Notes on Intro Paragraphs

Here are the notes regarding Introduction Paragraphs from class today!

And this is a bonus supplement: 6 Kinds of Less Effective Introductions
Yes, "less effective" is the workplace equivalent of "these are not good."

HW:

• Complete a draft of a paragraph in your Engl Comp Notebook

3rd Synthesis Article; Guided Annotation

Today, I collected Freshmen Thesis Statements about "The Sniper". That was the first article of business.

Then there were 2 Announcements. Students were allowed to record these 2 details in their phones:

1)

Link to the Online Payment Portal!

I know it says Mrs. Marable. That's the correct page!

Mrs. Syes and I just sent out an eVrits Email with all this information, and even more, yesterday after school.

2) 

I'll be selling tickets ($5) Hope to see you there!!

Today's English lesson featured a new article to read (3 pgs), as well as in-class modelling of annotations and critical reading.

• Link to Today's Article

What did the annotations look like in class? Well, here are the ones we did together. The students' task in class today was to read along, record the annotations that I modeled, and contribute additional marks of their own in certain places.

In-Class Annotations:

Student annotations from class should be AT LEAST this detailed, if not more so.

HW:

• Finish reading and annotating the article, and put details in the 2 Brainstorm Boxes on the last page.

Theme Statement Review: Round 1

tldr; Some good starts, several missteps. Plenty of flaws to build away from.
Here is the document with the full collection of theme statements generated on 8/16.
The review conversation varied class by class, so here are some general take-aways:

• Mark the sentence M if it is a moral, and not a theme.
• Label the sentence Def. if it is a simple definition and not a theme (see the very 1st bullet point)
• Label the sentence Summary if the sentence is plot summary, and not a theme. (Please observe the first 4 bullet points in the 7th pd box, if you require clarification)
• Don't ever use "you"
• Don't ever use "can+(verb)" if all you need is (verb)

For HW, students are asked to answer this question:

Please record this question, and your answer, on this HW document.

Here is a link to the Sniper reading packet from class, if you need to review it!

Block Days: 7 Mini-Stations

The Big Question:

Should high schools require a mental health curriculum as a graduation requirement?

The Document from Class (with the grid for all 7 stations) - The Big Question is in the Bell Ringer box

And the further materials:

• Station 1: Article
• Station 2: Article
• Station 3: Infographic
• Station 4: Thesis Statement
• Station 5: MLA Works Cited (We did an entry for each of the summer reading texts)
• Station 6: Speak (I personally cannot link to the full text without fear of copyright infringement, but I will admit I found the whole book online after a couple of Google searches)
• Station 7: The Absolutely True Diary of a Part-Time Indian (again, I personally cannot link to the full text without fear of copyright infringement, but I will admit I found the whole book online after a couple of Google searches)

Let me reiterate: You can answer the Big Question either way. What is most important is how the materials above support your answer.

This was not collected at the end of class, and it was not due for a grade.

Due: Mon 9/3 (if not finished in class)

HW: Thurs, 8/29: Summer Reading Re-Assessment

Writing 101: Notes

Link to the Writing Powerpoint notes from class today.

Notes on Theme & PTI

Link to Today's Powerpoint Notes on Theme

HW:

• Incorporate these notes into your Composition Notebook
• Bring Speak on Monday

Analyzing Complex Characters

Link to PDF file from class (Character & Identity Side)

Link to other side of document (Plot Chart Side)