Items Due Today: None.

Due Next Class (see images below post, if needed):

• Finish annotating "The Marks...", lines 15-18 on paper.
• Memorization of first quatrain in the Tao Te Ching, by Lao Tzu.
• On the back of "The Marks..." paper, discuss what YOU THINK the meaning of the quatrain is.  Please refrain from looking up the interpretation from an outside source; I really only care about your interpretation, not "the right" answer.
  

Future Due Dates:

• Tuesday, 10/04: Group Children's Story presentation, during 8th, in Cardinal Theatre
• Thursday, 10/06: Computer Lab Day to finish Children's Story Individual Essay, via Edmodo (more info to come) by MIDNIGHT.  Also, LAST 8th period rotation :(

Today's Bellringer: none today

What we did today: Continued annotating and analyzing "The Marks of the Wise Man, of the Half Wise, and of the Fool", by Rumi.  Took a walking trip to illustrate the "wise...half wise...the fool".  Focus on diction, literary devices, characterization.

Skills: Annotation and literary analysis.

ELA Common Core Standards covered:

• CCSS.ELA-Literacy.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
• CCSS.ELA-Literacy.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• CCSS.ELA-Literacy.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• CCSS.ELA-Literacy.L.9-10.5.a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
• CCSS.ELA-Literacy.L.9-10.5.b: Analyze nuances in the meaning of words with similar denotations.

Items Due Today: ROUGH Draft of Storytelling Essay, submitted through Edmodo.  See rubric at end of this post.

Due Next Class:

• Thursday, 09/29: Group Children's Story presentation, during 8th, in Cardinal Theatre

Future Due Dates:

• Thursday, 10/06: Children's Story Individual Essay, via Edmodo (more info to come) by MIDNIGHT.

Today's Bellringer: none today

What we did today: Students worked on rough drafts of storytelling essay (see post from 09/13/16).

Skills: Writing to Inform.

ELA Common Core Standards covered:

• CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-LITERACY.W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-LITERACY.W.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
• CCSS.ELA-LITERACY.W.9-10.2.C: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
• CCSS.ELA-LITERACY.W.9-10.2.D: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
• CCSS.ELA-LITERACY.W.9-10.2.E: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• CCSS.ELA-LITERACY.W.9-10.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Items Due Today: None.  Time is given to make sure all students are current with their notebooks, vocab assignments, make-up work, etc.

Due Next Class:
Notebooks will be collected.  The following items should be complete and up-to-date:

1. All vocab cut-outs, esp. hydra- and aqua-
2. Robin Hood "Varying Sentence Openers"
3. Multicultural Stories Scrolls (See end of this post for text, if needed)
   
4. Any "Redo" work, with a small Post-It flag to mark requested re-grading.

Future Due Dates:

• Tuesday, 09/27: Group Children's Story presentation, during 8th, in Cardinal Theatre
• Thursday, 09/29: Children's Story Individual Essay, via Edmodo (more info to come) by MIDNIGHT.

Coming Up: Storyteller guest presenter, Monday, 09/26 during COHORT;  Computer Lab 211, Tuesday, 09/27 to type Children's Story Essay.

Today's Bellringer: none today

What we did today: Reviewed proper format for vocab activities; read "Night", from the Rig Veda, an Indian Epic poem.  Discussed imagery (literal/visual vs. symbolic/figurative); in-text vocabulary; connotation vs. denotation; proper method for citing lines in poetry; theme and author's message.

Skills: Vocabulary; interpretation of text; visual and figurative imagery.

ELA Common Core Standards covered:

• CCSS.ELA-Literacy.RL.9-10.1
  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.9-10.2
  Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.9-10.4
  Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
• CCSS.ELA-Literacy.L.9-10.4.a
  Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.9-10.4.d
  Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Items Due Today: GREGARIOUS vocab page; Basic outline (bullets are fine) of Children's Story Essay (see requirements in previous post)--handwritten, on regular (NOT COMP BOOK) paper.

