Goal: Our first Soapstone, learning a piece of rhetorical analysis.
SOAPSTone:
S - Subject / topic / issue of the text
O - Occasion - what is the context of the text? Consider time period, relevant events, and issues current to the text.
A - Audience who is this written for? How do you know?
P - Purpose - why did the author write this? What is his/her goal?
S - Speaker - who is Coben? How do you know? What else can you find out?
T- Tone - sarcastic, humble, bitter, convinced, unsure, reasonable, angry, immature, educated?
SOAPSTone:
Open the Undercover Parent article

https://drive.google.com/file/d/1qO0lxw_DuC0G3aCZOae3-0y2eYFsbnmn/view?usp=sharing
With your partner complete the SOAPSTONE FORM HERE

  (If you are absent you'll have to work on it on your own.)
Reminders:

• Grading period ends Friday. I'll be grading all weekend, poor me. 

Goals: Exploring our initial thoughts and opinions related to teens and the internet. First reading of Undercover Parent article using the "Say Something" protocol.

Finish your AOW (Article of the Week) paragraphs from last Thursday before break.

1. Join peergrade https://www.peergrade.io/ . Class code V4MNN4. Paste your AOW paragraphs into the assignment. 
2. -Read a AOW (Article of the Week) and write about it:
   Read THIS ARTICLE assigned to you in Newsela. (sign in with Google.)
   Join Newsela with your Sandi.net email. Do not join a teachers class.You do not need to verify your email. Refresh article page. You should now be able to see the entire article. 
   https://newsela.com/read/storycorps-interview/id/11561/
   Read the article twice. Once for comprehension. Once for analysis.
   Open your EJ and use the summary frame in this picture to write a paragraph about what you just read.
   http://3.bp.blogspot.com/-YC80Lw_1DX0/VhL3_5prdRI/AAAAAAAAl3M/XRTHcuOoYQ4/s1600/FullSizeRender-711072.jpg
   Add an explanation sentence after each of the two quotes, like in the summary example.
   Write a second paragraph about what you think about the article. Would you want to try something like this with your family members?
3. Review the work of one classmate and see the feedback your classmates gave you.

Goals: Update your progress, evaluate your skills, give and get feedback.
Complete this formative assessment for our next unit. 

https://docs.google.com/forms/d/e/1FAIpQLScYMlZJa3e5b3uUhL4dWe4D3PWwbMZvuSG1IM9gVcpOsifdzw/viewform
Finish your AOW (Article of the Week) paragraphs from last Thursday before break.

1. Join peergrade https://www.peergrade.io/ . Class code V4MNN4. Paste your AOW paragraphs into the assignment. 
2. Review the work of three classmates and see the feedback your classmates gave you. 

Goal: Build background knowledge prior to attending the PLHS production of The Crucible.

Open your English Journal. Answer the following questions while you watch the film adaption of The Crucible.

Answer each question in 1-2 complete sentences; sentences must have accurate punctuation, subject-verb agreement, and capitalization. Always repeat the question in your answer.
1. Why does John tell Elizabeth to cut some flowers? What does the author/director reveal about their relationship? (Author’s Purpose)
2. In the church scene, what are some specific details that you notice about the historical accruable of the Puritan time period? (Era)
3. Describe Hale when we first meet him – what are his beliefs about the devils, witchcraft, and the town? (Point of View) Note – this will change.
4. What does Elizabeth encourage John to do as soon as possible? They are both upset at each other – why? (Point of View)
5. Describe John and Elizabeth’s relationship as the eat lunch together. (Comprehension)
6. What kinds of people do the girls first accuse? Why choose those people? (Bias)
7. After John confesses his adultery to the court, things go wrong. What (or who) causes the chaos and why? (Comprehension, Bias)
8. When Mary Warren (ISN’T SHE THE WORST?!?!) confesses, what does Abigail pretend to see? What is her purpose in doing this? (Comprehension, Inference)
9. Who does Abigail unsuccessfully try to accuse next? Why? (Bias)
10. The opening dialogue makes the audience aware that some of the accused are mad and the jailer is drunk. Why would the author represent them this way? What is he saying about the whole trial? (author’s purpose)

Goal: Mastering the art of summary.

