April 20, 2011

Bell-Ringer:  Individual reading for your contemporary realistic novel -- and filling out a sheet about the use of language (simile, metaphor, sensory images, strong verbs) in your novel.
Contempory Novel 2.doc
Here is a link about simile and metaphor:   Figurative Language
and another:  Chart for Examples and Non-Examples of Simile and Metaphor

Here is a link giving examples of strong and weaker verbs:   Verbs -- Strong and Weak
 
And here are some good examples of the types of passages you will look for in your book:
Simile:

"He  [felt] a throbbing like a snake slithering in and out of the tendons in his left leg."  -- Kim Russon writing Giver Chapt 24, 2/4/03

Another sample simile:  from Heat by Mike Lupica, pg 3
"He . . . saw the fat cop. . . wobbling like a car with a fat tire. . . . "

Description:

The zookeeper pointed at the smallest and darkest of the chimpanzees in the cage.  It was unkempt, thin, and solitary, with twigs, dry leaves, and bits of fruit in its fur, and a forlorn expression.   

Strong Verbs rather than weak ones:  

 scrubbed instead of cleaned in "We cleaned the toilets."

stomped or slunk or slid instead of walked in "He walked into the room." 

2.  More apostrophes and imitating a sentence -- in your composition book.

What do these sentences have in common with the sentences we looked at last time?

 A great scar in the earth's crust runs for almost 600 mines (960 km) along the coast of California.  This is the San Andreas Fault, where the Pacific plate slowly grinds along the North American plate.

   --- Andrew Langley, Hurricanes, Tsunamis, and Other Natural Disasters (2006)

Matilda's wonderfully subtle mind was already at work devising yet another suitable punishment for a poisonous parent. 

-- Roald Dahl, Matilda (1998)

Locals say if you go up to "Jacob's Hill," stop on a bridge, put your car in neutral, and turn everything off, your car will roll across the bridge.

   -- Wesley Treat, Heather Shad, and Rob Riggs, Weird Texas (2005)

Alan Ferko's face turned as red as Bo Peep's pigtail ribbons.  -- Jerry Spinelli, Stargirl (2000)

 

it's vs. its  (also "Showing rather than telling")

It’s an ugly Christmas tree.  Its color makes me sick.

Notice what a difference effective detail and description makes.  What is the difference between these two versions of the same sentiment?

“I don't like her Christmas tree at all.”  and  

     “Don't even get me started about my Aunt Rose's Christmas tree.  First of all, it's aluminum.  Second of all, it's pink.  I mean, like the color of PeptoBismol, which makes sense, because I get sick to my stomach just looking at it.”   -- Neal Shusterman, The Schwa Was Here (2006)

To Imitate:  Label  in your compostion book, “To Imitate.”  Copy and imitate this sentence:

Tally's eyes searched desperately for any sign of iron or steel in the cliff. 

-- Scott Westerfield, Uglies (2005)

sample imitations from Jeff Anderson: 

Ellen's eyes darted back and forth as she desperately hoped I'd drop some of my popcorn on the floor.

 Andrew's eyes searched the cafeteria for his girlfriend.  Back and forth went his brown eyes. She had disappeared. 

-- Anderson's student Miranda.

__(Pronoun or noun)__'s  ____(noun)___ ____(verb)____ etc.

3.  Practice Core Test Stuff.

Test Practice --
A1 --done and corrected through Section C
A2 --  through C,  B checked
A3 -- working on B and C -- not checked. -- Tried out lie/lay game with mild success.
A4 -- corrected A,  worked on B and C --  tried out lie/lay game with a tiny bit better success.

_______________________________________

Lie/Lay -- More Examples

The Verb "Lay"

Jerry lays the newspaper carefully by the door.   or The carriers lay the newspaper. . . .

Yesterday Jerry laid the newspaper by the door.

Jerry has laid the newspaper by the door everyday for the past year.  He deserves a generous tip.

Jerry will lay the newspaper by the door.

Jerry is laying the newspaper by the door.

The Verb "Lie"

Right now,  Cindy lies on the beach.  or The girls lie on the beach.

Yesterday Cindy lay on the beach for two hours.

Cindy has lain on the beach for at least an hour everyday for the past two weeks.

Cindy will lie on the beach again tomorrow.

Cindy is lying on the beach.  I wonder if she reads books while she's lying there. 


