Irish Law's Virtual Classroom

Suspense Story Trailer

Suspense Story Trailer

Students will create a trailer for their Suspense Story. We will watch the trailers in class on 10/27 and we will vote for the top 5 stories of the class. These top 5 winners will read their stories to the class on HALLOWEEN and receive a prize!

The trailer can be animated, moving pictures, or with real people.

You can use iMovie, Powtoon, minimoviemakers.com

Requirements:

• Must be a minimum of 45 seconds and no longer than one minute.
• Must contain the title of the paper and the author’s name (your name).
• Must use music or voice over (you can use both) to enhance video.
• Must have a HOOK AND QUESTION that the audience wants answered (aka SUSPENSE).
• Music and images must be school appropriate.

Creative Presentation Options for Mythological and Legendary Character Research

Remember – all students will need to write their research summaries and myth or legend summaries. In addition, you will choose 1 of the following presentation options for your project.

Creative Element list (plus you can get your own idea cleared, too!)

Mythological and Legendary Figure or Creature Presentation

Mythological and Legendary Figure or Creature Presentation

1. Name of character:

2. At least 3 images of the character in different art media (paintings, sculpture, pottery, movies, etc.)

3. A short (100-150 words) description of, traits of, overview of the figure.

4. A short (100-150 words) summary of at least one of the major myths or folk tales in which your character was involved.

5. For Creatures:

• Its name and correct pronunciation
• Physical description
• Dwelling place
• How it was born or created
• Its habits
• Its special powers or qualities
• Myth(s) in which it appeared
• Relationship(s) to gods or goddesses
• Any other interesting facts or characteristics

6. 3 different credible sources used. Wikipedia cannot be a source. Google is not a source. Use easy bib to correctly cite your sources. No copy and pasting. You must paraphrase information for your sources to count. Plagiarized content will result in a 0 for this assignment. Sources may be cited on an index card and stapled to your written work, or may be written neatly on a sheet of paper.

Due Date T.B.A. Work will be presented in class. There will be a creative element to your work T.B.A. tomorrow.

10/14/16 Student Agenda – Please follow these instructions today.

Friday, 10/14/16 Student Agenda

Dear Students,

I apologize for being out today. My son is sick. Please keep this agenda sheet and use it for both classes today. Anything you don’t complete is homework.

Today’s substitute will be rating each class on a scale of 1-10 as well as declaring a winning class. Today’s winning class gets a mercy pass and an extra 10 points on their suspense story plot chart. Any class which scores below a 7 will earn a dictionary assignment and 3-5 days of independent work, depending on that class’s score. So, on that note – win. If your name is taken down by the sub for a behavior problem, you will get detention and parent contact. No discussion. If your name is mentioned as being awesome, you will get Dojo points.

All Reading Class Periods

1. Review all conflict types in your “Narrative Terms Notes” (INB Reading Section.)
2. Independent Reading Day! You should be well into book 3 now. Please make sure it’s a genre book! If you failed to bring your book today, you must choose one of mine to read all period. Return my book to the shelf @ the end of class.

• Use your reading time wisely. Next book and reflection due 10/21.
• Active reading means no side conversations, no staring blankly into space.
• You must answer today’s IR question before leaving using A.P.E. (#rememberHarambe) Your answer should be 4-6 sentences long. Keep your question in your INB for review/turn in on Monday.
  

  Which conflict has the biggest impact on the events and characters of your current book? Is this an internal or external conflict? Man vs. Man? Man vs. Nature? Please identify the conflict, its type, and how it majorly impacts everything and everyone in your book. Explain using evidence from your text.

  3. If you have already finished your book, you may work on your “Book of the Month To-Read List” (page 4 INB Reading Section) when you have completed today’s question. Ipads are allowed for this work, but can be taken away by the substitute if you are not on Destiny Quest or an approved book resource site. B.o.t.M. “To Read” lists will be grade checked Monday.

All ELA Class Periods

1. Period 2 and 6: Complete # 11 – 20 SAM Step 2 Group Practice. Period 5: Complete remaining “Grammar Ninja” Pronouns practice in your packet.
2. Refer back to the picture prompt you chose yesterday (both pictures are marked in the Harris Burdick book on the U table if you need to see them), your notes on writing suspense, and your blank narrative plot chart you created yesterday.
3. Brainstorm a suspenseful or scary story in response to one of your two picture prompts. Plan out your story on the plot chart you created. Create a place in your plot chart where you will attempt the suspense tricks you learned yesterday. Where will you create a question in your readers’ minds? Where will you slow down the moment of greatest intensity (and how?) Where will you create dramatic irony? Highlight these plans in YELLOW on your plot chart.
4. Begin writing your rough draft as soon as you’re ready! Plot charts, if not finished in class, are due for grading on Monday. We will use Monday as a writing day for your rough draft.

