October 30/November 2, 2009

October 30/November 2, 2009
Reading/Writing time


Everyday Editing -- How Did They Do That?


How'd They Do It?

Mentor Sentence (Copy it into your composition book with today's date.): 
The phone rang, but Mack did not get up to answer it.    -- Roland Smith, Jack's Run (2007)

Look at each of these altered sentences.  Find the difference between it and the mentor sentence, and figure out why the change is a problem.   If you are absent, write down what the changes were and why the original sentence is better. 

The phone rang, but Mack don't get up to answer it.

The phone ranged, but Mack did not get up to answer it.

The phone rang, Mack did not get up to answer it.

The phone rang, but mack did not get up to answer it.

The phone rang, for Mack did not get up to answer it.

Share scary stories
 Ms. Dorsey's scary story and how to plot a plot
(introduction, exposition, rising action which introduces and develops a conflict, climax, resolution)

Students shared theirs in small groups and selected the best to be shared with the whole class.

More about writing your letters about literature
We talked about corresponding instead of just complimenting.  Most students received the prompt we will be following in My Access -- which they could begin on MyAccess, or they could just begin preparing ideas and hopefully a rough draft.

Introduce Book Groups
Students found out which book they were reading for in-class book groups and recorded their titles on a worksheet they'll use next time.

I hope you have or had a fun, safe, trouble-free, happy Halloween!  

Special Notes

See the list of required entries in the composition book in the post

Term 2 Composition Book

See the October Book-of-the Month Assignment in the post, and the link below that takes you to a sample letter, showing the format for your letter (the way it should look when you type it.

Letters to Authors -- October Book of the Month

Sample Letter (and Format) for Letter to Author

Student Targets (I-Can's) for Term 2

Student Targets (I-Can's) for Term 2

If you click on this link, you will upload the document to your computer. 

Targets (I-Can's) for second term

 

Zombie Poetry

Here are some samples of zombie haiku from students in Ms. Dorsey's English classes:

Enjoy your life now.
You might not live very long.
Zombies are coming.
-- Kristen O.

Halloween is here.
A lot of zombie costumes
but are they costumes?
-- Kristen O.

limp and weak, breathless
undead, bones and skin decay –
This makes a zombie.
-- Lizzie M.

walking slowly, dead
searching, brains fill their nostrils
There’s one  behind you.
-- Leslie V.

sleeping very sound
hearing dead footsteps coming
your door opens. . .  run!
-- Leslie V.

Parents, don't read this one:
look, it's a zombie
he's gonna eat my mommy.
no more chores for me.
       -- Jane T.



Look! zombies are near.
It is time to run in fear.
Your scream they can't hear.

      -- Jane T.

Beware of zombies.
They could be under your bed.
You are not alone.
    --- Mellissa P.

We're attracted to. .
Your yummy brains and your lungs
which are very good.
  --- Mellissa P.

A claw and a thrash
and off comes your head rolling.
The zombie wants brains.
    -- James R.

Mmm!  I want some brains!
Legs sound just as good as brains!
Pass some arms down here!
   -- Cassidy K.


Infectious undead
They're coming for you today.
Beware!  They're hungry.
--- Brennan B.

Early in the day
when you least expect the worst
zombies will invade
  -- Kortnee C.



Comes with no warning
Foulest stench is in the air
Hide to stay alive.
-- Katie W.



roar, roar, roar, roar, roar
the zombies are coming.  Run!
roar, roar, roar, roar, roar
  -- Matt M.

Lightning in the sky
zombies will conquer the world
It begins today
   --Moses C.

Make sure you get F's
It's really great when you're smart
until zombies come.
  --- Brighton G.

Carry a shotgun
with a supersonic lens
must get rid of them
 --- Jared Bradshaw

And a new one, added 10/19/09 from Buzz B.:

oh shuff'ling undead

that I could be as you are:

tenacious, focused 

And another, from Willow V., added 10-26-09: 

Squishy, squirty mush
That funky smell, I'd know the
smell of rotting brains 

http://www.youtube.com/watch?v=ZPNqub966Tw&feature=player_embedded

Recommended Historical Fiction Books

This article is about "Why Historical Fiction is Important for 21st Century Kids."


Recommended Historical Fiction Books

The Passion of Dolssa  added 2-4-16

Salt to the Sea added 2-4-16
http://www.amazon.com/Salt-Sea-Ruta-Sepetys/dp/0399160302
Scroll down to the book trailer under "Related Media."


The Newbery Award winner for 2011 is an historical fiction book.

Moon Over Manifest  by Clare Vanderpool (Author) 

January 2011 -- I've read Moon Over Manifest, and it is a wonderful book with action, humor, well-developed characters and relationships among characters, and the reader learns many things about the Great Depression, Prohibition, World War I, and more.

from lexile.com

March Toward the Thunder  -- Joseph Bruchac 

Fifteen-year-old Louis, an Abenaki Indian from Canada, enlists in the U.S. Army in 1864 and serves with New York’s Irish Brigade. Basing the main character on his great-grandfather, Bruchac takes readers close to the Civil War soldier’s reality, from grimy field hospitals, where the term sawbones was a horrifically accurate term for a doctor, to the grim battlefields, which experienced soldiers entered only after pinning the pieces of paper to their shirts that would identify their bodies. Although written in third person, the story includes Louis’ thoughts in italics, a device that brings readers closer to this laconic but sympathetic character. In lighter moments, Louis and his Mohawk friend, Artis, trade barbs, to the discomfort of fellow soldiers who misunderstand their brand of humor. Appended are an author’s note on his family history, another on the Irish Brigade, and a bibliography of source materials. A fine choice for readers who want war stories that include plenty of action, as well as reflection. Grades 7-10. --Carolyn Phelan --This text refers to an out of print or unavailable edition of this title.

