Blended Families: The Force Awakens the Elf on the Shelf

My husband and I are both major Star Wars fans. In fact, we really needed a pre-nup for our individual Star Wars memorabilia collections.

He was determined to do the Elf on the Shelf today. Typically, he finds this tradition to be a chore that annoys him. Yet, his eyes twinkled and he would say, "I have an idea."

Good job, hubs!!!

Ms. Hatfield’s 2015 Semester I Exam Study Guide for English II

Ms. Hatfield’s 2015 Semester I Exam Study Guide for English II

You will have two Open Response questions on the literature portion of your exam. The short essay questions are designed for you to show mastery in the following areas:

·        Identifying and explaining theme between two texts, including how the author uses characters, setting, and plot developments to shape the theme.

·         Continuing a creative narrative while maintain the same tone and mood as the author.

The pieces of literature will be:

1. "Lamb to the Slaughter" by Roald Dahl
2. An excerpt from Bram Stoker's "To the Rescue"
3. An excerpt from "Ice" by Toni Cade Bambara

The remainder of the exam will be used to assess your mastery of the skills that you have studied this semester.

Common Core State Standards Taught and Studied during 1st Semester

Reading Literature Skills

RL.10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.10.3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.10.5 - Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Reading Informational Text Skills

RI.10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.10.2 - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.10.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

RI.10.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.10.5 - Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.10.6 - Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Language Skills

L.10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• L.10.1a - Use parallel structure.

L.10.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• L.10.5a - Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Language Progressive Skills

LP.10.3.1f -Ensure subject-verb and pronoun-antecedent agreement.

LP.10.4.1f - Correctly use frequently confused words (e.g., to/too/two; there/their).

LP.10.5.1d - Recognize and correct inappropriate shifts in verb tense

LP.10.6.1d - Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

LP.10.6.1e - Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

LP.10.6.3a - . Vary sentence patterns for meaning, reader/listener interest, and style.3

LP.10.6.3b - Maintain consistency in style and tone.

Grammar Review: #1 Parts of Speech

It is important to review this information. I know it feels remedial, but we tend to forget what we don't use. 

You will make vocalabury cards on multiple colored index cards or the index card books (They can be found at the dollar tree). They should look like this in some form or fashion: 

Also, you must include the information from the following videos in your note cards. This is a major part of your grade. 

Memoir: Working Outside of the Boring Book Report

Directions: After completing the reading of your memoir/biography, create one of the following projects. Each creation will have a written and oral component, as well. 

Once you choose the project that you want to create, please let me know through Gaggle. I will then send you the rubric for your project. 

Due Date: 11 December 2015

1. Create a Cartoon

Using a web tool like Creaza, PikiKids, or Kerpoof, you can create a cartoon or comic book strip to introduce main characters and the general plot of the story. If you like graphic novels, this will be fun for you (Tenkely). 

2. Create a Movie Poster, Advertisement, or Graphic 

Give enough information to demonstrate the theme of the novel and a graphic to demonstrate the personality or conflict of the author. Glogster is an excellent tool for this type of project. (Tenkely)

3. Interactive Timeline

An interactive timeline creator like Capzles can be used to share the events of the story sequentially. This option allows you to be very creative with the ability to add pictures, music, and other elements to emphasis the events of the novel (Tenkely). 

5. Advice Column

Create a Dear Abby type column for at least three events that the author can use advice. You will write as if you are the author stating your problem and you will respond with your advice just like Dear Abby (Wagner). 

6. PostSecret 

Create 3 PostSecret postcards from the author's point-of-view. Your post-card should express some deep feeling, regret, dream, or secret that you imagine the author would send to Post Secret (this was the website that inspired the app Whisper, FYI). These are typically very creative and colorful (I think this                        may be a Hatfield original). 