Narrative Elements PowerPoint

If you’re behind in your notes, please catch up HERE.. We’ll have a QUIZ tomorrow after completing our notes.

The Literary Dinner Party

Literary Dinner Party

Our Final Project of the Year: The Literary Dinner Party

Your last project of the year is one that will allow you to interpret freely and be creative in regard to the literature that we have studied this year. This project will be our final for ELA this year. We will hold a class dinner party complete with food, your own table decorations, and lofty, intellectual conversation on the day of your ELA final exam. Your written work will be due on the day of your ELA review for grading – all other work (including food) must be brought on your exam day. There are several steps to this project.

____1. Pick either an author whose work we have studied this year OR a character who appeared in one of the works we studied. You may also be able to – with teacher approval on a limited basis – select a well-known character or author of a novel from this grade level or above, but bear in mind that your character or author would have to be known by the majority of your classmates, or easy to introduce. This author or character should be one who has influenced you in some way – big or small. Your choice does not need to be someone who could be seen as a role model; he or she can be anyone who has led you to think more deeply about an idea or to feel more strongly about a subject. Villains are as welcome as protagonists! You will, however, need to be able to explain your choice clearly for your project write-up (see #5.) Once you have signed up, you cannot change your mind!

____2. Now comes the part where you get to create. Working as the artist Judy Chicago did in her multi-media piece The Dinner Party, you will create a place setting to represent the person you chose in #1. You should create a place mat and a plate that symbolically gives insight into your choice. Paper plates and place mats cut from paper may be used, but you can also get fancy and use real plates and place mats that you decorate in your own unique way. You may also create a cup and napkin if you so choose to add quality to your work (and potentially net more points.) These place settings should be your very best work and will be graded on effort and originality.

____3. Next, you should determine what food you will bring to the dinner party. Your food should also be representative of your chosen person. For example, if you are working with a character from the Hadley family, you might bring astronaut or dehydrated food – something futuristic. Make sure you bring enough for a table of 8 to sample. Please avoid big food allergens, i.e. peanuts, gluten, etc… or clearly label your food.

____4. Then, write complete, specific answers with evidence from your text P.E.E.C. style to each of the following belief questions FROM THE POINT OF VIEW OF YOUR CHOSEN PERSON. Make sure you give reasons for why your person believes the way he does. If a certain question doesn’t apply to your person, then you may omit it, but you’re limited to only 1 omission. You may type your questions and answers if you like; otherwise, write them very neatly and proofread your work.

• Why am I on this earth?
• Do I have free will or am I controlled by fate?
• What is love?
• Is a person inherently good? Bad? Both?
• How important is freedom to happiness?
• How important is money?
• What does it mean to be a man or a woman?
• What is friendship?
• What is family?
• Is there such a thing as evil?
• Is truth black and white? Can it change?
• What role should technology have in our lives?
• What’s our greatest power?
• How important are appearances?

____5. Now, do a write-up for the project. Include a section on why you chose your person, another section that details and explains the artistic choices you made on your place setting, and a last section on what significance your food has to your person. You may type your project write-up, or write it neatly in blue or black ink. Be sure to proofread/revise.

____6. Come to class on your ELA review day with your completed place setting, discussion questions, and write-up.

____7. Come to class on your ELA final exam day IN CHARACTER and BRING YOUR FOOD ITEMS! You need to dress as you feel your character would be dressed. Be prepared for dinner party discussion centered on “your” beliefs about the above questions (and other surprise questions) in the persona of your chosen person.  You will be at a table with 5-7 other students for your dinner party.

You will get two grades for this project. The belief questions and project write-up will count together as a major grade for the 6^th six weeks. Your place setting, participation during the table discussion during the dinner party (including the food you bring), dressing as your character, staying in character despite whatever ‘curve balls’ are thrown your way, etc…will be added into your written grade for a complete final exam grade for ELA. 

Student Agenda 5/13

Reading Agenda: Friday 5/13/16

1. Bell Ringer: Review/Recap chapters 1 – 17 with an illustration and 1 sentence caption/summary. Include also: What are your DI’s? What did you notice? What have you figured out? Groups are responsible for the following: Group 1 = chapters 1 and 2, Group 2 = chapters 3 and 4, Group 3 = chapters 5 and 6, Group 4 = chapters 7 and 8, Group 5 = chapters 9 and 10, Group 6 = chapter 11, Group 7 = chapter 12 Group 8 = chapter 13

*Keep your work for review on Monday.

