Write a compound-complex sentence with
- a compound predicate in a subordinate clause;
- a compound subject in an independent clause; and
- both a compound subject and compound predicate in either an independent or subordinate clause.
After going over the extensive phrase homework, which has excited students so much that it is with the greatest regret that they realize we could have done sentence diagramming proper this year,
English I Honors classes got to the summit of the sentence quest: sentence types.
Afterward, we worked to identify the name and function of every part of given sentences:
English 8 students continued working on the lit circles for The Diary of Anne Frank. Today is the last day for students to work on act 1 scene 2. The due-date schedule is below:
First period studied the first two types of sentences today, simple sentences, and compound sentences. We also did a PASS review assignment in preparation for the SCPASS test next week.
Fourth period finished up with the types of sentences today, learning about the last two types. Today, we learned about complex sentences and compound complex sentences, and then looked at some examples from the writing textbook.
Today second and seventh periods were working on point of view with the article they are reading in class and at home There Are No Children Here.
First period learned about clauses. Students learned about the two types of clauses, independent and dependent, and then looked at some practice exercises from the writing textbook.
Today, fourth period began with a PASS review, and then began our study of the types of sentences. Today, we covered the first two types of sentences, simple sentences and compound sentences. Tomorrow, we will finish up with types of sentences, learning about the last two types of sentences, complex and compound complex. Towards the beginning of class, students were also informed of the themes database that they are to work on. The database covers the themes we discussed in class yesterday, and will help students with their final project on Great Expectations.
Today second and seventh made a short summary about the little article that they are reading in class and at home the article is called There are no Children Here.
First and fourth periods began preparing to read Great Expectations, our next novel. We read an excerpt from chapter 1, and learned the two types of sentences that Charles Dickens, the author of Great Expectations, likes to use the most. This week, students will begin to read chapters 1-10 of Great Expectations after books are issued to students later this week. Students who wish to get ahead may begin reading using the free online copy provided on the Moodle site.
Today in second and seventh they worked on decisions and they also worked on how to decide if the decisions were important on the pictures.
Write a compound-complex sentence with
First and fifth periods went through their presentations for Mary Todd Lincoln. Students presented their findings and then evaluated other groups’ presentations.
Second and fourth periods worked on sentence types (simple, compound, complex, compound-complex) after going over yesterday’s homework and having a short quiz on chapter two. Notes for the day are available here.
First period continued with “Flowers for Algernon.” We presented the sketches students prepared yesterday and began watching a bit of the film Charly in pursuit of the answer to our Essential Question: “How does a story’s medium affect the point of view?”
Second period continued with Great Exectations. We began as usual with sentence work:
Afterward, we continued looking at the same motifs we’ve been examining throughout the novel.
Sixth period started with a fire drill before looking at symbolism in The Giver.
Seventh period worked on incorporating concerns about audience and purpose into a second draft of their report.
First period began with a vocabulary starter, using the verb “obscure” in a sentence. Example sentences included:
Afterward, we continued working on “Flowers for Algernon,” focusing on inferring.
Second and fourth period continued with Great Expectations, looking at the EQ, “How does a Dickens novel reflect the Victorian Period in England?” We began with an examination of the first two sentences in chapter ten:
The bulk of the class was spent looking at the motifs we will examine throughout the book.
Sixth period continued with The Giver, working to extrapolate details about the setting from the things that strike us odd in the initial chapters. We used the “Inferring about Setting from Initial Strangeness Graphic Organizer (Ch1-3)” materials to help.
Seventh period looked at the question of audience and purpose in writing. We examined how they’re connected and how one often influences the other. We then applied it to our current writing project.
We’ll be applying this information tomorrow to write a second draft.
First and sixth periods finished working on their political cartoon projects.
Second and fourth periods worked through the first chapter of Great Expectations.
Seventh period worked on their writing project for Monsters.
All classes attended the book fair. Pictures are available here.
First and sixth periods created a rubric for the quick two-day political cartoon project we’ll be working on during the next two days.
Second and fourth periods, after having internet problems, switched from the planned start of the Great Expectations unit and did some more work with clauses and sentence types.
Seventh period went over clustering in preparation for a small writing project based on what we just read.
First and sixth periods started a short unit on reading a political cartoon. We looked at several today and discussed the main strategies cartoonists use in creating such cartoons.
Second and fourth periods continued working on sentence types.
Seventh period, due to the activity next door installing a new Promethean board and the activity soon to be in our room, helped me rearrange the room in preparation for the installation of a Promethean board in my room: there was little point trying to do anything else with all the wonderfully productive noise and activity.
First and sixth periods had their tests on Diary of Anne Frank today. I’ll have them graded and ready for review on Monday.
Second and fourth periods continued working with clauses, following through on our new plan to alternate grammar and Lord of the Flies for a while to give us some breathing room.
Seventh period completed vocab and went over summarizing strategies in anticipation of our drama unit.
First period read in class for the most part: many students were out finishing up their MAP testing from earlier in the year, so I decided not to go further without them.
Second and sixth periods began a new story, “Tears of Autumn.” It’s a challenging story about a young Japanese woman heading to America for an arranged marriage. We use it to look at two things:
Fourth period continued working on sentence types. We’ll start Dickens tomorrow.
Second and sixth periods finished “Raymond’s Run,” a story students generally enjoy.
First period continued with The Giver. We’ll begin working on symbolism tomorrow.
First and seventh periods worked on The Glory Field‘s fourth part, “April 1964.” The main character has just been offered an opportunity to be the first African American student at a local college. Myers makes reference to Marian Anderson, so we watched her historic performance in 1939 (available by clicking her name above).
Second period began a short science fiction story. We’ll be comparing it to The Giver to determine what some of the elements of good science fiction are.
Fourth period finished up (“Finally!” everyone’s saying.) sentence types. We’ll have a test on it later, and there will be an element on the research project rubric dealing with sentence types.