Change of Venue

As most students are now using the class Facebook page, I will no longer post weekly updates on this page.  Parents and students may access the Facebook page for updates by clicking on the "Mrs. T's Pre-AP/TAG Class Page" link (located directly under the home page link) in the column to the left.  Please follow the link to ask questions or get updates on class assignments.  Thanks.

Change of Venu

As most students are now using the Facebook page for their updates, this site will no longer be used for class assignments and notes.  Please visit our class Facebook page at Mrs. T's Pre-AP/TAG class. 

Assignments for Nov. 26 - 30

Monday -

• Students completed a quick Part III quiz
• Students continued analyzing "Dover Beach" using TP-CASTT

Tuesday -

• Students read and analyzed "The Trees"
• Students completed a crossover responses for "The Trees" and Fahrenheit 451

Wednesday -

• Students will attend a presentation discussing credits, GPA, graduation requirements, etc.

Thursday -

• Students will complete their analysis of "Dover Beach"
• Some classes will perform mandatory safety drills

Friday -

• Students will complete the discussions of "Dover Beach," "The Trees," and Fahrenheit 451 questions to review for Monday's exam.

Focus for November 12 - 16, 2012

I want to apologize.  I know I've been out for a couple of weeks; it just seemed more students were connecting through Facebook, so I thought it would be easier to stick with that route.  I realize, however, that some parents prefer this route, so I'll try to keep both updated.  Again, I apologize for the inconvenience.

For the last week and a half, all homework has been focused on Fahrenheit 451.  Students have been assigned to read specific sections of the book, complete related vocabulary logs and quotation logs, and to think about the message of the book as homework.  They have been allowed to work at their own pace as long as they finish the sections by the given deadlines.  Part I was to be completed by last Thursday; Part II should be finished by this Friday (Nov. 16), and Part III should be completed by November 26th.  The students will complete a reading check test on each of those dates; it will cover details from the story, the vocabulary and quotations logs, and main ideas from the text.

For this week:
Monday -

• No school today in observance of Veterans Day.

Tuesday -

• Students will practice line break poetry.
• We will complete our discussion of Beatty's lecture to Montag, our primary focus being on how and why society changed so drastically over time to result in the society depicted in the novel.

Wednesday -

• We will complete our line break poetry.
• Students will analyze Frost's "The Road Not Taken" (pg. 724) using the TP-CASTT strategy and write a short response regarding Frost's message

Thursday -

• Students will use TP-CASTT to analyze "The War Against the Trees" (pg. 636)
• If time permits, they will also analyse "All Watched Over by Machines of Loving Grace" (632)

Friday -

• Students will complete a reading check test for Part II of Fahrenheit 451

Class Agenda for October 22 - 26, 2012

Monday -

• Organize and update notebooks
• Review the nine-weeks exam

Tuesday -

• Review figurative language by preparing flash cards
• Attach these to the notebook

Wednesday -

• Review poetry structural elements by creating flashcards and attaching these to the notebook
• Prepare a foldable for sound devices on page 50 in the notebook

Thursday -

• Using "The Bells" introduce Poe's beliefs about poetry (lyrical)
• Read and analyze sound devices, figurative language, and structure of "The Bells"

Friday -

• Based on Thursday's conversation, begin analyzing the message of "The Bells"

Assignmnents for October 15 - 19, 2012

This is the last week of our 9-week term.  Make sure all work has been submitted to all of your teachers. 

Monday -

• Students will continue reading "Sweat" in class, focusing on Hurson's characterization
• Students will learn of the opportunity to re-earn up to 10 points on one of their earlier summative writings--the writing must be revised in class

Tuesday -

• Students will finish reading "Sweat" (any text not read in class will be read for homework by Thursday)
• Students will review the "Sweat" vocabulary

Wednesday -

• Morning classes will not meet; instead, students will participate in the PSAT or field day
• Afternoon classes will work on the paragraph revisions

Thursday -

• Students will complete the 9-weeks exam

Friday -

• Students will revise a summative writing to re-earn summative points

Assignments for October 8 - 12, 2012

I apologize for last week.  I was unable to get into the blog page to update the lesson.  Quick re-cap:  Monday--The class reviewed basic literary analysis paragraph format using student papers to show the do's and don'ts and we discussed the different types of sentence constructions; Tuesday--Students wrote a literary analysis paragraph for "Cask of Amontillado" and "The River" was introduced; Wednesday--Students were introduced to "The River" and our focus areas for the story and we discussed run-on sentences, comma splices, and fragments; Thursday--Students received copies of "The River" and spent the period reading the story (monitored by a substitute teacher); Friday--students took a quick reading comprehension quiz and we discussed the events of "The River."

