Welcome to Advanced Freshman English Get excited! Mrs. Churchill (and Winston) Welcome you! Winston says, “I hope you are having a fabulous first day

Welcome to Advanced Freshman English

Get excited! Mrs. Churchill (and Winston)

Welcome you!

Winston says, “I hope you are having a

fabulous first day of school!Do not be worried about high school.

I hear it is fun!”

I hope they know they can still submit their

summer reading submissions!

Wednesday 8/19LEARNING TARGETS:

I can identify growth vs. fixed mindset.

I can discuss my lineage as a reader/writer

TODAY IN-CLASS:

1) Mindset Discussion2) Syllabus

3) Name game/“Reader Writer Lineage” Journal

+ Discussion 4) TKAM Diagnostic

Paragraph

HOMEWORK DUE TOMORROW: Read Nabakov article highlighting tips to share with class+ begin work on Diagnostic paragraph/summer reading assignment.

Also, LAST CHANCE TO SUBMIT SUMMER READING FORM

Growth VS. Fixed MindsetLet’s watch this video to find out the difference:

https://www.youtube.com/watch?v=-_oqghnxBmY

Freshman A Syllabus

EXPECTATIONS/PROCEDURES

MAKING UP WORK/FINDING ME

Period 2: Signing up for turnitin.com

CLASS ID: 10292483Enrollment Password: pencil

(please take a picture of this AND write this down on your syllabus)

Period 3: Signing up for turnitin.com

CLASS ID: 10292497Enrollment Password: pencil

(please take a picture of this AND write this down on your syllabus)

Reader/Writer Lineage Quick Chat in Pairs

1) Describe your lineage as a reader. (What was your favorite book as a kid? Did you like reading out loud or in your head. Did you like reading with someone? What books do you like (or remember liking)? What blogs, websites, or other media do you like? Why?) 2) Describe your lineage as a writer. (Do you like journaling? Is there a specific form of writing you enjoy? What writing assignments are particularly interesting to you? Do you have any favorite writers?)

READING/WRITING LINEAGE CHAT)

1) Name Game + Reader/Writer LineagePick a food that starts as the same letter as your name (gina grape)

Describe your fondest of memory reading or writing to the class.

Thursday 8/21LEARNING TARGETS:

I can identify the traits of strong readers and

writers.I can identify what an

discussion evoking question and response

entail.

TODAY IN-CLASS:

1) Enduring understandings2) Read Aloud tips from Nabokov

“Good Readers and Writers”+ Make a list of qualities

3) Create Socratic Q’s for TKAM Discussion Monday

Form Assessment: check quality of questions as a class on board

HOMEWORK DUE MONDAY: Course Materials/Signed Syllabus; Diagnostic Essay + summer reading journal assignment; Socratic Discussion Prep

Enduring Understandings for Unit 1:What can I do after this unit?

I can analyze a text for tropes and schemes and describe the effect of these techniques on the reader

I can SOAPSTone

I can write a narrative.

I can use basic grammar rules correctly.

I can have a informed discussion using strong questions and answers.

“Good Readers and Good Writers”

Vladamir Nabokov

LEARNING TARGET:

• I can summarize Nabokov’s tips of what it takes to be a good reader and writer

GOOD READING TIPS

• Good Readers “Notice and Fondle Details”• Do not start connecting it to a bunch of other

things right away (keep it its own world)• A good reader, a major reader, an active and

creative reader is a re-reader.• We ought to remain a little aloof and take

pleasure in this aloofness while at the same time we keenly enjoy – passionately enjoy, enjoy with tears and shivers – the inner weave of a given masterpiece. To be quite objective in these matters is of course impossible. Everything that is worthwhile is to some extent subjective.

Good Reading Tips continued

• The best temperament for a reader to have, or to develop, is a combination of the artistic and the scientific one.

• Of course…the good reader is one who has imagination, memory, a dictionary, and some artistic sense – which sense I propose to develop in myself and in others whenever I have the chance.

What is a Discussion Evoking Question?

• CLASS DEFINITION:

What does a strong response include?

• CLASS DEFINITION:

PRE-SEMINAR REQUIREMENTS: Learning Targets: I can create a discussion-evoking question. I can respond to an open-ended question using evidence.

Directions: In your assigned small groups, create TWO discussion-evoking questions. Send a representative from your group to write down your best question on the board. Please write big and legibly. As an individual, write down the questions below. Write your own response to each question.

Group Question # 1

____________________________________________________________________________________________________________________________________________________________

Your response to the discussion-evoking question should be 2-3 sentences. Use specific evidence to support your answer (provide a citation when possible).

____________________________________________________________________________________________________________________________________________________________

Group Question # 2

____________________________________________________________________________________________________________________________________________________________

Your response to the discussion-evoking question should be 2-3 sentences. Use specific evidence to support your answer (provide a citation when possible).

____________________________________________________________________________________________________________________________________________________________

Class-Generated Question: Write a question provided by another group below. ____________________________________________________________________________________________________________________________________________________________

Your response to another group’s discussion-evoking question. This should be 2-3 sentences. Use specific evidence to support your answer (provide a citation when possible).

