English+12++++Fall+2012


 * English 12/ Fall Semester 2012:**

6 + 1 Writing Traits and bring in their answers on Tuesday. Students may look at their pages (263-276) in their book to help them answer the questions. Benny K should download the above link and do the assessment for Tuesday since he missed class due to the cross-country race.
 * August 28:** introductions, general business, policy letter is to be signed and brought back tomorrow and opening activity completed.
 * August 29****:** Students in groups discussed the 6 traits of Writing. (pp 270-277). Students did a jigsaw activity.
 * August 30:** Students enrolled into the Quizstar testing program and provided presentations about the writing traits of Voice, Word Choice, Organization, sentence fluency, and ideas.
 * Friday,** **August 31**: Students discussed writing traits and took an assessment of them. Students were to answer the questions about the


 * September 4:** Students took online Grammar test and completed study guide about 6 + 1 writing traits. Students were supposed to read chapter 16 Writing Powerful Paragraphs.
 * September 5:** Students discussed the notes concerning strong paragraph structure, selected goals they wish to achieve this semester, were assigned to brainstorm a list of 25 items about a person they know ( brother, sister, uncle, or some one historical like Abraham Lincoln*) If you choose to use historical figures, you need to know specific details in order to make a big enough brainstorming list.
 * September 6:** Students discussed the writing process and were given time to organized, write topic sentences and complete writing. Assignment: Students are to write 200 + words about a topic of their choice. The students are to have their final copy typed and their brainstorming, organization, rough drafts brought to class as well.
 * Friday, September 7:** Students handed in writing assignment and took online grammar test.


 * September 10:** Students discussed the proper paragraph structure and were assigned to write an anecdote -- a shortened story condensed into a paragraph focusing on one single incident. For example, the following topic sentences may be used in writing an anecdote. "The day I ripped my pants during recess remains as a day of infamy for me." - this anecdote would be about an embarrassing experience that the speaker endured. "Horsing around with friends is often the time accidents occur." - this anecdote would be about an accident the speaker encountered while goofing around with some friends. PARAGRAPHS should be typed and double-spaced for tomorrow.
 * September 11:** Students discussed paragraph structure and the controlling idea of the topic sentence. No homework except for those students who did not type their anecdote from yesterday's assignment.
 * September 12:** Students discussed elements of public speaking. Some students practiced speaking from notes using their anecdote as the content for the speaking experience.
 * September 13:** Students discussed elements of public speaking. The rest of the students practiced speaking from notes using their anecdote as the content for the speaking experience.
 * September 14:** Students reviewed a reading strategy and were assigned to write out a paragraph summary for the newspaper article that should included a topic, body, and concluding sentences. Paragraphs are due on Monday for those who didn't finish in class.


 * September 17:** Students discussed the reading strategy for non-fictional texts. Students handed in their summary of the newspaper article.
 * 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. no homework.
 * September 19**: The students reviewed ¶ unity and then checked, revised, and submitted their summaries back to the teacher. Tomorrow the class will have a test on the newspaper article "MIA brother's fate unknown". Students are to follow the Reading strategy (discussed on Sept 17) and use it to take notes so that they will understand the main ideas in the article.
 * September 20**: STUDENTS took a quiz on the reading strategies and yesterday's newspaper article. no homework.

Students must bring in their questions, and evidence of notes or highlighting along with summary ¶. Rubric of summary ¶.
 * September 24**: Students reviewed reading strategy for non-fiction and were assigned to go through this strategy and type up a summary for the article passed out in class.
 * September 25**: Students were to read their magazine article and type up their summary after doing the reading strategy correctly.
 * September 26:** Students handed in their magazine articles and summaries, today, created a notecard from which they will give short presentations about the information in the articles.
 * September 27**: Students gave speeches today.
 * September 28**: Students took vocabulary words from story and began reading the story- "The Most Dangerous Game." The class created and wrote down questions about the title before reading. //**click on this link for Vocabulary words for the story-**// "The Most Dangerous Game."