Note:  I have not yet read all of these books.

Numbering the Bones by Rinaldi, The Midwife’s Apprentice by Cushman,  Steal Away to Freedom by Armstrong,  Sacajawea by Bruchac,  Charlotte’s Rose by Cannon, The Legend of Jimmy Spoon, Jimmy Spoon and the Pony Express, Sounder, Tucker's Travels, Run of the Arrow,

You might be interested in knowing that Lois Lowry (author of The Giver)  has written historical fiction books:
Numbering the Stars and
just out on January 1, 2011--    Like The Willow Tree (Dear America) by Lois Lowry

Before We Were Free by Julia Alvarez: Anita de la Torre never questioned her freedom living in the Dominican Republic. But by her 12th birthday in 1960, most of her relatives have emigrated to the United States, her Tío Toni has disappeared without a trace, and the government’s secret police terrorize her remaining family because of their suspected opposition of el Trujillo’s dictatorship.

Find more information about selecting books for your Book-of-the-Month at

http://cavemanenglish.pbworks.com/Recommended-Books

Feel free to use these (or others) for your individual novels:  
Remember that you can check for lexile levels at lexile.com     Generally the best book for you will be one that is somewhere form 100 lexiles below your tested level to 50 above.

I'll add to this list over the term.
Find another list of recommended historical fiction at 
 http://cavemanenglish.pbworks.com/Historical-Fiction


Rebel Hart by Hemingway and Shields -- a young female confederate spy runs away from home to join a band of rebel raiders.
Bull Run by Fleischman -- the first battle of the Civil War told by sixteen different voices
Pirates! by Celia Rees -- Did you know that there were girl pirates?


Civil War :  Shades of Gray by Reeder, (There's another Shades of Gray by James that is written primarily for adults, but is supposed to a "clean" historical romance),  True North by Katryn Lasky, The River Between Us by Peck, and more; Ballad of the Civil War by Stolz, Mary 680L: Red Moon at Sharpsburg by Wells

Communist Europe: I Am David by Holm

Disease: Fever 1793 by Anderson

Exploration: Blood on the River by Carbone: The King’s Fifth by O’Dell

Immigration;
1919 (from Russia) -- Letters from Rifka by Karen Hess (660L)

Industry and Exploitation: The Mill Girls by Selden

Israel and Palestine: Habibi by Naomi Shihab Nye,

Japanese Internment during WWII: Journey to Topaz, Farewell to Manzanar, Caged Eagles, The Journal of Ben Uchida, Bat 6, The Lucky Baseball by Lieurance,

Korea: Year of Impossible Goodbyes by Sook-Nyul Choi -- North Korea during Japanese occupation; When My Name Was Keoko and A Single Shard by Linda Sue Park

Medieval Europe : Crispin by Avi, Catherine Called Birdy, Matilda Bone

Prohibition: Black Duck by Lisle 790L

Revolutionary War: My Brother Sam is Dead, Johnny Tremain

The Russian Front: Burying the Sun and others by Gloria Whelan, The Endless Steppe by Hautzig

Slavery and Segregation in the U.S.: Witness by Hesse, True North by Katherine Lasky; : My Name is Not Angelica by O’Dell, Steal Away Home by Ruby.

Westward Expansion:  Riding Freedom by Ryan

War and its effect on young people: Breadwinner (life under the Taliban in Afghanistan) and others by Ellis

World War I: All’s Quiet on the Western Front (a classic)

World War II: Soldier Boys by Hughes, Code Talker by Bruchac
Nonfiction Article:  Rosie the Riveter:

http://www.rd.com/slideshows/rosie-the-riveter-history/?trkid=NL-RANDOM-060214&_cmp=&_ebid=6/2/2014&_mid=7447&ehid=9CF05F5B5231871F8233D7EE680C4F3FA07B5964#slideshow=slide10

Holocaust: The Hiding Place, Milkweed by Spinelli, The Boy in the Striped Pajamas by Boyne; The Book Thief (for mature seventh graders or above);  The Devil’s Arithmetic, Marika; The Upstairs Room by Reiss,

Others (I can't remember if all of this set are actually historical fiction): Across the Lines by Reeder, Carolyn 1000L; Dia's Story Cloth by Cha, Dia; Long Hard Journey, A: The Story of the Pullman Porter by McKissack, Patricia C. and Frederick 1050L; Shuttered Windows by Florence Crannell Means
Cold is the Sea and others (fiction and nonfiction about submarines) by Edward L. Beach

The media center is highlighting historical fiction in a display.

