SVID and SVPnom/Padj.

Hi class,

Today we took some notes on the indirect objects and direct objects that go with action verbs, and the predicate nominatives or predicate adjectives that go with linking verbs.  See the last post for the information on that.  There are screenshots on the notes on Edmodo.  We will finish exercise 5 in class tomorrow - all you had to do tonight was...

Homework: finish crossing off prepositional phrases from exercise 5... and watch the video about sentence diagramming below.  If you lost exercise 5, I put a copy up on Edmodo.

Revisiting Verbs and Introducing Objects

Hi folks, remember when we talked about action verbs and linking verbs (and even helping verbs)?  Well, we are going to build off that discussion tomorrow!  Today we are going to learn about objects!  Below are the notes that you will need.

Action Verbs – These are things that you do.   They can have Indirect Objects and Direct Objects.  Remember the almighty pattern: SVID

Direct Objects = ask “Who?” or “What?” after an action verb.  They are always afterthe action verb.  They are always nouns or pronouns.

Indirect Objects = ask “To whom?” “For whom?”  or “For what?” “To What?” If you have an indirect object, there always needs to be an action verb and a direct object. REMEMBER SVID!

Linking Verbs – These link the subject to a word that describes (Predicate Adjective, which is an adjective) or renames (Predicate Nominative, which is a noun) the subject.

We have some exercises to do in class, and then we will take it one step further for homework.

Homework:  We are flipping again!  I'm going to be teaching you another lesson by video.  In the video, I will ask you to do do two simple tasks.  Bring those tasks into class the following day!

Test Moved to Monday

Test has been moved to Monday.  Today we reviewed.  See the image and video below.  Tomorrow we will discuss cinematography and we'll watch your videos...hooray!

Update...video fixed....sorry!

12 Angry Men Movie

Today we had the spelling bee team finals.  Congratulations to Tucker and Caroline!  We will be watching them compete against the rest of the school on January 31st!

The second half of the half-day was spent watching the brilliant movie, 12 Angry Men.  If you were absent, you can find it on Youtube (below).

Homework:  12 Angry Men objective test is on Friday.

Cinematography Intro

Hi folks!

In the video below, you will learn many of the elements of cinematography.  Your assignment: be able to tell me three terms that were discussed in the movie, and were NOT on the handout I gave you for tomorrow.

Homework:  Watch the video below.  12 Angry Men test on Friday.  Movie terms sheet due Thursday.

Cinematography in 12 Angry Men

A director uses these elements to enhance the TONE (overall emotional feeling) and the THEMES of the movie.  We'll be applying it to Twelve Angry Men.

Score: music composed for a specific film to enhance emotion.

Establishing Shot: a shot that introduces a location and/or character.  It gives us the context, the "big picture" of the movie...so we know where this is, what the setting is.

Pan: when the camera turns on a single axis.

Dolly Shot: a steady camera movement through a scene in a single shot.

Rack Focus: a shift of focus from one element on a screen to another.

Wide Shot: shows the whole character.  More of a distant feel to it.  It's used often in introducing characters.

Medium Shot: shows character from waist to head.  Often used for dialogue.  This is the most frequent type of shot used in American film, and most of a movie is at this distance.

 

Close Up: shows a character's head and shoulders (although it can be of an object like a knife).   This gives you a chance to see the character's facial expressions.  Often used when we need to see a character's emotions.

  

Extreme Close Up: shows only a portion of the the face, ex: eyes or mouth.  These are the closest shots you can get and are used to focus on emotion.

 

and another...

 

Filming

Today we created our short films in class and tomorrow will be putting some finishing touches on them and will be uploading them.

Those of you who prepared and brought in costumes...your effort really seemed to pay off!

Homework:  12 Angry Men objective test is this Friday.

Finish the Play and Bring in a Costume!

On Monday we're going to be using the iPads to shoot a little video of your character...that's why you need your costumes!

There are specific things that need to be in your video...that's why you need to watch the video below this weekend...so you can come prepared to shoot!

Only one class completely finished the play, so the rest of us will finish it Monday as well, right before we jump into the shooting.

