9 th English 9/13 (C&E)

1. 9th English 9/13 (C&E) • Vocabulary Quiz: (10 minutes) • Table Discussions: Chapter 3(20 minutes) • Each member reads their response • Each member asks their question • Generate 5 minute discussion in response to the question • Mr. Cook’s Notes (30 minutes) • REMEMBER: Notes will be helpful for Speech & Essay!! • Silent Reading Time (10 minutes) • Reminders • Responses 1-4: 9/15

2. 9th English 9/8 (C&E) • Table Discussions: Chapter 2 (20 minutes) • Each member reads their response • Each member asks their question • Generate 5 minute discussion in response to the question • Mr. Cook’s Notes (30 minutes) • REMEMBER: Notes will be helpful for Speech & Essay!! • Silent Reading Time (20 minutes) • Reminders • Vocabulary Quiz: 9/13 • Responses 1-4: 9/15

3. 9th English 9/6 (C&E) • Table Discussions: Chapter 1 (20 minutes) • Each member reads their response • Each member asks their question • Generate 5 minute discussion in response to the question • Mr. Cook’s Notes (30 minutes) • REMEMBER: Notes will be helpful for Speech & Essay!! • Silent Reading Time (20 minutes) • Reminders • Vocabulary Quiz: 9/13 • Responses 1-4: 9/15

4. 9th English 9/2 (C) 9/3 (E) • Pastiche Final Draft DUE!!! TURN IN ON FRONT TABLE • (STAPLE ORDER– Rationale Rubric, Rationale, Self-Marked Rubric, Final Draft, Peer-Marked Rubric, Rough Draft) • The Return of the ball game! (10 minutes) NEED JOURNAL • Observe the group dynamics!!! • JOURNAL (10 minutes): Describe the different types of participants: leaders, tyrants, clowns, outsiders, followers, loud-mouths, and others you can think of, but DO NOT name names :0) • Discussion • Lord of The Flies Overview (20 minutes) • Due Dates, etc. • Active Reading Sheet Review (10 minutes) • Silent Reading Time!! (20 minutes) • Get comfortable (Floor, Pillow, I-pod, etc.)

5. 9th English 9/1 (C&E) • Workshop Day! (10 minutes each!) • Main Ideas / Understanding / Insight: • UNDERLINE examples of vivid writing that is imaginative, perceptive, and mature. In the margins write comments and/or suggestions. Then, WRITE YOUR NAME in the peer grader’s box, assign the essay a number grade, and justify that grade using the language of the rubric. • Organization • #NUMBER the main ideas and write comments and/or suggestions about: Clarity, Effectiveness, and Ordering. Also comment on the introduction & conclusion in the margins. Then, WRITE YOUR NAME in the peer grader’s box, assign the essay a number grade, and justify that grade using the language of the rubric. • Use of Language/Voice • *ASTRIX MARK* figurative language and examples of VOICE / TONE that catch your attention. Then, WRITE YOUR NAME in the peer grader’s box, assign the essay a number grade, and justify that grade using the language of the rubric. • Sentence Structure • [BRACKET] Compound, Complex sentences and comment in the margins about their effectiveness. Then, WRITE YOUR NAME in the peer grader’s box, assign the essay a number grade, and justify that grade using the language of the rubric. • Mechanics / Appearance • Comment on the following: Heading, Title, Formatting (12 pnt, 1 ½ spacing, Times New Roman). Proofread the text and correct punctuation and grammar errors (especially subject/verb agreement). Then, WRITE YOUR NAME in the peer grader’s box, assign the essay a number grade, and justify that grade using the language of the rubric.

6. 9th English 8/26 (C) 8/27 (E) • Brochures DUE: 1. Self-graded Rubric stapled to Workshopped Rough Draft 2. Final Draft. • Laptop work-time (Drafting your Pastiche) • Mr. Cook’s Example Pastiche • Heading, Title, 1-1/2 spacing, 12 point, Times New Roman, 750 Words (Plus 250 Word Rationale) • Rough Draft Workshop: DUE 9/1 (Need BOTH Pastiche and Rationale) • Final Draft: Due 9/2 (C) 9/3 (E) (STAPLE ORDER– Rationale Rubric, Rationale, Self-Marked Rubric, Final Draft, Peer-Marked Rubric, Rough Draft) • Check-out Lord of the Flies by: Wednesday, 9/1