For this week . . .
Monday -

• Students will discuss the differences between possessive form and plural form
• The class will analyze the basic literary elements of "The River"

Tuesday -

• Students will review the basic grammar discussed in class over the last week
• The class will finish its analysis of "The River" and prepare for tomorrow's exam

Wednesday -

• Students will complete a summative exam for "The River"

Thursday -

• Students will review common word usage problems (homophones)
• Students will be introduced to Zora Neale Hurston's "Sweat" and our focus areas for this story
• Students will be introduced to the characterization dialectical journal

Friday -

• The class will read and discuss "Sweat," keeping a characterization dialectical journal as we read
• Students will finish reading "Sweat" at home if we do not finish in class

Reminder . . .

Yearbook pictures will be made on Tuesday, September 25th, at the beginning of each class period.  Make sure you wear your brightest smiles!

Assignments for September 24 - 28, 2012

Monday and Tuesday -

• Students will continue reading and analyzing "The Cask of Amontillado" in class
• Students will continue working on dialectical journals (due by Thursday)
• Homework (Monday):  Students will review vocabulary by writing the word twice and a synonym; students may be required to read and/or review several pages of our story
• Homework (Tuesday):  Students will prepare a short response comparing the point of view in "The Cask of Amontillado" to that of the narrator in "Gaston"; students may be required to read and/or review several pages of our story

Wednesday -

• Students will begin analyzing individual literary elements in "The Cask of Amontillado"
• Homework:  Students will prepare a plot line for "Cask of Amontillado"

Thursday -

• The class will review the plot breakdown of "Cask of Amontillado" to identify the non-linear elements
• Homework:  Students will determine a theme for "Cask of Amontillado" and provide textual evidence to support their claim

Friday -

• Students will complete a literary elements unit test

Assignments for September 17 - 21, 2012

Monday -

• Students will continue their review of the literary elements
• Students will review the assignments required in their notebooks (notebook check this week!)

Tuesday -

• If they have not already finished, students will complete their review of the literary elements
• Students will revise their "By the Waters of Babylon" point of view paragraphs
• The teacher will introduce the literary design poster assignment
• Students will have time in class to work on their literary mini-posters

Wednesday -

• Students will prepare their literary mini-posters
• Students will share their point of view paragraphs to get peer responses

Thursday -

• As a class, we will review dialectical journal format
• Student will acquire the vocabulary for "The Cask of Amontillado"
• Students will complete a quick write to introduce the concept of the story
• We will begin reading and discussing "The Cask of Amontillado"

Friday -

• Students will review the vocabulary definitions
• Students will continue reading and discussing "The Cask of Amontilado," focusing on point of view and mood (through setting and characterization)

Literary Elements Design Page Postponed

Because the overview of the literary elements is taking longer than anticipated, the literary elements design page assignment has been postponed.  We will do this next week, though--so much to look forward to.

Lessons for September 10 - 14, 2012

Monday -

• Introduced TAG line in paragraphs and basic literary analysis paragraph structure
• Review student paragraph drafts as a whole class to point out structural and content issues
• Returned paragraphs to be revised for homework

Tuesday -

• *Quick quiz postponed until Thursday due to excessive student absences for leadership conference
• Review and collect scavenger hunt responses
• Prepare table of contents for notebook

Wednesday -

• Review basic literary elements (with applications to "Gaston" and "By the Waters of Babylon"
• Primary focus on point of view and plot

Thursday -

• Complete quick quiz (postponed from Tuesday)
• Complete literary elements review
• Homework:  Prepare for the literary elements design pages

Friday -

• Prepare literary elements design pages

Lessons for September 3 - 7, 2012

There will be no tutoring after school on Tuesday or Wednesday of this week due to preparations for open house and faculty meetings. 

Monday -
NO SCHOOL--LABOR DAY HOLIDAY!!!

Tuesday -

• Students will complete oral mandala presentations. 
• The scavenger hunt assignment will be distributed and discussed, due Tuesday, Sept. 11th.
• The teacher will complete the review of course expectations for those classes who did not complete it last week.
• For homework, students will number the pages in their spiral or composition notebooks for use in class.