We covered some intense parts of the play today...the video also has a little bit of review.

Homework:  Watch the video and bring in your character's costume.  The video will tell you what you need to have in your short film.

Acting Day 4

We will finish this play tomorrow!  We will have a little discussion and then watch the movie shortly thereafter next week.

Homework:  Watch the movie below.  It will ask you to post something on Edmodo...watch it to find out what!

Acting, Day 3

Today we went over the facts you posted on Edmodo, and continued acting.  You have another night to fix your post, or repost if you like!

Homework:  no new homework.  See last post.

Acting Day 2

Today we acted once again...and the tension is building!  Tomorrow we will continue acting.

Homework:  Read up to page 45. Watch the video below.  It has a question that you need to post an answer for on Edmodo.

Acting: Day 1

Hi folks,

Today we began acting.  Tomorrow we will continue.  If you had a classmate who has the same role, it will be their turn tomorrow.

Homework:  Watch the video below.  Write the answers down on a separate piece of paper, and be ready to be called upon in class tomorrow.

Angry Men

Today you signed out your copy of 12 Angry Men, the classic play by Reginald Rose.  You were also assigned a juror to pay special attention towards.

Homework:  Read up to page 30.   Look for a quote that shows your character's personality, and post it in a reply on Edmodo.

The Jury Deliberates

Today you were broken down into jury groups and charged with coming up with a unanimous verdict. You either need to all say guilty (beyond a reasonable doubt), or not-guilty, and acquit the defendant.  Remember, he is charged with the death penalty, and if convicted, will be sentenced for execution.  If he is acquitted, he cannot be recharged with the same crime twice, no matter what (double-jeopardy).

There may have been some arguments, disagreements, and even slight coercion.  Some people may have taken it more seriously than others.  Some may have been stubborn.

Homework:  Go on Edmodo and reply to the questions I posted about the jury deliberation process.  This is your chance to say how the group worked, and how it may have influenced your personal decision or not.  Due tonight.

Grammar and Justice

Today we had a brief review before taking the grammar quizzes on verbs and prepositional phrases.

Remember: a prepositional phrase begins with a preposition, ends with a noun (or pronoun), and never has a verb in it.

The quiz was on Edmodo.  Schedule a retake after school if you didn't do so well.

Afterwards, there was a fact sheet about a crime on Edmodo.  Read the facts, see the videos in the post below and make your decision: guilty or not-guilty.

Homework:  Five sentences turned in to the above-mentioned Edmodo assignment.

You Decide

Quick practice for identifying prepositions

 prepositions quiz: http://www.ucl.ac.uk/internet-grammar/preps/ex1.htm

Cool explanation of prepositions here:  http://www.chompchomp.com/terms/preposition.htm

Bigger prepositions quiz:  http://lessons.englishgrammar101.com/EnglishGrammar101/Module1/Lesson1-40.aspx

Another one:

http://lessons.englishgrammar101.com/EnglishGrammar101/Module1/Lesson1-41.aspx


And another one:

http://lessons.englishgrammar101.com/EnglishGrammar101/Module1/Lesson1-42.aspx

Hope your vacation was wonderful!

When you get back, your prepositions poster will be due.  Look at the example posted below.

Tomorrow in class, we will review the posters, the prepositions song, and yes, more prepositions exercises.

How to get out of the prepositions part of the quiz

If you can recite the following song to me, verbatim, a day before the quiz, you get an automatic 100 on it...although you will still have to take the verbs portion.

The Mighty Prepositions Song

Sung to the tune of “Yankee Doodle Dandy”

Aboard, about, above, across

Against, along, around

As, among, after, at, out

Except, for, during, down

Behind, below, beneath, beside

Between, before, beyond

By, over, of, in, from, off, on

Until, unto, upon

Under, underneath, up, since,

Like, near, past, through, throughout,

With, within, instead of, without,

To, into, toward, inside!

                                   

(and now for some compound prepositions!)

Because of, according to

In addition to…

Instead of, in back/front of

On top of, out of, next to!

The two things that you have to know

 About prepositional phrases:

First, they never roam alone;

Objects always follow close behind them-

Which of course are nouns or pronouns

Without those, preps are adverbs.

