Friday, September 30, 2005

Flowers for Algernon (Agenda 9/30)

Word chart for descendant, vagrant, and lumbering

Read "Flowers for Algernon" from pages 220-229.

Homework:
Study vocabulary words for Wednesday's vocabulary test:

inclination, virtue, frugal, personification, speculative, deceive, humility, autobiography, poem, theme, plot, point of view, dialogue, character, descendant, vagrant, and lumbering

Thursday, September 29, 2005

Cultural Heritage Assessment

In a well-written, five-paragraph essay, show how culture and heritage played an important role in one of the stories that we studied in class. Use the essay checklist to guide your writing.

Sample thesis statement:

Cultural heritage is important in "The Great Rat Hunt" by Laurence Yep.


Aspects of cultural heritage:

customs, traditions, food, religion, race, family reputation, family history


Choose one story from the following:

"The Great Rat Hunt" page 107
"Summer of the Beautiful White Horse" page 836
"Block Party" page 831

Homework: Read pages 83 to 87 in the InterActive Reader and answer all the "pause and reflect" questions on those pages.

Wednesday, September 28, 2005

Relevance of Cultural Heritage (Agenda 9/28)

Literary Response and Analysis 3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)


Read "Block Party"

Pick a story that you believe the author's cultural heritage is important to the story. Ask the following questions when choosing the story.

Is cultural heritage important to the plot? If you took out the cultural references would the plot play out differently?

Is it an important factor in the characterization of the main characters in the story? Would a character be less interesting or sympathetic without his or her cultural background?

Is it important to the theme? Would the theme be different without the story's references to culture?

Is cultural heritage important to the dialogue?

______________________________________

Review vocabulary and introduce three words from "Summer of the Beautiful White Horse."

Discuss banned phrases and transitions.

Homework: Study the relevance of cultural heritage in the stories we've read. Study the checklist for the five paragraph essay for the test tomorrow.

Last day to turn in work for the the 5 week progress report is Friday, 9/30.

Tuesday, September 27, 2005

Cultural Heritage Comparison (Agenda 9/27)

Answer the following questions.

What are some examples of cultural heritage in "The Summer of the Beautiful White Horse"?

In which story do you think cultural heritage is more important--"The Summer of the Beautiful White Horse" or "The Great Rat Hunt"? Thoroughly explain your answer with examples from the stories.


SSR: "Block Party" on page 831 and answer questions on page 837.

Homework: Page 143 in InterActive Reader.

Monday, September 26, 2005

Running a Race (Agenda 9/26)

Poem of the day: "Running a Race (No One Knows)"

Copy Assignment List

Assignment, Date, Points

1. Brainstorm, 9/7, 15
2. Checklist, 9/8, 15
3. Rough Draft, 9/9, 40
4. Final Draft, 9/9, 30
5. Walk Two Moons, 9/12, Extra Credit
6. Autobiographical poem, 9/13, 20
7. Lean on Me Notes, 9/19, 10
8. Laurence Yep Facts, 9/22, 5
9. 5 Virtues, 9/23, 50
10. Virtue Chart, 9/23, 20
11. Virtue Journal, 9/23, 40
12. Rat Hunt Q's, 9/23, 16
13. Franklin Video, 9/23, 11


Correct Franklin Worksheet

Finish Exercise 1 in Writing and Superpowers.

Read "Summer of the Beautiful White Horse" on Page 839.

Homework: Page 143 in InterActive Reader

Friday, September 23, 2005

Franklin Video (Agenda 9/23)

Finish and turn in Virtue Packet.

Watch Franklin Video and complete worksheet.

Thursday, September 22, 2005

The Great Rat Hunt (cont.)--Sept. 22 Agenda

Write about the last 24 hours and your efforts to be virtuous. Were you successful in all your virtues? Did you struggle with one or more? Explain and be specific.

Review virtue packet rubric

Finish the "The Great Rat Hunt" quiz and correct

1. What is Laurence's cultural heritage?

2. What are indications of Yep's his cultural background in the story?

3. Describe one situation or incident that you found funny. Why is it humorous? Explain.

4. Describe the plot.

5. What is the setting?

6. What is the theme? Explain your answer.

7. Do vocabulary on page 116.

Sentence combining page 128

Homework: Finish virtue packet

Wednesday, September 21, 2005

The Great Rat Hunt (cont.)--Sept. 21 Agenda

Write about the last 24 hours and your efforts to be virtuous. Were you successful in all your virtues? Did you struggle with one or more? Explain and be specific.