Wednesday -

• Students will review the vocabulary definitions for "By the Waters of Babylon."
• Students will review highlighting and discuss how to properly annotate a passage.
• "By the Waters of Babylon" will be distributed.  Students will complete a hightlighting and annotation activity with the story.
• For homework, students will study the vocabulary from "By the Waters of Babylon."

Thursday -

• Using "By the Waters of Babylon," students will complete the highlighting and annotation activity and then finish reading the story.
• Students will respond to questions related to the story.  These will be discussed in class after students have worked independently to determine the answers.
• For homework, students will study the vocabulary from "By the Waters of Babylon."

Friday -

• Students will learn about the literary analysis short response/paragraph structure. 
• Students will prepare and share a sample response related to "By the Waters of Babylon." 
• For homework, students will complete a short response independently.

Lessons for August 27 - 31, 2012

Monday -

• Students will receive copies of the course expectations/syllabus and Pre-AP English I contract.  They will be assigned to read these carefully and to write three questions or observations they have about any specific details in the readings.  These will be discussed in class on Wednesday.
• Students will be informed of the supplies needed for this class.  Supplies should be on hand by Tuesday, September 4th.
• Students will carefully read and annotate "Gaston."

Tuesday -

• Students will write a literary analysis for "Gaston." 

Wednesday -

• The class will discuss observations students noted from the course expectations/syllabus and Pre-AP English I contract.  Any questions students posed will be answered fully. 
• We will discuss mandalas, and students will be assigned to create a personal mandala they will share in class during an oral presentation on Friday.

Thursday -

• The class will complete its discussion of observations and questions regarding the course expectations/syllabus and Pre-AP English I contract. 
• Students will be reminded that signed course contracts and mandalas are due at the beginning of class on Friday.

Friday -

• Students will share their mandalas in an oral presentation to introduce themselves.
• Students will receive the scavenger hunt assignment to be completed by Friday, September 7th.

**Ellison High School will host its annual open house on Tuesday, September 4th from 6:00 until 8:00 PM.  I hope to see many students and parents there! 

August 27 - 31, 2012

Greetings from your Pre-AP/TAG teacher! I would like to welcome each of you to Ellison High School and our English I Pre-AP/TAG class for the 2012-2013 school year. We will hit the road running and maintain a steady pace throughout the year. So, get your running shoes on (metaphorically speaking); we are ready to start the race!

 

You will need some supplies . . .

 

Successful organization of class materials and notes can boost your academic success. Organization simplifies life for students by helping them keep materials in one, easy-to-find location and allowing them to quickly access needed papers. Thus, this skill will be emphazided through our use of class binders this year. The list of class materials needed can be found below:

 

• 3-ring binder, at least one inch
• White, loose-leaf notebook paper
• #2 pencils (maybe extra erasers)
• One or more highlighters
• One spiral or composition notebook

*A flashdrive will be very helpful throughout the year, but it is not required

 

**Other supplies--such as markers, a ruler, colored pencils, glue, poster boards, etc.--will be necessary for specific projects throughout the year. However, these will not be needed daily in class.

 

 Please note: students will not receive a grade for having these specific items in class. However, I will expect every student to maintain a class binder for English I Pre-AP/TAG class notes and materials. If you are trying to procure these materials but are experiencing difficulty in doing so, please let me know discreetly.

 

Once again, welcome!  I look forward to working with each and every one of you!   :)

May 31, 2012

Dear Students,

Well, we've had a full year!  I want to let all of you know what an honor it has been to work with you this year.  You are an amazing group of individuals!!! 

I know many of you feel my expectations for you have been too high, and you're welcome to those feelings.  I just want you to know my expectations were not set high to keep you from success, but they were high because I knew you were capable of a level of success even you were unaware of until you pushed yourself.  I've believed in you every step of the way, knowing that you could achieve so much if only someone would allow you to discover your potential.  I've hoped all along that you could come to develop the same faith in yourself that I have for you because I believe once you know YOU CAN achieve what at first seems impossible, YOU DO achieve wonders!

Thus, I've done all I can for now, and I pass you along to another teacher.  I just wanted to let you know I've enjoyed our time together, and I'm going to miss seeing your smiles, hearing your laughter, and watching you grow.  Always know I'll be your biggest fan, and I'll be here for you if you need help in the future.  I love you all!  Have a safe, blessed summer and future. 

Your biggest fan,
Mrs. T

Lessons for May 7 - 11, 2012

*Because of EOC testing this week, only 6th and 7th period 9th-grade classes will meet on Tuesday, Wednesday, and Thursday. 

