Use your discussion preparation sheet to help you with your responses whenever possible.
Tuesday, December 22, 2015
Compare & Contrast Discussion - Alternate Assignment
Watch this film and prepare written responses to the questions on the Alternate Assignment sheet from Mr. Staysniak.
Use your discussion preparation sheet to help you with your responses whenever possible.
Use your discussion preparation sheet to help you with your responses whenever possible.
Tuesday, November 10, 2015
Autoethnography Day 5
Today is one of the last days to work on our Autoethnography in class. Next class we will be in the library for the entire period - there only limited time to use computers. Because of this, I am extending the deadline for submitting your work to the class Anthology to next Tuesday, Nov. 17.
This is a typed draft of my autoethnography. If I were a student, I would be "Ahead of Pace" according to this chart:
Where are you on this chart? Read the chart and use this link to respond to the survey projected on the board.
Below are the steps to follow for completing your Autoethnography - what do you need to do today?
-Complete a written outline & handwritten draft. (GET FEEDBACK FROM STAYSNIAK)
-Type & revise your draft. (CONDUCT A PEER CONFERENCE)
-Make necessary changes & revisions. (SELF-ASSESS USING EDIT CHECKLIST & RUBRIC)
-Print your work & submit a hard-copy to Staysniak with your Self-Assessment attached.
This is a typed draft of my autoethnography. If I were a student, I would be "Ahead of Pace" according to this chart:
Ahead of the Pace
|
On Pace
|
Behind the Pace
|
Complete draft of Autoethnography typed on Google Drive & shared with Staysniak.
|
In the process of typing a draft on Google Drive.
|
Haven’t started typing. Still working on a handwritten draft of one page or on completing the outline.
|
Where are you on this chart? Read the chart and use this link to respond to the survey projected on the board.
Below are the steps to follow for completing your Autoethnography - what do you need to do today?
-Complete a written outline & handwritten draft. (GET FEEDBACK FROM STAYSNIAK)
-Type & revise your draft. (CONDUCT A PEER CONFERENCE)
-Make necessary changes & revisions. (SELF-ASSESS USING EDIT CHECKLIST & RUBRIC)
-Print your work & submit a hard-copy to Staysniak with your Self-Assessment attached.
Thursday, October 15, 2015
Student Led Conference #1
In preparation for the first Student Led Conference of the year, open this Google Slides template, make a copy of it, and begin to fill it in.
If you have time, open this SLC Action Plan document, make a copy, and begin to create your action plan before your SLC.
If you have time, open this SLC Action Plan document, make a copy, and begin to create your action plan before your SLC.
Tuesday, October 6, 2015
Understanding Powerschool
As more grades begin appearing in Powerschool, this document that explains assessment practices in English I.
If there are questions about any assignment entered into Powerschool, don't hesitate to contact me on either of my emails: stephen.staysniak@new-haven.k12.ct.us or sstaysniak@gmail.com.
Our practice at Metropolitan is that students are allowed to revise an assignment as many times as necessary to get the grade they want - English I is no different. In English I, I want all students to know not just their grade and how it was calculated, but how they are progressing as readers, writers, speakers and listeners.
If there are questions about any assignment entered into Powerschool, don't hesitate to contact me on either of my emails: stephen.staysniak@new-haven.k12.ct.us or sstaysniak@gmail.com.
Our practice at Metropolitan is that students are allowed to revise an assignment as many times as necessary to get the grade they want - English I is no different. In English I, I want all students to know not just their grade and how it was calculated, but how they are progressing as readers, writers, speakers and listeners.
Tuesday, September 29, 2015
2015-16 Class Blog Introduction
This is the class blog for English I at Metropolitan Business Academy. The purpose of this blog is to keep students, families, and community partners informed about English I at Metro.
I will update the blog about once a week with previews of what's coming up, posts with significant documents, and other information that is pertinent to our study of reading, writing, speaking & listening.
