Class+Log+for+ENGLISH+9

CLASS LOG for English 9 : Writing and Speaking June 2- review for final. June 1- finished speeches, students need to bring in their textbooks tomorrow and prepare for the final test (study units 1,2,3,4,5). May 28- speeches are being finished up on Monday, June 1, and the vocabulary worksheet for Unit 5 is due on Monday. May 22- June 1: Speeches are being given, students should be preparing for speeches and working on vocabulary exercises for Unit 5.

May 21: Vocabulary sheets and Unit 5 was assigned for completion by Monday, June 1. Final Speeches started today, Speaker 3-10 should be ready to give their speeches by Friday, May 22 and the rest of the students should be ready to give their speeches by Tuesday, May 26. Students will have points deducted for various reasons: 1) if their powerpoint is not ready the day of their speech 2) if they do not have their scoresheet the day of their speech 3) They do not have notecards or 2 copies of their typed outline or 4) Major deduction of points will be taken if the student does not deliver his/her speech when it is his/her turn.

May 20: Students worked on Powerpoint slides. Speeches start tomorrow. May 19: Students timed their "speech", worked on their powerpoint slides and were to have their NOTE CARDS or TYPED OUTLINE from which they will speak DONE TOMORROW. May 18: Students began to work on their notecards or outlines or powerpoints for their oral presentations for their persuasive topics. Click on the powerpoint for a sample to look at.

May 15: Papers were collected, speech order discussed, speech scoresheet passed out, power points are to be completed the day before the speech and brought to class on a jump drive. Click on this document for another copy of the score sheet for the Speech.