The second thing with these phrases -

they act as adverbs or adjectives!

Prepositions Song - Schoolhouse Rock

Study those roots!

Today we studied our Greek and Latin roots, and it is evident that many of you need to continue studying tonight.  That's the only homework.

We also introduced a discusion about verbs.  There are three types: Action Verbs, Linking Verbs, and Helping Verbs.

Action Verbs - these are the things you do!  Run, jumps, laughed, crying ... all action verbs!

Linking Verbs - these act as a link between the subject and a word that that describes or renames it.  They are usually "To Be" verbs.

Helping Verbs - these are little verbs like "To Be" verbs or "To Have" verbs.  They are always hanging on to bigger verbs.

Homework: study for roots quiz tomorrow!

Greek and Latin Root Flashcards

Here are the flashcards:

Last chance to spell

Today we had another practice spelling test.  Tomorrow is the real deal!

Also tomorrow we will have flashcards for Greek and Latin roots, for which we'll have a quiz on Friday!

Spelling and Root Work

Today we did more work on studying our Greek/Latin roots and our Spelling Lists.  Each student was assigned one of the roots (listed in last post) to create a poster.  The poster must have 5 words that use the root, the root and its definition, and be full-color.

Homework: Greet/Latin Root poster due Tuesday.  Spelling quiz is Wednesday.

Spelling and Greek/Latin Roots

Today you will get your spelling lists.  After taking a brief pre-test to see how many words on your list you can already spell, continue to practice them for homework.

The second activity you will do in class today is play Greek/Latin Root Baseball!  We will also be studying 30 of the most common roots, and their meanings.  Knowing these will ultimately help us do two things: 1) determine the meanings of larger words we don't know, and 2) be able to spell new words a little better since we know how to spell the roots.

Homework:  Spelling list quiz is next Wednesday.  Roots quiz is to be announced.

Below are the spelling words and all the list of all the Greek/Latin roots that we will be studying.

Spelling:

Standard List       CP List      Honors List

Greek/Latin Roots:

ROOT	MEANING	EXAMPLES
-ast(er)-(G)	star	asteroid, astronomy
-audi- (L)	hear	audible, audience
-auto- (G)	self	automatic, autopsy
-bene- (L)	good	benefit, benign
-bio- (G)	life	biography, biology
-chrono- (G)	time	chronic, synchronize
-dict- (L)	say	dictate, diction
-duc- (L)	lead, make	deduce, produce
-gen- (L)	give birth	gene, generate
-geo- (G)	earth	geography, geology
-graph- (G)	write	autograph, graph
-jur-, -jus- (L)	law	jury, justice
-log-, -logue- (L)	thought	logic, obloquy
-luc- (L)	light	lucid, translucent
-man(u)- (L)	hand	manual, manure
-mand-, -mend- (L)	order	demand, recommend
-mis-, -mit- (L)	send	missile, transmission
-omni- (L)	all	omnivorous
-path- (G)	feel	empathy, pathetic
-phil- (G)	love	philosophy, bibliophile
-phon- (G)	sound	phonics, telephone
-photo- (G)	light	photograph, photon
-port- (L)	carry	export, portable
-qui(t)- (L)	quiet, rest	acquit, tranquil
-scrib-, -script- (L)	write	ascribe, script
-sens-, -sent- (L)	feel	resent, sensitive
-tele- (G)	far off	telecast, telephone
-terr- (L)	earth	terrain, territory
-vac- (L)	empty	evacuate, vacate
-vid-, -vis- (L)	see	visible, video

The Heroic Journey

Today we finished the movie, The Goonies and discussed the Hero's Journey cycle.   See the link below for more information on what the Hero's Journey looks like in the movies Wizard of Oz, Harry Potter and the Sorcerer's Stone, and Star Wars - A New Hope.

Homework:  Reply to the "Abyss" post on Edmodo, due tonight.  Hero's Journey worksheet due tomorrow.

Back in Class!

So the field trip was cancelled today, but has been rescheduled for next Monday.

