2011-2012

=**2011-2012**=

Monday, May 14 1. Read the excerpt below. Pay very close attention to the main character's actions. The author develops an extended metaphor between killing chickens and. Your job is look for multiple ways the author connects killing chickens to the other half of the metaphor.


 * [|Details]
 * [[file:eceenglishi/Killing Chickens.odt|Download]]
 * 26 KB

2. Tomorrow we will be having a Socratic seminar surrounding this text. Write eight questions in your composition books to prepare for our discussion. Write a question about the text that will help everyone in the class come to an agreement about events or individuals in the text. This question usually has a "correct" answer. Example: What is the definition of a republic? Write an insightful question about the text that will require proof, insights, and group discussion to discover or explore the answer to the question. Example: What is involved in pledging allegiance? What does taking the pledge say about your relationship to government? Is pledging allegiance a responsibility of citizenship? Write a question connecting the text to the real world. Example: Should “under God” remain in the Pledge of Allegiance? What did the Supreme Court recently decide? Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text. Example: Has our nation lived up to its pledge of liberty and justice for all?
 * **CLOSE-ENDED QUESTION: (one question)**
 * **OPEN-ENDED QUESTION: (two questions)**
 * **REAL-WORLD/CURRENT EVENT CONNECTION QUESTION: (two Questions)**
 * **UNIVERSAL THEME/ CORE QUESTION: (Two questions)**

Write a question that asks the group to analyze the meaning, tone, point, author’s purpose, etc of a line.
 * **Literary Analysis Question (one questions)**

Example: Why do you think the author says that “people don’t understand each other?”

Tuesday, May 8 [|https://center.ncsu.edu/nctest/Tutorial.html#StudentSignIn] 1. Review Stations

2. EOC review

3. Subject Verb Agreement 4. Choose one more exercise to practice.
 * []
 * []

Monday, May 7 1. EOC Review Thursday, May 3 1. Today we are going to visit various stations to review for the EOC. Below are resources to help you complete the task at each station.
 * Get plenty of sleep and come prepared for the EOC tomorrow. **

Station 1
Run-ons and sentence fragments EOC questions 1-6
 * Notes**
 * run-on []
 * Fragments []
 * Exercises**
 * []
 * []

Station 2
Possessive and Plural nouns It's, its and Who's, whose EOC Questions 1-2
 * Notes**
 * its/it's []
 * whose/ who's []
 * Exercises**
 * []
 * []

Station 3
Commas, Colons, and other punctuation []
 * Notes**
 * semi colons

[]
 * Colon


 * Exercises**
 * []
 * []

EOC Questions 1-4

Station 4
Subject-verb Agreement


 * Notes**
 * []

.


 * Exercises**
 * []
 * []

EOC Questions 1-4

Station 5
Author's purpose, Author's tone- EOC questions 1-5 Wednesday, May 2 1. Today we are going to visit various stations to review for the EOC. Below are resources to help you complete the task at each station.
 * Notes**
 * Tone: []
 * Author's purpose: []

Station 1
Run-ons and sentence fragments EOC questions 1-6
 * Notes**
 * run-on []
 * Fragments []
 * Exercises**
 * []
 * []

Station 2
Possessive and Plural nouns It's, its and Who's, whose EOC Questions 1-2
 * Notes**
 * its/it's []
 * whose/ who's []
 * Exercises**
 * []
 * []

Station 3
Commas, Colons, and other punctuation []
 * Notes**
 * semi colons

[]
 * Colon


 * Exercises**
 * []
 * []

EOC Questions 1-4

Station 4
Subject-verb Agreement


 * Notes**
 * []

.


 * Exercises**
 * []
 * []

EOC Questions 1-4

Station 5
Author's purpose, Author's tone- EOC questions 1-5
 * Notes**
 * Tone: []
 * Author's purpose: []

Tuesday, May 1 1. Continue reviewing for the EOC

Monday, April 30 1. We will be taking a EOC practice test. 2. Write a minimum of 5 questions down that you have about questions on the practice test. We will review these topics. 3. Your sonnets are Due Friday, May 4th.

English I EOC next Wednesday! We will be reviewing all week.
Thursday, April 26 1. Today, we will review the parts of a sonnet and then continue writing our own sonnets.

Wednesday, April 25 1.Sonnet XVIII []

2. How do I write a sonnet? >
 * []

3. Iambic pentameter > > > > >
 * []

Tuesday, April 24

1. Review the following website and define meter in your own words in your composition notebooks. > >
 * []

2.**Anapestic tetrameter** is a poetic meter that has four anapestic metrical feet per line. Each foot has two unstressed syllables followed by a stressed syllable. It is sometimes referred to as a "reverse dactyl" 3. da da DUM da da DUM da da DUM da da DUM but is ofter written da DUM da da DUM da da DUM da da DUM Monday, April 23 1. Complete the following document.Each person is contributing. 2. Share it with my jgs0603@gmail.com account by the end of class. It should be complete by the end of class!
 * []
 * Character List: []

Thursday, April 19 1. Writing into the day! 2. What is a dangling modifier? Monday, April 16 1
 * What evidence or facts did you learn yesterday that demonstrates the negative effects of industrialization?
 * How has the fishing industry changed over the last 200 years?
 * Complete the activity to analyze and fix the dangling modifiers

[] Thursday, April 12 1. Email me your script today with all group members' names on it. 2. Practice running through your scripts today. Time them. Are you short of five minutes? Is your skit longer than seven minutes? If so you have changes to make. 3. Begin writing your one page reflection on the book. See rubric for details. Wednesday, April 11 1. We will continue writing our scripts. Tuesday, April 10 1. Writing into the Day! The reason. 2. Today we will be writing our scripts for our skits. 3. Skits are due and will be performed Monday, April 16th. You must have all of your props, costumes, setting materials, scripts, and mystery component on Monday and be prepared to present. Wednesday, March 28 1. Writing into the Day! 2. Register for Voice Thread Tuesday, March 27 1. Writing into the Day! 2. Choose Books for our Odyssey Projects 3. Each group will read the book of their choice today and begin writing discussion quesitons.
 * [[file:eceenglishi/The Odyssey Reconstructed.pdf|http://eceenglishi.wikispaces.com/file/view/The+Odyssey+Reconstructed.pdf]]
 * []
 *  [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Book Choices.docx" link="file:eceenglishi/Book Choices.docx"]]
 * [|Details]
 * [[file:eceenglishi/Book Choices.docx|Download]]
 * 14 KB

Monday, March 26 1. Writing into the Day!

2. Finish Reading Book 2 or 3 of the Odyssey. If you are finish with those books, move on to Book 4. Also, continue writing down five words from each book that you need to research further, research them, and write down your findings. > >
 * Vocabulary Book Three- []

3. Odyssey Project > > >
 * [[file:eceenglishi/The Odyssey Reconstructed.pdf|http://eceenglishi.wikispaces.com/file/view/The+Odyssey+Reconstructed.pdf]]

Friday, March 23 1. Finish Reading Book 2 or 3 of the Odyssey. If you are finish with those books, move on to Book 4. Also, continue writing down five words from each book that you need to research further, research them, and write down your findings.

2. By the end of class, email me one thing that you find interesting in the Odyssey and one question that you have about the epic poem thus far. Email me at jgs0603@gmail.com. Your email should have a subject line of I Have an Epic Thought!

Thursday, March 22 1. Writing into the Day! At what is age does a kid turn into an adult? What makes a person an adult? In other words, what characteristic should an adult have?

2. Read Book 1 and 2 of the Odyssey. Write down five (5) words for each book as you are reading that are unfamiliar to you. They can be people, places, things, or any word that you are unclear on its meaning.
 * Define each word by using a simple internet search. I will give you time to look up the words on your confusing words list after we read Book 1. (10 minutes)

3. Audio Book //The Odyssey// // [] //

//4.// The Free Ebook can be found at [] Wednesday, March 21

1. Writing into the Day!
 * Who is your hero and why do you consider them a hero? What do you think are the qualities of a real hero? Describe.

