 * October 15** - Students took online quiz. no homework.
 * October 18** - Students discussed compound sentences, and then were assigned to write a paragraph about their favorite hobby and make sure to have at least 3 compound sentences in the paragraph.
 * October 19** - Students discussed the "pressure writing strategy". Brainstormed together.
 * October 20** - Students organized, composed thesis and started writing their draft. They were assigned to write out the essay for the "perfect teenage birthday party". After 30 minutes of writing they must stop if they haven't already. Bring in their essays tomorrow.
 * October 21** - Students discussed the "pressure writing strategy", collected papers, and reviewed compound sentence patterns. No homework.


 * October 25** - Students discussed compound sentences, Pressure Write strategy, prefixes and meanings, and were assigned to make flashcards for the first 8 prefixes on the list. (from "trans" to "quad"), and then the students were to write a paragraph about the favorite food or favorite activity teenagers would do at a birthday party. This paragraph should be 5- 7 sentences in length and not only mention the food or activity, but it should give reasons why this food or this activity would be great a a teenage birthday party.
 * October 26** - Students reviewed prefixes and were told to make flashcards for the rest of the prefixes, took a reading comprehension exercise, reviewed steps for the Pressure Write Strategy.
 * October 27** - Students reviewed prefixes, for the test on Friday, In small groups they were to design a speech about a favorite vacation spot. Each student was to write a paragraph of approximately 200 words discussing their topic concerning their favorite vacation spot (i.e. some student may be writing about the many attractions there are in New York City and why they are so fun and exciting, while another student may be writing about the endless shopping opportunities Times Square allows in New York City)
 * October 28** - Students made note cards to aid in their speeches tomorrow and Monday, and they should study for their prefix test which will be given tomorrow.
 * October 29** - Students made an introduction for their speeches on Monday, and they took a prefix test.


 * November 1** - Students gave group speeches.
 * November 2-3** - Students gave group speeches, and critiqued themselves. Students were suppose to go home and write a paragraph evaluating what they did well and how or what they will improve for the next speech. Paragraphs are to be about 175 words in length.
 * November 4-5** - Students worked with complex sentences, adverb clauses and students memorized 15 subordinating conjunctions for Monday.


 * November 8** - Students took an assessment of how they study, reviewed adverb clauses and sentence types and were assigned to create 10 adverb clauses each with a different subordinate conjunctions.
 * November 9** - Students took an assessment for complex sentences, reviewed the punctuation rules and were assigned to write 5 complex sentences each with two adverb clauses in each of them. Grammar quiz on sentence types and adverb clauses is on Thursday.
 * November 10** - Students reviewed for the test tomorrow on sentence types, adverb clauses, and punctuation of sentences.
 * November 11** - Students took test and were assigned to make flashcards for the Greek and Latin roots.


 * November 15** - Students took pretest on short stories and verb formations and were assigned ex.1 (p174) and ex. 3 (p176).
 * November 16** - Students reviewed Greek /Latin roots, prefixes, and verb formations and were assigned ex.4 (p177), ex. 5 (p178), ex. C (p 180) and ex. 7 (p182).
 * November 17** - Students reviewed Greek /Latin roots, prefixes, and verb formations and were assigned ex.8,9 (p182).
 * November 18** - Students were assigned exercises 15, 16 on page 286.
 * November 22** - Students took test. No homework.
 * November 23** - Students took a pressure writing activity. No homework.
 * November 24** - Students received grades for Pressure Write Activity and had a discussion about an article "The Way It Should Be".
 * November 29** - Students read the short story "The Gift of the Magi" and were to answer questions 2,3,5,6 in their notebook for tomorrow.
 * November 30** --Students were to copy down or download the example of an ICE paragraph and then they are to write their own ICE paragraph using this topic sentence: **In the story “The Gift of the Magi”, O’Henry shows the picture of loving husband through the character of Jim Dillingham.** The students must find a passage or quotation from the story, introduce the quotation, and explain how their chosen quotation proves that Jim is a loving husband to Della. Students should make the 5 blocks on their paper like we did in class to show Mr. Kocon they did all five parts of the paragraph. Remember that the "E" box is the largest because the student should spend more time explaining the significance of the quotation than any other aspect of the paragraph.

**December 1** --Students were to read the "Trademark" pp 41-51 for homework there will be a test on the story's plot tomorrow.


 * December 2** --Students took reading quiz on "Trademark" and discussed how to write the ICE paragraph, which will be used in literary analyses. Students were TOLD TO DOWNLOAD the "example of an ICE paragraph" given on (November 30), and then they were assigned to write another ICE paragraph using the TS- Cress Delahanty is a realistic teenage girl because she is trying to fit in with her peers. OR Cress Delahanty is a realistic teenage girl because she fights with her mother. Students need to pay close attention to the notes taken today so that each part of the paragraph is written properly.
 * December 3-** Students were to read "Eight Oared Crew" and take notes for a quiz.


