Scribe May 14, 2013

AGENDA

• Worked on the “Home Then and Now” poem (it can be used in your multi-genre project)
• Added annotations to chapter 10 in Lord of the Flies
• Time to read chapter 11
• Homework
• Finish reading chapter 11 in LOTF
• Quiz on chapter 11

“HOME THEN AND NOW” POEM - Name things you remember from your childhood home and how it is now. Write poem describing the two.

                                                                      HOME

     THEN                                                                                                                           NOW

Playhouse	Run-down
Garden Hose looked like a snake	old, not used as much

THEN

The playhouse is a mansion, a fort, a friend        

And our garden hose snaked around his arm      

                       

NOW

Worn-down, and weather-beaten and lost

Now, it sits cracking in the sun under a globally warm afternoon

ANNOTATIONS FOR CHAPTER 10         

(page 157) “It was an accident”

• justify the murder of Simon
• denying their involvement
• acceptance=murders

(page 158) “-we got lost last night”

• lost their minds
• lost Simon
• lost civil behavior

(page 160) Jack - “the chief”

• power shift is complete

(page 159) “tied up for hours”

• Giggling! It’s a game!

(page 160) “disguised beast”

• justifies murder
• references pighead

(page 161) “We shall take fire”

• take glasses/power
• taking Piggy in a way; he can’t see anything
• takes comfort and rescue
• conch means nothing

(page 168) end

• Piggy=waste/expendable

(page 161) “dance”

• Jack manipulates situation

(page 164) “game of supposin’”

• imagining their rescue/homes/civilization
• they’re  going “barny” (crazy)

Scribe March 18, 2013

March 18, 2013

Agenda:

Listen to Probability of Finding Love

Finish Act 2 scene 2: work on study guide while reading

Last part of Act 2 Scene 2 in groups

Watch movie versions of Act 2 Scene 2

Objective!!: 

Read critically in a group setting; collaborate to find meaning and comprehension; compare versions of literature and film

Homework:

NONE! (whoa this never happens)

Actual Class Time:

Listen to probability of finding love

Discuss this and talk about the times in real life this happens

Read: Finish Scene 2 and start Scene 3

Watch the movie versions

March 7th Scribe

Learning Objective: Apply techniques of good writing to standardized testing; organize reading into character maps and study guides
Agenda:

• TCAP writing evaluation and writing techniques (30)
• Continue reading Act 1, scene 1 (30)
• Character mapping to add to handouts!

HW: None...rest up for TCAP on the horizon!

-Ms. Hancock went over the TCAP schedule
-We practiced writing thesis, reasons and transitions
Practice prompts:
 Persuasive: Should schools move to a  4-day week? Tell why Colorado is the best state in the U.S.
 Narrative: Tell about your favorite memory of your family; Tell about an event that was significant that happened this summer.
 Descriptive: Describe the prettiest place on earth to you; describe the worst food in the cafeteria.
 Expository: Explain how to get good grades in school; tell how to be a good athlete.
- Read Romeo and Juliet (rest of class)

March 5,2013 Scribe

Shakespeare Video and notes (yellow paper, get from ms. Hancock) (30 min of class)


Class Work

Class Webpage

    SCR Related To Survey

        Answer main question in a paragraph (be sure to add a topic sentence)
            T.S. example: (after comparing both surveys, my serve, and my dads

are both similar and different but ultimately, my

opinion counts most.)

--------------------------------------------------------------------

Although, even though, because, since, despite, in spite of

10-12 sentences total paragraph!
(can be typed or written)

Scribe 3/4/13

Agenda
- Shakespeare notes from movie
* Fill out the follow along as we go
- Time left? Let's talk CSAP/TCAP briefly...it's next week!

Learning Objective
- Contextualize Shakespearean drama; actively listen/take notes

Homework
Parent survey due tomorrow!

Class Time
- Announcements
- We talked a little bit about TCAP it’s schedule, etc...
- Received Shakespeare notes
- Watched video on shakespeare

True Love

I think that true love can exist, however i believe that it depend on the people that it is between. when you think about the typical idea of true love you think about a perfect relationship, with smiles and laughing, and contempt. True love can merely be two people that are faithful to one another and happy with the person of their choice.  I don't believe that love at first sight is real, because you really have to know a person to say you love them, love at first sight is simply physical attraction that may or may not ever work out. It is possible for a person to be completely in love with another person and for it to be "true love" but its not possible for some one to try and base the rest of there life with "love at first sight" or justify any relationship with it.

Love at first sight

There is no such thing as love at first sight. First, you can't know a person's personality just by looking at them. They could be a serial killer but still be attractive. You can never know for sure. You have to develop a relationship with somebody before you can fall in love with them. Next, you may feel that you have "fallen in love" with somebody at first sight, but that person may not feel the same way and most 1 way relationships don't work out.