__________________________

Reminder:  Next week we will be taking the State Core Language Arts Test.  Please come to school rested and having eaten a nutritious breakfast, and bring a clear water bottle -- all of which you should do everyday anyway!

Watch for a retake- test on external test features after core testing.
Download the PowerPoint about External Text Features:    external text feature test.ppt
Examples of External Text Features

Contemporary Realistic Fiction

Contemporary Realistic Fiction
"Contemporary" means it could happen in our time.
"Realistic" means it really could happen.
"Fiction" means it really didn't happen.  It is a made-up, fictional story.


Here are a few recommendations for the Basic 8 Book #2 book:
(No, I haven't read them all, but have checked out recommendations from generally reliable sources for those I haven't.  I'll star* those I have read and recommend.)

Most of you should be reading at a seventh grade level: at least 735L to 1065L and above

*Absolutely Normal Chaos -- Sharon Creech  900L
Alice, I Think by Susan Juby 950L
Amazing Gracie -- Ann Cannon  680L
* Anything But Typical -- about autism
*Baby by Patricia MacLachlan  670L
*Beardance by Will Hobbs  890L
*Becoming Naomi Leon by Pam Munoz Ryan  830L
*Best Foot Forward by Joan Bauer  640L
Chicken Boy by Frances Dowell   860L
*Corner of the Universe by Ann M. Martin
Crazy Lady -- Jane Leslie Conly
Crossing the Wire by Will Hobbs
Does My Head Look Big in This -- 
*Downriver by Will Hobbs
Fifteen -- Beverly Cleary
Firegirl by   Tony Abbott  670L  (5th grade +) Pages: 145
*Flipped -- Wendelin Van Draanen  720L
*Freak the Mighty (Also titled The Mighty) by Rodman Philbrick  1000L
** Hope was Here -- Joan Bauer
*Joey Pigza Swallowed the Key -- Jack Gantos  (and other books in the Joey Pigza series)
Kira-Kira by Cythia Kadohata
*The Loser's Guide to Life and Love by A.E. Cannon
Lush by Natasha Friend
*Make Lemonade by Virginia Euwer Wolff
The Misfits by James Howe
Monster by Walter Dean Meyers
*Mockingbird --
MOONGLASS by Jessi Kirby -- I haven't read this one yet, so though it's rated in some places as appropriate for 12 and up, I can't guarantee it.
Nobody Else Has to Know by Ingrid Tomey 
Olive's Ocean by Kevin Henkes 
On My Honor by Marion Dane Bauer    750L 
One of Those Hideous Books Where the Mother Dies by Sonya Sones
Out of Nowhere by Ouida Sebestyen 
 Perfect by Natasha Friend
*P.S. Longer Letter Later and Snail Mail No More --  Paula Danziger and Martin
*Pictures of Hollis Woods by Patricia Reilly Giff   -- 650L
Probably Still Nick Swansen by Virginia Euwer Wolff
*Ruby Holler -- Sharon Creech
*Rules by Cynthia Lord
Schooled by Gordon Korman 
*Smiles to Go by Jerry Spinelli
Stargirl by Jerry Spinelli
Sticks by Joan Bauer
*Stuck in Neutral by Terry Trueman (language)
*Summer of the Swans  -- Betsy Byars
*The Cat Ate My Gymsuit -- Paula Danziger
This Can't Be Happening at McDonald Hall by Gordon Korman (Funny!) 
True Believer by Virginia Euwer Wolff
*Walk Two Moons --  Sharon Creech
*When Zachary Beaver Came to Town by Kimberly Willis Holt
*Whirligig by Paul Fleischman
*Wringer by Jerry Spinelli

Hold Fast by Blue Balliett
https://www.commonsensemedia.org/book-reviews/hold-fast

Recommended Contemporary Realistic Fiction (from Ms. Dorsey) :
Lupita Manana by Patricia Beatty

Crossing over the border is a dangerous business... ...But Lupita must cross from Mexico to America. After her father dies in a fishing boat accident in the seas near their small Mexican village, Lupita's family is left in poverty. Lupita and her big brother, Salvador, must smuggle themselves into the United States to earn money to support their mother and young siblings. America is not the land of opportunity they had hoped. A new language, hard labor, and the constant threat of la migra -- the immigration police--make every day a difficult challenge. But for feisty Lupita, there is always hope for a better manana -- tomorrow.
 -- Review from Amazon.com

Return to Sender  by Julia Alvarez

After Tyler's father is injured in a tractor accident, his family is forced to hire migrant Mexican workers to help save their Vermont farm from foreclosure. Tyler isn’t sure what to make of these workers. Are they undocumented? And what about the three daughters, particularly Mari, the oldest, who is proud of her Mexican heritage but also increasingly connected her American life. Her family lives in constant fear of being discovered by the authorities and sent back to the poverty they left behind in Mexico. Can Tyler and Mari find a way to be friends despite their differences?