This is our course outline. As our school works towards a full transition to mastery-based learning, expect the course outline to be revised and updated.
This is the Honors Contract for English I. Honors Contracts should be submitted as soon as a student determines that she or he wants to work towards Honors for the year.
I will update the blog about once a week with previews of what's coming up, posts with significant documents, and other information that is pertinent to our study of reading, writing, speaking & listening.
This is our course outline. As our school works towards a full transition to mastery-based learning, expect the course outline to be revised and updated.
This is the Honors Contract for English I. Honors Contracts should be submitted as soon as a student determines that she or he wants to work towards Honors for the year.
Tuesday, May 12, 2015
Daily Flow 05.12
Daily Flow 05.12
The Freshman Call to Action Speech Symposium is only 10 days away!
In preparation for in-class delivery of speeches and the speech symposium, we will start class today with a series of questions from this Speech Workshop worksheet. I will use this time to check-in with students on the progress made developing speech outlines, notecards, deciding on topics, and whatever else needs to be resolved.
Booktalks are scheduled for A3 and A4 today. Following booktalks, students will have a chance to work on independent reading.
After independent reading, students will workshop speech ideas in small groups of 4-6. Each student will present and receive written feedback on their speeches using the feedback starters from the bottom of the speech workshop sheet. Students will use the feedback they receive to decide on their "next steps" and also self assess their preparation, listening, and participation in the workshop.
We will conclude class with students selecting their first and second choice of speaking venue for next Friday's speech symposium.
The Freshman Call to Action Speech Symposium is only 10 days away!
In preparation for in-class delivery of speeches and the speech symposium, we will start class today with a series of questions from this Speech Workshop worksheet. I will use this time to check-in with students on the progress made developing speech outlines, notecards, deciding on topics, and whatever else needs to be resolved.
Booktalks are scheduled for A3 and A4 today. Following booktalks, students will have a chance to work on independent reading.
After independent reading, students will workshop speech ideas in small groups of 4-6. Each student will present and receive written feedback on their speeches using the feedback starters from the bottom of the speech workshop sheet. Students will use the feedback they receive to decide on their "next steps" and also self assess their preparation, listening, and participation in the workshop.
We will conclude class with students selecting their first and second choice of speaking venue for next Friday's speech symposium.
Wednesday, May 6, 2015
Daily Flow 05.06
Daily Flow 05.06
Class will begin with "speeches on the spot". You will have to make a 30 second speech about a topic you pick at random. We will then review different strategies for how to organize and plan out a speech.
Everyone will have time to read independently and work on book talks.
A large chunk of class-time will be left for conferences about speech topics, individual time to plan speeches, and time to review comments on argument essays.
I am available after-school today and tomorrow for students who want to work on speeches or argument essays.
Class will begin with "speeches on the spot". You will have to make a 30 second speech about a topic you pick at random. We will then review different strategies for how to organize and plan out a speech.
Everyone will have time to read independently and work on book talks.
A large chunk of class-time will be left for conferences about speech topics, individual time to plan speeches, and time to review comments on argument essays.
I am available after-school today and tomorrow for students who want to work on speeches or argument essays.
Monday, May 4, 2015
Daily Flow 05.04
Daily Flow 05.04
Big Brother is watching.
Today's class will begin with a book talk by me. I will highlight the qualities a book talk should have as a refresher for those who have book talks coming up this week and early next week.
We will spend time reading independently while I review the book talk outline with people individually. Those who have not signed up for a book talk date yet will have a chance to do so today.
Our speech focus area study will culminate with a speech by Ismael Nazario. He delivered a TED talk on his experiences being incarcerated as a youth on Rikers' Island in New York City. Using his speech and the others we watched, everyone will reflect on the qualities of great speeches we have observed over the past three classes in the Speech Focus Areas Analysis.
Homework tonight will be to complete the Speech Focus Areas Analysis, read independently, and prepare for your book talk (if it's coming up soon).
