Wednesday -
Eng8F: Check Rough/Edit/2nd Draft of Protagonist paragraph. NEW editor for quick-edit 2nd draft. Laptops booked; Type out Good Copy (double spaced, Google Doc, "Can Edit"), and SHARE with me: [email protected] Eng8G: PFP for "Go Means Go" and "Rowdy Sings the Blues" Questions, p. 44-53. (see below; handout given in class) Friday - Eng8F: Read "How to Fight Monsters" together (aloud) Questions, p. 44-53 (see below; handout given in class) HW - Read next 2 chapters (to p. 76); keep working on PFP (need PFP for each chapter, as we read) Eng8G: Read "How to Fight Monsters" together (aloud) Read next 2 chapters (to p. 76) and work on PFP for these 3 chapters. Finish for HW. Absolutely True Diary - Comprehension Questions p. 44-53 1. What are some details we learn about Reardan (the town), in “Go Means Go”? 2. What are some details we learn about Reardan (the school) in this chapter? 3. What does Junior say about running away - his and his sister’s? 4. What was “sad” about Junior’s baseball season? 5. What book does Junior compare the two Junior High schools to? How are the schools like the book? 6. List some of the adjectives Junior uses to describe Reardan kids. 7. Write the simile Junior uses to describe hope. What does the simile mean? 8. Why did Junior’s heart break into fourteen pieces? 9. What was the “worst thing” Junior had ever heard? Why do you think this was so awful for him to hear? 10. What does Rowdy accuse Junior of thinking? 11. At the end of “Rowdy Sings the Blues”, what has happened?
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Block F - At Qwalena. See you Wednesday. Please make sure you have your 2nd draft completed. I will be checking: Rough, 2 Edits (Editing Worksheet), 2nd Draft.
Block G - 2nd Draft Quick Edit (different editor from rough draft) - Rough + Editing worksheet + 2nd Draft checked for completion. - Computers to type out Final Draft of Protagonist Paragraph: * Open a Google Doc * Double-space your paragraph. * 12-point font that's not too "fancy" looking (keep it simple). * Subject Line: _____________'s Protagonist Paragraph (__________ = your name) * Make sure the document can be EDITED by the person you're sharing it with (me), so I can make notes/comments on it. (click on the pencil icon) * SHARE document to: [email protected] For next day: READ "Go Means Go" and "Rowdy Sings the Blues" (to p. 53); remember to keep up with Point-Form Plot as you read (I will do a check after about 10 chapters, and let you know the class beforehand that I'll be doing a check). Read Ch. 5 (Hope Against Hope) together, aloud.
Work on P.F.P. (up to end of chapter we read today) Finish Edits on Rough Draft if not done (was for H.W.) - need to have 2 editors, and editing sheet filled out Start on 2nd Draft of paragraph (double-spaced, using editors' suggestions to improve) For Next Class: Finish writing 2nd draft of your Protagonist Paragraph. Work on Point-Form Plot (Ch. 1-5). You'll need to show me your original draft (rough) with edits, editing sheet with 2 editors' comments/suggestions, AND your completed 2nd draft next class. (Homework Check) We'll be doing a quick 2nd-edit (different editor!) and typing out a final draft on laptops. Block F - next class we'll be in the theatre for Qwalena, so our next "real" English class will be on Wednesday, November 27th (Monday the 25th is a teachers-only day). Block G - we'll have regular English class on Friday; hopefully some of you get to see Qwalena with your Block F teachers/classes. Silent Reading - ATD Chapter 4 (Because Geometry is Not a Country...)
Editing Checklist - Rough Draft --> Self-Edit, then Peer-Edit (x2) Time in class to self-edit and begin peer-edits (25 minutes) Block F - Sign up for Flex with me on Friday; we'll be attending a theatre performance and need to go to the theatre part-way through Flex. (Sorry, Block G - I'd take you if I could, too! Hopefully some of your teachers have also signed up to attend!) For Wednesday: Complete BOTH PEER EDITS and make some "fixes" on your paragraph. Your 2nd editor doesn't have to be someone from this class, but you're welcome to come in during Flex to work on this if you'd like. Tuesday, November 12th
ATD - Ch. 1-3 Check Q#1-8 for completion. Go over questions together. Paragraph Writing - NOTES Brainstorm for Protagonist Paragraph - can be a mind map/web, columns, a chart, point form notes...whatever format you prefer. Include details about : PHYSICAL (the "outside" characteristics); PERSONALITY (who is he on the inside? likes/dislikes?); and EXPERIENCES (what has he been through, past and present, that makes him who he is, today?) MUST INCLUDE: 2+ quotes for EACH of the above categories, including page numbers. (6+ quotes total) Thursday, November 14th Brainstorming, Citations, Rough-Draft Paragraph Protagonist Paragraph: - 10-12 sentences - Double-spaced (skip-a-line) - Use at least 3 quotes (phrase-length) to support your description of "who Junior is" as a well-rounded person. Cite your quotes (page number). QUOTES TIPS: 1. Work short phrases from the book into your own sentences: Mary-Jane is a tall girl who "trips on her own feet" (p. 12) because she is awkward. This sometimes makes her self-conscious, and she hasn't tried out for any sports teams this year. Using a phrase from the book (the author's words) helps support what you have to say about the character, without taking up too much space. (Remember: this paragraph should be mostly your words and ideas, with support from the author.) 