May 14: Students reviewed some common comma rules and were told to revise their content and proofread their papers carefully before handing them in tomorrow. Students must bring in __2 copies__ of the final draft, the __checklist__, the __scoresheet__, any __old drafts__,and the __outline__.Click on the study guide if you want a copy of some of the comma rules. May 13: Students received progress reports, discussed adverb clauses, and checked in students with late items and questions. Reminders: Due on Friday, May 15 - students must bring in 2 copies of the final draft, the checklist, the scoresheet, any old drafts,and the outline. May 12: Students reviewed drafts, teacher checked in drafts for students who did not complete their rough draft by yesterday's deadline. The Class reviewed the adverb clause and how to punctuate it in a sentence using worksheet 2A complex sentence. Final drafts are due Friday, MAY 15. May 11: Students checked in their rough drafts of their papers, Students are to go through the checklist and make revisions and changes ast needed. Students papers should be about 3 1/2 to four pages doubled space and 12 pt. font. Students with shorter papers need to do more research in order to make a more complete paper. See checklist. May 7: Students checked in with late work or outlines, introductory paragraphs, or figurative language paragraphs that were incorrectly done the first time. Work in class - Typed Rough drafts of Papers are due on MONDAY, MAY 11. May 6: Figurative language examples were read in class and discussed for their pro's and con's. Some students were told to revise the paragraphs. In second period, the outlilnes were given back and some students were told to revise their outlines before writing the rough draft. THE ROUGH DRAFTS need to be typed for Monday, May 11. (this is a change from the original set of deadlines). May 5:Figurative language examples were discussed and examples were handed out. Students were assigned to write a paragraph like the samples for tomorrow. Using documentation in the rough draft was discussed also. May 4: Outlines were handed in. A checklist was created to see that the students did their outlines well. Introductory techniques were passed back and some good examples were read. Students were instructed to revise their outlines if they were not correctly done. May 1: Discussed Outlines and introductory techniques, students' outlines are due on Monday. April 30: First Period- collected introductory techniques, discussed outlines, assigned outlines for tomorrow. Second Period- Discussed how to make an introductory paragraph, they are to be done for tomorrow. Preliminary discussion about how to organize note cards for an outline. April 29: Took Unit 4 Vocabulary test, wrote out a sample outline (an example students can imitate for Friday's assignment), discussed introductory paragraph and how to use an attention getting description of the problem and/or topic. For example, if your thesis was "There must be stricter gun controls laws in our country," then your opening for the paper may include a detailed description of a 12 year old boy who, along with his friend, goes into his father's unlocked gun cabinet and shows his friend how to hold his dad's hunting rifle when it accidentally goes off hurting or killing his friend. Notice how the narrative gets the readers focused on the topic immediately. Students are to write an opening paragraph that would get the readers interested in their topic for tomorrow. April 28: Vocabulary sheet and 1/4" of note cards checked, vocabulary words from units 1,2,3,and 4 reviewed. Unit 4 with a limited amount of words from units 1,2,3 will be tested Wednesday, April 29. April 27: Checklist was put on the board, students checked in their works cited list. If they were incorrectly done, students were told to revise them and resubmit them to have Mr. Kocon check them again. Vocabulary sheet and 1/4" stack of note cards due tomorrow. April 24: Students presented their 1/8" of note cards, worked in class on vocabulary, note cards, or works cited page. April 23: The "Works Cited" page was discussed, and students took notes from their sources or did vocabulary worksheet. April 22: Students took notes from their sources or did vocabulary. April 21: Students got Unit 4 vocabulary sheet, and continued working on creating note cards for their research. April 20: Students checked in their 4 sources, reviewed how to create "note cards" for research, and began writing note cards. Click here for a list of deadlines for the Persuasive Paper/Speech Project April 17: In library students continued to find 4 sources that they can use for their final paper /speech. The students are required to have four sources to show the teacher on Monday. April 16: In library, checked "pre-research activity" worksheet, and students did research. Students are required to have 4 sources (ie. articles, interviews, books, etc.) by Monday, April 20. April 15: In library, class discussed the importance of critically thinking about what reasons each student should use to support their thesis and what kinds of evidence or proof must they search for in order to support those reasons. A "pre-research activity" worksheet was given to them to finish as homework. Those who finished in class were given access to the computer lab. April 14: Discussed the "5 building blocks of support" - Analogy, expert opinion, statistics, definitions, and examples- and talked about how to critically think through how you will attempt to find evidence to persuade the audience for the student's given topic. Topics were selected. Students were to write down key terms and devise a strategy as to what to search for and how to search for proof or evidence that they will use in their research paper. April 9: Handed in Proquest assignment, discussed research techniques, and talked about finding a research question. Topics will be picked on Tuesday. April 8: Proquest activity started in library. Students who didn't finish Proquest packet should finish it for homework. April 7: Students finished their oral interpretation stories. No homework. April 6: Mrs. Berg gave us notes about Boolean connectors, and doing research effectively with Proquest. Those students who have not yet performed their oral interpretations will do so tomorrow. April 2-3: Students performed oral interpretations of their stories today. April 1: Students practiced in class, today. Oral Interpretation assignments will start on Thursday, students are to practice reading their stories for homework. March 31: Oral Interpretation assignments will start on Thursday, students are to practice reading their stories for homework. March 30: Introduced Oral Interpretation assignment, students were to read stories 4 or 5 times tonight and start to mark them in pencil to help on the day of the presentation. Presentations start on Thursday.Those students gone Thursday and Friday, need to present their stories on Wednesday of this week. March 26: corrected pages 42-43 in vocabulary book, and assigned the exercises on pp 47-48 for homework. March 25: Students took Unit 3 Vocabulary test and were assigned exercise on page 42-43 for tomorrow. March 24: Students corrected and reviewed vocabulary words. Test tomorrow. March 23: Impromptu speeches were given using vocabulary words. Test for unit 3 will be on Wednesday. Unit 3 vocabulary worksheet due tomorrow. March 13: Handed in papers, reviewed vocabulary word stacks on computers. March 12: Students took notes about title page, works cited page, picked up their scoring rubric for the literary analysis and discussed the "Cardinal Rules" to follow when writing a literary analysis. March 11: An introductory paragraph was discussed. Students were to write an introductory paragraph with an attention getting technique, a bridge statement, thesis statement, and preview statement. Introductory paragraphs are to be typed tomorrow so students can revise them if needed. March 10: Students worked on body paragraphs if they were not finished or worked on vocabulary for unit 3. March 9: Students were to take their notes and formulate 2 body paragraphs. Each body paragraph should take about one "smaller part" of the story, for example, the conflict, a smaller character, the setting, the climax, the resolution, an inciting incident, the protagonist, the antagonist, etc. These will be the main paragraphs for their literary analysis, which is due next week. March 6: Test given on Short story elements. Discussed the Thesis statement for their paper and students selected on paper what two elements of their short story they wanted to write about. Students took stories home and are to jot down notes and quotations concerning the areas of the short story they wish to discuss. See handout for notes. March 5:Pretest taken on Short Story elements. Discussed the idea of the Title in the story. March 4:discussed short stories, read "A Man Who Had No Eyes", checked paragraph homework. March 3: Students took notes on the three different narrators(First person, Third person limited, omniscient). Assignment: write a paragraph (5-7 sentences) identifying which short story that we have read so far is your favorite and explain why. March 2: Students took quiz on "Bargain"... held a mock trial to see if Mr. Baumer was convicted of killing Slade. February 27: Students handed in assignments,discussed topic and introducing a quotation in an ICE paragraph and began reading the story "Bargain." Students were asked to write down notes about the story so they will remember for the quiz on Monday. February 26: Students took quiz on "Eight-oared crew" and were assigned to write an ICE paragraph about the story.Click here for handouts. February 25: Students reviewed irony and how the "ironic view" and "romantic view" in literature is different. Themes were discussed and students are supposed to read the story "Eight-oared Crew" for tomorrow and prepare for a quiz on the story. February 24: Students reviewed "The Gift of the Magi" and were to write down a theme (underlying idea about life that was learned by reading the story) and then write a short paragraph explaining how you arrived at your theme (this will involve talking about the characters and plot of the story). February 23: Students reviewed parts of a short story as discussion of the "TrademarK" was finished. Students were to read pp 197-204 in the __Elements of Literature__ book for tomorrow.

