Monday, October 31

Happy Halloween. Don't forget to bring in your "teacher tax" of chocolate tomorrow.

Today in class we focused on the power of language and words. You are to finish reading Chapter 9 from To Kill a Mockingbird for homework tonight (that's through page 117). I also apologize to Ute fans for correctly predicting the outcome of Saturday's game. But, we'll get back on track at ASU next week.

Friday, October 28

Today our focus was on activating our schemas as readers and making text-to-text, text-to-world, and text-to-self connections. Please read the rest of Chapter 8 (finishing everything through page 98) for Monday and be prepared to talk about the connections you are making as you read.

You also have the option to write an extra credit poem about a strong woman in your life if you choose. It has to be typed, adhere to standard format, and is due on Monday.

As to the Utes: Unfortunately, I think UW is going to win, probably by 7, say 31-24, perhaps on some sort of freak play, like a punt return for at touchdown in the last two minutes, which I bet will have at least three illegal blocks that the refs won't call... here's hoping I am wrong.

Thursday, October 27

Today our focus was on characters and characterization. We focused on the two types of characterization writers use [direct, which entails telling us what a character is like, and indirect characterization, which entails showing us what a character is like (which can be remembered through the acronym STEAL {Speech, Thoughts, Effect on others, Actions, and Looks}].

We also read the Margaret Walker poem "Lineage," which can be found here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/53463.

Read through page 80 in To Kill a Mockingbird tonight.

Tuesday, October 25

Today, our primary focus was on what was taking place in the world at large during the time period of To Kill a Mockingbird.  We also read the poem "If," which you can find here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/46473. It's a poem that dovetails nicely with some of the advice Scout (needs and) gets from various mentor figures like Atticus and Calpurnia.

We also began reading Chapter 2. You should finish everything up through and including page 40 for homework tonight. There will be a quiz tomorrow.

Monday, October 24

Today, we began reading To Kill a Mockingbird. To start with, we read the poem "Invictus," as many of the ideas in the poem permeate the novel we are reading. You can find it here: https://www.poetryfoundation.org/poems-and-poets/poems/detail/51642

In order to better read the novel, we also gained some background knowledge about the time and place of the novel. View the short video http://www.history.com/topics/great-depression# to get a sense of how the Great Depression affected the people of this time and place, and do a little webs earch on Jim Crow Laws to better understand the racial climate of the setting.

For homework, read Chapter 1 (pages 1-19). You can find a PDF of it here: http://www.gardenhomeslutheran.org/home/2311/3660/Images/ToKillaMockingbird-FullText.pdf

Tuesday, October 18

Today our focus was on getting as much of your essay written as possible. The goal is to complete it tomorrow in class. We read Chapter 4 from They Say I Say, a link to which you can find on an earlier blog post. The major emphasis was on responding to what others have to say about your issue and framing your quotations correctly.

Read for 20 minutes tonight and spend 20 minutes working on your essay.

Monday, October 17

Today our focus was on the body paragraphs of our essays, particularly on crafting a good lead-in or setup for our textual evidence. Spend 20 minutes working on your essay this evening, and read for 20 minutes as well. If you haven't paid for To Kill a Mockingbird, please do so this week. We are starting it a week from today.

We read Chapter 7 from They Say I Say, and you can find a PDF to that text on a post from last week. Please read that for your 20 minutes of reading homework if you were absent today and fill out your notes template.

We also read two excellent poems by Billy Collins, "Forgetfulness" and "Nostalgia," which can be found here:
https://www.poetryfoundation.org/poetrymagazine/poems/detail/37695
https://www.poetryfoundation.org/poems-and-poets/poems/detail/46703

Thursday, October 13

Today our focus was on crafting an introduction for our argument essays. You had to be sure to use one of the lead techniques we studied (quote, background, news, anecdote, analogy, announcement, or facts and statistics), and you had to be sure to include the four elements of the introduction that we studied (hook, bridge, summary, and thesis). We also began crafting the body paragraphs of the essay, with special emphasis on including textual evidence and commentary on that evidence.

Please spend 20 minutes this weekend writing and revising your essay. If you have not color-coded your introduction for self-assessment, please do. Highlight your hook in red, the bridge in blue, the summary in yellow, and the thesis in green.

We also read a poem called "The Gift," by Li-Young Lee. If you want 10 points extra credit, write an imitative poem where you recall a time a person gave you a gift or taught you a valuable lesson. It must be typed and handed in on Monday, and the catch is, you need to either give a copy of this poem to the person you are writing about, or to someone who cares about this person.

Additionally, read for 20 minutes twice over the weekend. If you weren't in class, read Chapter 6 from They Say I Say, which can be found here: http://www.drronmartinez.com/uploads/4/4/8/2/44820161/they_say_i_say_graff_and_birkenstein.pdf

And, I almost forgot: It'll be Utah 28, OSU 17.

