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Mr. Burr, Principal
217 Walnut Lane
Princeton, NJ 08540

Tel: 609.806.4270
Fax: 609.806.4271
Guidance: 609.806.4272


               
                                                                 




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MRS. BLAKE
HOUSE 6 LANGUAGE ARTS


DATE

ASSIGNMENT
PLEASE GO TO MY NEW WEBSITE FOR ALL HOMEWORK AND INFORMATION
INSTRUCTIONS ON HOW TO GET INTO THE WEBSITE: STUDENT INSTRUCTIONS FOR NEW WEBSITE FOR HAIKU LEARNING LOGIN.pdf

IMPORTANT DATES

  • NEXT OR: READ A HISTORICAL FICTION BOOK. THERE WILL BE A SCRAPBOOK ASSIGNMENT GIVEN OUT LATER THIS WEEK. EACH PERSON IN CLASS NEEDS TO READ A DIFFERENT BOOK. SIGN-UPS WILL BEGIN TOMORROW. THIS WEBSITE HAS A LOT OF CHOICES IF YOU'RE HAVING TROUBLE DECIDING WHICH ONE TO DO:  WEBSITE FOR HISTORICAL FICTION NOVELS
  • WEDNESDAY, NOVEMBER 30th: Quiz on conflict and indirect/direct characterization
FIRST
DAY
HANDOUTS

Hotel on the Corner of Bitter and Sweet
POWER POINT:
Hotel Historical & Cultural Background.pptx

STUDY GUIDE FOR CHAPTERS 1-22: Hotel Study Guide, 1-22.pdf


Nov 28th
IN CLASS:
Students shared and peer evaluated outside reading projects in small groups.
HOMEWORK:
Classwork from Wednesday due tomorrow. On Wednesday there will be a quiz on conflict (types/see notes from The Interlopers) and indirect/direct characterization.













Nov 23rd
IN CLASS:
  • Read pages 61-74 in Hotel
  • Answer the study guide questions for chapters 13-16. Include page numbers with your answers.
  • Post-it: an example of H&K relationship, an example for YH, an example for OH, and one significant quote. All should have HOW and WHY analysis and connect to a previous characteristic/aspect of relationship or show a change in character or character relationship. Pick the best possible textual evidence.
  • Whatever you donít finish in class is homework. It will be not be checked until Tuesday.
  • Be prepared to share your OR projects the Monday we back from Thanksgiving.
  • Why did the police arrest the turkey? They suspected him of fowl play.
HOMEWORK: Classwork from today will be checked on TUESDAY.
HAVE A GREAT HOLIDAY WEEKEND WITH YOUR FAMILY!!! Remember to put down the technology and have real converstions with people. :)
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Nov 22nd
IN CLASS: COLLECTED ORP. Students worked on Vocab II handout (linked below), while I circulated to finish post-it note discussions with each student. Time permitting in each class, reviewed study guide answers for chapeters 7 to 12.
HOMEWORK: Finish class work if you didn't finish in class.
VOCAB II Worksheet: HCBS VOCAB II.pdf


Nov 21st
IN CLASS: Students worked on study guide questions with their groups (with page numbers for answers) for chapters 7 to 12, while I circulated to discuss post-it notes with each student.
HOMEWORK: Finish class work if you didn't finish in class.







Nov 18th
IN CLASS: Students filled out envelopes and handed in thank you letters to be mailed. Discussion and work on post-it note annotation.
HOMEWORK: Read chapters 7-12 (pages 26-60); Post-it and annotate your post-it with the how and why analysis. These will be checked on Monday, as I circulate through the room to discuss with each student. Do your best work. We will work with these pages all of next week.
Post-it the following from pages 26-60:
  • 2 eamples of OH
  • 2 examples of YH
  • 1 example of H & M relationship
  • 2 examples of H & K relationship (1 from pages 1-25 and 1 from pages 26-60)
  • 1 significant quotation.
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Nov 17th
IN CLASS: Students took vocabulary quiz and started working on their friendly "thank you" letters.
HOMEWORK: Finish freindly "thank you" letters and bring address from home.

Nov 16th

IN CLASS: Finished constructed response from yesterday, if more time was needed. Shared post-its with partners.
HOMEWORK: Be prepared for vocab quiz tomorrow and to write "thank you" letter in class.

