Happy Holidays Students:
The following are notes regarding "Holiday Homework:" All homework due on Tuesday, January 3, 2012--the day you return to class.
1. *Continue to read your ibook, that is your "independent reading book," and use the given book report sheet previously issue the last week of class. If you were absent, see notes below number 2.
2. *For each vocabulary, find the definition, parts of speech, a synonym, and a sentence.
a. suited to
b. wholesome
c. acquire
d. compensation
e. devotion
f. paramount
g. witty
h. overwhelm
i. impose
j. presided over
k. vulgarity
l. inconceivable
m. afford
n. desolation
o. frantic
p. poverty
q. severe
Notes for students who were absent and do not have the report sheet. Use your Literary Elements Reference Sheet to analyze your book. Use at least 10 + post 10 new vocabulary using format above + write a summary based on the moral lesson you learned from reading that book).
All students, if you finished your first ibook, you must seek a new source and have it available when you return in January.
***Upon returning to class, we will start a new unit in the NorthStar Reading and Writing Section:
(Note: The following is not holiday homework, yet it is a forecast of what the agenda is when students return to class.)
Theme: A Season in Utopia (Brook Farm)
Unit Topics include:
A) Reading complex sentences and using the context clues to help in determining the meaning of the word.
B) Background Reading in preparing to read article about Brook Farm.
C) Focus on Reading for Comprehension (Reading One: Early Life at Brook Farm and Concord.
D) Chart--Reading for Main Ideas
E) Reading for Details and Finding the Evidence
F) Agreement and/or disagreement Chart and Strong Opinion
G) Focus on Reading for Comprehension (Reading Two: Making Ends Meet)
H) Answer Multiple Choice based on reading two.
I) Linking reading one and two: With a partner, design a community (different and/or improved from initial idea) to solve the problems of the working teenagers in high school and/or in college.
You must have these categories in your recommendations:
Directions: Imagine you and your partner are in high school and are making a living on your own. You must budget your salary to include all of the following to succeed. Remember, you are getting experience from your first job, and are working toward your degrees, but are not yet there; hence, your salaries will be close to minimum wage. How will you budget the list below and where will you live?
-Work and Salaries
-Food
-Housing
-Utilities
-Transportation
-Health Care
-Education
-Child Care
-Entertainment
-Clothes and Toiletries
In the end, you and your partner will present your findings in on a Chart to be presented to class.
(Chart must include your names, your roles, your budget, and the laundry list of recommendations above +
where will you live and how you will live).
J) Focus on Vocabulary
K) Focus on Parts of Speech
L) Focus on Writing and Noun Clauses
Theme of New Unit of NorthStar: Road to Success
A) Hope-Survey Scale
B) Self-Discovery Quiz
C) Focus on Vocabulary for Comprehension
D) Focus on Reading (Reading One: Gotta Dance)
E) Reading for Details -- multiple choice
F) Reacting to the Reading
G) Focus on Reading (Reading Two: Keeping your Confidence Up)
H) Focus on Hyphens
I) Focus on Vocabulary in Context
J) Focus on Adjective Clauses
K) Career Ladder
Theme of New Unit (Short Stories):
"Baddest Dog," by Richard Dean Myers
**Comprehensive Reward Day (To be Announced)
Tuesday, December 27, 2011
Tuesday, December 20, 2011
Note to students out until January 2012 -- Continue to check this blog in an ongoing manner.
Today, Tuesday, December 20th--Test Review of Unit 2, Northstar listening and speaking.
Be sure to include the following in your update packet when you return in January.
*Contextual Unit Vocabulary in sentences.
access
assess
boardroom
burn out
callous
civic
dictate
engineer
envision
evolve
idealistic
landscape
laudable
live by
make ends meet
nurture
play out
scrutiny
self-selecting
small-town America
spirituality
sprawling
thwart
town planning
unscripted
vibrant
Write:
Imagine you are thinking about moving into a new community that is being built. The developer has has asked you for advice about what to include in the new community.
Write a paragraph (audience is friends who may also be thinking of moving into this community.
Be sure to tell your audience the advice you would give the developer. Use verbs of urgency such as demand and insist. For example, you might want to say, "I insist that my house have a porch."
*Finish packet work from Northstar, Listening and speaking Unit 2
*Finish noun clause formatting, page 40 and 41.
Today, Tuesday, December 20th--Test Review of Unit 2, Northstar listening and speaking.
Be sure to include the following in your update packet when you return in January.
*Contextual Unit Vocabulary in sentences.
access
assess
boardroom
burn out
callous
civic
dictate
engineer
envision
evolve
idealistic
landscape
laudable
live by
make ends meet
nurture
play out
scrutiny
self-selecting
small-town America
spirituality
sprawling
thwart
town planning
unscripted
vibrant
Write:
Imagine you are thinking about moving into a new community that is being built. The developer has has asked you for advice about what to include in the new community.
Write a paragraph (audience is friends who may also be thinking of moving into this community.
Be sure to tell your audience the advice you would give the developer. Use verbs of urgency such as demand and insist. For example, you might want to say, "I insist that my house have a porch."
*Finish packet work from Northstar, Listening and speaking Unit 2
*Finish noun clause formatting, page 40 and 41.
Helpful Websites for Punctuation Reminders:
National Punctuation Day®
. , ? ! ; "
http://www.nationalpunctuationday.com/
National Punctuation Day®
. , ? ! ; "
http://www.nationalpunctuationday.com/
Monday, December 5, 2011
Sunday, November 27, 2011
ESL/6 STUDENTS - FALL 2011 HOLIDAY HOMEWORK
Friendly Reminders for Holiday Homework:
All work must be typed and/or retyped, depending if it is draft one, two, and/or three, upon handing in when entering class on Monday, November 28th, 2011. Work after this deadline will be accepted, however, may and/or may not be published--depending on publishing effective date (also, some work may need a 3rd and/or 4th draft-so please be prepared). ((Please remember to save your work, email a copy to yourself, and print one copy to be kept in your class writing portfolio)).
Read the checklist below:
1) Write and complete Bio-Poem (see sample process below) necessary for publishing. Type, save, send, and print.
2) Read, proof, and edit Autobiography Draft Two (some students are already working on Draft Three). Type, save, send, and print.
3) Read, proof, and edit "Spooky Story," Check your email, find your work, retype on a single page and include your full name. Type, save, send, and print.
4) Research an "Independent Reader," that is, find a book to read in class as independent reading. (Must be a book of literature and approved by teacher--sorry--no newspapers, magazines, other propaganda, and/or religious content). Check below for possible choices. Book can be on any level -- "easy" books okay-you may read three or four for the remaining of the semester. Your book may be in your first language; however, reports must be written in English.
Thank you.
Sample Bio Process:
STEP TWO -- Add ideas, use 3rd person point of view.
1) Tina is
a unique person.
Tina is a unique person, a teacher and student
for over thirty years. She loves art,
reading, and writing. To her, they are
more special than gold.
Lozano, she is truly “one of a kind.”
-----------------------------------------------------------------
Sample Teenage Reading Independent Reader Choices: (Link to websites to see complete lists)
http://www.oprah.com/packages/kid-reading-list.html
http://www.justreadflorida.com/recommend/PublicDisplay.asp
http://www.readingrants.org/
All work must be typed and/or retyped, depending if it is draft one, two, and/or three, upon handing in when entering class on Monday, November 28th, 2011. Work after this deadline will be accepted, however, may and/or may not be published--depending on publishing effective date (also, some work may need a 3rd and/or 4th draft-so please be prepared). ((Please remember to save your work, email a copy to yourself, and print one copy to be kept in your class writing portfolio)).
Read the checklist below:
1) Write and complete Bio-Poem (see sample process below) necessary for publishing. Type, save, send, and print.
2) Read, proof, and edit Autobiography Draft Two (some students are already working on Draft Three). Type, save, send, and print.
3) Read, proof, and edit "Spooky Story," Check your email, find your work, retype on a single page and include your full name. Type, save, send, and print.
4) Research an "Independent Reader," that is, find a book to read in class as independent reading. (Must be a book of literature and approved by teacher--sorry--no newspapers, magazines, other propaganda, and/or religious content). Check below for possible choices. Book can be on any level -- "easy" books okay-you may read three or four for the remaining of the semester. Your book may be in your first language; however, reports must be written in English.
Thank you.
Sample Bio Process:
“About the Author” Publishing Project
ESL/6 – Fall 2011
Bio-Poem – Write in 3rd person point of
view: he/she, his/her
Process:
1st – Follow prompts as suggested by the
worksheet (this is indicated by words in bolded black.
2nd – Add to the singular words by making them
have sense; that is, use them in a sentence to give further description (these
are words in red).
3rd – Rewrite the synthesized work so that is
reads smoothly and is ready to be presented as DRAFT ONE (remember, Draft Two
will be published!)
STEP ONE
1) Tina
2) Art Reading Writing
3) Time Insight Direction
4) Health Family Cooperation
5) Business College Peace
6) Leadership Analyzing Synthesizing
7) Language Patient Inspiration
8)
Similar to Madonna (age)
Similar to
Ms. Khristan (wants the best for ALL students)
Similar to
“life” (sees life as precious and in an instant)
9) “Age” Examinations Collage
10) Lozano
STEP TWO -- Add ideas, use 3rd person point of view.
1) Tina is
a unique person.
2) She loves Art, Reading, and
Writing. To
her, they are more special than gold.
3) Daily, she gives Time, Insight, and Direction to her students.