Finish the "The Great Rat Hunt." Answer the following.

1. What is Laurence's cultural heritage?

2. What are indications of Yep's his cultural background in the story?

3. Describe one situation or incident that you found funny. Why is it humorous? Explain.

4. Describe the plot.

5. What is the setting?

6. What is the theme? Explain your answer.

7. Do the vocabulary exercise on page 116.


Homework: Find 3 facts about Laurence Yep and write them down in complete sentences. Work on virtue packet, which is due Friday.

Virtue Packet Contents:

1. Title page
2. Paragraphs about each one of your virtues. Each paragraph must be titled with the corresponding virtue.
3. Virtue chart filled in with plus and minus symbols in the appropriate places.
4. Virtue journal with entries for five days. Each entry should begin with a date.

Rubric.

4
Each paragraph in the virtue section must have a definition of the virtue and answer the following question. Why is the practice of this virtue important to you and others?

Must be written in pen or typed, skipping lines or double-spaced.

All pages in the packet must reflect pride by being neat and formatted to Carnegie standards.

The chart must be filled out with plus and minus symbols and again be neat and presentable.

The journal must demonstrate a thorough daily reflection on your virtues. A paper receiving a 4 will have many entries that exceed two paragraphs.

Tuesday, September 20, 2005

The Great Rat Hunt--Sept. 20 Agenda

Write about the last 24 hours and your efforts to be virtuous. Were you successful in all your virtues? Did you struggle with one or more? Explain and be specific.

Read "The Great Rat Hunt" on page 106 of L of L.

Sentence combining, page 127 of W&S.

Homework: fill out Tuesday's virtue chart

Monday, September 19, 2005

Elements of Storytelling (Agenda, Sept. 19)

Review movie questions and discuss the specific element of storytelling associated with each question.

Make virtue charts.

Write first entry in virtue diaries.

Homework: virtue diary, study inclination, virtue, frugal, personification, speculative, deceive, humility, autobiography, poem, theme, plot, point of view, dialogue, character

Assignment List

Assignment...................Date............Points

1. Brainstorm.................9/7..............15
2. Checklist..................9/8..............15
3. Rough Draft................9/9..............40
4. Final Draft................9/9..............30
5. Walk Two Moons.............9/12..........Extra Credit
6. Autobiographical poem......9/13.............20
7. Lean on Me Notes...........9/19.............10

Friday, September 16, 2005

Lean on Me

View Lean on Me in Powers Hall.

Thursday, September 15, 2005

Lean on Me

View Lean on Me in Powers Hall.

Wednesday, September 14, 2005

Personal Virtue Diary (Agenda, September 14)

Personal Virtue Diary

Students must write a paragraph on each of the five virtues they have chosen. The paragraph should include a definition of the virtue in their own words, the reason choosing the virtue, and why it is important.

As the students will be able to see from the "temperance" transparency illuminated on the overhead screen, Franklin concentrated on one virtue a week and tracked his progress daily. Students will use their own charts to track their progress on becoming more virtuous. They will use minus signs for mistakes and plus signs for positive demonstrations of virtue. They will continue filling out the chart daily for seven days and keep a journal to describe the events that are symbolized by the plus and minus signs in their charts. This will be the dispatch activity every day next week.

Hand out the Lean on Me questions.

Homework: Finish virtue chart

Tuesday, September 13, 2005

Personal Virtue Diary (Agenda September 13)

Written and Oral English Language Conventions 1.0

Word chart words: inclination, speculative, and virtue

Silently read The Autobiography of Benjamin Franklin .

Answer reading questions.

-----------

Homework: Finish personal virtue diary, Honors: start personal virtue diary

Monday, September 12, 2005

Benjamin Franklin Virtues (Agenda, September 12)

Reading 1.0 Word Analysis and Fluency

Word chart for frugal, deceive, and humility

Introduce the Autobiography of Benjamin Franklin (Literary Response and Analysis 3.0)

Here's an autobiography of a young man who thought deeply about virtue. Do you remember the meaning of autobiography from the autobiographical poem? Do you know who Benjamin Frankin is? Let's read from the autobiography together. We'll take turns reading each virtue when we come to the list.

Homework: Finish reading the excerpt from The Autobiography of Benjamin Franklin. Answer the following questions.

1. Why did Franklin make the list of virtues?
2. Was he successful in his task in attaining moral perfection? Why or why not? Cite the text in your answer.
3. What virtues gave Franklin the most trouble? Refer to the text in your answer.
4. What would be the first five virtues on your list? Why?
5. What are the similarities and differences among your virtues and Franklin's?