• Chapter 4 : Will and Jim = the storm?, Mr. Tetley and Mr. Crosetti – what’s their problem
• Chapter 5: The Man in the Suit, Christmas in October, Cooger & Dark’s Pandemonium Shadow Show, The Most Beautiful Woman in the World
• Chapter 6: The Theater and TOTAL AGE INAPPROPRIATENESS (please stick with Monopoly for this), More differences between Jim and Will, CONFLICT
• Chapter 7: The Carnival Flyer, Freak Show, Timing
• Chapter 8: Secret Flyer, The Comfort of Family, Will is a threat?, Mr. Halloway =The Sound of Truth, Restless Mr. Halloway
• Chapter 9: Who is Jim Halloway?, Why Jim doesn’t want Kids, Mrs. Halloway, JIM’S DAD????!!
• Chapter 10: Mr. Fury and The Most Beautiful Woman in the World
• Chapter 11: The Carnival Arrives, Calliope Music Gone Wrong, There Goes Jim Again…
• Chapter 12: The Man in Black, The Silent Carnival, Something Wicked This Way Comes…
• Chapter 13: Charles Halloway and the Carnival, The Most Beautiful Woman in the World
• Chapter 14: 3 in the Morning…
• Chapter 15: Daytime Carnival, Miss Foley, Robert the Nephew, The Mirror Maze
• Chapter 16: Jim and the Mirror Maze, Jim’s scared….TOM FURY’S BAG
• Chapter 17: Further Down the Rabbit Hole…

2. Read and annotate Chapter 18

Homework

• SWTWC Read and Annotate through chapter 23 – DUE Monday!

ELA Agenda: Friday 5/13/16

Go!

1. Bell Ringer: None today
2. “Little Red Riding Hood and the Wolf” – SB 5.14 pg. 319 – 320

• Read and annotate for narrative poem elements – exposition, rising action, climax, dialogue, rhythm and rhyme, etc…
• This poem is a parody. Look up the definition of parody.
• As a group, select another classic fairy tale and turn it into a parody in narrative poem format! Model your length after the “Little Red” poem. 1 paper per group, please. Annotate for narrative poem elements and be prepared to share your work Monday!

3. If your group finishes early, please take advantage of this time to work on SWTWC reading and annotation through chapter 23, thanks.

Homework

SWTWC reading and annotating through chapter 23.

Rhetorical Appeals PowerPoint and Notes – due MONDAY 5/9

Rhetorical Appeals PowerPoint

Rhetorical Appeals Cornell Notes

There are 3 pages of notes to take – I recommend completing 1 page tonight, 1 tomorrow night, and the last page on Friday.

Please e-mail me any questions you might have, or come to tutorials on Friday morning!

We’ll be reviewing and working with the rhetorical appeals next week.

Weekly Blog 4/4 – 4/8

Topics:   SB Close Reading of Fiction Text – Novel Study of Tangerine Brush Strokes Grammar – Revising Sentences to Include Absolute Phrases, Appositive Phrases, Participle Phrases, Adjective Phrases Out-of-Order, and Active Verbs.
Goals:

·         Determine What’s Important in Fiction – annotate inferences, aha! moments, predictions, symbols, hints to theme and present findings in a student-led class discussion.

·         Revise & combine sentences using appositive, absolute, and participle phrases. Revise sentences to feature adjective phrases out-of-order to capture reader interest. Revise for ‘dead words,’ especially action/active verbs.

·         Complete a descriptive writing assessment utilizing all key concepts and phrases taught over the last 6 school days.

TEKS: 7.2, Fig19A,B,C,D,E,F, 7.6, 7.8, 7.14C, 7.19A, 7.26, 7.27
Assignment(s):

MONDAY

Reading

1. o.t.D. and What’s Going on in This Picture? Inferences
2. Independent Reading – complete Tangerine Part 1 Reading and DI annotation

 Reading Homework – Part 1 Kahoot Quiz and Part 1 annotation checks tomorrow!

ELA

1. Bell Ringer – 4 original absolute brush stroke sentences about spring
2. Appositive Brush Strokes – Review, whole class practice, partner practice of people and places
3. TURN IN ALL +1 REVISION ESSAYS – NO EXCEPTIONS

ELA Homework – none

TUESDAY

Reading

1. Word of the Day
2. Part 1 Kahoot Quiz over Tangerine Part 1 / Part 1 Annotation Checks (both are quiz grades)
3. SB pg. 191 “Wonders of the World” Double-Entry Journaling and “Paul’s Self-Concept” paragraph w/ text evidence and transitions.