In a novel full of hope, but no easy answers, Julia Alvarez weaves a beautiful and timely story that will stay with readers long after they finish it.   -- Blurb from the hardcover edition.

Grading for October Book-of-the-Month

Directions and Grading for the October-Book-of-the-Month Assessment

Bring your completed notes, and, if possible, your book.

Points:

Part 1: Filling out assignment sheet:                                                                                  __________/12

Title 1 pt.

Author 1 pt.

Dates 1 pt.

Pages read 1 pt.

Rating 1 pt.

Date Due 1 pt.

Author’s purpose 2 pts.

Intended Audience 2 pts.

Signature 2 pts.

Part 2: Notes -- Chart filled -- If one box is blank, there should be extras in others. __________/25

The character is described by

Narrator 5 points

Other characters 5 points

What he or she does -5 points

What he or she says -- 5 points

What he or she thinks 5 points

Part 3: Essay  -- Select one of the two prompts below and type it in MyAccess.       __________/40

Multi-paragraph essay	Meaningful examples, reasons, information, quotations support the major idea.	Organized with 1. introduction with main idea sentence 2. body 3. conclusion	Well structured sentences.	Carefully edited for ·       Capitalization ·       Spelling (especially our commonly confused words) ·       Punctuation ·       Format
All parts support one major idea.			Effective word choice

1.     Log in using your student number and open a browser.

2.     Go to myaccess.com  or access it from our school home page.

3.     Log in using  firstnamestudentnumber   and 999lastname.

4.     If your name shows up, click on   YES, this information is CORRECT.  I would like to CONTINUE.

5.     Go to Assignments at the upper left.

6.     Select one of the following:

Prompt a. Character Traits

Character traits in fictional or real people may have positive or negative effects on the people around them.

Select one of the characters from your novel who possesses character traits that influence others in a positive or negative way.  Write an essay in which you describe this person's character traits and provide examples of how these traits affect other people.

or

Prompt b. Analysis of a Literary Character

We understand characters in literature by paying attention to what they say, what they do, and how other characters react to them.  The author of a novel will help us understand a character by describing how that character reacts in certain situations.  Select a character from the novel you have read and analyze that character's personality.  What adjectives would you choose to describe the character?  What information and evidence from the novel supports the use of those adjectives?

In a multi-paragraph essay, use adjectives to analyze a character from one of the novels you have read in class.  Use quotations, details, and examples from the novel to support your selection of adjectives.

·       Write a multi-paragraph essay about a main character in your book-of-the-month.

·       You may use spell check, grammar check, and any other tools available.  Revise and edit carefully.

·       You will submit and final submit.  You may revise this as many times as you wish through

October 22.  After the 19^th, let me know if you have revised further. 

Required Individual Reading

Required Individual Reading = Book-of-the-Month Club

Each month, select a book to read. Some months you will be required to select a book in a particular genre. Some months you may pick almost any genre.

For example, for September, pick any novel (fiction) that meets these requirements:

• You haven't read it before.
• The book is at or near your own reading level. Usually this will be beginning-seventh-grade level or above.
• Your book should not be less than 100 pages long unless you have special permission.
• You can keep the book and bring it to school up to and including the day you are to complete your assessment ("test") on it. You will need to have  finished reading your September book, taking notes on it, and preparing the five paragraphs  by September 21.  If you  finish reading the book early, you need another book you can read during in-class individual reading time.
•   Your book is approved by both your parents or guardian, and by your teacher.

Parents, help your student select a book he or she can finish within the allotted time. 
 
Go here to see lists of recommended books and a list of books you may not use for the Book-of-the-Month assignments:
http://cavemanenglish.pbworks.com/Recommended-Books

Sample Facts and Works Cited for the Book Research Project

Real (Nonfiction) Facts Behind the Historical Fiction Novel  

The Help by Kathryn Stockett

prepared by Mrs. Dorsey  

Period A3

December 5, 2009

Facts:
1.  PBS explains that the Jim Crow Laws this way: "Jim Crow was not a person, yet affected the lives of millions of people. Named after a popular 19th-century minstrel song that stereotyped African Americans, "Jim Crow" came to personify the system of government-sanctioned racial oppression and segregation in the United States."

