Tuesday, September 30, 2014

All Boys, All Blogged: October 1, 2014

Focus: How can the film version help you understand something new about Of Mice and Men?

PLC: Shortened Class



Henry, usually the happiest person in America, was not so happy last night.  He has a raging ear infection and a fever of 103, so as much as I miss you all, I need to stay home and just be his mama today.  You get to watch the film version today because I'd like to be in class when you're actually writing the paragraph of response.

1. Warming up: As you watch the film version, I'd like you to keep the questions below in mind.  At the end of today's class, you will send me an e-mail in which you respond briefly to each question:

How is the opening scene in the film different from the opening scene in the book?
Are the characters in the film the way you pictured them when reading the book? Why or why not?
Is the film helping you understand anything a little better about the book?  Explain.

2. Viewing the film (with the critical eye of a good reader)

3. Sending me an e-mail responding to the questions above

HW:
1. Please complete the new assignment ("Quote Transitions") on www.noredink.com before class tomorrow.

2. Look over the three quotations you plan to use in your paragraph in response (aka, last night's homework).  For each quotation, please type a sentence or two that leads into the quote by offering a little background information that helps the reader understand the quotation. What has just happened in the book when this quote takes place?  If it's a quote said aloud, who said it and to whom?

Ex: After Carson takes Candy's dog outside and kills him, Candy sadly admits to George, "I ought to have shot that dog myself."

3. Independent reading (bring your book to class on Friday).

All Boys, All Blogged: September 30, 2014

Focus: How can we deepen our understanding of Steinbeck's themes through writing?

1. Warming up: Celebrating a few fantastic thesis statements

GriffinESeptember 29, 2014 at 7:19 AM
  1. Both Steinbeck and Hughes agree that dreams are in our everyday lives, but Steinbeck thinks that dreams are a good thing to have even if they will never be achieved, while Hughes suggests that dreams are something that need to be achieved or else they are worth nothing.
    ReplyDelete
  2. Both Steinbeck and Burns agree that dreams are a good thing to aim at but Steinbeck thinks that dreams are not possible to achieve while Burns thinks its possible but you need some luck or blessing to achieve them.

  3. Both Steinbeck and Hughes agree that everyone has dreams and some can let you down, but Steinbeck thinks dreams are there to have something as motivation, while Hughes believes that dreams can make people crazy if not completed.

2. Using the Ms. Leclaire three-step process to writing the thesis statement:

Please write out these steps on your summary-response document.

Step 1: Find your best annotation/journal entry about the topic you've chosen.

Step 2: How does Steinbeck use this topic (power, women, etc) to make an argument about a bigger idea?

Step 3: Based on Steps 1 and 2, what is Steinbeck telling us about human nature or society?


3. Writing your thesis by drawing together the steps above

Sample successful thesis statements from the last few years:

The rabbit's disappearance in John Steinbeck's Of Mice and Men represents how easily human weakness destroys dreams.

In John Steinbeck's Of Mice and Men, Candy's missing hand is a symbol of the incomplete, deficient life of the migrant worker during the Great Depression.

In Of Mice and Men by John Steinbeck, Lennie is an eloquent example of how someone's past dictates whether they will prevail or fail in adverse situations.

John Steinbeck in Of Mice and Men illustrates that even in the Great Depression, trust, understanding, and love are the source of true power.

4. Composing your summary

HW:
1. Finish composing your paragraph of summary and your rough thesis statement.  They need to be ready to go for editing first thing tomorrow.

2. Find three specific quotations from the text (use those annotations and journal entries) that support your thesis.  List them, along with their page numbers, right on your summary-response document.

3. Independent reading

Monday, September 29, 2014

All Boys, All Blogged: September 29, 2014

Focus: Is it good to have dreams, even if we don't achieve them?

1. Warming up: Considering your own dreams...

Describe a few genuine dreams you have for yourself within the next ten years.  College? Career? House? Family? Sports? Hobbies?

What would it specifically take between now and then for you to achieve those dreams? In other words, list the steps that need to happen in order to make those dreams come true.

What specific obstacles might stand in the way of achieving those dreams?

If you never achieve those dreams, is it still good to have those dreams?  Explain your thinking.  