____________________________________________________________________________________________________________________________________________________________

Class-Generated Question: Write a question provided by another group below. ____________________________________________________________________________________________________________________________________________________________

Your response to another group’s discussion-evoking question. This should be 2-3 sentences. Use specific evidence to support your answer (provide a citation when possible).

____________________________________________________________________________________________________________________________________________________________

Friday 8/21LEARNING TARGETS:

I can SOAPStone a text.

I can identify and point out basic rhetorical

devices.

TODAY IN-CLASS:

1) Finish Discussion Q’s2) Teach SOAPStone

And Practice SOAPSTone technique on Nabakov piece (Quick Check: Put in pile get it

and do not get it this will be collected)Using results, Look at teacher sample

Show student example Work in student pairsType out strong examples as a whole class

3) Introduce/Pass out monster packetand Go over basic tropes/schemes

HOMEWORK DUE MONDAY IN CLASS: Course Materials/Signed SyllabusMONDAY AT MIDNIGHT ON TURNITIN.COM: Diagnostic Essay

+ summer reading assignment

STRONG SOAPSTOne ExampleTHIS IS AN EXAMPLE FROM A STRONG STUDENT:

Exceeds Expectations (A):• Speaker: The speaker is the author, Flannery O’Connor. O’Connor definitely has authority because she states that she has

experience when she tells us of her Southern Writer’s conference, the multiple short stories she wrote, and the fact that she is a writing teacher.

• Occasion: O’Connor sat down to write this piece because she wanted to reach people who are aspiring writers, like her. She may have had a teacher who gave her advice in the past. So, she wanted to pass that along.

• Audience: She would like to reach Aspiring writers who, just like her, needed advice to get her start. Possibly high school or college level writers. Could also include adults who do not have much writing experience.

• Purpose: What she stressed during one of her paragraphs is that there really isn’t a true form or structure for short stories. You must create your own image of what you want to say and wing it from there. If there is enough passion and meaning you would have written a good short story.

• Subject: She writes on the topic of how to improve short stories and how to start out as a writer. • Tone: O’Connor’s voice was very confident and “teacher-like”. She seemed to give us a lecture on writing and really felt

confident about her skills. She also sets the mood to be orderly because of how it seems that she is lecturing us. What I noticed is that she uses examples from her own life and supports her ideas which helps set her serious tone.

Meets Standards (C):• Speaker: The speaker of the text is Flannery O’Connor, a well-experienced writer who has written several short stories.• Purpose: Her purpose was to improve the writing of other people.• Tone: The author’s tone was humorous at some points but mostly informative and bossy. She was kind of mean by poking

fun at bad writers and that’s where her humor came in.

Needs Improvement: (D-F)• Speaker: The speaker is Flannery O’ Conner• Purpose: How to write short stories• Tone: I think the mood is insightful and willing to help.

SOAPSTONE NABAKOV (Class ex)

Monday 8/24LEARNING TARGETS:

I can use my journals as evidence for my

discussion.

I can speak to my peers using proper etiquette

TODAY IN-CLASS:

1) Organizing notebook sections/checking

supplies and signed syllabi

2) TKAM Discussion(submit components of

discussion in class!)

TONIGHT BY MIDNIGHT: Submit TKAM Diagnostic Paragraph + Summer Reading Journals (there will be two separate posting spots)

HOMEWORK DUE Wednesday: read the article “Reading Like a Writer” by Prose

SOCRATIC SEMINAR ETIQUETTE

Example SocraticSeminarQuestions!

DURING SEMINAR REQUIREMENTS:

Learning Targets: Refer to additional targets in the seminar rubric.

SL.9-10.1 I can comprehend an open-ended question and respond to a question using my background information.

SL.9-10.1 I can respond to an open-ended question using evidence.

SL.9-10.1 I can talk about my interpretation of evidence to further the discussion.

SL.9-10.1 I can follow directions (norms) for a discussion.

You are responsible for TWO quality verbal responses. Use the SEMINAR RUBRIC to review the requirements of the three components of the seminar.

You will RECORD (SUMMARIZE) THREE responses from three different peers. These should be responses that you found interesting or made you think more.

POST-SEMINAR REQUIREMENTS:

Learning Targets: I can identify a different point-of-view in the discussion.

1) Look back at your “Seminar Rubric”. Grade yourself on the three categories.

2) In the space below, write a short letter (four sentences minimum) to a peer in class regarding one of his/her seminar comment. First, summarize the comment. Then, explain what you found interesting, curious, or confusing about the comment. Start with “Dear __________”. Make sure to sign your name.

Tuesday 8/25LEARNING TARGETS:

I can annotate a text.

I can explain the purpose of reading short stories to improve my grammar and

narrative writing .

TODAY IN-CLASS:

1) Why perfect narrative?2) Perfect Narrative Example/ACIC Example with

partner to share steps3) Formatting Notes

4) Go over annotations on hw guide

EXIT SLIP: Why short stories for helping narrative/grammar?