Is There Love at First Sight?

Survey Response

Josh Draudt

Period 3

Do I believe in love at first sight? I do believe it can happen but not very often. Love at first sight is portrayed in books and movies because it is romantic, but it doesn't happen a lot in real life. For most people falling in love at first sight, is not common or the norm. For many, love grows and in some cases, it starts out as a friendship. Usually, love at first sight is lust at first sight and is based on physical attraction that may end as quickly as it started. For the lucky ones, when the honeymoon period is over, they find they like each other enough to give love time to grow. Overall, that is why love at first sight does not typically work out.

True love

  Is true love possible?
Maybe. For the most part true love is hard, if not impossible to find and some what unreal. If true love was easy to find then why would people produce movies about them? The reason why we love movies is because it makes us feel like we have something that we don't like superpowers, money, true love. If true love was real and frequent then there would be a lot less movies and productions about them. People wouldn't think that it was something "special". To be honest, the only reason why I believe in true love is because I hope to find love for myself like that one day.

There is no such thing as love at first sight. ‘Love’ should be saved for one person, the scenario that you have described is lust. Lust is what someone feels when they see someone and thinks ‘they’re hot’, that’s not love. Now sometimes you see someone, build a relationship then you can love him or her, that’s love. Just because I like how short her dress is doesn’t mean I ‘love’ her.

From the survey we took this last week about love, murder, revenge, and family, pick one of the questions and expand on it in your own opinion. If you can't remember a question,  you can go back to the survey located on my teacher webpage and find the question. You do not need to take the survey again, just find the question you'd like to expand on in your writing.

For example: Is murder ever justified? (And then I'd respond in detail why or why not I think so)

Please have this done for Monday!

Half Sheet of Paper (NOT turned in):

What did a teacher tell you yesterday?

    What do you need to fix/ edit?

Notes: FORMATTING (MLA)
    Double spaced (google docs is at 1.15 NOT 2.0)

12 pt. font

1” margins

Times new roman, Calibri, or Arial

Title (More depth than the actual subject... BE CREATIVE!!!)

    DO NOT MAKE BIGGER THAN 12pt. FONT

    NO BOLD

    NO DIFFERENT THAN THE REST OF YOUR PAPER!

Your paper should be between 3 and 6 pages (maybe 7)

Heading:
    On the left of the paper

Your Name
Day Month 2013
Ms. Hancock
English 9
    (Double space)
Title
    (Double Space)

*INDENT YOUR PARAGRAPHS

We Received Rubrics in class (NOT ONLINE)

Intro-40pts (hook,explanation, 2 sent on bg,present both sides of topic, thesis statement

Body PG-TS, 2 supporting quotes, transition word, oposing quote, Transition words

Conclusion 20- Re-words thesis, reviews MAIN POINTS< suggest a solution, full circle

MAT, Style, convention- no I, we,you,us, my, your, mine

No questions

no spelling mistakes, quotations

Your own words

argumentative flow

                                etc...
Have a works cited, bibliography.        Have at least 4 sources.
    *It must have its own page/ doc. -attached to the back of your article

Scribe 2/19/13

Agenda:

• Check your paper with the teacher in your group.
• Do what they tell you to do.

Homework: Work on your final paper. It is due on the 21st.

2/13/13 notes

Notes 2/13/13

Notes on Conclusion Paragraphs. -https://docs.google.com/a/lpsk12.org/presentation/d/1YcEc22XCW9tcFHpHYxxebv42r8IK69su4naJi7Tfo4c/edit

• Great time for pathos arguments
• Call to Action - Proposed a viable solution to your issue.

Acronym for conclusion Paragraph: (SATAN)
S: Sum up your points - Restate your reasons of why you’re right.
A: Avoid new information - Don’t add new statistics/quotes/evidence.
R: Restate thesis/purpose - Remind the reader of your position but don’t completely restate your thesis.
A: Adds context - Apply to modern and future concerns. “If we don’t do this then _____ will happen in the future because...”
N: Narrate  your hook from your introduction paragraph - How this connects to the real world and make new implications. “Full Circle” ending.

Conclusion Paragraph should be 5-7 sentences long.

SARAN Guide: https://docs.google.com/a/lpsk12.org/document/d/1Agr4tMTiDdwaALiHEawHcfvvZFmqxIxLhMv1a56e-4A/edit
Sample conclusion paragraph: https://docs.google.com/a/lpsk12.org/file/d/0B65ic0c6JcoRai1hVEFKR0daQUE/edit?usp=sharing

For the rest of the time we worked on revisions/conclusion paragraph.

Scribe 2/11/13

Agenda:
- TCAP packet
- work time - participation grade
* Clarifying aims of unit, research
* Work time was a request from last week.... use it wisely
* Finish your body paragraph #2.