4) Although she has been a teacher for over 17 years, she still
needs Health, Family, and Cooperation.
5) And, her desire for learning never ceases; and so, she wants to
go into Business, go back to College to find solutions for Peace in
world through her love of art.
6) She is like a multi-national flag, and understands Leadership, Analyzing, and Synthesizing especially
for planning for student success, and of course, for her own personal life.
7) She is a professional, and most professionals find it a need
to enhance their ways; hence, she would like to improve her second
Language skills, her Patient, and her Inspiration so that
students -- All students – find it necessary
to be “college-ready.”
8)
Tina really feels she is
connected with people. For example,
Similarly her and Madonna are the same
age.
Similarly, her and Ms. Khristan want the best for ALL
students. And,
Similarly, she juxtaposes her life to “life” sees it
as precious and in an instant.
9) Lastly, Tina is a survivor of “Age;” of taking and passing high school, college, and licensed city
and state Examinations as needed for teaching credentials. And of course, she is a survivor of
attending three Collages.
10) Lozano, she is truly one of a kind.
STEP THREE – SYNTHESIZE AND FORMULATE INTO A PRESENTABLE
POEM (ORGANIZE LINES INTO A POEM FORMAT, EMPHASIZING “CHUNKS,” SPACING, ADDING
A SENSE OF TONE ((OTHER LITERARY ELEMENTS MAY BE USED HERE; FOR EXAMPLE,
REPETITION))).
TINA …
Tina is a unique person, a teacher and student
for over thirty years. She loves art,
reading, and writing. To her, they are
more special than gold.
Daily, she gives time,
insight, and direction to her students.
And, although she has been a teacher for over 17 years, she still needs
health, family, and cooperation. To
add, her desire for learning never ceases; and so, she wants to go into
business, go back to college to find solutions for peace in world through her
love of art.
She is like a multi-national
flag, and understands leadership, analyzing, and synthesizing especially for
planning for student success, and of course, for her own personal life.
She is a professional, and
most professionals find it a need to enhance their ways; hence, she would like
to improve her second language skills, her patience, and her inspiration so that
students -- All students – find
it necessary to be “college-ready.”
More about Tina: She really feels she is connected with
people. For example, similarly her and
Madonna are the same age. Similarly,
her and Ms. Khristan (her school principal) want the best for ALL
students. And, similarly, she
juxtaposes her life to “life” sees it as precious and in an instant.
Lastly, Tina is a survivor of
“age;” of taking and passing high school, college, and licensed city and state
examinations as needed for teaching credentials. And of course, she is a survivor of attending three collages, and
luckily, so far, of experiences.
-----------------------------------------------------------------
Sample Teenage Reading Independent Reader Choices: (Link to websites to see complete lists)
http://www.oprah.com/packages/kid-reading-list.html
http://www.justreadflorida.com/recommend/PublicDisplay.asp
http://www.readingrants.org/
Thursday, November 10, 2011
Analysis Work of the Anatagonists Michael MacKenzie and Joe Sadowski
Analysis Work of the Anatagonists Michael MacKenzie and Joe Sadowski
Process:
1st--Analyzed Characteristics of Michael M.
2nd--Analyzed Characteristics of Joe Sadowski
3rd--Utilized Character Web to get to know Joe Sadowski better
4th--Utilized Venn Diagram in comparing and contrasting the characters of Michael MacKenzie and Joe Sadowski
5th--Synthesized the above information and wrote a compare and contrast paragraph using
notes, transitional words/phrases, and citing.
Comparing and Contrasting of the Antagonist, Michael Mackenzie and Friend, Joe Sadowski and the Affects on them of Charlie Ward's Death
When 17-year old Michael Mackenzie discovers he has accidentally killed a man, he acts dually with his friend in keeping this horrific secret. Similarly, both Michael and Joe have been friends since 2nd grade. It seems that Michael "hangs-out" with Joe because Joe is loyal and would do anything for Mike; and Joe "hangs-out" with Mike because he is in admiration. Both, on that particular 4th of July, were at the same time and same place that the fatal shot was fired (Prologue). And, both made a pack to keep that secret (Ch. 1, Pg. 14). Besides the fact that they have been friends for years, their characters are quite different, and in the end, affect their behaviors. For example, at first, Michael knows intuitively that he is guilty, yet, he keeps telling deceitful lies and then even puts the blame on Joe (Ch. 17, Pg 173). On the other hand, Joe remains loyal and faithful to Michael even though he is told by Michael that the police now think he is a suspect of the crime (Ch 17, Pg. 173). In the end, their friendship is strained and Joe "acts-out" and becomes violent (when he "bashes in" Amy Ruggiero's car windshield (Ch. 18, PG. 183). Thus, the "playful" event of one day, one careless decision, greatly affected their lives by 1) keeping a stealthy secret, 2) having to live with the secret, and 3) questioning their "true character."
Cite:
McDonald, Joyce. Swallowing Stones. New York: Delacorte, 1997.
Process:
1st--Analyzed Characteristics of Michael M.
2nd--Analyzed Characteristics of Joe Sadowski
3rd--Utilized Character Web to get to know Joe Sadowski better
4th--Utilized Venn Diagram in comparing and contrasting the characters of Michael MacKenzie and Joe Sadowski
5th--Synthesized the above information and wrote a compare and contrast paragraph using
notes, transitional words/phrases, and citing.
Comparing and Contrasting of the Antagonist, Michael Mackenzie and Friend, Joe Sadowski and the Affects on them of Charlie Ward's Death
When 17-year old Michael Mackenzie discovers he has accidentally killed a man, he acts dually with his friend in keeping this horrific secret. Similarly, both Michael and Joe have been friends since 2nd grade. It seems that Michael "hangs-out" with Joe because Joe is loyal and would do anything for Mike; and Joe "hangs-out" with Mike because he is in admiration. Both, on that particular 4th of July, were at the same time and same place that the fatal shot was fired (Prologue). And, both made a pack to keep that secret (Ch. 1, Pg. 14). Besides the fact that they have been friends for years, their characters are quite different, and in the end, affect their behaviors. For example, at first, Michael knows intuitively that he is guilty, yet, he keeps telling deceitful lies and then even puts the blame on Joe (Ch. 17, Pg 173). On the other hand, Joe remains loyal and faithful to Michael even though he is told by Michael that the police now think he is a suspect of the crime (Ch 17, Pg. 173). In the end, their friendship is strained and Joe "acts-out" and becomes violent (when he "bashes in" Amy Ruggiero's car windshield (Ch. 18, PG. 183). Thus, the "playful" event of one day, one careless decision, greatly affected their lives by 1) keeping a stealthy secret, 2) having to live with the secret, and 3) questioning their "true character."
Cite:
McDonald, Joyce. Swallowing Stones. New York: Delacorte, 1997.
Wednesday, November 9, 2011
(On a side-note -- You are working well with the idea of STRUCTURE in creating your hybrid animals in one context, and with writing your essays and working in class -- used in a different context--Thank you students.)
Review for Midterm on Monday and Tuesday, November 14th and 15th:
Key Vocabulary:
(Swallowing Stones Noted Vocabulary -- in Journal and/or on this blog -- see previous entries)
NorthStar R/W Unit One:
avoid
avoidance
blame
celebrate
celebration
choked up
controversial
denial
deny
depression
determination
determine
devastated
devastation
donor
hereditary
instruct
manage
management
prioritize
priority
slogan
sober
strength
strong
survival
survive
tough
toughness
Use of Grammar:
Use of Suffixes
Simple Past
PUC -- Past Unreal Conditional
"If Mary Ellen's parents had known how to help her, then their solution to the problem might have been effective."
Reading for Comprehension and Meaning
Understanding Parts of Speech
Using correct word in context
NorthStar L/S Unit One:
addiction
anxious
be bombarded with
be going on
chat room
come out
compulsiveness
depressed
devote
driven
engage in
enhance
enhancement
feed (verb)
feel empty
fulfillment
go through
high-tech
isolate
multitask (verb)
noodle around
overwhelmed
present with
problematic
put together
shape (verb)
social interactions
strategic
support group
surf (verb)
symptom
therapy
turn into
turn someone in
Use of Listening: Highlighting key words, contextual forms, listening for main ideas//note-taking
Use of Speaking:
Highlighting with a line/responding to using voice with highlighted pitched words
Use of Grammar:
"Wish Statements"
Review for Midterm on Monday and Tuesday, November 14th and 15th:
Key Vocabulary:
(Swallowing Stones Noted Vocabulary -- in Journal and/or on this blog -- see previous entries)
NorthStar R/W Unit One:
avoid
avoidance
blame
celebrate
celebration
choked up
controversial
denial
deny
depression
determination
determine
devastated
devastation
donor
hereditary
instruct
manage
management
prioritize
priority
slogan
sober
strength
strong
survival
survive
tough
toughness
Use of Grammar:
Use of Suffixes
Simple Past
PUC -- Past Unreal Conditional
"If Mary Ellen's parents had known how to help her, then their solution to the problem might have been effective."
