English I Honors had a work day today, spending most of the class period working with a partner on their latest Schaffer analytic paragraphs. We’ll be turning them in tomorrow during class.
English 8 students worked on finishing up chapter three of Nightjohn. Students worked on their during-reading work (an “It Says/I Say” graphic organizer) as well as the comprehension questions for chapter three and the motif work we’ve been doing over the last couple of days.
English 8 Studies: complete chapter three work as necessary.
English I Honors: complete the final draft of the characterization/character motivation piece on “Thank You, Ma’am.”
English I Honors students worked on their planning for their third Schaffer paragraph. We’ll be finishing up in class Monday, so make sure you are done with your regular planning and writing and just need to put the finishing touches and complete some editing. They also went to the book fair.
English 8 students worked on their regular Friday work and went to the book fair.
Journalism students took a break and played (or learned) chess.
English 8 Studies: none.
English I Honors: complete the first draft of your paragraph on “Thank You, Ma’am.”
English 8 students began looking at what a motif is (a repeating image or idea that appears throughout a literary work) as we began moving toward the question of what a theme is and how to determine it.
English I Honors students went through verbs today after going over the homework.
English 8 Studies: none.
English I Honors:
complete assessments on Moodle (see yesterday’s homework for a direct link);
English I students began working on their third topic in the short stories unit, this time on characterization. English 8 students, after some technical difficulties that I think I’ve finally solved, worked on their comprehension questions for Nightjohn after the article of the week.
These are notes that apply to everyone though not necessarily everyone did these things:
Never say “I think” or “I believe” in argumentative writing. It’s obvious you think that, else you wouldn’t say it. Saying “I think” is a way of soft-pedaling your argument, providing yourself an out if someone disagrees. “I think” is followed by the implicit “but I could be wrong.”
Avoid “you” in formal writing. Period. If you can’t think of a way to reword it, say “one.” In other words, instead of “you would think” write “one would think.” (That’s a terrible example, though: you could write “it appears” instead of both of them.)
English I Honors students worked on their quote integration skills with topics and quotes from “The Sniper,” a story we read earlier in the year.
Students worked on developing the skills necessary to selecting good passages to quote in support of a thesis and effective integration with one’s on writing. Afterward, they had final minutes to prepare for tomorrow’s group teaching efforts with the parts of speech project they have been working on.
English 8 students began Nightjohn and looked for evidence in Sarny’s words that indicate she is a slave. We’ll be using this tomorrow to explore voice and diction, determining what those words mean and how to analyze a piece of writing in those terms.
Journalism students worked on their articles and went on walkabout with me to take a look at how easy it is to find a topic for articles.