2. Read Book 1 and 2 of the Odyssey. Write down five (5) words for each book as you are reading that are unfamiliar to you. They can be people, places, things, or any word that you are unclear on its meaning.
 * Define each word by using a simple internet search. I will give you time to look up the words on your confusing words list after we read Book 1. (10 minutes)

3. Audio Book //The Odyssey// // [] //

Tuesday, March 20 1. Our Semantic Webs are due Today! 2. We will participate in a gallery walk to showcase our semantic webs (30 Minutes) 3. Each group will review a semantic web and complete the following tasks 4. Read Book 1 of the Odyssey. Write down five (5) words as you are reading that are unfamiliar to you. They can be people, places, things, or any word that you are unclear on its meaning. Monday, March 19 1.Continue working on your semantic webs. The semantic webs are due Tuesday, March 20th.
 * Locate one detail or bit of information that the semantic web uncovered that your group did not include. Write it on a sticky note and praise the group appropriately for their nice find. Then each member will write the fact in their notebooks.
 * According to the rubric, what is one thing that they they could have done better? Is their one section of the rubric (besides the entire poster board is full/no white space rule) Write it on a sticky note and leave it for your the group.
 * On the back of the sticky note ask a question about their semantic web. For example: Why do you have a smiley face next to Athena?
 * Define each word by using a simple internet search. I will give you time to look up the words on your confusing words list after we read Book 1. (10 minutes)

Thursday, March 15 1. Before you continue working on your semantic webs today, look at your test results. What objectives did you do well on? What objectives do you need to work on? In your composition books, write three objectives that you did well on. Then, locate three objectives that you need work on and write three learning goals for yourself in your composition book.

2. Continue working on your semantic webs. The semantic webs are due Tuesday, March 20th. Wednesday, March 14 //1.// Review Test Results //2. Complete Semantic Web of Greek gods and their roman names.////Present to other groups.////What characters are the found in the Odyssey?//// [|//https://docs.google.com/document/edit?id=1yk7uHFgQF_MHZCxVsYLQykIG66hy7UnBBftG543vMcQ&hl=en&authkey=COLJstoD//] ////What are the roman names of the Greek Gods?//// [|//https://docs.google.com/document/edit?id=1DBhk_uLamFD6OQ8-wZ8HsTcl7eyXKSfuRPABtMIp-3o&hl=en&authkey=CODpx9IG//] // **//The Odyssey// //semantic web//** //1. Each group will hold a draft, which will allow each group member to draft his her favorite characters (Men, women, gods, and goddesses.) Each member will pick a number from 1-100 to see who goes first. I will have a number written in my pocket and whoever is closer picks first.// //2. As the draft is going, the group must keep track of who is responsible for researching each character.// //3. Each group member must drums up facts, research the family tree of gods, and how they are connected to other Greek characters.// //4. Each group member must also find Roman names of each god and uncover other facts.// //5. Each group member must develop an image metaphor or symbol for each character that he or she drafted. The symbols or images of characters should offer deeper explanation of those characters.// //6. Draw metaphors and symbols on your semantic web.// //*put a 1,2,3,or 4 next to each item that you wrote or sketched make a key at the bottom left hand corner.//

Tuesday, March 13 1. Today we will begin our poetry unit. The first poem that we will be reading is The Odyssey by Homer. The Odyssey is an epic poem ( [] ). 2. The Free Ebook can be found at []
 * Rubric** **The entire poster board is full of images, writing, pictures, etc..........................................10 points**
 * Each character, god, or goddess has many facts a connected to their name on the web...............................20 points**
 * Facts are accurate and thorough.............................................................. 10 points**
 * Roman names of gods and goddesses are included where appropriate......................................10 points**
 * A meaningful symbol or image is included for each characters..................................................20 points**
 * A key is included on each group's participation........................................................................10 points**
 * Connections are researched and included between characters/gods.....................................20 points**

3.//Complete Semantic Web of Greek gods and their roman names.////Present to other groups.////What characters are the found in the Odyssey?//// [|//https://docs.google.com/document/edit?id=1yk7uHFgQF_MHZCxVsYLQykIG66hy7UnBBftG543vMcQ&hl=en&authkey=COLJstoD//] ////What are the roman names of the Greek Gods?//// [|//https://docs.google.com/document/edit?id=1DBhk_uLamFD6OQ8-wZ8HsTcl7eyXKSfuRPABtMIp-3o&hl=en&authkey=CODpx9IG//] // //1. Each group will hold a draft, which will allow each group member to draft his her favorite characters (Men, women, gods, and goddesses.) Each member will pick a number from 1-100 to see who goes first. I will have a number written in my pocket and whoever is closer picks first.// //2. As the draft is going, the group must keep track of who is responsible for researching each character.// //3. Each group member must drums up facts, research the family tree of gods, and how they are connected to other Greek characters.// //4. Each group member must also find Roman names of each god and uncover other facts.// //5. Each group member must develop an image metaphor or symbol for each character that he or she drafted. The symbols or images of characters should offer deeper explanation of those characters.// //6. Draw metaphors and symbols on your semantic web.// //*put a 1,2,3,or 4 next to each item that you wrote or sketched make a key at the bottom left hand corner.// 2. Reflection 3. ClassScape: We will be reviewing your achievement on the last county benchmark assessment.
 * //The Odyssey// //semantic web//**
 * Rubric**
 * The entire poster board is full of images, writing, pictures, etc..........................................10 points**
 * Each character, god, or goddess has many facts a connected to their name on the web...............................20 points**
 * Facts are accurate and thorough.............................................................. 10 points**
 * Roman names of gods and goddesses are included where appropriate......................................10 points**
 * A meaningful symbol or image is included for each characters..................................................20 points**
 * A key is included on each group's participation........................................................................10 points**
 * Connections are researched and included between characters/gods.....................................20 points**
 * Thursday, March 8th**
 * 1. Manual Showcase**
 * We will show off and assess our manuals.
 * Each group will leave a Sticky note with the following information.
 * One thing that they like about the other group’s manual.
 * One question for the other group
 * One thing that they would change or make better (Example: Your safety tip doesn't really have an example from the text because there are not elephants in the story.)
 * What are three skills that you may use later in life that this assignment asked you to use/practice? Explain. When/why might you need to use these skills again.
 * Identify three objectives that you did well on.
 * Identify three objectives that you did not do well on
 * Write three personal learning goals to help you achieve mastery of the English I objectives by the end of the year.
 * Wednesday, March 7th**

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This activity assumes you have already read “//The Gun Without A Bang//.” Today you will ======

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assume the role of the inventor of the Weapon. Just after you gave the Weapon to Mr. ======

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Dixon for his journey and he departed, you realized that you gave him absolutely no ======

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instructions or warnings for its use. Realizing the severity of your mistake, you run over ======

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to your technological crystal ball that allows you to see the future and all the events ======

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Your job is to put together a short owner's manual in paragraph form that will address ======

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usage and safety issues that you saw in the crystal ball to keep Mr. Dixon from making ======

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these mistakes. As soon as you get it finished, you can send your manual through the ======

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small-item-teleporter so that he will receive it instantly and will not make all the mistakes ======

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 Identify at least 5 issues that need to be addressed and provide evidence why these ======

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issues need attention. Try to provide 2 usage issues and 2 safety issues. ======

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 Rank these issues in order from most important to least important and tell why. ======

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 Come up with a "No matter what you do, don't ...." Weapon statement for Mr. ======

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1. Write these statements in paragraph form as if you were talking to Mr. Dixon. ======
 * ======  Include an illustration for the manual. ======
 * **Include color in your manual.**

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20 points- Creatively and neatly conveys the information. Your manual must included color. ======

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10 points-Illustration effectively conveys meaning of one of the rules/tips for using the gun. ======

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20 points- Includes 2 usage tips that stem from scenes in the text ======

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20 points- Include 2 safety issues that stem from scenes in the text. ======

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20 points- Include one "No matter what you do, don't ....". The statement should be the most important rule of the gun and should relfect your understanding of the text. ======

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10 points- On the back, write a key which explains each member's contribution. ======

1. Turn in your copy of "The House of Mango Street"
 * Tuesday, March 6th**

2. Decide on literacy circle positions. Each group must have all positions filled. 3. After you individually read "The Gun Without a Bang" Complete your literary circle positions. (10-15 minutes)
 * **Plotter Panda**- The plot of story is the framework that the author chooses to develop the story and hang his or her message or theme on.
 * Highlights 7 significant parts of the plot in the story.
 * Write one open ended question about the plot for the group's discussion.
 * **The Theme Theorizer-** The theme is the essential meaning of a text. Complete the activity below to uncover the text’s theme.
 * Highlights 3 key passages that are significant to the author's development of the story's theme.
 * Writes two open ended question about the theme of the story for the group's discussion.
 * **The Author's Purpose Pro**
 * Highlight three key passages from the text that begin to uncover what the author wants us to know.
 * Write one well formulated statement that clearly defines the author’s purpose for writing this text. The statement must be grounded in the text. (During your to group discussion, your discussion director will prompt you share your statement and your group will agree or disagree with your claim.)
 * **Imagery Ninja**- imagery paints a picture for the reader’s mind’s eye. It can include descriptions of ways that scenes in the text appeal to our five senses.
 * Highlight three places where the author uses imagery. Two must include sensory descriptions.
 * Write one question about imagery and how it develops other literary features.
 * **Discussion Director**
 * Discussion director must read every other position and become familiar with his or her group members’ contribution.
 * Write a paragraph summarizing the text.
 * Write one essential question which to begin the group’s discussion.
 * Directs discussion and makes sure all group members share out their highlights and questions. Should also encourage group members to discuss and reflect on the text during the group’s talk.