2. Reading together Langston Hughes's "'Dreams"

Thinking about diction: Which verbs are the most powerful ones?  What are their connotations?

Thinking about figurative language: What does Hughes compare dreams to?  How are dreams like these things?

Thinking about theme: How might Hughes respond to our focus question of the day?

Thinking about synthesis: Would Steinbeck agree with Hughes?


3. Analyzing Mary Oliver's and Robert Burns's poems in small groups

4. Synthesizing the poets' ideas about dreams with Steinbeck's:

Both Steinbeck and _____________ (poet of your choice) agree that dreams ________________, but Steinbeck thinks that dreams are ______________________ while __________________ (poet) suggests that dreams are __________________.

HW: 
1. Read the overview of the summary-response essay and the list of possible topics, linked HERE.

2. Start a Google doc called "___________ (your last name) Summary Response", and put that doc in your Of Mice and Men folder so that it's shared with me.

3. Copy and paste the topic you've chosen directly into the document and spend ten minutes brainstorming ideas about what you might write about.

4. Independent reading.

Friday, September 26, 2014

All Boys, All Blogged: September 26, 2014

Focus: How can we improve your grammar, your grades, and understanding of Steinbeck's themes?

Please turn in your Of Mice and Men reading journals or have your annotated book out on your desk.  Also, remember that today is the deadline for make-up work.

1. Warming up with subject-verb agreement: Take the Subject-Verb Agreement, Part 2 quiz on www.noredink.com

2. Improving your grade with retaking any quizzes that threw you for a loop

3. Independent reading

4. Discussing the ending of Of Mice and Men

Topic 1: In each chapter, what foreshadowing of Lennie's death does Steinbeck offer us?

Topic 2: Why does George kill Lennie? Are you okay with this?

Topic 3: What do you think about Steinbeck is trying to teach us about dreams?

HW:
1. You have exactly two more weeks to complete your independent reading book (and we will be starting The Kite Runner soon, which will bring about heavier reading assignments).

2. Keep your laptops charged, men!  You will be typing like maniacs next week.

3. Show up on time for your conference.  If you've already had your conference, remember to do the following by Monday:

  • Set one concrete reading goal and one concrete writing goal that can be accomplished by March.
  • E-mail me these two goals.
  • Copy the e-mail to your parents/stepparents/guardians to keep them in the loop.

Thursday, September 25, 2014

All Boys, All Blogged: September 25, 2014

Focus: How does Of Mice and Men end, and what does it all mean?

1. Warming up with some tricky ACT subject-verb agreement

  • For the ACT exercises, first cross off any phrases that distract us from finding the subject.  
  • Then, try to isolate the subject.
  • Lastly, figure out which verb fits that subject.


2. Perusing some of your symbolic thoughts on the blog...

The death of Curley's wife symbolizes the death of a dream. Because when she died, so did any hope of her going to Hollywood. and any chance of George and Lennie getting a little plot of land.

The puppy that Lennie kills in Chapter 5 symbolizes the ending of the dream that Candy, Lennie, and George always talked about because there is no longer a way that Lennie can be normal and not be a problem. Everything he touches breaks, literally.

3. Reading the first page of Chapter 1 and the first page of Chapter 6 with a symbolic focus

What specific things have disappeared or changed from Chapter 1?
What has been added to Chapter 6 that wasn't present in Chapter 1?
WHAT DOES IT ALL MEAN??!!!

4. Acting out the final chapter and discussing it in small groups

HW:
1. Study for tomorrow's quiz on subject-verb agreement, along with studying for any other grammar quizzes they'd like to retake.

2. Finish your Chapter 6 journal entry/annotations if you did not finish in class; I WILL BE COLLECTING YOUR JOURNALS AND CHECKING YOUR ANNOTATIONS TOMORROW IN CLASS.

3. Tomorrow is the end of 6 weeks; if you have any make-up work or revisions to complete, please do so before then.  Also, if you'd like to retake any grammar quizzes, you can do so on Friday during class.

4. Bring your independent reading book to class tomorrow.

Wednesday, September 24, 2014

All Boys, All Blogged: September 24, 2014

Focus: What do the objects and events in Chapter 4 and 5 symbolize?

