Reviewing mult. choice tests

We had to turn in our homework worksheet. We discussed the reading so far and related Melinda's interests to today's world.

Then we reviewed some of the questions from the multiple choice test from Unit 1 -- we will continue to review these over the next week so we can learn from our past mistakes.

Transitioning

Today we turned in our projects (any that hadn't been turned in on Friday) and then we got a reading schedule for Speak. We had some quiet reading/working time and then at the end of class we discussed the project for this book: to trace how a particular literary technique is used throughout the novel and give a presentation on it to the rest of the class. We signed up for literary techniques and then class ended.

Homework: Finish the reading/worksheet begun in class. Its due at the bell tomorrow.

Presentations & stuff...

Today we wrapped up the unit test, and then we presented excerpts from our multigenre project for points.

Homework for the weekend:
Read pp.14-28 of Speak and answer the following questions:
1. Choose one: a) Write a funny scene of high school life here at BCC like Melinda does at her school OR b) Compare/contrast Melinda's school to ours.
2. In your experience, how to people/friends sometimes change? What do you think of Melinda's current (and ex-) friends?
3. What is a "burrow"? Why does that title apply to that section.
4. What makes you want to burrow? Where is your sanction?
5. Quote & label three literary techniques (NOT grammar parts-of-speech)
EC: Describe how the titles of two sections in tonight's reading (not "Burrow" or "Friends") are especially appropriate for their section.

A series of events....

The last week has been unusual and so the blog has fallen behind. A brief overview of past events:

Thursday 2/17: We finished watching Malcolm X (movie).

Friday 2/18: We learned about complex sentences and practiced writing them and compound sentences. We turned the worksheet and notes in at the end of the block.

Tuesday 2/21: We reviewed expectations for the multigenre visual and reflection. We had a discussion about whether the Autobiography of Malcolm X should or shouldn't be taught in school. The multigenre project is due Friday.

Wednesday 2/22: We took the unit test.

Thursday (today) 2/23: We began the novel "Speak" by discussing survival, and what happens when we're just trying to get by. Then we read the first 13 pages and answered questions as we read. The questions were turned in. Homework: Be sure to bring your visual and project tomorrow and be prepared to read a poem or an excerpt of personal narrative. Food & drinks are also allowed in celebration for the end of the project and as a reward for being so good on Wednesday.

Compound Sentences

Today was a grammar day. We reviewed simple sentences and compound things (subjects, predicates, and sentences). We took notes on our cheatsheet and on paper, and then we made compound sentences to hang up around the room, and wrapped up with a worksheet to check how well everyone understoond compound sentences.

If you were (excused) absent, you'll need make-up the worksheet and the notes. Unexcused absences will need to make up those things, but will loose credit for the posters.

Happy Valentine's Day

Mrs. Gilbert was out sick yesterday, so we watched the movie version of Malcolm X, and we turned in our personal narrative drafts.

Today, Mrs. Gilbert gave some tips (notes) on how to revise those drafts for more tasty "diction" and then she passed out photocopies of the drafts turned in yesterday so that people could get feedback and revise during writing time.

Then we reviewed (thoroughly) the rubric for the multigenre project. The final draft is due next week so people should really keep on top of things!

Finally, the homework is to write a new (and improved) version of the personal narratives and turn them in tomorrow.

Poetry Workshop

Today we added parallelism to our literary cheatsheet and annotated two poems (one is entitled "CD a poem") to turn in.

Then we had poetry workshop time where we gave revision suggestions to each other and annotated each other's work. Each poet is responsible for turning in (with their final draft) at least two peer-annotated draft copies of each poem for points.

Finally, the quiz had to be pushed back to tomorrow.

HOMEWORK: Bring 2nd drafts of each poem to class tomorrow (incorporate your classmates suggestions and make it better) as well as an audiocasette or CD for Mrs. Gilbert to record feedback on.

Tips for Narrative Writing

We started class by taking notes on how to do more effective narrative (story) writing. Then we worked on our own narratives for a while.

After turning in our 2 poems (if you forgot, be sure to bring 3 copies of each poem to class tomorrow on your own!), we had some silent reading time. No assigned reading for tonight, but do expect a quiz on Malcolm X Chapters 10-12 tomorrow.

Poetry tips

Today we did an activity with Tupac Shakur's "Lady Liberty Needs Glasses" that led into a worksheet on poetry formating and grammar: line breaks, indents, capitalization, etc. Get it an copy the answers from a student.

Then we had writing time.

Then we looked at a bad rough draft and how it turned into a great final draft ("Ding Ding" by Ashley R.) and annotated all the good stuff it did as well as some suggestions for making it better. That was turned in for points.

Finally, don't forget to do the reading for Malcolm X and to bring 2 poems to class tomorrow.

Figurative language umbrella

Today we reviewed four terms that fall under the figurative language umbrella: simile, metaphor, hyperbole and personification. You need to make sure you have the definitions of each written into your literary cheatsheet and then write an example of each on lined paper and turn them in to the crate.

Then we got a schedule for reading/writing for the next two weeks. Pick up a copy from the crate.

Then we discussed the difference between good and bad repetition.

Homework: read Chp. 11: 184-194, and 198-202

For extra credit: write down what ideas/themes Malcolm X is trying to emphasize through repetition. The more you explain, the more credit you get.

Literary Techniques & Malcolm X

Today we did a worksheet that reviewed the key events of Malcolm X (Chp 6-9) by using literary techniques.

Then we had open-mic time to share some of our writings of the week.

Finally, we did a reflective evaluation of class so far.
1. What's going well/working for you?
2. What would you like to change and how?
3. I would like more of...
4. I could personally make class a better place by...
5. Any other questions/concerns?

Homework: Read Chapter 10 and finish the worksheet

Poetry -- Writing & Analyzing

We started class by brainstorming all the different types of writing we could do for our multi-genre project (be sure to get those notes from someone). Then we had 15 minutes of writing time. If you were stuck for ideas, Mrs. Gilbert suggested doing a timeline of important event/people in your life and then picking a genre for writing about each one (like we did with Malcolm X a couple days ago).

Then we analyzed "My Papa's Waltz" and talked about the conflicting tone in it and how the imagery/details are used to make the reader feel the moment instead of just summarizing it in a boring way. Then we had another 15 minutes to write and use imagery/details in our own writing.

We wrapped up by listening to "Mother to Son" by Langston Hughes and noting how he uses the metaphor of the stairs to explain life. We went looking for ways to use metaphors and similes in our own writing.

Homework: Chapter 9: pages 148-10, 153-158, and 161-164.

Analyzing poetry

Today we took notes on what makes a good and bad poem, and then we practices analyzing the poem "Touch" by Terrace Hayes. If you were absent, you need to get the notes from a classmate and then annotate "Touch" -- write in the margins which words/details give you clues about what is happening in the poem, what is the author's meaning. Then you have to go back to "A Song from the Front Yard" and annotate that in comparison to Malcolm X -- write in the margins details that connect to specific details in the poems and connect the two by arrows. Finally you need to get a quiz "question" from Mrs. Gilbert about last night's reading.

Tonight's reading: Chp. 7 pages 126-129, and 137-145. Be sure to bring your writing to class tomorrow because we'll be doing lots of writing.