2. Quotes can be at the start, middle, or end of your sentence. 3. A period goes AFTER the brackets at the end of your sentence, not inside the quotation marks. Jesse felt afraid and "sad about the whole situation" (p. 9). If your quote includes an exclamation point ! or question mark ? from the book, put that INSIDE the quotation marks. She wasn't certain, so she asked, "Are you afraid?" and he admitted that he was (p. 13). If the quote-with-exclamation-or-question-mark comes at the end of your sentence, you don't need additional end-punctuation after brackets. She wanted to see how Jesse was doing, so she asked, "Are you afraid?" (p. 13) 4. Sometimes a quote doesn't quite fit with the grammar in your sentence, paragraph, or essay. You are allowed to make a MINOR change to make it grammatically correct, as long as it doesn't change the original meaning of the phrase or what the author intended it to mean. To show the reader that you've made a minor change, put square brackets [ ] around the changed word or words. Original sentence: I always got beat up. Ways to quote, since you won't be using first-person in your paragraph: "[He] always got beat up" (p. 15). "[Junior] always got beat up" (p. 15). Junior "always got beat up" (p. 15). Silent Reading (10 minutes)
Review Literary Terms - Alliteration, Simile, Personification, Assonance New Notes: Consonance and Metaphor (see BUTTON LINK to web document, below) ATD Ch. 1-2 Questions (continued from last day - #1-3 assigned last day, finish to #8 today) ATD - p. 1-14 Answer in complete sentences. You do not need to write the question, as it should be clear from your answer (see blue example, below). 1. What is the main cause of all the protagonist’s physical problems? What does he compare himself/his brain to, in the first page of the book, to help us understand his situation? The main cause of Junior’s physical problems is ____________________________. He compares himself/his brain to _______________________ to help us understand his situation. 2. Why is the first chapter given its title? 3. What does he compare his cartoons to, on the last page of the first chapter? What does this tell us about how he feels about drawing? How is this comparison different from a simile? What is it called? 4. Why does chicken mean so much to our main character? 5. What devastating event happens in this section? What circumstances make it even more sad than it might be for many families/kids? 6. How does he describe his anger on page 11? 7. What lives would his parents be leading, if their circumstances/opportunities had been different? 8. How does the last line of this section (chapter) leave you feeling about the main character’s dad? What does it reinforce about his family situation? For Tuesday: READ to p. 24 if you haven't already (3rd chapter/section), and complete your own PFP for it. Absolutely True Diary of a Part-Time Indian (ATD)- Ch. 1-2
Point-Form Plot: Done together on board for Ch. 1-2. (see link below for combined Block F/G notes; yours should be similar, don't need to be identical) https://docs.google.com/document/d/1dNIHA6Al2jP7VG4pKi0pGQzGDHFvmAtelRlUkAwNkoE/edit?usp=sharing Questions: ATD - p. 1-14 Answer in complete sentences. You do not need to write the question, as it should be clear from your answer (see blue example, below). 1. What is the main cause of all the protagonist’s physical problems? What does he compare himself/his brain to, in the first page of the book, to help us understand his situation? The main cause of Junior’s physical problems is ____________________________. He compares himself/his brain to _______________________ to help us understand his situation. 2. Why is the first chapter given its title? 3. What does he compare his cartoons to, on the last page of the first chapter? What does this tell us about how he feels about drawing? (How is this comparison different from a simile? What is it called? NOTES) * If you don’t know how to answer this part ^ don’t worry - we’ll take some notes next day, and then you will! ~Ms. Hlina :) READ next section - to p. 24 - for next day! Wednesday - TTOC in class (Ms. H. at meetings) - Silent Reading - Halloween Mad Libs - "The Tell-Tale Heart" questions *Finish questions for Friday, if not completed during class time given. Friday: - Silent Reading - 15 minutes to finish up "Tell-Tale Heart" work - any remaining "Green Bottle Street" maps (with CRITERIA sheet attached!)? - Assign novel study book - each book has a number correlated to YOUR NAME, so make sure you keep it safe! - Read aloud first section/diary entry - Point Form Plot for first section together, on front board (and take as notes): https://docs.google.com/document/d/1dNIHA6Al2jP7VG4pKi0pGQzGDHFvmAtelRlUkAwNkoE/edit?usp=sharing ** We will do the next couple of sections of PFP together, then students will be responsible for doing a PFP entry after each section. I will check PFP twice during the novel for completion up to section-X (keep up to date so you don't have to re-read 7 sections to catch up!), then collect PFP at the end of the novel study unit for a grade (summary skills). No reading assigned for next day. We will do the next section together in class, then divide up between in-class aloud, in-class silent, and home reading for the rest of the novel study unit. |
English 8 Blog Posts: What we're doing and reading, due dates, upcoming events, etc. Archives
April 2020
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