Reading for Comprehension and Meaning
Understanding Parts of Speech
Using correct word in context
NorthStar L/S Unit One:
addiction
anxious
be bombarded with
be going on
chat room
come out
compulsiveness
depressed
devote
driven
engage in
enhance
enhancement
feed (verb)
feel empty
fulfillment
go through
high-tech
isolate
multitask (verb)
noodle around
overwhelmed
present with
problematic
put together
shape (verb)
social interactions
strategic
support group
surf (verb)
symptom
therapy
turn into
turn someone in
Use of Listening: Highlighting key words, contextual forms, listening for main ideas//note-taking
Use of Speaking:
Highlighting with a line/responding to using voice with highlighted pitched words
Use of Grammar:
"Wish Statements"
Monday, November 7, 2011
SWALLOWING STONES, BY JOYCE MCDONALD Chapter Summaries 16-20
Swallowing Stones, by Joyce McDonald -- Chapter Summaries, Chapter 16-20
Good Morning/Afternoon/Evening Students:
You are doing a great job reading. Thank you students. Recall Mr. Dumbleton's visit (author of 30+ books) from Australia, and how he said that reading and writing is necessary for daily and academic success. You can do this!
On another note, today is Tuesday, November 8th, Election Day; this means that professionals are at work, but students are not in school. As suggested in class, you have homework online. Please read the following chapter summaries (16-20) and be prepared for in class discussions, review, and class assignments. ((Remember, Wednesday, November 9th, RMA is back to work with you and your inventive, imaginative hybrid animals; hence, we will return to Swallowing Stones on Thursday, November 10th (we will review Chapters 16-20. Please remember, the ESL/6 MIDTERM is on Monday and Tuesday, November 14th and 15th -- and yes, SS is on the test.
Okay, let's get started:
CH. S. 16-20 (Page 161 to 201)
It's still summer, and Michael is feeling very "choked-up" (understandably). Remember the last chapter, when the police are at the MacKenzie's house and his father, Tom, asks Michael to show the police the rifle. Of course, after another act of desparation, Michael says that he loaned it to Joe, and that the gun had been stolen; hence, there was no gun (rifle, Winchester) to show. Time passes, and Joe tells Michael that the police didn't have enough evidence to put a case together against Michael. Thus, no police had gone back to Michael's house for more questioning--Michael had begun to breathe easier (for the moment).
So, Michael continues his routine of training for track, and he still continues to sit in front of the church, across from Jenna's house, though has grown uneasy at the thought of this, especially since she had approached him at the party (remember, Andrea, Jenna's friend, really wanted to get to know Michael, but she is shy, so Jenna went up to Michael's car as he was leaving from the party, to say that Andrea really wanted to meet him. Michael, really can't remember what Jenna said to him on that day, and only remembers seeing her pale face in his rear-view mirror as he was leaving in his car.) ((This really says how distracted he is feeling at the moment.))
Michael realizes how much he cares about Amy, and tries to get her to talk to him by calling her and writing letters to her -- all failed attempts to try and amend (make-up and say sorry). His sense of loss was far greater than he had ever imagined it would be. For the first time in his life, he felt absolutely alone in the world.
Finally, he gets a change to talk to her at the 7-Eleven Store. He really wants to see her again, yet Amy is cautious. (Read Page 165 to 167).
Moving forward, the police are back at Michael's house searching his backyard with metal detectors.
(BACKYARD)
(METAL DETECTOR)
The police discover a shell casing in the nearby woods.
They determine that the fatal shot was fired from Michael's gun, and Michael further embellishes (magnifies) his testimony to the police. Michael's heart begins to thump wildly.
The police know something, and that's why they went back to his house. (Read page 170 - 171)
In the process, Josh implicates Joe (implicates: to show to also be involved).
When the police leave (after asking for a list of all 40 people who were at Michael's party, the family all sit at the table, were quiet with feelings of distraughtness, and then the conversation begins about how Joe might be the only suspect.
Josh: "What about Joe?"
Tom: What about him?
Josh: Why did he suddenly want to borrow Mike's rifle? Then, when Mike wants it back, Joe tells him it was stolen. If you ask me ..."
Michael: We're not asking you.
Tom: You know anything more about this?
Michael: Dad, I told the police everything I know.
Michael has been living in false hope, now that the cops are back in the picture and have narrowed the shot from a specific gun - his one of a kind Winchester -- deep down he knows that the cops are skeptical, and that the gun and shot came from someone at the party that 4th of July.
Things had gotten worse. Michael felt more guilt. Somehow, he managed to drag forty of his friends into the mix. What made his stomach turn sour was that he had done almost nothing to defend Joe. Instead, he had kept silent.
Now, Michael meets with Joe and tells him that he is likely now a suspect. (Remember homework dated 11-4-11 -- How will this newest lie affect Michael and Joe's friendship?)
Discuss your ideas here.
Moving on, Joe's drinking how gotten worse. (CH 18) Michael drives Joe to the Ghost Tree to talk.
Michael: They know that the bullet came from the Winchester.
Joe: Your Winchester? How do they know it was your Winchester? I keep telling you man, they can't prove a (beep) thing without the rifle. If they don't have the murder weapon, they don't have a case.
Michael: You need to know something.
Joe: What's that.
Michael: Healey's got this idea that maybe you borrowed the rifle and then said it was stolen to cover up the fact that you fired it.
Joe: Yeah? And where would he have gotten that idea?
Michael: Who knows how Healey's mind works? He's desparate. He's got to make a case out of something.
Joe: So he's going to make me a suspect?
Michael: I'm sorry man. I never meant for anything of this to happen.
They find themselves back in the car (Joe has now had several (beeps) and they head (go) back to town. Michael is driving.
Michael inadvertently runs into Amy's car.
Joe is frantic. (Read Pages 183-184)
Remaining Chapters 19-20:
Jenna reminisces about her father and helps her mother prepare to give away some of his clothes. Later that day, Jenna finds out that Joe was picked up for questioning by the police. She spies on Joe from outside his house and determines that she must speak to Amy.
In-Class Assignments:
Go to "Character Web" + Use the 70 feelings/emotion/characteristic expressions as a guide to help complete worksheet.
((First, draw a Mind Mirror on the back side to name qualities that make up Joe's inside characteristics.))
Synthesize these ideas and compare and constrast Michael and Joe's characteristics (Use a Venn Diagram)
Then, write a short compare and constrast paragraph. (Use website below to access transitional words and phrases in compare and contrast writing).
http://www.studygs.net/wrtstr6.htm
Vocabulary:
1) Retrieved
2) Defuse
3) Disoriented
4) Conspiracy
5) Asscessory
Simile and Metaphor Analysis:
1) Simile -- Page 92
2) Simile -- Page 95
3) Metaphor -- Page 95
4) Simile -- Page 122
5) Metaphor -- Page 150
6) Simile -- Page 166
7) Metaphor -- Page 196
**Add details to illustrated imagery
**Choose any page, any paragraph and illustrate -- Cite in Journal.
Good Morning/Afternoon/Evening Students:
You are doing a great job reading. Thank you students. Recall Mr. Dumbleton's visit (author of 30+ books) from Australia, and how he said that reading and writing is necessary for daily and academic success. You can do this!
On another note, today is Tuesday, November 8th, Election Day; this means that professionals are at work, but students are not in school. As suggested in class, you have homework online. Please read the following chapter summaries (16-20) and be prepared for in class discussions, review, and class assignments. ((Remember, Wednesday, November 9th, RMA is back to work with you and your inventive, imaginative hybrid animals; hence, we will return to Swallowing Stones on Thursday, November 10th (we will review Chapters 16-20. Please remember, the ESL/6 MIDTERM is on Monday and Tuesday, November 14th and 15th -- and yes, SS is on the test.
Okay, let's get started:
CH. S. 16-20 (Page 161 to 201)
It's still summer, and Michael is feeling very "choked-up" (understandably). Remember the last chapter, when the police are at the MacKenzie's house and his father, Tom, asks Michael to show the police the rifle. Of course, after another act of desparation, Michael says that he loaned it to Joe, and that the gun had been stolen; hence, there was no gun (rifle, Winchester) to show. Time passes, and Joe tells Michael that the police didn't have enough evidence to put a case together against Michael. Thus, no police had gone back to Michael's house for more questioning--Michael had begun to breathe easier (for the moment).
So, Michael continues his routine of training for track, and he still continues to sit in front of the church, across from Jenna's house, though has grown uneasy at the thought of this, especially since she had approached him at the party (remember, Andrea, Jenna's friend, really wanted to get to know Michael, but she is shy, so Jenna went up to Michael's car as he was leaving from the party, to say that Andrea really wanted to meet him. Michael, really can't remember what Jenna said to him on that day, and only remembers seeing her pale face in his rear-view mirror as he was leaving in his car.) ((This really says how distracted he is feeling at the moment.))
Michael realizes how much he cares about Amy, and tries to get her to talk to him by calling her and writing letters to her -- all failed attempts to try and amend (make-up and say sorry). His sense of loss was far greater than he had ever imagined it would be. For the first time in his life, he felt absolutely alone in the world.
Finally, he gets a change to talk to her at the 7-Eleven Store. He really wants to see her again, yet Amy is cautious. (Read Page 165 to 167).
Moving forward, the police are back at Michael's house searching his backyard with metal detectors.
The police discover a shell casing in the nearby woods.
They determine that the fatal shot was fired from Michael's gun, and Michael further embellishes (magnifies) his testimony to the police. Michael's heart begins to thump wildly.
The police know something, and that's why they went back to his house. (Read page 170 - 171)
In the process, Josh implicates Joe (implicates: to show to also be involved).
When the police leave (after asking for a list of all 40 people who were at Michael's party, the family all sit at the table, were quiet with feelings of distraughtness, and then the conversation begins about how Joe might be the only suspect.
Josh: "What about Joe?"
Tom: What about him?
Josh: Why did he suddenly want to borrow Mike's rifle? Then, when Mike wants it back, Joe tells him it was stolen. If you ask me ..."