HOMEWORK DUE TOMORROW: “Reading Like a Writer Article” by ProseHW DUE FRIDAY: 1st Draft of perfect narrative submitted by 11:59pm on

turnitin.com (Anecdote and Context only!) +Read and annotate the Scarlet Ibis

Perfect Narrative:A Moment

That defined

You!

To demonstrate this clearly, please highlight each grammar component in a different color and make a key.

WHAT IS MLA FORMAT??: (Please take notes/picture of student ex)

*MLA Heading:-upper left hand corner

THIS essay does not have the correct ACIC Components. Simply look at this for Formatting!

Attention GetterPick one memory that is time

specific that shaped you. Should be 1-2 paragraphs long. Full of

imagery, detail, figurative language etc.

Contextualization(1-2 Sentences that explain the

connection to the prompt)Sentence Starter: In this moment,

I realized….

InsightOne paragraph reflecting on what

you learned

Writing Into the Contradictions

One paragraph about how you are not perfect and are open to

learning

Steps for Writing a Narrative

Example NarrativeAs you listen, label the

steps ACIC in the margins of your paper.

Annotation Assignment: Annotations are notes that you take WHILE you read to help your comprehension.

Annotation Assignment: DIRECTIONS: For every short story, write three annotations in your notebookSelect three literary elements on the list below that occurs in this chapter. Imagery (senses) -Tropes (simile, metaphor, personification)-Schemes (interrogative vs. imperative sentences) For each annotation, you should include the three steps in bold below.The annotations should look like this: 1)IDENTIFY: Alexie uses a scheme such as a ____________(metaphor, simile, personification: “_____________________________________” (Alexie 90).2) EFFECT: (How does this trope/scheme impact the reader?) The trope/scheme impacts the reader because_____________________.3)PURPOSE: (Why did the author put this trope/scheme here?)The author chose to use ______________________because he wanted to ______________(infinitive) the reader of _________________________.


I can identify SOAPStone and describe how it can

help with this assignment.

I can tell the difference between an IND/DCW.

TODAY IN-CLASS:

1) Explain Reading checks We will have a reading check on the

“Scarlet Ibis” on Friday!2) IND/DCW Basics (FORM

ASSESSMENT: pink and blue paper)

3) Prose Article SOAPSTONE in pairs

4) Discuss Prose Article (compelling vs. appalling)

HW DUE FRIDAY: 1st Draft of perfect narrative with beginning highlights submitted by 11:59pm on turnitin.com (Anecdote and Contextualization only)

+Finish Reading “Scarlet Ibis

Short Story Reading ChecksLet’s get serious about reading!

And really read…READING CHECKS EVERY TIME A SHORT STORY IS DUE

Reading the Book =

More Powerful Student

(and less work)

V+ I read, so I was successful on my reading

check.

V I did not read my entire reading assignment, so I was not as successful on my reading check. I

can earn back some credit by completing THREE annotations.

V- I did not read my reading assignment. I will explain

why I did not read and what I plan to do earn

back some credit on this quiz. I will earn back some

credit by completing a total of SIX annotations.

7/7

5/7

2/7

MAKING COMPLETE SENTENCES

INDEPENDENT CLAUSES vs. EVERYTHING ELSE

Freshman A EnglishGRAMMAR BOOT CAMP!

INDEPENDENT CLAUSE = INDINDEPENDENT CLAUSE = COMPLETE SENTENCE SUBJECT + PREDICATE = COMPLETE SENTENCE

NOUN + VERB (+ OBJECT+ RECEIVER) = INDEPENDENT

Wheaton North is the best high school. The Falcons have the most spirit. Wheaton is a diverse city. American history has been created by diverse

stories.

DEPENDENT CLAUSES, PHRASES, FRAGMENTS, WORDS = DCW

DCW = NOT A COMPLETE SENTENCE

TYPE #1: DCW starting with one of these words: after, although, as, before, even though, in order to, since,

though, unless, until, whatever, when, whenever, whether, and while

Examples for TYPE #1: Since I am a teacher = DCW

Because Falcons are so cool = DCW

Even though Wheaton is a suburb of Chicago = DCW


TYPE #2: DCW starting with verbs.

Knowing that I am an avid reader = DCW Enjoying a good book on a sunny day = DCWReading literature about the world = DCW Completed SOAPSTone for English class = DCW




TYPE #3: Non-essentials

Our class, the best class ever, won the Falcon spirit award! Wheaton North fans, the loudest fans of them all, stormed the

football field.

Chicago’s baseball fans, the most energetic, stormed U.S. Cellular, formerly known as Comiskey Park.


DCW = NOT A COMPLETE SENTENCETYPE #4: DCW that are select transition words:

consequently, clearly, furthermore, in addition, moreover, also, however, on the other hand, nevertheless, on the contrary

Clearly, Wheaton has changed over the last century.Nevertheless, Wheaton still maintains historic elements

from the past.