1. Warming up with some of the smart things you said about cyclical structure

In Of Mice and Men, Steinbeck uses the cyclical structure of Chapter 4 to illustrate the hope and dreamer that is inside of all of these men including Crooks.

In Of Mice and Men, Steinbeck uses the cyclical structure of Chapter 4 to illustrate how difficult it was for a black man, even with an opportunity or a little hope, to have friends, live well, and start a life of his own.

In Of Mice and Men, Steinbeck uses the cyclical structure of Chapter 4 to illustrate the hopelessness of Crooks because he starts alone, gets a glimpse of a better life, and then he is back alone.

In Of Mice and Men, Steinbeck uses the cyclical structure of Chapter 4 to illustrate how easily power seems to come, yet most of the time the amount of power never actually changes.

Follow up questions: 

Based on Chapter 4, what prediction would you make for George, Lennie, and Candy in terms of their chance of achieving the dream? Why?

2. Recapping the beginning of Chapter 5

  • Reread pages 88 and 89.  
  • Which details contradict our previous impressions of her as a bully?
  • Why do you think Steinbeck offers us this information about Curley's wife?


3. Acting out the rest of Chapter 5 and completing your Chapter 5 reading journal

Thesis of the day: 

The puppy that Lennie kills in Chapter 5 symbolizes ______________ because _____________.

OR

The death of Curley's wife symbolizes ________________ because _______________.


4. Trying out Subject-Verb Agreement, Part 2 on www.noredink.com

HW:
1. Please finish Subject-Verb Agreement, Part 2 tonight.

2. Finish your Chapter 5 journal entry/annotations if you did not finish in class.

3. Friday, September 26 is the end of 6 weeks; if you have any make-up work or revisions to complete, please do so before then.  Also, if you'd like to retake any grammar quizzes, you can do so on Friday during class.

Tuesday, September 23, 2014

All Boys, All Blogged: September 23, 2014

Focus: What does the structure of Chapter 4 suggest about power?

1. Meeting with the counselors in the Forum

2. Finishing Chapter 4 together with a staging focus on power, weakness, and bullying

While reading...

  • Which characters start the scene powerless? What do they have in common?  How can we stage them to symbolize power and weakness?
  • Which characters gain power as the scene goes on?  
  • Which characters lose power as the scene ends?  

After reading...
  • What do Curley and Curley's wife, our two big bullies, have in common? Do you feel sorry for them?
  • Try out the cyclical structure chart.
  • What does the structure of this scene suggest about the power and weakness of the dream?


Thesis of the day: In Of Mice and Men, Steinbeck uses ________________ (bully's name) to illustrate how bullies want ___________________ but end up ________________________.

OR

Extra challenge: In Of Mice and Men, Steinbeck uses the cyclical structure of Chapter 4 to illustrate _______________________________.

OR

Extra extra challenge: In Of Mice and Men, Steinbeck uses ___________________ (pick one of the character's defects, like Candy's hands, or Crooks' back, or Lennie's mental disability) to symbolize ___________________________.

HW:
1. Please read to the bottom of page 90 and start working on your reading journal/annotations (I'd say compose at least two).

2. Remember that this Friday, September 26, is the end of 6 weeks; if you have any make up work or revised assignments that you'd like to get credit on, you must submit it by 11:00 am on that Friday at the latest.

Monday, September 22, 2014

All Boys, All Blogged: September 22, 2014

Focus: What is Steinbeck suggesting about power, weakness, and bullying in Chapter 4?

1. Warming up: Reading an article about a racist bully in the 7th grade

  • What causes her to be a racist and a bully?
  • What are the effects of her racism and bullying?


2. Acting out Chapter 4 together with a staging focus on power, weakness, and bullying

While reading...

  • Which characters start the scene powerless? What do they have in common?  How can we stage them to symbolize power and weakness?
  • Which characters gain power as the scene goes on?  How can we stage this?
  • Which characters lose power as the scene ends?  How can we stage this?

After reading...
  • What do Curley and Curley's wife, our two big bullies, have in common?
  • Try out the cyclical structure chart.
  • What does the structure of this scene suggest about the power and weakness of the dream?


Thesis of the day: In Of Mice and Men, Steinbeck uses ________________ (bully's name) to illustrate how bullies want ___________________ but end up ________________________.