Michael: We're not asking you.
Tom: You know anything more about this?
Michael: Dad, I told the police everything I know.
Michael has been living in false hope, now that the cops are back in the picture and have narrowed the shot from a specific gun - his one of a kind Winchester -- deep down he knows that the cops are skeptical, and that the gun and shot came from someone at the party that 4th of July.
Things had gotten worse. Michael felt more guilt. Somehow, he managed to drag forty of his friends into the mix. What made his stomach turn sour was that he had done almost nothing to defend Joe. Instead, he had kept silent.
Now, Michael meets with Joe and tells him that he is likely now a suspect. (Remember homework dated 11-4-11 -- How will this newest lie affect Michael and Joe's friendship?)
Discuss your ideas here.
Moving on, Joe's drinking how gotten worse. (CH 18) Michael drives Joe to the Ghost Tree to talk.
Michael: They know that the bullet came from the Winchester.
Joe: Your Winchester? How do they know it was your Winchester? I keep telling you man, they can't prove a (beep) thing without the rifle. If they don't have the murder weapon, they don't have a case.
Michael: You need to know something.
Joe: What's that.
Michael: Healey's got this idea that maybe you borrowed the rifle and then said it was stolen to cover up the fact that you fired it.
Joe: Yeah? And where would he have gotten that idea?
Michael: Who knows how Healey's mind works? He's desparate. He's got to make a case out of something.
Joe: So he's going to make me a suspect?
Michael: I'm sorry man. I never meant for anything of this to happen.
They find themselves back in the car (Joe has now had several (beeps) and they head (go) back to town. Michael is driving.
Michael inadvertently runs into Amy's car.
Joe is frantic. (Read Pages 183-184)
Remaining Chapters 19-20:
Jenna reminisces about her father and helps her mother prepare to give away some of his clothes. Later that day, Jenna finds out that Joe was picked up for questioning by the police. She spies on Joe from outside his house and determines that she must speak to Amy.
In-Class Assignments:
Go to "Character Web" + Use the 70 feelings/emotion/characteristic expressions as a guide to help complete worksheet.
((First, draw a Mind Mirror on the back side to name qualities that make up Joe's inside characteristics.))
Synthesize these ideas and compare and constrast Michael and Joe's characteristics (Use a Venn Diagram)
Then, write a short compare and constrast paragraph. (Use website below to access transitional words and phrases in compare and contrast writing).
http://www.studygs.net/wrtstr6.htm
Vocabulary:
1) Retrieved
2) Defuse
3) Disoriented
4) Conspiracy
5) Asscessory
Simile and Metaphor Analysis:
1) Simile -- Page 92
2) Simile -- Page 95
3) Metaphor -- Page 95
4) Simile -- Page 122
5) Metaphor -- Page 150
6) Simile -- Page 166
7) Metaphor -- Page 196
**Add details to illustrated imagery
**Choose any page, any paragraph and illustrate -- Cite in Journal.
Swallowing Stones, By Joyce McDonald - Chapter Summaries 12 -- 15
Swallowing Stones, by Joyce McDonald -- Chapter Summaries 12 - 15
Michael is in such a frantic state. His deceitfulness has gotten deeper and deeper, and is more troublesome than ever.
Remember, in the last chapter, the police Ralph Healey and Doug Boyle are at the MacKenzie house, as well as Michael's father Tom MacKenzie. Michael's father grows uneasy when the police ask sensitive questions about possible guns in the house. Then, after another act of desperation, Michael tells another lie. When his father asks for the rifle (Winchester), he says that he doesn't have it and that he loaned it to Joe (remember, his best loyal friend). He then calls his friend and tells another lie on the phone out of immediacy, and plays that the Winchester has been stolen out of Joe's car. "Adding salt to the wound," idiomatically speaking, Michael is "dragging" Joe deeper "into the hole" of telling lies. Hence, Joe continues to lie for Michael and tells the police about the alleged robbery.
Remember, Michael's girlfriend Darcy has now broken up with him, and for only about five days, he returns to Amy's house but she refuses to see him because she is deeply hurt. He thinks it has something to do with Darcy (Read pages 127 to 129).
Later, Michael finds out that Darcy has played a dirty trick on Amy, telling her that Michael was only interested in her because of a bet.
BACK TO JENNA
Jenna is still feeling melancholic, and finds a bit of comfort with girlfriend Andrea, whom invites her to "go-out." They end up taking a two hour bus ride, in the rain, to a beach to a place called Spring Lake. The rain has drizzled and they walk along the beach. Jenna cannot stop thinking about her father, and still cannot believe he is not coming home (it has been at least six weeks), although she fantasizes that a miracle would happen and that he would be home any minute. Jenna shares her anger with Andrea. (Read Page 136).
The girls find their way back to the house in Briarwood, and Jenna finds her way to the mailbox.
What she finds is a letter from Amy Ruggerio, strangely enough. Jenna is curious and begins to read the letter. (Read 137 to 139).
Thus, this sympathy letter from Amy causes her Jenna to cry her first "real tears" since her father's death.
Jenna and her mother discover that someone (Michael) has been doing odd jobs around their house.
Jenna attends a party with Andrea, who has developed a crush on Michael. There, Jenna senses Michael presence and is curious why he sits on the front church steps in front of her house almost every evening. She questions herself, "Is he interested in ME?" Then, dismisses this idea when comparing herself with Andrea, a "drop-dead" gorgeous looking person.
Andrea really wants to meet Michael, but feels apprehensive, instead, Jenna takes the lead and sees Michael out in his car, away from the party, and boldly says that her friend (Andrea) really wants to meet him. "You probably think this is really dumb," she said, "but my friend over there has been wanting to meet you. She nodded in Andrea's direction. Andrea stood still, as if she were a rabbit facing a hungry wolf. (Page 154). He tells Jenna, maybe another time, and hurdles away in his car.
(PREDICTION from Chapter 11
How will this newest lie affect Michael and Joe's friendship?)
Michael is in such a frantic state. His deceitfulness has gotten deeper and deeper, and is more troublesome than ever.
Remember, in the last chapter, the police Ralph Healey and Doug Boyle are at the MacKenzie house, as well as Michael's father Tom MacKenzie. Michael's father grows uneasy when the police ask sensitive questions about possible guns in the house. Then, after another act of desperation, Michael tells another lie. When his father asks for the rifle (Winchester), he says that he doesn't have it and that he loaned it to Joe (remember, his best loyal friend). He then calls his friend and tells another lie on the phone out of immediacy, and plays that the Winchester has been stolen out of Joe's car. "Adding salt to the wound," idiomatically speaking, Michael is "dragging" Joe deeper "into the hole" of telling lies. Hence, Joe continues to lie for Michael and tells the police about the alleged robbery.
Remember, Michael's girlfriend Darcy has now broken up with him, and for only about five days, he returns to Amy's house but she refuses to see him because she is deeply hurt. He thinks it has something to do with Darcy (Read pages 127 to 129).
Later, Michael finds out that Darcy has played a dirty trick on Amy, telling her that Michael was only interested in her because of a bet.
BACK TO JENNA
Jenna is still feeling melancholic, and finds a bit of comfort with girlfriend Andrea, whom invites her to "go-out." They end up taking a two hour bus ride, in the rain, to a beach to a place called Spring Lake. The rain has drizzled and they walk along the beach. Jenna cannot stop thinking about her father, and still cannot believe he is not coming home (it has been at least six weeks), although she fantasizes that a miracle would happen and that he would be home any minute. Jenna shares her anger with Andrea. (Read Page 136).
The girls find their way back to the house in Briarwood, and Jenna finds her way to the mailbox.
What she finds is a letter from Amy Ruggerio, strangely enough. Jenna is curious and begins to read the letter. (Read 137 to 139).
Thus, this sympathy letter from Amy causes her Jenna to cry her first "real tears" since her father's death.
Jenna and her mother discover that someone (Michael) has been doing odd jobs around their house.
Jenna attends a party with Andrea, who has developed a crush on Michael. There, Jenna senses Michael presence and is curious why he sits on the front church steps in front of her house almost every evening. She questions herself, "Is he interested in ME?" Then, dismisses this idea when comparing herself with Andrea, a "drop-dead" gorgeous looking person.
Andrea really wants to meet Michael, but feels apprehensive, instead, Jenna takes the lead and sees Michael out in his car, away from the party, and boldly says that her friend (Andrea) really wants to meet him. "You probably think this is really dumb," she said, "but my friend over there has been wanting to meet you. She nodded in Andrea's direction. Andrea stood still, as if she were a rabbit facing a hungry wolf. (Page 154). He tells Jenna, maybe another time, and hurdles away in his car.
PREDICTION:
1) Will Michael mend his relationship with Amy?
Worksheet
Character/Characteristic Page -- Create a Profile of Michael
Character/Characteristic Page -- Create a Profile of Michael
Vocabulary (Definition + Parts of Speech + Choose 5 of 10 and use word in context).
(SmartPhones -- Ok -- Please--Assignment only)
Thank you.
(SmartPhones -- Ok -- Please--Assignment only)
Thank you.