Practice #1: IND or DCW? (1) Wheaton North has a reputation for having great

students. (2) Because we all have identities (3) While we research world religions(4) We are learning advanced reading and writing skills. (5) Chicago has a long history of social inequality. (6) Knowing my homework is good for me. (7) Nevertheless(8) The loudest fans ever

Practice #1: IND or DCW?

1) IND2) DCW3) DCW4) IND5) IND6) DCW7) DCW8) DCW

GOLDEN RULES: SEPARATE IND vs DCW(1) IND, FANBOYS (coordinating conjunctions) INDCoordinating conjunctions: FANBOYS (for, and, nor, but, or,

yet, so)Wheaton North rules, and WWS students are ok too.We are studying about different cultural practices, and we

are learning how to be good readers and writers. Your Example: _____________________________________

(2) IND, DCW I went to a WWS game, knowing I am a Wheaton North fan.I cheered on the WWS team, even though I am a Wheaton

North fan. WWS was playing a Naperville team. Your Example: ______________________________________

GOLDEN RULES: SEPARATE IND vs DCW

(3) IND1, DCW, IND1Chicago, the Windy City, is a fantastic city.Your Example: ___________________________ (4) DCW, INDEven though I have limited understanding of

sports, I still enjoy the fan culture.Your Example: ___________________________

GOLDEN RULES: SEPARATE IND vs DCW

Type #5: IND FANBOYS (coordinating conjunctions) DCWWheaton North students are ready to learn and

become future leaders. Your Example: ___________________________

Practice #2: Fix These!Make each a complete sentence. Be creative!

(1) The best city. (2) Because we all have identities (3) While we research world religions(4) reading and writing skills. (5) the effects of social inequality. (6) Knowing my homework is good for me. (7) However(8) The loudest fans ever

Practice #2: Fix These!

1) Trade with a partner. 2) Partners: For each sentence, underline IND

and circle DCW3) Put a ? Mark for sentences that do not follow

the GOLDEN RULE!4) Return to your partner.


I can correctly use semicolons, colons, and

commas.

TODAY IN-CLASS:

1) Intro to video conference 1

2) Semicolons, colons + other commas notes

3) Work on perfect paragraph

4) Prep for “Scarlet Ibis” Socratic Tomorrow

HW DUE FRIDAY: 1st Draft of perfect narrative submitted by 11:59pm on turnitin.com (anecdote and context only)

How to Share a Video on Google Drive:

Grammar Boot CampPart Two

Semi-colons, colons, and other commas

THE SEMI-COLON

Rule #1: IND1;IND2. Tris struggles to challenge her post apocalyptic

society; this is an example of her attempt to break the cycle .

Rule #2: IND1; DCW,IND2.

We have been working hard; however, we still have much to learn.

GOLDEN RULE: SEPARATE IND vs DCW

NEW IND

Directions: First, underline all the IND and circle all the DCW, if there are any. Some of these sentences need semi-colons. Add semi-colons as necessary. For sentences with no mistakes, write NO CHANGE.

1) We learned how to use MLA format however, we could still use

some practice. 2) Tris attempts to break the cycle of her society she knows there

will be grave consequences. 3) We will be writing perfect paragraphs; our claims will focus on

how characters break the cycle. 4) Katniss in The Hunger Games is the protagonist; Aibeleen is the

protagonist of The Help.

Practice #3: Semi-Colons

1) We learned how to use MLA format; however, we could

still use some practice.

2) Tris’s attempts to break the cycle of her society; she knows there will be grave consequences.

3) We will be writing perfect paragraphs; our claims will focus on how characters break the cycle.

4) Katniss in The Hunger Games is the protagonist; Aibeleen is the protagonist of The Help.

Practice #3: Semi-Colons

COLON

IND: DCW Rule #1: Use a colon before a DCW that is a list. – A colon is needed before these phrases: these are, there are, the

following, as follows, such as , these things. – Ex: We are annotating for the following: essential questions,

imagery-evoking syntax, and long versus short sentences.

Rule #2: Use a colon before a DCW that is an explanation of the IND.

- Ex: There is one golden rule: separate IND and DCW. - Ex: Mildred has one interest: the characters on her TV shows.

GOLDEN RULE: SEPARATE IND vs DCW

GOLDEN RULE: SEPARATE IND vs DCWCOLON

Rule #3: (Exception to IND:DCW) Use a colon before a

long, formal quotation

The narrator described Montag’s fire hose as he incinerates a house full of books: “With the brass nozzle in his fists, with this great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing conductor playing all the symphonies of blazing and burning to bring down the tatters and charcoal ruins of history” (Montag 1).

Practice #4: Colons Directions: First, underline all the IND and circle all the DCW, if there are

any. Some of these sentences need colons. Add colons as necessary. For sentences with no mistakes, write NO CHANGE.

1) Karen Armstrong described her definition of religions “A call to change human behavior” (Armstrong).

2) I recall one of the most controversial issues in human civilization: religion.

