Writing 1 Class Notes -- Week 2 (Sept. 10)

 Greetings!

We had a great class yesterday.  These students are coming in with a readiness to learn and are encouraging a positive perspective for one another.

Our Quick Write today was from the National Days Calendar.  Yesterday was National Swap Ideas Day, in which people are encouraged to share their ideas and creativity with one another.  I asked them to write about any big, outside-the-box ideas they've done or had.  They could also write about whether or not they are creative.  I've just finished reading their Quick Writes, and this class has a wonderful variety of creative and practical students!

This week students handed in their first paper assignment of the year, their Descriptive Essay Rough Drafts.  I'm looking forward to reading them.  My procedure with student papers is to go through and correct them after they're handed in and then hand them back the next week.  Students are to take that following week to make revisions.  

Last week for the Literature portion of the class, we started Animal Farm with an  introduction and a quiz on Google Classroom.  Before they start reading the book, I would like them to write a short response to the question, "What makes a good leader?"  (This assignment is attached to this email  and on Google Classroom.)  For next week, they also need to give a short response to a discussion question and 3 Reader Responses.  We talked in class about the study guide questions that are listed per chapter and also the ala carte options if students would like more creative opportunities to respond to their reading.  NOTE:  These reader responses can be done on paper and handed in during next week's class time OR they can be done on the Google Classroom assignment.  Students DO NOT need to do it both ways.

For the final third of the class time, we talked about the Grammar projects that we will be doing this semester.  During the Fall semester, we study the 8 Parts of Speech, and the students themselves do the teaching on these topics.  As the teachers, students will need to do some research so that they have a firm grasp of their chosen part of speech; they will then prepare a teaching/presentation about this part of speech that also includes some kind of activity that helps the students further understand and remember what was taught.  In the past I've also required that students assign homework, but this year I put together homework because I didn't know if we would be face to face or online.  As they start their research, they should use the Checklist and the Planning sheet (we'll talk more about those resources next week.)

Below are the student "teachers" and the parts of speech:

Interjections -- Anthony, Annelise

Verbs -- Danica, Lilia 

Adjectives -- Rachael, Nina

Nouns -- Halle, Eden 

Conjunctions -- Julia, Rachel

Adverbs -- Kaylynn, Grace 

Pronouns -- Tate, Rebecca 

Prepositions -- Elijah, Cyprian

Have a great weekend!

Blessings,

Mrs. Prichard

This Week's Homework

-- Read Chapters 1 & 2 of Animal Farm

-- Write a response to "What makes a good leader?"

-- Take the Intro to Animal Farm Quiz (if you haven't)

-- Give your top 3 leader characteristics on the Discussion Board

-- Week 3 Reader Responses

-- Start researching your part of speech 

This Week's Links

Class Notes -- Week 2 (Sept. 10)

National Days Calendar.  

National Swap Ideas Day

Verbs Video

Animal Farm Study Guide & Ala Carte Responses

Animal Farm

Study Questions

Before Reading Animal Farm

·         Read the handout “Introduction to Animal Farm.”

·         Watch the Introduction Slide presentation

·         Discuss George Orwell, the Russian Revolution, communism and socialism

Short writing exercises:

·         What makes a good leader?

o   Discuss character qualities and abilities that a good leader in any situation should have. Give specific examples.  How might you distinguish a good leader from a bad leader?

·         When should a government be overthrown?

·         Write definitions for satire, allegory, and irony.

About the Study Guide Questions and Optional Responses: 

Each week, students are assigned study guide questions to answer relating to the assigned reading. These answers should be thoughtful and refer back to specific points in the book.  However, written answers to prescribed questions are not the only way to respond to a book.  Therefore, at the end of the Week 9 questions, students will find a list of “ala carte” options that can substitute for one of the questions.

Chapter I & II

Discussion:

·         Give the reasons for the animals’ rebellion.

·         What was the last straw for the animals?

·         Describe the “Beasts of England” song – imagery, message, emotions, dreams/hopes.

·         How is Moses, the raven, and his story of Sugar Candy Mountain significant?

·         Describe the reaction by the animals to the house.

·         List the commandments and the vices/faults they reveal.

·         Who will be the leaders of the animals?  Why?  Will they be good leaders?

Chapter III & IV

Before reading

·         What do you speculate the future of the animals and farm will be?

Discussion:

·         What is Squealer’s role and communication style?

·         Describe the difference between the pigs and the other animals.

·         Describe the Battle of the Cowshed and the roles that Snowball and Napoleon

Chapter V & VI

Discussion:

·         How would Snowball run the farm differently?

·         List the changes that have occurred at the farm.

·         What are Molly’s reasons for running away?

·         Describe the windmill controversy from Snowball’s point of view; from Napoleon’s point of view.

·         Explain the issue of trading with other farms.

·         Describe the animals’ work situation.

Chapter VII & VIII

Discussion:

·         How does the destruction and rebuilding of the windmill occur?

·         Describe the lies told about Snowball.

·         Explain the reasons for the animals not singing the hymn.

·         Describe the situation with the traitors.

·         Describe Napoleon as a leader.  Is he a dictator?

Chapter  IX & X

Discussion:

·         Explain the return of Moses.

·         Describe the whiskey incident.  Why is it humorous?  Compare the animals to humans.

·         What is happening to Boxer?  Why?

·         Explain the social order for the animals.

·         How does Orwell make fun of bureaucracy?