4. Group discussion (15 minutes) .  1. Writing into the Day! 2. Contractions []
 * Monday, March 5th**
 * 1. Carefully read the "Gilded Six Bits" by Zora Neale Hurston. The short story can be found at the url below.**
 * []
 * 2. Complete the following study guide below. Write in red font, so I can easily see your writing. Email your completed studey guide by the end of class to jgs0603@gmail . The subject of the email should be "Gilded".**
 * [|Details]
 * [[file:eceenglishi/Gilded Six Bits by Zora Neale Hurston.docx|Download]]
 * 14 KB
 * Tuesday, February 28**
 * 1. Good luck testing!**
 * 2. If you are in Readers'/Writers' workshop, work on your page 4 and page 5 of your grammar guide. I WILL BE CHECKING THEM ON MONDAY!**
 * Monday, February 27**

3. It's or its? Why the contradiction?
 * []


 * Thursday, February 23**
 * 1. Writing into the Day!**
 * How does a person's experiences affect his or her current actions? In other words, does a person's past control his or her future? Does it have to? Explain.**
 * 2. P**lural and singular possessives and the apostrophe (2 pages)
 * []
 * []

3. Grammar Guide Page page four and five (4 and 5) are due Wednesay 2/29/2012 **Local Assessment next Tuesday, February 28th!**

1. Grammar Guide Page Three Due Today! 2. Analyzing Theme: Reread the following vignettes and write two quotes on sticky notes that uncover the theme of the passage or the theme of the entire book. 3. Write six socratic seminar questions 1. Page Three (3) Confusing words
 * Wednesday, February 22nd**
 * 1. Today we will be having a "book talk" about the themes, author's style, and motifs in //The House on Mango Street.//**
 * //Outer Circle go to// https://mrsuraliksclass.wikispaces.com/The+House+on+Mango+Street
 * Tuesday, February 21st**
 * //A Smart Cookie// on page 90
 * //What Sally Said Page page// 92
 * //A house of My Own// page 108
 * //Mango Says Goodbye// Sometimes page 109
 * [[file:irvingavid/Developing Opening, Core, and Closing Questions.pdf|http://irvingavid.wikispaces.com/file/view/Developing+Opening,+Core,+and+Closing+Questions.pdf]]
 * Thursday, February 16th**
 * there, their, they’re
 * Choose at least 5 groups of words from this link and inlcude them on your next page (page three)
 * []


 * Wednesday, February 15th**
 * 1.** Page Three (3) Confusing words
 * there, their, they’re
 * Choose at least 5 groups of words from this link and inlcude them on your next page (page three)
 * []


 * Tuesday, February 14th**
 * Today you will be examining relationships in "The House of Mango Street". In other words, you are going to get your Dr. Phil on. While completing the tasks below, pretend that you are Dr. Phil. Then pretend that the couple that you chose to examine are on your show seeking advice.**
 * 1) Today you will demonstrate your reading comprehension by completing the following tasks.
 * Continue reading the second half of "The House on Mango Street"
 * Find a vignette that uncovers a successful relationship (romantic or platonic) or a troubled one.
 * In one paragraph (5-7 sentences) summarize the action/plot of the vignette. (What is happening?)
 * Draw a picture that depicts a scene from the vignette and include 5 labels that provides details
 * On the back of the computer paper, write one paragraph that analyzes the relationship and its problems or the reasons it is healthy.

2. Finish reading the novel by Tuesday, February 21st. 3. Grammar guide page three is due Tuesday, February 21st.

1. Writing into the day! 2. Continue reading The House on Mango Street 3. Check page two of the grammar guide 4. Page three is due Thursday, February 16th. 1. Study for quiz on subordinating conjunctions and coordinating conjunctions 2. Take quiz 3. Page two due today 4. The House on Mango Street 1. Review the following website on articles and include articles on your page two. [] 2. Work on your second grammar guide page and make the needed corrections to your page 1. 3. Page Three (3) Confusing words
 * Monday, February 13th**
 * Do you think that women in America are not given as much opportunity as men? Is there pressure on women to give up their dreams of a career to fulfill the duties of a wife or mother?
 * Thursday, February 9th**
 * Wednesday, February 8, 2012**
 * there, their, they’re
 * Choose at least 5 groups of words from this link and inlcude them on your next page (page three)
 * []

3. Grammar Guide Page 2 due Thursday, February 9th.

1. Writing into the day! 2. Conjunctions 1. Writing into the day! (5-10 Minutes) 2. Share your writing 3. Review the following websites on pronouns and complete the activity found in number 4. > 4. Complete activity one of **Pronoun Case.** > 5. Continue working on your grammar guides.
 * Tuesday, February 7, 2012**
 * []
 * []
 * Take notes on coordinating conjunctions and subordinating conjunctions
 * 3. Grammar Guide Page Two is due Thursday, Februrary 9th.**
 * Monday, February 6, 2012**
 * Take out your composition book and answer the following writing prompt.
 * If it was not possible for your to fail, what would your do with your life? Explain.
 * volunteers should share their writing to the class.
 * []
 * []
 * []
 * Page 2 is due Wednesday, February 8th.**

1. Grammar Guide requirements- [] 2. Turn in your first page of the grammar guide.
 * Friday, February 3, 2012**
 * 3. Page 2 is due Wednesday, February 8th.**

1. Grammar Guide Page 1 due tomorrow. Must include four parts of speech. 2. Verbs to be 3. Irregular verbs
 * Thursday, February 2, 2012**
 * []
 * []

3. The Eight Parts of Speech 1. What type of grammar guide are your going to create?
 * []
 * Wednesday, February 1, 2012**
 * 1. What are prepositions?**
 * **prepositional phrase?**
 * [|http://www.uottawa.ca/academic/arts/writcent/hypergrammar/preposit.html#preposition]
 * www.tcet.com/eaonline/FlashedESL/CatsMX.swf
 * Tuesday, January 31, 2012**
 * start researching and constructing the first page.

2 The house of Mango Street

3. Study through page 57 for the quiz tomorrow. []
 * Monday, January 30, 2012**
 * 1. Adjectives and Adverbs**
 * Adverbs- []
 * **Very basic explanation of Adjectives and Adverbs**

2. We will continue to read and discuss our The House on Mango Street.

Homework- Bring in materials to start your grammar guide tomorrow. 1. Parts of Speech Pages (Page 1 and Page 2) Due 2/3/2012 [] []
 * Wednesday, January 25, 2012**

2. Read //The House on Mango Street//

3. Final Draft of your Op/Ed pieces are due Today!
 * submit to []

1. Grammar Guide requirements- []
 * Tuesday, January 24, 2012**



2. We will receive and start reading the House on Mango Street, by Sandra Cisneros. **Your final draft of your OP/ED pieces are due Wednesday, January, 25, 2012**
 * Read through page 57 by Monday

1. We will receive and start reading the House on Mango Street, by Sandra Cisneros. 2. Naive narrator 3. Grammar Guide requirements- []
 * Monday, January 23, 2012**
 * Read through page 57 by Monday

 **Your final draft of your OP/ED pieces are due Wednesday, January, 25, 2012**
 * [|Details]
 * [[file:eceenglishi/Introductory_Comma_Rule.pdf|Download]]
 * 106 KB

1. Today we will be peer conferencing each other’s articles. You will read your shoulder partner’s article and complete the rubric and three directions below the rubric. After your finish, you will email your feedback to your partner and CC me for a grade. The subject of your email should be "Article Feedback". I will be grading your feedback for completeness and the quality of your suggestions. Remember, you must write in complete sentences. Once you are finished, complete the process with your face partner. 
 * Friday, January 19, 2012**
 * [|Details]
 * [[file:eceenglishi/ethos Article rubric.rtf|Download]]
 * 54 KB

1. Today we will be peer conferencing each other’s articles. You will read your shoulder partner’s article and complete the rubric and three directions below the rubric. After your finish, you will email your feedback to your partner and CC me for a grade. The subject of your email should be "Article Feedback". I will be grading your feedback for completeness and the quality of your suggestions. Remember, you must write in complete sentences. Once you are finished, complete the process with your face partner. 
 * Thursday, January 19, 2012**
 * [|Details]
 * [[file:eceenglishi/ethos Article rubric.rtf|Download]]
 * 54 KB

1. Today we are Continuing to research information on our topic and writing our articles. The rough draft is due tomorrow (1/19/2012).
 * Wednesday, January 18, 2012**