Wednesday, October 12

Today our focus was on a couple of things. We read the Introduction from They Say I Say, which you can find here: http://www.drronmartinez.com/uploads/4/4/8/2/44820161/they_say_i_say_graff_and_birkenstein.pdf

Read it tonight if you were absent today. The goal was to apply the techniques in the Introduction to the argument essay project we are working on in class. Toward that end, we reviewed the information we gathered, set aside our biases, and, based on the information, formulated a thesis (or claim, or argument - whatever you want to call it). From there, we began outlining our essays, creating a rough plan to follow when drafting. Your homework is to complete this outline, and you can do it either on the Argument Essay Project section 4, or on the Argument Essay Outline I provided. Either way, the outline needs to be complete for class tomorrow.

Also, read for 20 minutes and pay for your copy of To Kill a Mockingbird. 

Tuesday, October 11

Today we focused on gathering information about our chosen topics and then, based on the information, crafting a thesis or claim to argue or prove within the essay. The articles we read are listed on the one page handout I gave you. If you were absent, read them, and take a set of two-column notes. On one side, list facts from the reading that support the initiative, and on the other side, list facts that counter the initiative. You should have a minimum of five facts for each side of the issue. If you want to gather more than that, you can.

We took a quiz on Canvas on poetic format, so if you weren't in class today, please go to Canvas and take the quiz. We also read a Billy Collins poem, "The Lanyard," which can be found here: http://writersalmanac.publicradio.org/index.php?date=2008/01/26

Your homework is to read for 20 minutes, take the quiz if need be, gather more research on your topic if you wish, and revise your first two free verse poems so that they have correct poetic format. These are due on paper on Wednesday, and the rubric can be found on yesterday's post.

Monday, October 10

Today our focus was on approaching a controversial issue with an open mind and basing our opinions on information and research, rather than making our minds up about a topic first and then simply finding evidence that supports our stance while ignoring evidence that supports the other side.

With poetry, we focused on poetic form. Your homework is to take the two free verse poems you have already written and revise them for format. These are due in class, on paper, on Wednesday, October 12. The rubric is posted below. If you didn't do one or either of these free verse poems, review requirements for them on the blog and write them and hand them in for this assignment on Wednesday.

Also, be sure to read for 20 minutes and purchase your copy of To Kill a Mockingbird.

Free Verse Poem Rubric: Format

Only first letters of sentences and proper nouns are capitalized:	/5
End punctuation is used at end of sentences:	/5
Stanzas are single spaced within stanzas:	/5
Stanzas are double spaced between stanzas:	/5
Poem is formatted against the hard left margin and has a ragged right margin:	/5
Lines are broken on strong words:	/5
Total:	/30

Friday, October 7

If you're checking the blog, it's either because you are an absolutely awesome English student, or you are a huge Ute fan who can't wait to see this week's prediction (or both), so wait no longer: Utah 38, Arizona 21.

If you're only an awesome English student, here's what we did today: We worked on your essays about "The Most Dangerous Game" for the final time today. They must be uploaded to Canvas by midnight on Sunday. Read for 20 minutes and purchase your copy of To Kill a Mockingbird from the main office and bring me your receipt.

Thursday, October 6

Today we focused on six effective techniques to use when closing an essay as we prepare to finish this first argumentative essay. Be sure to pick one of these techniques for your essay and include it in your header. Read for 20 minutes tonight and be sure to purchase your copy of To Kill a Mockingbird from the main office.

Wednesday, October 5

Today our focus was on completing the body paragraphs for your argumentative essay. Remember, the prompt you are responding to is "Does Rainsford's killing of Zaroff at the end of 'The Most Dangerous Game' constitute murder?" You should have a lead that fits one of the seven techniques we have covered and that has a hook, bridge, summary, and thesis. Your body paragraphs should prove your thesis and have a topic sentence, supporting details (typically textual evidence), and a transition sentence. Tomorrow we will focus on conclusions.

We also read the William Carlos Williams poem "This is Just to Say." If you wish to type up an imitative poem for extra credit, it is due tomorrow.

Finally, read for 20 minutes tonight.

Tuesday, October 4

Today our focus was on the body paragraphs of your essay about "The Most Dangerous Game." To help us better understand how to frame a quotation, we read Chapter 3 from They Say I Say, which you can find here: http://www.csun.edu/~sa54649/355/TheySay.pdf Just scroll down to find Chapter 3 on "The Art of Quoting."

It is critical to understand that everything you write is geared toward proving your thesis regarding whether or not Rainsford's killing of Zaroff constitutes murder. We also read William Carlos Williams' "The Red Wheelbarrow." If you choose to type up an imitative poem, you can hand it in on Wednesday for up to 10 points extra credit.

Read for 20 minutes tonight and be sure to bring a picture of a place to class on Friday.

Monday, October 3

Today our focus was on how to craft body paragraphs for an essay, particularly how to set up textual evidence and how to explain the importance of that evidence via commentary. For homework, please complete page 3 of the Body Paragraph notes and read pages 4 and 5. This is due Tuesday. In addition to this, you need to write down three reasons that support your thesis that addresses the prompt: Does Rainsford's killing of Zaroff at the end of "The Most Dangerous Game" constitute muder?

Other homework includes: Read for 20 minutes tonight and come with a picture of a place for class on Friday.