1) frantic
2) paranoid
3) meloncholy
4) apprehensive
5) skeptical
6) apprehension
7) dwindled
8) precariously
9) variables
10) allegedly
Additional in-class assignment:
*Find two similies and one metaphor and give meaning
1) Simile -- Page 92
2) Simile -- Page 95
3) Metaphor -- Page 95
4) Simile -- Page 122
5) Metaphor -- Page 150
**Add details to illustrated imagery
**Choose another page, paragraph and illustrate
2) paranoid
3) meloncholy
4) apprehensive
5) skeptical
6) apprehension
7) dwindled
8) precariously
9) variables
10) allegedly
Additional in-class assignment:
*Find two similies and one metaphor and give meaning
1) Simile -- Page 92
2) Simile -- Page 95
3) Metaphor -- Page 95
4) Simile -- Page 122
5) Metaphor -- Page 150
**Add details to illustrated imagery
**Choose another page, paragraph and illustrate
Thursday, November 3, 2011
Swallowing Stones Chapter Summaries 8 - 11
Swallowing Stones Chapter Summaries 7 - 11
Directions: "Log-in" your work in your Journal; use the following format below as an entry.
1) Log-in -- Upside Down, Turned Around (Keep this part of your Journal for reading anotations.
2) Date Entry
3) Name the Chapter/References
4) Name the Assignment
Chapter Summaries 7 - 11
Directions: "Log-in" your work in your Journal; use the following format below as an entry.
1) Log-in -- Upside Down, Turned Around (Keep this part of your Journal for reading anotations.
2) Date Entry
3) Name the Chapter/References
4) Name the Assignment
Chapter Summaries 7 - 11
The police have traced the bullet's path to within an area of a few blocks (actually 4). Jenna is so engrossed in finding out about the investigation that she forgets the time with her date with Jason (her boyfriend) that night. Later, they go to a movie anyway, and then Jenna has another panic attack.
Amy Reggerio was also at the movies with a "date" and unexpectedly comes to Jenna's aid in the bathroom.
Michael continues to wrestle with his conscience.
WHAT SIDE WILL WIN?
He continues spending time with Amy and tries to keep their relationship platonic, but he ends up kissing her. Darcy accuses Michael of cheating on her with Amy, and Michael denies all wrongdoing. Darcy responds by doing something not nice and breaks up with him. The police come to the MacKenzie's house to ask questions and to see their guns. Michael feels desparate and he tells them that Joe borrowed his rifle and that it has been stolen (more DECEITS). Later Michael and Joe meet in the park to discuss the details of Michael's newest lie.
Questions:
1. Why do you think Michael fears tht he is only using Amy, and that he is "not to be trusted?"
(Page 103).
(Page 103).
2. Explain why you think Darcy was so suspicious with Michael (in seeing someone else)?
(Read Chapter 10, Page 106)
(Read Chapter 10, Page 106)
3. Explain how Michael's father is now treating him while Ralph Healey and Doug Boyle question the family. (Page 114)
4. Why does Michael's heart race uncontrollably? (Page 115)
5. Why is Michael's father getting angry at his son? (Page 116)
4. Why does Michael's heart race uncontrollably? (Page 115)
5. Why is Michael's father getting angry at his son? (Page 116)
6. What exactly is Michael's newest lie? (Bottom of Page 120)
PREDICTION:
1) How will this newest lie affect Michael and Joe's friendship?
Worksheet
1) Add to Michael's trail of Deceit
1) Add to Michael's trail of Deceit
Vocabulary (Definition + Parts of Speech) "SmartPhones -- Ok -- for assignment only) Thank you.
1) lethal
2) eerie
3) irrational
4) mortified
5) hyperventilating
6) exhilarating
7) hideous
8) snide
9) flinched
10) disconcerting
Additional in-class assignment:
*Find two similies and one metaphor and give meaning
1) Simile -- Page 92
2) Simile -- Page 95
3) Metaphor -- Page 95
**Add details to illustrated imagery
**Choose another page, paragraph and illustrate
2) eerie
3) irrational
4) mortified
5) hyperventilating
6) exhilarating
7) hideous
8) snide
9) flinched
10) disconcerting
Additional in-class assignment:
*Find two similies and one metaphor and give meaning
1) Simile -- Page 92
2) Simile -- Page 95
3) Metaphor -- Page 95
**Add details to illustrated imagery
**Choose another page, paragraph and illustrate
Tuesday, November 1, 2011
Swallowing Stones Chapter Summaries 3 to 7
Directions: "Log-in" your work in your Journal; use the following format below as an entry.
1) Log-in -- Upside Down, Turned Around (Keep this part of your Journal for reading anotations.
2) Date Entry
3) Name the Chapter/References
4) Name the Assignment
Chapter Summaries 3 to 7
Michael goes to the library to read articles on Charlie Ward's death. After work the next day, Michael ambles around town until he finds himself at the Ward home. There, he sits on the church steps across the street (remember, this is Jenna Ward's house). He then ends up at Amy Ruggerio's house, where he and Amy play Scrabble and talk. He discovers Amy lives with her grandfather and wonders if she deserves the "bad" reputation she has at school.
Jenna becomes reclusive (in seclusion) after her father's funeral and regulary has nightmares involving a nearby sycamore known as the Ghost Tree.
She copes with her pain and anxiety by doing math problems and becomes closer to her mother. Jenna's best friend Andrea conviences her to go to the community pool, where the lifeguard appears to be watching her (of course, it is Michael). Jenna begins to suspect that the lifeguard and the boy who watches her house each day are the same person.
Questions: (Short answer ok)
1) Why do you think Michael sits in front of Jenna Ward's house?
2) Why do you think Michael goes to Amy's house, instead of Darcy's?
3) Why do you think Michael is questioning Amy's bad reputation?
Vocabulary: (Definition, PS, Sentence)
1) Blotchy
2) Instinct
3) Revulsion
4) Aligned
5) Condolences
6) Stagnant
7) Muted
Visual Representation of Imagery
1) Name Chapter, Page Number, Paragraph and/or Line(s)
Read next post for following chapter summaries
1) Log-in -- Upside Down, Turned Around (Keep this part of your Journal for reading anotations.
2) Date Entry
3) Name the Chapter/References
4) Name the Assignment
Chapter Summaries 3 to 7
Michael goes to the library to read articles on Charlie Ward's death. After work the next day, Michael ambles around town until he finds himself at the Ward home. There, he sits on the church steps across the street (remember, this is Jenna Ward's house). He then ends up at Amy Ruggerio's house, where he and Amy play Scrabble and talk. He discovers Amy lives with her grandfather and wonders if she deserves the "bad" reputation she has at school.
Jenna becomes reclusive (in seclusion) after her father's funeral and regulary has nightmares involving a nearby sycamore known as the Ghost Tree.
She copes with her pain and anxiety by doing math problems and becomes closer to her mother. Jenna's best friend Andrea conviences her to go to the community pool, where the lifeguard appears to be watching her (of course, it is Michael). Jenna begins to suspect that the lifeguard and the boy who watches her house each day are the same person.
Questions: (Short answer ok)
1) Why do you think Michael sits in front of Jenna Ward's house?
2) Why do you think Michael goes to Amy's house, instead of Darcy's?
3) Why do you think Michael is questioning Amy's bad reputation?
Vocabulary: (Definition, PS, Sentence)
1) Blotchy
2) Instinct
3) Revulsion
4) Aligned
5) Condolences
6) Stagnant
7) Muted
Visual Representation of Imagery
1) Name Chapter, Page Number, Paragraph and/or Line(s)
Read next post for following chapter summaries
Monday, October 31, 2011
Swallowing Stones, by Joyce McDonald Reviewed Structure
Genre: Young-Adult Fiction
Citation:
Novel Units Teacher and Student Packets. Novel Units.
Setting: Present-day Briarwood, New Jersey
Themes: Actions have consequences; ethical responsibility; dealing with grief; empathy
Point of View: third-person, omniscient
Conflict: Person vs. Self
Style: Narrative
Tone: Serious
Characters:
Michael MacKenzie: 17 year-old who accidentally kills charlie WArd; battles his conscience
Jenna Ward:: 15 year old daughter of Charlie WArd; struggles to cope with her father's death
Joe Sadowski: Michael's best frieand; lies to protect Michael
Amy Ruggeario: has a bad reputation; comforts Michael and Jenna
Meredith WArd: Jenna's mother; beacomes closer to Jenna throaugh mutual grief
Charlie Ward: Jenna's father; killed by a stray bullet on the Fourth of July
Jost MacKenzie: Michael's sometimes pesky, 13-yeaer old brother
Karen and Tom MacKenzie: Michael's parents
Andrea Sloan: Jenna's best friend
Jason Frieadman: Jenna's boyfriend
Darcy Kelly: Michael's girlfriend
Chief Dave Zelenski, Officer Doug Boyle, Sergeant Ralph Healey: police officers
Annie Rico: the town gossip
Summary: Michael MacKenzie receives a rifle from his grandfather on his birthday. He fires a shot into the air in the nearby woods and the next day learns that a local man, Charlie Ward, was killed by a stray bullet. Michael panics, realizing that he is responsible for the man's death. He soon finds himself in a harrowing battle with this conscience as he and his best friend Joe work to conceal the truth at all costs.
Meanwhile, Jenna Ward attempts to cope with the losss of her father. She struggles to accept his death as she confronts her anger at the killer, fear of vulnerability, resistance to change, and survivor's guildt. Through it all, she is haunted by recurring dreams of a place from her and Michael's childhood, the Ghost Tree.
With the help of a mutual friend, Amy Ruggerio, Michael and Jenna work through thier pain. The novel follow each character as they travel thier individual paths to personal growth. When these paths converge, Michael and Jenna find themselves in the same place--a placeeof healing.