Future Due Dates:

• Wednesday, 09/21: "Varying Sentence Openers" rewrite (see below)
• Thursday, 09/22: "AQUA" and "HYDR" vocabulary pages.  VOCAB QUIZ TODAY!!
• Tuesday, 09/27: Group Children's Story presentation, during 8th, in Cardinal Theatre
• Thursday, 09/29: Children's Story Individual Essay, via Edmodo (more info to come) by MIDNIGHT.

Coming Up: Vocab Quiz (25 words, see Quizlet link to the right), Thursday, 09/22; Storyteller guest presenter, Monday, 09/26 during COHORT;  Computer Lab 211, Tuesday, 09/27 to type Children's Story Essay.

Today's Bellringer: none today

What we did today: Discussed rigor and necessity of following proper format and paying attention to detail.  Worked on "Varying Sentence Openers" rewrite activity.

"Varying Sentence Openers" Original (and awful) story prompt:

• In your Comp Book, rewrite, using proper grammar conventions; fixing any errors in spelling, punctuation, grammar, and clarity; expanding the story to include more sensory and realistic details; including proper formatting for dialogue.
• Remember, these are common mistakes I have observed in your writing thus far.  Let's fix them now!
• You do not have to know anything about the Robin Hood story to complete this task.
• You should use more than just one page in your Comp Book, but no more than three, please.
  
• Due Wednesday, 09/21.

Robin Hood was hungry.  He was voracious.  He got his friend’s together.  He thought its a good day for donuts.  His friend, Friar Tuck, said “Lets go to Disney World”!  He said “Sound’s good!”  Lets go!  So they got in a car; and drove through the forrest to find food at Disney World.  His girlfriend was mad cause he wanted to go to, Maid Marian.  She broke up with him than.  Tenacious he begged her.  He loved food more than her, but it was hi’s decision to leave

See Lowther's model here.

Skills: Punctuation,  grammar, mechanics, editing, complex sentences.

ELA Common Core Standards covered:

• CCSS.ELA-Literacy.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.W.9-10.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
• CCSS.ELA-Literacy.W.9-10.3.d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
• CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Items Due Today: SPURIOUS vocabulary page, or "anim-", depending on what students submitted last time.

Future Due Dates:

• Monday, 09/19: GREGARIOUS vocab page; Basic outline (bullets are fine) of Children's Story Essay (see requirements in previous post)--handwritten, on regular (NOT COMP BOOK) paper.
• Thursday, 09/22: "AQUA" and "HYDR" vocabulary pages.
• Tuesday, 09/27: Group Children's Story presentation, during 8th, in Cardinal Theatre
• Thursday, 09/29: Children's Story Individual Essay, via Edmodo (more info to come) by MIDNIGHT.

Coming Up: Vocab Quiz (25 words, see Quizlet link to the right), Thursday, 09/22; Storyteller guest presenter, Monday, 09/26 during COHORT;  Computer Lab 211, Tuesday, 09/27 to type Children's Story Essay.

What we did today: Discussed ONEROUS; reminders about connotation vs. denotation (meaning vs. intent), creating context, punctuating sentences properly; reviewed Essay Rubric for Children's Story; discussed appropriate internet sources and formal style of writing; examined MLA style formatting.

Today's Bellringer: none today

Summary what we did this past week: video prompt response from So You Think You Can Dance 2011, "Fix You" by Coldplay; finished Epic of Gilagmesh group projects; began Children's Story group projects (during 8th, only); vocabulary review; "How to Write Great Paragraphs".

Skills: Context, punctuation, MLA style, creativity, collaboration, decision-making, summary

ELA Common Core Standards covered:

• CCSS.ELA-Literacy.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.9-10.4.a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.9-10.4.d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
• CCSS.ELA-Literacy.L.9-10.5.b: Analyze nuances in the meaning of words with similar denotations.
• CCSS.ELA-Literacy.W.9-10.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• CCSS.ELA-Literacy.L.9-10.3.a: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

Parents and Guardians,

Please use the following link to request a 10-minute conference time at Open House, Tuesday, September 20, 2016.