-Go to library. Return group novel and check out a new independent reading book.
Open your English Journal
Review the example below and see how it fits with the summary frame pictured below.

-Read a AOW (Article of the Week) and write about it:

Read THIS ARTICLE assigned to you in Newsela. (sign in with Google.)

Join Newsela with your Sandi.net email. Do not join a teachers class.You do not need to verify your email. Refresh article page. You should now be able to see the entire article. 

https://newsela.com/read/storycorps-interview/id/11561/
Read the article twice. Once for comprehension. Once for analysis.
Open your EJ and use the summary frame in this picture to write a paragraph about what you just read.

Add an explanation sentence after each of the two quotes, like in the summary example.
Write a second paragraph about what you think about the article. Would you want to try something like this with your family members?

Goal: Taking a unit test about the things we learned while reading novels.

Unit Test: This TEST is designed to assess your ability to apply the concepts from this unit. It has an entry code. 

https://docs.google.com/forms/d/e/1FAIpQLSfRueAoxKf-4vpGbSUijFyieizBGYEmR_zCkQokysvgoTEyag/viewform
Answer every question the best you can.
Finish your book review:

Your review of your group novel should be done by now.
Read:
Make sure you have a very good book. Don't like your book? Ask for help finding a better one.
Be sure to CHECK OUT every book you take home. Yes, you can borrow more than one at a time.
Reminders:
Finish your review of your group novel.
Finish the work in your English Journal.
Be sure you have a good book to read for Book #4 (or #5)

Bring your group novel book and your independent reading book tomorrow to return to the library. BRING YOUR SCHOOL ID!

Goal: Novel test

1. Novel Test:

Instructions:

http://2.bp.blogspot.com/-8F9sA2bl2p0/WgRygGEb7PI/AAAAAAAAwDw/Uw5yTlaaauo26-o91lnA3jZ2pqFQfYpeACK4BGAYYCw/s1600/IMG_5156-795108.jpg
Complete the test using everything you know about the book.
The test includes short answer questions. Remember your expectations for short answer questions. Always repeat the question in the answer.
The test has an "entry code."

During our Reading the Novel unit we covered a lot of concepts. Today we will review those concepts and Wednesday you will show that you can apply them.

The test will ask you to read a short story and then answer questions about:
Characterization
Internal and external conflict
Setting and imagery
Sensory Details
Diction (word choice)
Connotation and Denotation
Plot
Theme

Catch Up:

Is your book review of the group novel finished?
It should be done or almost done.
Check your English Journal. Are ALL of your assignments complete?

Goal: Learn how to structure a "phone in" book review.
-Phone In Book Review

-Go to Google.com. On the top right corner, click out of your district email account entirely. 

-Sign in with your personal Gmail account. If you don't have one, create one.

-Get a Google Phone Number here- https://voice.google.com/

-Bookmark your Google Voicemail inbox.

-Choose a Book Review format and write one for your group novel

 https://docs.google.com/document/d/1aoNNXij0fDgjVIGHJcJn_6PScIsQV2zEt_9enlbOlrs/edit?usp=sharing

-Send a voice mail message to me at 619-354-9711

-You will read your book review of your group novel aloud. Due Monday 11/13 at 7:30am.

Reading test on your group novel on Monday 11/13. Be sure you have finished reading the book. 

District Assessment Unit test next week. Study your English Journal assignments.

Goal: Solidify our understanding of internal and external conflicts.

Identifying conflict in your group novels:

Using two sticky notes write down one internal and one external conflict the protagonist/main character of your group novel faces. (Write your name on the back.)
As a group share the conflicts you found.
Group them by internal and external conflicts.
Collaborate with your group about how did those conflicts change the protagonist/main character of your group novel? How they are a dynamic vs static character.