See Next Post for Chapter Summaries
Citation:
Novel Units Teacher and Student Packets. Novel Units.
Setting: Present-day Briarwood, New Jersey
Themes: Actions have consequences; ethical responsibility; dealing with grief; empathy
Point of View: third-person, omniscient
Conflict: Person vs. Self
Style: Narrative
Tone: Serious
Characters:
Michael MacKenzie: 17 year-old who accidentally kills charlie WArd; battles his conscience
Jenna Ward:: 15 year old daughter of Charlie WArd; struggles to cope with her father's death
Joe Sadowski: Michael's best frieand; lies to protect Michael
Amy Ruggeario: has a bad reputation; comforts Michael and Jenna
Meredith WArd: Jenna's mother; beacomes closer to Jenna throaugh mutual grief
Charlie Ward: Jenna's father; killed by a stray bullet on the Fourth of July
Jost MacKenzie: Michael's sometimes pesky, 13-yeaer old brother
Karen and Tom MacKenzie: Michael's parents
Andrea Sloan: Jenna's best friend
Jason Frieadman: Jenna's boyfriend
Darcy Kelly: Michael's girlfriend
Chief Dave Zelenski, Officer Doug Boyle, Sergeant Ralph Healey: police officers
Annie Rico: the town gossip
Summary: Michael MacKenzie receives a rifle from his grandfather on his birthday. He fires a shot into the air in the nearby woods and the next day learns that a local man, Charlie Ward, was killed by a stray bullet. Michael panics, realizing that he is responsible for the man's death. He soon finds himself in a harrowing battle with this conscience as he and his best friend Joe work to conceal the truth at all costs.
Meanwhile, Jenna Ward attempts to cope with the losss of her father. She struggles to accept his death as she confronts her anger at the killer, fear of vulnerability, resistance to change, and survivor's guildt. Through it all, she is haunted by recurring dreams of a place from her and Michael's childhood, the Ghost Tree.
With the help of a mutual friend, Amy Ruggerio, Michael and Jenna work through thier pain. The novel follow each character as they travel thier individual paths to personal growth. When these paths converge, Michael and Jenna find themselves in the same place--a placeeof healing.
See Next Post for Chapter Summaries
Welcome Back -- Fall 2011 ESL/6 Students
Students,
Your suggestions are wide and clear -- It's time for ESL/6 to "Go Green!" Hence, assignments and posts will be updated henceforth. If absent, you will be able to "make-up" points. If you have "high-tech" gadgets, you will now be able to asses online -- from a computer to iphone --anytime and anywhere. Libertyassignments is "back-in-business."
Week of October 31st, 2011
Monday: Theme: Celebrate American Tradition of Halloween
Students brainstormed literary terms and conditions of a shown picture in enhancing themed vocabulary.
Students listened to spooky short stories. Students then designed, wrote as authors, drew as illustrators, thier own terrifying story. (Samples are on SmartBoard Program) ((Ask to see a sample to make-up work))
Autobiographies -- Draft One Due Today
Tuesday: Theme: Art tell Stories -- Rubin Arts Residency
Wednesday: NorthStar, Listening and Speaking Unit Test One Today (Notes available for credit--be sure to hand-in with finished exam.)
Autobiography Reviews (samples may be emailed -- please request)
Spooky Stories Reviewed
Getting Back to Swallowing Stones, by Joyce McDonald -- See Next Post
Your suggestions are wide and clear -- It's time for ESL/6 to "Go Green!" Hence, assignments and posts will be updated henceforth. If absent, you will be able to "make-up" points. If you have "high-tech" gadgets, you will now be able to asses online -- from a computer to iphone --anytime and anywhere. Libertyassignments is "back-in-business."
Week of October 31st, 2011
Monday: Theme: Celebrate American Tradition of Halloween
Students brainstormed literary terms and conditions of a shown picture in enhancing themed vocabulary.
Students listened to spooky short stories. Students then designed, wrote as authors, drew as illustrators, thier own terrifying story. (Samples are on SmartBoard Program) ((Ask to see a sample to make-up work))
Autobiographies -- Draft One Due Today
Tuesday: Theme: Art tell Stories -- Rubin Arts Residency
Wednesday: NorthStar, Listening and Speaking Unit Test One Today (Notes available for credit--be sure to hand-in with finished exam.)
Autobiography Reviews (samples may be emailed -- please request)
Spooky Stories Reviewed
Getting Back to Swallowing Stones, by Joyce McDonald -- See Next Post
Friday, June 3, 2011
ESL SIX CLASSES 3 AND 4 UPDATE ON FINAL EXAM JUNE 3 2011
Students:
You may now accumulate points by reassessing your current points, and then adding and/or changing (writing only--multiple questions and prompts may not be redone on Day One Exam only). Ask teacher for further clarity.
When you return to class, make sure to turn in your book, bring notes for "Utopia," including homework sheets and worksheets given on Friday, June 3, 2011--and be prepared for Day Two of your exam on Tuesday, June 7th.
Since there was a bit of confusion on Day One, you may return to Day One and either finish, and/or again, change and enhance the writing.
**Please note--Last day for "exemption" for final is today, Monday, June 6th at 3:00 pm. However, you may continue to work on project until Tuesday, June 14th until 3:00 pm for class credit.
You may now accumulate points by reassessing your current points, and then adding and/or changing (writing only--multiple questions and prompts may not be redone on Day One Exam only). Ask teacher for further clarity.
When you return to class, make sure to turn in your book, bring notes for "Utopia," including homework sheets and worksheets given on Friday, June 3, 2011--and be prepared for Day Two of your exam on Tuesday, June 7th.
Since there was a bit of confusion on Day One, you may return to Day One and either finish, and/or again, change and enhance the writing.
**Please note--Last day for "exemption" for final is today, Monday, June 6th at 3:00 pm. However, you may continue to work on project until Tuesday, June 14th until 3:00 pm for class credit.
Friday, May 27, 2011
ESL SIX CLASSES 3 AND 4 MAY 27TH -- ELA REGENTS, UTOPIA IDEALISM, AND FINAL EXAM
Nice work today students:
Let's review the class agenda:
1) Write to Learn - Essay writing review
A) Review of personal scores and overall class grades
2) Regents review, Part 2 - Multiple Choice (page 6) ((#'s 9 thru 14) (+ Homework Credit)
3) Eligibility of "Final Exam Exempt Status"
4) Weekend Homework
*(ELA Regents, Part 2 -- Reading Comprehension Passage B, MC (page 8) ((#'s 15-20))
*NorthStar Unit Theme: Utopiaism, (page 21 - notes, page 22 - review the list, pages 23-24 - find synonyms for contextual vocabulary - synonmys for underlined words.
Let's review WriteToLearn and eligibility "Final Exam Essay Exemption" (Free of taking the final exam essasy)
*Log on account on Write To Learn and shows that you have earned at least a score of 5 or higher with less than 5 errors in all categories. This means that you have until the week of June 6th to:
1) Logged onto your account
2) Have scored a minimum of 5 or higher with less than 5 errors in all categories for the same essay: "An Unusual Event.
Note:
Final Exam will include
*Essay (except for those who are exempt)
*Multiple Choice
*Grammar
*Vocabulary
*Genre--Swallowing Stones
*Listening Comprehension
*Reading Comprehension
Let's review the class agenda:
1) Write to Learn - Essay writing review
A) Review of personal scores and overall class grades
2) Regents review, Part 2 - Multiple Choice (page 6) ((#'s 9 thru 14) (+ Homework Credit)
3) Eligibility of "Final Exam Exempt Status"
4) Weekend Homework
*(ELA Regents, Part 2 -- Reading Comprehension Passage B, MC (page 8) ((#'s 15-20))
*NorthStar Unit Theme: Utopiaism, (page 21 - notes, page 22 - review the list, pages 23-24 - find synonyms for contextual vocabulary - synonmys for underlined words.
Let's review WriteToLearn and eligibility "Final Exam Essay Exemption" (Free of taking the final exam essasy)
*Log on account on Write To Learn and shows that you have earned at least a score of 5 or higher with less than 5 errors in all categories. This means that you have until the week of June 6th to:
1) Logged onto your account
2) Have scored a minimum of 5 or higher with less than 5 errors in all categories for the same essay: "An Unusual Event.
Note:
Final Exam will include
*Essay (except for those who are exempt)
*Multiple Choice
*Grammar
*Vocabulary
*Genre--Swallowing Stones
*Listening Comprehension
*Reading Comprehension
Monday, May 16, 2011
ESL ART CLASSES 2 AND 5 MAY 17TH 2011 THEME: SYMBOLISM and the Huichol Indian Yarn Art (ending mythical unit)
ESL ART STUDENTS:
Fantastic job creating and designing your own mythical stories. They are exciting to view (illustrations), hear (listening to the story orally), and analyze the morals. Thank you for your attention and hard work.
Here are key ideas to know when your assessment of this unit takes place:
*Recall brainstormed ideas on myths
*Recall personal cultural stories you know from your culture, and other stories you learned about by listening to other student's cultural myths
*Recall the four mythical stories read in class, key ideas and vocabulary, and moral lessons that were implied in each story.
*Remember your inquistive question that may have been used in iginiting your ideas for your own myth, and that may be used later on in the semester when a research assignment is reviewed.
Here is a list of key ideas (themes) and vocabulary from the stories we read in class:
-sacrifice
-generosity
-benevolence
-punishment
-camouflage
-metamorphosis
-rejection
-hope
---------------------------------------------------------------------
Let's move on to our unit study of symbolism.