This week I am available after school until 3:15 on Monday, Wedesnday, and THursday. If you can't stay after but need assistance, email me at sstaysniak@gmail.com.
Big Brother is watching.
Today's class will begin with a book talk by me. I will highlight the qualities a book talk should have as a refresher for those who have book talks coming up this week and early next week.
We will spend time reading independently while I review the book talk outline with people individually. Those who have not signed up for a book talk date yet will have a chance to do so today.
Our speech focus area study will culminate with a speech by Ismael Nazario. He delivered a TED talk on his experiences being incarcerated as a youth on Rikers' Island in New York City. Using his speech and the others we watched, everyone will reflect on the qualities of great speeches we have observed over the past three classes in the Speech Focus Areas Analysis.
Homework tonight will be to complete the Speech Focus Areas Analysis, read independently, and prepare for your book talk (if it's coming up soon).
This week I am available after school until 3:15 on Monday, Wedesnday, and THursday. If you can't stay after but need assistance, email me at sstaysniak@gmail.com.
Thursday, April 30, 2015
Student Led Conference #3
Template for Student Led Conference #3 Google Slides.
To use this template, open the link, make a copy of the slideshow, and save it under your own file name.
Happy final Student Led Conference of the 2014-15 year!
For Mr. Staysniak's Advisory only: SLC #3 appointments.
To use this template, open the link, make a copy of the slideshow, and save it under your own file name.
Happy final Student Led Conference of the 2014-15 year!
For Mr. Staysniak's Advisory only: SLC #3 appointments.
Daily Flow 04.30
Daily Flow 04.30
Today we will look at four different poems, three performed by the poets themselves and one read as a performance piece. We will examine each poem for elements of voice, style, creativity, and communication using the "Speech Focus Areas" sheet we started to use on Tuesday. The purpose of this analysis is to push us all to think about how we can implement some of these own elements, or develop our own style, in our speeches.
After watching the speeches and discussing our analysis briefly, I will share the rubric and task specifics for the speech task.
We will spend time reading independently and I will conference with students whose book talks are happening in the next few days.
In the last part of class, everyone will be asked to perform a few lines of one poem in front of their small group using some communication techniques I will share with the class today. (Diamond technique, sweeping eye contact, vocal emphasis.)
Homework tonight will be to complete the "Speech Ideas" questionnaire, continue to read independently, and work on argument essays for those who have not yet completed that task.
Today we will look at four different poems, three performed by the poets themselves and one read as a performance piece. We will examine each poem for elements of voice, style, creativity, and communication using the "Speech Focus Areas" sheet we started to use on Tuesday. The purpose of this analysis is to push us all to think about how we can implement some of these own elements, or develop our own style, in our speeches.
After watching the speeches and discussing our analysis briefly, I will share the rubric and task specifics for the speech task.
We will spend time reading independently and I will conference with students whose book talks are happening in the next few days.
In the last part of class, everyone will be asked to perform a few lines of one poem in front of their small group using some communication techniques I will share with the class today. (Diamond technique, sweeping eye contact, vocal emphasis.)
Homework tonight will be to complete the "Speech Ideas" questionnaire, continue to read independently, and work on argument essays for those who have not yet completed that task.
Wednesday, April 29, 2015
Daily Flow 04.29
Daily Flow 04.29
For today's B-day classes, we will begin class by viewing an entry to the Toastmaster's International Championship of Public Speaking by Tremale Berger. This speech will be the first of several speeches we will analyze. This analysis tool will be assessed using reading standard #1.
Students will have 15-20 minutes to read independently. Book Talks will begin in some classes today. Book Talks will play a major part in students' grade for the third trimester. Book Talks will be assessed using this rubric. This is the outline to help develop the Book Talk.
In the last third of class, we will review the speech task, looking at the task specifics and the rubric. Finally, students will have a chance to identify possible topics for the speech and begin outlining ideas on how to deliver the speech.
I am available after-school to help students who want to revise or complete their argument essays today and tomorrow until 3:15.