Nov 15th

IN CLASS: Completed constructed writing based on "Two Thanksgiving Day Gentlemen"
HOMEWORK: Based on the two quotes we marked for selflessness for OH, mark 2 examples of loyalty for OH, 2 examples of traditional for OH, and 2 examples of loyalty of YH. The post-it should be put in the same spot as the quote, but put the how and why on the post-it.


Nov 14th
HOMEWORK FOR TOMORROW: Read "Two Thanksgiving Day Gentlemen" by O.Henry. Take notes on theme (and how character, plot, or setting support it). You will write a ONE PARAGRAPH constructed response with two textual supports on it tomorrow. You can have your story notes out along with any notes you've taken on CR from our discussion on Friday or from your returned rubric out to help you. You can't just have the returned rubric out. You need to write your own reminder notes. I will also have a copy of the story on the desk for you to refer back to.

HOMEWORK FOR WEDNESDAY: Based on the two quotes we marked for selflessness for OH, mark 2 examples of loyalty for OH, 2 examples of traditional for OH, and 2 examples of loyalty of YH. The post-it should be put in the same spot as the quote, but put the how and why on the post-it.

Nov 9th
IN CLASS: Constructed responses were returned with teacher evaluated/commented rubrics. We spent the class period reviewing the essential and expected elements of a constructed response at this level, along with looking an a sample response and breaking down each aspect of it. The students then reflected on their own writing on the back of the rubric and made a plan for their next writing assignment. (10 minutes was also given to work on vocabulary, which will be reviewed on Monday.)
Nov 8th
HOMEWORK: Finish handout from class on Thursday for tomorrow. We will review vocabulary on Monday. Vocabulary assessment will be on Wednesday the 16th.
Nov 7th
HOMEWORK: Finish handout from class for tomorrow.
Copy of handout: Characterization.pdf



Nov 4th
IN CLASS:
  • Periods 2, 3, and 4: Handed out OR project list, handed out HCBS Study Guide Ch 1-22, went throught the historical and cultural Power Point and completed the handout, and used any remeing time to work on HCBS questions.
  • Periods 7 and 8: Analytic discussion on the Film to Text contrast handout for "Monkey's Paw," handed out OR project list, handed out HCBS Study Guide Ch 1-22, and used any remeing time to work on HCBS questions.
HOMEWORK:
  • ALL CLASSES: Complete study guide questions for chapters 1-6 on Monday. Include the page number of where you found your answer. Answer questions on a separate sheet of paper.





Nov 3rd
IN CLASS:
  • Periods 2, 3, and 4: Last day with TCNJ teachers: "Monkey's Paw" was discussed and analyzed, short post-unit assessment given, and any time remaing was left to read HCBS pages for tomorrow.
  • Periods 7 and 8: Film to Text contrast lesson using "Monkey's Paw." Focus on character, plot, setting, and resolution. Identified contrasts, effect changes have on story line, and did you like the changes (explain why or why not).
HOMEWORK:
  • ALL CLASSES: Read HCBS up to page 25. There is always the possibility of a short reading check quiz with any nightly reading assignment. (Reading assignment was given out on the 2nd.)
  • Periods 7 & 8: If you didn't finish the film to text worksheet, do so in pereparation to finish our class discussion tomorrow.  


Nov 2nd
IN CLASS:
  • "Monkey's Paw" was collected for a homework completion grade.
  • Hotel on the Corner of Bitter and Sweet was given out, along with the novel's Part 1 vocabulay
HOMEWORK:
  • FOR FRIDAY: Read HCBS up to page 25. There is always the possibility of a short reading check quiz with any nightly reading assignment.




Oct 31st
IN CLASS:
  • Reviewed signposts for fiction text. Read through "The Monkey's Paw, " answered questions, and identified signposts. Any work not completed in class is due on Wednesday.
  • Link to story text online:  The Monkey's Paw
HOMEWORK:
  • Periods 2, 3, and 4: "The Monkey's Paw" work due on Wednesday. Short quiz on non-Fiction signposts moved from Tuesday to Wednesday.
  • Periods 7 and 8: "The Monkey's Paw" work due on Wednesday. Short quiz on Non-Fiction signposts on Tuesday.