OR

Extra challenge: In Of Mice and Men, Steinbeck uses the cyclical structure of Chapter 4 to illustrate _______________________________.

OR

Extra extra challenge: In Of Mice and Men, Steinbeck uses ___________________ (pick one of the character's defects, like Candy's hands, or Crooks' back, or Lennie's mental disability) to symbolize ___________________________.

HW:
1. Please complete your reading journal or five annotations for Chapter 4 if you did not finish in class.

2. MEET IN THE FORUM TOMORROW.

2. Remember that next Friday, September 26, is the end of 6 weeks; if you have any make up work or revised assignments that you'd like to get credit on, you must submit it by 11:00 am on that Friday at the latest.

Friday, September 19, 2014

All Boys, All Blogged: September 19, 2014

Focus: How can we improve as readers and writers?

1. Visiting the magical land of subject-verb agreement; make yourself an "is" card and an "are" card
  • Here is/are the books you ordered.  
  • The Broncos and Andrew is/are going to the movies.
  • Either the Broncos or Andrew is/are going to the movies.
  • Neither the Broncos nor Andrew is/are going to the movies.
  • In case you're wondering, the kittens, the stickers, and the marker is/are under the couch.
  • In case you're wondering, the kittens, the stickers, or the marker is/are under the couch.
  • Here is/are my class of brilliant boys. They are gentlemen and scholars.

2. Taking the subject-verb agreement quiz at www.noredink.com

3. Independent reading (3 weeks left to finish your book)

4. Staging the different parts of Chapter 3 to illustrate power and weakness; finishing Chapter 3 together

Thesis of the day: In Of Mice and Men, Steinbeck uses ________________ (bully's name) to illustrate how bullies want ___________________ but end up ________________________.

HW:
1. Independent reading

2. Remember that next Friday, September 26, is the end of 6 weeks; if you have any make up work or revised assignments that you'd like to get credit on, you must submit it by 11:00 am on that Friday at the latest.

Thursday, September 18, 2014

All Boys, All Blogged: September 18, 2014

Focus: What's the relationship between power, weakness, and bullying?

1. Warming up: Ranking your thesis statements

Is it clear?  (Beautifully worded and easy to understand)
0     1     2     3     4     5

Is it specific? (Mentions title and/or author and goes into sufficient detail)
0     1     2     3     4     5

Is it debatable? (Makes a true argument instead of just summarizing plot)
0     1     2     3     4     5

Is it provable? (Easily supported by evidence from the text)
0     1     2     3     4     5


2. Reading together a story about bullying; discussing why people bully and what your experiences have been with this

3. Staging the different parts of Chapter 3 to illustrate power and weakness; finishing Chapter 3 together

Thesis of the day: In Of Mice and Men, Steinbeck uses ________________ (bully's name) to illustrate how bullies want ___________________ but end up ________________________.

Please turn in your reading journals.

4. Visiting the magical land of subject-verb agreement; make yourself an "is" card and an "are" card


  • Here is/are the books you ordered.  
  • The Broncos and Andrew is/are going to the movies.
  • Either the Broncos or Andrew is/are going to the movies.
  • Neither the Broncos nor Andrew is/are going to the movies.
  • In case you're wondering, the kittens, the stickers, and the marker is/are under the couch.
  • In case you're wondering, the kittens, the stickers, or the marker is/are under the couch.
  • Here is/are my class of brilliant boys. They are gentlemen and scholars.
HW:
1. Please study for tomorrow's quiz on subject-verb agreement.

2. Bring your independent reading book to class (also, if you have been annotating instead of keeping a reading journal, please bring your annotated book to class tomorrow so that I can assess it during reading time).




Wednesday, September 17, 2014

All Boys, All Blogged: September 17, 2014

Focus: Who has power on the ranch, and who doesn't?  What determines power?

1. Warming up: Trying out an AHS power hierarchy

2. Developing a ranch hierarchy: Which characters seem to have the most power, and which ones have the least?  What determines power on the ranch?

George, Lennie, the boss, Candy (the old swamper), Carlson, Slim, Curley (the boss's son), Curely's wife, the stable buck

Trying out today's thesis statement on the blog:

On the ranch in Of Mice and Men, characters demonstrate/achieve power by _________________________, but they demonstrate/reveal weakness by ___________________.