From The Autobiography of Benjamin Franklin

It was about this time I conceived the bold and arduous project of arriving at moral perfection. I wished to live without committing any fault at any time; I would conquer all that either natural inclination, custom, or company might lead me into. As I knew, or thought I knew, what was right and wrong, I did not see why I might not always do the one and avoid the other. But I soon found I had undertaken a task of more difficulty than I had imagined. While my care was employed in guarding against one fault, I was often surprised by another; habit took the advantage of inattention; inclination was sometimes too strong for reason. I concluded, at length, that the mere speculative conviction that it was our interest to be completely virtuous, was not sufficient to prevent our slipping; and that the contrary habits must be broken, and good ones acquired and established, before we can have any dependence on a steady, uniform rectitude of conduct. For this purpose I therefore contrived the following method…
…I included under thirteen names of virtues all that at that time occurred to me as necessary or desirable, and annexed to each a short precept, which fully expressed the extent I gave to its meaning.

These names of virtues, with their precepts, were:

1. TEMPERANCE. Eat not to dullness; drink not to elevation.

2. SILENCE. Speak not but what may benefit others or yourself; avoid trifling conversation.

3. ORDER. Let all your things have their places; let each part of your business have its time.

4. RESOLUTION. Resolve to perform what you ought; perform without fail what you resolve.

5. FRUGALITY. Make no expense but to do good to others or yourself; i.e., waste nothing.

6. INDUSTRY. Lose no time; be always employed in something useful; cut off all unnecessary actions.

7. SINCERITY. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.

8. JUSTICE. Wrong none by doing injuries, or omitting the benefits that are your duty.

9. MODERATION. Avoid extremes; forbear resenting injuries so much as you think they deserve.

10. CLEANLINESS. Tolerate no uncleanliness in body, clothes, or habitation.

11. TRANQUILLITY. Be not disturbed at trifles, or at accidents common or unavoidable.

12. CHASTITY. Rarely use venery but for health or offspring, never to dullness, weakness, or the injury of your own or another’s peace or reputation.

13. HUMILITY. Imitate Jesus and Socrates.
Click below for more.
My intention being to acquire the habitude of all these virtues, I judged it would be well not to distract my attention by attempting the whole at once, but to fix it on one of them at a time; and, when I should be master of that, then to proceed to another, and so on, till I should have gone through the thirteen; and, as the previous acquisition of some might facilitate the acquisition of certain others, I arranged them with that view, as they stand above.

Temperance first, as it tends to procure that coolness and clearness of head, which is so necessary where constant vigilance was to be kept up, and guard maintained against the unremitting attraction of ancient habits, and the force of perpetual temptations. This being acquired and established, Silence would be more easy; and my desire being to gain knowledge at the same time that I improved in virtue, and considering that in conversation it was obtained rather by the use of the ears than of the tongue, and therefore wishing to break a habit I was getting into of prattling, punning, and joking, which only made me acceptable to trifling company, I gave Silence the second place. This and the next, Order, I expected would allow me more time for attending to my project and my studies. Resolution, once become habitual, would keep me firm in my endeavors to obtain all the subsequent virtues; Frugality and Industry freeing me from my remaining debt, and producing affluence and independence, would make more easy the practice of Sincerity and Justice, etc., etc. Conceiving then, that, agreeably to the advice of Pythagoras in his Golden Verses, daily examination would be necessary, I contrived the following method for conducting that examination.

I made a little book, in which I allotted a page for each of the virtues. I ruled each page with red ink, so as to have seven columns, one for each day of the week, marking each column with a letter for the day. I crossed these columns with thirteen red lines, marking the beginning of each line with the first letter of one of the virtues, on which line, and in its proper column, I might mark, by a little black spot, every fault I found upon examination to have been committed respecting that virtue upon that day.


Form of the pages.

TEMPERANCE.

EAT NOT TO DULLNESS; DRINK NOT TO ELEVATION.

See handout for chart

I determined to give a week's strict attention to each of the virtues successively. Thus, in the first week, my great guard was to avoid every the least offense against Temperance, leaving the other virtues to their ordinary chance, only marking every evening the faults of the day. Thus, if in the first week I could keep my first line, marked T, clear of spots, I supposed the habit of that virtue so much strengthened and its opposite weakened, that I might venture extending my attention to include the next, and for the following week keep both lines clear of spots. Proceeding thus to the last, I could go through a course complete in thirteen weeks, and four courses in a year. And like him who, having a garden to weed, does not attempt to eradicate all the bad herbs at once, which would exceed his reach and his strength, but works on one of the beds at a time, and, having accomplished the first, proceeds to a second, so I should have, I hoped, the encouraging pleasure of seeing on my pages the progress I made in virtue, by clearing successively my lines of their spots, till in the end, by a number of courses, I should he happy in viewing a clean book, after a thirteen weeks' daily examination.