 * October 1**: Students read the story and were to study the vocabulary words from the story to aid in tomorrow's discussion.
 * October 2-3:** Students read the story, collected vocabulary words, filled in the elements of the plot, and were assigned to write out the different events on the rising action part of the plot line for tomorrow.
 * October 4:** Students took quiz on "The Most Dangerous Game." Students should study vocabulary words.
 * October 5:** Group discussions were conducted concerning, character, irony, and conflict... Students are to study their vocabulary words for Monday.
 * October 8:** Students took a quiz and then worked on making a speech. vocabulary quiz Students were to bring their ideas about a story that shows of a time when they learned the lesson the hard way.
 * October 9**: Students were to work on reading pages 330-340 in their book and brainstorming and then writing a personal narrative about learning a lesson the hard way
 * October 10**: Students were to improve their stories by adding more sensory images, realistic dialogue from people in the story, personal thoughts as you were going through the story to make it come alive. Bring the TYPED story back to class tomorrow. Some students whose stories did not reflect a single instance were to rewrite their story so does reflect a single moment of regret when they learned a lesson the hard way.
 * October 11**: In groups of three, the students read their essays and followed the Writer's checklist- to give feedback to their partners.. The class taled about the questions on page 342, which is something to look at for revising your story. Tomorrow, all students are to make 10 changes in their stories. These changes will all be in bold type. Things to revise- include using strong verbs, more figurative language, better sensory words (like those on the study guide passed out on Wednesday), and a clear interesting climax in the story.
 * October 12**: Students should prepare and practice their speech.... Some of the students have selected the manuscript style- then they should alter their font size, spacing and mark up their copy from which they will speech so as to be able to read it dramatically when they deliver the speech on Tuesday. Others chose to make notes- so they should create a typed outline from which to speak and practice it, so as to deliver the speech on Tuesday. All students must bring in their TYPED STORIES, and their notes or marked manuscript for MOnday. We intend to practice some more on Monday.


 * October 15**: Practiced speeches
 * October 16**: Students gave speeches in class.
 * October 18**: Students gave speeches and reviewed the difference between clauses, phrases.
 * October 20**: Students gave speeches and reviewed the difference between clauses, phrases.
 * October 23-26**: Students selected books to read, set daily reading goals, and will be reading them this week as we discuss them next week.


 * October 29- 30**: Students should go cheer on our Girls' soccer team and continue to read their books. Books should be finished by the start of Wednesday's class. Students should bring their notes (remember to take notes about those questions underneath your reading goal sheet.) to class on Wednesday.
 * October 31:** Students finished their books and were assigned a worksheet to complete concerning their book.
 * November 1-2:** Students finished a skeletal outline and were to type up the body paragraphs for Monday.
 * November 5:** Students discussed how to use an interesting quotation to open their paper and hook the audience into reader their report. Students found passages in class and were forming the bridge sentence, descriptive sentence about the book and a preview statement. Please check the link to see an example that Mr. Kocon prepared for the class. A Typed Paper discussing the novel is due tomorrow.
 * November 6**: Rubrics were passed out and papers collected today. Students worked on their closing part of their speech. Speeches will start on Thursday. Students are to create an outline of a speech from the information they put in their paper tomorrow. Students MAY HAVE THEIR QUOTATION AND THEIR OPENING TYPED OUT FOR THEIR SPEECH. THE REST OF THE SPEECH SHOULD BE JUST BULLET POINTS from which the students will speak.
 * November 7**: Students practiced their opening for their book speech tomorrow. These students were to give their speeches tomorrow: 1) David, 2) Jon, 3)Addie, 4) Tatyanna, 5) Kyle, 6) Kristen, 7) Austin, 8) Josh.
 * November 8:** Speeches began- David, Jon, Addie, Kyle did their speeches. Everyone else should be prepared for giving their Speech on Monday. All speakers should practice and bring in their Typed outline for Monday.
 * November 12-13:** Speeches continued, students who have not handed in their papers yet are in danger of losing more points due to tardiness. Students should practice from their outlines tonight if they are going to be speaking tomorrow.
 * November 14**: Speeches have finished their speeches today.
 * NOvember 19**: Students were to read "The Red Convertible" for homework and complete the Plot chart for homework. There will be a Quiz on the story tomorrow in class.
 * November 20:** Students took quiz and in small groups began discussing the story. Students were to answer one of the deep questions and bring it in to class.
 * November 21:** Students were to write out a paragraph that focuses on the symbolism of the red convertible in Louise Erdich's story. Students must complete the chart on symbolism first. (Please check the link for the exact instructions from class- especially students who were absent.)The students may use this topic sentence for their paragraph. The red convertible in Louise Erdich's story symbolizes the relationship of the two Lamartine brothers.