**Research projects are due on Monday, May 14th.  No late work will be accepted for any reason.  Students with questions or who need assistance checking citations or any part of the project should come to tutoring this week after school. 

Monday - All students will continue reading and discussing Act II of Romeo & Juliet.  Act II study questions will be distributed so students may work on them throughout the week (due Monday).

Tuesday thru Thursday - Students in 6th and 7th periods will view Acts I and II of Romeo & Juliet (1968 Zeferilli version) and compare it to the text version.

Friday - Any class who has not completed Act II will finish reading and discussing it today.  Students will also review the background test and prepare for Monday's Acts I & II test. 

Lessons for April 30 - May 4, 2012

Reminder:  All research projects are due by May 14th.  NO LATE PROJECTS WILL BE ACCEPTED!  I don't mind guiding you as you prepare your final work, but you must come to tutoring with all of the notes, sources, and materials needed to work on your project. 

Monday- Students will review the vocabulary for Act I and study The Prologue for Romeo & Juliet.

Tuesday - Students will pick up their close reading study guide and begin reading/acting Act I, scene i.

Wednesday - Friday - Students will continue reading and responding to Act I of Romeo & Juliet.  Studens will complete the close reading study guide as the week progresses.  Pop quizzes may be administered any day to insure that students are working through the study guide and comprehending the reading and discussion.

Video Links to the A&E Biography of Shakespeare

To help review for the Shakespeare test . . .

A& E Biography:  William Shakespeare:  Life of Drama
Part 1:  http://www.youtube.com/watch?v=LVNGgK4ayZ8&feature=related
Part 2:  http://www.youtube.com/watch?v=2cMgd6p2w2o&feature=relmfu
Part 3:  http://www.youtube.com/watch?v=1CiGyrbbLPA&feature=relmfu
Part 4:  http://www.youtube.com/watch?v=B80wrkf5LGY&feature=relmfu

Classes for April 23 - 27, 2012

We are playing it by ear this week because of the chaotic scheduling.  The following is what we have been able to insure:

ALL STUDENTS WILL COMPLETE THE INTRODUCTION TO DRAMA AND SHAKESPEARE TEST ON FRIDAY, APRIL 27TH.

Monday -
Only 4, 5, 6, and 7 meet.  Complete Shakespeare background notes.  Define words for Act I if time allows.

Tuesday -
Shakespearean Tribute Day!

Wednesday -
Complete notes in classes not yet finished and view Shakespeare in the Classroom. 

Thursday -
Only 4, 1, 2, 3 meet.  Define vocabulary for Act I and review for Friday's test.

Friday -
Test over drama and Shakespeare's background notes.

Students should be working on their research projects.  Final copies are due May 14th

--no late work will be accepted.

Lessons for April 16 - 20, 2012

***Remember: Students have had no homework these last few weeks because all students are supposed to be working on their research projects. Do not procrastinate!

Monday & Tuesday -
Students will complete oral presentations for their research project.

Wednesday -
If needed, students will complete oral presentations. Students will then begin reviewing background information for Shakespeare and the Renaissance.

Thursday & Friday -
We will complete the introduction to Shakespeare and the Renaissance.

Assignments for April 9 - 13, 2012

Monday -Tuesday -
Students will be completing in-class research (using note and source cards).

Wednesday -
Students will submit note and source cards for grading and begin a rough sketch of their research products.

Thursday - Students will complete their rough sketches of their products and begin preparing their outlines.

Friday - Students will prepare the works cited page for their products using their prepared source cards.

Assignments for April 2 - 6, 2012

**Reminders:

• Index cards are needed no later than Wednesday, April 4th.


• Students may come into the classroom to work with research sources before and after school (except on Monday morning when I have hall duty).


• Though there is no formal homework assigned each evening, students should be working on their research project nightly. Students will have time to review sources during some class periods, but there will not be sufficient time to conduct all research in class.


• Don't forget the tribute to Shakespearean England on April 23rd!

Monday - The class will finish its introduction to plagiarism.

Tuesday - Students will discuss how to avoid plagiarism and be introduced to the note- and source-card system.

Wednesday - Students will complete their overview of the note- and source-card system. Students should have a research occupation selected by today.

Thursday - Students will work with sources to begin researching their research topic.

Friday - No school today.

Assignments for March 26 - 30, 2012

Monday & Tuesday - Students taking STAAR tests, no classes

Wednesday - Students will complete "The Shakespeare Stealer" and discuss its historical context.

