BINDER CORE: 10/1/2012 10/1/2012 L OCKERS Locker decorating takes place next week. Locker decorating is a chance for students to make a statement and to express who they are for the school year. Students who do not wish to decorate their lockers will be part of “school beautification teams” roaming the halls and grounds and making our environment a better place. On Wednesday (10/10) students will use the “FLEX” period (1:15ish-2:30) to start the adornment process. Students should change into old clothing, remove all items and their lock from their locker, and store the items in their Core class. Even if a student is not ornamenting his/her locker…neighbors are. Paint, glue, etc. can and does penetrate the small air vents and gaps around the door and neighboring doors. No one wants their purse, backpack, books, dance pants, etc. altered with a viscous or colorful fluid. Ideally, those who will be decorating will have their lockers primed before Wednesday. The remaining time from 2:30-2:45 will be for cleaning. The 1 st and 3 rd floors will have paper on the floors to help keep the floors from being ornamented. The paper will remain in place until Thursday (10/11) when the process will continue. From 8:15-9:00 students will finalize their lockers. Again, students should keep any/all items in their Core room while decorating. From 9:00-9:15 students will clean, remove the “drop- paper,” and transition to their first period class. The school is not providing any supplies. A few needed supplies to keep in mind 1. old clothing—nothing too shredded, but nothing that is newer or irreplaceable 2. supplies—pencils (for sketching/outlining the design), brushes in a variety of sizes, rigid containers for paint, glue, palette, etc. 3. cleaning supplies—mainly older rags to clean brushes, wipe off mistakes, etc. 4. clear vision—students have submitted a locker decorating diagram, but a clear idea and step-by-step process of how to accomplish the decorating are critical Students who are not able to finish in the time provided are more than welcome to work on their locker after school or during late start days with responsible adult supervision. The adult is not a teacher in their classroom, but an adult who is right their with the child. The adult needs to supervise the decorating and clean-up process…as well as making sure the bathroom or sink used to help the clean-up process is, in fact, left in good condition. ♠ READING BOOK DRIVE (partly repeated) We are having a contest between the AM and PM Cores to see who can bring in the most books. Our classroom library has grown by leaps and bounds throughout the years, but new materials are always needed. Please donate any age appropriate novels that you do not need or gift certificates to a local bookstore. A true gem or a good “once read” deserves another set of eyes. Please help stir the literary passion of our students by donating what you can. Thank you in advance for whatever you can do. The book drive will end next Thursday (10/11). The Core that accumulates the most number of books and gift cards will win and gloat over the other Core for months to come. It is not so much the winning as the “nah-nah” and other immature bragging words. Mostly, however, it is about the new and refreshing stories that will be available to our young readers. Nothing says fun like a library of Orson Scott Card, Kurt Vonnegut, and Ray Bradbury, but some students actually like realistic fiction and romance (the horror of it all). Again, thank you and please help us expand our library. SHORT STORIES Ambrose Bierce’s, “An Occurrence at Owl Creek Bridge”, is the short story of the week. et during the American Civil War, "An Occurrence at Owl Creek Bridge" is the story of Peyton Farquhar, a Confederate sympathizer condemned to death by hanging from Owl Creek Bridge. At the beginning of the story, the protagonist stands bound at the bridge's edge. It is later revealed that after a disguised Union scout enlisted him to attempt to demolish the bridge, he was caught in the act. In the first part of the story, a gentlemanly planter in his mid-30s is standing on a railroad bridge in Alabama. Six military men and a company of infantry men are present. The man is to be hanged. As he is waiting, he thinks of his wife and children. Then he is distracted by a tremendous noise. He cannot identify this noise, other than that it sounds like the clanging of a blacksmith's hammer on the anvil. He cannot tell if it was far
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
BINDER CORE: 1 0 / 1 / 2 0 1 21 0 / 1 / 2 0 1 2
LOCKERS Locker decorating takes place next week. Locker decorating
is a chance for students to make a statement and to express who they are for the school year. Students who do not wish to decorate their lockers will be part of “school beautification teams” roaming the halls and grounds and making our environment a better place.
On Wednesday (10/10) students will use the “FLEX” period (1:15ish-2:30) to start the adornment process. Students should change into old clothing, remove all items and their lock from their locker, and store the items in their Core class. Even if a student is not ornamenting his/her locker…neighbors are. Paint, glue, etc. can and does penetrate the small air vents and gaps around the door and neighboring doors. No one wants their purse, backpack, books, dance pants, etc. altered with a viscous or colorful fluid.
Ideally, those who will be decorating will have their lockers primed before Wednesday. The remaining time from 2:30-2:45 will be for cleaning. The 1st and 3rd floors will have paper on the floors to help keep the floors from being ornamented. The paper will remain in place until Thursday (10/11) when the process will continue. From 8:15-9:00 students will finalize their lockers. Again, students should keep any/all items in their Core room while decorating. From 9:00-9:15 students will clean, remove the “drop-paper,” and transition to their first period class.
The school is not providing any supplies. A few needed supplies to keep in mind
1. old clothing—nothing too shredded, but nothing that is newer or irreplaceable
2. supplies—pencils (for sketching/outlining the design), brushes in a variety of sizes, rigid containers for paint, glue, palette, etc.
3. cleaning supplies—mainly older rags to clean brushes, wipe off mistakes, etc.