HOTS: What is a symbol? Where are there symbols in the classroom? Where are there symbols in school?
Where are there symbols on the street? Where are there symbols in your neighborhood?
What is meant by symbolism?
Content Objective:
-Recall symbolism, and identify in written text "I'm Watching the Sunrise," by Ms. Lozano; in a song, "Here Comes the Sun," by George Harrison, in researching (newspapers and in magazines) and in cultural art: namely the Huichol Indian of Mexico.
-Analyze the symbolism in cultural art, especially in the Huichol Indian yarn art, and create a symbolic art work with a juxtaposed poem
Language Objective:
-Read descriptive elements of the Huichol Indian
-Discuss the possible reasons for symbolic significance in their art
-Brainstorm ideas for a personal yarn art symbolic piece
-Write a poem and/or song about that piece
Grammar: Use ideas of present progressive forms when writing and discussing process and procedures
Key Vocabulary:
Huichol Indian
yarn
symbol
symbolism
icon
iconic
represents
shows
expression
significance
shamans
Materials:
-Story "I'm watching the sun"
-Song, "Here Comes the Sun"
-Mac of song
-Symbol Worksheet, researching in newspapers, magazines
-Huichol Reading
-Cardboard, Yarn, glue, glue stick
-Paper for poem
-Presentation Sign-Up Sheet
Building Background:--Links to Students:Questions: What are symbols on the flag of your country?
--Links to Concept:Question: What symbolic figures do you readily see in the Huichol Yarn Paintings? What is the significance of these repeated symbols?
Comprehensible Input
-Discussions
-Idea sharing
-Visual Images of Huichol Yarn Paintings
-Art Work (student's needed for discussions and analysis)
-Share Outs
Scaffolding
-Individual Brainstorming/Research/Discussing/Understanding Huichol Culture/Creating a Personal Yarn Painting/Analzying Individual Pieces/Evaluating Reasons of Significance
Meaningful Activities
Art Gallery/Art Gallery Walk Through with Tally Sheet/Open Forum for Discussion and Evaluation
Assessment:
*Yarn Painting
*Notes/Class Assignments
*Gallery Walk Tally
*Wrap UP: Exiting Question
1-Who are the Huichol Indians?
2-What is significant about their culture?
3-Where do the Huichol Indians live?
4-When did they most practice the Shaman work?
5-What is the significance in this practice?
6-Why do you think there are symbolic images that have significance?
7-What is your favorite yarn painting and what is its significance?
8-Why do you think the artist choose that particular icon and/or symbol?
Links to Huichol Ar
http://www.google.com/imgres?imgurl=http://www.indigoarts.com/gallery_art/huichol_maximino11.jpg&imgrefurl=http://www.indigoarts.com/gallery_huicholart1.html&usg=__73uMNziZYiVtHIgnEN7o_t8iyjQ=&h=497&w=500&sz=136&hl=en&start=1&zoom=1&tbnid=VNTF68lB47-6wM:&tbnh=129&tbnw=130&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
http://www.mexconnect.com/articles/190-mexico-s-huichol-resource-page-their-culture-symbolism-art
Symbolic Icons often used in Huichol Yarn Art
The paintings reflect the visions of Huichol shamans - Huichol history and mythology and especially the peyote-inspired visions through which they believe they can communicate with the deities to heal themselves and their world.
Thanks to their isolation in the mountains and canyons of the state of Nayarit, the Huichol, alone among the indigenous peoples of Mexico, were able to largely resist conversion to Christianity by the Spanish conquistadors. They have maintained their pre-conquest religion and traditions nearly intact. The Huichol practice a nature-based religion guided by shamans, which the anthropologist Peter Furst calles “a powerful everyday spirituality that seemed to owe nothing to the religion of the conquistadores.” The religion and the sacred arts which serve it are directed toward communication with a pantheon of “numberless male and female ancestor and nature deities” and in so doing finding the causes and cures of illness.
http://www.google.com/imgres?imgurl=http://indian-cultures.com/Cultures/Dcp_0712.jpg&imgrefurl=http://indian-cultures.com/Cultures/huichol.html&usg=__FkySK0ck7HQ4MlCBgQ7tWHkFApY=&h=222&w=228&sz=11&hl=en&start=15&zoom=1&tbnid=Oh8A8i0DPmoohM:&tbnh=105&tbnw=108&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
Fantastic job creating and designing your own mythical stories. They are exciting to view (illustrations), hear (listening to the story orally), and analyze the morals. Thank you for your attention and hard work.
Here are key ideas to know when your assessment of this unit takes place:
*Recall brainstormed ideas on myths
*Recall personal cultural stories you know from your culture, and other stories you learned about by listening to other student's cultural myths
*Recall the four mythical stories read in class, key ideas and vocabulary, and moral lessons that were implied in each story.
*Remember your inquistive question that may have been used in iginiting your ideas for your own myth, and that may be used later on in the semester when a research assignment is reviewed.
Here is a list of key ideas (themes) and vocabulary from the stories we read in class:
-sacrifice
-generosity
-benevolence
-punishment
-camouflage
-metamorphosis
-rejection
-hope
---------------------------------------------------------------------
Let's move on to our unit study of symbolism.
HOTS: What is a symbol? Where are there symbols in the classroom? Where are there symbols in school?
Where are there symbols on the street? Where are there symbols in your neighborhood?
What is meant by symbolism?
Content Objective:
-Recall symbolism, and identify in written text "I'm Watching the Sunrise," by Ms. Lozano; in a song, "Here Comes the Sun," by George Harrison, in researching (newspapers and in magazines) and in cultural art: namely the Huichol Indian of Mexico.
-Analyze the symbolism in cultural art, especially in the Huichol Indian yarn art, and create a symbolic art work with a juxtaposed poem
Language Objective:
-Read descriptive elements of the Huichol Indian
-Discuss the possible reasons for symbolic significance in their art
-Brainstorm ideas for a personal yarn art symbolic piece
-Write a poem and/or song about that piece
Grammar: Use ideas of present progressive forms when writing and discussing process and procedures
Key Vocabulary:
Huichol Indian
yarn
symbol
symbolism
icon
iconic
represents
shows
expression
significance
shamans
Materials:
-Story "I'm watching the sun"
-Song, "Here Comes the Sun"
-Mac of song
-Symbol Worksheet, researching in newspapers, magazines
-Huichol Reading
-Cardboard, Yarn, glue, glue stick
-Paper for poem
-Presentation Sign-Up Sheet
Building Background:--Links to Students:Questions: What are symbols on the flag of your country?
--Links to Concept:Question: What symbolic figures do you readily see in the Huichol Yarn Paintings? What is the significance of these repeated symbols?
Comprehensible Input
-Discussions
-Idea sharing
-Visual Images of Huichol Yarn Paintings
-Art Work (student's needed for discussions and analysis)
-Share Outs
Scaffolding
-Individual Brainstorming/Research/Discussing/Understanding Huichol Culture/Creating a Personal Yarn Painting/Analzying Individual Pieces/Evaluating Reasons of Significance
Meaningful Activities
Art Gallery/Art Gallery Walk Through with Tally Sheet/Open Forum for Discussion and Evaluation
Assessment:
*Yarn Painting
*Notes/Class Assignments
*Gallery Walk Tally
*Wrap UP: Exiting Question
1-Who are the Huichol Indians?
2-What is significant about their culture?
3-Where do the Huichol Indians live?
4-When did they most practice the Shaman work?
5-What is the significance in this practice?
6-Why do you think there are symbolic images that have significance?
7-What is your favorite yarn painting and what is its significance?
8-Why do you think the artist choose that particular icon and/or symbol?
Links to Huichol Ar
http://www.google.com/imgres?imgurl=http://www.indigoarts.com/gallery_art/huichol_maximino11.jpg&imgrefurl=http://www.indigoarts.com/gallery_huicholart1.html&usg=__73uMNziZYiVtHIgnEN7o_t8iyjQ=&h=497&w=500&sz=136&hl=en&start=1&zoom=1&tbnid=VNTF68lB47-6wM:&tbnh=129&tbnw=130&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
http://www.mexconnect.com/articles/190-mexico-s-huichol-resource-page-their-culture-symbolism-art
Symbolic Icons often used in Huichol Yarn Art
The paintings reflect the visions of Huichol shamans - Huichol history and mythology and especially the peyote-inspired visions through which they believe they can communicate with the deities to heal themselves and their world.
Thanks to their isolation in the mountains and canyons of the state of Nayarit, the Huichol, alone among the indigenous peoples of Mexico, were able to largely resist conversion to Christianity by the Spanish conquistadors. They have maintained their pre-conquest religion and traditions nearly intact. The Huichol practice a nature-based religion guided by shamans, which the anthropologist Peter Furst calles “a powerful everyday spirituality that seemed to owe nothing to the religion of the conquistadores.” The religion and the sacred arts which serve it are directed toward communication with a pantheon of “numberless male and female ancestor and nature deities” and in so doing finding the causes and cures of illness.
http://www.google.com/imgres?imgurl=http://indian-cultures.com/Cultures/Dcp_0712.jpg&imgrefurl=http://indian-cultures.com/Cultures/huichol.html&usg=__FkySK0ck7HQ4MlCBgQ7tWHkFApY=&h=222&w=228&sz=11&hl=en&start=15&zoom=1&tbnid=Oh8A8i0DPmoohM:&tbnh=105&tbnw=108&ei=7LnRTbDRHIjh0QGl2LGKDg&prev=/images%3Fq%3Dhuichol%2Bindian%2Byarn%2Bpaintings%26hl%3Den%26sa%3DX%26tbm%3Disch&itbs=1
Wednesday, May 11, 2011
ESL SIX -- CLASSES 3 AND 4 -- SWALLOWING STONES REVIEW
Students:
Thank you to the students who earned points for listening (speaking will be accounted through your script and dialogue performance) ((If you were absent, you will need to make up the points afterschool -- from 2:23 until 2:50))
It is time to review Swallowing Stones, by Joyce McDonald. All notes will be credited in Journal. (Counts as test/project grade for literature unit)
Scheduled Plan for Review includes:
HOTS: *Interpret Quote
"If you paniced you would suffocate -- you had to stay calm and swallow the stone. You would live but it would rip your gut apart."