Conferences are for Lowther's Cohort English I,II,III/AP courses only, and will be held in Lowther's classroom (123).

Due to time constraints, only TEN appointments are available during Open House, so requests will be processed in the order received.  If all times are taken, I will contact the parent/guardian to schedule an alternate time.

Confirmation of times will be emailed to the parent/guardian by Sunday evening.  Completing the form IS NOT confirmation of an appointment.

Students do not have to attend the conference, and may be asked to step outside if they are present.

If the parent/guardian will unexpectedly be late, or unable to keep the appointment time, please email Mrs. Lowther so she can move on to the next appointment to stay on schedule.

REGISTER HERE

See you soon!
--Lowther

Task One (Individual): Analyze your story/book, and include the following:

• Definition of your selected storytelling genre
• Background information about the story (origin, author, dates, country, appearance in other cultures, etc.)
  
• Clear outline/summary of the story
  
• Why your selected story is a PERFECT example of the genre.
  
• Explanation of why this format would be attractive to and useful for instructing children.
  
• Personal connection to the story.
  
• Theme (moral/message) of the story/book.
  
• Cite your sources, using MLA style (we’ll learn it along the way).
  
• We'll do mini-lessons and progress check tasks along the way, but no in-class writing time!
  
• Due Thursday, September 29 during 8th.  Essay form, typed; rubric and more directions to come.
  
• **If the story or book you initially selected doesn't lend itself to this project, you may change it, with Lowther's approval, up to Thursday, September 15, 2016.**
  

Task Two (Group): With your group, select ONE of children’s books/stories to dramatically present to the rest of the class.  You must include the following:

• Definition of your assigned storytelling genre (verbal & written)
• Why your selected story is a PERFECT example of the genre (verbal & written).
  
• Clear outline/summary of the story (presented & written).
• Theme (moral/message) of the story/book (presented & written)
• Music, dance, and dramatic interpretations of the children’s book.
• EVERYONE must participate fully in everything.
  
• 7-10 minutes long
  
• Due Tuesday, 09/27 during 8th period, in the Cardinal Theatre.
  

Items Due: Composition Book with "aer-" vocab page and Gilgamesh homework

Due Monday, 09/12: ambi-/amphi- vocabulary page

Coming Up: Finish Enkidu's Dream group project; Due Friday, 09/19: OFFICIOUS/SPURIOUS vocab; Due Monday, 09/19: anim- vocabulary page; Vocab Quiz (25 words), Thursday, 09/22 (see class word wall or Quizlet)

What we did today: Worked in groups to visualize and expand upon "Enkidu's Dream of the Underworld" from Epic of Gilgamesh.

Today's Bellringer: If you could trade lives with anyone, who would it be, and why?

Skills: Creativity, text analysis, inference, visualization

ELA Common Core Standards covered:

• CCSS.ELA-Literacy.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

National Core Arts Standards covered:

• Anchor Standard 6: Convey meaning through the presentation of artistic work.
  

Items Due: TENACIOUS vocabulary page

Due Wednesday, 09/07: Finish Gilgamesh summary page in Composition Book.  Download PDF copy of the textbook reading, if needed.  REDO TENACIOUS page, if needed (almost everyone!).

Due Thursday, 09/08: VORACIOUS and "AER" vocabulary pages.

Coming Up: Finish Summer Assignment presentations during 8th period Thursday; Epic of Gilgamesh character analysis.

What we did today: Discussed how to properly write vocabulary sentences that show context.  Read excerpts from Epic of Gilgamesh, and worked in groups to complete page in Comp Book.

Today's Bellringer: none today

Skills: Creativity, giving reader context, character analysis

ELA Common Core Standards covered:

• CCSS.ELA-Literacy.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  
• CCSS.ELA-Literacy.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  
• CCSS.ELA-Literacy.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  
• CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
  

National Core Arts Standards covered:

• Anchor Standard 6: Convey meaning through the presentation of artistic work.