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January 7: A Day January 7, 2013

Posted by garvoille in Uncategorized.
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1A

1. Freewrite

2. Altered book examples. Students can click on the “alt. book” tab above or follow this link to find some examples of altered books. Here are some pages from my own example:

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In class we looked at examples online on the iPads or our BYOT.

3. Altered book assignment. Students received this assignment sheet that outlines the requirements of the project: Altered book-Assignment Sheet. On the second and third pages of this document, students planned how they would support their chosen theme from the novel.

4. Planning. Once students had a theme and evidence for it, they could start planning their illustrations using this paper: Drafting for altered book.

5. Once they had planned at least one spread of pages, students could start working on their book. We are using damaged or discarded copies of The Outsiders and To Kill a Mockingbird.

The altered book will be due at the beginning of class next Tuesday. We will be working on it in class on Wednesday and Friday. I will also stay after school to allow students to work on their books Wednesday and Friday until 4:00.

No homework.

2AB

1. Freewrite.

2. Example outline. Ms. Garvoille demonstrated how she would outline an essay. Here’s an example:

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Here is the sheet we used: W8 Basic Essay Outline. All groups filled this out and then assigned each group member a box or the Counterargument/Rebuttal.

3. Finding evidence. Each student received their homework, Finding Evidence for a Body Paragraph. You should find three quotes that support your topic sentence. We may not use all of them, but we want to be able to choose.

HW: Finish “Finding Evidence for a Body Paragraph.”

4A

1. Freewrite.

2. Finding an issue. Students all spent five minutes answering questions under #1 to think of an “issue” related to their motif to write about using W7.5: Writing a Thesis Statement Hobbit

3. Ms. Garvoille then demonstrated how to turn an issue into a thesis. Here is an example (thought it is different than the one we did together in class):

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From that, she developed the thesis to write on the back of W7.5: Bilbo is not the sole hero of The Hobbit because Tolkien wants the reader to recognize that it takes multiple people within a community to create true heroism.

4. Students then worked in their motif groups to create idea charts and theses of their own. Here’s what we came up with:

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Thesis: In The Hobbit, Gandalf chooses Bilbo because of his adventurous backstory, which allows him to become more than a regular hobbit.

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Thesis: Bard kills Smaug in order to unite all the species as allies once again.

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Thesis: Bilbo constantly lies to his friends not for his own benefit but for their benefit.

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Thesis: Even when nature seems to be conflicting with Bilbo, it helps him on his adventure.

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Thesis: In The Hobbit, Bilbo’s switching of family sides from Baggins to Took in his attitude suggests the whole journey is about Bilbo trying to find out who he is.

5. Outlining an essay. Ms. Garvoille demonstrated how she would outline her essay. Here’s an example:

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Here is the sheet we used: W8 Basic Essay Outline. All groups filled this out and then assigned each group member a box or the Counterargument/Rebuttal. 

HW: For Wednesday, find evidence for your topic sentence, in other words, the point in your box. If you were absent you should get in contact with someone in your group to ask them what your topic sentence is. Use this template to write out your evidence: Finding Evidence for a Body Paragraph. You should have three quotes that support your topic sentence. We may not use all of them, but we want to be able to choose.

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