2. On the PBS webite about Jim Crow Laws, information about the Ku Klux Klan stated that six confederate war veterans in Tennesse organized the Ku Klux Klan in the winter of 1865-1966.  It started out as a secret men's club, and later became a terrorist organization mainly aiming their terrorist acts at African-Americans and anyone who was trying to help the African-Americans.

3.  Another fact that I found on the PBS website states that the fourteenth amendment (passed by Congress in June of 1866 and ratified by the states in 1868) granted citizenship to African-Americans, and was designed to protect the civil rights of former slaves.

4.  Also from PBS, the thirteenth amendentment had abolished slavery, and the fifteenth amendment would guarantee voting rights to black men.

5. The glossary of Biography for Beginners tells us that in 1954, the U.S. Supreme Court in (Brown vs. Board of Education) declared it unconstitutional  to segregate blacks from whites in public schools.

6. I found one of the Jim Crow laws that was mentioned in my novel quoted at American Radio Works: "North Carolina: School textbooks shall not be interchangeable between the white and colored schools, but shall continue to be used by the race first using them.

7. , 8., 9. Here are some more (unbelievable to me) Jim Crow laws as quoted on American Radio Works: 

"Louisiana: All circuses, shows, and tent exhibitions, to which the attendance of more than one race is invited shall provide not less than two ticket offices and not less than two entrances."
"Texas: Negroes are to be served through a separate branch or branches of the county free library, which shall be administered by a custodian of the negro race under the supervision of the county librarian."
"Mississippi: Any person guilty of printing, publishing or circulating matter urging or presenting arguments in favor of social equality or of intermarriage between whites and negroes, shall be guilty of a misdemeanor."

10. According to the American Academy of Achievement's biography of Rosa Parks,  it was on December 1, 1955 that she refused to give up her bus seat to a white man,  eventually leading to the Supreme Court decision to strike down laws that segregated public bus transportation.

11. An institute at Stanford University reports that on November 13, 1956, the Supreme Court decided the case of Browder v. Gayle, which was the case that struck down laws segregating public transportation.

12. The World Book Encyclopedia verifies that Medgar Evers was a leader in the African-American Civil Rights Movement who was shot down (murdered) outside his home on June 12, 1963.    (In my historical novel, his wife and children see it happen.)

13. According to an article on the NPR website, Medgar Ever's killer was not brought to justice for 31 years.

14. I also found out on the NPR website that at the time of Ever's murder, Mississippi was the state that led the nation in the lynching of black Americans.  Today it is the state with highest number of black elected officials.

15. Articles published with in the last ten years and reported on the internet, including a report on CBS News, one on a Florida television station, and one  from an African American news source, complained of U.S. companies that had segregated (based on race or ethnicity) bathrooms in  2000, 2005, and 2007.

Works Cited

"BlackNews.com - Tyson Foods Sued For Maintaining Segregated Work Areas." BlackNews.com - Black News | African American News | Black America. Web. 07 Dec. 2009. .

Evers, Medgar. Garrow, David J. Web. 6 Dec. 2009. .

First Coast News | WTLV NBC12 | WJXX ABC25 | Jacksonville, FL | St. Augustine, FL | Brunswick, GA |. Web. 07 Dec. 2009. .

Harris, Laurie L. BIOGRAPHY FOR BEGINNERS--AFRICAN-AMERICAN LEADERS. Vol. 1. 2007. SIRS Discoverer. Web. 6 Dec. 2009.

"King Institute Encyclopedia." King Institute Home. Web. 06 Dec. 2009. .

"The Legacy of Medgar Evers : NPR." NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Web. 06 Dec. 2009. .

"Remembering Jim Crow : Presented by American RadioWorks." American RadioWorks from American Public Media. Web. 06 Dec. 2009. .

"The Rise and Fall of Jim Crow |." PBS. Web. 06 Dec. 2009. .

"Rosa Parks Biography -- Academy of Achievement." Academy of Achievement Main Menu. Web. 06 Dec. 2009. .