This my little book had for its motto these lines from Addison's Cato:

"Here will I hold. If there's a power above us
(And that there is all nature cries aloud
Through all her works), He must delight in virtue;
And that which he delights in must be happy."

Another from Cicero,

"O vitae Philosophia dux! O virtutum indagatrix expultrixque vitiorum! Unus dies, bene et ex praeceptis tuis actus, peccanti immortalitati est anteponendus."

Another from the Proverbs of Solomon, speaking of wisdom or virtue:

"Length of days is in her right hand, and in her left hand riches and honor. Her ways are ways of pleasantness, and all her paths are peace."

And conceiving God to be the fountain of wisdom, I thought it right and necessary to solicit his assistance for obtaining it; to this end I formed the following little prayer, which was prefixed to my tables of examination, for daily use.

"O powerful Goodness! bountiful Father! merciful Guide! Increase in me that wisdom which discovers my truest interest. Strengthen my resolutions to perform what that wisdom dictates. Accept my kind offices to thy other children as the only return
in my power for thy continual favors to me."

I used also sometimes a little prayer which I took from Thomson's Poems, viz.:

"Father of light and life, thou Good Supreme!
O teach me what is good; teach me Thyself!
Save me from folly, vanity, and vice,
From every low pursuit; and fill my soul
With knowledge, conscious peace, and virtue pure;
Sacred, substantial, never-fading bliss!"

The precept of Order requiring that every part of my business should have its allotted time, one page in my little book contained the following scheme of employment for the twenty-four hours of a natural day.

SCHEME

THE MORNING. { 5 } Rise, wash, and address
{ } Powerful Goodness! Contrive
Question. What good shall { 6 } day's business, and take the
I do this day? { } resolution of the day; prose-
{ 7 } cute the present study, and
{ } breakfast.
8 }
9 } Work.
10 }
11 }
NOON. { 12 } Read, or overlook my ac-
{ 1 } counts, and dine.
2 }
3 } Work.
4 }
5 }
EVENING. { 6 } Put things in their places.
{ 7 } Supper. Music or diversion,
Question. What good have { 8 } or conversation. Examination
I done to-day? { 9 } of the day.
{ 10 }
{ 11 }
{ 12 }
NIGHT. { 1 } Sleep.
{ 2 }
3 }
{ 4 }

I entered upon the execution of this plan for self-examination, and continued it with occasional intermissions for some time. I was surprised to find myself so much fuller of faults than I had imagined; but I had the satisfaction of seeing them diminish. To avoid the trouble of renewing now and then my little book, which, by scraping out the marks on the paper of old faults to make room for new ones in a new course, became full of holes, I transferred my tables and precepts to the ivory leaves of a memorandum book, on which the lines were drawn with red ink, that made a durable stain, and on those lines I marked my faults with a black-lead pencil, which marks I could easily wipe out with a wet sponge. After a while I went through one course only in a year, and afterward only one in several years, till at length I omitted them entirely, being employed in voyages and business abroad, with a multiplicity of affairs that interfered; but I always carried my little book with me.


My scheme of Order gave me the most trouble; and I found that, though it might be practicable where a man's business was such as to leave him the disposition of his time, that of a journeyman printer, for instance, it was not possible to be exactly observed by a master, who must mix with the world, and often receive people of business at their own hours. Order, too, with regard to places for things, papers, etc., I found extremely difficult to acquire. I had not been early accustomed to it, and, having an exceedingly good memory, I was not so sensible of the inconvenience attending want of method. This article, therefore, cost me so much painful attention, and my faults in it vexed me so much, and I made so little progress in amendment, and had such frequent relapses, that I was almost ready to give up the attempt, and content myself with a faulty character in that respect, like the man who, in buying an ax of a smith, my neighbor, desired to have the whole of its surface as bright as the edge. The smith consented to grind it bright for him if he would turn the wheel; he turned, while the smith pressed the broad face of the ax hard and heavily on the stone, which made the turning of it very fatiguing. The man came every now and then from the wheel to see how the work went on, and at length would take his ax as it was, without further grinding. "No," said the smith, "turn on, turn on; we shall have it bright by-and-by; as yet, it is only speckled." "Yes," said the man, "but I think I like a speckled ax best." And I believe this may have been the case with many, who, having, for want of some such means as I employed, found the difficulty of obtaining good and breaking bad habits in other points of vice and virtue, have given up the struggle, and concluded that "a speckled ax was best"; for something, that pretended to be reason, was every now and then suggesting to me that such extreme nicety as I exacted of myself might be a kind of foppery in morals, which, if it were known, would make me ridiculous; that a perfect character might be attended with the inconvenience of being envied and hated; and that a benevolent man should allow a few faults in himself, to keep his friends in countenance.