7. Psychological Analysis 

If the characteristics of the author or the events in the novel would qualify for psychiatric help, this is a great chance for you to analyze, diagnose, and prescribe treatment for the character in a written psychological report (Mitchell). You would need to be able to justify you diagnosis. For a bit of research to support your analysis, you can use The DSM.  

8. Name Analysis

They never spell it right. 

Select a few of the characters from the novel. Look up each of their names in on a few name websites like Behind the Name (NOT URBAN DICTIONARY!!!) to see what the name means. Write all the meanings down and then write a short essay for each character explaining in what ways the name is suitable and in what ways the name does not fit the character (Mitchell). 

9.  Create a Diorama (Box or Book)

I really love this one that is made out of an old book. 

Mitchell says, "We learn a lot about people by what they keep in their closets, what they have on their walls, what they select to put in a room." Create a space that would be fitting or meaningful to the author.  Draw it or write about it, making sure to include an explanation of why you designed the room as you did.

10. A Piece of Art 

I am envious of the student art that Ms. Diggs has in her room. If you are an artist, I would love something colorful and creative to hang in my room. It will have to demonstrate the theme, events, and/or author in some fashion. Here are a few examples of student creations based on literature. 

 

RUBRICS

Ms. Hatfield’s Outside Reading Project Rubrics

(If you do not see yours, please see or email me.)

Timeline: Outside Reading Project

CATEGORY	4	3	2	1
Spelling and Capitalization	Spelling and capitalization were checked by another student and are correct throughout.	Spelling and capitalization were checked by another student and were mostly correct.	Spelling and capitalization were mostly correct, but were not checked by another student.	There were many spelling and capitalization errors.
Content/Facts	Facts were accurate for all events reported on the timeline.	Facts were accurate for almost all events reported on the timeline.	Facts were accurate for most (~75%) of the events reported on the timeline.	Facts were often inaccurate for events reported on the timeline.
Fonts and Colors	The use of font styles and colors is consistent and shows a logical pattern. It helps organize the material.	The use of font styles and colors is consistent and shows a logical pattern for the most part. It helps organize the material somewhat.	The use of font styles and colors is consistent, but is not used effectively to organize.	The use of font styles and colors is not consistent OR detracts from the organization.
Graphics	All graphics are effective and balanced with text use.	All graphics are effective, but there appear to be too few or too many.	Some graphics are effective and their use is balanced with text use.	Several graphics are not effective.
Readability	The overall appearance of the timeline is pleasing and easy to read.	The overall appearance of the timeline is somewhat pleasing and easy to read.	The timeline is relatively readable.	The timeline is difficult to read.
Title	The timeline has a creative title that accurately describes the material and is easy to locate.	The timeline has an effective title that accurately describes the material and is easy to locate.	The timeline has a title that is easy to locate.	The title is missing or difficult to locate.
Learning of Content	The student can accurately describe 75% (or more) of the events on the timeline without refering to it and can quickly determine which of two events occurred first.	The student can accurately describe 50% of the events on the timeline without refering to it and can quickly determine which of two events occurred first.	The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.	The student cannot use the timeline effectively to describe events nor to compare events.
Time Use	Classroom time was used to work on the project. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work.	Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.	Student did not use classroom time to work on the project and/or was highly disruptive.
Software Learning	The student knows how to use the software and can accurately and clearly answer almost any question related to how to perform certain functions.	The student knows how to use the software and can accurately and clearly answer many questions related to how to perform certain functions.	The student knows how to use some parts of the software and can accurately and clearly answer a few questions related to how to perform certain functions.