Thursday - Students will be introduced to the upcoming research project and grade expectations for this term.

Friday - Students will review plagiarism and begin discussing the basic notecard system for research.

**Students should have index cards for note and source cards by Monday.

STAAR Resources

Look on the left side at the bottom of "Pages" to find the notes from today's STAAR Academy workshops. I hope this helps! Let me know if you still have questions.

Approach to Writing Tips

See the bottom of the "Pages" list to the left for the suggestions for working through the writing that we discussed in class yesterday.

TEA Release Test Website Link

The website we discussed in class yesterday is
http://www.tea.state.tx.us/index3.aspx?id=3839&menu_id=793.
Remember, check out the short responses only, not the essay scoring guide. Also remember you may NOT double-stack lines or simply mildly suggest an answer as those have done. Your rules are different. You must clearly, specifically write out your answer statement and write only on the lines given, not in between.

If you have questions, contact me at karen.thompson@killeenisd.org.

My thoughts will be with all of you on Monday!

Assignments for the Week of March 19 - 23, 2012

* Remember, we have a textbook check this week. Please bring in both books to be checked prior to Friday.

**This weekend will be the last opportunity for the STAAR Academy. We will offer general reviews for all components of the test during the 1st session and a test strategies review during the 2nd session. I hope to see you there!

Monday -
Today we will review basic terms and concepts related to drama. Homework: Complete the grammar packet distributed the Friday prior to spring break --1st period will get it today.

Tuesday -
Students will review grammar packet responses and begin utilizing drama concepts and techniques using "Stealing Shakespeare" from our textbooks. Homework: Complete Anne of the Green Gables reading packet.

Wednesday -
Students will review the Anne of the Green Gables reading packet responses and complete "Stealing Shakespeare." Homework: Complete "Hungry Bears Prefer Minivans" reading packet.

Thursday -
Students will review the "Hungry Bears" reading packet responses and finish any last-minute drama notes. As a class, we will review STAAR testing strategies. Homework: None

Friday -
Students will complete their STAAR strategies review. Homework: None.

Change of Plans . . .

Because of the time it took to complete the stories in class yesterday and because I need to get a real understanding of what you can do in the limited time of 45 minutes, our "A Celebration of Grandfathers" quiz will take a new shape. This has become a take-home OER quiz. Answer the following prompt in ten lines or less:

In what way does Anaya's grandfather influence his character?

Remember, this is a short response (OER) and must be no longer than ten lines. Your response should be in APE format (Answer, Proof, Evidence), and the you must TAG (provide the title, author's name, and genre of writing) it in the first line.

Lessons for February 21 - 24, 2012

I apologize for the missing assignments for the last couple of weeks. I have been unable to get to the computer as much as usual. I will try to do better.

Quick Recap of Feb. 13 - 17: Because the issue paragraphs submitted did not demonstrate a full understanding of proper paragraph development and focus, we stepped back and went through the essay process, one step at a time, as a whole class. We spent this week discussing how to build an effective thesis statement, reviewing paragraph structure and how to develop ideas, preparing a proper outline for our issue essays, and composing our actual issue essays. These essays were submitted on Feb. 17th. Over the weekend, we began creating our essay bank cards to help us think through possible writing prompts.

Monday- Holiday! No school.

Tuesday - Students reviewed some basic usage errors that have been appearing in their writings. Today, they reviewed the following words: their, they're, there, its, it's, affect, effect, then, than, to, and too. For homework, students prepared sentences for lose, loose, your, you're, accept, except, who's, and whose. In class, we discussed components that make some of our most memorable readings exciting. We then compared those elements to the TEA Literary Essay rubric to demonstrate the overlap. Finally, we began reviewing a sample score 4 literary writing.

Wednesday - Today, we reviewed the homework sentences. Homework for tonight and tomorrow night was to read "A Celebration of Grandfathers" (starts on page 444 of your textbook). In class, we completed our review of the score 4 sample literary writing, reviewed the basic plot structure, and discussed strategies we could use to create an engaging plot for our literary "essays." Some of the tricks of the trade include foreshadowing, flashbacks, mood, irony, suspense, non-linear plot, and the use of dialogue. Students should try to incorporate at least three of these in their writings.

Thursday - Today, we will review once more how the score 4 writing sample incorporates various literary components to create an engaging plot and developed character. Then, students will review their "Environment" stories to see where specific strategies were used and where additional strategies can be utilized to improve the story.