Learning Objective:
- Use persuasive writing techniques to convey author opinion/message

Homework:
- Body Paragraph #2 Due tomorrow (Tuesday)

Class Time:
- CSAP Packet
- work time for body para
- Body Para outline https://docs.google.com/a/lpsk12.org/document/d/17xOeNoDRnaLjUr5De5qrgGjwPG-8ruviM4vrhwY2hyg/edit

February 8, 2013

Learning Objective: Critically edit/annotate for good writing techniques; revise for argument and explanation
Agenda:

• CSAP paragraph--edit for grammar mistakes (15)
• Body paragraph redux!

• Check-in with me on 1/2 sheet (5)
• More sample BP's (10)
• F3 (5)
• Work time on BP #2 or revising BP#1 (class)

HW: BP #2 due on Tuesday

1) Correcting the Paragraph
CSAP Practice!  
Find the 15 mistakes in the Paragraph below!
P.S.
On the back of this paper(we turned in) we put how we felt we are doing on our research paper and what you are worried about.
         
         Believe it or not, rap has been around for over 23 year's. In fact, the first rap tune to be pressed on vinyl was Rapper's Delight by the Sugarhill Gang in the late 70s. Since then rap has evolved from a fad to a streat party. Rao music is an element of a more larger culture that encompasses rap, baggy clothing, break-dancing, graffiti, vocabulary, and, a general lifestyle this popular culture is generally referred too as hip-hop. Rap made it's way to are shores as early as 1983. DJ blaze, one of the best known hip-hop DJs in south Africa, first got into it in 1983 when a movie called Beat Street was showing in his neighborhood. "I began DJing in 1990" he states. " I liked the scratching and the mixing".

2) Fun Video Friday
YouTube- A Pep Talk From Kid President

3) F3
F3 is to be used in your google docs. If you push F3, a search box will show up, and you can search anything in your paper

4) The rest of the class we worked on our BP(Body Paragraphs)


By: Charlie Leonard

Wednesday, February 7, 2013

By: Sarah Perez

Period: 3

Wuddupppp Abbyyyyy

Agenda: https://docs.google.com/a/lpsk12.org/presentation/d/1VvZQw9TaTFyb43j3iqO6J5RP38GxFwolm2M7zTU5VOo/edit#slide=id.p

1. First, we did 'Musical Chairs' peer editing for our body paragraph. Basically, we switched desks and edited the body's while listening to music. The steps a person took to check were:

1) Comment/Annotate- Topic Sentence to make sure that the body paragraph matched and made sense with the topic sentence.

2) Made sure they had an argumentative flow. You basically make sure they show that they understand the other part of the topic, the opposing side. The rebuttal. 

3) You make sure they have Lead-In's and Lead-Out's. 

4) Your looking at mechanics, grammar, and in-text citations if they are there or not. For example, if you want to give an in-text citation, you would do it like this:

1,098,748,479 teacher's in the world get underpaid (J. Brown) The J. Brown part is the author who published the facts in a article/book/magazine/wiki, Ext. 

Then we read the feedback. If you were not here on this day, I recommend you do get someone to edit your paper, and check for the things above.  

2) Second, we all turned in our body paragraphs and looked at them on the big screen and did some ore peer editing. This was helpful because we gave the person helpful criticism, and made sure they had the appropriate steps in order to have your body paragraph flow. 

POINTS MADE BY MS. HANCOCK.

*Be sure your leads in go in nicely and flow

*Your topic sentence has to make sense to be able to have your point made.

*The Rebuttal is really important, its what makes you sound like an expert:)

3) We had about 15-20 minutes to edit our paragraphs based on the helpful peer editing. Keep in mind, you do NOT have to use anything they give you. But just keep in consideration that it is taken differently depending on the audience of whom you are trying to point your topic to. Or if you are done editing, you can start on your second body paragraph, which will be due Tuesday!!

HOMEWORK(:

Finish revising body paragraph, and find more research if needed. Ms. Hancock will not be checking any homework on Friday. 

February 6, 2013

Hancock

Period 3

By: Becca Reder

• Agenda https://docs.google.com/a/lpsk12.org/presentation/d/1VvZQw9TaTFyb43j3iqO6J5RP38GxFwolm2M7zTU5VOo/edit#slide=id.ga4f9f580_00
• Other Ways to Say "Said" handout
• Notes:  In-text citations
• parenthetical (in parenthesis) reference your works cited to give credit to sources of cited material
• "quote" (citation)
• Guidelines for In-Text (in agenda)
• include 1st item listed in the Works Cited (usually author unless there is not one)
• don't need page/paragraph numbers
• list website name, not the whole URL (ex: CNN.com)
• OWL http://owl.english.purdue.edu/
• helps with citations
• good website! Use it!
• Work time 
• work on body paragraphs
• Homework: 1st body paragraph due Thursday (tomorrow)