February 20: Students took quiz on yesterday's homework and were assigned to write a paragraph using the ICE technique. The paragraph is centered around this question: How is Cress like a typical teenager? Students wishing a copy of the notes about Short Story Elements should click here. February 19: Took notes about the parts of a short story and assigned the reading of the story "Trademark" found on pp 41-51. Students were encouraged to take notes on the story because there will be a quiz on it tomorrow. February 18: took vocabulary test and corrected it. February 17: Students performed impromtu speeches with vocabulary words. Test on Unit 2 on Wednesday. *reminder that there will be a smaller review section where students will have to know the meaning of 5 words from the last vocabulary word list (unit #1). The test is tomorrow.

February 13: Students played pictionary with vocabulary words. Students were told that they could review vocabulary by using the word stacks on the English 9 HOME page of this Wikispace.The next vocabulary test is scheduled for February 18. February 12: Students corrected and discussed poetry test, pages 33 and 34 in their vocabulary workbook to be due by tomorrow. Therefore, all of the exercises for UNIT 2 will be due on Friday, Feb, 13. The next vocabulary test is scheduled for February 18. February 11: Students took poetry test and were assigned pages 31 and 32 in their vocabulary workbook to be due by tomorrow. February 10: Students received a hand out about the "Shakespearean Sonnet", reviewed for poetry test, handed in rewritten paragraphs about the "Wrecdk of the Edmund Fitzgerald". Check out the study guide if you would like to review all the poetry terms for tomorrow. February 9: Students discussed the problems and successes with their ICE paragraphs from Friday. Students may rewrite their paragraphs for more credit. Students should bring in the old and the new paragraph and the checklist tomorrow if they wish to earn more credit. Anyone who typed out their assignment **SHOULD BOLD ANY CHANGES IN THEIR LATEST DRAFT.** Poetry test is on Wednesday, students should prepare for it. February 6: students discussed their assignments and the ballad "The Wreck of the Edmund Fitzgerald". Students will have poetry test on Tuesday. February 5: Students reviewed poetry terms and discussed the ballad form and listen to the ballad "The Wreck of the Edmund Fitzgerald". Assignment: Using the ICE technique, discuss the overall tone of "The Wreck of the Edmund Fitzgerald". Give three lines or three (groupings of lines that are pertinent to the question and be able to explain how those lines support the overall tone of the ballad. FYI: Poetry test will be on Tuesday of next week.

