Below is the day to day for both A & B Days. If you missed a day, please look for the date that you missed and complete the work assigned that day, including the journal prompt.
AUG 26th & 27th
Journal: "What makes a good story?"
I can identify elements of a good story.
We discussed the answers as a class and made a list on the whiteboard. Using a Venn-Diagram, we used video clips from Brian Regan's "Eye Exam" sketch as well as a doctor who outlines an eye exam to find the differences between a narrative and explanatory text and discuss our findings. We finished with a video about "How to Make a Good Story" and added to our list from the journal prompt.
Due: Signed Disclosure Documents; Venn-Diagrams
AUG 28th & 29th
Journal: "If you had ONE superpower, what would you choose and why?"
I can create a dynamic character.
We handed out the assignment sheet for our first essay, "Superhero Narrative Essay" along with the grading rubric. The final draft for A day is Sept. 16th and B day is Sept. 17th. After that we set up our writing notebooks into sections for our journal prompts, notes and rough drafting. We spent most of class pre-writing for the final narrative essay by answering a number of questions about ourselves in the scenario of having a superpower.
Due: Signed Disclosure Documents
AUG 30th & SEPT 3rd
Journal: "What is something that challenges you constantly? Describe it."
I can generate conflict in a story using personification.
We spent most of class time going through examples of what "personification" is. We did an activity personifying certain words with characters from movies that we think best embody them. We finished class be personifying our weakness for our Narrative Essay in order to make our villain. This included planning the physical appearance, name and abilities of the villain.
Due: Personification of your weakness with the above qualities (your villain).
SEPT 4th & 9th
Journal: "What does organization do for a story? Is it important? Why or why not?"
I can structure a story using a plot-line.
Our class reviewed the elements of a plot-line structure (exposition, hook, rising action, climax, falling action and resolution). We plotted movies and clips as well as musical compositions. Students finished by plotting their narrative essay on a plot-line.
Due: NOTHING!
SEPT 10th & 11th
Journal: "What does the word "role" mean when writing a paper? How does our "role" affect our writing?"
I can (a.) analyze audience and role and implement them in my writing, and (b.) identify and use metaphors and similes.
Class started with an activity where we told our stories to a partner based off our plot-line. We wrote down things we said but hadn't written yet on the plot. After that, we reviewed metaphor and simile and wrote some examples that we could use in our paper. We finished by analyzing through activities role and audience and how they affect our writing.
Due: Plot-Line of Narratives
SEPT 12th &13th
Writing Day. We had the Chrome Cart in class and utilized the time to get started on our Narrative Essays that are due next class period (16th and 17th).
Due: Role, Audience, and Purpose
SEPT 16th & 17th
Journal: "What went well while writing your essay? What didn't go so well?"
We introduced our first class book 12 Angry Men. We watched the trailer to the movie and filled out an Anticipation Guide that helped us understand the issues the book would address and we debated about them afterwards as a class.
Due: Final Drafts to Superhero Narrative Essay
SEPT 18th & 19th
Journal: "How do you know that an argument is not good (a poor argument)? Please include three examples."
Today we learned about logical fallacies. We took notes on a worksheet for a number of logical fallacies and examples of them so we could identify them in 12 Angry Men.
Due: Anticipation Guides
Journal: "What makes a good story?"
I can identify elements of a good story.
We discussed the answers as a class and made a list on the whiteboard. Using a Venn-Diagram, we used video clips from Brian Regan's "Eye Exam" sketch as well as a doctor who outlines an eye exam to find the differences between a narrative and explanatory text and discuss our findings. We finished with a video about "How to Make a Good Story" and added to our list from the journal prompt.
Due: Signed Disclosure Documents; Venn-Diagrams
AUG 28th & 29th
Journal: "If you had ONE superpower, what would you choose and why?"
I can create a dynamic character.
We handed out the assignment sheet for our first essay, "Superhero Narrative Essay" along with the grading rubric. The final draft for A day is Sept. 16th and B day is Sept. 17th. After that we set up our writing notebooks into sections for our journal prompts, notes and rough drafting. We spent most of class pre-writing for the final narrative essay by answering a number of questions about ourselves in the scenario of having a superpower.
Due: Signed Disclosure Documents
AUG 30th & SEPT 3rd
Journal: "What is something that challenges you constantly? Describe it."
I can generate conflict in a story using personification.
We spent most of class time going through examples of what "personification" is. We did an activity personifying certain words with characters from movies that we think best embody them. We finished class be personifying our weakness for our Narrative Essay in order to make our villain. This included planning the physical appearance, name and abilities of the villain.
Due: Personification of your weakness with the above qualities (your villain).
SEPT 4th & 9th
Journal: "What does organization do for a story? Is it important? Why or why not?"
I can structure a story using a plot-line.
Our class reviewed the elements of a plot-line structure (exposition, hook, rising action, climax, falling action and resolution). We plotted movies and clips as well as musical compositions. Students finished by plotting their narrative essay on a plot-line.
Due: NOTHING!
SEPT 10th & 11th
Journal: "What does the word "role" mean when writing a paper? How does our "role" affect our writing?"
I can (a.) analyze audience and role and implement them in my writing, and (b.) identify and use metaphors and similes.
Class started with an activity where we told our stories to a partner based off our plot-line. We wrote down things we said but hadn't written yet on the plot. After that, we reviewed metaphor and simile and wrote some examples that we could use in our paper. We finished by analyzing through activities role and audience and how they affect our writing.
Due: Plot-Line of Narratives
SEPT 12th &13th
Writing Day. We had the Chrome Cart in class and utilized the time to get started on our Narrative Essays that are due next class period (16th and 17th).
Due: Role, Audience, and Purpose
SEPT 16th & 17th
Journal: "What went well while writing your essay? What didn't go so well?"
We introduced our first class book 12 Angry Men. We watched the trailer to the movie and filled out an Anticipation Guide that helped us understand the issues the book would address and we debated about them afterwards as a class.
Due: Final Drafts to Superhero Narrative Essay
SEPT 18th & 19th
Journal: "How do you know that an argument is not good (a poor argument)? Please include three examples."
Today we learned about logical fallacies. We took notes on a worksheet for a number of logical fallacies and examples of them so we could identify them in 12 Angry Men.
Due: Anticipation Guides