Oct 21st
HOMEWORK:
ALL CLASSES: Mawi assignment from class on Thursday due Monday. Check dates above for next OR.
PERIODS 2, 3, and 4: Read PBS article and complete at least 5 signposts on your sheet with analysis
PERIODS 7 and 8: Complete documentary signposts with analysis for Monday.
Notice and Note Signpost PowerPoint: How to Read Non-fiction texts.pptx




Oct 17th
IN CLASS:
  • Periods 2, 3, and 4: Introduction to the Nonfiction/The Homefront During WWII unit in preparation for reading the next novel, Hotel on the Corner of Bitter and Sweet
  • Periods 7 and 8: "Notice and Note" strategies when reading Nonfiction with in-class practice.
HOMEWORK:
  • Periods 2, 3, and 4: Think about and write down what strategies you use when you read nonfiction text
  • Periods 7 and 8: DUE FRIDAY ~ Read "PBS: Family Article" and complete the "Notice and Note" reading log on the back of the JFK reading log. If you didn't finish the JFK one in class, finish it for homework.


Oct 14th
IN CLASS:
  • Students spent the class period in the Learning Commons for a book talk on what's new in the library and making lists of books they'd like to read for their outside reading books, and also learing how to sign-up for
HOMEWORK:
  • Read your outside reading book, Of Beetles and Angels DUE MONDAY.

Oct 13th
IN CLASS:
  • Students reviewed Unit 1 etymology.
HOMEWORK:
  • Read your outside reading book, Of Beetles and Angels DUE MONDAY.


Oct 11th
IN CLASS:
  • Students completed a short writing diagnostic and then worked on etymology.
HOMEWORK:
  • Read your outside reading book, Of Beetles and Angels DUE MONDAY.
  • Complete etymology packet. Due Thursday.



Oct 10th
IN CLASS:
  • Finished project presentations.
  • Students discussed presentations and gave each other constructive feedback based on student graded rubrics.
  • Reviewed multiple-choice assessment
  • Handed out Unit 1 etymology and reviewed Unit 1 word parts and vocabulary words.
HOMEWORK:
  • Read your outside reading book, Of Beetles and Angels DUE MONDAY.
  • Complete etymology packet. Due Thursday.

Oct 7th
IN CLASS:
  • Students presented projects.
HOMEWORK:
  • Read your outside reading book, Of Beetles and Angels.

Oct 6th
IN CLASS:
  • Students handed in and presented projects. Presentations will continue tomorrow.
HOMEWORK:
  • Read your outside reading book, Of Beetles and Angels.


Oct 5th
IN CLASS:
  • Students completed the THOMS constructed response assessment.
  • They were allowed to use any remaining time to work on the project due tomorrow.  
  • Project rubric: THOMS Theme Proj Rubric 2016.pdf
HOMEWORK:
  • Finalize project presentation. Packet will be collected, from #9 Project Presentation, for EACH group member. Be prepared to present.



Oct 4th
IN CLASS:
  • Students reviewed project rubric, discussed CR assessment, talked about what needs to be handed in and presentation order, and then had the class period to work on projects.
  • Project rubric: THOMS Theme Proj Rubric 2016.pdf
HOMEWORK:
  • Finalize project presentation. Packet will be collected, from #9 Project Presentation, for EACH group member.
  • Mango Street constructed response is tomorrow. Bring your book and graphic organizer from the summer assignment. You MUST bring your book. You cannot borrow one.


Sept 29th
IN CLASS:
  • Students took multiple choice assessment in class. When assessment was finished, students had the opportunity to work on their thematic project.
HOMEWORK:
  • Work on project over the weekend. Bring in any materials you need to work on project for class on Tuesday. Check timeline above for important dates and information. And on 10/5: Mango Street constructed response. Bring your book and graphic organizer from the summer assignment.


Sept 28th
IN CLASS:
  • Analyzed a student sample of the rewritten vignette for the project and discussed the techniques used. I checked in with each group to answer any questions and clarify any aspects of the project
HOMEWORK:
  • Bring in any materials you need to work on project. Work on your independent aspect of the project.
  • Multiple choice assessment tomorrow. Bring a pencil. You cannot use your book or any other materials to help you during the assessment.


Sept 27th
IN CLASS:
  • Additional project samples are shown and discussed. I checked in with each group to answer any questions and clarify any aspects of the project.
  • Handed out organization sheet to help study for Thursday
HOMEWORK:
  • Bring in any materials you need to work on project. Work on your independent aspect of the project.


