ELA B10 b

Today, we went over how to put a paper in the computer and save it correctly. You used your paragraph created yesterday to do this. If you were not here, come in at lunch on Monday for extra help.

Today, students worked at creating a handwritten personal paragraph to hand it Yesterday, you were given the sheet "How to Write a Personal Paragraph" to read and follow to do this assignment. This paragraph is due tomorrow. Write a personal response paragraph answering the following question: What motivates you to work when you don't want to do something: a carrot or a stick?

Today, I showed the students a Power Point on Motivation. We discussed  Intrinsic Motivation  (doing something because we like it). We then talked about extrinsic motivation (doing something because of some external factor, like a reward or a punishment) The students then had to do to the following (if you were not here, please do these things as well and hand in when you get back):   Write down five things you like to do that no one has to force you to do (intrinsic motivation). Write down three situations when you learned to do or did something you didn’t want to do. 1.        Now, tell me what external motivation (specifically) worked for you to get it done. Be sure to include the five Ws on this. 2.          3.        Now, label it a “carrot” or a “stick.” I also handed out a sheet on how to write a personal response paragraph. I am linking it below. H...

Today, you wrote your unit exam for the Literary Devices section. If you missed this exam, you will have to write the alternative at lunch this week. Please see my to arrange.

For the past two days, we have been analyzing sentences in an effort to learn how to identify different literary devices and give the students practice to prepare for their literary devices exam on Tuesday. In order to do well, they need to study the terms and understand what they look like in sentences (and learn the acronym). I will allow students to write early (I am here at 7 am); however, if they miss the exam, they will have to write an alternative.

Today, I presented a Powerpoint on The last terms on your literary devices sheet (OHFIGI). The students were then put in pairs to locate more of literary devices on the sheets they were to have completed for today. If you are looking for a copy, it is linked to yesterday's blog.

Today, we finished discussing the RRAAAPPS portion of the literary devices. I then gave them a worksheet to do. I have pasted the worksheet below. Please use the MOSES RRAAAPPS terms to complete the activity. Literary Sentences Exercise

Today, we worked on differentiating between different literary devices in sentences. We will work on the "PP"s tomorrow.

Today, we discussed the Metaphor/Simile part of the worksheets you handed in. We then started discussing the RRAAAPPS part of the literary devices handout. I showed part of a Powerpoint explaining some of these points.

Today, we reviewed the MOSES exercises you were to do for today's class.  For tomorrow, you need to memorize the RRAAAPPS acronym (what each letter stands for) from your literary devices sheet.

Today, the students worked on completing a ReadingPlus assessment. They were then given a worksheet on the first five MOSES terms to complete for homework. We will test their knowledge of all the MOSES terms on Tuesday, September 26. I have linked the whole sheet below. All you have to know are the acronyms. Literary Devices Sheet

Today, students broke into pairs and determined whether sentences provided were examples of metaphor, simile, oxymoron, euphemism or symbolism.

Today, we discussed the following literary devices: Metaphor, oxymoron, symbolism, euphemism, simile. Students were also reminded that their course outline reflection must be submitted.

Today, students were given a sheet of the literary devices they are to learn in this term. We broke into pairs and each pair determined a device to become expert in. We then went to the computer lab. Each pair had to come up with a definition that they would say (self-created), a symbol to represent the term, and sentences that demonstrate the term in use. Students were also to have handed in their reflection questions regarding class expectations.

This was a rather interesting class. We discussed the place mats we created yesterday and came to some conclusions about student interest (likes and dislikes). The student then took charge and determined the order in which the course readings would be studied. The order they have chosen is listed below. What this means is that I will start with the first one and work my way through while meeting course objectives. In order to arrive at the list, students had to work together and discuss/argue their positions. When we were finished, students were provided with a sheet to reinforce their understanding of course expectations. The sheet is due tomorrow by the start of class. I have pasted it below for those who are absent. Literary Devices 1 Poetry 2 Plays (Shakespeare) 3 Essays  4 Short Stories  5 Novels  6 Reflection Questions to Determine Understanding of the Course INSTRUCTIONS: Using the information provided in your course outline AND your active li...

Today, students were put into groups and given a sheet of paper and a writing implement with a topic in the middle. Their goal was to write down (brainstorm) as many ideas as they could come up with that connected to that word. The words presented were as follows: Poetry Short Stories Advertisements Plays Novels Essays Literary Devices Film We will discuss the outcomes tomorrow.