Mindless Meanderings and Brilliant Deductions

For some of you, this is your second or third round in Ms. Denney’s classroom.  Others of you did not have the literary pleasure of my class in seventh grade (or as a sophomore, if you are now enjoying English III with Ms. D.)  For those of you who did, I’m glad to see you again.  For those of you who didn’t, I’m glad to make your acquaintance. 

Whether you’re a freshman, a sophomore or a junior, it’s time for some fun with English.  It’s a great language, so let’s do it justice!  I hope your summer was fantastic, and now it’s time to get to work.

Ms. Denney 

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Journal entry:  What is your opinion concerning the importance of being a good reader?  (Back it up with reasons/examples.)

1st block:  We took a quiz on finding information in newspapers, chose some new vocabulary words, and read articles from today’s Lexington Herald-Leader. We also read from Old Yeller.

3rd block:  We read “Introduction to Fiction and Nonfiction” and “Artful Research” in the literature book.  Also, we completed a worksheet on preparing for a difficult task and a chart on the perspective of Lynne Cox in from Swimming to Antarctica.

4th block:  We finished from Swimming to Antarctica, completed the worksheet concerning preparation for a difficult task, and the chart on perspective.

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REMINDER:  Tomorrow (Thursday) is PICTURE DAY.  Brush your hair, okay?  We are also going to the library tomorrow.   

Journal:  What is the one thing you really want out of life?  Why?  What will it take to achieve this goal?

1st block:  We responded to the journal entry, then answered some questions from an article in Tuesday’s Lexington Herald-Leader. We also scanned today’s paper, chose an article to read, and wrote 5 questions about that article.  Another student was responsible for answering those questions. We also read from Old Yeller.

3rd block:  We responded to the journal entry, reviewed the grammar pretest, then read Occupation:  Conductorette by Maya Angelou.  We completed a chart on the author’s perspective. 

4th block: We responded to the journal entry, reviewed the grammar pretest, then began reading Occupation:  Conductorette by Maya Angelou (after the evacuation drill, of course.) 

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Journal:  What is your “claim to fame”?  What is your greatest achievement (thus far) in life?

1st block:  We responded to the journal prompt.  We then went to the library, where Mrs. Romine presented a book talk about several interesting selections.  Each student then checked out a book (and Ms. Denney checked out Jane Austen’s Pride and Prejudice.)  Upon returning to the classroom, we engaged in 15 minutes of SSR (Silent Sustained Reading) with our library books, then chose an article in today’s Lexington Herald-Leader to read.  Each student wrote 5 questions about that article, and those questions will be answered by another student tomorrow.

3rd block:  We first responded to the journal prompt.  We went to the library, and again Mrs. Romine gave an interesting book talk about some interesting selections. Then students were given the opportunity to select books to read.  Upon our return to the classroom, we went to lunch, followed by about 10 minutes of Silent Sustained Reading. We also looked in our grammar books at the different classifications of nouns.  Homework:  Exercises 5 and 6 on page 219 of the grammar book.  In exercise 6, please list the nouns, then decide if each is common or proper.  Don’t worry about “collective” and “compound” today.

4th block:  We began class by responding to the journal prompt, and that was followed by a trip to the library and an interesting book talk.  Upon returning to class, we finished reading Occupation:  Conductorette and completed a chart on author perspective.  Finally, we finished the class period with time for either Silent Sustained Reading or grammar homework.  Homework:  Read the section on nouns (pages 216-218 in the grammar book) and complete exercises 5 and 6 (page 219.)  In exercise 6, please list the nouns in each sentence, then decide if each is common or proper.  Don’t worry about “collective” or “compound” at this time.

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Journal:  What has been your greatest disappointment?  Describe what happened and how you felt.

1st block:  First, students responded to the journal prompt.  Then each student used yesterday’s newspaper to answer questions written by another class member.  Students then took notes over media log questions, as listed below.
1.  What is the source?
2.  What is the title of the article?
3.  What is the date of the article?
4.  Who is the author/reporter?
5.  What is the main idea?
6.  In what section (the NAME) of the paper did the article appear?
7.  On what PAGE did the article appear?
8.  What is your opinion of the information in the article?
We then read an article and answered the media log questions as a class.  Following this activity, the students chose an article on their own and completed the questions.  They then had 10 minutes of SSR time, followed by a chapter read aloud from Old Yeller.