1. In your group, read one of the following articles and complete the following assignment. Your group must email me the completed assignment by the end of class. The email subject should be journalists.  1. [] 2. [] 3. []
 * Tuesday, January 17, 2012**
 * [|Details]
 * [[file:eceenglishi/What does it take to write for a newspaper.doc|Download]]
 * 25 KB
 * []

[]
 * NBA Lockout

[] []
 * Beauty Hype
 * The highest divorce rate is in the south

[] []
 * Alcohol and Anxiety
 * Dealing with gay students getting bullied

[]
 * Drug addiction usually starts before 18

[] 1. The Op/ Ed letter to the editor 2. Rough Draft is Due Wednesday, January 18th. 1. Make it Rain! 2. The Op/ Ed letter to the editor 3. Letter to the Editor 1. Ethos, Pathos, Logos Debriefing. Why is being able to recognize the use of ethos, pathos, and logos in the news, advertising and other writing important? How does it make you better informed to make decisions?
 * The modern day tomato
 * yoga ruines your body- []
 * Fracking- []
 * Super TB- []
 * Addictive Pain medication- []
 * China's Censorship- []
 * Malnutrition in India- []
 * Friday, January 13, 2012**
 * Article Rubric- [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="ethos Article rubric.pdf" link="file:eceenglishi/ethos Article rubric.pdf"]]
 * [|Details]
 * [[file:eceenglishi/ethos Article rubric.pdf|Download]]
 * 95 KB
 * Thursday, January 12, 2012**
 * Article Rubric- [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="ethos Article rubric.pdf" link="file:eceenglishi/ethos Article rubric.pdf"]]
 * [|Details]
 * [[file:eceenglishi/ethos Article rubric.pdf|Download]]
 * 95 KB
 * News webpages
 * []
 * []
 * []
 * My Picks
 * yoga ruines your body- []
 * Fracking- []
 * Super TB- []
 * Addictive Pain medication- []
 * China's Censorship- []
 * Malnutrition in India- []
 * []
 * Wednesday, January 11, 2012**

2. Today we will be begining our news articles. Search NY Times, CNN, or NPR for a news article that uncovers something that you want people to know about. After you read the article, you will write your own Op/ Ed article that uses ethos, pathos, and logos to capture your audience's attention. 3. Letter to the Editor
 * Article Rubric- [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="ethos Article rubric.pdf" link="file:eceenglishi/ethos Article rubric.pdf"]]
 * [|Details]
 * [[file:eceenglishi/ethos Article rubric.pdf|Download]]
 * 95 KB
 * News webpages
 * []
 * []
 * []
 * My Picks
 * yoga ruines your body- []
 * Fracking- []
 * Super TB- []
 * Addictive Pain medication- []
 * China's Censorship- []
 * Malnutrition in India- []
 * []

1. In your groups, evaluate the website. View videos, ads, pictures, links, product descriptions. 2. Discuss a focal point to complete the assignment below. Your focal point should be one video ad, on page from the website, or one ad. 3. Complete the assignment below. Make sure that all group member's names are included on the document. Also, each group should be discussing every answer and come to a consensus before writing an answer down. Email me your group's completed assignment by the end of class to john.suralik@craven.k12.nc.us
 * Tuesday, January 10, 2012**

 4. Number 8 should be completed by each member separately. Your metaphor should be completed on a piece of computer paper and include a minimum of 6 annotations. It is due Wednesday, January 11, 2012.
 * [|Details]
 * [[file:eceenglishi/Ethos.doc|Download]]
 * 24 KB


 * Ethos, Pathos, and Logos Notes**
 * [|Details]
 * [[file:eceenglishi/ethos notes.pdf|Download]]
 * 2 MB

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Monday, January 9, 2012**
 * 1. Today we will be learning about ethos, pathos, and logos by analyzing companies' use of these persuasive techniques to sell products. However, these techniques can be used for higher purposes and are vital to persuasive writing.**
 * [|Details]
 * [[file:eceenglishi/Ethos.doc|Download]]
 * 24 KB
 * 2. Your group will visit one of the following websites to analyze and to complete your group activity.**
 * [] (click on community)
 * [] (browse the site)
 * [] (browse the site)
 * [] (browse the site)
 * [] (browse the site)
 * [] (Watch the ipod touch ad)
 * [|http://www.gatorade.com/default.aspx#gseries?s=gseries] (click on products)
 * [|http://www.mountaindew.com/#/home/] (watch ads)
 * [|http://www.mountaindew.com/#/home/] (watch ads)

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Friday, January 6, 2012**
 * 1.**
 * [|Details]
 * [[file:eceenglishi/Writing Haikus.odt|Download]]
 * 22 KB
 * Use computer paper to write your feature haiku and illustrate it (draw a picture of your haiku)

1. Writing into the day! (Students will write for 5-7 minutes in their composition books.) When you are eating out at your favorite restaurant, you find something unexpected in your food. The owner comes over, looking frazzled, and begs, “Please, I can explain!” Write a creative/exciting explanation for the object you discovered in your meal. What was it? How did it get there? What is the outcome?
 * Thursday, January 5, 2012**

2. Share out. (Volunteers will share out. 5 minutes)

3. 2012 The Mouse Ran Up the Clock Limerick Writing Contest
 * One at a time, students will recite their limericks while standing in the front of the class.
 * Each student will vote for a 1st place, 2nd place, and a 3rd place on a piece of white paper.
 * Scores will be tallied. (Each 1st place vote is worth 3 points, 2nd place votes are worth 2 points, and 3rd place votes are worth 1 point)
 * Winner claims his/her prize

4. Friday's Assignment

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:eceenglishi/Writing Haikus.odt|Download]]
 * 22 KB
 * Wednesday, January 4, 2012**

Welcome back! I hope 2012 is off to a great start for you.
1. Writing into the day! I am dedicated to growing and becoming a better person throughout the year; however, New Year is a great time to clean out my closet of unwanted attitudes and behaviors and make some goals towards self-improvement. Today I want you write five personal goals for this year and include quick examples to explain why you have set this particular goal for the upcoming year.
 * Take out your composition books and respond to the following prompt. (10 minutes)


 * Example:I will work hard to acknowledge people when I am working. I am really bad at multitasking, so I often ignore people unintentionally when I get engulfed in my work. The other day, my wife asked me to open the door as she was carrying a heavy laundry basket of clean linens to her car and I continued to reply to an email without looking up. It wasn’t until her third attempt to get my attention that I realized that she talking to me. People are important to me and this unwanted behavior sends out the opposite message to my friends and family.

2. 2012 The Mouse Ran Up the Clock Limerick Writing Contest <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:eceenglishi/Limericks.pdf|Download]]
 * 434 KB

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Wednesday December 14**
 * 1. Today we will be exploring tone and author's purpose by collaboratively writing an annotated thank you letter. In the example below, notice how the narrator has a different tone in his annotations compared to the tone in his letter to his aunt.**
 * [|Details]
 * [[file:eceenglishi/The Thank-You Letter.pdf|Download]]
 * 138 KB
 * Tuesday December 13**
 * Missing Comma after an introductory element
 * In 1959, I was five years old.
 * Incomplete or missing documentation (site sources correctly)
 * The author claims that children are, "little sandbangs with wines" (Green 245).
 * Confusing wording

1. Today we will be having peer editing conferences with our thinking partners. Editing checklist
 * Using too many small words
 * Joe's is sort of the kind of guy you might want around.
 * Fix reword or replace with one larger word- Joe is the kind of guy you want around.
 * spelling/ using the wrong word
 * Example: their, there, they're
 * Poorly integrated quotation
 * Quotes should have a transition before or after it. Example: The author suggests that, " " (Alexie 159).
 * run-on or sentence fragment
 * Use stronger verbs
 * pargraphs should be focused and include a topic sentence.
 * Strike a line through empty sentences
 * Omit sentences or phrases that do not move your argument along.
 * How could your partner make this paper better, more interesting, or better written.
 * Monday December 12**
 * Missing Comma after an introductory element
 * In 1959, I was five years old.
 * Incomplete or missing documentation (site sources correctly)
 * The author claims that children are, "little sandbangs with wines" (Green 245).
 * Confusing wording


 * Using too many small words
 * Joe's is sort of the kind of guy you might want around.
 * Fix reword or replace with one larger word- Joe is the kind of guy you want around.
 * spelling/ using the wrong word
 * Example: their, there, they're
 * Poorly integrated quotation
 * Quotes should have a transition before or after it. Example: The author suggests that, " " (Alexie 159).
 * run-on or sentence fragment
 * Use stronger verbs
 * pargraphs should be focused and include a topic sentence.
 * Strike a line through empty sentences
 * Omit sentences or phrases that do not move your argument along.
 * How could your partner make this paper better, more interesting, or better written.