"Segregated Bathrooms At Halliburton - CBS News." Breaking News Headlines: Business, Entertainment & World News - CBS News. Web. 06 Dec. 2009.

Note: The facts would also be accompanied by illustrations, and I'd tell where I found my illustrations.
See also

FAQ's about the Project

Links about civil rights: 

http://www.npr.org/templates/story/story.php?storyId=1294360 Medgar Evars

http://www.pbs.org/wnet/jimcrow/education.html Jim Crow

http://americanradioworks.publicradio.org/features/remembering/laws.html   Jim Crow

Sample of a fact for the Book-of-the-Month Assessment

I could present my facts on a PowerPoint (no more than one or two facts per slide), a poster, a scrapbook, etc.  Fifteen facts would earn full points if they meet the requirements.  Each fact should be appropriately illustrated. See the pink assignment and grading sheet. You could also create a blog for this assignment.

Required for all formats:

15 facts -- each including informal citation

3 sources or more where you found your facts (If you use Wikipedia, you must have 4 sources.)
Works Cited
Tell where you found your images.
Quality work, not plagiarized, but edited well.


Make sure you have your Works Cited list in or with your project. You could place it on the back of your poster, on a last slide or slides on a PowerPoint, or on a separate page of your scrapbook.    


Sample: 

   According to the U.S. Holocaust Memorial Museum, in their publication “The Holocaust: An Historical Summary,” the approximately nine million Jews murdered by the Nazis from 1933 to 1945, weren’t the only ones the Nazis persecuted and killed.  They also murdered, persecuted, and enslaved Gypsies, mentally and physically disabled people, Soviet prisoners of war, communists, socialists, members of trade unions, Jehovah’s Witnesses, Poles and other people from Slavic nations, and 
more.  

On a separate page or slide, you'll have the works cited list. Use EasyBib or citationmachine to create your works cited entries.

Works Cited

    "THE HOLOCAUST: An Historical Summary." BEYOND THE WALL OF REMEMBRANCE (1993): 5-10. Web. 19 Nov 2009.

Images

Slide 1: Image of bodies  found at:  http://www.americanvoiceinstitute.org/Remembering%20Auschwitz.htm (I also found the photo at several other sites. Do not go to this site for information.  It is very a very biased site -- anti-Palestinian, and is there for a current political agenda.)

Note: Notice that you are to use informal citation for each fact.  The bolded part in my fact above is the "informal citation" where I told where I got my information.

September 23/24, 2009

September 23/24, 2009

Book-of-the-Month Assessment
We will be in the computer lab to type up responses to questions about your novels.

BRING YOUR NOVEL. YOU WILL NEED TO USE IT FOR THE ASSESSMENT.

Here are the instructions:

Computer Lab/ Book-of-the-Month Club Assessment

You will receive a slip in class with your log-in information, including your own username and password. Save this. Do not share it with other people,. We will be using the class wiki several times during the year.
Tape the slip with your own log-in information into your planner.

In the computer lab --
1. Open a browser.
2. Go to the appropriate one of the following:
caveman-b1.pbworks.com
caveman-b2.pbworks.com
cavemanb4.pbworks.com
cavemana1.pbworks.com
caveman-a2.pbworks.com
cavemana4.pbworks.com

3. On the FrontPage, read the directions and copy the “template.”
(You may wish to read the sample letter and/or book recommendation. You may also want to look at how your work will be graded. There are links to all three of these on the FrontPage.)

4. Open a new document in Word and paste the template there.
5. Use the template as a guide for writing your assessment.
6. When you’ve typed it all, copy it. (PC users: Command C)
7. Open and edit your own page in our wiki.
a. Use the username and password you’ve been given to log in.
b. In the navigator box in the right margin, select “Student Pages 2009-2010”
c. Scroll down to find your own page.
d. Click on it to open it. Make sure you see your own name large at the upper left.
e. Click on “Edit” at the top of the page.
f. Paste your writing onto that page. (PC users: Command V)
g. Check to make sure you got everything. Make any corrections needed.
h. Make sure you click on Save in the lower left hand corner.

Log out of the wiki (at upper right). Log out of Firefox. Log out of Word.

This assignment (worth 100 points) is due by the end of the class.
You may correct and improve it at home, but hurry, since I will be grading these soon.

When you’ve finished --
After you are done, you may look around the computer room to see who else is done, and go to their pages to read what they’ve written about their books.
You may comment on their writing in the comment boxes. Do not change anything on anyone else’s page.