3. Staging and acting out the big fight scene in Chapter 3 with a focus on power and weakness

4. Finishing your journal entry/annotations for the second half of Chapter 3

HW:
1. Please finish reading Chapter 3 (if we did not finish in class) and complete your journal entry or annotations; remember that you need a complete page or five annotations for the second half of Chapter 3.

2. Use www.noredink.com to complete the assignment, "Subject-Verb Agreement, Part 1" before class tomorrow.  Come prepared with questions about anything that's confusing you.

3. Independent reading.

Tuesday, September 16, 2014

All Boys, All Blogged: September 16, 2014

Focus: How does Steinbeck characterize George, Lennie, and the minor characters?

1. Warming up: As you walk in, grab one card from the Lennie box and one card from the George box (if you get a card that just has a name on it, toss it back)

Listening to the Lennies and the Georges and drawing a few larger conclusions on the blog:

Steinbeck develops George as a character who ______________ but also _________________.
Steinbeck develops Lennie as a character who ______________ but also _________________.

As we perform Chapter 2 today, try to add one observation of George or Lennie in Chapter 2 (and a quotation to back it up) that relates to the Chapter 1 observation and quotation on the card.

For example: If the card has an observation and quotation about Lennie's motivation, try to find something in Chapter 2 that deepens or reinforces your understanding of Lennie's motivation.


2. Performing the second half of Chapter 2 together

3. Developing a ranch hierarchy: Which characters seem to have the most power, and which ones have the least?  What determines power on the ranch?

George, Lennie, the boss, Candy (the old swamper), Carlson, Slim, Curley (the boss's son), Curely's wife, the stable buck

Trying out one more thesis statement on the blog:

On the ranch in Of Mice and Men, characters demonstrate/achieve power by _________________________, but they demonstrate weakness by ____________________.

4. Listening to the opening of Chapter 3 together

HW:
1. Please read through the bottom of page 48 and fill out an entire side of a reading journal or five annotations for this portion of Chapter 3.

2. Independent reading.

Monday, September 15, 2014

All Boys, All Blogged: September 15, 2014

Focus: What can we infer about George's and Lennie's journeys as characters?

1. Warming up with happy Monday journaling: One immediate thing to look forward to, one far off thing to look forward to


2. Developing character hero cards for George and Lennie with a partner

For each card (except Card 1), provide one specific quotation from Chapter 1 of Of Mice and Men that clearly demonstrates your argument.

Card 1: Full name of the character
Card 2: This character's dominant outward quality (something you can see just by observing him)
Card 3: This character's dominant inward quality (something you figure out about him once you get to know him a bit)
Card 4: This character's goal (What does he want?)
Card 5: This character's motivation (Why does he want it?)
Card 6: What's at stake for this character? (What does he have to lose?)
Card 7: This character's flaw or need
Card 8: The source of this flaw or need (Where does it come from/what's causing it?)
Card 9: The effect this flaw/need might have on the character's ability to reach his goal

Please have out your reading journals or annotations so that I check them off during class.

3. Swapping partners so that "Georges" and "Lennies" can compare cards

4. Trying out character thesis statements together on the board

Steinbeck develops George as a character who ______________ but also _________________.
Steinbeck develops Lennie as a character who ______________ but also _________________.

Which of your cards/quotations would best support each thesis?

Please place your cards in the appropriate George and Lennie bags.  
Calling all artists: Can you please decorate the outside of these bags to reflect the characters?

5. Starting Chapter 2 together

HW:
1. Please finish reading Chapter 2; complete a new journal entry or 5 new annotations.

2. Independent reading.

Friday, September 12, 2014

All Boys, All Blogged: September 12, 2014

Pep assembly: Shortened Class

Focus: How can we become better readers (and grammarians)?

1. Reviewing the wonderful world of apostrophes and taking your quiz: www.noredink.com

2. Relaxing into the world of independent reading

Note: At 7:55, you may switch from your independent reading book to Of Mice and Men if you wish, and you are welcome to work on your reading journal/annotations at this time.


