Thursday, October 7, 2010
Skins and Nicole Cluster Test Monday!
Thursday, September 23, 2010
"TWO KINDS" and "Novel Musician" cluster test Monday
Thursday, September 16, 2010
Friday Assignments for "Two Kinds" by Amy Tan, excerpts from Joy LUck Club
Intensive Reading Friday, 9/15
EQ: How do we really know someone?
Bellwork:
Question 15 on page 51. Re-read the paragraph, and see if you are happy with the answer you gave in your notebook.
If you find a quote that helps, write it into your notebook.
Independent reading: read for 15 minutes in your book, and take 5 more minutes to write down this week’s independent reading (both here and home) into your notebook.
PART THREE: “Two Kinds”
And Poem response to “Violin”
Read p. 52-56 with audio
Answer margin questions 16-19
Write “read and re-read” (Letter to mother before she died), p. 56
Try writing your own “Mom said” poem
Flocabulary if time (independently, too…)
Tuesday, September 14, 2010
hip-Hop Vocabulary
Tuesday, September 7, 2010
Intensive Reading Class Blog: Quia vocabulary site
Intensive Reading Class Blog: Who We Really Are
http://www.quia.com/profiles/elynch95
vocabulary practice activities on quia(later on, there is also another quia site for other work...)
Quia vocabulary site
Intensive Reading Class Blog: Who We Really Are
http://www.quia.com/profiles/elynch95
vocabulary practice activities on quia(later on, there is also another quia site for other work...)
Thursday, September 2, 2010
Who We Really Are
Thursday, August 26, 2010
The Moustache
Sunday, August 22, 2010
Welcome to Intensive Reading!
Intensive Reading Syllabus
Ms. Lynch – Welcome!
Our National Geographic EDGE program is very exciting, and I’m pretty sure you’ll like it and be successful with it. Units involve a good mix of fiction with non-fiction, and are designed to help prepare you to pass the FCAT in reading.
Beginning of Class:
As you enter the room, on time, please….pick up your folder from the bin, take it to your desk, and begin either
A) bellwork assigned or
B) Independent reading assigned.
End of Class:
Each day, a different student will be assigned to put 3 major points on the ELMO about what we discussed.
Everyone else must add these to their notebooks.
If there is a difference of opinion, write your OWN view about those three important things, but only after you’ve listened respectfully to the day’s leader.
You need to have an independent reading book for class every day, and for 100 points per week, you need to read at home, and jot down notes in your notebook about *“what happened” and what you think….once a week. It may sometimes happen that you have 2 books going at once! Sorry, but that’s what happens in real life! Use your time and make notes about what you read.
*You may start with “I think ________ is getting really _______”, or “I wonder what ………..” or “So far, _______ is having trouble _____________” . There should be a brief sense of conflict, characters, and page left off in each entry. If you hate the book you picked, after 10 pages, you may try another. But give the book a chance.
In addition, independent reading in class is often required to demonstrated your ability to find your own reading (lexile* appropriate and in book form)
that challenges you and builds your vocabulary and fluency.
In the EDGE program, you are required to read, put vocabulary words to study in your notebook as asked, and to answer questions in the notebook or in the EDGE workbook. You are also required to choose from their selections of extra independent reading. Fortunately, they’re good!
Sometimes, we have extra projects required.
More challenging books are encouraged, depending on your lexile score on the FAIR test.
You will also be asked to try an SAT hip-hop program, FLOCABULARY, to strengthen your vocabulary. It involves memorizing songs with top 500 SAT vocabulary words to help you remember.
Grading:
Notebook -25%
In-class notebook kept independently, which includes “Cornell Notes” on our readings and discussions, key vocabulary, short reading responses and “logs” for independent and group reading, bell-work, end class closure notes, etc. (This should stay in the classroom for grading.)
Workbook – 25% (This should stay in the classroom for grading.)
Independent reading in and out of class- 15%
literature circles, projects -20%
Tests – 15%
If you have met these requirements, you should have an A in this class!
Please do not ask to leave the room the first 10
minutes of class, or the last 10 minutes of class, since this time period is KEY to your success.
A break for the bathroom or quick snack in the middle will be announced.
