Ms. Brock

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10th Grade Agendas

Wednesday, August 29th

8/29/2018

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Goals: 1. To use academic discussion to analyze how  a novel characterizes its protagonists and main characters

Opener: none

Handouts in Class: none

Terms and Vocabulary: clarifying questions, active listening

Work Assigned and Collected: 
1. We conducted a text-based discussion, using evidence, on the following question:
  • What have we learned about the characters so far (in chapter one), and how does the text support what we know?

​Homework:​​
  • Read chap. 1 and complete the study guide in your notes section or notebook by Friday. Remember quotes and page numbers.
  • Make flash-cards for the first section of the vocabulary, as well as the vocab. from “The Veldt” and study them.
    • Check out the sign-up for vocabulary.com on the Eng. 10 homepage
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Tuesday, August 28th

8/28/2018

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Goals: 1. To use discussion, annotation, and a graphic organizer to keep track of how  a novel characterizes its protagonists, antagonists and main characters.

Opener: Read or re-read the first 1-2 pages of the novel. For your opener, explain what we have learned about the characters so far, using details from the book to explain how you know these things.

Handouts in Class:
 none

Terms and Vocabulary: protagonist, antagonist, to characterize

Work Assigned and Collected: 
1. We began a character chart for chapter 1; this should be part of your chapter 1 reading notes in your notebook (along with your study guide notes).


​Homework:​​
  • Read chap. 1 and complete the study guide in your notes section or notebook by Friday. Remember quotes and page numbers.
  • Make flash-cards for the first section of the vocabulary, as well as the vocab. from “The Veldt” and study them.
    • Check out the sign-up for vocabulary.com on the Eng. 10 homepage
  • There will be a structured discussion tomorrow on what we did today. If you are nervous about doing this, please re-read your notes and prepare beforehand.
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Monday, August 27th

8/27/2018

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Goals: 1. To use pre-reading and previewing techniques to guide how we approach a text

Opener: NO OPENER: Check out Lord of the Flies
Handouts in Class: Lord of the Flies Study (Reading) Guide; Lord of the Flies Vocabulary

Terms and Vocabulary: none

Work Assigned and Collected: 
1. We checked out the new novel
2. We went over the homework and reviewed how to do the reading notes
3. You made the first section of your reading notes, in which you made some predictions about the text. This comes before chapter 1 in your reading notes.
4. I collected the class contracts/reflections (the last page of the syllabus)


​Homework:​​
  • Make sure you submit your revised paragraphs by tonight at 11:59pm. Submit them EARLY — they will count as late if they post at 12:00 am.
  • Read chap. 1 and complete the study guide in your notes section or notebook by Friday. Remember quotes and page numbers.
  • Make flash-cards for the first section of the vocabulary, as well as the vocab. from “The Veldt” and study them.
    • Check out the sign-up for vocabulary.com on the Eng. 10 homepage
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Friday, August 24th

8/24/2018

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Goals: 1. To revise a piece of writing so it has excellent spelling, grammar, and clarity; 2. To use online technologies to create and submit documents

Opener: 
NO OPENER SHEET
  • Take a Chromebook, log in, and open TWO TABS in Chrome
  • Go to your Google Drive, make a new document titled “Hello,” and type a greeting to me. Close this document once it’s saved.
    • P.S. Your greeting must be at least 20 words long.
  • Go to my website, go to the English 10 Homepage. The password is Westmoor. Open the instructions for how to sign up for turnitin.com.
  • ​In your second tab, go to www.turnitin.com and submit your hello document to make sure you know how to submit an assignment.

Handouts in Class: none

Terms and Vocabulary: to revise

Work Assigned and Collected: 
1. You signed up for turnitin.com and submitted a short assignment as a test
2. You worked on typing and revising your paragraphs. The format requirements for the paragraphs are as follows:
  1. Have your name, the due date, and your period in the upper left-hand corner
  2. Make sure you are using 12 point font, Times New Roman font
  3. Double-space the whole thing
  4. Indent the first line only with the TAB key


​Homework:​​
  • Your revised paragraphs are due by 11:59 pm on Monday
  • Carefully read the syllabus, and have the class contracts back to me on this coming MONDAY (8/27). Be sure you finish the backs. DON’T GIVE ME BACK THE SYLLABUS. This is for YOU so YOU know my rules.
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Thursday, August 23rd

8/23/2018

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Goals: 1. To use an effective expository structure, as well as well-chosen evidence, to write a paragraph explaining the theme of a short story

Opener: 
You do not need to meet the word count for today’s opener.
  • Copy each of the following sentences. Label each one as compound, complex, or simple. Circle the subjects of each clause, and underline the active verbs in each clause.

  1. Because writing an essay is a difficult process, you should start early and give yourself enough time.
  2. Having finished a first draft, we began to revise our paragraphs.
  3. Theme is the heart of any good story, so writing about it requires deep thought.


Handouts in Class: none

Terms and Vocabulary: to develop (an idea)

Work Assigned and Collected: 
1. We completed an opener (see above)
2. You began typing up the drafts of your paragraphs.


​Homework:​​
  • The theme paragraphs will be due Monday, and we will be working on them in class tomorrow.
  • Carefully read the syllabus, and have the class contracts back to me by next MONDAY.
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Wenesday, August 22nd

8/22/2018

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Goals: 1. To use an effective expository structure, as well as well-chosen evidence, to write a paragraph explaining the theme of a short story

Opener: Re-read your brainstorm from Monday, and look over your notes about theme from Tuesday. Write a second brainstorm in which you try to develop the theme you chose from the paper into a theme that is complex enough for a paragraph, and explain what kinds of messages “The Veldt” has about this idea.