HW:
1. Please finish reading Chapter 1 in Of Mice and Men; complete either a full page in your reading journal or complete five annotations if you're not using the reading journal.

2. Independent reading

3. Have a safe and fun Homecoming weekend!

Thursday, September 11, 2014

All Boys, All Blogged: September 11, 2014

Focus: What background knowledge helps us understand the Chapter 1 of Of Mice and Men?

1. Warming up: Sharing my 9-11 story with you

2. Troubleshooting your apostrophe issues

Student-teacher partners

Teach your partner the difference between the following pairs...

Elsa and Ana's parents

Elsa's and Ana's parents


The student's shoes

The students' shoes


Waitresses
Waitresses'

Jones
The Joneses
The Jones's

Why do I need an apostrophe when I write '70s, but I don't need one when I write 1970s?

3. Synthesizing your inferences, questions, and research about the Great Depression

Social/Public Life  vs. Family/Private Life

4. Entering Steinbeck's world: Reading Chapter 1 together with background information, questions, and inferences about possible symbols

HW:
1. Please finish reading Chapter 1 in Of Mice and Men; complete either a full page in your reading journal or complete five annotations if you're not using the reading journal.

2. Study for tomorrow's quiz on apostrophes.

3. Bring your independent reading book to class tomorrow.

Wednesday, September 10, 2014

All Boys, All Blogged: September 10, 2014

PLC: Shortened Class

Focus: What background information do we need build before we start Of Mice and Men?

1. Warming up with photos from the Great Depression

Browse through photographs in each of the categories, examining them closely (boot camp style).

On today's class blog, please post the following:

  • Three observations/inferences you can make about the Great Depression based on these photos.  Describe which photo specifically led you to each observation/question and how.
  • Three questions that these photos raise about the Great Depression.  What do you want or need to know?


2. Offering you two reading options for Of Mice and Men: The journal vs. annotations

The journal: Please fill out one side per chapter.

Annotations: Please include at least five per chapter.




3. Improving your mastery of the English language: Apostrophes, Part 2 (www.noredink.com)

HW:
1. Finish Apostrophes, Part 2 if you did not finish in class.

2. Pick one question from today's class blog, perform a little research on the Great Depression, and answer the question right on the blog (reply directly to the comment you're addressing). I've included some good websites below to help you streamline your research.

http://www.history.com/topics/great-depression
http://history1900s.about.com/od/1930s/p/greatdepression.htm
http://www.gwu.edu/~erpapers/teachinger/glossary/great-depression.cfm
http://www.pbs.org/wgbh/americanexperience/features/general-article/dustbowl-great-depression/

Tuesday, September 9, 2014

All Boys, All Blogged: September 9, 2014

Focus: What writing skills are you bringing to the table?

1. Warming up with a quick recap of your old Greek friends, Daedalus and Icarus

2. Understanding the rationale behind the sophomore writing pre-assessment and taking it


Please create a new Google doc that has your last name and "Writing Pre-Assessment" in the title.

Share it with me immediately at kleclaire@lps.k12.co.us


HW:
1. Independent reading (one month left to finish your book).

2. If you have your own copy of Of Mice and Men, start bringing it to class tomorrow.

Monday, September 8, 2014

All Boys, All Blogged: September 8, 2014

Focus: How have our reading strategies grown over the past three weeks?

1. Warming up with a quick analysis of Batman Begins and a time in which you faced your fear

The short movie clip from Batman Begins is linked HERE.

a. The visual: Important images, colors, movements, postures, clothes, facial expressions, etc.

b. The music: How would you describe it? What tone does it help create?
c. The voices: What words are spoken out loud?  Why are they important?
d. The central character: What can we infer about him and how?

2. Returning to your Reading Boot Camp tests and trying to improve upon some of your reading skills

"Roll Away Your Stone"

Visa Commercial

3. Turning in your post-tests and your reading journals on Batman Begins

HW: 
1. Please finish your Reading Boot Camp post-test if you did not finish in class.

2. Independent reading (remember that books must be finished by Oct 10, which is one month).

Friday, September 5, 2014

All Boys, All Blogged: September 5, 2014

Focus: How can we become better readers (and grammarians)?