At home, please use USA Test Prep: School ID bayshoreflhs Password is Newton54
FLOCABULARY.COM
A Rap /hip-hop song to learn vocabulary called, “Transformations”, the first of 12. These are the top 500 SAT (FCAT, too) words to learn. Or make your own! We’ll try to make this a regular part of class.
Friday, August 13, 2010
My class rules for Fall 2010!
August 2010 - Welcome to Bayshore High School English/Reading! Our Journey Begins! My THREE WISHES!
Ms. Lynch
Teacher, Bayshore High School and State College of Florida
AP English, Dual Enrollment 1101/1102, English 12 Honors, and Intensive Reading
All students should have a novel in progress at all times! Independent reading is REQUIRED!
Room 482, Block 4.
To all parents and students:
I’m glad to have a chance to work with you! You’re all busy, and so am I, but I’d like to share my 3 WISHES for better and more effective student achievement:
# 1. I WISH PARENTS AND STUDENTS WOULD CALL ME or EMAIL me WHEN THEY’RE CONFUSED OR WORRIED ABOUT CLASS WORK.
941-448-5577 (my cell) (also, I accept texting)
I’m available, and I really care about my students, their concerns., and their parents’ concerns. Honestly, I have more time available than some….my kids are grown up.
I expect to have our class webpage easily accessible and updated regularly. Your son or daughter should write that URL address here:
Check it out to see what we’re doing, if you like.
# 2 . I Wish students used their limited time in class well. USE YOUR TIME, PLEASE!
Yes, your lives are busy. If class time is used well, there’s not too much you must worry about outside class except reading and taking a few notes.
If you THINK YOU’RE FINISHED WITH WHAT THE TEACHER WANTS YOU TO DO, no matter what class you’re in…here’s a list of things you can do to jump ahead:
A) Read a book I expect ALL students to have a book going independently, and jot down a few notes about it.. Keep trying to find a book you like and finish it.
B) Journal writing – reactions to stories, poems, books read, even “I am worried about…….” writings can help to focus study and direct positive thinking.
C) Vocabulary practice and notes (nothing helps scores at any level more than vocabulary development.)
D) Use online resources like the USA Test Prep (purchased by our school), Writing for the American Writing Archives, AP TEST Prep, our class BLOG spot for responding to stories and poems and drama, and those I give in class.
E) Grammar brush-ups and quizzes http://grammar.ccc.comnet.edu/gramar/quiz - practice!
F) Review of Indiana University’s tutorial on plagiarism to help make ideas your own and cite authorities so your writing has more power.
https://www.indiana.edu/~istd/
G) Check back to see what you’ve missed. For each class, by the door, I put a folder called, “WHAT I MiSSED!” Each day, at the end of the day, I put the work into that folder for your class. Also, on the board, I try to maintain class assignments.
#3. My Third Wish: THE 3 R’s..(used to be “reading, riting, ‘rithmetic”)
RESPECT, RESOURCES, RE-CREATION. My 3 “Rs”
What do I mean by that? I will treat you with respect. I will give you resources. I will help you to “re-create” (hopefully, some fun..!)
I expect that you will treat your classmates and me with respect. Help each other find resources. Make sure that “RECREATION” doesn’t harm others’ chances to learn. Use your time to grow and learn! Thanks. The 3 Rs.
So these are my 3 wishes. You think I sound like a kid? Hey, basics. The smartest people in the world know how to use these tricks. Are they possible? It just takes a mindful choice, that’s all. Every day.
Again, welcome! And thanks for reading this.
Addendum: The classroom “store”! Ok, let’s get this clear. Purpose of classroom store is
1) To keep students in class and comfortable midway through long blocks of time.
2) To encourage a warm atmosphere, but NOT a distraction. If distractions erupt, the store is closed. (No messes, no arguments, no wandering…)
3) To encourage focus: if it doesn’t work, we close the store (need a pencil/pen, snack, etc?)
4) If there is any profit, it goes to a scholarship fund for those planning learning trips.
5) DO NOT come to class for store products outside of your OWN class time.
Sunday, May 9, 2010
The Ties THAT BIND!