Record in your “Books to Read” pages in your composition book any books you think you might want to read.

September 21/22, 2009

September 21/22, 2009

1. Reading, filling out the character chart for your own novel.
2. Confusing Words Presentations : Focus on to/too/two.
3. About Setting, with examples from The Outsiders for how you should fill out your setting chart for your own book.
4. Listen to The Outsiders.

Bring your Book-of-the-Month Club novel.

Character and setting (Fill out your charts. If you don't have one, go to http://cavemanenglish.pbworks.com/Book-of-the-Month-Information-and-Handouts
to get a character chart and/or a setting chart, and fill it out for your novel.)

Other literary elements we've learned about:
conflict, protagonist, antagonist.
What is the conflict in your book?
What is the setting and how do you know?


Reading The Outsiders --
B1 -- from page 26, halfway down, to page 31, page break (Ponyboy is telling about Johnny being beaten by the Socs.)
B2 -- from page 36 to page 45 about 1/3 of the way down.
B4 -- from page 42 halfway down to top of page 52 (not quite done with chapter 3)

A1 -- from page 25, halfway down, to page 30, top
A2 -- from page 33, 1/3 of the way down to page to page (Help me out students, please. I can't remember where you left off.)
A4 --from page 28, top of page to page 37 (the beginning of chapter 3).

September 17/18, 2009

September 17/18, 2009
Notes:
Book Orders (for Scholastic -- Tab, Click, and Arrow) are due Friday. You may order online, or send a check and the form to me.
Our user name is MsDorseysClasses
Our password is cavemen

Please hand in your work on time. Realize that when work comes in late, it may take a few days to get it recorded. Notice, too, that Cave Time slips for the next day are often printed before teachers have had time to score and record work that has been handed in to bring a grade up.

Find a study buddy in class with whom you could exchange phone numbers (or emails) so you can check with them if you are absent or aren't clear on an assignment. You can always email me, too.

We need volunteers to become our class "paper-hangers."

The more students who earn extra credit by memorizing "Nothing Gold Can Stay" by Robert Frost, the better! Find the poem on this blog. (You could use the search.) There are also copies in the English Class file at the back of the classroom.

Today's agenda:
Writing time -- Finish your page on candy, if needed.
Reading time -- Your novels need to be finished by the 23rd/24th.

Presentations on Confusing Words.
Don't forget you need a second way to teach, as well as the mini-poster.

Characters in The Outsiders and in your own novel. We started working on character charts about the characters in The Outsiders. Each chart covers a different character, and the students -- with their partners in the class -- are to fill out the chart as they find out things about their assigned character. Watch for information in the book about your character as we go. You should end up knowing that character well.

Reading The Outsiders --
B1 -- to page 26, halfway down
B2 -- page 27 to page 36
B4 -- page 27 to page 42 halfway down page 42

A1 -- from page 16, top of page to page 25, halfway down
A2 -- from page page 21, bottom of page to 33, 1/3 of the way down
A4 -- page page 12 1/3 to page 28, top of page

At home, after Pony has been "jumped" by the Socs and rescued by his brothers and "gang," Pony does his homework, and Soda gives Darry a backrub since Darry works so hard, trying to support his brothers. Soda tells Ponyboy that Darry really does love him, and that Soda plans to marry his girlfriend Sandy after Ponyboy gets out of high school. He wants to stick around until then to help support the family.
The next night, Dallas, Ponyboy, and Johnny sneak into the drive-in theater. They sit in the chairs set up in front of the concession stand where they meet two soc girls named Marcia and Cherry. Marcia and Cherry came with their boyfriends, but when the boys started drinking, the girls left them in the car. Dallas talks dirty to the girls, and Cherry throws a Coke in his face. Johnny, who rarely says anything, and whose hero is Dallas, tells Dallas to leave Cherry alone. Ponyboy is surprised that Dallas gives up so easily and doesn't hit Johnny when Johnny tries to tell him what to do. Dallas leaves.
The girls invite Ponyboy and Johnny to sit with them to "protect" them. They do. They talk about Dallas, and Cherry says (so quietly that only Ponyboy can hear) that she kind of admires Dallas Winston.
Two-Bit joins them and tells them that Tim Shepherd is looking for Dally since Dally slashed his tires. Two-Bit and Marcia find that they both have the same crazy sense of humor.