7. 9th English 8/25 (C&E) • Brochure Rough Draft Workshop! • 10 Points for having 3 PEER WORKSHOPS • Showing vs.Telling (10 min): Underlinethree examples of telling sentences and make suggestions for how to make the writing more VIVID. • Word Choice (10 min): Circle four “bland” words, especially common nouns, and suggest more precise words to replace them with. • Literal vs. Figurative (10 min): [Bracket] three examples of descriptive language that is literal and suggest a figurative alternative. • DUE NEXT CLASS: 1. Self-graded Rubric stapled to Workshopped Rough Draft, 2. Final Draft. • NEXT CLASS: Laptop work-time (Drafting your Pastiche) • Mr. Cook’s Example Pastiche

8. 9th English 8/24 (C&E) • Example Brochure (10 minutes) • JOURNAL: Guided Visualization (40 minutes) • See, hear, smell, feel, taste • Begin Drafting your Brochure… (20 minutes)

9. 9th English 8/19 (C) 8/29 (E) • “Des Moines” Group Discussions (20 minutes) • Each person at the table share their Reading Guides and discuss them • What makes Bryson a good essayist? • Class Discussion (30 minutes) • PLEASE TAKE NOTES!!!! • Brochure Assignment [MEDIUM] • Overview / Due Dates • Step 1 and 2 DUE next time (Tuesday, 8/24) • Rough Draft DUE 8/25, Final Draft Due 8/26-27 • Lap-top cart checked out for 8/26-27 to DRAFT CREATIVE ESSAY

10. 9th English 8/18/10 • Work-Time: “Des Moines” (Entire Block!) • Reading Guide DUE Thursday (C) Friday (E) • Vocabulary • #arguments • [thesis] • Capital “T” next to examples of TONE • Underline key elements of the conclusion • Compound Complex Sentences • Break-up your time for yourself… Reading/Analyzing, Vocab, Sentence Imitation…

11. 9th English 8/16/10 • “Marrakech” Group Discussions (20 minutes) • Each person at the table share their Reading Guides and discuss them • What makes Orwell a good essayist? • Class Discussion (30 minutes) • PLEASE TAKE NOTES!!!! • Quiet Work Time (20 minutes) • “Des Moines” Reading Guide (Due 8/19 C, 8/20 E)

12. 9th English (8/12 C) & (8/13 E) • Work-Time: “Marrakech” (50 minutes) • Reading Guide DUE Monday 8/16 • #arguments • [thesis] • Capital “T” next to examples of TONE • Underline key elements of the conclusion • Silent Reading Time • You may continue working on Marrakech if you do not have your personal reading text yet! Be sure to bring this next Friday [Minor Assessment = 10 points!] vocab Compound/complex sentences

13. 9th English 8/11/10 (C & E) • “How It Feels to Be Colored Me” (20 minutes) • Read Aloud Continued… (Mark Text / Discuss) • JOURNAL (15 minutes): How would you describe Zora’sVOICE throughout the essay? What techniques did you find particularly effective? • The Reading Guide Overview (15 minutes) • Assignment Due Dates, etc. • Begin “Marrakech”

14. 9th English 8/9 (C & E) • Seating Chart (C only) • JOURNAL (15 minutes): Describe the ball-game from last class. (What did it look and sound like?) Analyze the various dynamics involved. (What worked? What didn’t?) Explain why we played the ball game (What did we discuss before, during, and after?) Evaluate the overall effect (Based on the purpose, was it effective?) • 6+1 Traits: Journal Grades (5 minutes) • Supplies Check (MINOR ASSESSMENT) • “How It Feels to be Colored Me” (35 minutes) • Read, Mark Text, Discuss • Review Reading Guide • Structure, Vocabulary, Sentence Imitation (Syntax) • Begin “Marrakech” at table Groups (15 minutes)

15. 9th English 8/5 (C) 8/6 (E) • Introduction: Instructor (cookj@ismanila.org) / Course • Pretzi Slide Show (10 minutes) • Course Outline / Rules (20 minutes) • Supplies (DUE Monday 8/9- MINOR ASSESSMENT) • 1” 3 ring binder • 5 dividers [Assignment Sheets, Handouts, Texts, Graded Work, Notes] • 50 pages lined loose-leaf binder paper • Journal [179mm X 252mm] • package of sticky notes • Name Game- Journal on Monday (30 minutes) Seating Chart • HOMEWORK • VARK: Visual, Aural, Read/write, Kinesthetic • Email me a 5 sentence paragraph REFLECTING on your results • “How It Feels to be Colored Me” (Read, Mark, Ask Questions)