Sept 26th
IN CLASS:
  • Project samples are shown and discussed. Any themes and vignettes not approved on 9/23 are done so at the start of class, based on group preparation. Project ideas need to be confirmed and approved by the start of class on 9/27.
HOMEWORK:
  • Bring in any materials you need to work on project. Be sure project ideas are solidified. If I didn't approve it yet, I will be around to do so at the start of class.



Sept 23rd
IN CLASS:
  • Collected vignettes
  • Checked thematic planning sheets.
  • Discussed the development of theme using Cinderella as an example. Notes attached: Class Discussion on Theme.pdf
  • Got into groups of three, and bagan working on the THOMS Thematic Project. Project handout linked: THOMS Theme Proj Packet 2016.pdf
  • Students worked on completing #1-3 on the handout. They are to brainstorm #4 and post-it one quote in each of their three chosen vignettes.  
HOMEWORK:
  • If you didn't finish #3 in class, brainstorm and take notes on your ideas. Brainstorm for #4 and post-it one quote in each of your three chosen vignettes. You do not need to write #3 or #4 in the packet, but I should see post-it notes to use in your group discussion on Monday.



Sept 22nd
IN CLASS:
  • Students completed the reflective writing on their summer choice novel.
  • When finished, they could work on the thematic planning sheet (attached under last night's homework) or read OBAA.
HOMEWORK:
  • Final vignette due tomorrow *1 page minimum, two page maximum * typed and printed out * you cannot print-out during class time tomorrow *12 point font and double-spaced between lines * Attach rubric and revise/edit sheet to it.  * If you have printer issues, see my courese expectations for what to do to not lose credit.
  • Thematic planning sheet due tomorrw. It it attached under last night's homework




Sept 21st
IN CLASS:
  • Students peer edited vignette second drafts.
  • As a follow-up to yesterday's class, we analyzed the short story "The Interlopers" . The audio link, link to the story text, and question worksheet are linked in last night's homework.
  • Handed out thematic planning sheet...to be completed for Friday. Thematic Planning Worksheet THOMS.pdf
HOMEWORK:
  • Writing on choice summer reading book tomorrow. Can work on thematic planning sheet or read OBAA after it. See "Important Dates" for additional info.
  • Final vignette due Friday *1 page minimum, two page maximum * typed and printed out *12 point font and double-spaced between lines * Attach rubric and revise/edit sheet to it.
  • Thematic planning sheet due Friday




Sept 20th
IN CLASS:
HOMEWORK:
  • Vignette second draft due TOMORROW. IT MUST BE TYPED AND PRINTED OUT. We will not have computers to use in the room. I will be in my room on Wednesday at lunch to answer any additional questions. Final vignette due Friday. It must be typed and printed out, double spaced, with rubric and revise edit sheet attached behind it. Vignettes turned in after Friday will receive a weekend late penalty.
  • See "Important Dates" above for info on Thursday's writing on your summer choice book (The one you read that wasn't Mango Street.).




Sept 19th
IN CLASS:
  • I checked vignette rough drafts, gave out the rubric and a revise/edit sheet. Students peer edited each other's rough drafts using the rubric, and then with a partner or as an individual (student choice) went through the vignette revise/edit sheet. Students that did not have their rough drafts today, used the class period to write their rough drafts and were STRONGLY ADVISED to still go through and use the revise/edit sheet on their own rough draft prior to handing it in on Wednesday.
HOMEWORK:
  • Work on vignette.
  • Vignette second draft due WEDNESDAY. IT MUST BE TYPED AND PRINTED OUT. We will not have computers to use in the room. I will be in my room on Wednesday at lunch to answer any additional questions. Final vignette due Friday. It must be typed and printed out, double spaced, with rubric attached behind it. Vignettes turned in after Friday will receive a weekend late penalty.
  • See "Important Dates" above for info on Thursday's writing on your summer choice book (The one you read that wasn't Mango Street.).



Sept 16th
IN CLASS:
  • Wrote a Back-to-School-NIght invitation to our parents/guardians.
  • Identified all the elements of a vignette present in the four vignettes in our Elements of a Vignette packet, and annotated the packet for writing techniques.
HOMEWORK:
  • Vignette rough draft due Monday. Base your vignette off of your object journal entry. Complete it in your school Google Docs. DO NOT SHARE IT WITH ME. It would be super helpful to you if you can bring a printed-out copy of your vignette to class with you on Monday (double-space the lines for easier editing and revising) as we work on the peer editing and revising process. Please also bring your journal entry with you too.