Today we started the test in class, and will have 10-15 minutes of class time tomorrow to finish.  Prepare yourselves properly!

Homework:  none

No play tomorrow

I just got word from the theater, and they report that they do not anticipate getting the power back on for tomorrow.  We will try to reschedule it.

Test Postponed until Monday

Hi folks,

I realized that we really need another day to discuss the book before we take the test.  The test will be on Monday.

Finishing the Book and Studying

You need to finish the book by the end of class today.

I'll also be passing out the study guide and showing you how to make your own Flashcard set on Quizlet.com

Finally, I'll show you our discussion forums on Edmodo.  It is where you can get help/discuss the book and the study guide questions.

Homework:

Edmodo: reply to Mr. Stowell's post on Edmodo with question you have about the book.  It can be with regards to anything: motif, symbolism, theme, or even plot...feel free to respond to any of your classmates as well.  Due TONIGHT (before midnight).

Study flashcards.  Vocab quiz (through Quizlet) will be taken in class on Wednesday.  Book test is on Friday.

Study Guide Questions

The Pearl Test Study Guide

There will be several short-answer questions based off of the following areas.  For each question, you will be expected to provide a good passage from the book as evidence to back you up AND you will have to explain how that passage is evidence.  INCLUDE PAGE NUMBERS of passages as well.

Characterization of Kino:

passage (and page #):

explanation of what passage shows about Kino:

Characterization of Juana:

passage (and page #):

explanation of what passage shows about Juana:

Characterization of some other significant character(s):

passage that describes character (and page #):

explanation of what passage shows about that char.(s):

Describe an important aspect of one of the settings:

passage describing setting (and page #):

explanation of how that setting is important to the story:

Describe the central conflict:

passage showing that conflict (and page #):

explanation of why that conflict is the central one:

   

 Describe the symbolism:

passage showing that setting (and page #):

description of that conflict setting and what it means:

  Describe a motif:

passage showing a motif (and page #):

explanation of that motif and why you think it shows up again and again:

Describe the theme:

         passage showing the theme (and page #):

explanation of what you think the theme is, and what the author is trying to show the reader:

Studying for the Book Test

There will be a book test on Friday, 10/26.

There are two parts to the test:

1) (20 points) Multiple-choice plot questions.  These are questions about what happened.  If you read the book, you should be fine.  This part will be on Edmodo.

     -a practice set of multiple-choice questions are online here....check them out and practice!

2) (80 points) Short responses with passages from the book.  These involve finding good passages from the book, and explaining the significance of them.  This part will be handwritten.

    -a study guide will be passed out to you on Monday.

Day 37 and 38: More Vocab and Finish Reading

Periods 1 and 2 did not meet Thursday, 6 and 7 will not meet on Friday.

We continued reading, and I showed you the master list of vocabulary (see below post).

You should have finished the book by the end of class on Monday.

Homework:

Have your list of words chosen, and checked with the vocabulary flashcards by the end of class tomorrow.
Vocabulary quiz on Wednesday.
Book test on Friday, 10/26.

Huge Flashcard Set of The Pearl vocabulary

Applying for PEA or some other private school?

It's about that time of year.  I have just checked my inbox and found a couple applications for private schools.  I fill out about 30 of these a year for students (unpaid), and it takes a great deal of my time.  However, I'm happy to help you pursue your dreams.

If you want me to write more personalized and therefor better recommendations for you, it would help if you could send me an email answering a few questions:

• what do you want to be or do when you grow up?
• what are some of your personal goals, academically, and in life?
• what clubs or organizations, or community service have you done?
• what kinds of sports or activities do you participate in?
• how have you contributed to our school community, and our team community?
• what have been some of your achievements and things you are proud about in life?
• what's your favorite book?
• do you consider yourself a strong writer?
• what kind of writing do you like to do?
• any hobbies?
• finally...why do you want to go to private school?

Answering as many of these questions as you can helps me see you as a more rounded individual and helps me brag a bit more about you.  You want your recommendation to stand out amongst the thousands...so the more personal, the better.

Also, not to be a downer...but even though I write really awesome recommendations, typically only 1-3 of the students on each team get accepted to PEA for their freshmen year.  Two were accepted last year.  It's tough competition out there.

