Makaʻala Moment #18

We have learnt from past experience, that cheating hurts the cheater, however, beating them over the head with a bag of rocks hurts a lot more. (6)

Six mistakes:

1. “learnt” should be “learned.”

2. “past experience” is redundant.

3. There is no comma prior to the direct object “that cheatig hurts the cheater.”

4. The two independent clauses must be connected with a semi-colon or a comma and conjunction.

5. “them” should be “him” or “her.” Or we caan change the antecedent to “cheaters.” (Note: it’s not a good practice to rely on changing the antecedent)

6. “a lot” is slang. Use “much” if an intensifier is necessary.

We have learned from experience that cheating hurts the cheater; however, beating him over the head with a bag of rocks hurts much more.

January 31 – February 4, 2011

Theme for the week: Using CRAFT to make it look simple.

Monday, 1/31 (Monday schedule)

br: manuscript

Makaʻala moment, Monday meeting (theme of the week)

Go over conference sheet

Conferencing

HW for Tuesday (period 7) or Wednesday (period 8  )

• descriptors, citations for your own buildings done and brought in
• vignette “finals” – due 2/7
• vocab tree phon-, phono- due 2/3 (period 7) or 2/4 (period 8 )

Tuesday 2/1 or Wednesday 2/2

br: prescribe

Work day on MAP – due at the end of class

HW for Thursday 2/3 (period 7) or Friday 2/4 (period 8  )

• vignette and pictures 2/7
• vocab tree on bb
• bring Written in the Sky on 2/7

Thursday, 2/3 or Friday 2/4

br: scripture

prepare for vocabulary quiz

prepare for Written in the Sky with new literature groups – pre-reading mini project

January 24 – 28, 2011

Concrete jungle

January 24, Monday (Monday schedule)

HW for Tuesday (pd. 7) or Wednesday (pd. 8 )

• Journal #4
• Read and annotate 35 – 40 (Beautiful & Cruel, A Smart Cookie, What Sally Said, The Monkey Garden, Red Clowns, Linoleum Roses) and “I Don’t Know What a Daffodil is” (51), “When the TV dies,” (46) & “One of the Worst” (47)
• Lit circle roles

Turn in:

• Draft #1 (vignettes 1-3)
• Journal response to #2 or #3

Agenda:

Literature discussion, large class discussion

January 25, Tuesday 3-7-5-1

HW for Thursday (pd. 7) or Friday (pd. 8 )

• Journal #5 REVISED – not due until 1/31
  
• Read and annotate  41-44 (The Three Sisters, Alicia & I Talking, A House of My Own, Mango Says Goodbye)
• Exam #3
  
• 1/31 annotation grading
• Bring Written in the Sky on 2/7
• Vocab tree

Agenda:

Literature circle discussion on chapters 35-40; Read “Worst Things” and review “In Our Circle” & review “In NZ”; large class discussion

Wednesday 1/26 8-6-4-2

see Tuesday

Thursday 1/27 1-5-7-3

HW for Monday, 1/31

• Final journal response (#5)
  
• bring vignettes draft 2 (for peer conferences)

Agenda:

Lit circle discussion on chapters 41-44; final for HOMS & GMC

Exam #3

Friday 1/28 2-4-6-8

see Thursday

January 17-21, 2011

Monday, January 17: Martin Luther King Jr. holiday
Tuesday, January 18 1-5-7-3

HW for Thursday 1/20 (pd. 7) or Friday 1/21 (pd. 8 ):

1. Read and annotate chapters 22-28 (The First Job; Papa Who Wakes Up Tired; Born Bad; Elenita; Geraldo; Edna’s Ruthie; Earl of Tennessee) AND “When Fiapiko” (26); “Tupu” (7)
2. Complete lit circle roles
3. Journal #3 – printed out with your number
4. Vocab. tree root mob, mot, mov on bb
5. Quiz #2 open notes on ch. 17-28, “Close,” “Our House,” “Fiapiko,” “Tupu”

Agenda:

br: pseudonym; go over vignette project; group discussion of 17-21 & GMC; group work on MAP worksheet

Wednesday, January 19 2-4-6-8

same as Tuesday

Thursday, January 20 3-7-5-1

HW for Monday 1/24:

1. Journal response to #2 or #3 – attach with original on front, sign your name
2. Read and annotate chapters 29-34 (Sire, Four Skinny Trees, No Speak English, Rafaela, Sally, Minerva), “Daffodils” by Wordsworth (on bb), “Dreams”(38)
3. Complete lit circle roles
4. 1st draft of neighborhood vignette due 1/24

Agenda

BR: acronym; open notes quiz on HOMS 17-28; GMC “Close My Eyes,” “Our House,” “Fiapiko,” “Tupu”

Discussion, writing time

Friday Jan 21 8-6-4-2

same as Thursday

Maka’ala Moment #15

Although neither Christmas or New Years Day are traditional pre-contact holidays, Kamehameha Schools-Kapalama have decided to formally celebrate them by giving all students A’s for the first semester, and serving ice cream this friday. (7)

1.  The correlative conjunction should be “neither. . . nor.”

2.  “Years” should be the possessive “Year’s.”