Reading Homework – read “Monday, September 18^th” entry and annotate with 2 – 3 DI’s

ELA

1. Bell Ringer – Journal Entry (Creative Writing) – include 2 appositive sentences. Highlight BLUE
2. Painting with Participle Brush Strokes – whole class, partner descriptions of events and scenes from films.

ELA Homework –  none

WEDNESDAY

Reading

1. Word of the Day
2. Share “Wonders of the World – Paul’s Self-Concept” paragraphs for discussion credit.
3. Read and Annotate “Tuesday, September 19^th” and “Wednesday, September 20^th”
4. Exit Ticket – Summary of today’s reading using an absolute sentence, appositive sentence, or participle sentence. Highlight the appropriate color.

Reading Homework – none

ELA

1. Bell Ringer – Create original Participle Sentences
2. Adjectives Out-of-Order Brush Strokes – whole class, partner descriptions of images and scenes. Highlight red/pink

ELA Homework –   Nature Journal – sit outside and observe nature for 10 minutes. Write a journal entry describing something that you see using at least 2 of our brush stroke types. Highlight their appropriate colors.

THURSDAY

Reading

1. Word of the Day
2. SB pg. 186 – 187 “Film Connections” using Scott Smalls from “The Sandlot” and Paul Fisher from

Reading Homework – read both entries for “Friday, September 22^nd and annotate 2-3 DI’s for each entry

ELA

1. Bell Ringer – Journal Entry (Creative Writing) – include 2 adjectives-out-of-order sentences. Highlight BLUE
2. Painting with Active Verb Brush Strokes – whole class, partner descriptions of events and scenes from films. Highlight Purple

ELA Homework –  none

FRIDAY

Reading

1. Double-Entry Journal Response – quote from Tangerine
2. Word of the Day
3. Tangerine “Mr. Murrow’s” character study of any character – must incorporate all 5 of this week’s vocabulary words! – share!

Reading Homework – none

ELA

1. Bell Ringer – Create original Active Verb Sentences
2. Artist’s Brush Strokes Palette Assessment 1 – Action Image Descriptive Writing. Highlight Brush Strokes.

ELA Homework –   none

Sentence Combining Answer and Study Tips

Tonight: Study expository and grammar notes, practice on NoRedInk

Sentence Combining Championship #3

#1

• History books emphasize the English settlements at Jamestown in 1607 and Plymouth in 1620 as part of a major immigration pattern.
• The English settlements at Jamestown in 1607 and Plymouth in 1620 are emphasized in history books as part of a major immigration pattern.
• History books emphasize English settlements that were part of a major immigration pattern; the settlements were at Jamestown ……

#2

• But such emphasis may overlook a basic fact: three generations of Mexicans had put down roots in the desert southwest while the English were still anchoring their ships.
• But such emphasis may overlook the basic fact that three generations of Mexicans had put down roots in the desert southwest while the English were still anchoring their ships.
• While the English were still anchoring their ships, three generations….

#3

• America was still far from being a republic because a rich culture had been created by the Mexican descendants of the Toltecs, Aztecs, Mayans, and Spanish soldiers.
• America was still far from being a republic; a rich culture had been created by the Mexican descendants of the Toltecs, Aztecs, Mayans, and Spanish soldiers.
• ???

#4

• Mexicans were like the American Indian tribes; they welcomed Anglo visitations at first, but they later came to regret their decision as the Anglo intentions became increasingly clear.
• Mexicans were like the American Indian tribes who welcomed Anglo visitations at first but later came to regret their decision as Anglo intentions became increasingly clear.

#5

• When the Mexican-American War ended in 1848, Mexicans found themselves second-class citizens, living on foreign land that had once belonged to them.
• Mexicans became second-class citizens who found themselves living on foreign land which had once belonged to them as the Mexican-American War ended in 1848.

#6

• In exchange for paying $15 million, the United States received California, Texas, Colorado, Arizona, and parts of Utah and Nevada.

#7

• Many Mexican-Americans lost land that their families had owned for centuries because they did not understand the tax system and failed to file title claims.

#8

• Others were cheated by unscrupulous deed keepers who stole titles and failed to record them.

___________________________________________________________________________

Reminders for Tomorrow’s STAAR Writing Test

Good luck tomorrow! Remember:

⦁ The better you plan (4 square), the better your essay will be. Plan rough drafts with line limits. (3/10/10/3)

⦁ Give yourself 30-45 minutes to revise and edit. Remember – EVERYTHING rides on a strong, clear thesis.

⦁ When you think you’re ready for final copy, STOP AND ASK YOURSELF, “What revision steps did I focus on to get my last essay up a score point?” Go back and revise specifically for those steps!

⦁ Write small, use paragraph breaks but no line skipping, and PROOFREAD MANY TIMES before calling it done. 🙂