For today's B-day classes, we will begin class by viewing an entry to the Toastmaster's International Championship of Public Speaking by Tremale Berger. This speech will be the first of several speeches we will analyze. This analysis tool will be assessed using reading standard #1.
Students will have 15-20 minutes to read independently. Book Talks will begin in some classes today. Book Talks will play a major part in students' grade for the third trimester. Book Talks will be assessed using this rubric. This is the outline to help develop the Book Talk.
In the last third of class, we will review the speech task, looking at the task specifics and the rubric. Finally, students will have a chance to identify possible topics for the speech and begin outlining ideas on how to deliver the speech.
I am available after-school to help students who want to revise or complete their argument essays today and tomorrow until 3:15.
Tuesday, April 28, 2015
Daily Flow 04.28
Daily Flow 04.28
Today is the last day we will work on our argumentative essays in class. Students who are finished with their essays will complete the Argumentative Essay Reflection to help you think about progress you made as you composed your essay and to possibly use during the final roundtable.
Before that, we will take a look at a speech by renowned speaker Tremale Berger. We will use his speech as a model for looking at the five focus areas to be assessed in student speeches: thesis, organization, connections, style & voice, and communication.
If students are not finished with their argumentative essay, they will still be asked to submit their essay materials (outlines and drafts), part of the reflection, and will have a chance to figure out times before, after, or during school (lunch, in-class) to bring the argument essay to completion before the end of Trimester 3.
Today is the last day we will work on our argumentative essays in class. Students who are finished with their essays will complete the Argumentative Essay Reflection to help you think about progress you made as you composed your essay and to possibly use during the final roundtable.
Before that, we will take a look at a speech by renowned speaker Tremale Berger. We will use his speech as a model for looking at the five focus areas to be assessed in student speeches: thesis, organization, connections, style & voice, and communication.
If students are not finished with their argumentative essay, they will still be asked to submit their essay materials (outlines and drafts), part of the reflection, and will have a chance to figure out times before, after, or during school (lunch, in-class) to bring the argument essay to completion before the end of Trimester 3.
Thursday, April 2, 2015
Daily Flow 04.02
Daily Flow 04.02
Everyone will open class by taking inventory of what needs to get done with regard to the argumentative essay task.
After a brief period of independent reading, we will have a writing lesson on how to draft the body of your argumentative essay for those who have at least one evidence and warrant complete on the "Planning your Arugment" outline. The people who do not have at least one evidence and warrant completed will get to work on the outline instead of the lesson.
We will close class with this checklist:
In other words, your homework for Tuesday is self-assigned! (Happy independent reading too!)
Everyone will open class by taking inventory of what needs to get done with regard to the argumentative essay task.
After a brief period of independent reading, we will have a writing lesson on how to draft the body of your argumentative essay for those who have at least one evidence and warrant complete on the "Planning your Arugment" outline. The people who do not have at least one evidence and warrant completed will get to work on the outline instead of the lesson.
We will close class with this checklist:
Closing: Argumentative Essay Check-Out (5 min.)
What will you complete between now and our next class on Tuesday ?
Scan, annotate, and summarize two articles.
| |
Complete “Planning your Argument” outline.
| |
Revise and type your Introduction.
|
In other words, your homework for Tuesday is self-assigned! (Happy independent reading too!)
Wednesday, April 1, 2015
Daily Flow 04.01 - no foolin'!
Daily Flow 04.01
A3
We will start class with the guide to writing introductions that we ended class with on Monday.
After everyone has a chance to draft introductions and read independently, we will divide the class in half. Half of the group will begin typing their drafted introductions on Chromebooks while the other half works on completing the "Planning Your Argument" outline or developing the body of the argument.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
A4
Our class will begin with a review of the Book Talk outline, using my completed Book Talk outline as a model. Everyone will have a chance to ask questions and sign-up for a date to deliver a Book Talk while independent reading is happening.