3.  “are” should be the singular form “is” to agree with the singular subject “New Year’s Day.”

4.  “have” should be “has” to agree with the singular subject “Kamehameha Schools-Kapalama.”

5.  “formally” splits the infinitive “to celebrate.”

6.  The compound object of the preposition “giving” and “serving” requires no comma.

7. The proper noun “friday” needs to be capitalized.

A corrected version might read:

Although neither Christmas nor New Year’s Day is a traditional pre-contact holiday, Kamehameha Schools-Kapalama has decided to celebrate both of them formally by giving all students A’s for the first semester and serving ice cream this Friday.

January 10-14, 2011

Monday 1/10

Homework for Tuesday (pd. 7) and Wednesday (pd. 8  )

1. Journal #1 respond (directions on bb)
2. Read and annotate “In New Zealand” p. 3 and “Tagi’s Family” p. 21-24
3. Complete literature circle roles
4. Start on vocabulary tree (directions on bb)
5. UPCOMING: quiz 1 on HoMS and GMS (Thursday or Friday)

Agenda:

bell ringer: mobilization

go over elements of style and guide to annotating, literature circle roles & groups

large class discussion on chapters 5-10 and p. 13

Steppenwolf version of “Our Good Day”
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collect HoMS for annotation check

Tuesday 1/11 3-7-5-1; Wednesday 1/12 8-6-4-2

Homework for Thurs (pd. 7) or Friday (pd. 8  )

1. Read and annotate chapters 11-16 (“Marin,” “”Those Who Don’t,” “There Was an Old Woman,” “Alicia,” “Darius”)
2. Vocab tree for the root “gress”/”grad” (turn in to bb)
3. Complete literature circle roles
4. Open notes quiz 1 next class

Agenda

br: promotion, maka’ala moment

meet in lit circle groups for discussion, class discussion, go over MAP project, start to create list of houses from chapters 1-10 of HoMS, group map work

Thursday  1/13 1-5-7-3; Friday 1/14 2-4-6-8

Homework for Tuesday 1/18 (pd. 7) or Wednesday 1/19 (pd. 8  )

1. Read and annotate chapters 17-21 (“And Some More,” “The Family of Little Feet,” “A Rice Sandwich,” “Chanclas,” “Hips”) and “I Close My Eyes” (p. 119) and “Our House” (p. 45).
2. Complete literature circle roles (directions on bb under resources-Mango)
3. Journal #2

Agenda

br: monument

HoMS & GMS quiz 1 on bb; literature circle discussion 11-16 and GMS; Reader’s theatre “And Some More”; turn in lit circle group folders for grading.

January 3-7, 2011

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Wednesday January 5 (Monday schedule)

Turn in: Odyssey manga

Book check

Bell ringer: transgression

MM #13

Class – sensory overload pretzel experiment

Homework: Pretzel list poem

Thursday January 6 (Monday schedule)

Turn in: pretzel list poem with original title

BR: progression

Class – introduction to Cisneros and Figiel, read aloud 1-4 and p. 2 with annotations, focus on elements of vignettes

Homework Journal #1 (prompt options are on blackboard) – hard copy to be put on “trading wall” community board, finish reading and annotating any of the reading that we didn’t finish

Friday January 7 (Monday schedule)

Turn in Journal #1 (don’t put your name – only your number), tack it on back bulletin board

BR: graduation

Class Discussion 1-4 and p. 2 with continued focus on elements (thoughtshots, snapshots, reading as a writer)

Read and discuss ch. 5-10 and p. 13

Show Steppenwolf version of “Our Good Day”

Homework for Monday (another Monday schedule)

Journal #2 (prompt options on blackboard)

Read, annotate ch. 11-16 and “Tagi’s Family” p. 6

Maka’ala Moment #14

Neither Logan, a tall Hawaiian Cajun woman whom loves to eat pizza, playing volleyball, and tall Hawaiian Cajun men nor Odell understand me when I say “ich glaube in der traube.” (8)

1. “Hawaiian Cajun” should be hyphenated (“Hawaiian-Cajun”).
2. The objective case “whom” should be the nominative case “who.”
3. We have a parallel structure problem with our list.
4. We need a comma after “men” to close off the appositive.
5. We have an agreement problem: the subject is singular and the predicate is plural.
6. Place a comma after “say” to introduce the quotation.
7. Capitalize “ich”: It’s the first word of the quotation. And Germans capitalize “Ich.” And Germans will invade you if you don’t.
8. Italicize the German phrase; we italicize foreign words and phrases. And there’s that whole invasion thing.

A corrected version might read:

Neither Logan, a tall Hawaiian-Cajun woman who loves pizza, volleyball, and tall Hawaiian-Cajun men, nor Odell understands me when I say, “Ich glaube in der traube.”