February 4:Handed in paragraphs with ICE technique in them. Reviewed poetry terms and students should study all the terms we have written down the last few days. Click here for a comprehensive list of poetry terms.

February 3: Students took Notes on the different kinds of figurative language (simile, metaphor, personification, allusion, idiom, hyperbole) the poet used in the ballad ":Big Bad John." reviewed how to use the ICE technique in a poem. Assignment: Using the ICE technique, write a 7-10 sentence paragraph that describes how Jimmy Dean effectively uses figurative language to create suspense (tension) in the ballad "Big Bad John."

February 2: took Notes on Ballad, talked about rhyme, figurative language, asked students to identify the different kinds of figurative language (simile, metaphor, personification, allusion, idiom, hyperbole) the poet used in the ballad ":Big Bad John."

January 30: Students read their original "Famous" poems. Students who recorded below 21 on their first vocabulary test may retake the vocabulary test anytime before 2PM next Friday in the Library. Those taking a retake may improve their score up to a maximum score of 21. No homework if you handed in your typed poem.

January 29: Students discussed some poetry terms, and were to write their own "famous" poem and mimic the pattern of Nye's original poem that was passed out in class on Tuesday. The poem is to be typed up for tomorrow and follow the directions on the handout given in class today.

January 28: No school. January 27: Students took the vocabulary test for unit 1, read the poem "Famous" by Naomi Shihab Nye, and were asked to choose one of the first six stanza and write a 5-7 sentence paragraph that creatively tells the story of how the river became famous to the fish, or how the loud voice became famous to the silence, or how the cat on the fence became famous to the birds, etc. It has to be neatly hand written or typed and handed in on Thursday.

January 26: Students reviewed vocbulary words, corrected worksheet, and prepared for UNIT 1 test tomorrow. Students may study by using the vocabulary game sites on the wikispace, but study for test Tomorrow!

January 23: Students reviewed, discussed, and examined the vocabulary words -talked about connotations and denotations of words. Vocabulary worksheet is to be completed by Monday, January 26, and the worksheet about connotations and denotations is to be completed on Monday as well. Click on the icon to download the connotation and denotation worksheet.

January 22: Students reviewed, discussed, and examined the vocabulary words - pictionary style. Vocabulary worksheet is to be completed by Monday, January 26.

January 21: Introductions were made, vocabulary books passed out, vocabulary assignment due by Monday, January 26. Students are to have parents sign their welcome letter and returned ASAP.

FIRST SEMESTER LOG OF English 9 January 13- Students reviewed for final test. Check schedule for when your final will be given. Good Luck. January 12- Students will finish up any powerpoint presentations and review items for the final. Click on the document for a list of items to review for the final. January 7-8-9 - Students gave powerpoint presentations. January 6- Students gave powerpoint presentations. January 5- Students practiced speech with partners, practiced writing solid paragraphs with cohesion and unity. (something they will be tested on for the final next week) December 19- Students worked on making their powerpoint presentations, Student revisions are due on JANUARY 5. Click on Revision guidelines to see further instructions. Power Point presentations should be on "jump drives" so that they can be loaded directly into the computer and used for the holocaust speeches. Students should be ready to give their speech with their powerpoint on Monday, January 5, 2009. December 18- Students practiced giving their openings for their speeches. Powerpoint Presentations must be loaded on to "jumpdrives" and are due January 5, 2009. December 17- Students worked on making their powerpoint presentations. Outlines and note cards were checked by Mr. Kocon. December 16- Students worked on making their powerpoint presentations. Outlines and note cards will be checked tomorrow by Mr. Kocon. December 15- Students are to make notes or an outline for their speech and bring them to class tomorrow.