http://mrsuraliksclass.wikispaces.com/The+Absolute+True+Diary+of+a+Part-time+Indian
 * Thursday Decmeber 8**
 * 1. Today we are having our "Book Talk".**
 * 2. Outer circle Go to**

http://mrsuraliksclass.wikispaces.com/The+Absolute+True+Diary+of+a+Part-time+Indian
 * Wednesday December 7**
 * 1. Today we are having our "Book Talk".**
 * 2. Outer circle Go to**

Write a question about the text that will help everyone in the class come to an agreement about events or individuals in the text. This question usually has a "correct" answer. Example: What is the definition of a republic? Write an insightful question about the text that will require proof, insights, and group discussion to discover or explore the answer to the question. Example: What is involved in pledging allegiance? What does taking the pledge say about your relationship to government? Is pledging allegiance a responsibility of citizenship? Write a question connecting the text to the real world. Example: Should “under God” remain in the Pledge of Allegiance? What did the Supreme Court recently decide? Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text. Example: Has our nation lived up to its pledge of liberty and justice for all?
 * Tuesday December 6**
 * We are going to prepare for our "Book Talk" on** //**The Absolutely True Diary of a Part-Time Indian.**// **To prepare for our discussion, you will develop 10 thought provoking questions (two questions from each type below). Write them in your notebooks and label each question.**
 * **CLOSE-ENDED QUESTION:**
 * **OPEN-ENDED QUESTION:**
 * **REAL-WORLD/CURRENT EVENT CONNECTION QUESTION:**
 * **UNIVERSAL THEME/ CORE QUESTION:**

Write a question that asks the group to analyze the meaning, tone, point, author’s purpose, etc of a line.
 * **Literary Analysis Question**

Example: Why do you think the author says that “people don’t understand each other?”

Today we will be reading "A Day's Wait" by Ernest Hemingway. Ernest Hemmingway’s writing is notorious for giving his readers only the barebones of story, which leaves a lot of work for the reader to “infer” or figure out what is truly going on. **Today you will be reading “A Day’s Wait” individually and completing the study guide in pairs. As you complete the study guide, discuss your understanding of the story. Please type your answers in red and email your completed study guide to me at john.suralik@craven.k12.nc.us **
 * Monday December 5**

**Read individually**
<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:eceenglishi/A Day's Wait short story.pdf|Download]]
 * 80 KB

=
**Complete with a partner (The two documents below are the same document in different formats)** ===== <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:eceenglishi/A Day's Wait- Study GuideLesso.doc|Download]]
 * 27 KB
 * [|Details]
 * [[file:eceenglishi/A Day's Wait- Study GuideLesso.rtf|Download]]
 * 42 KB
 * Friday December 2**
 * 1. Congratulations to all the Poetry Out Loud winners! The school-level competition will be held next Friday. Be prepared to recite two poems.**
 * **Third Period- Jessica Gibson and Harry Mathias**
 * **Honorable Mentions- Bram Roys and Brooke Jansen**
 * **Fourth Period- Kaylee Griffin and Danae Walker**
 * **Honorable Mentions- Jordan Rowlett and Julie Davis**
 * **Fifth Period- Adina Godette and Brandon Barrows**
 * **Honorable Mentions- Joseph Nasser, Jessica Kachur, Claudia Yllanes, and Ashley Mullikin**
 * Thursday December 1**
 * **Read and complete the document below while/after viewing //Smoke Signals//**
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Smoke Signals.rtf" link="file:eceenglishi/Smoke Signals.rtf"]]
 * [|Details]
 * [[file:eceenglishi/Smoke Signals.rtf|Download]]
 * 33 KB
 * Students who are reading / have read //Fahrenheit 451// instead of the Absolutely True Diary of a Part-time Indian will read three articles about modern issues of censorship. Please choose one article from each link below.
 * NY Times []
 * NPR []
 * CNN [].
 * Construct a information poster. To see examples go to [] or do a simple image search for info poster.
 * Include a thesis statement on the poster that either agrees with the book's theme that censorship is harmful to society or disagree with the books theme and argues that censorship has positive effects on society
 * Your poster can be constructed on glogster.com, a word doc, a wiki page, or other electronic resource of your choice.
 * You must include details from the articles you read to support your claim.
 * Add a graphs, charts, and/or other images to prove your thesis.

Poetry Out Loud Contest! To prepare for our Poetry Out Loud competition tomorrow, we will be practicing reciting our poems in smaller groups. You will be divided into groups of 4-5 students.
 * Wednesday November 30th**
 * Tuesday November 29th**
 * 1) The student who is the youngest will recite his or her poem first to the group.
 * 2) One group member will be the accuracy judge. The group may need to have a computer out to pull up each contestants’ poem. The accuracy judge will tally the presenter’s accuracy score on the accuracy score rubric and give feedback for the presenter.
 * 3) The rest of the group will be acting as judges. Each judge will fill out the “Contest Evaluation Sheet” on the presenter and give the presenter notes on what to improve.
 * 4) All rubrics should be given to the presenter.
 * 5) The next youngest will recite and the other group members will follow steps 2-4. A new accuracy judge should be chosen for each performance to give every group member a chance to review the rubric.
 * On November 30th and December 1st we will be having our class-level Poetry Out Loud competition.You must turn in a packet with a printed copy of your poem, two hand written copies, and your tone chart on November 29th. **
 * Rough Draft of the "Absolutely True Diary of a Part-time Indian" essay due Friday December 2nd! **

1. We will start today by researching the background information about our own poem. 3. Switch roles and repeat the process**.**
 * Monday November 28th**
 * 1. Open up a new Google doc.**
 * 2. Copy and paste (or type) your rough draft in the Google Doc**
 * 3. Rename your Google Doc. It should be a working title.**
 * 4. We wil continue writing our rough drafts.**
 * Tuesday November 22nd**
 * When was it written?
 * What does it mean?
 * What is it written about?
 * Who is it written about?
 * In what era?
 * In what country?
 * etc
 * 2.** We will be meeting today with recitation partners.
 * First you will explain to your partner what your poem is about. I don't know is not an answer.
 * Partner number one will recite his or her poem twice
 * Partner Number two will take notes in Partner number one's notebook.
 * Did your partner sound monotone?
 * Did they have correct volume?
 * Did he or she seem confident?
 * Did he or she miss lines?
 * Did they stumble of words?
 * Mispronunciation?
 * On November 30th and December 1st we will be having our class-level Poetry Out Loud competition.You must turn in a packet with a printed copy of your poem, two hand written copies, and your tone chart on November 29th. **
 * Rough Draft of the "Absolutely True Diary of a Part-time Indian" essay due Friday December 2nd! **

We will be creating tone charts to prepare for our Poetry Out Loud Competitions on November 30th and December 1st!
 * Monday November 21st**
 * 1. We will be having a writing day today to begin our rough draft of our "Absolutely True Diary of a Part-time Indian" essays.**
 * Thursday November 17th**
 * 1. Today is the last day that we will be working on our tone charts in class.**
 * []
 * []

2. Look through //The Absolutely True Diary of a Part-time Indian// and find details from the text to support your thesis statement. You will be creating a semantic web on [] to brainstorm and develop at least three body paragraphs.
 * 1) You will write your thesis statement in the center of the web.
 * 2) Then write your topic sentences (that support your thesis) in three seperate bubbles around your thesis statement (use the same color for each topic sentence bubble)
 * 3) Around each topic sentence write quotes from the book to support your answer (minimum of two per paragraph/TS) (Use the same color for each quote/paraphrase from the book)
 * 4) Include 2-3 of your own examples/analysis around the Topic sentence also. (use the same color for your analysis/examples)

1. We will be creating tone charts to prepare for our Poetry Out Loud Competitions on November 30th and December 1st! You may fix and resubmit your thesis statements by Monday for full credit if they were turned in on time (today). If you do not turn it in on Monday, late points will be taken off. If you did not submit your thesis statement today, late points will be taken off.
 * On November 30th and December 1st we will be having our class-level Poetry Out Loud competition.You must turn in a packet with a printed copy of your poem, two hand written copies, and your tone chart on November 29th. **
 * Wednesday November 16th**
 * []
 * []

1. We will be completing a gallery walk and test our knowledge of the tone words that we have been working with. 1. We will be creating tone charts to prepare for our Poetry Out Loud Competitions on November 30th and December 1st! 2. Tone words: flash cards
 * Tuesday November 15th**
 * Take out your compostion books
 * Write the word down and write the definition/ example in your own words.
 * Test you self after you take notes
 * You will be writing a two page essay that makes a statement about "The Absolutely True Diary of a Part-time Indian." First, w rite one thesis statement that deals with one topic that the novel discusses or uncovers: poverty, racism, education, opportunity, etc. This should be written on a piece of paper and turned in to class on 11/16/2011 **
 * Monday November 14th**
 * []
 * [].
 * []
 * Include pictures and the tone word on the front of each card
 * include a definition and example on the back