Friday - Today, students will complete a quick reading quiz ("Celebration of Grandfathers") and begin writing and in-class literary "essay" which includes several of the strategies we discussed in class.

Behind one day . . .

We are behind one day because the DIDLS analysis of Anthem took longer than expected. We will begin "Beauty" tomorrow. Tonight, you need to define your new tone words.

Assignments for February 6 - 10, 2012

Monday -

• Complete the short response started last week




• Review revising and editing passage one in the workbook




• Begin tone word review activity

Tuesday -

• Complete revising and editing selection 2 (pgs. 131-132)




• Trade and grade "Hip Hop" short responses using the STAAR OER rubric. Revise OER to improve your score.




• Homework: Review tone words. Compose a full, properly formatted paragraph (topic: an issue about which you feel strongly). Any student who completed this as homework on Monday evening will not need to re-do this assignment.

Wednesday -

• Complete revising and editing selection 3 (pgs. 133 - 134)




• Complete class DIDLS analysis of Anthem excerpt




• Homework: Write a one-page story that illustrates the impact of environment on the people within it.

Thursday -

• Read Alice Walker's "Beauty" and discuss it's strategic use of narration woven in an expository writing




• Homework: Complete a short response for "Beauty" (Topic: How does Walker's perspective of her blind eye shift as the essay progresses?)

Friday -

• Complete discussion of "Beauty"

Assignments for Jan. 23 - 27, 2012

Reminders:

• The English I Super STAAR Academy will take place again this coming Saturday. Sessions start at 9:00 AM and continue through 12:30. Check the schedule for sessions offered this weekend. Hope to see you there!


• Be the Change projects will be carried out January 31st through February 3rd.


• No late work will be accepted.

Monday -
Students will discuss how to analyze the STAAR prompt page and analyze expository essays containing narrative components.

Tuesday -
Students will compose a timed, in-class essay.

Wednesday -
As a whole class, we will read and respond to student essays to discuss common strengths and weaknesses found in the student writings. Students will begin correcting grammatical errors found in their writings.

Thursday -
Students will swap essays with one another and prepare reverse outlines for the essays they are reviewing. Homework: Students will prepare a summary log of the weaknesses noted on their papers.

Friday -
Students will work independently on essay revisions, grammar logs, and development of ideas in their writings. Homework: Any essays needing revisions will be completed at home by Tuesday, January 31st.

Assignments for the Week of Jan. 16 - 20, 2012

****All pages needed for this project are posted in the column to the left and have the indicator of Be the Change on them.

Monday -
Holiday. No school.

Tuesday -
Read "Thirty-Eight Who Witnessed Murder" and introduce the Be the Change Project.
Homework: Consider ideas for your project. Jot down notes to share with your group tomorrow.

Wednesday -
Discuss the sample project and proposal; review the project requirements; and work on your proposal.
Homework: Write a paragraph of at least seven sentences in which you discuss how Martin Gansberg established his tone in "Thirty-Eight Who Saw Murder Didn't Call Police."

Thursday -
Complete proposal and begin preparing poster for your Be the Change Project.
Homework: Revise your paragraph from Wednesday's homework to include at least four different sentence types and two introductory sentence elements.

Friday -
Complete project proposals and posters.
Homework: Prepare for implementation of your project.

Homework for this weekend . . .

Don't forget to complete the homework this weekend: Read pages 598 - 612 in Write Source and complete the "Try It!" on pages 605 and 608.

Lessons for Jan. 9 - 13

Okay, I realize I've fallen behind. It's time to get myself re-acquainted with our blog. Here we go for the week:

Monday -
Review the TEA expository essay rubric in class. Students will re-create this rubric using their own words as homework.

Tuesday -
Students will read two expository essays in class. Using guided reading, students will identify the primary components of expository essays and discover what development of supporting ideas really is. We will apply the students' knowledge of the rubric to each of the essays read in class. For homework, students will read and label one additional essay and assess their "Honesty" essay based on the rubric to discover their own weaknesses.

Wednesday -
As a class, we will review the basic outline format and use it to outline the essays read in class yesterday. We will then use the reverse outlinning method to help students identify irrelevant details and organizational faux pas in their own writing. For homework, students will revise their essays to improve on their weaknesses.

Thursday -
Students will read "Hip Hop" as a class, stopping intermittently to discuss key ideas. For homework, students will prepare a short response for the selection.

Friday -
Using "Hip Hop" as a director, students will complete an in-class, timed expository writing.