December 12- Students got progress reports, discussed final checklist for holocaust paper, reviewed Adverb clauses, Adj. clauses, the differences between clauses and phrases. Reminded all students that the final copy of the paper is due Monday, December 15. STUDENTS SHOULD BRING 2 COPIES OF THEIR PAPER TO CLASS THAT DAY.

December 11- Students made out checklists by which they could check their own introductory and concluding paragraphs to see if they had all the correct information in them. Then they were to go home and revise the content of the paragraphs if they needed to do that. The final copy of the paper is due Monday, December 15. STUDENTS SHOULD BRING 2 COPIES OF THEIR PAPER TO CLASS THAT DAY.

December 10- Students received directions about how to create a concluding paragraph for their Holocaust papers. Download the "Steps For Writing a Concluding Paragraph" by clicking on the document. The introductory and concluding paragraphs are to be typed and pasted in front of and behind the body paragraphs of the rough draft BY THURSDAY, DECEMBER 11.

December 9- Students were shown HOW TO USE their sentence sheet (that was created in class yesterday) and how to make corrections to their sentences in their drafts by looking at the information on the sentence sheet. Also, students received directions about how to create an introductory paragraph for this Holocaust paper. Download the "Steps For" and the "introductory and closing paragraph samples" by clicking on the documents. The introductory and concluding paragraphs are to be typed and pasted in front of and behind the body paragraphs of their rough draft BY THURSDAY, DECEMBER 11.

December 8- Students were supposed to go through their draft sentence by sentence and complete the sentence chart we made in class. I showed them the common grammatical mistakes most students have made in the past concerning this paper. Download the document to see the class notes. Also, I warned all students that if they do not have any citations in their papers noting the sources where the information was found, I will not give them credit until they do document their sources.

December 5- Students worked on body paragraphs. (see Dec. 4) for more details.

December 4- Students worked on their body paragraphs for their holocaust paper. We discussed how the main heading and the subheadings are somehow put into the topic sentence for the paragraph. All the details of the subheading would be the details of the paragraph. If the outline has been well organized and each subheading holds the relevant details for each subheading, the paragraphs is the art of taking the notes of the outine and making them into coherent sentences. The class also discussed the need for documentation when using direct quotations from a source or when writing information about your subject that you learned from a source. The body paragraphs are due on Monday, Dec. 8. TYPED, DOUBLE SPACED, 12 PT PLAIN FONT. The introductory and concluding paragraphs are NOT due on Monday, Dec 8 since we will be writing them next week. Students may look at the model paragraphs that were shown and discussed in class by clicking.

December 3- Students' outlines were checked by partners; students discussed what is good and bad about sample outline. Students are to type their rough drafts by Monday. (Remember Students do not have to type up the introductory or concluding paragraphs for MONDAY, Dec. 8).

December 2- Note cards were checked (many Students forgot to document their sources on the bottom of each card). Outline model was presented, and sample outlines were shown to students. Students were assigned to create an outline for the three major parts of their paper.

December 1- Students started and were to complete the Pre-paper writing activity for tomorrow. Click  here to see what that assignment is. Students also discussed sentence structure quiz from 11/26, wrote a thesis statement in class, and those students who didn't hand in their works cited page or did not earn full credit for their page may hand in the corrected works cited page tomorrow. Students are reminded to bring in their note cards tomorrow, also.

November 26- Students took a quiz on sentence structure. Mr. Kocon gave them a sample of how many and what type of notes they should have for Monday. All Note cards are due on MONDAY. Please check the individual deadline sheet to see what these important dates are. If you have lost your copy, please download a copy (found in the class log on Nov. 25.)