Those students on a field trip must type up their paragraphs and bring them in tomorrow. There should be at least 4 details about the black box that can be compared to the town's lottery in the paragraph. Students may you this sentence as their topic sentence for their paragraph: Shirley Jackson uses the black box as a symbol for the town's attitude about the lottery process in her story "The Lottery." These questions may help you think of the symbolic connections the box has to the lottery?
 * November 26:** Students handed in their paragraphs on symbolism from the story "The Red Convertible" and then took down notes about vocabulary words, and were assigned to read the Shirley Jackson story called "The Lottery." Students should create a plot chart after reading the story.
 * November 27:** Students were to answer all of the Thin, Thick questions and only # 1 and #5 of the Deep questions from the study guide for the story "The Lottery."
 * November 28:** Students discussed the story "The Lottery" and handed in assignments.
 * November 29**: Students discussed and starting writing paragraphs about how the black box symbolizes the town's lottery. Typed paragraphs are due tomorrow.
 * November 30**: Students were to complete the reading of the story "A Sound of Thunder." The students should be able to know the THIN and Thick questions. Students are asked to take notes or make a plot chart to help them remember the story for the quiz on MOnday.
 * December 3:** Finish the story "A Sound of Thunder."
 * December 4**: Round table discussion of story and quick reading quiz.
 * December 5**: Students were given question and the story "The Lesson" to read. Take notes for a quiz tomorrow.
 * December 6**: Students the story, took a quiz, and look at TTD questions. Toni Cade Bambara
 * December 7:** 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. Schedule of dates for literary analysis.
 * December 10**: Shared thesis statements, looked over arguments, discussed the ICE technique and assigned students to type up body paragraphs by Wednesday.
 * December 11**: Students clarified their body paragraphs as we discussed the development of the essay. Students are to use the checklist and create three body paragraphs for their literary analysis. The typed body paragraphs should be typed tomorrow.
 * December 12**: Students reviewed techniques for making a strong opening paragraph. Those struggling with creating the sentence that is to introduce your passage, should check out this link: writing tip. Students should bring their 3 typed body paragraphs into class tomorrow.
 * December 13**: Students looked at body paragraphs and checked for completeness and clarity in them using a self-revision strategy. Students were to type out their introductory and concluding paragraphs for tomorrow. THE FINAL DRAFT IS DUE ON MONDAY, DECEMBER 17. //IF you did not have your ¶s done for class//, you are required to look over all the paragraphs carefully on your own. Please use Mr. Wareham's Checklist
 * December 14**: checked their closing ¶ and discussed compound sentences vs simple sentences. Students were to finish the worksheet and hand in their paper on Monday, December 17.


 * December 17-18**: Students discussed the rules about simple sentences with compound subjects and predicates vs. compound sentences, and students will have a test on Thursday. Students were assessed on their understanding of the compound sentence patterns.
 * December 19:** Students reviewed grammar and were to complete a study sheet about complex sentences for tomorrow. Students took a short quiz on compound sentences.
 * December 20:** Students reviewed for their grammar test for tomorrow. Any student doing revisions must do them by tomorrow and **bold any and all the changes.**
 * December 21:** Students took their grammar test.
 * January 3:** Students reviewed the differences between phrases, clauses, and sentences. Students must know the difference between an independent and dependent clauses. Students were given a study guide to finish for tomorrow. A new test will be given either tomorrow or on Monday.
 * January 4:** Students reviewed sentence structure for Compound and complex sentences, and then wrote sentences in class.


 * January 7**: Students reviewed the CP & CPLX sentence structure and reviewed the quiz. Students were to finish the questions on the study guide from today's class. Students should study the material for tomorrow's quiz on compound and complex sentences.
 * January 8**: Students took test on sentence structure after correcting the last section of the homework.
 * January 9**: Students looked over their sentence structure test and were introduced to their final project.
 * January 10:** Students discussed poetry and its elements as students explored the meaning in poem's of their choice.
 * January 11**: Students discussed poetry and its elements as students explored the meaning in poem's of their choice and were reminded that their speech needs to be completed on MOnday. Typed.