 * Wednesday November 9**
 * 1. Finish subordinating conjunctions and coordinating conjunction practice. Turn it in today to me in class.**


 * Tuesday November 8**
 * 1. Finish the literary elements assignment yesterday and email it to John.Suralik@craven.k12.nc.us by 6:00 pm tonight.**
 * 2. We will be learning about subordinating conjunctions and comparing them to subordinating conjunctions.**
 * after
 * although
 * as
 * as if
 * as long as
 * as much as
 * as soon as
 * as though
 * because
 * before
 * even
 * even if
 * even though
 * if
 * if only
 * if when
 * if then
 * inasmuch
 * in order that
 * just as
 * lest
 * now
 * now since
 * now that
 * now when
 * once
 * provided
 * provided that
 * rather than
 * since
 * so that
 * supposing
 * than
 * that
 * though
 * til
 * unless
 * until
 * when
 * whenever
 * where
 * whereas
 * where if
 * wherever
 * whether
 * which
 * while
 * who
 * whoever
 * why
 * Homework **
 * 1. Finish reading "The Absolutely True Diary of a Part-time Indian" by 11/15/2011 **
 * 2. You will be writing a two page essay that makes a statement about "The Absolutely True Diary of a Part-time Indian." First, w **** rite one thesis statement that deals with one topic that the novel discusses or uncovers: poverty, racism, education, opportunity, etc. This should be written on a piece of paper and turned in to class on 11/16/2011 **
 * Monday November 7**
 * 1.** Today we will be completing a hands on activity to continue learning about literary terms.
 * You should be able to use literary terms in your own writing to develop characterization, plot, theme, and to add depth in your writing.
 * You should be able to define and recognize all literary terms on our list and be able to explain what they add to an author's writing.
 * Wednesday November 2**
 * 1. Board Game Review-** Our goal is that every student will know and understand each literary term.
 * **Study your literary terms!**
 * **Get a good night sleep.**
 * Monday October 31**
 * 1) As part of our review for your assessment this week, we will be playing our board games.
 * 2) To play the board game, you must have your compostion book out and taking notes on each literary term that is brought up in the game?
 * What is the term?
 * What is an example of the term?
 * Why is the term used?
 * When is the literary used?
 * In what type of writing are you most likely to see the term?
 * 1) Complete the following form to reflect on the project?
 * []
 * 1) English I assessment is Thursday!
 * Study your literary terms
 * 1) Poetry Out Loud classroom contest will be held on November 30th and December 1st! Be prepared to recite your poem using proper inflection, tone, and articulation.

1. Complete the following form 2. Coordinating Conjuntions 3. POL
 * Thursday October 27**
 * [|https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dFNHaWYxRkpHOVF3VjhLbkRJdExMU3c6MQ#gid=0]

1. Choose one poem that you will practice and recite in our classroom competition. You will be scored on your recitation with the rubric in the handbook below. 2. Handbook []
 * Wednesday October 26**
 * Poetry Out Loud Competition**
 * Poems can be found at []

3. Sample recitations []

4. Tips for Recitation []

1. Open the sample MLA document in your Reader's/ Writer's folder on your flash drive and study MLA format 2. Take MLA quiz on engrade 3. Board Game projects are due today. 4. Finish paragraph Due tomorrow.
 * Tuesday October 25**
 * heading
 * title
 * formatting quotes/ paraphrases
 * in-text citations/ citing sources
 * where does the period go
 * what is included in the in-text citation
 * punctuating paragraphs
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="MLA Sample.pdf" link="file:eceenglishi/MLA Sample.pdf"]]
 * [|Details]
 * [[file:eceenglishi/MLA Sample.pdf|Download]]
 * 131 KB

Home work- Read chapters 5-8 of "The Absolutely True Diary of a Part-time Indian" by Monday.

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Monday October 24**
 * 1.** We will spend the first half of class today finishin/ tweaking our board game projects. They are due tomorrow. (October 25th)
 * 2.** We will be using Goolge docs to give each other feedback on their academic paragraphs. Go to the link below and follow the directions on the page "thinking partner."
 * http://mrsuraliksclass.wikispaces.com/Thinking+Partners
 * The Rubric for the paragraph can be found at the link below.
 * [|Details]
 * [[file:eceenglishi/Academic Paragraph Writing Rubric.pdf|Download]]
 * 176 KB

Final Draft is due October 26th (Wednesday). It will be counted as a test grade! We will be using Goolge docs to give each other feedback on their academic paragraphs. Go to the link below and follow the directions on the page "thinking partner." <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Friday October 21**
 * http://mrsuraliksclass.wikispaces.com/Thinking+Partners
 * The Rubric for the paragraph can be found at the link below.
 * [|Details]
 * [[file:eceenglishi/Academic Paragraph Writing Rubric.pdf|Download]]
 * 176 KB

Final Draft is due October 26th (Wednesday). It will be counted as a test grade! We will be using Goolge docs to give each other feedback on their academic paragraphs. Go to the link below and follow the directions on the page "thinking partner." http://mrsuraliksclass.wikispaces.com/Thinking+Partners
 * Thursday October 20**
 * Wednesday October 19**
 * Today we will review elements of academic writing and students will demonstate their ability to do the following.**
 * **write a body paragraph that focuses on one main idea**
 * **write a body paragraph that has a topic sentence**
 * **read a text and develop a main idea to argue or prove and use the text to support their writing**
 * **include quotes to support their claims and properly cite their sources according ot MLA format.**

Choose one article to read and develop a solution to the problem. Write your solution in one statement. The statement will become your topic sentence and the rest of the paragraph will support your topic sentence. Follow the eight-sentence body paragraph structure for academic writing that is listed below. I will be looking at your paragraph and checking to see that it has exactly eight (8) sentences and each sentences follows the structure's layout. 1. Water shortage []

2. Rising Inflation Rate []

3. Bullying []

4. NBA Lockout []

5. Beauty Hype []

6. The highest divorce rate is in the south []

7. Alcohol and Anxiety []

8. Dealing with gay students getting bullied []

9. Drug addiction usually starts before 18 []

10. The modern day tomato []


 * Academic paragraph structure (8 sentence paragraph)**


 * 1) Topic sentence- states the single main idea that the paragraph proves, discusses, or argues. In this case it will be a statement that states the theme/ poem’s main point.
 * 2) States the first argument that supports your topic sentence (idea #1 that supports your topic sentence)
 * 3) Use a quote/paraphrase to support idea #1 (Must cite your source. Use the author’s last name an page number. If there is no page number than simply use the author’s last name. Example: (Roethke)
 * 4) Analyze the quote. How does the quote you chose support your claim in idea #1? Explain
 * 5) State idea #2 that supports the topic sentence
 * 6) Quote/ paraphrase that supports idea #2
 * 7) Analyze quote. How does the quote you chose support your claim in idea #2? Explain
 * 8) Conclusion/ transition- In this sentence, conclude your paragraph and transition into the paragraph when necessary.

[]
 * Sample Paragraph**

Above paragraph uses quotes from the article below. []

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * Tuesday October 18**
 * 1. Before you read the poem, read the assignment below.**
 * [|Details]
 * [[file:eceenglishi/Root Cellar revised 2011.doc|Download]]
 * 27 KB
 * 2. Read the poem below a few times. What is the poem's message about life? Why does the poet choose the setting of a root cellar to reveal his message?**
 * [|Details]
 * [[file:eceenglishi/Root Cellar.doc|Download]]
 * 19 KB
 * 3. This assignment is due by 9:00 tonight. It should be emailed to John.suralik@craven.k12.nc.us and the subject line should be "Roots and Life"**
 * [|Details]
 * [[file:eceenglishi/Killing Chickens.odt|Download]]
 * 26 KB
 * Monday October 17**
 * 1.Before you read the poem, read the assignment below that you will have to complete after you read the poem. The assignment focuses your reading.**
 * [|Details]
 * [[file:eceenglishi/Mother to Son.rtf|Download]]
 * 55 KB
 * After you read over the assignment, read the poem a few times and complete the assignment.**
 * 2.**
 * [|Details]
 * [[file:eceenglishi/MOTHER TO SON.pdf|Download]]
 * 8 KB
 * 3. The assignment is due by 9:00 tonight. It should be emailed to John.suralik@craven.k12.nc.us and the subject line should be "The Theme of Stairs".**

2.Turn and talk 3 minutes
 * Monday October 10**
 * 1. We are working on our board game projects today. Continue adding to your Google doc.**
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Board Game Rubric.rtf" link="file:eceenglishi/Board Game Rubric.rtf"]]
 * [|Details]
 * [[file:eceenglishi/Board Game Rubric.rtf|Download]]
 * 11 KB
 * 2. Enjoy your fall break! Be Safe.**
 * Thursday October 6**
 * 1. Writing into the day! 5 minutes**