November 25- Students will have a quiz on sentence structure tomorrow- simple, compound, complex, compound-complex sentences (All of the information on the "fire drill" card should be known EXCEPT the complex sentence patterns with Adjective clauses). Students worked on typing out their works cited page or researching and taking notes on their topic. Please download a new schedule of the deadlines for this major assignment about the holocaust.

November 24- Students are to type out their "Works Cited" page. Please double space and follow the example given in class or download a copy for your notes. STUDENTS SHOULD BE READING THEIR SOURCES EVERY NIGHT AND WRITING DOWN NOTES ON NOTE CARDS. These notecards ( I expect about 25-35 note cards) are due by Next Monday, December 1.

November 20- Students went to the library and started reading about the person. Students should have 3 resources for their project. Students should continue to take notes on notecards. They need 25-35 note cards for December 1.

November 19- Students went to the library and started reading about the person who they are studying for the holocaust project. Students should have the bibliographic information for their three sources by Monday, November, 24. The bibliographic information for a book is author, title, place of publication, publisher, and copyright date. The bibliographical information for a web site is author's name (if there is one), "Title of the site" copyright date (if there is one), date you accessed the site, and the URL of the site.

November 18- Students discussed the holocaust project and selected their topics and were given their speech order. Students were assigned to complete a worksheet on complex sentences handed out in class. It is due tomorrow. ABSENT Students may DOWNLOAD a copy of the assignment by clicking here.

November 17- Students discussed the proper way to use the ICE technique as it pertained to the __Night__ test. Students could look at the last part of the Fire Drill Card and study the relative pronouns and Adjective clauses.

November 14- Students took test on __Night__ book, and had no homework. November 13- Students will have a "take -home" writing test on the book, __Night__. The students will have to choose a thesis statement concerning the book Night and write paragraphs (containing the ICE technique) that will support the thesis statement. A copy of the full set of directions are found here. Tomorrow the students will take a 25 pt objective test on the book __Nigh__t.

November 12 - Students were assigned to read the remaining sections and answer these questions. November 11 - Students were assigned to read section six and seven and answer these questions. November 10 - Students were assigned to read section five and answer these questions.

November 6 - Students filled out self-evaluations, Period 2 was assigned to write the paragraph where they used the ICE technique. Periods 3,5, and 8 handed in their typed paragraphs and were assigned to read section four and answer these questions. (please click on "these questions" to see them.)

November 5 - Students discussed sections 2 AND 3 from the book __Night__. Students in Period 2 were assigned to read section four and answer these questions. (please click on "these questions" to see them.) Students in PERIODS 3, 5, and 8 were to type out a paragragh using the ICE technique we discussed in class. Students should use the hand-out from class to see what the final typed paragraph should look like.

November 4 - Students took notes on first section of __Nigh__t, reviewed complex sentences, and were assigned to read sections 2 and 3 of __Night__ and answer these questions. (please click on "these questions" to see them.)

November 3 - Students were assigned to read the first section of __Night__ and answer these questions. (please click on "these questions" to see them.)

October 31 - Gave Group speeches.

October 30 - Discussed group speech, performed a fire drill. assigned students to write, rehearse and be prepared to deliver speech tomorrow.

October 29 - Discussed "Fire Drill" card, study complex sentences with adverb clauses in them, gave instructions about how to take notes properly from a source and put those notes on note cards. Assigned students to complete at least five note cards on their topic for tomorrow.

October 28 - Took, found, and printed an article about a holocaust topic and was told to read the article and prepare five index cards for tomorrow. On each index card the students are to write out **__a single__** fact about something they have learned about their topic today from the article. 5 facts = 5 cards for tomorrow.

October 27 - Corrected homework, discussed subordinate conjunctions, punctuations in complex sentences.

October 24 - Took notes about adverb clauses and subordinating conjunctions (p 149 in English Book), about an illustration, and about interrupters. Assigned # 6-10 of exercise 6 p149 and Exercise 10 p152. Click on to down a copy for yourself.

October 23 - Took notes about proofreader's marks and took test about writing paragraphs.