After independent reading, we will split the class in half. Half the group will begin drafting the body of the argument essay by looking at the "Building your the Body of Your Argument" handout, examining my model, and using sentence stems to draft the start of the body of your argument. The other half of the class will begin to type the argumentative essay, starting with the Style Sheet and introduction begun last class.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
A3
We will start class with the guide to writing introductions that we ended class with on Monday.
After everyone has a chance to draft introductions and read independently, we will divide the class in half. Half of the group will begin typing their drafted introductions on Chromebooks while the other half works on completing the "Planning Your Argument" outline or developing the body of the argument.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
A4
Our class will begin with a review of the Book Talk outline, using my completed Book Talk outline as a model. Everyone will have a chance to ask questions and sign-up for a date to deliver a Book Talk while independent reading is happening.
After independent reading, we will split the class in half. Half the group will begin drafting the body of the argument essay by looking at the "Building your the Body of Your Argument" handout, examining my model, and using sentence stems to draft the start of the body of your argument. The other half of the class will begin to type the argumentative essay, starting with the Style Sheet and introduction begun last class.
Homework: Complete any reading or part of the outline that is not yet completed; finish typing the introduction to your argument; read independently.
Tuesday, March 31, 2015
Daily Flow 03.31
Daily Flow 03.31
Introductions take two.
At the start of today's class we will take stock of where everyone is in the development of the argumentative essay. Everyone will be asked to begin an outline with whatever evidence has been gathered from readings thus far. Together, we will review strategies for writing compelling introductions for arguments, starting by looking at my example introduction. After reviewing several different formats for writing introductions, everyone will work on drafting their own introduction - this will be what you hand in at the end of today's class.
Work on introductions will flow into independent reading. I will continue to conference with individuals about independent reading and the upcoming Book Talk assignment.
In the last third of class, we will split the group in half. One side of the room will work on setting up their argumentative essay in Google Drive using the Style Sheet as a guide. The other side of the room will continue drafting introductions and work on any incomplete readings or outlines.
Homework: Finish any reading our outlining of your argumentative essay that is not complete; independent reading.
Introductions take two.
At the start of today's class we will take stock of where everyone is in the development of the argumentative essay. Everyone will be asked to begin an outline with whatever evidence has been gathered from readings thus far. Together, we will review strategies for writing compelling introductions for arguments, starting by looking at my example introduction. After reviewing several different formats for writing introductions, everyone will work on drafting their own introduction - this will be what you hand in at the end of today's class.
Work on introductions will flow into independent reading. I will continue to conference with individuals about independent reading and the upcoming Book Talk assignment.
In the last third of class, we will split the group in half. One side of the room will work on setting up their argumentative essay in Google Drive using the Style Sheet as a guide. The other side of the room will continue drafting introductions and work on any incomplete readings or outlines.
Homework: Finish any reading our outlining of your argumentative essay that is not complete; independent reading.
Monday, March 30, 2015
Daily Flow 03.30
Daily Flow 03.30
When do I need to have my readings for my argumentative essay completed?
How will I write my introduction?
When is the last day to work on these argumentative essays in class?
Never fear! In today's opening, we are going to map-out the next four class periods in which you will get mini-lessons on introductions, claims/evidence/warrants/, conclusions, and time to pull all this together in your argumentative essay.
During independent reading, I will conference with individuals and look specifically at the Book Talk outline.
The last third of class will be time for a mini-lesson on introductions, practice drafting your own introduction, and independent work time to begin typing your essay (use the Style Sheet to format the start of your essay) or catch-up on reading or outlining you still need to complete.
Homework tonight is to read independently (60 minutes a day!) and complete any reading or outlining that is not finished by the end of class today. (If you want to resubmit readings for a revised look at your work towards reading standard #1, be sure you hand those readings in!)
When do I need to have my readings for my argumentative essay completed?
How will I write my introduction?
When is the last day to work on these argumentative essays in class?
Never fear! In today's opening, we are going to map-out the next four class periods in which you will get mini-lessons on introductions, claims/evidence/warrants/, conclusions, and time to pull all this together in your argumentative essay.