3) We have learned the following annotating for SOAPSToneD, writing with MLA format, and grammar.

4) I am going to one of my favorite places in the city The Art Institute Museum.

5) I plan on reading the following Fahrenheit 451, MacBeth, and other classics.

Directions: First, underline all the IND and circle all the DCW, if there are any. Some of these sentences need colons. Add colons as necessary. For sentences with no mistakes, write NO CHANGE.

1) Karen Armstrong described her definition of religions: “A call to

change human behavior” (Armstrong). 2) I recall one of the most controversial issues in human

civilization: religion.NO CHANGE 3) We have learned the following: annotating for SOAPSToneD,

writing with MLA format, and grammar. 4) I am going to one of my favorite places in the city: The Art

Institute Museum.5) I plan on reading the following: Fahrenheit 451, MacBeth, and

other classics.

Practice #4: Colons

GOLDEN RULE: SEPARATE IND vs DCWOTHER COMMA

USAGERule #1: Use a comma after every item in a series except the

last. The items in a series may be single words, or phrases, or clauses.

Ex: We have read about the following: different world religious structures, different cultural practices, and different belief systems.

Rule #2:When two or more adjectives come before a noun, use a comma after each adjective except the last one.

Ex: We might describe our own homes as comfortable, valuable places.

Practice #5: Other Comma Usage

Rule #1:Use a comma after every item in a series except the last. The items in a series may be single words, or phrases, or clauses.

Your Example: ___________________________

Rule #2:When two or more adjectives come before a noun, use a comma after each adjective except the last one.

Your Example:___________________________

Without really knowing the content of the books the firemen burnt the house down.

A)NO CHANGE B)books with

the firemenC)books, the

firemenD)booking the

firemen

Directions: Select the most correct choice for the underlined portion. Then, rewrite the following

sentence using the correct answer.

Montag knew Beatty could kill Faber Montag chose to burn his problem.

A)NO CHANGE

B) Faber, Montag

C) Faber; Montag

D) Faber, Montag,





Beatty may have been a father figure to Montag before Montag chose to break the cycle however Faber is now a father figure for Montag, the rebel and fugitive.

A) NO CHANGEB) the cycle however

FaberC) the cycle; however

FaberD) the cycle; however,

FaberE) the cycle, however,

Faber

Beatty, Montag’s fire captain is ironically well-read, even though he preaches that reading is dangerous and useless.

A) NO CHANGEB) Beatty, Montag’s

fire, captain was C) Beatty Montag’s

fire captain, isD) Beatty, Montag’s

fire captain, is



Our class has been doing a great job participating in Socratic Seminars a method of discussion that Aristotle once used in ancient Greece!

A) NO CHANGEB) Socratic

Seminars, way of, C) Socratic Seminars

a method, ofD) Socratic Seminar,

a method of



USING APOSTROPHES

GRAMMAR BOOTCAMP!

DIAGNOSTIC: Make corrections for each of the following: 1) INCORRECT: Is this anybodys book? CORRECT: ______________

2) INCORRECT: Who's dog is this?CORRECT: ______________

3) INCORRECT: The group made it's decision.CORRECT: ______________

4) INCORRECT: The geeses’ honks are loud. CORRECT: ______________

DIAGNOSTIC: Make corrections for each of the following:

CORRECT: Is this anybody's book?

CORRECT: Whose dog is this?

CORRECT: The group made its decision.

CORRECT: The geese’s honks are loud.

POSSESSIVE NOUNS: USE APOSTROPHES

• Apostrophe Rule #1: add 's to the singular form of the word (even if it ends in -s):

The zoo’s animals are wild. • Apostrophe Rule #2: add 's to the plural forms that do not end in

-s: The geese’s honking is loud. • Apostrophe Rule #3: add ' to the end of plural nouns that end in -

s: Three friends’ letters arrived in the mail. • Apostrophe Rule #4: add 's to the last noun to show joint

possession of an object: Mrs. Delacruz and Ms. Guzdziol’s room is pretty.

PRACTICE: MAKE YOUR OWN• Apostrophe Rule #1: add 's to the singular form of the word (even if it ends in -s):

________________________________________________________

• Apostrophe Rule #2: add 's to the plural forms that do not end in -s:

________________________________________________________

• Apostrophe Rule #3: add ' to the end of plural nouns that end in -s:

________________________________________________________

• Apostrophe Rule #4: add 's to the last noun to show joint possession of an object:

________________________________________________________


• I can point out rhetorical devices, characterization, and imagery.

• I can recall plot elements of a story.

TODAY IN-CLASS:

1) Reading Check “the Scarlet Ibis”

2) Share Scarlet Ibis annotations

3) Socratic Seminar: Was the “Scarlet Ibis” well written? Yes or no.

Edit your narrative for commas,

semicolons/colons!HOMEWORK due tonight at 11:59 on turnitin.com: Perfect Narrative Draft 2HW DUE MONDAY: Read the Cask of Amontillado +annotate *reading check

Monday!