4. clear vision—students have submitted a locker decorating diagram, but a clear idea and step-by-step process of how to accomplish the decorating are critical
Students who are not able to finish in the time provided are more than welcome to work on their locker after school or during late start days with responsible adult supervision. The adult is not a teacher in their classroom, but an adult who is right their with the child. The adult needs to supervise the decorating and clean-up process…as well as making sure the bathroom or sink used to help the clean-up process is, in fact, left in good condition. ♠
READING BOOK DRIVE (partly repeated)
We are having a contest between the AM and PM Cores to see who can bring in the most books. Our classroom library has grown by leaps and bounds throughout the years, but new materials are always needed. Please donate any age appropriate novels that you do not need or gift certificates to a local bookstore.
A true gem or a good “once read” deserves another set of eyes. Please help stir the literary passion of our students by donating what you can. Thank you in advance for whatever you can do.
The book drive will end next Thursday (10/11). The Core that accumulates the most number of books and gift cards will win and gloat over the other Core for months to come. It is not so much the winning as the “nah-nah” and other immature bragging words.
Mostly, however, it is about the new and refreshing stories that will be available to our young readers. Nothing says fun like a library of Orson Scott Card, Kurt Vonnegut, and Ray Bradbury, but some students actually like realistic fiction and romance (the horror of it all). Again, thank you and please help us expand our library.
SHORT STORIES Ambrose Bierce’s, “An
Occurrence at Owl Creek Bridge”, is the short story of the week. et during the American Civil War, "An Occurrence at Owl Creek Bridge" is the story of Peyton Farquhar, a Confederate sympathizer condemned to death by hanging from Owl Creek Bridge. At the beginning of the story, the protagonist stands bound at the bridge's edge. It is later revealed that after a disguised Union scout enlisted him to attempt to demolish the bridge, he was caught in the act.
In the first part of the story, a gentlemanly planter in his mid-30s is standing on a railroad bridge in Alabama. Six military men and a company of infantry men are present. The man is to be hanged. As he is waiting, he thinks of his wife and children. Then he is distracted by a tremendous noise. He cannot identify this noise, other than that it sounds like the clanging of a blacksmith's hammer on the anvil. He cannot tell if it was far
away or nearby. He finds himself apprehensively awaiting each strike, which seem to grow further and further apart. It is revealed that this noise is the ticking of his watch. Then, an escape plan flashes through his mind: "throw off the noose and spring into the stream. By diving I could evade the bullets and, swimming vigorously, take to the woods and get away home." His thoughts stray back to his wife and children. The story then flashes back in time.
Next week I will be reading Shirley Jackson’s short story, “Charles ♠
WRITING VOCABULARY #2
All vocabulary students should be reviewing their lists for five minutes each day. Repeated exposure to the words or stems will help in the long-term retention of the meaning and lead to greater success on the quizzes. Students who cram the night before or day of generally do not score as well, nor do they remember the meanings down the road.
Regular vocabulary students should keep their lists for the entire year. The W3 students should begin to organize their flashcards into groups: antonyms, synonyms, numbers, etc. W3 students should not leave the flashcards in the groups by list—they should mix and match to help them review.
For all vocabulary groups the fourth quiz (11/1) includes the words from the fourth list as well as words from the previous three lists. Additionally, the semester test (1/29-30) has words from all eight lists. Students should not wait to prepare…they should be constantly and continually reviewing the words from each list.
The W3 and the regular vocabulary students take quiz #2 on Thursday (10/4). On Tuesday (10/2) we will review the first quizzes. Hopefully, students will learn from the experience and take the hints and steps necessary to continue their success or be more successful on the next quiz.
MORE POTATO PROJECT (partly repeated)
This week students will work on the last mode of writing, persuasive. Students will use yet another form of prewriting to generate ideas for a persuasive editorial on Monday (10/1). On Tuesday (10/2) students will draft a persuasive editorial.
Students will review the three drafts they wrote for the descriptive, expository, and persuasive modes of writing. Students will select one of the drafts to edit and revise. Students will compose a second draft for class on Friday (10/5).
On Friday (10/5), students will peer edit and provide feedback for one another. Over the weekend (10/6-7) students
will get an adult to peer edit and provide feedback. On Monday (10/8), students will begin the process of finalizing and publishing.
♠ HISTORY
CURRENT EVENT #2 All missing or make-up current event #2 presentations will
take place Monday (10/1). We will spend the rest of the week updating and reviewing presented current events as well as adding any new significant news items. I have a list of useful sources posted on my “History” web page.
The individual current event quiz is this Friday (10/5). The quiz will contain ten to fifteen multiple-choice questions that involve the most significant/interesting news items presented in the last two weeks. Additionally, there will be a separate section of ten to fifteen questions on the short stories we have read thus far. The current event questions are part of a history grade while the short story questions will be part of a reading grade. I try to knock out two birds with one stone with the current event quizzes—poor avian population.
ANCIENT ROME The week will again be
consumed by reading and note taking. Students will read and take notes on chapters 36 and 37. On Monday and Tuesday (10/1-2) students will finish reading and taking notes on chapter 36 together. On Wednesday through Friday (10/3-5), students will read and take guided notes on chapter 37. The guided notes will be due at the beginning of class on Monday (10/8).
♠
LL OCKER OCKER PP AINTING AINTING
VV OLUNTEERS OLUNTEERS
NN EEDEEEDEDD ::
• monitor students • lend your expertise to the creative process • assist in clean up • 10/10@ 1:15-2:45 • 10/11 @8:15-9:15 • either or both days
Related Documents