1. Testing your mastery of apostrophes: Taking Quiz: Apostrophes, Part 1 on www.noredink.com

Important:

  • The first answer you submit will determine whether your answer is marked correct or incorrect.
  • Once you have completed the quiz, please go back through your incorrect answers and rework them until you come to the right answer and you understand why it's the right answer.
  • Quizzes will go in the "Growth" category; once a month, you will have a cumulative test that will go in the "Mastery" category.


2. Relaxing into the world of independent reading

3. Finishing yesterday's activity on analyzing commercials; applying those same skills to analyzing a film clip (click HERE for a new reading journal)

HW: 
1. Independent reading

2. Please watch the short movie clip from Batman Begins linked HERE; fill in at least one side of the reading journal to unravel the layers of this clip.  Here a few things to keep an eye (and ear) out for:

a. The visual: Important images, colors, movements, postures, clothes, facial expressions, etc.
b. The music: How would you describe it? What tone does it help create?
c. The voices: What words are spoken out loud?  Why are they important?
d. The central character: What can we infer about him and how?


Thursday, September 4, 2014

All Boys, All Blogged: September 4, 2014

Focus: How do we "read" commercials?

1. The results are in!  Revisiting a few items from NoRedInk that daunted you...

2. Manipulating your customer with color

In advertising, what emotions do you think the following colors are meant to evoke?  Try to think of a brand that utilizes each of these colors in their ads:
Red
Green
Blue
Purple
Black
Yellow
Orange
Pink
Brown

3. Analyzing the complex little worlds of commercials

Please click HERE for the reading journal and dedicate one row to each of the following "layers":

Layer 1: The visual (What images do you see?)

Layer 2: The music (What kind of music/background noise do you hear?)

Layer 3: The voiceover (What words are being spoken? What kind of voice is speaking them?)

Layer 4: The text (What words appear on screen? Does this commercial have a slogan?)

Layer 5: The product (What is being advertised? To whom? What aspects of this product are being emphasized in this commercial?)


4. Trying out our newfound skills with your favorite commercials

HW:
1.  Prepare for your mini apostrophe QUIZ tomorrow by revising yesterday's assignment.

2. Bring your independent reading book to class tomorrow.

3. If you're planning on purchasing your own copy of Of Mice and Men, you will need it next Monday.


Wednesday, September 3, 2014

All Boys, All Blogged: September 3, 2014

Focus: How does building background knowledge help us understand a tough story?

1. Warm-up: Sharing research with partners

  • What did you learn?
  • Which parts of the story did it help you understand?
  • What larger understanding of the story does it help create?


2. Finishing "bigger picture" statements and posting the best of the best on the blog

3. Introducing you to the world of noredink.com

  • Setting up your accounts: Our class code is 7ckhedcd
  • Playing around on the website
  • Time to start your first assignment: Apostrophes 1


HW:
1. Find your favorite commercial (that's appropriate for class) and "bring" it class tomorrow; in other words, be prepared to quickly pull it up on youtube. 

2. Start working on your first NoRedInk assignment (Apostrophes 1), which is due Thursday (tomorrow!); the QUIZ is on Friday.

3. Bring your independent reading book to class on Friday.

4. If you're planning on purchasing your own copy of Of Mice and Men, you will need it next Monday.

Tuesday, September 2, 2014

All Boys, All Blogged: September 2, 2014

Focus: How can reading strategies help you understand a tricky text?

1. Warming up: With your "I Like People" group, share some of your best questions from "The Yellowpaper" and try to answer them; remember to jot down some notes on your grid

2. Sharing with the large group your best question and the best comment you had in your group

3. Returning your green reading charts from the Auden poem and explaining grades

4. Practicing a little more with asking great questions
  • Modeling a sample page from the middle
  • Trying it out with the second half of the story

5. Activating your background knowledge

  • What should we research?
    • The rest cure
    • Weir Mitchell
    • Charlotte Perkins Gilman
    • Postpartum depression
    • Anything else?
  • How does our research help inform our understanding of "The Yellow Wallpaper"? Select ONE topic to research, then find at least THREE places in the story that your research helps you understand.  In the margins, explain what new understanding you've achieved thanks to this research.


HW:
1. Finish today's research activity (see directions right above in blue).

2. Independent reading.