3. Read the first three chapters of "The Absolutely True Diary of a Part-Time Indian. 4. a. In your composition book, reflect on Junior's experiences with poverty. What does he say is the worst thing about poverty? Provide examples from the text.

b. Have you or someone you observed had to make a tough decision because of not having enough money?explain. 5. []

1. Literary skits are due today! Before each group presents, one person from that group should write an abridged version of their group name on the side board. 2. All audience members will complete one google form for each group, so each person will go to the link below three (3) to four (4) times to complete the necessary "literary skits" forms. [|https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dGZGZFFOZ2pKcnV5SEtwaExaSXRqQ3c6MQ#gid=0] 3. After your group presents, you will take a minute to complete the group reflection below. [|https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dHNHbEdfa084NHVDOUZiekMwclM3c1E6MQ#gid=0] 4.
 * Wednesday October 5**

5. 1. Literary skits are due today! Before each group presents, one person from that group should write an abridged version of their group name on the side board. 2. All audience members will complete one google form for each group, so each person will go to the link below three (3) to four (4) times to complete the necessary "literary skits" forms. [|https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dGZGZFFOZ2pKcnV5SEtwaExaSXRqQ3c6MQ#gid=0] 3. After your group presents, you will take a minute to complete the group reflection below. [|https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dHNHbEdfa084NHVDOUZiekMwclM3c1E6MQ#gid=0] 1. Finish "Skit Plan" 2. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 3. Skits due October 4th. All groups will be presenting tomorrow, Tuesday. 1. Continue working on your literary terms flash-skits.
 * Tuesday October 4**
 * Monday October 3**
 * [|Details]
 * [[file:eceenglishi/Skits rubric.pdf|Download]]
 * 174 KB
 * Friday September 30**
 * 1. Research the literary terms on the document below. You may work in your project goups; however, write the definition for each term in your own words. Do not copy and paste! Plagiarism results in a zero. **
 * 1) <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Literary terms project.rtf" link="file:eceenglishi/Literary terms project.rtf"]]
 * [|Details]
 * [[file:eceenglishi/Literary terms project.rtf|Download]]
 * 15 KB
 * 1) Where can I find information about the list of literary terms? []
 * 2) Terms that are not listed on the resource above should be researched on the web.
 * 3) Email your finished document to John.Suralik@craven.k12.nc.us The subject line should be Literary Terms. It is due by 9:00 pm on Saturday, October 1st.
 * Thursday September 29**

1. Introduce Bloom's Taxonomy 2. Introduce the flash-skit portion of the Literary terms projects.
 * Wednesday September 28**
 * []
 * []
 * Write your questions for your game using various types of questions from Bloom's Taxonomy
 * One person must create a Google doc titled "Literary Terms Skits" and share it with your group. Make sure you include the information below on the document.
 * Decide which six terms your group will act out on.
 * Decide which skit you will do first, second, third, etc.
 * Write down the plot and ideas for each skit. Each skit can be separate, or part of one six scene story.
 * Who will be acting each part?
 * What props or costumes do you need? Who is bringing them?
 * Include any other information that your group may need.

> 1. Have fun on the fieldtrip! 1. Socratic seminar
 * Tuesday September 27**
 * 1) <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Literary terms project.rtf" link="file:eceenglishi/Literary terms project.rtf"]]
 * [|Details]
 * [[file:eceenglishi/Literary terms project.rtf|Download]]
 * 15 KB
 * 1) Introduce the literary terms project<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Board Game Rubric.rtf" link="file:eceenglishi/Board Game Rubric.rtf"]]
 * [|Details]
 * [[file:eceenglishi/Board Game Rubric.rtf|Download]]
 * 11 KB
 * 1) On a Google doc, complete a group business plan.
 * What positions will each member have?
 * List duties for each position
 * Develop a timeline for when duties will be completed by each member
 * Create a relative mission statement
 * Write each members contact information
 * Develop 5 rules that everyone in your group will follow
 * Come with three consequences for rules that are not followed
 * Develop a group name
 * 1) One member from each group must share your business plan with me ( jgs0603@gmail.com ) The plan is to be finished for homework! Due tomorrow!
 * 2) Where can I find more information about the list of literary terms? []
 * Monday September 26**
 * 1) Continue Socratic Seminar
 * 2) ** Finish discussion board for homework **
 * Wednesday- Friday September 23**
 * Tuesday September 20**
 * http://mrsuraliksclass.wikispaces.com/Socratic+Seminar
 * outer circle 3 original posts
 * 8 replies to other students' posts

== Do not forget to check the ECE website for a list of materials to bring on the mountain trip. Bring your WD notebook! See you in New Bern no later than 5:45! == 1. Finish Reading "The Approximate Size of My Favorite Tumor" 2. Prepare for tomorrow's socratic seminar
 * Monday September 19**
 * Closed ended question- has a right or wrong answer, or a definitive answer.
 * What color is Bill's shirt?
 * Open ended question- does not have a definitive answer.
 * Why do you think Bill chose to wear that blue shirt today?
 * Literary feature question- asked what the author's means by a line. Should encourage analysis and discussion.
 * What do you think the author wanted us to think about when he wrote.....?
 * Universal Theme question- asks an open ended question about a central theme in the book or story.
 * World connection Question- connects the text to the real world.
 * Have you ever had someone in your family lose a loved one like in //The Red Pyramid//?

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 1. Full Version - []
 * Thursday September 15**
 * 1) **Connections**
 * 2) **Begin reading "The Approximate Size of My Favorite Tumor"**
 * Wednesday September 14**
 * 1.**
 * [|Details]
 * [[file:eceenglishi/Guidance.doc|Download]]
 * 30 KB
 * 2.**
 * [|Details]
 * [[file:eceenglishi/Guidance Guiding Questions.rtf|Download]]
 * 43 KB
 * Tuesday September 13**

2. Complete and email it to John.suralik@craven.k12.nc.us The subject line should be "Sniper Guide." It is due by 8:00 Tonight. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 3. Discuss "The Sniper" [] <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> 1. Creation myth podcasts due today! 2. Setting 3. For each video write as many words, phrases, or desriptions that come to mind. 4. Attempt to put words together that you may not think go together.
 * [|Details]
 * [[file:eceenglishi/Sniper Guide.rtf|Download]]
 * 56 KB
 * Monday September 12**
 * 1. Read the Sniper**
 * 2. Complete following assignment after reading the short story.**
 * [|Details]
 * [[file:eceenglishi/Sniper Guide.rtf|Download]]
 * 56 KB
 * 3. Write one paragraph on the following question. What was The Sniper's central conflict: mam vs man. man vs fate, man vs god, man vs society, man vs self, man vs nature, or man vs machine? Use as many details from the story to support your answer as well as one direct quote.**
 * Friday September 9**
 * 1. entry ticket**
 * 2. turn in your audio file**
 * 3. Save the following documents to your Reader's/ Writer's folder**
 * [|Details]
 * [[file:eceenglishi/Special Techniques of Plot.docx|Download]]
 * 214 KB
 * 4.**
 * [|Details]
 * [[file:eceenglishi/P-THE TELLTALE HEART.doc|Download]]
 * 30 KB
 * Thursday September 8**
 * []
 * []
 * describe what you may smell
 * describe what you may taste
 * describe what you might see
 * describe what you may feel
 * describe what you may hear
 * examples: plastic water, pudding mud, or panicked bolts of light.
 * one word answers will not be accepted!
 * Email the document to me by 7:00 tonight
 * Subject line "devoloping setting"

5. Entry ticket/ homework
 * On a sticky note, answer the following quesiton in three sentences: Looking at the words that you wrote to describe the settings, how does setting help set the stage for the mood of a book, story, or film?
 * Due Friday September 9th.

**2. All creation myth recordings are due ThursdaySeptember 8th.** Double click the start icon at the bottom right hand corner of your desktop screen. Click on all programs Click on accessories Click on sound recorder
 * Wednesday September 7, 2011**
 * 1. Finish Author's chair.**
 * **In your groups of 4-5, take turns recording your creation myths.**
 * **Other group members are listening and writing a writer's memo to the author**
 * **Include specific parts/ details from the author's myth that got your attention.**
 * **Include your favorite sentence.**
 * **write it on a large sticky note**
 * **save them on a flashdrive and be ready to turn them in.**
 * Where do I find the sound recorder on my computer?**

Click on control panel Click on hardware and sound Under sound click on manage audio devices Click on recording Click on the microphone icon Click on levels Slide the microphone up to 95% Slide the microphone boost up to +30.db
 * How do I turn my microphone up?**

1. Writing into the day! 2. Make or login to your engrade account. 3. What am I missing? 4. Email me a copy of your final creation myth. My email address is John.Suralik@craven.k12.nc.us
 * Monday September 6, 2011**
 * Because of the hurricane and our crazy schedule last week, I am providing you with time to refocus and assess the damage.
 * Email the thinking partner rubric to me today by 3:45, completely filled out, and I will only take 10 points off.
 * The subject line should be "creation myth"
 * If the subject line is something else, I am taking off five points from your creation myth final grade.
 * Email your creation myth by 3:45 today or it is considered late.