Constituting American recommends these books:
Recommended Reading List Suggested Reading List Compiled by the Educational Advisory Committee of Constituting America.
http://constitutingamerica.org/reading.php
JR. HIGH SCHOOL STUDENTS:
Avi: The Fighting Ground
James Collier: Bloody Country
Deborah DeFord: An Enemy Among Them
Howard Fast: April Morning
Esther Forbes: Johnny Tremain
Jean Fritz: Early Thunder
Joan Goodman: Hope’s Crossing
William Lavender: Just Jane
James Lincoln and Christopher Collier: My Brother Sam is Dead
Scott O’Dell: Sarah Bishop
Ann Rinaldi:
Cast Two Shadows
Finishing Becca
Time Enough for Drums
Elizabeth George Spear:
Calico Captive
Sign of the Beaver 

Here's another that I haven't read yet, but have seen it recommended for 7th grade and up:
PERIL ON THE SEA
by Michael Cadnum

FROM THE BOOK JACKET:

It is the summer of 1588 and the privateer "Vixen" is
sailing directly toward the Spanish Armada. At the helm is
Brandon Fletcher, one of England's most notorious pirates.
On board are the aspiring young author Sherwin Morris and
the beautiful noblewoman Katharine Westing. Although most
Englishmen are willing to battle the Spanish and defend
Queen and country to the death, Captain Fletcher is
leading Sherwin and Katharine on a voyage of a more
lucrative nature. But when the scores of heavily armed
warships of the Spanish Armada sweep in from the Atlantic,
every ship and every mariner are pressed into the fight to
save England from a foreign invasion. In spite of vowing
to avoid the conflict, Fletcher finds his ship, her crew,
and himself bracing for battle alongside other English
vessels. The fight will be harrowing and bloody, and the
unfolding tumult will challenge the character of everyone
on board--including Sherwin and Katharine, who are about
to discover the deeper meaning of both strife and honor.

The fates of a colorful cast of unlikely shipmates are
expertly interlaced in Michael Cadnum's new historical
adventure, a raucous tale of danger, mayhem, and surprise.
_________________________________________________

Do Not Use: 
You may select a book that is not on these lists, but don’t use The Diary of Anne Frank (an eighth grade class book which is also not fiction), Getting Away with Murder or Mississippi Trial, 1955 by Chris Crowe, books already on your “Do Not Read” list, any Dave Peltzer (not fiction) books, or books being read in the Reading Literature classes. Make sure the book is approved by a parent and by the teacher. You may use Words By Heart by Ouida Sebestyen since we most likely will not read that in class this year.

October 28/29, 2009

October 28/29, 2009

Zombie Alert: Check out yesterday’s “Zits” comic strip.  If you click on the red “Next” button under the strip, you can also see today’s Zombie strip: http://www.arcamax.com/zits/s-633189-374870

 Thank you to Chris Crowe.


1.  Reading/Writing Time:  You may use this time to either read your Book-of-the-Month or work on your "scary" story.

2.  Everyday editing: What do you notice?  (including Capitalization)

   He was lying in bed, a breeze was blowing through the screened in porch, and he was feeling comfortable for the first time in twenty-four hours.  It wasn't so much the heat that bothered him in Manteo, it was the humidity -- sticky, cloying, like swimming through warm chicken broth.

     The Greenes had moved to Manteo in November.  The weather was fine throughout the winter and spring, but when school let out in June, the heat wrapped Roanoke Island in the shroud of perpetual humidity.   The only relief can between five and eight o'clock in the morning, when an Atlantic breeze blew in from the Outer Banks.  The best place to catch a breeze was the screened-in porch overlooking their back yard.

 -- Roland Smith, Jack's Run (2007)  

3.  Selecting books for book groups
4.  More about the October Book-of-the-Month Letter to an Author 

We looked at examples of summarizing (Don't) and synthesis (Do!), and students created a chart in their composition books to record ideas for their letters to authors. 
The chart had three headings:  emotions, thoughts, and text-to-self connections.  Students filled in as much of the chart as they could for their October Book-of-the-Month.


Students received the Prompt for this letter, which we will be doing on My Access.  A student could begin the letter on My Access now, or just work on preparing ideas and a rough draft.  We will be in the computer lab November 3/4. 



Watch for the Term 2 Targets.

Letters to Authors -- October Book of the Month

Prompt for Letters About Literature Contest Entries

Log-in to MY Access with
username: firstnamestudentnumber
password: 999lastname

Select this prompt:     Letters About Literature
You may revise through November 24. 
No work on this assignment will be accepted after that day.

Books have wings. You can’t see them, but they are there just the same. On books’ wings, readers can soar to new places where they meet intriguing characters and experience exciting adventures. But a book’s wings can also help a reader rise above difficult situations — like peer pressure, bullying or prejudice, or to cope with disappointment and loss.

Have you ever felt the power and lift of literature? Has one book — or perhaps one author — inspired you to change your view of yourself or your world? If so, we encourage you to enter this year’s Letters About Literature writing competition. All you have to do is write a personal letter to an author, explaining how his or her work affected you.


HOW TO ENTER

Before you can enter, you have to write the letter. And before you can write the letter, you've got to think about how YOU responded to the book.

First, reflect and connect!

Select a fiction or nonfiction book, a short story, poem, essay or speech (sorry, no song lyrics) you have read and about which you have strong feelings. Explore those feelings and why you reacted the way you did during or after reading the author’s work. Consider one or more of these questions when writing your letter:

    *
      Did the characters, conflict or setting mirror your life in some way?
    *
      What strengths or flaws do you share with a character or characters in the book?
    *
      What did the book show you about your world that you never noticed before?
    *
      What surprised you about yourself while you were reading this book?
    *
      Why was this work meaningful to you?
    *
      As  you were reading, what did you remember about yourself or something you experienced in the past?
    *
      How did the book's characters or theme help you to understand that past experience?