Reading Check The Scarlet Ibis

CLASS 1:

Pretend that you are the narrator, writing in his journal about the Doodle. What has he learned from his brother? Also, be sure to include why he titled his piece “the scarlet

ibis” Use a ton of detail to prove that you read!

-Use 1 trope (simile, metaphor, personification, hyperbole) Underline it!

-Use one sentence of imagery. Circle it!

-Talk in first person (this is your journal!)

Reading Check The Scarlet Ibis

CLASS 2:

Pretend that you are Doodle, writing in his journal about the narrator (your brother—unnamed). What has he learned

from his brother? Also, be sure to include why he thinks his brother thinks of him as “the scarlet ibis.” Develop Doodle’s

perspective of the story. Use a ton of detail to prove that you read!

-Use 1 trope (simile, metaphor, personification, hyperbole) Underline it!

-Use one sentence of imagery. Circle it!

-Talk in first person (this is your journal!)

Monday 8/31LEARNING TARGETS:

• I can recall plot elements

• I can identify figurative language, imagery, and characterization.

TODAY IN-CLASS:

1) Go over Scarlet Ibis Reading Check 1

2) Review tropes/schemes3) Cask of Amontillado

Reading Check4) Cask of Amontillado

Activity with Comic Strip

5) Share annotations

HOMEWORK : Perfect Narrative

Reading Check : Cask of Amontillado

1) Pretend you are a fly on the wall watching the two men’s interactions. From an outsider’s perspective,

describe how you think someone else would perceive the circumstances. USE A TON OF DETAIL TO PROVE

YOU READ!

• Use 1 scheme (interrogative or imperative sentence) Underline it!

• -Use one sentence of imagery. Circle it!

• -Talk in first person (this is a fly that talks…get creative !)


• I can use new grammar boot camp elements correctly

TODAY IN-CLASS:

1) Go over perfect narrative presentation requirements.

2) Go over notes on apostrophes and ellipses.

3) EXIT SLIP (to be collected) Correct Student Example for Review

4) Point Students to Painless Grammar packet on teacher page: resource for extra help but not requiredHomework: Work on perfect Narrative Draft #2 due Fri + prepare one question

about your paper for me tomorrowStudy for grammar test by using Painless Grammar Packet (encouraged but

optional!)

Advanced Freshmen English

Grammar Boot Camp ContinuedLEARNING TARGET: I can use

Dashes/Hyphens, Apostrophes, Titles, Parentheses and Brackets correctly

Do I use Parenthesis, Commas or Dashes? • Parenthesis: hide information (de-emphasizing it)• Dashes: highlight information—emphasizing it.• Commas: Matter-of-fact, neither highlighting nor hiding information • If parenthetical information is very closely related to the sentence, commas are usually better. If the

parenthetical information is not so closely related, dashes and parenthesis are usually better. Notice the subtle differences in these sentences. In each case, I prefer the third example, but all of these sentences are correct.

• The tennis team (especially Jim) played great.• The tennis team, especially Jim, played great.• The Tennis team—especially Jim—played great.

Dashes

• Dashes add emphasis.

• Dashes make sentences stronger or more interesting than conjunctions.

Dashes• Rule #1: Use a dash to link two parts of a

sentence.

Okay

• “Come to class on time because it’s the rule.”– ^Conjunctions are too boring. Students will show up late.

Better• “Come to class on time - it’s the rule.”

– ^Whoa! Students will be so impressed and intimated by dash usage that they show up on time every single day.

Dashes• Rule #2 – Use dashes to emphasize non essential

information or parenthetical expressions. -Ex: We have been learning grammar–my favorite subject–for the past week.

Rule #3 – Use a dash to set off a long appositive or an appositive with lots of commas.

Okay - I love Extreme Trampoline, a large warehouse in Carol Stream with dangerous, bouncy trampolines.

Better – I love Extreme Trampoline – a large warehouse in Carol Stream with dangerous, bouncy trampolines.

Dashes• Rule #4: Use a dash to sum up a list or idea.

• Ex: Red, white, and blue – those are the American colors.

• Rule #5: Use a dash in dialogue to show hesitation or a break in the flow of a sentence.

• Ex: Last Wednesday – no, it was the one before – you were free to do as you pleased.

Hyphens• Rule #1: Compound Words

– There is no specific rule – consult a dictionary!• Ex: Vice-president, self-awareness, X-ray

• Rule # 2: With Prefixes– all-, co-, ex-, half-, great-, numbers and capital letters

• Ex: All-knowing, co-author, ex-convict, half-life, great- uncle, 10-yards, T-Shirt

• Rule # 3: Dates– 11-19-1988

– ^I expect gifts..

Hyphens• Rule # 4: Compound Numbers from 21-99

• Ex: twenty-three, one hundred and sixty-two.

• Rule #5: Fractions as Adjectives/Adverbs• The recipe called for one-half gallon of eggnog.