 * December 6-** --Students reviewed how to introduce quotations and cite and explain them. Homework was to read "Eight Oared Crew" again to prepare for quiz.
 * December 7** --Students took quiz on "Eight Oared Crew" were assigned to correct their ICE paragraphs, and write down 2 passages from the story "Eight Oared Crew" that they thought were exciting or filled with tension.
 * December 8** --Students were assigned to write an ice paragraph about the story "eight-oared crew". Handouts were given out to the students about quotations and rules about them.
 * December 9** --Students discussed the ICE rules regarding how to cite and punctuated block-style quotations.They started a writing assessment of the ICE paragraph in class.
 * December 10** --Students finished ICE assignment, and were assigned to read the story "Bargain" and do the questions on the back. Period 5 was assigned questions 1-9 and Period 6 was assigned 5-9.


 * December 13** --Students were supposed to find out what is "Wood Alcohol" and find five clues that are in the story that would hint that Mr. Baumer is thinking about getting back at "Slade". One clue is that Mr. Baumer bribes Slade to work for him by buying him some whiskey. Students who scored less than a 5 may redo their ICE paragraphs for tomorrow.
 * December 14** --Students role played the trial of Mr. Baumer and were assigned to reread the story "Bargain" for tomorrow.
 * December 15** --Students are to decide what parts of the story do they wish to analyze in the story "Bargain". Possible topics to discuss: central theme, the use of the narrator's in story, setting's importance for plot, Mr. Baumer's character, Slade's character, the ironic ending, or the conflict.
 * December 16** --Students worked on creating a thesis statement and writing their topic sentences in class. Students were to follow the examples handed out in class and complete the handout where they are to find passages, jot down notes of explanation, and smaller examples that would belong in the body paragraphs. The students have to complete both sheets (BOTH PARAGRAPHS) for tomorrow. Click on the example for today's hand out about the thesis and body paragraphs.
 * December 17** --Students worked on topic sentences and finding passages and examples of support.


 * December 20** --Students worked on writing their two body paragraphs due tomorrow. EACH PAPER must be double-spaced, easily readable font like arial, times, palatino, and should have the thesis typed above the two paragraphs. Students will be required to show their checklist too. (they were handed out today in class)
 * December 21** --Students handed in final draft of body paragraphs, checklist, and writing rubric.


 * January 3** --Students were assigned to write out the opening attention getting device and the 2-3 sentence summary of the story. Possible ways to start paper: Use a famous quotation about education or about justice (since both of those were themes of the story). Maybe use common ground and discuss the idea of victims in society, or discuss how great stories have villains --give examples- in movies, books, comics--that everybody hates (like Slade), or discuss how great stories --give examples- have dramatic twists or surprise endings (like "Bargain").
 * Students were told they may revise their paragraphs by Wednesday, January 5, IF THE FOLLOWING IS DONE.** 1) All changes are to be in bold face type. 2) the original rubric (score sheet) is handed in . 3) the original draft is handed in. 4) The introductory paragraphs and the concluding paragraphs must be included (and in bold face) on this draft.
 * January 4-** Students discussed opening paragraphs and closing to their papers. Final paper due tomorrow.
 * January 5-** Students handed in final draft of their literary analysis, took quiz on intext documentation, and read story "Without Words".
 * January 6-** Students read the ending of the story "Without Words" and discussed its elements. There is a test on short story elements and intext citations tomorrow. See the handout if you lost the notes that were taken before Christmas.
 * January 7-** Students took test on Short Story elements and took notes on Speaking Goals or purposes for giving speeches.

Students may click on this document to get a copy of the Greek and Latin Roots. The students are assigned exercises 1 p293, Ex 4 p295, Ex 7 p297 and Ex 9 and 11 p299-300. The students will have to know the Greek and Latin roots of the words for Tuesday.
 * January 10 -** Students reviewed SSE test, discussed the types of speaking goals, and reviewed the information for the English Final. Please click on the link to see all the elements that will be tested on next week's final.
 * January 11-18 -** Students are reviewing for the final test. Students have to review notes daily and should be completing the study guides passed out in class.
 * January 14**- Students were assigned to read the pages reviewing the capitalization rules on pages 293-301.
 * January 17**- Students took Short quiz on Greek/Latin Roots and study for finals - Please check the English Final link from January 10 for a list of all the different elements that will be tested on the English 9 Final.