In truth, I found myself incorrigible with respect to Order; and now I am grown old, and my memory bad, I feel very sensibly the want of it. But, on the whole, though I never arrived at the perfection I had been so ambitious of obtaining, but fell far short of it, yet I was, by the endeavor, a better and a happier man than I otherwise should have been if I had not attempted it; as those who aim at perfect writing by imitating the engraved copies, though they never reach the wished-for excellence of those copies, their hand is mended by the endeavor, and is tolerable while it continues fair and legible.

It may be well my posterity should be informed that to this little artifice, with the blessing of God, their ancestor owed the constant felicity of his life, down to his 79th year, in which this is written. What reverses may attend the remainder is in the hand of Providence; but, if they arrive, the reflection on past happiness enjoyed ought to help his bearing them with more resignation. To Temperance he ascribes his long-continued health, and what is still left to him of a good constitution; to Industry and Frugality, the early easiness of his circumstances and acquisition of his fortune, with all that knowledge that enabled him to be a useful citizen, and obtained for him some degree of reputation among the learned; to Sincerity and Justice, the confidence of his country, and the honorable employs it conferred upon him; and to the joint influence of the whole mass of the virtues, even in the imperfect state he was able to acquire them, all that evenness of temper, and that cheerfulness in conversation, which makes his company still sought for, and agreeable even to his younger acquaintance. I hope, therefore, that some of my descendants may follow the example and reap the benefit.

It will be remarked that, though my scheme was not wholly without religion, there was in it no mark of any of the distinguishing tenets of any particular sect. I had purposely avoided them; for, being fully persuaded of the utility and excellency of my method, and that it might be serviceable to people in all religions, and intending some time or other to publish it, I would not have any thing in it that should prejudice any one, of any sect, against it. I purposed writing a little comment on each virtue, in which I would have shown the advantages of possessing it, and the mischiefs attending its opposite vice; and I should have called my book THE ART OF VIRTUE, because it would have shown the means and manner of obtaining virtue, which would have distinguished it from the mere exhortation to be good, that does not instruct and indicate the means, but is like the apostle's man of verbal charity, who only without showing to the naked and hungry how or where they might get clothes or victuals, exhorted them to be fed and clothed.--James ii. 15, 16.

But it so happened that my intention of writing and publishing this comment was never fulfilled. I did, indeed, from time to time, put down short hints of the sentiments, reasonings, etc., to be made use of in it, some of which I have still by me; but the necessary close attention to private business in the earlier part of thy life, and public business since, have occasioned my postponing it; for, it being connected in my mind with a great and extensive project, that required the whole man to execute, and which an unforeseen succession of employs prevented my attending to, it has hitherto remained unfinished.

In this piece it was my design to explain and enforce this doctrine, that vicious actions are not hurtful because they are forbidden, but forbidden because they are hurtful, the nature of man alone considered; that it was, therefore, every one's interest to be virtuous who wished to be happy even in this world; and I should, from this circumstance (there being always in the world a number of rich merchants, nobility, states, and princes, who have need of honest instruments for the management of their affairs, and such being so rare), have endeavored to convince young persons that no qualities were so likely to make a poor man's fortune as those of probity and integrity.

My list of virtues contained at first but twelve; but a Quaker friend having kindly informed me that I was generally thought proud; that my pride showed itself frequently in conversation; that I was not content with being in the right when discussing any point, but was overbearing, and rather insolent, of which he convinced me by mentioning several instances; I determined endeavoring to cure myself, if I could, of this vice or folly among the rest, and I added Humility to my list giving an extensive meaning to the word.