• Rule #6: Scores• We won the game 88-62

• Rule #7: Compound Adjectives• Not long ago you were eighth-grade students

• Rule #8: Instead of “through”• Read pages 1-234 for tomorrow

Apostrophes

• Rule #1: Contractions• I shouldn’t use contractions in my formal essays.

• Rule #2: Indicate Singular Possessive• Ex: Connor’s birds; Jesse’s computer; the cat’s hat

• Rule # 3:Plural Possessive• Ex: The students’ essays; the cats’ hats; The Joneses’

party• Plural Nouns Ending with S• To show possession with regular plural nouns that end with "s," simply add an apostrophe at the end.• Examples of this type of plural possessive noun include:• Airplanes' wings• Alarms' ringing• Ankles' bones• Appendices’ entries • Armchairs' arms• Attorneys' fees • Babies' rash

Irregular Plural Nouns Ending Without SWith irregular plural nouns that do not end with "s," add an apostrophe and "s." Examples are:Bacteria’s invasionCacti’s protectionChildren’s toysI

Apostrophes• Rule # 4: Special Plural– For the most part, do not use apostrophe’s in

regular plural words.

Use apostrophes in these cases- Words used as words

- Ex: You used too many “yet’s” in your perfect paragraph.

-Alphabet Ex:My name has two f’s and two e’s.

Titles

• Use italics or underlining for names of books, magazines, newspapers, movies, operas, plays, and other large works. – Ex: The New York Times

The Phantom of the Opera

The Wizard of Oz

Titles• Use quotation marks for the names of songs,

poems, magazine articles, newspaper articles, short stories, chapters of books, and other small works.

– Ex: Song: “Like a Rolling Stone”

Article: “Student Appreciates Amazing Grammar PowerPoint”

(Parentheses)• Rule #1: Set off parenthetical expressions (by

the way information) from the rest of the sentence. De emphasize info.

• Ex: John Lennon (1940-1980) was the most gifted songwriter in The Beatles. • Nobody (except his mother) can sit next to him

because of his foul stench. • I paid 10 euros (about $8) for a Big Mac.

Brackets

• Use brackets for Clarity– Often used when quoting another source and

needing to add your own words to the quote. • “Everybody wants the greatest teacher of all time [Mrs.

Churchill] as their English teacher”• “They [ants] are taking over my apartment. I am

powerless to stop them”• “Read [chapters] 1-3 for homework tonight.”


• I correct passive voice in my narrative

TODAY IN-CLASS:

1) Yoda Clip2) Notes on Active vs.

Passive voice3) Fix your essay for active

/passive voice4) Conference: Ask Mrs.

Churchill to look at 1 specific part in your

essay

HOMEWORK : Study for Grammar test and edit narrative draft #2

Let’s Fix it!

PRACTICE: NOW IT’S YOUR TURN!


• I can summarize the historical text to highlight the most important information in a presentation to my peers

TODAY IN-CLASS:1) Explain Walter Mitty in

take-home quiz!2) Review Game/ What is

on the test

HOMEWORK : Walter Mitty Take-home quiz due tomorrow

DIRECTIONS: Read the following short story. Please complete a close reading and write down four annotations on a separate piece of paper

• 2 TROPES Figurative Language (simile, metaphor, personification

• 2 SCHEMES Imperative or Interrogative sentences

Each of the four annotations should look like this: 1)IDENTIFY: Alexie uses a scheme such as a ____________(metaphor, simile, personification: “_____________________________________” (Alexie 90).

2) EFFECT: (How does this trope/scheme impact the reader?) The trope/scheme impacts the reader because_____________________.

3)PURPOSE: (Why did the author put this trope/scheme here?)The author chose to use ______________________because he wanted to ______________(infinitive) the reader of _________________________.

Take Home-Walter Mitty Quiz (take a picture)

The following grammar rules are on the test. Please take note that you need to study these categories:

Part I. Colons, Semicolons, Dashes, or HyphensPart II. Quotation Marks or UnderliningPart III. ApostrophesPart IV. CommasPart V: Active vs. Passive Voice

FOR THE GAME: you will have a marker board. Please write down the correct answer and hold it up.

Grammar Review Game

Comma Question 1

• Dad was tired but, he kept driving until we finally arrived at the beach.

• Answer: Dad was tired, but he kept driving until we finally arrived at the beach.

• Reason: Two separate sentences joined by a conjunction, but the comma is in the wrong place.

Comma Question 2

• Whatever you do do it well.

• Answer: Whatever you do, do it well. • Reason: Whatever you do is an introductory

clause. It also make it much clearer.

Comma Question 3

• I live in a charming, old, nineteenth-century, house.

• Answer: I live in a charming, old, nineteenth-century house.

• Reason: Commas in list. Separate adjectives.

Comma Question 4

• I admit that yes I did put that turtle in the toilet.

• Answer: I admit that, yes, I did put that turtle in the toilet.

• Reason: By-the-way phrase

Question 5

• Clause or phrase: until I turn sixteen

• Answer: clause • Reason: Has a subject and a verb, but you’re

left dangling. It’s not a complete sentence.

