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Class Notebook Wiki
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Grammar Punk
Word Cells
Word Cells Biglist
To see all the weeks in the term, scroll ALL THE WAY DOWN!

September 25-29, 2017

Monday, September 25: A Day
Tuesday, September 26: B Day [The Scorpions]

  • Word Study
  • Word Cells o' the Week: -gram-/-graph-, -scrib-/script-, -dict-,
    -string- / -strict- / -strain-
  • Neologolusion: Creating New Words & Making Sense of Unfamiliar Ones
  • Using your lists of prefixes/suffixes and two of the Word Cells we learned today, create a new word and its dictionary definition. Fill in ALL the blanks! (We've now done the first two on this page.)
  • [Return Journals -- Keep scored journals in the back of the Journal section of your English Binder!]
  • Journal #1: "Honesty is the best policy." Or is it? Is there ever a time when it is right to lie? Consider the many different sorts of lies that have been told in The Pigman. Are you a good liar? Why or why not? (Give an example of a time you either lied very well and got away with it or lied poorly and got caught.) What are some of the reasons we lie? Fill the page!
  • Finish Chapter 10
  • The Pigman: Read/Discuss Chapter 11
  • [Update Chapter Titles]
  • Use the Literary Elements Handout to begin this Assignment on The Pigman.

Wednesday, September 27: A Day [PT Conferences -- 3:45 - 7:15 P.M.] -- Sub.
Thursday, September 28: B Day [PT Conferences -- 3:45 - 7:15 P.M.]


Friday, September 29: A Day


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 2-6, 2017

Monday, October 2: B Day


Tuesday, October 3: A Day
Wednesday, October 4: B Day


Thursday, October 5: A Day (Writing Lab 202)
Friday, October 6: B Day (Writing Lab 202)

  • TURN IN signed Independent Reading Contract & three (3) R.A.C.E. responses about "The Tell-Tale Heart".
  • Word Cells o' the Week: -bene-, -mal-, -phil-
  • Neologolusion: Creating New Words & Making Sense of Unfamiliar Ones
    • Using your lists of prefixes/suffixes and the Word Cells we've learned so far, create a new word and its dictionary definition. Fill in ALL the blanks!
  • POEm o' the Day: "Alone"
  • Journal #4: Are you a vengeful person? Have you ever sought revenge on someone who wronged you? Tell the story. If not, why not? What experiences could lead someone to seek revenge? How could an obsession with vengeance lead to tragedy? Is revenge ever necessary or good? Consider all the dangers and advantages of getting even. Fill the page!
  • Prereading: Background Info
  • Poe's Unreliable Narrators: "The Cask of Amontillado"
  • Pleasant dreams, clown!

Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 9-13, 2017

Monday, October 9: A Day
Tuesday, October 10: B Day

  • Finish/Score "The Cask of Amontillado" Quiz
  • Discuss R.A.C.E. responses about "The Tell-Tale Heart".
  • Do one more (just to show me that you get it) about "Cask....":
  • R.A.C.E. Prompt: Determine how irony factors into Poe's "Cask of Amontillado." (Identify the type of irony.)
  • Rant: Six (6) sessions of class remain until the end of the term.
    • M(issing) assignments turn to scores of zero today.
    • Any make-up work must be completed by the end of this week.
    • Absent work needs to be completed and turned in immediately upon your return!
    • If homework is assigned, it must be completed AT HOME and turned in the day it is due.
    • Independent Reading: Last day to take book tests is October 24/25.
    • Extra Credit: Enter a short story in the Literature category of the Reflections Contest. (Print extra for Mr. T.)
  • Journal #5: Are you ready for the end of the first term? What do you have to make up or finish? What grade are you working for, and how hard are you working? (What are your parents' expectations?) Do you do homework? Is it overwhelming?
  • POEm o' the Day: "Annabel Lee" (Check this out!)
  • Terror of the Soul: Poe Biography
  • Informational Writing Notes w/ Poe Bio notes