Your letter need not -- and in fact, should not -- answer every one of the questions above. The questions are just prewriting prompts to get you to start reflecting (or thinking) about your reader's response to the book.

Second, write a personal letter (not a fan letter or a book report!)

Express yourself! A letter is less formal than an essay or research paper. Write honestly and in your own voice, as if you were having a conversation with the author. Those are the best letters to read and the most fun to write! Keep in mind these two tips:

• Correspond, don’t compliment! Your entry should inform rather than flatter the author.

• Do not summarize the book’s plot! The author wrote the book and already knows what happened. What the author doesn’t know is how the book affected you.


Third, prepare your letter for submission.

• Entries for Level 2 should be no less than 300 words and no more than 600 words.*

*Recommended lengths.

Please refer to the Contest Entry Guidelines in Rules #4 of the Official Rules found at www.loc.gov/letters for complete information on how to prepare your letter.



HOW WILL THE LAL JUDGES ASSESS YOUR LETTER?

All entries will be judged on the following criteria:

• Exposition (the writer’s use of language skills, organization and grammar).

• Content (the writer’s achievement in addressing the contest theme).

• Writer’s Voice (the writer’s style and originality of expression).

Each criteria will be scored on a scale of zero (0) to five (5), where five (5) is excellent and zero (0) is not fulfilling the judging criteria.

 Your letter will also receive a holistic (overall) score on MY Access.

from http://www.lettersaboutliterature.org/how_to_enter
   You can find examples and more information at this site.

Term 2 Composition Book

Term 2 Composition Book

Under "Writing"

1. 10-26-09   Lists of words to use in a scary story (strong, effective words).

2. 10-26-09   A scary story or scene for a scary story.

3.  10-28-09   Students created a chart in their composition books to record ideas for their letters to authors.
The chart had three headings:  emotions, thoughts, and text-to-self connections.  Students filled in as much of the chart as they could for their October Book-of-the-Month.

4.  10-30-09  Everyday Editing: How'd They Do It?
Mentor Sentence (Copy it into your composition book with today's date.): 
The phone rang, but Mack did not get up to answer it.    -- Roland Smith, Jack's Run (2007)
See the altered sentences at 

October 30/November 2, 2009

Look at each of these altered sentences.  Find the difference between it and the mentor sentence, and figure out why the change is a problem.   If you are absent, write down what the changes were and why the original sentence is better. 

October 26/27, 2009

October 26/27, 2009
Plan on a new seating chart by the end of the week.
You'll receive your 1st term grades on Friday.
Have your books (for Book-of-the-Month) read by Friday, October 30.
A draft of your letter will be due November 3//4.  Find information about the contest at http://www.lettersaboutliterature.org/

Our Book-of-the-Month Club books for November/December will be historical fiction.

Today:
Sign up for a new class job today -- first come, first serve.
Pick up your composition book.

1.  The Outsiders
(Finish the video, if needed.)
Themes, Lessons, Responses


2.  Using "Strong Language" -- nouns, verbs, adjectives, and sometimes adverbs to create images in the reader's mind.    SHOW, NOT TELL.
      Mood -- An author can create mood in a story or scene.
      Purpose for your writing today:  Be frightening (and maybe funny, too).
       Audience: your teacher and classmates, and perhaps other people you'd like to share with.
      Collect strong words that help to create images in the reader's mind.
       We discussed words that would be better than just "scary."


 
       We read a passage from the short story "Three Skeleton Key" and looked for words and passages that could be recycled -- used in a story you might write.

        We collected strong words in small groups --  from "Three Skeleton Key," from a list compiled by Miss Wilkinson, and from our own background knowledge (and for some of the classes, from "scary" books).   We wrote them on the page(s) in the composition book (under writing) just after the chart comparing The Outsiders book and video.  Don't forget to date this entry.

 

Your assignment:  
Collect at least 50 words that would add power, detail, description ot a frightening story.  
Then write a frightening scene, at least a page long,  creating a mood and images in the reader's mind.  This is in your composition book. Don't forget to date this entry.

  

3.  About Book-of-the-Month letters -- What does it mean to "respond" and "reflect"?
 Your assignment:  Divide a  page into two columns.  Title one column "Thoughts," and the other "Feelings."  List thoughts and feelings you've had and are experiencing as you read your October Book-of-the-Month.

October Book-of-the-Month Assignment

For this month, students are going to read a novel of their choosing, and write a letter to the author. This would probably be the most interesting to the student if the author were still living, but a living author is not required.
These letters will be entered in a national contest provided by the Library of Congress.
Here are the basic directions for students from the Library of Congress:

Books have wings. You can’t see them, but they are there just the same. On books’ wings, readers can soar to new places where they meet intriguing characters and experience exciting adventures. But a book’s wings can also help a reader rise above difficult situations — like peer pressure, bullying or prejudice, or to cope with disappointment and loss.

Have you ever felt the power and lift of literature? Has one book — or perhaps one author — inspired you to change your view of yourself or your world? If so, we encourage you to enter this year’s Letters About Literature writing competition. All you have to do is write a personal letter to an author, explaining how his or her work affected you.

Maybe a book made you feel good and hopeful about life, or maybe it was so funny it brightened your life while you were reading it. Maybe it taught you a lesson or helped you get through a hard time. Maybe it provided an escape from reality when you really needed it -- taking you to another world, and you felt as if you were really there when you were reading it.