Day 35: The Pearl Vocab

Okay folks!  Along with reading, you are taking dibs on the available vocab from the book.  We will use this to create a master list.  Check back here for the entire list.

Once you have that list, you will be creating your own flashcards on Quizelet.com.  I'll show you how to do that later this week.

Homework: 

Due tonight: post the definition and sentence for your assigned word on the blog in class, or from home, due tonight.

Your vocab list needs to be approved by Mr. Stowell by Friday.

Quizlet flashcards due Monday.

Vocab quiz on Wednesday.

Class Activity: Master Pearl Vocab List

Do this in class ONLY!

It is your job to write help the pod grow a master vocabulary list for us to create flashcards from.  You will be assigned a word, first come, first served.  It's your job to search for that word within the book, and use what you find to fill out this form!  Fill it out in class!

Day 34: Early Birds

Hello folks,

Most of the class is in the 70's for the book, but a few of you have flown through the book.  You lucky ducks.  You get to get a jump on the activities.

1)  Make sure you have all your vocab words with sentences and definitions.
           -remember, standard = 15 words, CP = 25 words, and Honors = 35 words.
           -you must have your words approved by Mr. Stowell

2)  Scroll through the book to find the three best passages for each of the following categories.  Record which page you found them on...and make sure they are highlighted.

           -passages that describe Kino
           -passages that describe Juana
           -that describe some other character(s)
           -that describe the Central Conflict
           -that describe the Setting(s)
           -that show Symbolism
           -that show the Theme
           -that show a Motif

This is also a great time to see if there are any passages that shouldn't be highlighted.

Day 33

Today we are continuing to read The Pearl.  You should be at least in the 60s by the end of class today.

Are you behind?  You can...

• read the book online here.

• download the book onto your own iDevice

• ask Mr. Stowell to borrow an iPad during a study period or lunch, or even stay after school.

Homework:  none.

Day 32: Vocab Picture

Here is an example of what I'm asking you you to created today, either in class, or at home.  It may be digital, like the picture above, or it can be hand-drawn.

I used the app, Skitch (free), to create the example above, but there are other apps out there that do the same thing.

Your picture needs to have the following:

• word
• definition with part of speech (noun, verb, adjective)
• the example sentence from the book
• a full-color example picture
• the page number you found it on.

You can hand it in physically, or if it's digital, pass it in through Edmodo.

Homework:  vocab picture due Monday.

Huge list of possible The Pearl vocabulary words

word	page (landscape)
pulque	23
fiesta
crevices	24
plaintively	24
rigidity	24
lymphatic	28
procession	31
shawl
rutted
strenuous
flanks
bougainvillaea	32
outskirts
consolation	33
ignorance	34
avarice
alms
indigent
indigene	35
humbly
discontent	37
stout
hoarse
furnishings	38
mistress	38
trifle
ulcers	40
suppliant	41
estuary	42
Nayarit
lateen
botete	43
mirage	44
clarities
optical
mangroves
undulating	50
hummock	53
writhed	55
subsided
incandescence	56
almsgiver	61
semblance
capital	62
precipitated
speculations
lucent	66
disparagement	67
transfigured	70
reluctant	71
benediction	72
solemnly	73
threshed	74
shrilling	75
subjugation	77
curtly
deftly	81
dissembling	84
taut	90
furtive	94
inaudible
consecrated	96
cozened	99
countenanced	103
freshet	109
ramparts	112
stalwart	113
benign	114
ceremonious	115
hibiscus
legerdemain	116
perplexed	120
contrary	120
appraiser
coagulating	122
contemptuously	124
monstrosity	124
clamber	129
lethargy	132
entranced	133
herring	143
conceived	148
edifice	150
lament	152
forestalled	155
leprosy
fondled	157
waning	163
lumbered	164
covert	165
resinous	166
sentinel	170
guttural	170
goading	177
monolithic	178
irresolution	183
cleft	184
foliage
escarpment	186
pampas grass
amulet	196
intercession	197
rouse	198
germane	198
cicadas
malignant	209

Day 31: Necaps and Reading

Due to NECAP testing, we have no homework, and it is a straight-up reading day.  Get caught up!