Wednesday, October 11: A Day
Thursday, October 12: B Day

  • Finish Terror of the Soul: Poe Biography
  • Informational Text Outline w/ Poe Bio notes
  • The Thinking/Writing Process: How It Really Works
  • You don't begin with a conclusion/claim. Your observations and reasoning lead you to it.
  • Informational Text Outline: Draw three conclusions about the life of Edgar Allan Poe based on Poe's biography and work. Notice that you begin with what you observe, i.e., the facts, the textual evidence. Next, you apply them to what you know (reasoning). Only then do you make an inference, judgment, or conclusion, i.e., a claim. When you synthesize your minor claims, you can create a thesis statement (primary claim) that addresses the prompt or question. Here's the one you should address on the handout: It has been said that Poe's life was a tragedy. Was the tragedy his fault, or was he a victim of circumstance? Was he a victim of fate or did he create his own problems?
  • Turn in the outline.
  • Poem o' the Day & Close Read/Analysis Assignment: The Raven
  • Read, Listen, and Translate!
  • Ask your questions now!
  • Paraphrase your assigned section. (Finish as homework, if necessary.)
  • Should be written in the first person -- I, me, myself – as though you are the narrator
  • Should include all the details: setting, description, quotations, what happened, etc.
  • Does not include any rhyme or repetition
  • (Finish this part for next time! You will be sharing them aloud.)


Friday, October 13: A Day

  • Close Read/Analysis Assignment: The Raven -- Present paraphrased passages aloud.
  • Summary Statements for Each Stanza
  • Study Questions
  • Turn 'em all in neatly stapled!
  • Journal #6: Describe your Halloween costume. Why is it appropriate for you? Or is it? Explain. Discuss. Pontificate. Elaborate. Wax philosophic. Fill the Page!
  • (Not dressing up? PRETEND you are!)
  • Word Cells o' the Week: -fer-, -port, -lat-, -mort-, -rupt-
  • Neologolusion: Creating New Words & Making Sense of Unfamiliar Ones
    • Using your lists of prefixes/suffixes and the Word Cells we've learned so far, create a new word and its dictionary definition. Fill in ALL the blanks!
    • Homework (if it isn't finished in class): Now that we have finished all the First Term Word Cells, you have until ________ to finish the rest of the entries on your Neologoluation page. They will be collected and scored on that day!



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 16-20, 2017

Monday, October 16: B Day



Tuesday, October 17: A Day (Writing Lab 202)
Wednesday, October 18: B Day (Writing Lab 202)


Thursday, October 19: Fall Recess
Friday, October 20: Fall Recess



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

October 23-27, 2017

Monday, October 23: A Day
Tuesday, October 24: B Day



Wednesday, October 25: A Day
Thursday, October 26: B Day

  • Turn in Hall Pass for extra credit.
  • Term Test
  • Journal: First Term Reflection -- At the end of this week, your first term of high school will be behind you. How do you feel about that? How did it go? What were the highlights and lowlights? Were there unexpected things that happened, or did it go about as you thought it would? Are you ready for the term to end? Wht did you learn during the last 10 weeks? Do you like 9th grade? Why or why not? Fill the page!
  • Poem o' the Day: "Halloween" by Mac Hammond
  • Halloween Horror: Critical Thinking/Inquiry/Argumentation Exercise
  • Vocab: Means, Motive, Opprtunity, sometimes M.O., Narrative (for jury)
  • See you next term!


Friday, October 27: A Day
(Yes, the term ends on an A Day! Can you believe it?!)

  • Journal #2: Second Term Pre-flection
  • [Get it? PREflection, not REflection: -flect-/-flex- = bend; -re- = back/again; -pre- = before -- "bend before" to look on the coming term.]
  • Last time you wrote a RE-flection (looking back on) on the first term. Today, the second term begins, so you are going to write a PRE-flection (looking before) of your expectations for the next two months. Based on the lessons you learned last term, what are you going to do differently this term? Also, remember that the second term includes two long holiday breaks. (The term ends on January 13, 2017! Think of it!) Do you have any big plans for those breaks? What books will you be reading independently this term? Are you planning to do more homework? Less homework? Are you going to have fun? Are you going to make me keep asking all these questions, or can’t you just write for a page about the future on your own? Honestly! Fill the page!
  • English Binder Check: Everything in its place!
  • Halloween Horror: Make your case! Turn it in!
  • Have fun trick-or-treating, but watch out for the Butterfingers!


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

August 21-25, 2017: Welcome Back!
Term 1: "Why?" and "How to..."

Monday, August 21
Tuesday, August 22 (Back-to-School Night, 6:00 P.M.)

  • This term you will learn HOW TO...
  • ...ask questions.
  • ...keep an amazingly organized English Notebook.
  • ...write on demand every day for a variety of purposes.
  • ...develop an argument: evidence, reasoning, counterclaim/rebuttal, conclusion.
  • ...write a text-based informational essay.
  • ...close read and annotate text.
  • ...deduce the meaning of an unfamiliar word by recognizing its "cells.".
  • ...define and classify words according to their parts of speech.
  • ...accept responsibility.
  • ...analyze the elements of fiction in various texts.