I cannot boast of much success in acquiring the reality of this virtue, but I had a good deal with regard to the appearance of it. I made it a rule to forbear all direct contradiction to the sentiments of others, and all positive assertion of my own. I even forbid myself, agreeably to the old laws of our Junto, the use of every word or expression in the language that imported a fixed opinion, such as certainly, undoubtedly, etc., and I adopted, instead of them, I conceive, I apprehend, or I imagine a thing to be so or so; or it so appears to me at present. When another asserted something that I thought an error, I denied myself the pleasure of contradicting him abruptly, and of showing immediately some absurdity in his proposition; and in answering I began by observing that in certain cases or circumstances his opinion would be right, but in the present case there appeared or seemed to me some difference, etc. I soon found the advantage of this change in my manner; the conversations I engaged in went on more pleasantly. The modest way in which I proposed my opinions procured them a readier reception and less contradiction; I had less mortification when I was found to be in the wrong, and I more easily prevailed with others to give up their mistakes and join with me when I happened to be in the right.

And this mode, which I at first put on with some violence to natural inclination, became at length so easy, and so habitual to me, that perhaps for these fifty years past no one has ever heard a dogmatical expression escape me. And to this habit (after my character of integrity) I think it principally owing that I had early so much weight with my fellow-citizens when I proposed new institutions, or alterations in the old, and so much influence in public councils when I became a member; for I was but a bad speaker, never eloquent, subject to much hesitation in my choice of words, hardly correct in language, and yet I generally carried my points.

In reality, there is, perhaps, no one of our natural passions so hard to subdue as pride. Disguise it, struggle with it, beat it down, stifle it, mortify it as much as one pleases, it is still alive, and will every now and then peep out and show itself; you will see it, perhaps, often in this history; for, even if I could conceive that I had completely overcome it, I should probably be proud of my humility.

Friday, September 09, 2005

“My First Week of Eighth-Grade English” Quiz (Agenda, September 9)

  1. Turn in final essay and summer reading essay.

  2. Take “My First Week of Eighth-Grade English” Quiz.
This is your first test/quiz/examination in the class, so here are the test-taking rules for the class.


  • Take everything off your desk except a piece of paper and a writing instrument.

  • Keep your eyes on your own paper.

  • Protect your paper from the peering eyes of others.

  • No talking or communicating of any kind.

  • When finished, turn your paper over and wait patiently and quietly.

Autobiographical Poem

Copy directions for Autobiographical Poem from the screen (overhead projector) and evaluate student examples from past years. (5 min)

Break up into groups of three to work on their poems. Obtain supplies (scissors, glue, construction paper, direction sheets, crayons, markers) to each group as they properly assemble into their groups. Students will have thirty minutes to complete the eleven-line poem and attach the photo.

Review: terms for the autobiographical poem.

autobiography: (n.) a book written by someone about his or her own life.

autobiographical: (adj.) describes writing that is about its author.

poem: (n.) a form of writing that is intended to be read aloud characterized by brevity, condensed language, and use of literary techniques such as, meter, metaphor, and rhyme.

Homework: Return curriculum letter signed; finish autobiographical poem; Bring photograph of yourself

Autobiographical Poem

Create a poem about yourself. Start with your first name and finish with your last name. Follow the directions for each line in the example below. Attach a picture and decorate it.


Line 1: Your first name
Maria

Line 2: Four descriptive traits
Honest, caring, curious, energetic

Line 3: Son or daughter of . . .
Daughter of Gabriel and Teresa

Line 4: Lover of . . .
Laughter, learning, music, sunshine

Line 5: Who feels . . .
Joy when dancing

Line 6: Who needs . . .
Friends every day

Line 7: Who gives . . .
Friendship, encouragement, and smiles

Line 8: Who fears . . .
Pain, school, and big ugly monsters

Line 9: Who would like to see . . .
Peace on earth and B2K

Line 10: Resident of (your city)
Carson

Line 11: Your last name
Pinera

Thursday, September 08, 2005

Robert Frost "Nothing Gold Can Stay"

Poetry X, Robert Frost "Nothing Gold Can Stay"

Nothing Gold Can Stay
Robert Frost

Nature's first green is gold,
Her hardest hue to hold.
Her early leaf's a flower;
But only so an hour.
Then leaf subsides to leaf,
So Eden sank to grief,
So dawn goes down to day
Nothing gold can stay.

536. Ode: Intimations of Immortality William Wordsworth

Click this for complete poem: 536. Ode. Intimations of Immortality. William Wordsworth. The Oxford Book of English Verse

Review, Revise, Edit--Agenda, September 8

Written and Oral English Language Convention 1.4



  1. Review Proofreading Symbols. (See overhead.)
  2. Exchange "Why I Like Carson" essays and mark up according to checklist, and proofreading symbols. Work in groups. Highlight topic sentences, transitional phrases, thesis statements, specific details and attention grabbers.
  3. Start final draft of essay.
  4. Collect curriculum letter.