Students received a character chart to fill out for their own Book-of-the-Month novel. The chart should be filled out about a main character (or one on the front side of the chart and a different major character on the back) by the day you take the book assessment (September 23/24). If you weren't here to get it, go to the wiki to get the character chart, and start filling one in for your own novel.
http://cavemanenglish.pbworks.com/Book-of-the-Month-Information-and-Handouts

August 31/September 1, 2009

August 31/September 1, 2009

Spelling Test -- No, not the prince-into-frog sort of "spelling."
1. Students took a practice spelling test on their teachers' names, the names of the principal and assistant principals, and the name of their counselor. The real test will be in class next time.
See August 21/24 blog for the original assignment.

Everyday Editing
2. Students recombined sentences. The teacher had split up single sentences (which used commas in a series) from books into several sentences. The students then recombined each set of sentences into one. If you were absent, here are your sentences to combine:
_______________________
Example:
The fox coughed.
The fox gagged.
The fox sneezed.
The Stinky Cheese Man flew off his back and into the river, where he fell apart.
(from Jon Scieszka, "The Stinky Cheese Man")

Example of combining the above sentences:
The fox coughed, gagged, and sneezed, and the Stinky Cheese Man flew off his back and into the river, where he fell apart.
_______________________________

In your composition books, write today’s date, then combine these sentences into one using commas in a series. Try not to lose or change any of the meaning. (If you were absent, you may do this on a separate sheet of paper, and then tape it into your notebook.)

1st set of sentences to combine into one that uses commas in a series:

Her cleats were in her backpack.
Her shin pads were in her backpack.
Her sweats were in her backpack.
Her backpack was slung over her shoulder and heavy with homework.

2nd set of sentences to combine into one that uses commas in a series:

I have hair the color of carrots in an apricot glaze.
My skin is fair and clear where it isn’t freckled.
I have eyes like summer storms.

Combine these sentences into one using commas in a series. Try not to lose or change any of the meaning.

Vocabulary
3. Students copied into their composition books this phrase and definition:
character development: how the author tells you about the character

Copy also these ways that an author tells you about a character:
l What the character says and how he or she says it
l What the character does
l What other characters say about him or her
l What the author tells you about the character

3. Poems as examples of how an author (or poet) reveals character:
Literature text -- page 227 "Madam and the Rent Man"
and page 240 "Mama is a Sunrise"

Madam and the Rent Man by Langston Hughes

The rent man knocked.
He said, Howdy-do?
I said, What
Can I do for you?
He said, You know
Your rent is due.

I said, Listen,
Before I'd pay
I'd go to Hades
And rot away!

The sink is broke,
The water don't run,
And you ain't done a thing
You promised to've done.

Back window's cracked,
Kitchen floor squeaks,
There's rats in the cellar,
And the attic leaks.

He said, Madam,
It's not up to me.
I'm just the agent,
Don't you see?

I said, Naturally,
You pass the buck.
If it's money you want
You're out of luck.

He said, Madam,
I ain't pleased!
I said, Neither am I.
So we agrees!

Mama Is a Sunrise
by Evelyn Tooley Hunt

When she comes slip-footing through the door,
she kindles us
like lump coal lighted,
and we wake up glowing.
She puts a spark even in Papa's eyes
and turns out all our darkness.

When she comes sweet-talking in the room,
warms us
like grits and gravy,
and we rise up shining.
Even at nighttime Mama is sunrise
that promises tomorrow and tomorrow.

4. During the day, we spent some time looking at our class library, some students checking out books, some reading. Students also signed up for their Book-of-the-Month club books.

5. We began reading The Outsiders.
B1 --page 2, 3rd paragraph
B2 --page 4, end of paragraph 4
B4 -- page 3, line 5
A1 -- page 2,
A2 -- page 8, 1/2 of the way down
A4 -- page 3, 2nd paragraph

Great Blog Posts and Wiki Pages by Your Peers

Great Blogs and Wiki Pages -- Check out These Book Recommendations

See Will Watson's blog about The Horse and His Boy.
http://www.sierraenglish7.blogspot.com/
http://www.ashleysoboenglish.blogspot.com/
http://caveman-b3.pbworks.com/Courtney's-Page
http://caveman-b3.pbworks.com/Danielle's-Page
http://caveman-b3.pbworks.com/Starlee's-Page


In process: (These pages are not yet complete -- as of May 12. )
http://ilovetrisan.blogspot.com/
http://www.derekzblog.blogspot.com/
http://caveman-b1.pbworks.com/Ben%27s-page
http://alliebodyinthelibrary.blogspot.com/

Great Blog By One of Our Own!