So, let's get started!
Wednesday , August 23: A Day
Thursday, August 24: B Day

  • Seating Chart: Find your seat!
  • Read. Write. Repeat.
  • [Reading Literature] Poem o' the Day: "Invitation" by Shel Silverstein
  • [Word Study] "In the beginning was the Word...."
  • Suffixes that refer to people create nouns: -ant / -ar / -ard / -arian / -ee / -ent / -er / -ess / -eur / -ier/yer / -or / -ist
  • These are nouns: servant, liar, wizard, librarian, payee, resident, painter, countess, chauffeur, cashier, lawyer, doctor, biologist
  • Prewrite: Think of nouns that apply to you. (Who are you? What do you do?)
  • I am a(n)....breather, eater, friend, swimmer, brother, writer, metalhead, ranter, resident (of Utah), technophile...
  • [Reading/Writing Informational] Now let's get a bit more descriptive: Are you the kind of student who...?
  • [Composition] Finish/Discuss/Turn in.
  • So, what are we in for?
  • [Reading Informational] Letters from the past....
  • [Grammar/Conventions] Details, Disclosures, Discussions, and Didgeridoos
  • If possible, have a 1½” three-ring binder (for this class only) with you next Tuesday/Wednesday (August 29/30).


Friday, August 25: A Day

  • Poem o' the Day: "Did I miss anything?" by Tom Wayman
  • (This puts the Tone in SOAPSTone!)
  • Lesson: How you say something is often as important as what you say.
  • Here's why you need that 1½” three-ring binder by next week!
  • (Listen not only to what they say but also to how they say it.)
  • How does Thompson do business?
  • Website Review: Look around for a few minutes.
  • Hall Passes: You get one per term. Use it wisely.
  • Want to keep the ogre happy? Don't say or do any of these things. (Tone!)
  • The Pigman by Paul Zindel
  • Chapter 1: Meet John!
  • Chapter 2: Meet Lorraine!
  • Note the different narrative tones!
  • In-Class Assignment: First Impressions (of John and Lorraine).
    • Find and copy a sentence in each of the first two chapters in which the voices of John and Lorraine seem particularly strong.
    • Now look at that thing you did last time: Are you the kind of student who...?
    • Write a sentence about each narrator: John is the kind of _________ who.... Lorraine is the sort of________ who...
    • Do the sentences you copied serve as textual evidence to support these claims? (They should!)
  • Which narrator would you be more likely to befriend? With whom do you have the most in common?
  • Who will make the better narrator? Do these characters remind you of anyone you know? (Who and why?) Fill the page!


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

August 28-September 1, 2017

Monday, August 28: B Day

  • Poem o' the Day: "Did I miss anything?" by Tom Wayman
  • (This puts the Tone in SOAPSTone!)
  • Lesson: How you say something is often as important as what you say.
  • Here's why you need that 1½” three-ring binder by next week!
  • (Listen not only to what they say but also to how they say it.)
  • How does Thompson do business?
  • Website Review: Look around for a few minutes.
  • Hall Passes: You get one per term. Use it wisely.
  • Want to keep the ogre happy? Don't say or do any of these things. (Tone!)
  • The Pigman by Paul Zindel
  • Chapter 1: Meet John!
  • Chapter 2: Meet Lorraine!
  • Note the different narrative tones!
  • In-Class Assignment: First Impressions (of John and Lorraine).
    • Find and copy a sentence in each of the first two chapters in which the voices of John and Lorraine seem particularly strong.
    • Now look at that thing you did last time: Are you the kind of student who...?
    • Write a sentence about each narrator: John is the kind of _________ who.... Lorraine is the sort of________ who...
    • Do the sentences you copied serve as textual evidence to support these claims? (They should!)
  • Which narrator would you be more likely to befriend? With whom do you have the most in common?
  • Who will make the better narrator? Do these characters remind you of anyone you know? (Who and why?)


Tuesday, August 29: A Day (Writing Lab 202)
Wednesday, August 30: B Day (Writing Lab 202)

  • Welcome to the Computer Lab: Our Home Away from Home!
  • Seating Chart
  • Poem o' the Day: "Writer Waiting" by Shel Silverstein
  • OneDrive Training (so you can access your work at home, too!)
  • Activate your student OneNote account.
  • Set the proper time zone in your e-mail account.
  • Everything in the student account happens through OneDrive, so always start with OneDrive (not the Word icon).
  • Name the document in the filename field.
  • Select "Edit in Word" >> "Open in Word 2016".
  • If you use the full version of Word (on the computer), you have to save manually.
  • (The online version does it for you, but it can't work with graphics and specialty functions very well.)
  • Here's your first (timed) argumentative essay topic!
  • Print a copy from Word AND submit it to Utah Compose!


