Inferencing Practice with Film

 

Here is the first animated film we watched, "Alma"

 

 

 

This is the second film, "The Smoke Seller"

 

 



Text-Based Inferencing Practice

Today, we prepared for the English II STAAR EOC by practicing our inferencing skills with short fictional texts.

Here's a link to the work we turned in: Text-based Inference Practice

Ode Poem Assignment

Write Your Own Ode Assignment

Due at the end of the period

Your poem should be a celebration – of a person, an event, an achievement, a relationship, an animal, an ordinary object, or simply the day. Stanzas can be as short as four lines or as long as thirty; the goal is to present the celebration in a lyrically smooth manner that focuses on the content, not the structure. You can literally create your own stanza, meter, and rhyme pattern. Try to repeat the stanza structure you create for every succeeding stanza (same number of lines).

Write Your Own Ode Directions

1.         Select a subject to write about:  person, place or thing.

2.         Brainstorm by writing phrases describing how your subject makes you feel and why you feel this way.

3.         Give your subject praise or thanks (ex: Oh, _____________!).
4.         Speak directly to the person, place, or thing.
5.         Use adjectives to describe the person, place, or thing.
6.         Use strong verbs to bring that person, place, or thing to life.
7.         Write your final ode on your own paper and attach it to this paper.

 

Write Your Own Ode Requirements

·         Length: At least 14 lines

·         Use at least two of the following sound devices:

o   Repetition

o   Rhyme

o   Onomatopoeia

o   Alliteration (repeated sounds at the beginning of words – She sells sea shells by the sea shore)

·         Highlight and label the sound devices in your ode.

·         Use at least two of the following literary devices:

o   Hyperbole

o   Metaphor

o   Simile

o   Personification

o   Imagery

·         Highlight and label the literary devices in your ode.

Grades!

Need help? I will be here after school Wednesday and Thursday this week if you need to do corrections, take a quiz, talk about grades, etc. All items to be graded must be turned in to me by the end of the school day on Friday. I have Spring Break to finish grading.

I apologize that no grades were updated today (as of 4:15pm) - district outages are usually short-lived and the situation should resolve itself soon.

Quizlet for Unit 9 - study!

Here is the Quizlet for Unit 9 CLICK RIGHT HERE!

Extra credit for the Unit 9 quiz is due tomorrow, as well:
(1 of these for every word = 10 points on the quiz!)

Current options to improve your grade

1. Study for the next vocabulary quiz (February 12, 2016). The notes and Quizlet for Unit 8 are also available.
2. Do extra credit for the next vocabulary quiz (extra credit is due the day of the quiz) - Option 1: Do a Frayer model for each word. Option 2: Write sentences using vocabulary words (5 compound, 5 complex).
3. Come and do corrections on the Julius Caesar Act 1 exam. Corrections are available next week Tuesday, Wednesday, and Thursday after school. Please let me know what day you are coming so that I can have your materials prepared.
4. Read the No Fear Shakespeare for Julius Caesar if you need extra help understanding it. Or, of course, you and ask me. :) The final Julius Caesar exam (Acts 2-3) will be February 10-11, 2016.

Study vocabulary: Quizlet for Unit 7 (Quiz moved to Monday, January 25)

Quizlet for Unit #7: CLICK HERE TO TRAIN YOUR BRAIN

Help with Julius Caesar

Need more help understanding Julius Caesar?

No Fear Shakespeare is online right here: No Fear Shakespeare Julius Caesar

Julius Caesar Folder

If you need another copy of the Julius Caesar materials, just click here!

This is a link to my public Google Drive of all the Julius Caesar handouts.

Essay Revisions - Day 2

Today, we looked at a model essay and analyzed it for its thesis, details, analysis, and "threading." Threading is when you use key words from your thesis and find related words in your body paragraphs. For example, if your thesis in this paper says something about how memories can be a positive influence, then you should have details in your body paragraph that support that idea.

For example:
In your thesis: "Memories can be a positive influence."
In the body paragraph: "smile" "remembered fondly" "family bonds" "bonding time"

Here is a link to my very imperfect first draft. (Clean copy - no highlighting.)

Here is a copy of what we did to it in class today:

Class work from 12/1/2015