Welcome to English 9 or Advanced English 9! On this website you’ll be able to check our daily agenda and homework. Each day I’ll update this home page with the lastest activities; you can scroll down for previous days. Be sure to look for your class section as each will be slightly different. We had an awesome first day, complete with writing!
Scroll to the bottom of this post for some Advanced English-related entertainment!
1A
1. Focused freewrite. As students entered, they were given a notebook to serve as their writer’s notebook for the year (or the quarter–however long it takes to fill!). In the notebook, they wrote down three vivid memories from middle school. Then, they chose one of the three to write about. They had about ten minutes to write the story as if they were there, using present tense.
2. Sharing freewrite. We shared a line or two of our writing aloud to learn the procedure for sharing.
3. Freewrite. To illustrate the difference between a focused freewrite and a normal freewrite (we will start every day with a normal freewrite), students had three minutes to write about whatever they wanted, so long as they wrote the whole time.
4. Syllabus and procedures. We passed out a few forms: General English 9 Syllabus Garvoille 12-13 (click to download) and a Student Release form to use student images or data in my National Board certification process this year.
5. Diagnostic test. We began a diagnostic test to see where students are at in terms of literary terms, reading comprehension, and grammar. Students did not finish today, but we will finish on Thursday.
HW: Bring signed syllabus, release form, and yellow card back Thursday.
2AB
1. Focused freewrite. As students entered, they were given a notebook to serve as their writer’s notebook for the year (or the quarter–however long it takes to fill!). In the notebook, they wrote down five stories they were told in childhood. Then, they selected one of the five and wrote about a specific time they heard that story, focusing on imagery. We wrote for about ten minutes.
2. Sharing freewrite. We shared a line or two of our writing aloud to learn the procedure for sharing.
3. Paperwork. We passed out a few forms as well as the student planner and handbook. Students put the forms that need to be signed in their English folders: p. 67 and 71 of the Student Handbook, the Advanced English 9 Syllabus Garvoille 12-13(sign and return the last page), and a Student Release form to use student images or data in my National Board certification process this year.
4. Procedures. We quickly reviewed the Seat Signals students should use when needing to go to the bathroom, walk around, get a tissue, or sharpen a pencil.
5. MLA Format Header song. Students learned the correct MLA format heading for their papers:
“My name – (the student)
Your name – (the teacher)
Class colon Block –
Due date – Month – Year”
6. Turn in Summer Assignment. As students left, they turned in their summer assignments to Ms. Garvoille. Everyone had theirs! However, some students’ were not complete. If yours was not complete, bring in the remainder of the assignment tomorrow.
HW: Return p. 67 and 71 of handbook, signed English procedures, and signed Student Release Form.
4A
1. Focused freewrite. As students entered, they were given a notebook to serve as their writer’s notebook for the year (or the quarter–however long it takes to fill!). In the notebook, they wrote down five stories they were told in childhood. Then, they selected one of the five and wrote about a specific time they heard that story, focusing on imagery. We wrote for about ten minutes.
2. Paperwork. We passed out a few forms: Advanced English 9 Syllabus Garvoille 12-13 (click to download) and a Student Release form to use student images or data in my National Board certification process this year. Thanks for your help!
4. Procedures. We reviewed and practiced the Seat Signals students should use when needing to go to the bathroom, walk around, get a tissue, or sharpen a pencil.
5. MLA Format Header song. Students learned the correct MLA format heading for their papers:
“My name – (the student)
Your name – (the teacher)
Class colon Block –
Due date – Month – Year”
This goes on the left and should be used on all English assignments from here to eternity (PhDs included!).
6. Turn in Summer Assignment. As students left, they turned in their summer assignments to Ms. Garvoille. All students had theirs! Yay!
7. Sharing freewrite. We shared a line or two of our writing aloud to learn the procedure for sharing.
8. Process write. Students wrote for two minutes about the process of freewriting and sharing aloud. They shared their responses with their partners, and then we discussed a few as a class.
9. Diagnostic test. We began a diagnostic test to see where students are at in terms of literary terms, reading comprehension, and grammar. Students did not finish today, but we will finish on Thursday.
HW: Return signed English procedures and signed Student Release Form. Bring Haroun and the Sea of Stories and And Then There Were None to class on Thursday (if you have them).
Whoa, look at this! It’s the play version of And Then There Were None (also written by Christie, but obviously different from the novel––don’t confuse the two!)
And there’s this cool interview with Christie about being a writer.
Oh, and here’s the amazing Salman Rushdie (who I love––read Midnight’s Children if you love him, too) talking about Haroun and the Sea of Stories. This is awesome.
And here’s a clip of Rushdie (super short) talking about truth and fiction (interesting when thinking about Rashid Khalifa’s troubles):
ALEXA GARVOILLE 