• Bonus: Independent or Dependent • Answer: Dependent

Question 6

• Clause or phrase: I can’t drive until I turn sixteen.

• Answer: Clause• Reason: Now we know what’s going on! We

don’t want to leave them hanging!

Question 7

• Clause or Phrase: When I come home from school, my brand new kitten jumps all over me.

• Answer: Independent Clause

Question 8

• Clause or Phrase: my pet cow

• Answer: Phrase• Reason: There’s no verb

Question 9

• Clause or Phrase: flies out of her tree, lands on my shoulder, and begs for sunflower seeds

• Answer: Phrase• Reason: No subject

Colons, Semicolons, Dashes, or Hyphens Question 10

• I want to see the new ninja movie, I want to see the new Addams Family movie, too.

• Answer: I want to see the new ninja movie; I want to see the new Addams Family movie, too.


• I love the colors green, blue, and red, the names Vanessa, Charlotte, and Cassandra, the states Iowa, Idaho, and Illinois, but not the foods anchovies, olives, and eggplant.

• Answer: I love the colors green, blue, and red; the names Vanessa, Charlotte, and Cassandra; the states Iowa, Idaho, and Illinois; but not the foods anchovies, olives, and eggplant.


• My uncle is fifty one years old.

• Answer: My uncle is fifty-one years old. Hyphen


• I want three things for Christmas, video games, rollerblades, and baseball cards.

• Answer: I want three things for Christmas: video games, rollerblades, and baseball cards.

• Answer: I want three things for Christmas— video games, rollerblades, and baseball cards.

Quotation Marks or Underline Question 14

• I liked your article Techniques for Rollerblading on Gavel, Ice, and Snow.

• Answer: I liked your article “Techniques for Rollerblading on Gavel, Ice, and Snow.”

• Reason: considered a small work

Question 15

• Bracket or Parentheses: Read passage nineteen pages 88-92 for tonight’s homework.

• Answer: Read passage nineteen (pages 88-92) for tonight’s homework.

• Reason: An explanation

Apostrophe Question 16

• I saw two elephant’s waltzing in my front yard.

• Answer: I saw two elephants waltzing in my front yard.

• Reason: Plural, not possessive

What’s on The Test??• 30Multiple Choice and 10 short answer• 40 questions

• The active and the passive voice• Apostrophes• Quotation marks and underlining• Parentheses and brackets • Colon, semicolon, hyphens, dashes• Commas (IND vs DCW)


• I can correct my narrative and create a grammar key that clearly identifies all the needed components.

TODAY IN-CLASS:

1) Remind students of study tips from “How we Learn”

2) Work on Perfect Narrative in LLC

3) Make sure to include everything on the assignment sheet

HOMEWORK : Submit perfect narrative draft #2 tonight by 11:59amGRAMMAR TEST ON WEDNESDAY (STUDY!)

PRESENTATIONS ON THURS/FRI of next week (PRACTICE!)

Study tips:

Try making a fake test or explaining a concept to someone. Do not just look over things and call it good. The more you change the way in which you study, the better you will know it!

Also, change up your study location, take breaks, study in intervals over a longer period of time so you do not just cram but you actually remember!

Study tips:

Try making a fake test or explaining a concept to someone. Do not just look over things and call it good. The more you change the way in which you study, the better you will know it!

Also, change up your study location, take breaks, study in intervals over a longer period of time so you do not just cram but you actually remember!


• I can edit my peer’s writing and give specific feedback that prompts clear change.

• I can use grammar bootcamp skills effectively.

TODAY IN-CLASS:

1) Perfect Narrative Peer Review Speed Date in LLC

(Three Q’s peer pair; have students answer 3 q’s and pose 1 open ended q about essay)2) Edit Essay in LLC

HOMEWORK DUE TOMORROW IN CLASS: Grammar Test (STUDY!)HW DUE TOMORROW NIGHT: FINAL Draft Perfect Narrative (EDIT!)HW DUE THURS/FRI: Perfect Narrative Presentations (PRACTICE!)

Wednesday 9/9ENCOURAGEMENT FROM

WINSTONIO:TODAY IN-CLASS:

• 1) Grammar Test

HOMEWORK DUE TONIGHT AT 11:59: Submit FINAL draft of perfect narrative to turnitin.com!

HW DUE TOMORROW: Perfect Narrative Presentation

“I am so proud of all your hard work during

the first 2 weeks of school. I wish I was as smart

as all of you.”

Thursday 9/10 & Friday 9/11ENCOURAGEMENT FROM WINSTON AS A WEE LAD:

TODAY IN-CLASS:

• 1) Perfect Narrative Presentations

HW DUE TOMORROW: Practice Presentation if you have not yet presented

“I cannot wait to hear about How creative you were in your

Reading if your narrative! Great work!”

Documents

Welcome to Advanced Freshman English Get excited! Mrs. Churchill (and Winston) Welcome you! Winston says, “I hope you are having a fabulous first day