3rd block:  Students turned in their homework assignments, then completed the journal response (followed by a few minutes of SSR.)  They were then given a “cheat sheet” on ways to determine if a word is a noun. Students also performed an activity as a preview for the short story we were beginning.  They listed items typically found in their pockets/purses, then attempted to determine what a stranger would assume about them based on those items.  We then read “Contents of the Dead Man’s Pocket” by Jack Finney.  As the story progressed, we made predictions, then revised them as more information was presented in the story.
Homework:  Finish the story at home, then answer question 4 on page 126.

4th block:  Same as 3rd, oddly enough.�
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Journal:  What are the most important things in your life?  Why are they important to you?

1st block:  First, we responded to the journal prompt.  We then took a short quiz over parts of the newspaper.  Following this, the students were given a list of 20 words.  They were to choose 7 of those words and look up the definitions.  After each student was finished, we read an article from Friday’s newspaper that had all 20 words in it, and we discussed the meanings as we read the article.  We then read from Old Yeller. 

3rd block:  We began by responding to the journal prompt and turning in the homework assignment from Friday. We then took a quiz over the story “Contents of the Dead Man’s Pocket” and completed a cause/effect diagram.  We also read about scurvy in the nonfiction piece “Making History with Vitamin C.”  Finally, we spent a few minutes with SSR.

4th block:  Same as 3rd block

Journal:  Describe your favorite childhood memory.  Use sensory details.

1st block:  First, we responded to the journal prompt, then discussed our favorite memories.  Next, we completed a media log on an article from Monday’s newspaper.  This was followed by reading an article for information, then a discussion of fact vs. opinion.  Finally, the students had 10 minutes for SSR and 5 minutes of Old Yeller.

3rd block:  First, students responsed to the journal prompt, which was followed by voluntary sharing of childhood memories.  The students were then given 10 minutes for SSR (with either a book or today’s Lexington Herald-Leader.)  Following SSR, we wrapped up the nonfictional work “Making History with Vitamin C” with an outline of the key information.  Following this, we began a pre-reading discussion about payday advances, IOUs, and the response family members of famous people might have when the famous one gets into trouble that is covered extensively by the media.  This served as a preface to the short story “A Problem” by Anton Chekhov, a famous Russian writer from the late 1800s, which we began today.

4th block:  Same as 3rd

Journal:  What qualities do you think are most important in a political leader?  Why?

1st block: First, we responded to the journal entry, then discussed the characteristics the students find to be most important and the reasons behind the choices.  Next, we read two articles from the paper and scanned for the answers to specific questions.  Students finished class with SSR time.

3rd block:  We began class by responding to the journal prompt and discussing the responses.  Next, we completed an activity on recognizing nouns.  The students looked at a transparency of a work of art (Feudal Nobility Outside Paris) and named 10 nouns visible in the work.  We shared those and determined as a class which were nouns and categorized them as common or proper, concrete or abstract.  We then finished reading “A Problem” and worked on a character resume’.

4th block:  Same as 3rd.

Journal:  If you could visit any time period, what would it be and why?  What would you expect to see and do?

1st block:  We responded to the journal entry, then shared the responses.  Next, we worked on reading and understanding classified ads, mainly those for apartments and vehicles.  We answered questions concerning the abbreviations in those ads, along with various other bits of information found in them.

3rd block:  We responded to the journal entry, then shared the responses.  After that, we discussed pronouns and antecedents.  We read some information about pronouns in our grammar books and took a few notes from the overhead.  We then began a story about sibling rivalry among adults entitled “A Visit to Grandmother.”

4th block:  Same as 3rd

Journal:  If you had $10 million, how would you spend it?  Why?

1st block:  We answered the journal question, then shared our responses.  Next, we worked on “20 Word Gist,” a technique for getting the “gist” of an article by finding 20 words that seem to be the most important to the article.  Then we took a quiz over newspaper information and reviewed the vocabulary words.  We will have a vocabulary test THURSDAY, and students will be expected to spell, define, and use each word appropriately in a sentence.  If ALL students make at least a ‘B’ on the test, there will be a treat Friday. HW:  Work on SPELLING the words.

3rd block:  We responded to the journal, then shared responses.  Next, we worked on pronouns. Students were given a worksheet that was completed in class, then a couple more to take home for practice with pronoun/antecedent agreement.  We then finished the short story from yesterday and completed a plot outline with the major events of the story.  Students were given an assignment (pasted below) for homework. 

Homework: Friday, August 24, 2007

Due at the beginning of class on Monday, August 27, 2007

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In the story “A Visit to Grandmother,” Chig sees his father in a different light and grows to understand things about his father that he had never known.  CONTRAST Chig’s view of his father before the trip to his grandmother’s house to how he sees his father after the trip.  Use textual evidence to support your reasoning.  (1/2 - 1 page)

4th block:  Same as 3rd