    Homework: Finish final draft of essay, parents read and sign curriculum letter, and bring in photograph of yourself.

Wednesday, September 07, 2005

Journalism (Period 4)--Agenda, September 7

  1. Finish interview and article
  2. Give your article to your partner and one other person to edit and correct
  3. Write final draft of article
  4. Get your picture taken
  5. Vote on top 3 paper names

"Why I Like Carson"-- Agenda, September 7

Writing Strategies 1.0



  • Hand out folders
  • Hand out curriculum letters
  • Review “Writing Presentation Standards”
  • Finish copying "Writing Process" notes
  • Review Five Paragraph Essay Checklist
  • Review attention grabbers
  • Write first draft of "Why I Like Carson" essay

Homework: Finish first draft of "Why I Like Carson" essay. Review curriculum letter with parents, have them sign it, and return it to school.

Curriculum Letter

Andrew Carnegie Middle School
21820 Bonita St.
Carson, CA 90745

September, 2005

Subject: Curriculum Letter, Permission Slip, and Parent Survey

Dear Parents and Guardians,

I am honored to have your children in my English class and welcome them to Carnegie’s Writers’ Magnet. I expect them to have a successful and fulfilling academic year. Please review this letter with your child.

Textbooks: We are using The Language of Literature published by McDougal Littel as the main literature text. Grammar workbooks, novels, and readers will supplement the main text.

Materials: Students must bring the following materials to class everyday: portfolio, pen, paper, writer’s notebook, and independent reading material (novel or magazine).

Grading: I grade according to a cumulative point system. Total points earned divided by total points available will determine the letter grade according to the following scale: 90-100% A, 80-89% B, 70-79% C, 60-69% D, 0-59% F.

Portfolio: Students must keep all work in a portfolio. Their portfolios serve not only as record of their progress, but a valuable resource throughout the year. Additionally, students must keep track of their points earned on every assignment on an assignment list page--the first page of the portfolios. I encourage parents to check their students’ assignment list and portfolio regularly.

Make-Up Binder: When students miss work in class, they are responsible for making it up in a timely manner. Upon return from absences students must check the up-to-date assignment list and assignments in the Make-Up Binder which is kept at the student desk immediately adjacent to mine.

Elements of Storytelling through Movie Viewing: To help meet state curriculum standards for literary analysis (3.0) and writing strategy (1.0) we will view a movie periodically. Students will identify the basic storytelling elements (plot, conflict, theme, characterization, setting, tone, and dialogue) in the movies and write essays about them. These exercises make it much easier for students to recognize these literary elements in literature. Additionally, it provides interesting topics with which to apply critical thinking skills to essay writing. Typically, they will be PG or PG-13 movies with a link to literature such as The Outsiders, Lean on Me, Napoleon Dynamite, Romeo and Juliet, Holes, and Whale Rider. I preview the movies for appropriateness. If you prefer that your student not take part in this activity, I will gladly provide and alternate activity for him or her. Please sign at the end of this letter if you permit your child to view these movies. If not, please make me aware by noting your disapproval on this letter and returning it to me.

Finally, so that I may better understand your expectations of me and your children, please take a minute to answer the questions on the second page of this letter. I look forward to reading your responses and getting to know you and your children more throughout the year. If you have any questions, please leave a message for me at the school (310-830-1330). I will call back when I’m out of class. Thank you so much for your time.

Sincerely,


Mr. Hilbert

Parent and Guardian Survey

Do you have any concerns about your child that you would like to bring to my attention?





What good things would you like me to know about your child?







What do you expect your child to learn from this English course?







How much homework do you expect your child to have nightly from English class?





Does your student ever read for enjoyment at home? If so, what types of reading material does he/she seem to enjoy?







Period: ___ Student Name: ______________________ Student Signature:________________________


Parent/Guardian: ______________________________ Parent Signature: _________________________
Relationship to child: __________________________

Please return this page to Mr. Hilbert and keep page 1 for your records.

Carnegie Standards for Written Work

All major assignments should contain the following:

Heading: Must be in the upper right hand corner

Last name, First name
Subject
Class Period
Date

Titles: All assignments should have a title. Center the title on the first line. Skip one space after the title before you begin to write.