For more information see the website for the contest at

http://www.lettersaboutliterature.org/how_to_enter

We will send our letters in as a class. Students will have an opportunity to type them in class.

Additional stipulations from Ms. Dorsey:
The book must have a lexile level near, at, or above the student's independent reading level.

NEW: The book may be one the student has read previously, and would love to reread.

NEW: It may be another book in a series the student has already started -- even if a previous book was used for our September Book-of-the-Month.

Students must bring their books to class each time until the assessment is done.

Students must sign up for their book on the list kept by Ms. Dorsey.

This post was originally placed on this blog on 9-29-09.

Term 2 Book-of-the-Months

Term 2 Book-of-the-Months   November/December
The genre for Term 2 will be historical fiction.

Books for Book Groups -- Tentative

Don't read these for you individual book.  We'll read them in small groups.  Notice which ones you think you'd be interested in -- and which are at your (SRI) reading level.

1.  The Legend of Jimmy Spoon 790L -- Pioneer life,  white boy from Salt Lake City who goes to live with the Shoshoni Tribe
2. Jimmy Spoon and the Pony Express 820L --
3.  Sacajawea 840L -- The story of the Lewis and Clark Expedition is told to Sacajawea's son by herself and William Clark
4.  Anpao: An American Indian Odyssy 880L -- A story of a young warrior's mystical search for his own destiny.
5. Tucket's Travels: Francis Tucket's Adventures in the West, 1847-1849 -- Mr. Tucket   830L --
6.  Charlotte's Rose  680L - Handcart pioneers
7.  Numbering All the  Bones  600L -- The Civil War is nearing its end and 13-year-old Eulinda  (a slave whose brother is fighting in the Union army) faces an uncertain world. civil war, prisoners of war, Clara Barton
8.  Sounder 900L -- African-American sharecroppers in the South
9.  Steal Away . . . to freedom  690L   -- A TEENAGE ORPHAN TRANSPLANTED FROM VERMONT TO VIRGINIA AND HER SLAVE DECIDE TO ESCAPE THEIR INDIVIDUAL CAPTIVITIES.
10.  Elijah of Buxton  1070L  -- The first child born in a community established for escaped slaves in Canada.
11.  The Bronze Bow 760L -- THE TORMENTED JOURNEY OF AN ISRAELI BOY'S ALL-CONSUMING HATRED FOR THE ROMANS TO HIS ACCEPTANCE AND ...
12.  The Breadwinner    630L  -- Story of a girl struggling to survive in war torn Afghanistan. . .

The Wedding!

My daughter's wedding was on Saturday, October 24th.  Here are a couple of photos from that day:

UCTE Conference

Yes, I wasn't there on Friday because I was at the annual conference of the Utah Council of Teachers of English and Language Arts.  (That's a mouthful!)   It was fun to spend time with other teachers, picking up new ideas and inspirations, and to meet the visiting authors and gurus.  I'm posting here my picture with Gary Soto.  If you haven't read any of his books, you're missing out!  Try Living Up the Street or Baseball in April for starters.

October 22/23, 2009

October 22/23, 2009
The 23rd is the last day of the term.
Monday, October 26 will begin a new term when a new grading period will begin.

Today:
1. In our composition book, under writing, record today's date.
Which character or characters form The Outsiders are you the most alike?  and/or most unlike?  Explain.

2. Watch the video.


The Outsiders (66 minutes)

Finding Your Class Wiki

Here are links to  the class wikis:

caveman-b1.pbworks.com

caveman-b2.pbworks.com

cavemanb4.pbworks.com

cavemana1.pbworks.com

caveman-a2.pbworks.com

cavemana4.pbworks.com

October 20/21, 2009

October 20/21, 2009

Retakes (and Make-Up for those who were absent ) for  the Commonly Confused Words Test  will be available Tuesday and Thursday during Cave Time.

1. Write to this prompt in your composition book (if your class hasn't already):

Composition book prompt (already done by B4, A2,    )

Under writing, record today's date, then answer the question, "What do you want to see and experience and accomplish during your life?"  
Johnny says on page 121, "I don't want to die now.  It ain't long enough.  Sixteen years ain't long enough.  I wouldn't mind it so much if there wasn't so much stuff I ain't done yet and so many things I ain't seen.  It's not fair."  So what do you want to see and experience and accomplish before you die?
2.  When you've finished writing, to the prompt, read from your  
October Book-of-the-Month.  


3.  Check composition books 

4. The Outsiders  (reserve 25 minutes for video) 
     B1/A1- 9:05,  B2/A2 - 10:30,  B4/A4 - 1:20 

 

(Maybe -- capitalization?)

Wiki -- September Book Assessment

Keep on revising and editing if you need to.  All must  be done by term end.  Let me know when you are done revising and editing.

Examples of Theme

Student - Contributed Examples of Theme (some adapted by Ms. D. )

The topic of this picture could be "family and electronics."

A theme could be "Families may be pulled apart by the very things they purchase to make their lives easier and happier."

Thanks to Kate K.