 

Art Piece: Outside Reading Project

 

CATEGORY	4	3	2	1	Score
Design/Composition	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill.	Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing.	The student does not appear to be able to apply most design principles to his/her own work.
Color Choices	Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.	Student needs to work on learning color relationships and using that knowledge in his/her work.
Time/Effort	Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Planning and Explanation	Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.	Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.	Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let\'s things evolve in somewhat random manner.	Student has thought very little about the project. Is present but is not invested in the product.
Drawing	Drawing is expressive and detailed. Shapes, patterns, shading and/or texture are used to add interest to the painting. Student has great control and is able to experiment a little.	Drawing is expressive and somewhat detailed. Little use has been made of pattern, shading, or texture. Student has basics, but had not \"branched\" out.	Drawing has few details. It is primarily representational with very little use of pattern, shading or texture. Student needs to improve control.	The drawing lacks almost all detail OR it is unclear what the drawing is intended to be. Student needs to work on control.
Sources of Inspiration	The student expressed the theme of the book through the artistic presentation.			The student did not present the theme of the book, but used a direct quote.

 

Dear Abby Column: Outside Reading Project

 

CATEGORY	4	3	2	1
Salutation and Closing	Salutation and closing have no errors in capitalization and punctuation.	Salutation and closing have 1-2 errors in capitalization and punctuation.	Salutation and closing have 3 or more errors in capitalization and punctuation.	Salutation and/or closing are missing.
Grammar & spelling (conventions)	Writer makes no errors in grammar or spelling.	Writer makes 1-2 errors in grammar and/or spelling.	Writer makes 3-4 errors in grammar and/or spelling	Writer makes more than 4 errors in grammar and/or spelling.
Ideas	Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.	Ideas were expressed in a pretty clear manner, but the organization could have been better.	Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.	The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.
Capitalization and Punctuation	Writer makes no errors in capitalization and punctuation.	Writer makes 1-2 errors in capitalization and punctuation.	Writer makes 3-4 errors in capitalization and punctuation.	Writer makes more than 4 errors in capitalization and punctuation.
Grammar & spelling (conventions)	Writer makes no errors in grammar or spelling.	Writer makes 1-2 errors in grammar and/or spelling.	Writer makes 3-4 errors in grammar and/or spelling	Writer makes more than 4 errors in grammar and/or spelling.
Content Accuracy	The letter contains at least 4 accurate facts about the topic.	The letter contains 3 accurate facts about the topic.	The letter contains 2 accurate facts about the topic.	The letter contains 1 accurate facts about the topic.
Neatness	Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride. A \"Dear Abby\" type graphic of yourself is added, as well as the look of a newspaper column.	Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care. A \"Dear Abby\" picture of some sort with a newspaper column look.	Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care. No graphic or does not have the appearance of a newspaper column.	Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. No graphic or appearance of a newspaper column.

 

Storyboard: Outside Reading Project

 

CATEGORY	4	3	2	1
Clarity and Neatness	Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary.	Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions.	Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions.	Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions.
Use of Time	Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders.	Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders.	Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so.	Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so.
Spelling & Grammar	No spelling or grammatical mistakes on a storyboard with lots of text.	No spelling or grammatical mistakes on a storyboard with little text.	One spelling or grammatical error on the storyboard.	Several spelling and/or grammatical errors on the storyboard.
Content	All content is in the students\' own words and is accurate.	Almost all content is in the students\' own words and is accurate.	At least half of the content is in the students\' own words and is accurate.	Less than half of the content is in the students\' own words and/or is accurate.
Required Elements	Storyboard included all required elements as well as a few additional elements.	Storyboard included all required elements and one additional element.	Storyboard included all required elements.	One or more required elements was missing from the storyboard.

Have fun and until next time, 

LEARN LOUDLY!!!!

Works Cited 

     Mitchell, Diana. "Fifty Alternatives to the Book 

Report." TEACHING IDEAS. National Council of Teachers of English, 

1998. Web. 16 Nov. 2015.

 

     TenKely, Kelly. "10 Technology Enhanced Alternatives to Book 

Reports."10 Technology Enhanced Alternatives to Book Reports. 




Teaching Community, 2015. Web. 16 Nov. 2015.

     Wagner, Kimberly. "150 Book Report Alternatives." THE CHEEKY  


LIT TEACHER. Word Press, 10 Apr. 2011. Web. 16 Nov. 2015.