Topic Sentence for Exit Card #10

You can all have different topic sentences for tonight's summary, but based off of your responses in class today, most of you agreed that it goes something like this...

The book, The Pearl, is a story about Kino and how his life is changed by discovering a giant pearl.

Day 28: The Pearl Symbolism and Conflict

Today we had a shortened schedule, and so had a little time to read and search for two things:

1)  Find a passage that shows an example of symbolism.  There are two obvious ones, but there are smaller ones as well.

2)  Describe in your own words what you think is the major problem - Primary Conflict, of the story.

Homework:  Answer those two questions for Exit Card #9 on Edmodo, due Tuesday.

Want to download the a free copy of The Pearl

Take your iPod or iPad, or even your computer and go to this website:

http://www.epubbud.com/book.php?g=QU7NAE2P

There you can download a free copy of the book...even onto the iPad.

Day 27: Symbolism and Conflict

Today we spoke about symbolism and primary conflict in class.

Symbolism = an object, color, season, weather event, even a sound that has some "deeper significance."

Conflict = the big problem that story revolves around.

Homework: none.

Day 26: More reading of The Pearl

Today we are continuing to read The Pearl.  You should be in the mid-20's page-wise by today.

We discussed characterization and motif, and found the best examples of each using Socrative.

Motif: a repeating image or idea that occurs throughout a story.  In today's class, we noted how the village's songs keep repeating throughout.  When Kino is thinking about his family, The Song of Family plays in his head, when something threatening or bad happens, The Song of Evil plays in his head.


Homework:  none.

Day 25: Characterization

Today, your job is to look for a passage that characterizes either Juana or Kino.

Characterization:  the description of a character's physical appearance or personality.

Any characterization passage, you will highlight in BLUE.

Read as much as you can in class, highlighting appropriately, and especially looking for a characterization passage.  The passage can either be dialog or narration, but you will most likely find it in narration.

Homework:  Exit card 8 on Edmodo, due tonight.  Guess what it asks for?  Yup, a characterization quote.

Day 24: Introducing iBooks and The Pearl

Hi Folks,

So we're introducing the basic functionalities of iBooks and how to use them to get the most out of the book we're reading, The Pearl by John Steinbeck.

Highlight colors you will use:

Green:  Anything that describes the setting.  Look for good sensory details and specific description.

Blue: Characterization.  Anything that describes a character physically or emotionally or personality.

Underline:  Vocab words.  You'll have a daily vocab list.  There are 11 spaces.  Find as many words as you can.

Purple:  For now, highlight anything else you think is important with this color.  We'll be going over more specifically later what that entails (theme, motif, and symbolism).


Summary Worksheet:  You were handed a blue summary worksheet.  Every time you finish a page, jot down a quick summary of what happened on the page.  This will come in handy when you have a test on the book (at the end) and when I have you write larger summaries.  BRING THIS TO CLASS EVERY DAY.

Daily Vocab Sheet:  Every day you you need to grab a new vocab sheet.  Fill out as much as you see fit.  I found 101 vocab words out of the entire book...you might finds less.  You will be responsible for collecting as much vocabulary as possible.  At the finish of the book, you will have a vocabulary quiz.  There are three levels:

Standard:  You need to choose your best 15 words to be quizzed on.
CP:   You need to choose your best 25 words to be quizzed on.
Honors:    You need to choose your best 35 words to be quizzed on.


Homework:  none

Day 23: Last Day to Workshop Your Essay

Today is the last day to add the finishing touches to your essay.

The biggest area of concern is sensory details usage.
In a group of three: each person will read the anecdote portion of their essay...that's the "five minute movie" to the other two listeners.  Leave out the intro and conclusion.  The two listeners need to then brainstorm a list of additional ideas of details that the writer could incorporate, using the worksheet Mr. Stowell handed out.  Switch roles until every person winds up with four worksheets of suggestions.

The second area of concern is to check your draft for spelling and capitalization.  Any word that you see and are unsure of the spelling, double-check.  That's why you have the iPads...use the dictionary.