Thursday, August 31: A Day
Friday, September 1: Aussie Floyd

  • Friday Assembly: 7th & 8th Periods are cut half an hour short.
  • Three-ring Binder (in class today!): Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions
  • Journal Entry #1:
  • Write for ten minutes. Introduce yourself! How is ninth grade different than eighth grade? What did your do over the summer? How was the first week of school? What you write about is not as important as the fact that you write a coherent and complete reflection, story, or description. You may be called upon to share parts of this entry aloud. Fill the page!
  • Poem o' the Day: "The Lie" by Anne Waldman
  • The Pigman: Chapters 3 & 4 [10 pages of reading]
  • Check/Revise your first impressions of the characters.
  • (Use the assignment from last time to remind you what you thought at first.)
  • Word Study: Choose 10 words from the first three Pigman lists that you are unfamiliar with (or that you think would be the most useful in your daily speech and writing).
  • Assignment: Complete this during class and turn in (except 7th/8th, who may have to finish as homework)


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

September 4-8, 2017

Monday, September 4: Labor Day

  • No School: Labor Day Holiday
  • Poem o' the Day: "What Work Is" by Philip Levine

Tuesday, September 5: A Day
Wednesday, September 6: B Day

  • Turn in Vocabulary List #1 Assignment (Complete)
  • (Use words you don't already know from the first three Pigman lists. Fill in everything!)
  • Reading/Literature -- Literary Concepts to Review and Watch For (Handout)
    Today: Setting, Foreshadowing, First-Person Narrator (x2), Motif
  • Humorous Devices in The Pigman: Euphemism
  • [Add this to your Literary Concepts handout.]
  • Reading/Literature: Pigman Chapter Titles. None of the chapters in this novel have chapter titles...yet. You are going to give each chapter a title and explain why it is appropriate. On the next blank page in your Reading/Literature Section, number (1-15) on every other line. As we finish each chapter, assign it a title that you believe works for the content of that chapter and write a brief explanation of why you think that is an appropriate title for the chapter. Leave room on the same page to do this with the remaining chapters. (There are 15 in all, so you will be returning to this page often for the next couple weeks.)
  • The Pigman: Chapter 5
  • Poem o' the Day: "Writing" by Howard Nemerov
  • Close Reading & Annotation: What does it mean? (Models)
  • Do YOU actually close read stuff, Thompson?
  • Now you close read the Poem o' the Day. (Ten Quiet Minutes)
  • Strategies for Close Reading:
  • The physical act of reading (eyes) vs. Making meaning (brain)
  • Metacognition: Know what you don't know! And don't just ignore it.
  • CARE! Everything is boring to those who don't.
  • Connect the text to your experience/life in some way.
  • Minimize distractions, mental and otherwise.
  • Journal #2: Handwriting (Write Now!) -- Copy the sentence in your neatest cursive. [If time permits] Respond to the prompt (not necessarily in cursive).

Thursday, September 7: A Day (Writing Lab)
Friday, September 8: B Day (Writing Lab)

  • Elements of the Argumentative Essay: Analyze your scored essay from last week.
  • Revision: What is it?
  • Rubric/Suggestions (from human reader) for Improvement: Football Essay from Last Week
  • (Any category in which you scored less than three points is in need of revision.
  • Follow the Academic Essay Format.
  • Don't be a Bubba by announcing yourself: "I am going to tell you...," "I have to write about...," "Thompson is forcing us to write...."
    • Don't make it more about you than about the topic: Third-person, avoid "I" and "me".
  • To the Lab: Revise your essay from last week, making significant improvements.
    • Log in through Office 365.
    • Select your OneDrive.
    • Open the file called "Football Essay" (or whatever you called it).
    • Select "Open in Word 2016" and enter username + password to sync school software with your OneDrive.
    • Select "Save As".
    • Name the new file "Football Essay Revision" so you have a separate file.
    • Revise the essay.
    • Save it when you are finished, but don't close it yet.
  • Log in to Utah Compose and open your first draft.
  • Click "Revise" and paste your revised essay over the first one
  • Submit your revision for a new score.
  • Write both scores at the bottom of your analysis and turn it in.
  • If you have extra time in the lab, do one or more of these things:
  • Handwriting, Continued....
  • Finish Journal #2
  • Finish the close read of the Poem o' the Day from last time according to these standards....
  • ...so it looks sorta like this when you're done.