October 22 - Took notes about how an ancedote supports a topic sentence in a paragraph. Assigned a typed paragraph where the students use an anecdote to support a topic sentence given in class. Possible topic sentences: A dog is considered man's best friend, but that is not always the case. Parents may seem mean at times to their children, but many times they really know what is best for them. Trying to act cool usually leads to problems.

October 21 - Took notes about generalizations and detail sentences. Assigned students to type a 7-9 sentence paragraph with the topic sentence being "Halloween is a favorite holiday for children and teenagers. It will be graded according the grammar and construction of the details (not generalizations) found in the body sentences.

October 20 - Reviewed topic sentences and how they hold the "controlling idea". Students must be mindful that the body sentences may hold the same word as the topic of the paragraph, BUT THAT DOESN'T MEAN THAT THE SENTENCE BELONGS IN THE PARAGRAPH IF IT HAS AN IDEA THAT IS NOT RELATED TO THE CONTROLLING IDEA. In class, students were given the topic sentence: "Properly packing a student's backpack for school is a needed skill." The students then wrote 4 body sentences that would belong under such a topic sentence. Assignment: Students should review notes about paragraph writing and take notes about the packet that was handed out today.

October 16 - Reviewed homework and took pop quiz on paragraph writing.

October 15 - Corrected homework and edited our paragraphs for # of sentences, # of compound sentences, # of unrelated sentences, # of unnecessary pronouns (me, my, I) and the quality of the topic sentences. Topic sentences were reviewed and students were asked to identify the three or four key words of the topic sentences on page 22. Assignment: Students were to circle the three or four key words of the sentences that hold the "controlling idea" for Exercises a and B (found on yesterday's worksheet). Students were to pretend that each of the sentences in Exercise A and those sentences that they created in Exercise B are topic sentences for a paragraph.

October 14 - Notes about constructing topic sentences and types of writing. Assigned page 22 of worksheet and Exercise B of worksheet (both worksheets were handed out in class). For notes from Class about topic sentences and types of writing, click here.

October 13 - Compound sentence quiz given, Paragraph unity discussed, and assignment about hobby or interests is due tomorrow.

October 10 - Compound sentence quiz given for periods 2 and 3. Periods 5 and 8 will have test on Monday.

October 9 - Videotaped and reviewed for compound sentence quiz.

October 8 - Videotaped speeches, assigned students to check yesterday's assignment on compound sentences by labeling the verbs and subjects in each independent clause they wrote. A test on Compound sentences is scheduled for Friday of this week.

October 7 - Videotaped speeches, assigned first half of worksheet on compound sentences.

October 6 - Took notes on compound sentence patterns, gave speech order, and assigned Students to practice their speeches in front of a live audiences at least 3 - 4 more times tonight. Speeches start tomorrow.

October 3 - Took notes on compound sentences (Only periods 2,3 did this) Finished impromptu speeches and students and teacher gave feedback. Assigned students to practice "Snapshot of Life" speech 6 times before Monday. Speeches will begin on Tuesday.

October 1- Took notes -"Rules for Making Note Cards" for "you" speech. Gave mini-speeches in class with individual feedback. Assigned students to create note cards for "You" Speech due on Friday.

September 30 - Students took notes about Elements of Delivering a Speech. Mini-speeches were prepared (ie. students were given a topic, wrote 150 + words about the topic, then wrote 6 words on a notecard to be used for a 45" speech about the topic).

September 29 - Students took notes about independent and dependent clauses and did EX 1 p145 in class. The autobiographical story is due Tuesday, Sept. 30

September 25 - Students retook test on Adverbs, Adjectives, verbs. Autobiographical story is due Tuesday, Sept. 30.

September 24 - Students who did poorly (under 25 pts) on yesterday's quiz, reviewed Ex11 p84, Ex24 p93, EX11 p112, and were assigned EX10 p108, EX A p109. A retake test will be given tomorrow. Those who do not need to retake the test started on their next assignment: An autobiographical story, which is due Tuesday, Sept. 30.