Homework:  Final draft is due Sunday night, by passing it into Edmodo.

Specific Details Brainstorm List

While the reader reads their anecdote to you, brainstorm a list of details that they could add to create a more vivid picture.  You must come up with a minimum of two details under each category.

Proper Nouns (What things needed a name to help create a clearer picture?)

1.

2.

Smell (What smells could be described in the scene?)

1.

2.

Taste (What taste sensations could be described in the scene...remember, they aren’t just food tastes, think outside the box like smokey, gritty, metallic, bitter, chalky)

1.

2.

Touch (What physical feelings/sensations could be described in the scene?)

1.

2.

Sound (This includes dialog.  Suggest some phrases or sentences that might have been said by one of the characters/people in the scene)

1.

2.

Sight (What visual descriptions did you want more of from the scene?)

1.

2.

Day 22: Adverbs, Specific details, and Transitions

We are going to begin the day by discussing adverbs, and why we need to limit them in our writing.

Adverbs:  most of them end in -ly, but not all of them.  Here is the list of some of the most common, which you should rid from your writing:

extremely, entirely, unusually, dangerously, definitely, surprisingly, entirely, especially, quite, terribly, unusually, rather, completely, dreadfully, awfully, totally, really...


Secondly, we will check our dialog punctuation rules with one partner.  Some of you still need work.  If your partner can't figure it out, check with Stowell.


Thirdly,  we will partner up with three new partners...sitting side by side to listen to each other read our narratives.  When we are listeners, will be listening for the following three things:

A)  What do you think the thesis is?

B)  Where could there be more specific detail?

C)  Where could there be a better transition (where did it not flow, or where was it confusing, or jumped from one spot to the next too quickly)?


Homework:  Incorporate any new changes.  Final draft must be submitted to Edmodo by Sunday evening, or if you're having problems doing that, bring in a final print draft by class time on Monday.

Remember:  if you print it during or after class on Monday, I'll take off half a letter grade.  If you are a day late, it goes down a letter grade each day.

Ropes Course

Hi Folks,

We haven't met in English for the past two days, so check the last post for the homework!

Tomorrow we will pick back up with our drafts!  Two more days of improving, then the final draft needs to be uploaded to Edmodo by Sunday night!  (If you have problems, I'll accept a printed copy on Monday)

Day 19: Workshopping the Narrative: Strong Verbs and To Be or Not to Be.

Today we are specifically looking for strong verb usage.

You are only allowed to have a maximum of 5 "to be" verbs per page.   Dialog is not included in this count.  Be verbs are boring and they should be replaced whenever possible.  Finding other verbs to replace them, forces your writing to be more active and interesting.  This method is based off of a movement calle "English Prime" or "E-Prime," and if you're a nerd and want to read up on it, check it out here.

Below is the list of all the forms of the BE verb.  The biggest offenders are...

 "am, is, are, was, were, being, have been, will be"

Limiting these verbs from your writing does two things: 1) it forces you to come up with stronger, more descriptive verbs, and 2) it makes your writing more active, and less passive, which we'll learn more about later!

Excellent job!  After

Homework:  Print out a new draft with all stronger verbs (you are allowed to have only 3 "be" verbs), limited adverbs, and any other corrections you care to make for tomorrow's workshop.

Benchmark Essays, Book Fair, and Rough Drafts

So today we have the opportunity to go to the book fair.  It will take about 15 minutes of our class time.

Aside from that, you have time to finish typing the rough draft of your essay and upload it to Edmodo.

If you have already done that, which I see that some of you have, please get in groups of two, or by yourself, and read at least one of the example essays.  These are the kids who got A's the last time I did the narrative essay, it would be beneficial to discuss what they did right with your partner.

Homework:  Bring a printed copy of your draft to class, ready to be workshopped on Monday.

Continuing to Write the Narrative

Hi class,

Today we talked about what goes in the intro and concluding paragraphs of the narrative essay.

Intro:

1)  Hook: (a thought-provoking question, a preview of the anecdote's action, some interesting dialog, a bold statement, a famous quote, etc.)