February 5, 2013

Hancock

3rd Period

By: Becca Reder

1. Announcements and agenda https://docs.google.com/a/lpsk12.org/presentation/d/1VvZQw9TaTFyb43j3iqO6J5RP38GxFwolm2M7zTU5VOo/edit#slide=id.g9b65d3a2_017
1. 1st body paragraph due Thursday!
2. Notes!
1. Body Paragraphs
1. 5 W's- Who, what, when where, why
2. Rules
1. No 1st or 2nd person  (I, me, you, your, our) Except for your hook (otherwise it constricts the reader)
2. imbed quotes with lead-ins and lead-outs
1. no quotes stand alone!
3. cite every source!
4. every evidence has 1 sentence of lead-in and 2 sentences of lead-out
5. primarily logos based
6. if you summarize someone's words you still have to cite them
7. Don't be cute or conversational! Be formal
3. Lead-ins
1. info leading to evidence
2. evidence cannot be without a lead-in!
1. background of a quote or study conducted
3. cushions the reader
4. helps them understand what the evidence is going to mean
5. establishes a basis for understanding
4. Lead-out (most important notes today)
1. explanation for evidence (2 sentences)
2. how the info fits your topic sentence, which fits your thesis
3. how does this info make your argument stronger?
4. suggest ways the reader should analyze
5. explanation to give to reader to understand the goals of your paper
5. Techniques (we were supposed to write down 3 or 4)
1. What is important to notice here is...
2. What audiences should notice in this passage is that...
3. What is obvious here is that...
4. In other words, Collins is suggesting that...
5. This quote shows that/how...
6. It's easy to assume that...
7. It's clear that...
8. The author of this article is trying to suggest that...
3. Google Docs outline for body paragraphs https://docs.google.com/a/lpsk12.org/document/d/17xOeNoDRnaLjUr5De5qrgGjwPG-8ruviM4vrhwY2hyg/edit
1. Copy and paste into your own document or print out (It's a view-only document)
2. For now you can just fill out your quotes (should already have them in your notes in EasyBib)
4. No homework due tomorrow, but Ms.Hancock recommends to work on the outline, and the 1st body paragraph is due Thursday 

*Today was a quiet day- stay at your desk and work on your paper

*Dank means dark and wet- slang term! (not of any importance to the class)

February 4th, 2013 Scribe

February 4th, 2013

Hancock

3rd Period

By: Sarah Perez

1. Hello! So first in class, we listened to announcements, said the pledge, the normal stuff.

2.  Then we got out our typed intro paragraphs and turned them in. Then Ms. Hancock redistributed them for peer editing. We separated the H. I. V. E. S. in the persons paragraph. Then we boxed in the three best words in their paragraph. After that, we circled the contractions in the paragraph. Then we looked at the H step to see if it was a good start for the paragraph. Next that we looked at the I part of the paragraph to see if it gave sufficient information. We then repeated the steps for V. and E. Then we looked at the thesis at the end of  the paragraph. We edited that very carefully by the following steps:

• Box in op. word
• Squiggly line under opp. opinion.
• Underline Opinion
• Box in offset word. 
• Number their reasons.

Then we handed back the papers to their owners. We made sure to do good editing on the papers, because the intro paragraph is one of the most important and easiest part of the paper. Be sure to keep your paragraph and take into consideration what they put/edited.

3. Ms. Hancock announced we are not going to be writing 3 body paragraphs, we will be writing two, and just adding a little more. We looked at our thesis, and our reasons stated at the end. We got rid of one reason, that might have been a little weaker than the others. 

4. We took notes on a power point on body paragraphs:

BODY PARTS

• Topic Sentence
• Answers your  question, states "because" + first reason
• 1st evidence that supports topic sentence
• Explain 2 sentences
• 2nd evidence that supports topic sentence
• Explain 2 sentences
• Transition word & opposing viewpoint
• Opposition evidence
• Transition word & rebuttal statement
• Rebuttal evidence (optional)
• Conclusion statement (rewords topic sentence) 

Then she showed us a body sentence that another teacher had written as an example for us to follow. 

Rebuttal: The act of debating

5. We went back to discussing about our topic sentences.   Needs to be a solid argument by using a op word, or just "saying it."

6. Ms. Hancock then told us she was going to have other language arts  teachers coming in to help grade our papers later on. :)

7. Ms. Hancock opened her easybib and showed us her 'Notes and Outline' tab.  Organization is key. Pro's and cons, and history by color like we have been working on in class. If you organize your notes this way, you will be right on track and it will be so much easier to organize them into body paragraphs. 

8. Homework: Make sure you have solid research!!