During independent reading, I will conference with individuals and look specifically at the Book Talk outline.
The last third of class will be time for a mini-lesson on introductions, practice drafting your own introduction, and independent work time to begin typing your essay (use the Style Sheet to format the start of your essay) or catch-up on reading or outlining you still need to complete.
Homework tonight is to read independently (60 minutes a day!) and complete any reading or outlining that is not finished by the end of class today. (If you want to resubmit readings for a revised look at your work towards reading standard #1, be sure you hand those readings in!)
Monday, March 23, 2015
Daily Flow 03.23
Daily Flow 03.23
Our opening today will deal with writing the two sentences everyone has been asked to write and the end of both readings related to researching questions about the Amistad. We will look at two example summaries, discuss our observations, and I will give everyone a handout titled "Tips for Two End-of-Reading Sentences."
Everyone will have 15-20 minutes to work on their independent reading. Booktalks will begin the week before April break (week of April 6).
In the second half of class, everyone will be expected to get as close as they can to finishing scanning, reading, and responding to their two articles related to research about the Amistad. I hope to conclude class by giving everyone this "Planning your Argument" organizer so we can begin Wednesday's class with a discussion of claims, evidence, and warrants.
Our opening today will deal with writing the two sentences everyone has been asked to write and the end of both readings related to researching questions about the Amistad. We will look at two example summaries, discuss our observations, and I will give everyone a handout titled "Tips for Two End-of-Reading Sentences."
Everyone will have 15-20 minutes to work on their independent reading. Booktalks will begin the week before April break (week of April 6).
In the second half of class, everyone will be expected to get as close as they can to finishing scanning, reading, and responding to their two articles related to research about the Amistad. I hope to conclude class by giving everyone this "Planning your Argument" organizer so we can begin Wednesday's class with a discussion of claims, evidence, and warrants.
Friday, March 20, 2015
Daily Flow (A-Day) 03.20
Daily Flow 03.20 (A-Day)
Our class will begin with a review of where everyone is with their readings for our argumentative essays. Who is still scanning? Who is reading and underlining/annotating? Who has written their two sentences at the end of the article? Who is ready for their second article?
We will take a closer look at helpful verbs and a sentence formats for writing those two summary sentences at the end of each reading by looking at two sample summaries and examining tips for writing those two end-of reading sentences.
Everyone will have time to work on their independent reading in class today. (Are you thinking about your book-talk?)
Finally, we will end class by making sure everyone has their second article in case people are ready to move ahead with reading before our next class on Tuesday.
Tuesday, March 17, 2015
Daily Flow 03.17 (B-Day)
Daily Flow 03.17
We will begin class by looking at the questions created during Friday's QFT session.
The bulk of today's class, after independent reading, will be spent reviewing and practicing close reading. Each student will have time to select and begin reading a piece of non-fiction text to support the argumentative question chosen for the argumentative essay.
Homework tonight is to read your independent reading book for 60 minutes and complete your reading, coding, and short response for your first non-fiction piece. See our "Reading for Argumentative Essay Handout" for details on the reading assignment.
We will begin class by looking at the questions created during Friday's QFT session.
The bulk of today's class, after independent reading, will be spent reviewing and practicing close reading. Each student will have time to select and begin reading a piece of non-fiction text to support the argumentative question chosen for the argumentative essay.
Homework tonight is to read your independent reading book for 60 minutes and complete your reading, coding, and short response for your first non-fiction piece. See our "Reading for Argumentative Essay Handout" for details on the reading assignment.
Friday, March 13, 2015
QFT in English I
Daily Flow 03.13
Today, thanks to Mr. Willems, we will use the Question Formation Technique to identify questions around courage and the Amistad that each student will use to inspire their reading and writing for our argumentative essays.
This is the handout we will use to guide us through the QFT process.
