What we have covered in the past four or so weeks
Check it . . . . . .
Concerning Personal NOVELS : Students are to have a novel in their possession at all times. As far as reading logs go, you can either get one from me or you can GOOGLE “Independent Reading Log” to find one. You just need to be able to log how much you are reading each day, each time you read in class, at home, wherever. There are hundreds of different reading logs available on the net. You can use any one you like. Parent Signature is required periodically,a nd periodically checked for a grade.
Concerning projects: I am allotting some time for “catch up” next week. You can use class time to finish things you have not finished at home, and you can get together with others to work on and finish projects.
Concerning Literature TEXT assignments: Each of the stories below were introduced, begun, and were supposed to have been finished at home. A responsible student would be completely unrealistic to think s/he would be able to complete everything related to this workload in class. Your time at home is crucial to getting this work done. Any mention that you are only working on the projects in class is only a maneuver to get out of doing homework. Please do not fool yourself, because in the long run it is your grade that will suffer and then you’ll suffer as a result. Think about your future (just the short term future for now).
We have read each of the following stories and done related work in the textbook. In addition to the work in the textbook there have been a couple of follow up assignments I asked you to take care of over the past few weeks. The list of stories below includes titles from up to four weeks ago. All of the stories are part of the 1st Quarter Unit of Study.
The Dinner Party –
* Before we read – We discussed BIAS, STEREOTYPES to get introduced.
* While we read – Students were to track/note examples of BIAS and/or STEREOTYPES in a graphic organizer.
* After we read – Students were asked to complete answers to Questions 1-6, to complete the Vocabulary and Spelling Activity, and to complete the Grammar in Context Activity.
The Lady or The Tiger
* Before we read – We discussed DRAWING CONCLUSIONS, INFERENCES, CLIFF HANGERS
* While we read – Students were to track and note the conclusions they were drawing as the story was uncovered.
* After we read – Students were asked to answer Questions 2,3,4,6 and to write their own ending to the story.
* After we read – one of my classes was priviledged to watch an animated (however dated) production of the story.
The Monkey’s Paw
* Before we read – We discussed MOOD, TONE, SUSPENSE
* While we read – Students were asked to track examples of where the author set the MOOD, TONE, and built SUSPENSE
* After we read -Students were asked to create a PLOT DIAGRAM for the story
* Students were asked (in-class and could have been finished at home) to take notes on how to write a Compare/Contrast Essay. I did a good bit of instruction on the two methods for organizing this type of essay.
* After we read – two of my classes were priviledged to watch a live action (however dated) production of the story.
The Third Wish
* Before we read – We discussed MOOD, TONE, SUSPENSE
* While we read – Students were asked to track examples of where the author set the MOOD, TONE, and built SUSPENSE
* After we read -Students were asked to create a PLOT DIAGRAM for the story
* WHEN WE WERE DONE WITH THESE TWO STORIES (The Monkey’s Paw & The Third Wish) students were asked to write a short (4 paragraph) comparison contrast essay looking at how the Mood and SUSPENSE were dealt with differently in the two pieces.
The Tell-tale Heart
* Before we read – We discussed MOOD, TONE, SUSPENSE
* While we read – Students were asked to track examples of where the author set the MOOD, TONE, and built SUSPENSE
* Students were asked to create a PLOT DIAGRAM for this story.
* After we read -Students were asked to create a PLOT DIAGRAM for the story.
* After we read – two of my classes were privileged to watch an animated production of the story.
Birthday Ritual A Grave Tradition
* Before we read – We discussed FEATURES OF A NEWSPAPER ARTICLE, JOURNALIST’S FORMULA, ETC.
* While we read – Students were asked to just read the article
* After we read – Students were asked to complete Questions 1-6, and to write an article of their own.
The Hitchhiker
* Before we read – We discussed SUSPENSE
* While we read – Students were asked to track SUSPENSE
* After we read -Students were asked to complete answers to Questions 1-7, and to complete the Vocabulary and Spelling Activity, and the Grammar in Context Activity.
* After we read – one of my classes was privileged to watch the classic Twilight Zone episode based on the radio play.
I hope this helps you figure out what you need to get done. Get out your Reader’s Notebook, and see what you have.
I wish you all the best.
Enjoy, Reflect.
Hey Mr Moshe well im here in your page and it tells me what are the things I’m missing. Their is one problem, you forgot to tell us wat page the story are on. I’m eServices trying to do my homework but I cant because. I dont know what page to get on.
—————Check the Table of Contents.
Although I went over this in class, and posted the instructions here on the information board int he room, I have been asked to post this here for your convenience. You here ya’ go.
Step 1. Go to http://www.classzone.com/eservices
Step 2. See the Activation Code below for your block? Make sure you enter the WHOLE CODE – including the capital letters “CLASS”.
1st Block – Activation Code: CLASS1239888
2nd Block – Activation Code: CLASS1109926
4th Block – Activation Code: CLASS1690826
Enter this code in the Activation Code field on the left half of the screen and then click the Submit button. You’ll use this Activation Code only this one time.
Step 3. OK. Now you need to either create an account or sign in.
* If this is your first visit, click the Register button on the left half of the screen and then move on to Step 4.
* If you’ve been here before, just enter your Username and Password in the fields on the right half of the screen, click the Sign In button, and then jump to Step 6.
Step 4. To create an account, you’ll need to tell us a little about yourself. Be sure to check first with a parent, guardian, or teacher. Please note that all fields must be completed.
* First, enter your First Name, Last Name, and Birthday.
* Next, think of a Username and Password and enter them in the appropriate fields. Please note that your Username and your Password each need to be at least six characters long and can’t include any spaces. For example, “Chris” would not work as a Username, but “ChrisJ” would.
* Enter the exact same password in the Re-enter Password field.
* Then, choose a Secret Question and enter Your Answer. Be sure to remember your answer. If you forget your password in the future, we’ll ask you this question, and if you answer right, we’ll help you create a new password.
* Finally, click the Submit button. If all fields have been correctly completed, you’ll move on. However, if there are any errors, you’ll be asked to correct the problems.
Step 5. Review the Username and Password you just created. From now on, you’ll use this username and password to access your eServices, so be sure to write down this information and store it in a safe place. Click the Next button.
Step 6. Great! You’re now ready to start using your eServices. To use an eService, just click the eService name on your homepage.
Mr. Moshej,
Noah and I have spent quite sometime on your website and on classzone.com. We have been unable to access Noah’s text from the classzone site. Could you please provided some guidance on how to access his text.
David (Noah’s Dad)