Handouts in Class: none

Terms and Vocabulary: to develop (an idea)


Work Assigned and Collected: 
1. We completed an opener (see above)
2. We watched a short video on how to embed quotes. It is on the front page of this website.
3. You began writing the drafts of your theme paragraphs for "The Veldt." They need to be in your notebooks that I will check, and need to be titled “The Veldt Theme Paragraph 8/22.”

Theme Paragraphs: How do I write my thesis?There are many ways to write a meaningful, elegant thesis. You may, but do not have to, use one of the sentence frames below. Remember that each blank should be a long phrase, not just a single word.
  1. One of the themes in “The Veldt,” by Ray Bradbury, is how ______________________ can __________________________ because ___________________________.
  2. In “The Veldt,” by Ray Bradbury, _________________________________ leads to ______________________________, which conveys the story’s theme of how ______________________________________________.

  • Use the author’s FULL NAME or LAST NAME, but never only his FIRST NAME.
  • Use academic punctuation and grammar: no abbreviations!
  • The theme ideas on the handout need to be developed into more complex ideas.

​Homework:​​
  • Finish your first drafts of your theme paragraphs; I will check them tomorrow.
  • Carefully read the syllabus, and have the class contracts back to me by next MONDAY.
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Tuesday, August 21st

8/21/2018

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Goals: 1. To review the concept of theme, and connect it to a piece of literature

Opener: Take an “Expository Paragraph Outline” and SKIM it. For your opener, imagine something you might argue for to a parent or guardian (giving you a ride, giving you money, letting you out of babysitting duties, etc.). Try to persuasively write a paragraph making your argument, using at least three examples or details to support your point. If you can, end it with a concluding sentence that explains why the action you wish them to take matters in the long run.

Handouts in Class: Expository Paragraph Outline (handout); Syllabus

Terms and Vocabulary: thesis, evidence


Work Assigned and Collected: 
1. We reviewed my requirements for SSR reading
2. We went over how to use the outline
3. We looked at the syllabus together -- I will take questions on it later, after you have read it at home.

​Homework:​​
  • Work on the draft of your paragraph about a theme in “The Veldt.” The basic instructions are on the back of your study guide, and we will work on them in class tomorrow. Just remember . . .
    • You MAY, but do not HAVE TO use the quotes on the sheet
    • I would like you to have THREE (instead of two) quotes for this
  • Carefully read the syllabus, and have the class contracts back to me by next MONDAY.
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Monday, August 21st

8/21/2018

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Goals: 1. To review the concept of theme, and connect it to a piece of literature

Opener: Take a new opener sheet, and remember to use dark blue or black PEN. Read the themes on the back of the study guide for “The Veldt,” and choose 1-2 of them. Brainstorm what these ideas might mean, and some ways “The Veldt” might comment on them. Additionally, you can continue brainstorming some ways other stories might have similar ideas in them, like you did Friday, but I want you to focus on these themes.

Handouts in Class: Study Guide and Vocabulary for "The Veldt"

Terms and Vocabulary: explicit, implicit, implied, universal


Work Assigned and Collected: 
1. You completed a written opener (see instructions above)
2. You took notes on the concept of theme; the .ppt can be found on the "Reading and Writing Handouts" page (under English 10).

​Homework:​​
  • Re-read the expository paragraph outline online, look over the instructions for the Quotes and Theme paragraph on the back of your study guide for “The Veldt,” and . . . write a draft of your paragraph in your notebook, using the outline. We will work on this in class tomorrow. Have this done by Thursday.
    • By a “draft,” I mean a complete assignment that is as good as you can make it without revision. It contains everything the final draft needs to have, but may need to have grammar errors or evidence errors corrected.
  • You will get the syllabus for this class tomorrow. If you’d like to look at it tonight, it is online under the English 10 tab on my website.
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Friday, August 17th

8/17/2018

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Goals: 1. To build independent and academic reading skills by slowly transitioning from supported to unsupported reading, 2. To use annotation and questioning to engage with a text and discover important points for analysis.

Opener: Fiction Free-write! Make connections between “The Veldt” and other texts you’ve encountered. By “texts,” I mean stories, novels, TV shows, movies, graphic novels, songs, video games, or anything else that asks you to engage with language and a story. Explain how it’s similar and how it’s different.

Handouts in Class:
 Study Guide and Vocabulary for "The Veldt"

Terms and Vocabulary: see study guide


Work Assigned and Collected: 
1. You completed a written opener (see instructions above)
2. We continued annotating and making inferences about "The Veldt"

​Homework:​​
  • Finish reading and annotating “The Veldt” on your own.
  • Complete the study guide for “The Veldt.” You will need to know all the words except “odorophonics” for the test (it’s an imaginary word — you just need it to understand the story). You do not need to do anything with the back of the study guide (‘quotes and themes’)
  • Below the vocabulary, add five more words of your own that are new to you. ​
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Thursday, August 16th

8/16/2018

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Goals: 1.  To become familiar with vital information for the year

Opener: None

Handouts in Class:
 none (see Monday)

Terms and Vocabulary: Mrs. Goswami and Mrs. Sehtia are the new vice principals, and Mrs. Strickland is the new principal!


Work Assigned and Collected: 
1. We went to the class meeting in the theater

​Homework:​​
  • You will need a three-ring binder, or two sections in a three ring binder, for this class by Friday (it doesn’t need to be for this class only, but you will need two sections for this class only). I will not accept loose papers in a folder, accordion files, or other options. See me if you cannot procure a binder, as I may have extras.
  • If you didn't see the secret question Friday, look at it today (on last Friday's agenda).
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