Sept 15th
IN CLASS:
  • Completed exercises on tone and sensory language.
HOMEWORK:
Identify the Elements of a Vignette in the next two vignettes in the packet, "Boys and Girls" and "My Name."



Sept 14th
IN CLASS:
  • Gave out multiple papers. See me tomorrow for them. I'm not putting them in the folders.
  • We reviewed denotation and connotation.
  • We finished our analysis of "Abuelito Who"
HOMEWORK:
Using today's handouts, READ the definition for tone, READ the different words you can use to describe tone so that you're familiar with the vocabulary (positive, neurtal, and negative), and READ the four poems on the tone worksheet. You DO NOT need to answer any of the questions. I just want you to have a little working knowledge of the topic in perparation for our lesson tomorrow.



Sept 13th
IN CLASS:
  • We did peer editing and revising on our object paragraph.
  • Began discussion and analysis of "Abuelito Who"
  • Gave out Elements of a Vignette packet
HOMEWORK:
Review elements of a vignette in packet. Identify and label the vignette elements present in the first vignette in the packet, "The House on Mango Street." DO NOT do the other three vignettes. Ex: If you find a simile, underline it and mark it as a simile. Just underlining it isn't sufficient.  




Sept 12th
IN CLASS:
  • Handed out new OR novel, "On Beetles and Angels." See me to sign one out. It needs to be read at home. I'll give you a date to have it completed by. We're looking at around October 14th, since Mawi will be in to speak to us on the 19th.
  • Handed-out copies of "Abuelito Who" for homework.
  • Discussed the elements that need to be present in a journal/blog entry. Students then spent the rest of the class period working on their journal/blog response about their special object from homework on Friday.
HOMEWORK:
Read "Abuelito Who" and complete questions.
















Sept 9th
"By asking what we value, we rediscover who we are.
By examining the things we most value, we illuminate the human urge to preserve the past and speak to the future."

IN CLASS:
We discussed the connection between objects and meaning. Connections were made to a clip, "The Man in the Red Bandanna," "The House on Mango Street," and personal connections to your life. We discussed the following questions and connected them to personal experiences, the video, and the first vignette in Mango.
  • Why do we collect things? What do you collect?
  • How do we respond to important events?
  • How do curators select items to preserve and display?
  • How do we imbue objects with value? 
  • What is a symbol?
  • How does the symbol of the red bandanna change from before 9/11 to after 9/11?
  • How do objects connect people?
  • How do objects bridge the past and the future?
  • What is Esperanza's object? What feelings are attached to it in the beginning of the novel?
  • LINK TO THE MAN IN THE RED BANDANNA
HOMEWORK:
  • In preparation for our writing assignment next week, THINK about an physical object that represents the intangible for you. You DO NOT need to bring it in, but you can share a picture of it in your Google Docs (not mine, just your account) for reference, but you do not need to do so. 
  • On Tuesday: Bring The House on Mango Street, summer worksheet, and post-it notes to class.
  • Your student interest form is due on 9/16. You'll have homework every night next week, so be sure you're leaving time to complete it. :)




Sept 8th
In class: Students shared quilt patches with their assigned table, and then the tables shared information on each other with the class.

HOMEWORK: Complete your writing sample paragraph. Tell me about yourself through your patch. It needs to be a solid 8-12 sentence paragraph, containing all of the elements of a paragraph. Be sure to write complete thoughts. Don't just tell me that you like soccer. Tell me why you like it, what you get out of it, why you started playing, etc. This can be typed (but printed out at home, not in class) or handwritten. These will be collected in class for a homework grade, so graded just for completion not content, but I expect your best work. Please don't have anyone help you on this or proofread it. I need have an idea as to where you are as a writer, so that I can start planning our lessons for The House on Mango Street next week. :)

Sept 7th
HOMEWORK: Finish quilt patches. They need to be colorful, have your name on it somewhere, and the images can be simple. You do not need to be a great artist. Just take your time and draw or print out neat images. A heart with the word family can represent love for family, soccer ball or a basketball can be for sports, and a musical note for music or playing an instrument, etc. These will be used in class tomorrow.