Tuesday, April 27, 2010
vocabulary review
"Say it With Flowers" - Moment of Truth
1. PAGE 436 in Hard TEXT book.
Select 6 values that matter to you, and write reasons for each in your notebook or on a piece of paper. 10 points. (10 minutes)
After discussion, add final statements.
2. Vocabulary: disarm, ensuing, harmonize, inquisitve, integrity, irritating, melancholy, transactions, synonyms on page 442 15 minutes, either in your hard text and notebook, OR 160-161 in your WORKBOOK 15 points
3. Plot terms review: p. 440 & 443
4. Workbook pre-read 162&163
5. Read with audio, “Say it With Flowers”, p. 444-456 with discussion
6. Wrap up with a poster showing plot for Say it with Flowers”
EXPOSITION, CONFLICT, Complication, complication, complication, Climax, resolution.
Monday, April 5, 2010
The poem on p. 411, "How I Learned English"
Do you have a moment when you learned something about language that "stuck" with you?
Write about it...post a comment.
Thursday, March 11, 2010
What do you really need from reading class?
What are the things you want to read and practice for the rest of the semester?
Vocabulary is ongoing, but if you find words you don't know outside of class, bring them in
for extra points, and we'll add them to the weekly tests.
Independent reading is on-going, but if you find a book or reading you'd like to share in class,
bring it in for extra points.
We will be reading some "Reader's Theater" plays in class, and continuing with the EDGE materials, too.
Writing for a purpose: Research an issue that is important to you. I have suggested readings on
Halfthesky.org to get started, but you might also try NPR.org or write a "This I Believe" speech.
The autobiographies you've been working on I will send in a group in May to Teenink, a magazine for teen writing, and
to the site connected to FreedomWriters.org. I also encourage you to post them on the National Gallery of Writing when you're totally finished. Type in my name for the right place.
What does it really mean to communicate?
This Week's words for testing on Wednesday, 3/17
articulate - well-spoken (adjective) or to speak (verb)
intimidated = threatened
stimulating =thought provoking, exciting
cohesive = unified, held together
contempt = hatred, disgust
cordial = friendly
inapt = improper
jocular = funny, humorous, cheerful
moratorium = suspension, stopping
Tuesday, March 2, 2010
a quia review of literary terms - http://www.quia.com/quiz/1731856.html
Wednesday, February 24, 2010
What does it really mean to communicate?
Do you think body language is really that important? Read more about it. Or go back to read "Silent Language" in your workbook, pages 125-130.
When you've reviewed the words for the vocabulary quiz, go to quia to take it!
http://www.quia.com/quiz/2240010.html
(copy and paste this into the URL if the above link doesn't work!)
Thursday, February 18, 2010
First, we'll read an article about studying FACES. "Face facts" describes various factors involved in studying facial expressions and using these studies to help sort truth from lies, protect our nation from terrorists, and provide information for even more research.
It begins on p. 352 in the textbook.
AS you read, ask yourself questions to check your understanding of what you've read. You should have 10 questions and 10 answers in your notebook by the end of the story. Here are a couple to get you started:
1. The writer has identified a group called "wizards". Why are they called that?
2. What factors show a person is lying?
3. What percentage of the time can Secret Service agents can identify truth from lie?
When you're finished, answer the 4 "Analyze" questions at the end, and do workbook pages 122, 123, and 124.
Don't forget to turn in your home reading (either in your notebook or drop into my box).
Check with quia.com for practice with the vocabulary words (competent, emphasis, emulate, enhance, precision, subtle, distortion, vary, visualize, unencumbered.)
These should be in your workbook with pictures by now.
How does a song communicate more than just the words?
We are the World - Haiti
Wednesday, January 27, 2010
Cause and Effect with "Hands of Fatima"
She's not even 15 yet, and the man, back in Syria, is 30.
Later, when he gives her the beautiful "Hands of Fatima" jewel, she worries that maybe, just maybe, he is the one
who stole the money from Maya. She hates herself for even thinking that.
Once you have read the story, and understand the "WHYS", and WHAT CAUSED THE FEELINGS described,
make a comment about the story's end. Tell others in the class how you understand the story. Explain it.
Tell what you like, and what you don't like.