The Composition Book -- So Far

Sections -- From the front:
Table of Contents
Writing

Sections -- From the back:
Books I'd Like to Read
Books I've Read
Vocabulary
My Wonderful Words

________________________________________

Sections -- From the front:
Table of Contents
Writing
8-25-09   ____________ smelled lie _______, _______, and ________.  (commas in a series)
8-27-09  Let me tell you something about. . .  (using commas in a series)
9-1-09    Combining sentences
9-3-09    How'd They Do It? (What’s different?) -- [Classes may not have written anything on this.]
9-8-09   Using the colon to introduce a series of details
9-16-09  Writing descriptively about candy-- hopefully using a colon to introduce a series of details
9-28-09  Ask a question.
10-1-09   Should Johnny (in the Outsiders) go to prison or get the death penalty?  Why or why not?
10-7-09   Tell about how you studied for the test on our seventh grade commonly confused words?  What do you still need to learn?  How will you learn it?
10-14-09  Prompt based on The Outsiders, page 121 -- prompt based on Johnny's lament.
"Under writing, record today's date, then answer the question, "What do you want to see and experience and accomplish during your life?"  
Johnny says on page 121, "I don't want to die now.  It ain't long enough.  Sixteen years ain't long enough.  I wouldn't mind it so much if there wasn't so much stuff I ain't done yet and so many things I ain't seen.  It's not fair."  So what do you want to see and experience and accomplish before you die?"


Vocabulary -- words and definitions  -- Both the word and the definition are needed.

setting
background knowledge
protagonist
antagonist
character development
character traits
conflict -- with the types of conflict
topic
theme

October 14/19, 2009

 October 14/19, 2009


1. Time  for reading the Book-of-the-Month Club books.
Watch for what you're learning from the book, or what  you appreciate about your book.  What will you tell the author about your experience with this book?

I'm going to give you longer to read your October book.  You have until the end of the month to have it read and be ready to write your letter to the author. 

[ B1  looked at passage from a novel, and talked about why words in it are (and aren't capitalized). 

    When I was nine, my parents borrowed my grandmother's new Ford Mustang because it had air conditioning and because my grandmother insisted, and because there was no way our old Chevy could make the two thousand miles from our house on Mayo Avenue in Houston to Decker, Montana, where my father's old Army buddy owned a sheep ranch. . . . It was the first day after third grade at Pearl Rucker Elementary School, and I held the bag of peppermints Mrs. Dodge had given me, along with a note: "Thank you for being my star this year."  I didn't like peppermints, but they were from Mrs. Dodge, and I loved Mrs. Dodge.  So my two younger sisters wouldn't get a single one for the whole drive there and back.  We drew imaginary boundaries on the vinyl seat and dared each other to cross them.
 -- Kathi Appelt, My Father's Summers (2004)

--Why aren't "grandmother's"  and "grandmother" capitalized? ]

 

2. The Outsiders (Follow along and watch for information about your assigned character. Also watch for themes.)

Reading The Outsiders -- Watch for topics and themes.

B1 -- page 96, to page 118

B2 -- page 96 to page  (Help me out, please, students.  I didn't write it down.)

B4 -- page 109  to page 125
We also wrote about a quote from Johnny on page 121: "Sixteen years ain't long enough. . . '

A1 -- page 99 to page115  "I'm not going to show at the rumble tonight."

A2 -- page 107 to page 122 "A nurse appeared in the doorway."


A4 - page 109 to page 127 "Cherry Valance was sitting. . . "





B4 and A2 and         wrote to this prompt in their composition books:
Under writing, record today's date, then answer the question, "What do you want to see and experience and accomplish during your life?"  Johnny says on page 121, "I don't want to die now.  It ain't long enough.  Sixteen years ain't long enough.  I wouldn't mind it so much if there wasn't so much stuff I ain't done yet and so many things I ain't seen.  It's not fair."  So what do you want to see and experience and accomplish before you die?

October 12/13, 2009

October 12/13, 2009

1. Time  for reading the Book-of-the-Month Club books.
Watch for what you're learning from the book, or what  you appreciate about your book.  What will you tell the author about your experience with this book?

I'm going to give you longer to read this book.  You have until the end of the month to have it read and be ready to write your letter to the author. 

2. The Outsiders (Follow along and watch for information about your assigned character. Also watch for themes.)

Reading The Outsiders -- Watch for topics and themes.

B1 -- page 83, top to page 96, page break

B2 -- page 85, chapter 4 to page 96

B4 -- top of page 103 to  the bottom of page 109

A1 -- page 73 ". . . a Halloween costume we can't get out of" to page 99

A2 -- page 96 to  (Students, help me, please.  I didn't write down how far your class got.)



A4 --from page 93 -- halfway down -- not quite to the break yet -- to   page 109

Extra Credit - A Poem in Honor of the Weather Today

Emily Dickinson (1830–86).  Complete Poems.  1924.  Found on Bartleby.com:Great Books Online
From Part Two: Nature    LXXVIII

James Bourret Fine Art Photography

[Memorize for one point extra credit per line.  Learn  at least 6 lines.  Note on extra credit:  Extra Credit Points are not added onto your grade unless you have completed all major assignments and tests.]

THESE are the days when birds come back,
A very few, a bird or two,
To take a backward look.
These are the days when skies resume
The old, old sophistries of June,—	5
A blue and gold mistake.
Oh, fraud that cannot cheat the bee,
Almost thy plausibility
Induces my belief,
Till ranks of seeds their witness bear,	10
And softly through the altered air
Hurries a timed leaf!
Oh, sacrament of summer days,
Oh, last communion in the haze,
Permit a child to join,	15
Thy sacred emblems to partake,
Thy consecrated bread to break,
Taste thine immortal wine!