September 23 - Student took quiz on Adjectives, Adverbs, using Good vs. Well in sentences. No homework assigned. However, if a student did poorly today, I would highly encourage them to study for a retake quiz on -Adjectives, Adverbs, using Good vs. Well, finding the verb in a sentence, knowing the helping verbs (CHAD B. SWIM) which will be given on Thursday.

September 22 - Student teachers reviewed worksheets on Adjectives, Adverbs, using Good vs. Well in sentences. Reviewed finding the verb in a sentence and encouraged students to study for tomorrow's quiz on -Adjectives, Adverbs, using Good vs. Well, finding the verb in a sentence, knowing the helping verbs (CHAD B. SWIM)

September 19 - Adjectives, Adverbs, using Good vs. Well in sentences. Took Notes. Assigned worksheets 129, 130 for homework. Click [|here] for a little review lesson on using Good versus Well.

September 18 - Adjectives, Adverbs, and the rule that "The part of speech of most words will be determined by how it is used in the sentence" were discussed. Writing Assignment: Description of first moments at school.

September 17- Adverbs and Adjectives were discussed. Ex 8 p82, Ex 10 p83 were assigned for homework. Podcast featuring our advertisements are due by Tomorrow. Please click on the PDF to download instructions for creating a podcast if you need them.

September 16- Listened to students on tape recorder, discussed how to use our voice to articulate, pace, and enthusiastically communicate the message to your audience. Assigned students to make podcasts of their advertisements by Thursday AM. Students are to bring a typed copy of their advertisement to class on Thursday.

September 15- Listened to podcasts from students, discussed how to use our voice to articulate, pace, and enthusiastically communicate the message to your audience. Assigned students to mark up and rehearse their advertisements. These radio advertisements will need to be put on our wikispace by Thursday's class.

September 12 - reviewed homework on irregular verbs, took grammar test. No homework.

September 11 - reviewed irregular verb forms, did group review, prepered for Grammar test TOMORROW. The test will cover nouns, pronouns, verbs, prepositions, infinitives, verb phrases, and using the proper verb form in sentences. The class will go over the homework for the last two days before the quiz tomorrow. To see the answer sheets for the exercises we did in class, please click on IRREGULAR VERB WORKSHEETS 1-6.

September 10 - read and timed Ads, reviewed for grammar test which will be given on this Friday. Assigned Ex. A p179, Ex B p179 (you need only complete the chart for Ex. B). Took Notes on Verbs.

September 9 - read and timed Ads, reviewed prepositions, prep. phrases, nouns, pronouns, sentences and sentence fragments, verbs, and irregular verb forms, corrected homework. Assigned Ex. 3 p176, Ex 4 p177-78.

September 8 - reviewed what makes an ad effective? Reviewed prepositions, reviewed verbs, assigned Ex 6 p78 and Ex7 p78.

September 5 - showed class how to put podcast into tg405wikispace. gave 2 assignments: 1) transfer podcast onto tg 405 wikispace, 2)create an advertisement or commercial for some product.

September 4- reviewed prepositions, assigned students to register for Gcast, and asked students to make a podcast by reading the first two paragraphs of their newspaper article. PODcast assignment given.

September 3- registered for wikispace, reviewed homework. Assignment: bring a newspaper article to class, review notes.

September 2 - notes on nouns, pronouns, assignment: ex 1 p74, ex 3 p76

August 29 - discussed homework, took a pop quiz on fragments and sentences.

August 28 - Notes on Simple sentences given. Assignment: exercise 5 p103, exercise 7 p104 -(students choose one of the questions and write a 5-sentence paragraph in response to the question)

August 27- Students gave "Grab bag" presentations and then were told to write a 6 -10 sentence paragraph evaluating how they felt they did as a public speaker today.

August 25- Introductions were made, and the procedures and routines discussed. ASSIGNMENT: Return "Welcome Letter" signed. Prepare "GRAB BAG".