Writing about conflict:
Open your English Journal. Date it at the top 11/7.
Use the paragraph frame below to write about the conflicts the protagonist/main character faces in your group novel.
In (book title) by (author) the main character, (protagonist), faces internal and external conflicts that cause him/her to...(describe the ways the protagonist changes.) An example of the internal conflict the character faces is (describe internal conflict). This causes (character) to....(describe effect of this internal conflict)... (Character) is also facing an external conflict (from/because/as a result of...describe external conflict.) The impact of this external conflict is that..... As a result of these conflicts... (describe how the character changes as a result of experiencing these conflicts)...

Turn in your 2 post its by the end of class.
Reminders:
You will have a reading test about your group novel coming up very soon.
You have district assessment later next week about the concepts we learned during this unit. 

*Reminder: Turn in your English Journal assignments for 10/27-11/3. It was due at 7:30am...

 Goal: Mastering the vocabulary of Conflict and Plot.

Plot Vocabulary: 
I think many of you already know these words, but lets make sure.

Plot Structure:

https://drive.google.com/file/d/1NMrOCBTRYSH0RNi8qRy7_llT-6LmwLdA/view?usp=sharing
Writing Revision:

• On Friday you wrote a six sentence summary of the plot of your group novel. 
• Create a new English Journal in Google Docs (11/6). Copy and Paste your 6 sentence summary into this new English Journal.
• Revise your summary from Friday so that it includes the plot vocabulary we just reviewed.(Exposition/Background Information, Inciting Incident, Rising Action, Climax, Falling Action/Denouement, Resolution/Conclusion.
• Here is an example one of you wrote:
• https://4.bp.blogspot.com/-w0OVIRQT-mg/WgB9IGlEMVI/AAAAAAAAwCQ/0KJwtfo5S2YQZk8G5uvaXbWG6Kfm5rRxwCLcBGAs/s1600/Screenshot%2B2017-11-06%2B07.17.05.png

Goal: Writing about plot.

Six Sentence Plot: Open your English Journal. Write a PLOT summary of your group novel in exactly six sentences. DUE AT THE END OF CLASS TODAY.

Plot Structure: 

If you story does not follow traditional plot structure, you can do a major event timeline.

Items to catch up on:
Check your English journal. Due Monday 11/6 at 7:30am
Have you completed your theme, character and diction paragraphs?
If you have, you get to read some more.

Goal: Finding and writing about examples of diction with purpose in our group novels.

#1 Find a passage/paragraph in your group novel that has a lot of description and sensory detail. Figure out what the author is DOING in that passage/paragraph. Why is it there? What is the purpose/point?

#2 Pick out three words that you think the author chose specifically because of the purpose/point of the passage/paragraph. Agree on those words with your group. If you disagree talk about why. Don't pick boring words. These should be words with a connotation(emotional association) that fits the purpose/point of the passage/paragraph.

#3 Open your English Journal and use the frame below to write a paragraph about the diction (word choices) the author uses in your chosen passage.

Frame: (Copy into your English Journal)
On page ___, of (book title) the author, (author) uses words such as “_____,” “_____,” and “_____” in order to (author’s purpose for choosing those words). The first word "_____" (shows/implies/demonstrates/give the impression) that ......... Then the author uses "_____" to....... The third word, "______" also supports the author's purpose because.........The use of this diction in this passage allows the author to....(specific impact on that part of the text).

*Use synonyms of your original three words in your last sentence.

Example from "A Very Old Man With Enormous Wings".
You are writing about your GROUP novel.
Note that the words here have been changed slightly from the frame above to make the writing work for this specific example. You can make adjustments too.
In paragraph 2, of "A Very Old Man With Enormous Wings" the author, Gabriel Garcia Marquez, uses words such as “pitiful,” “dirty,” and “entangled,” to illustrate how vulnerable the angel is. When he calls him "pitiful" the reader gets the sense that we should feel sorry for the angel. The word "dirty" lets us know that the angel is not clean and maybe in need of care. The third word, "entangled," implies that the angel is trapped and vulnerable. The use of this diction in the passage allows the author to portray the angel as suffering, neglected, and in need of sympathy.