·         List the changes to the farm.

·         Describe the changes to the commandments.

·         Describe the changes in the appearance of the pigs.

Ala Carte Responses

Any of the activities below can be substituted for one of the weekly study guide questions.  Some options could be repeated as long as it is a new response that relates to the assigned reading.

1.      Create a new book cover.

2.      Select 3 – 5 quotes that sum up the selection or especially highlight a specific quality of a character, the setting, or the plot.

3.      Write a paragraph that describes your relationship with a grandparent.

4.      Write a paragraph about someone from your past who is especially memorable.

5.      Write a text conversation that coincides with an actual conversation or “could have happened.” 

6.      Write a series of Facebook posts for the plot of the section.

7.      Write a paragraph that starts “I would change . . .” that relates to the assigned reading. 

8.      Write a poem that relates to the assigned reading.

9.      Illustrate a scene.

10.  Create a found poem.  To create a concrete found poem, students must only use words, phrases or even whole sentences “found” in their text. Then, they must shape these words into a visual representation on paper. They are not drawing; they must arrange the words, phrases, or sentences into an image on the page. 

11.  Make a character “To Do” list.

12.  Write a set of 5 – 6 postcards that one of the characters might send to someone.

13.  Create a soundtrack or playlist that relates to the assigned reading.

14.  Write diary entries that relate to the assigned reading.

15.  Put together a cast for a film version of the book

16.  Write a radio play excerpt that relates to the assigned reading.

17.  Write a letter to the author that relates to the assigned reading.

18.  Write a letter to one of the characters that relates to the assigned reading.

19.  Design/draw the clothing of one of the characters that relates to the assigned reading.

20.  Make a word game, such as a crossword or word search, that relates to the assigned reading.

21.  Write up a quiz that relates to the assigned reading.

22.  Draw a comic strip that relates to the assigned reading.

23.  Write a paragraph that starts “I wonder why . . .” that relates to the assigned reading.

24.  Rewrite a paragraph in a different style.  For example, write it in a “flowery” over-dramatic style or as a play or as slang, etc.

25.  Design a t-shirt that relates to the assigned reading.

26.  Make a collage that relates to the assigned reading.

27.  Design/draw a timeline that relates to the assigned reading

28.  Draw a map that relates to the assigned reading.

29.  Compare two characters that relates to the assigned reading.

30.  Find or create a recipe for one of the foods mentioned.

Writing 1 Class Notes -- October 27 (Week 9)

Greetings!

We had a good and productive class this week.  My hope is that our Fall Break refreshed everyone.

I shared with the class my personal dislike for Halloween.  Even as a little kid I didn't like the masks, trick or treating, etc. that are associated with this day.  I also don't give much attention to the present cultural fascination for zombies, vampires, or werewolves.  (I've got better things to set my mind upon.)

That said, I took my Quick Write idea from the list of suggestions from the class:  What has been your scariest moment?  Their responses included carnival rides, fears of certain rooms when they were little, and situations outside in the dark.  

Our Words of the Day:

icon -- fr. Greek, eikon, likeness, image -- a picture or image; a person or thing that is revered or idolized

idee fixe -- fr. French, "fixed idea" -- an obsession or idea that you can't get out of your head

id est -- fr. Latin, "that is" -- that is to say, in other words -- commonly abbreviated i.e.

exempli gratia -- fr. Latin "for the sake of example" -- for example, such as -- commonly abbreviated e.g.

idiot savant -- fr, French, "learned idiot" -- a person with learning disabilities who has exceptional skills in a particular area

The class has settled into a good routine; while we may not spend the same amount of time on each area from week to week, we almost always have the same agenda.  Following our beginning of class activities, we go through any of the homework that I passed back while they were busily writing their Quick Writes.  If necessary, we go over any homework, especially grammar, that might have cause any problems.

Students handed in the rough drafts of their Examples/Illustrations Essays. They also handed in with these their Pre-Writes.  If for any reason a student can't hand these in at class, he/she can e-mail it to me. I will hand them back next week and the Final Drafts are due November 10.

We learned about Adverbs during our Parts of Speech presentation this week.  Our three teachers had a good video that they had put together.  We heard about Adverbiology and Adverbs, Inc.  They also had two worksheets that the students were able to finish in class.  (The video will be posted on the blog.)

We are starting a new book -- Charles Dickens's A Christmas Carol (ACC). Some students have already read this book, and many have seen some kind of performance.  As part of the introduction, we discussed the literary terms allegory and episodic narrative.  They were given a handout with introductory information, a study guide, and a list of vocabulary words.  Like our work with Animal Farm, students can choose from a list of critical thinking questions with each reading assignment.  Unlike Animal Farm, rather than finding their own vocabulary words, students have a list of words to choose from.  Also, instead of a worksheet to fill out, they are to put their vocabulary words on the same sheet that they answer the study guide questions.

Assignments for Next Week:

-- Read Stave One of ACC

-- Read the Introduction handout

-- Answer 3 Study Guide questions

-- Write out definitions for 4 Vocabulary words

-- No Grammar -- finished in class

-- No Writing

Links for this Week

Class Notes

Adverbs Video

Introduction to A Christmas Carol

A Christmas Carol Study Questions

A Christmas Carol Vocabulary

Have a wonderful weekend!

Mrs. Prichard

Adverbs Video -- Adverb, Inc.

Below is the video presented by the Adverbs group for our Parts of Speech presentations.  Good work!