How would you interpret this quote? Whiat is its meaning? What is it saying metaphorically?
What part of the story is this from?
How does the stone act like a metaphor?
How does the title of the book foreshadow parts of the story?
*Review Reading Log
*What questions would you ask the protagonist? Why?
*What questions would you ask the antagonist? Why?
What idiomatic expressions did you cite?
*Movie clips
http://www.teachertube.com/viewVideo.php?video_id=59673
http://www.teachertube.com/viewVideo.php?video_id=100090&title=Swallowing_Stones_P1
*Divide into groups for deeper analysis
What is contrasting in Michael's character?
What actions in Michael's behavior changes his mood?
What is repeated thoroughout this story?
The purpose and/or moral to the story is?
The author's feelings (tone) toward teenage thinking is ...?
The author's attitude (tone) about "Don't judge a book by its cover" refers to ..."
Lesson
HOTS:
Interpret Quote: -- "If you paniced you would suffocate you had to stay calm and swallow the stone you'd live but it would rip your gut apart."
Content Objective:
*Summarize, paraphrase and explain referencing of the fictional story of Swallowing Stones by Joyce McDonald.
*Apply translation to show the contrast of "life in the fast lane" vs. "the downfall of identity"
*Through analysis, analyze character behavior and relationships, events and their affects
*Illustrate possible outcomes of fate of secrecracy vs. honesty. (List pros and cons)
*Evaluate scenario of, "What if it were you?"
Language Objective:
*Brainstorm questions to ask main characters
*Role play character in an improvised manner
*Discuss
*Quote/enchance vocabulary (6)/Q and A (5) and illustrate (use imagery phrases from source) within assigned chapter -- see
www.teachers.net/lessons/posts
http://teachers.net/lessons/posts/3218.html
and share theory of moral value with class
(Grammar--Simple Past Tense//Past Unreal Conditional//Wish Statements)
Key Vocabulary: See links
Materials: Computer/Sites/Journal/Book/Illustration Poster/Paper
Building Background:
--Links to Students:
Questions: Have you ever experience a detrimental event?
--Links to Concept:
Question: What would it be like to have your whole life in front of you and then have it suddenly changed?
Comprehensible Input
-Discussions
-Idea sharing
-Video Clips
-Posters
-Share Outs
Scaffolding
-Individual Reading/Comprehension/Analyzing/Evaluation Role Play/Discussing
Meaningful Activities
*Group Work/Role Play and Posters
Evaluation:
*Journal/Skit/Poster
*Wrap UP: Exit Question
Unit Reading Analysis (Rubric)
-Interpret Quote 5 pts
-Review Reading Log and discuss 10 pts
-Reread chapter (ok- by groups)
Note theme and use supportive words: "You u read well." "I like the way you pronounce ____."
-Choose a quote and interpret (use chart paper) 10 pts
-Summarize (paraphrase) assigned chapter 10 pts
-Analyze literary elements/techniques i.e. characterization, tone, symbolism, etc -- Explain how element/technique supports theme 10 pts
-Vocabulary Enhancement (2 per group member) 10 pts
-At least 3 Q/A questions and answer from chapter 10 pts
-Illustrate chapter 5 pts
-Freewrite 5 pts
-Freewrite 5 pts
-Present - Group Work 8 pts
-Evaluate ending 2 pts (Final/Turn in Book)
Thank you to the students who earned points for listening (speaking will be accounted through your script and dialogue performance) ((If you were absent, you will need to make up the points afterschool -- from 2:23 until 2:50))
It is time to review Swallowing Stones, by Joyce McDonald. All notes will be credited in Journal. (Counts as test/project grade for literature unit)
Scheduled Plan for Review includes:
HOTS: *Interpret Quote
"If you paniced you would suffocate -- you had to stay calm and swallow the stone. You would live but it would rip your gut apart."
How would you interpret this quote? Whiat is its meaning? What is it saying metaphorically?
What part of the story is this from?
How does the stone act like a metaphor?
How does the title of the book foreshadow parts of the story?
*Review Reading Log
*What questions would you ask the protagonist? Why?
*What questions would you ask the antagonist? Why?
What idiomatic expressions did you cite?
*Movie clips
http://www.teachertube.com/viewVideo.php?video_id=59673
http://www.teachertube.com/viewVideo.php?video_id=100090&title=Swallowing_Stones_P1
*Divide into groups for deeper analysis
What is contrasting in Michael's character?
What actions in Michael's behavior changes his mood?
What is repeated thoroughout this story?
The purpose and/or moral to the story is?
The author's feelings (tone) toward teenage thinking is ...?
The author's attitude (tone) about "Don't judge a book by its cover" refers to ..."
Lesson
HOTS:
Interpret Quote: -- "If you paniced you would suffocate you had to stay calm and swallow the stone you'd live but it would rip your gut apart."
Content Objective:
*Summarize, paraphrase and explain referencing of the fictional story of Swallowing Stones by Joyce McDonald.
*Apply translation to show the contrast of "life in the fast lane" vs. "the downfall of identity"
*Through analysis, analyze character behavior and relationships, events and their affects
*Illustrate possible outcomes of fate of secrecracy vs. honesty. (List pros and cons)
*Evaluate scenario of, "What if it were you?"
Language Objective:
*Brainstorm questions to ask main characters
*Role play character in an improvised manner
*Discuss
*Quote/enchance vocabulary (6)/Q and A (5) and illustrate (use imagery phrases from source) within assigned chapter -- see
www.teachers.net/lessons/posts
http://teachers.net/lessons/posts/3218.html
and share theory of moral value with class
(Grammar--Simple Past Tense//Past Unreal Conditional//Wish Statements)
Key Vocabulary: See links
Materials: Computer/Sites/Journal/Book/Illustration Poster/Paper
Building Background:
--Links to Students:
Questions: Have you ever experience a detrimental event?
--Links to Concept:
Question: What would it be like to have your whole life in front of you and then have it suddenly changed?
Comprehensible Input
-Discussions
-Idea sharing
-Video Clips
-Posters
-Share Outs
Scaffolding
-Individual Reading/Comprehension/Analyzing/Evaluation Role Play/Discussing
Meaningful Activities
*Group Work/Role Play and Posters
Evaluation:
*Journal/Skit/Poster
*Wrap UP: Exit Question
Unit Reading Analysis (Rubric)
-Interpret Quote 5 pts
-Review Reading Log and discuss 10 pts
-Reread chapter (ok- by groups)
Note theme and use supportive words: "You u read well." "I like the way you pronounce ____."
-Choose a quote and interpret (use chart paper) 10 pts
-Summarize (paraphrase) assigned chapter 10 pts
-Analyze literary elements/techniques i.e. characterization, tone, symbolism, etc -- Explain how element/technique supports theme 10 pts
-Vocabulary Enhancement (2 per group member) 10 pts
-At least 3 Q/A questions and answer from chapter 10 pts
-Illustrate chapter 5 pts
-Freewrite 5 pts
-Freewrite 5 pts
-Present - Group Work 8 pts
-Evaluate ending 2 pts (Final/Turn in Book)
Group Work – Reading Comprehension Unit
Set Assignment to group members:
1) Summary
2) Theme
3) Vocabulary (8) See model
4) Analyze literary elements – simile, metaphor, idioms, analogies, symbolism, setting, etc.
5) Quote – Interpretation
6) Illustration/Imagery
7) All members must present
8) All work must show referencing (Chapter, Page Number and Line Area)
Project Due/Presentation Due Date: May 23/24th – Tuesday and Wednesday
Check with teacher for guiding themes, vocabulary, quote, analysis, and overall help.
Tuesday, May 10, 2011
ESL ART CLASSES 2 AND 5 MAY 10TH MYTHS
Thank you students for being great readers!
Suggestions for reading includes the following class made list:
*Focus and pay attention
*Read for understanding, relate to characters and setting (people and places)
*Learn spelling words
*Learn pronunciation of words
*Learn sequencing (what is 1st, 2nd, 3rd, etc.)
Thank you for your support.
Moving forward: Recall your homework activity:
What mythological stories do you have to share that stem from your culture?
Be prepared to give the title, (author if possible), and details about this myth. (Do not draw and/or write the myth--this will be processed in class).
Thank you.
Suggestions for reading includes the following class made list:
*Focus and pay attention
*Read for understanding, relate to characters and setting (people and places)
*Learn spelling words
*Learn pronunciation of words
*Learn sequencing (what is 1st, 2nd, 3rd, etc.)
Thank you for your support.
Moving forward: Recall your homework activity:
What mythological stories do you have to share that stem from your culture?
Be prepared to give the title, (author if possible), and details about this myth. (Do not draw and/or write the myth--this will be processed in class).
Thank you.
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