2)  Background/Set up the story.  Tell the who, what, when, where of your anecdote and lead into it.

3) *optional* a Thesis statement.  Some people prefer to save the thesis for later in the anecdote, or even the conclusion.

Conclusion:

1) Tie up most loose ends.  It's okay to have a little bit of a cliffhanger, but your reader is going to want to feel like they have heard the complete story.  We are not writing novels here, or sequels.

2) Thesis.  If you haven't stated the main point of your essay earlier, you need to spell it out here.

3) Leave the reader with something to think about.  Make to make connections from your story to something else, or have another hook.  Many writers find it effective to leave with a thought-provoking question, statement, or even a quote.

Homework:  We will be spending 15 minutes of class time going to the book fair, but other than that, you have until the end of class to have a typed, rough draft of your essay in MLA format.

Dialog Rules (Re-posted)

A) Cap. Quote Rule - A direct quote usually begins with a capital letter.

Right: Mr. Stowell exclaimed, "Grammar rocks!"
Wrong: Mr. Stowell exclaimed, "grammar rocks!"

B) Change-up Rule - Every time you change a speaker, you start a new paragraph...but only do so when you CHANGE the speaker!

Right: 
      Once upon a time there was a teacher who loved grammar.  "I love grammar," the teacher said.  He tried to convince his class grammar was cool.  "Isn't this so much fun?" he asked.
      "No, it is not fun at all!" the class replied in unison.
      "Oh."  Mr. Stowell walked away, dejected.

C) Tag Rule - speaker tags are the typical "he said" or "she said" phrases.  Note the punctuation in the examples.

Right:  "I never know what to say," said Mr. Stowell.
Wrong: "I never know what to say" said Mr. Stowell.
Right:  Mr. Stowell asked, "How do I convince them?"
Wrong: Mr. Stowell asked "How do I convince them?"

D) Continue Quote Rule - When a quoted sentence is interrupted by a speech tag, follow the example on properly punctuating.

Right: "I think I'll have some ice cream," ordered Mr. Stowell, "with my pepperoni pizza!"
Wrong:  "I think I'll have some ice cream," ordered Mr. Stowell, "With my pepperoni pizza!"

E) Inception Quote Rule - When you have a quote inside of a quote, the inside quote gets single quotation marks.

Right:  "I can't believe Mr. Stowell said, 'No more homework ever again!' at the end of class today," Mary exclaimed.
Wrong:  "I can't believe Mr. Stowell said, "No more homework ever again!" at the end of class today," Mary exclaimed.
Right: Mary said, "It was so funny when Mr. Stowell screamed, 'Don't hurt me!'"
Wrong:  Mary said, "It was so funny when Mr. Stowell screamed, "Don't hurt me!""

F) Long Quote Rule - When a quotation goes on for several uninterrupted sentences, you only put the quotation marks at the beginning of the first sentence, and the end of the last sentence - NOT on every sentence.

Right:  Mr. Stowell said, "Teaching grammar doesn't have to be boring.  It can be fun, but it's harder to make it fun.  However, I only teach it because I have to for NECAPs.  I'd rather spend my time teaching other things."
Wrong:    Mr. Stowell said, "Teaching grammar doesn't have to be boring." "It can be fun, but it's harder to make it fun." "However, I only teach it because I have to for NECAPs." "I'd rather spend my time teaching other things."

G) Super-long Quote Rule - If a quotation goes on for several uninterrupted PARAGRAPHS, but the open quotation mark at the beginning of every paragraph, but only put a close quotation mark at the end of the last paragraph.  This is too long to give you an example!

H) Inside Punc. Rule - Periods and commas at the end of quotations ALWAYS go inside the quotation marks.  Put a question mark (?) or exclamation mark (!) inside the quotation marks only if they apply to the quotation itself.  If the ? or ! apply to the WHOLE sentence, place them outside of the quotation marks.

Right: It was funny when the lady yelled, "Where's the beef?"
Wrong:  It was funny when the lady yelled, "Where's the beef"?
Right: Did Mr. Stowell really just say, "OMG"?
Wrong: Did Mr. Stowell really just say, "OMG?"