A.F. Marching Band

My daughter was on the first bus, not the one that rolled. My love and prayers go out for all those who were on that bus, to the rest of our marching band kids and adults and their families, and my great gratitude to Heather and her family.

Spelling - Thanks to Samantha Bradley on Pieces of Flair

Did you know that it's okay to write differently for different audiences and different purposes?  Your writing for a school class will be very different from your writing in a text message.  The thing to do is to learn the "rules" of writing each different sort of text.

Last Day to Hand in Work

Your last day to hand in late work for Term 1 is October 14.

Continue to finish and revise your wiki's, but notice that next Friday is the very last day of the term.  

Examples for September Book-of-the-Month Assignment

If you need to, please revise your assignment as soon as possible, and let me know when you're ready to have it graded again.  

Here's an example of a well-done letter:

http://cavemana1.pbworks.com/Great-Example-of-a-Letter

And here's an great example of the whole assignment:

http://cavemana1.pbworks.com/Great-Example-of-the-Whole-September-Assignment

Capitalization

Why capitalize?
Always for the pronoun "I"
to begin a sentence
to Begin a direct quotation
the first word of a greeting or closing of a letter
Proper nouns
    days of the week, holidays, and months of the year
    the name of a language
    
Proper adjectives
Initialisms
Forms of address (Mr., Aunt, President when used as part of the name)
    the official title of a human being when used with that person’s name
Initials in someone’s name
First and last word and important words in a title

October 8/9, 2009

 October 8/9, 2009
Bring your October Book-of-the-Month next time we meet. 
You should have your book read by October 20/21.  

If you haven't, sign up for your Book-of-the-Month-Club book.

If there are words among our Commonly Confused Words that you haven't yet mastered, or if you were absent and still need to take the test, you can (if needed) get another copy of the chart at
Seventh Grade Confusing Words for Term 1 (and on) Spelling

Please let me know if this works -- downloading the chart by using this link.


1. Lesson on Capitalization -- For what reasons do we capitalize words?
Find capitalized words in books, magazines, newspapers.    Determine why each one is capitalized.
Create categories and "file" the words under those categories.
See handout on our wiki:  http://cavemanenglish.pbworks.com/October-2009-Handouts

What capitalized words do you find in this passage, and why are they capitalized?
    Lucky Trimble crouched in a wedge of shade behind the Dumpster.  Her ear near a hole in the paint-chipped wall of Hard Pan's Found Object Wind Chime Museum and Visitor Center, she listened as Short Sammy told the story of how he hit rock bottom.  How he quit drinking and found his Higher Power.  Short Sammy's story, of all the rock-bottom stories Lucky had heard at twelve-step anonymous meetings -- alcoholics, gamblers, and overeaters -- was still her favorite.

     Sammy told of the day when he had drunk half a gallon of rum listening to Johnny Cash all morning in his parked '62 Cadillac, then fallen out of the car when he saw a rattlesnake on the passenger seat biting his dog, Roy.

--Susan Patron, The Higher Power of Lucky (2006)

Here is the passage without the capitalized words (the specific details):
    A girl crouched in a wedge of shade behind the thing.  Her ear near a hole in the paint-chipped wall of the place, she listened as a man told the story of how he had hit rock-bottom.


2. Zombie Haiku
Today we will write Zombie Haiku.   The  Haiku form we are using today is a three line poem using a specific number of syllables See the handout on our wiki: http://cavemanenglish.pbworks.com/October-2009-Handouts

Example of Zombie Haiku from Chris Crowe, BYU professor, author, and 'ku Master for the Central Utah Writing Project:

z’ bumper sticker:                      "z'" is an abbreviation for zombie.  "'ku" is an abbreviation for haiku.
“a brain is a terrible
thing to waste.” eat up.

Writing Zombie Haiku  
Each student is writing three (3) haiku -- about zombies or something else scary.

Three lines:                                            
1st Line – 5 syllables                       
2nd Line – 7 syllables                      
3rd Line – 5 syllables                        
Have fun!

zombie haiku are                 
highly addictive ‘cuz they       
get into your blood                

beware, seventh grade!          
Dorsey and other teachers    
get into your brains              
                              -- Ms. D.

And another one from Ms. D -- Added 1-28-11 to save it.
Zombie guys aren't jerks.
We want more than your body,
Loving best your brains.

3. The Outsiders (Follow along and watch for information about your assigned character. Also watch for themes.)

Reading The Outsiders -- Watch for topics and themes.

B1 -- page 83, top to page to  (We didn't read any more from The Outsiders today.)

B2 -- page 85, chapter 4 to  (We didn't read any more from The Outsiders today.)

B4 -- top of page 103 to   (We didn't read any more from The Outsiders today.)
      

A1 -- page 73 ". . . a Halloween costume we can't get out of" to  (We didn't read any more from The Outsiders today.)

A2 -- page 96 to  (We didn't read any more from The Outsiders today.)


A4 --from page 93 -- halfway down -- not quite to the break yet -- to   (We didn't read any more from The Outsiders today.)

Its and It's

It's a fine day today
said Farmer McKay.
And yet the tree with
its apples are tiny with
fruit.  It's a bad thing if
more don't come to its
branches corrected Mrs. McKay.
    Aislinn A.