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

September 11-15, 2017

Monday, September 11: A Day
Tuesday, September 12: B Day

  • Humorous Devices in The Pigman: Hyperbole & Understatement
  • [Add these to your Literary Concepts handout.]
  • Literature: The Pigman
  • Poem o' the Day: "Thoughts in a Zoo" by Countee Cullen
  • [How are the characters in The Pigman like the animals mentioned in the poem?]
  • Read Chapter 6
  • Update Pigman Chapter Titles (Reading/Literautre Section)
  • Journal #3: Review "Thoughts in a Zoo" by Countee Cullen. On the next blank page in your journal, explain what this poem has in common with Chapter 6 in The Pigman. How are the people in the poem and the novel like caged animals? What “cages” them? Use textual evidence from the novel and poem to explain your answer. Why might people who are not really in cages be unhappier than the animals who are? Which animals in the poem would be the best counterparts for John, Lorraine, and Mr. Pignati? Why? What do you think Bobo represents? Fill the page!
  • Reading: SOAPSTone Strategy
  • Analyze this cartoon by answering all the questions on the worksheet, including the SOAPSTone.
    (Also complete the back.)
  • Homework: Finish whatever you did not get done in class.


Wednesday, September 13: A Day
Thursday, September 14: B Day

  • Turn in/Discuss this cartoon and the elements of argumentation on the back!
  • Handwriting, Continued....
  • Finish Journal #2
  • Finish the close read of the Poem o' the Day from last time according to these standards....
  • ...so it looks sorta like this when you're done.
  • Reading: SOAPSTone Strategy
  • SOAPSTone an assigned Handwriting article.
  • On this paper, in cursive, summarize your assigned article. Summaries include only main ideas.
  • (Use these if you need to.)
  • Poem o' the Day: "Do Not Go Gentle into That Good Night" by Dylan Thomas
  • The Pigman: Chapter 7 -- Three-part Reading: I read; John reads; you read.
  • (Motif: Death)
  • Literature/Reading: Speaker Analysis Assignment -- Chapter 7 shows all sorts of ways people respond to death, so you should consider before you start which one is the most like what Dylan Thomas suggests. You will then write a comparison of the speakers. Use TEXTUAL EVIDENCE (QUOTES FROM BOTH SOURCES) to support your claims. ELABORATE: EXPLAIN YOUR REASONING.
    • Annotated Model: This sample does not address the same question you are being asked, but it does illustrate the elements of argumentation that your response should include, and it summarizes the important aspects of the chapter. Don't just copy the model.
  • Homework: Finish if you didn't get done in class.

Friday, September 15: A Day


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

September 18-22, 2017

Monday, September 18: B Day


Tuesday, September 19: A Day (Talk Like a Pirate Day!) [JSSC] (Writing Lab 202)
Wednesday, September 20: B Day (Writing Lab 202)


  • SRI : Login, take test, write down your reading (lexile), log out.
  • Argumentative Essay about Cursive Handwriting: There is much recent debate over whether or not schools should continue to teach cursive handwriting as they once did. Typing and texting are now much more common than longhand, and some cursive critics argue that time in school would be better spent teaching students to master those skills instead of requiring them to practice writing letters that, while attractive and flowery, serve little purpose in the modern world. Others, however, claim that the discipline and fine-motor-skill development of learning cursive is a valuable and necessary way to spend time in school. Using textual evidence from any/all of the sources (and this website), write a multi-paragraph argumentative essay in response to this question: Should schools teach cursive handwriting to students?
  • Organize it according to the Academic Essay Format.
  • The Cursive Debate: New York Times Articles
  • Write the essay. Print one copy (two-sided). Submit to Utah Compose. Request peer review.
  • Homework: Log in to Utah Compose and review at least two of your classmates' essays.
  • Elements of the Argumentative Essay: Consider these elements when you give praise and suggestions.


Thursday, September 21: A Day
Friday, September 22: B Day [Autumnal Equinox]

Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions
Q: "Did I miss anything?"
A: Yes.
^ Scroll up to find it. ^

Despite the absence of any support from the school district, I have made every reasonable attempt to ensure that this website is educationally sound and does not contain direct links to inappropriate material.
©2017 M. Wolfman Thompson - All rights reserved.

*<%^)