Today, thanks to Mr. Willems, we will use the Question Formation Technique to identify questions around courage and the Amistad that each student will use to inspire their reading and writing for our argumentative essays.
This is the handout we will use to guide us through the QFT process.
Thursday, March 12, 2015
Completing your Definition of Courage - (A-Day) 03.12
Daily Flow 03.12
We will begin class with a mini-lesson on how conjunctions can aid in writing more complex and interesting sentences. Then everyone will try it for themselves on their outline for their definition of courage.
We will spend time on independent reading. Think about what you might want to use for your book talk this trimester.
Finally, everyone will have the last 25-30 minutes of the class to work on completing their definitions of courage. Homework is to read independently and work on your definition of courage if it is not completed in class.
We will begin class with a mini-lesson on how conjunctions can aid in writing more complex and interesting sentences. Then everyone will try it for themselves on their outline for their definition of courage.
We will spend time on independent reading. Think about what you might want to use for your book talk this trimester.
Finally, everyone will have the last 25-30 minutes of the class to work on completing their definitions of courage. Homework is to read independently and work on your definition of courage if it is not completed in class.
Wednesday, March 11, 2015
Completing your Definition of Courage - (B-Day) 3.11
Daily Flow 03.11
Today we will start class with a look at how conjunctions can help us create compound sentences. These kinds of compound sentences are yet another way you can spice up bland writing.
I will give a book talk about Cory Doctorow's Little Brother and encourage everyone to continue thinking about their own book talk is your independent reading requirement for the third trimester.
Finally, you will have a chance to work on completing your Definition of Courage. For those who completed their definitions last class, you will have a chance to revise your definitions using my comments and our English I Style Sheet.
Today we will start class with a look at how conjunctions can help us create compound sentences. These kinds of compound sentences are yet another way you can spice up bland writing.
I will give a book talk about Cory Doctorow's Little Brother and encourage everyone to continue thinking about their own book talk is your independent reading requirement for the third trimester.
Finally, you will have a chance to work on completing your Definition of Courage. For those who completed their definitions last class, you will have a chance to revise your definitions using my comments and our English I Style Sheet.
Tuesday, March 10, 2015
Writing your Definition of Courage - 3.10 (A-Days)
Daily Flow 03.10
For different reasons (snow days, curriculum writing) our A-Day classes haven't gotten much time to work on Definitions of Courage.
Today, we are going to do a quick lesson on Transition Words, work on independent reading, and then take a poll of where everyone is when it comes to their Definition of Courage. Using the outline, everyone will work on developing their definition of courage.
Homework tonight is to finish your opening definition and define criteria #1, that is, if you don't finish it in class. You also are expected to read 60 minutes a day - as usual.
For different reasons (snow days, curriculum writing) our A-Day classes haven't gotten much time to work on Definitions of Courage.
Today, we are going to do a quick lesson on Transition Words, work on independent reading, and then take a poll of where everyone is when it comes to their Definition of Courage. Using the outline, everyone will work on developing their definition of courage.
Homework tonight is to finish your opening definition and define criteria #1, that is, if you don't finish it in class. You also are expected to read 60 minutes a day - as usual.
Monday, March 9, 2015
Writing Your Definition of Courage - 3.9
Daily Flow 03.09
Today we are continuing composing our individual definitions of courage from our lists of criteria.
The first part of your definition should use transition words to jump from example to counter example. Use the outline if you are having trouble.
The second part of your definition should use transitions words AND a semicolon to create compound sentences. See the Daily Flow above for examples.
Homework tonight is to finish parts one and two of your definition if they are incomplete and of course, read 60 minutes in your independent reading book.
Today we are continuing composing our individual definitions of courage from our lists of criteria.
The first part of your definition should use transition words to jump from example to counter example. Use the outline if you are having trouble.
The second part of your definition should use transitions words AND a semicolon to create compound sentences. See the Daily Flow above for examples.
Homework tonight is to finish parts one and two of your definition if they are incomplete and of course, read 60 minutes in your independent reading book.
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