October 6/7, 2009

October 6/7, 2009
Pick up your composition book.
1. Under "Writing":
    a)  Today's date
    b) Explain how much and how you studied for today's test on confused words.
    c) Explain how you will make certain you don't misspell them in your writing from now on.
    d)  After correcting the test, write here (in the composition book) the words you missed and must keep studying.

2. Test on Seventh Grade Confusing Words

A1 finally had a chance to fill out the Anticipation Guide for The Outsiders!
 

3. The Outsiders (Follow along and watch for information about your assigned character. Also watch for themes.)

Reading The Outsiders -- Watch for topics and themes.

B1 -- from page 69 to page 83, top to page

B2 -- from page  69, "Suddenly I realized Johnny wasn't there" to page 85, chapter 4

B4 -- from  page 83, top to top of page 103

A1 -- from  page 68  ? to  page 73 ". . . a Halloween costume we can't get out of."
A1 needed to do the anticipation guide/talk about themes.  They did it today and we briefly discussed some themes.

A2 -- from top of page 81 to  page 96
A4 --from middle of page 75  to page 93 -- halfway down -- not quite to the break yet

Test October 6 on Commonly Confused Words

We will have the test on Commonly Confused Words on October 6th/7th, as previously scheduled.  Please study and be ready!  Don't forget that after we take this test, if you misspell any of these words on any work for class, you will lose points from that work.

If you have lost your chart for the words, you can find a new one by clicking on the peanut butter sandwich at the top right of this blog, and scroll down the front page until you find a link to the commonly confused words materials. 

Don't forget that lead can be pronounced with a short "e" (noun) when it means "a heavy, comparatively soft, malleable, bluish-gray metal, sometimes found in its natural state but usually combined as a sulfide, esp. in galena. Symbol: Pb; atomic weight: 207.19; atomic number: 82; specific gravity: 11.34 at 20°C." from dictionary.com

It can also be pronounced with a long "e" when it is a verb used in present or future tense.  Here are some meanings for that verb from dictionary.com (some examples modified slightly by me):

1.	to go before or with to show the way; conduct or escort: to lead a group on a cross-country hike.

2.	to conduct by holding and guiding: to lead a horse by a rope.

3.	to influence or induce; cause: Subsequent events will lead him to reconsider his position.

4.	to guide in direction, course, action, opinion, etc.; bring: You can lead her around to your point of view if you are persistent.

5.	to conduct or bring (water, wire, etc.) in a particular course.

6.	(of a road, passage, etc.) to serve to bring (a person) to a place: The first street on the left will lead you to Andrews Place.

7.	to take or bring: The prisoners will be lead into the warden's office.

8.	to command or direct (an army or other large organization): He will lead the American forces during the war.

9.	to go at the head of or in advance of (a procession, list, body, etc.); proceed first in: The mayor will lead the parade.

10.	to be superior to; have the advantage over: The first baseman leads his teammates in runs batted in.

11.	to have top position or first place in: Iowa leads the nation in corn production.

12.	to have the directing or principal part in: The minister will now lead us in prayer.

13.	to act as leader of (an orchestra, band, etc.); conduct.

14.	to go through or pass (time, life, etc.): to lead a full life.

15.	Cards. to begin a round, game, etc., with (a card or suit specified).

16.	to aim and fire a firearm or cannon ahead of (a moving target) in order to allow for the travel of the target while the bullet or shell is reaching it.

17.	Football. to throw a lead pass to (an intended receiver): The coach told the quarterback to lead the left end.

Hint for Your/You're and Its/It's

You will never us a, an, the, or is after  YOUR.  
If you think the correct spelling might be YOU'RE, say it as you are to double check whether it makes sense. 

You will never us a, an, the, or is after  ITS.  
If you think the correct spelling might be IT'S, say it as it is to double check whether it makes sense. 


Thank you to Katie W. and Brittney L. for this tip!

October 1/2, 2009

October 1/2, 2009

Important Notes: Don't forget to return your signed progress reports.

Write in your composition book: 
Today's date: ____________ 
Answer this question: Is Johnny Cade guilty of murder?  Should he be sent to prison?  Why or why not? 

1. The Outsiders (Follow along and watch for information about your assigned character. Also watch for themes.)

Reading The Outsiders -- Watch for topics and themes.

B1 -- from page  53, beginning of Chapter 4  to page 69, "Suddenly I realized Johnny wasn't there."

B2 -- from page  61, halfway down to page 69, "Suddenly I realized Johnny wasn't there."

B4 -- from  end of page 67 to page 83, top.

A1 -- from  page 53, chapter 4 to page 68  ?

A1 needs to do the anticipation guide/talk about themes.

A2 -- from page 68, chapter 5 to  top of page 81
A4 --from page 65 to middle of page 75


2. Confusing Words Presentations -- led/lead 
     Notice that  the word "lead"  is also used as a present and future  tense verb as in these sentences:  "Mr. Arnold leads the band."  "Mr. Arnold will lead the band."  It is pronounced then with a long e sound. 

3. Let's Sparkle on the Confusing Words!

The test on the confusing words will be given on October 6/7.  Study your chart.  If you have lost it, please pick up another one from the file in the back of the classroom, or print one by clicking here:

 Seventh Grade Confusing Words for Term 1 (and on) Spelling


[On Friday the A-Day classes will visit the media center to find books in the Media Center within  their independent reading range, using their individual lexile reading levels.  Do you remember your lexile level?  See the book lists you printed, or click on the score in PowerSchool for taking the SRI.)