See a great blog created for the Book-of-the-Month assignment:

http://www.sierraenglish7.blogspot.com/

March 25/26, 2008

March 25/26, 2008

Test Preparation -- More Practice with an article about "The Evacuation of Saigon."

More about the Book-of-the-Month Club -- One possible project is a poster. -- See some examples from last year displayed in the room. (Your requirements may be a little different.)

Once again, you are "Sentenced." Today we are talking about sentences and clauses (dependent and independent. Students viewed the PowerPoint - Part 2 and filled in the blanks for notes on the PowerPoint information. B-DAY STUDENTS TOOK A QUIZ.

Check out our wiki for copies of handouts and even the PowerPoint about Sentences.
http://cavemanenglish.pbwiki.com/?pwd=e3xjtdh2p5

We are going to the Media Center to look for books and to do a scavenger hunt in print resources. (reference books!)

If you are absent, you need to do the test practice, get the worksheet that went with today's PowerPoint (you may ask a classmate for the words to fill in the blanks), and complete (on out own) the media lab assignment.

October 30/31, 2008

October 30/31, 2008

Students will present their novel characters. This is the final assessment for the October Book-of-the-Month Book.

See the posts for October 28/29 and October 14 for more information on this assignment.

Happy Halloween!

September 25/26, 2008

September 25/26, 2008

Self-Starter: Citizenship self-assessment

Book-of-the-Month Assessment
Students need to be able to find in their books passages that give description of setting and others that show the point of view. They also need to be able to tell about the overall setting, explain the point of view, and tell about the major conflict in the book (the biggest overall problem -- the problem that drives the plot of the book) and at least one other conflict. Finally, they need to be able to write a recommendation letter for the novel itself.

We spent most of the class period in the computer lab. The students had that time to complete the test. For students who weren't done reading their books or who didn't bring their books, they need to arrange with me to come after school to take the test.

If you do not come prepared, you will receive a zero until this is made up. To make up the test, you will need to bring your book on a day you have arranged with Ms. Dorsey to come after school.

Book-of-the-Month Club Assignment

Book-of-the-Month Club Assignment

You need to have your Book-of-the-Month read by September 25 for B-Day students and by September 26 for A-Day students. Be prepared to bring it to class this day and/or on the next class period. We will be doing an assessment on the book.

Watch for these aspects (Literary Elements) of your book:
What are the time and and place of the setting of your book? What do you find out about this in the exposition?
Who are the main characters? What does the narrator tell us about them -- about their ., thoughts, words, speech patterns, and actions?
Who is the narrator of the book? Who is telling the story?
What is the point of view of the narrator?
What conflicts do you find in the book? What is the main conflict?
See September 9/10 for the types of conflict. Notice which types are in your book, and notice examples of those types.

We've already been learning about conflict. Here is some information on point of view:

Point-of-view
What is it?
The author's point-of-view concentrates on the vantage point of the speaker, or "teller", of the story or poem.


1st person: the speaker is a character in the story or poem and tells it from his/her perspective (uses "I")

3rd person limited: the speaker is not part of the story, but tells about the other characters. He or she limits information to what one character sees and feels.

3rd person omniscient: the speaker is not part of the story, but is able to "know" and describe what all characters are thinking.

A second person point of view is a story that is told from the perspective of "you." It is much less common than first and third. Do you remember children's books like the "Animorphs" series or the "Choose Your Own Adventure" tales? They went something like this: "You turn, and standing there before you is a wolf. You have to decide to approach it or run away."

Here's a handy key for you:

First person: I
Second person : You
Third Person: He, She, They

[adapted from definitions found at http://www.enotes.com/literary-terms/q-and-a/what-second-person-point-view-2208
and http://teachers.net/lessons/posts/2715.html ]

Links to the State Core:
Standard 1 Objective 1.3 (Comprehension of Literary Text): Comprehend literature by evaluating the contribution to meaning of several literary elements within a work of literature.
a. Identify narrative plot structure -- in this case, exposition and conflict (rising action. . . .)
b. Describe a character’s traits as revealed by the narrator (e.g., thoughts, words, speech patterns, and actions).
d. Identify descriptive details and imagery that establish setting.