1. Writing into the day! 2. Continue Author's chair. Creation Myth Final Draft due Friday Sepetember 2, 2011. 1. Writing into the day! Favorite or least favorite hurricane moment. 2. Author's Chair 3. Creation Myth Final Draft due Friday Sepetember 2, 2011. 1. Thinking Partners 2. Revise Your Paper
 * Thursday September 1, 2011**
 * Wednesday August 31, 2011**
 * Thursday August 25, 2011**
 * peer revision
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Thinking Partner rubric.docx" link="file:eceenglishi/Thinking Partner rubric.docx"]]
 * [|Details]
 * [[file:eceenglishi/Thinking Partner rubric.docx|Download]]
 * 22 KB
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Thinking Partner rubric.rtf" link="file:eceenglishi/Thinking Partner rubric.rtf"]]
 * [|Details]
 * [[file:eceenglishi/Thinking Partner rubric.rtf|Download]]
 * 462 KB

3. Edit Myth and Submit

==== 1. The the dog was ferocious: Show don't tell. ====
 * Wednesday August 24, 2011**
 * ==== "Show, don't tell" refers to a writing approach that describes feelings, emotions, and actions to the reader, instead of simply telling the reader. ====
 * How does this make your writing more interesting?

2. Writing Workshop ==== **Tuesday August 23, 2011** ==== 1. Cut and paste the text from the following page into a word document and fix it. Email it to me by 8:00 tonight. The subject line should be "fixing dialogue." fixing dialogue My email is John.Suralik@craven.k12.nc.us
 * peer revision
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Thinking Partner rubric.docx" link="file:eceenglishi/Thinking Partner rubric.docx"]]
 * [|Details]
 * [[file:eceenglishi/Thinking Partner rubric.docx|Download]]
 * 22 KB
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="Thinking Partner rubric.rtf" link="file:eceenglishi/Thinking Partner rubric.rtf"]]
 * [|Details]
 * [[file:eceenglishi/Thinking Partner rubric.rtf|Download]]
 * 462 KB

2. 3. <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> ==== **Monday August 22, 2011** ==== ==== **Thursday August 18, 2011** ====
 * [|Details]
 * [[file:eceenglishi/MLA Sample.pdf|Download]]
 * 131 KB
 * download this file and save it on your thumb drive
 * Refer back to it often to check to see if your work follows MLA format.
 * 1) Writing into the Day! - How do I punctuate dialogue correctly? Sand box speech.
 * 2) <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="examples of Dialog.doc" link="file:eceenglishi/examples of Dialog.doc"]]
 * [|Details]
 * [[file:eceenglishi/examples of Dialog.doc|Download]]
 * 25 KB
 * 1) Continue writing your creation myths. ** Rough draft due tomorrow, Tuesday August 23rd **
 * 1) <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="My Creation Myth.pdf" link="file:eceenglishi/My Creation Myth.pdf"]]
 * [|Details]
 * [[file:eceenglishi/My Creation Myth.pdf|Download]]
 * 177 KB
 * 1) Continue brainstorming your creation myth on a semantic web.
 * 2) Write a 1-2 page typed creation myth using black, 12 point font. Your font should be Times New Roman or Arial Narrow.

==== **Wednesday August 17, 2011** ==== ==== **Tuesday August 16, 2011** ====
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="African Bushmen Creation Myth.pdf" link="file:eceenglishi/African Bushmen Creation Myth.pdf"]]
 * [|Details]
 * [[file:eceenglishi/African Bushmen Creation Myth.pdf|Download]]
 * 132 KB
 * []
 * Begin semantic web (brainstorming for creation myth
 * Front side- list ten things that occur in nature that you could explain in your creation myth. One should be how people came to be. (Example- How the turtle got the square markings on its back. )
 * Back side- Create a sematic web to brainstorm the contents of your creation myth.
 * 1) Writing into the day!
 * 2) Read a African Creation Myth
 * 3) []
 * 4) Begin semantic web (brainstorming for creation myth)

==== **<span style="font-family: Arial,Helvetica,sans-serif;">Creation Myths ** ==== ==== **<span style="font-family: Arial,Helvetica,sans-serif;">Big Ideas ** ====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Monday August 15, 2011 **
 * 1) **<span style="font-family: Arial,Helvetica,sans-serif;">Where did life begin? **
 * 2) **<span style="font-family: Arial,Helvetica,sans-serif;">How did natural phenomenons come to be this way? **
 * 3) **<span style="font-family: Arial,Helvetica,sans-serif;">How does the human race explain the unknown? **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Readings and Viewings **
 * 1) Four Native American Myths []
 * 2) Native American Myth []
 * 3) African Creation Myth<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="African Bushmen Creation Myth.pdf" link="file:eceenglishi/African Bushmen Creation Myth.pdf"]]
 * [|Details]
 * [[file:eceenglishi/African Bushmen Creation Myth.pdf|Download]]
 * 132 KB

= =

= = = Welcome to Readers'/ Writer's Workshop! I hope you had an invigorating summer! =
 * Thursday, August 4, 2011**
 * 1) **The Name Game**
 * 2) **Introduce the PSA skit project.**
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" caption="School Policies PSA Rubric.rtf" link="file:eceenglishi/School Policies PSA Rubric.rtf"]]
 * [|Details]
 * [[file:eceenglishi/School Policies PSA Rubric.rtf|Download]]
 * 60 KB
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="School Policies PSA Rubric.pdf" link="file:eceenglishi/School Policies PSA Rubric.pdf"]]
 * [|Details]
 * [[file:eceenglishi/School Policies PSA Rubric.pdf|Download]]
 * 188 KB


 * Thursday, August 11, 2011**
 * 1) Continue working on skits.
 * 2) Skits due tomorrow. Friday, August 12th.
 * Friday, August 12th**
 * 1) Skits due today!
 * 2) Email etiquette
 * 3) How do you write a MLA heading?

//God semantic web// //1. Group scribe- Drums up facts, researches family trees of gods, and how they are connected to other Greek characters.// //2. Group scribe- finds Roman names of each god and uncovers other other facts// //3. metaphor maker/ symbol king- Thinks and develops symbols of characters that have deeper explaination of those characters.// //4. artist- Draws metaphors and symbols// //*Put a 1,2,3,or 4 next to each item that you wrote or sketched//

//8/18// //Revise creation myths// //Authors chair. Students will read thier creation myths and we will publish a few on the showcase page.//

//Multimedia Student Handbook PSA Project- Due August 6th//

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> //Group List// <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * [|Details]
 * [[file:eceenglishi/Multimedia Student Handbook Project.doc|Download]]
 * 35 KB
 * [|Details]
 * [[file:eceenglishi/groups.doc|Download]]
 * 31 KB

//8/11// //Essential Questions// //What is a memoir?// // [] #// //What is a onomatopoeia?// //Onomatopoeia notes- [] #//

//Draw a memory map of where you lived when you were little. Include a key with 10 memories and plenty of color. Due Tuesday August 17th//

//Write a two page memoir from one of the memories//

//8/12// //What is a verb? subject? adjective?// //diagraming sentences [] // //Quiz Monday August 16th on Subject/Verb/Object// //8/13// //What are creation myths?// // [] #// Earth on Turtle's Back// []

8/16 1. Quiz (subject/object) 2. Native American Creatin myths Due Wednesday 8/18/2010 3. [] 4. Rubric [] #

8/17 Begin Reading the Odyssey Memory maps are due today [] # Begin writing a memoir from one memory found on your memory map. Reinventing The Odyssey <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">
 * <span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="The Odyssey Reconstructed.pdf" link="file:eceenglishi/The Odyssey Reconstructed.pdf"]]
 * [|Details]
 * [[file:eceenglishi/The Odyssey Reconstructed.pdf|Download]]
 * 29 KB
 * [|Details]
 * [[file:eceenglishi/When you are eating out at your favorite restaurant.docx|Download]]
 * 10 KB
 * [|Details]
 * [[file:eceenglishi/Test Review.odt|Download]]
 * 16 KB
 * [|Details]
 * [[file:eceenglishi/Socratic notes.odt|Download]]
 * 10 KB
 * [|Details]
 * [[file:eceenglishi/Writing Haikus.odt|Download]]
 * 22 KB
 * [|Details]
 * [[file:eceenglishi/ethos Article rubric.rtf|Download]]
 * 54 KB