Typed Papers:
  1. Size of type - 12 or 14 point

  2. Font - Helvetica, Times Roman, Bookman Old Style, Arial, or Garamond

  3. Margins - One inch all around

  4. Spacing - Double spaced

  5. Paragraphing - Indent five spaces for each paragraph

  6. Title - Centered near the top of the paper

  7. Ink - black

  8. Paper - White, unlined

Handwritten Papers:
  1. Writing - Blue or black ink only

  2. Margins - Use the margin on the left side of paper and leave a one-inch margin on the right side.

  3. Legibility - Write carefully and space accurately so that your handwriting is readable. Cursive writing preferred.

  4. Title - Centered on the first line.
5. Paper - White, lined. smooth edges, holes on the left

If you have more than one page, staple the pages together in the upper left-hand corner or secure in a clear folder.

Cover Page if Required:

  1. Should contain the title of the assignment.

  2. Should be neatly typed or written in ink.

  3. If handwritten, letters should be spaced correctly and on a straight line.

  4. Drawings or designs should be neat, creative and colorful.

  5. Name, subject, period and date should be at the bottom right hand corner.

  6. Use unlined paper.

Write Attention-Grabbing Introductions (Notes to copy)

Introductions establish the direction your writing takes. A good introduction grabs your readers’ attention. What is a good way to begin writing? Here are some suggestions.

Open with a question:
Have you ever wondered how you’d survive if you found yourself alone in the wilderness?

Open with an announcement:
This is not a cookbook for the gourmet. These recipes are strictly for the cook on a tight budget.

Open with a bold and a challenging statement:
Contrary to what some people think, most of our learning takes place outside of school.

Open with a quotation:
"You’re going to regret this." That’s what my best friend Liza said as I got on the roller coaster.

Open with a riddle that the reader can grapple with:
What textbook has no pages, is miles wide, smells like creek and has been around for millions of years? That’s right--outdoor school!

Open with a personal experience:
I’m still glad that I didn’t cry at the funeral, though I did in my room later.

Open with how you felt:
My hands were sweaty! My teeth wouldn’t quit chattering. Prickly fingers ran up my spine. What would happen next.

Five Paragraph Essay Checklist


Introductory Paragraph

Attention grabber

Thesis Statement

3 main points

Body Paragraph No.1

Transitional sentence

Topic sentence (first of the 3 main points in the introductory paragraph)

At least two sentences of specific details and explanation that support the topic sentence

Body Paragraph No.2

Transitional sentence

Topic sentence(second of the 3 main points in the introductory paragraph)

At least two sentences of specific details and explanation that support the topic sentence

Body Paragraph No.3

Transitional sentence

Topic sentence(third of the 3 main points in the introductory paragraph)

At least two sentences of specific details and explanation that support the topic sentence

Conclusion

Paragraph that concludes essay in a meaningful way

Mugs (mechanics, usage, grammar, spelling)

Essay appears to have been through the whole writing and editing process; there are few errors in mechanics, punctuation, usage, grammar, and spelling.


The Writing Process


Prewriting
Think about a topic and freely jot down ideas. Gather ideas from reading, personal experiences, and discussions. Create a graphic organizer or outline.

Draft
Use ideas from your notes, graphic organizer, or outline. Write quickly and freely. Do not worry about MUGS.

Respond
Share responses with others. Praise, question, polish, and listen to reactions and suggestions.

Revise
Tighten, brighten, sharpen, polish, add, subtract, and rearrange. Think about content, voice, word choice, MUGS, sentence fluency, and organization. Write another draft.

Edit
MUGS--Mechanics, Usage, Grammar, Spelling—Refine your writing.

Publish
Type or write the final copy. The final copy should show your pride.


Tuesday, September 06, 2005

First Day of School

  1. Complete 3 x 5 information cards. (25 minute activity)
  • Name

  • Address

  • Parent telephone numbers: work and home

  • Name(s) of parent(s) or guardian(s)

  • Class Schedule

  • Special interests

  • Languages spoken

  • Last 5 books read

  • Email address

2. Discuss class rules and copy them.


  • Be in your seat ready to work when the bell rings or receive a tardy.

  • Bring a blue or black pen, paper, a # 2 pencil with eraser, your agenda book, your English notebook and any other required texts every day.

  • Behave in a polite and appropriate manner.

  • No eating, drinking or gum chewing (except water in plastic water bottles).

  • Use restroom before and after class.

Discuss and collect summer reading Walk Two Moons by Sharon Creech (extra credit) assignment. Students must submit the essay by Wednesday, September 15.

Homework: Finish "Why I Like Carson" Brainstorm.

Honors Homework: Write first draft of three body paragraphs for the "Why I Like Carson" essay.