Fresh English: Sensory Details

Tuesday, September 30, 2014

Sensory Details

Hey!

While you're reading (not talking), you need to get a couple tabs open:

Your highlighted copy of "A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez
Socrative! (http://m.socrative.com is the address)

Goal #1:

Yesterday you highlighted sensory details in "A Very Old Man with Enormous Wings."

You're going to choose your favorite, most descriptive sensory detail from what you read yesterday.

In Socrative, you'll be doing the following:

Choose the best sensory detail from the story and (1) type it into Socrative, (2) explain which sense it appeals to, and (3) explain how the description affects you as a reader.

Goal #2:

Reread the passage from your group novel listed below.
Find specific instances where the author uses sensory details and copy them into your English Journal.
State which sense each quotation appeals to, and how it affects you as a reader.

(You may want to create a chart like this one in your English Journal if you think it would be helpful.)

Of Mice and Men: pages 99-100 (First two pages of last chapter)
Saint Iggy: Pages 46-48 – A vile description of the apartment building where Freddie
sells drugs and a bunch of addicts hang out all strung out.
Lord of the Flies: Pages 134-135 – the description of the boys slaughtering the sow.
Romiette and Julio: pp. 178 – 180 – the description of Terrell’s gang threatening
Romiette & Julio
Secret Life of Bees: pp. 191-193

Goal #3:
If you read this, Mrs. Roberts and I still want high fives, but you'll need to tell us who your favorite character is in your group novel, as well. **Be careful: We might ask why.

You have all period to fulfill this goal. I hope you read it.

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Gradebook Explained

My grade book is on Power School for you to view. There are some things you need to know.

If you have a blank score or missing score that is not bad. Often scores are left blank when I do not grade an assignment right away. Sometimes blanks mean a student was absent for an in class experience. The point is do not panic about blank or missing scores.

Zeros however, are a real problem. Students get zeros when they do not turn in an assignment that they should have done. Zeros usually appear after I have asked the student several times to get the work finished. Students can sometimes undo a zero by turning in the work late. Some assignments can be regraded. See the button at the top of the blog to request a re-grade.

Often I do not enter many assignments until the end of the grading period when projects we have been working on for a few weeks become due. I try to enter progress grades every few weeks into the "progress category." Note that the progress category is only 10% of the total grade. Low scores on progress grades indicates that a student needs to improve their work before the final project is due.

Grade categories are weighted as follows:

50% Writing & Speaking (Essays, some in class assessments, and speaking assignments.)

40% Reading & Listening (Book reviews and reading progress and some listening assessments.)

10% Progress (writing draft grades, turning in required paperwork, some formative assessments)

Student grades are based on meeting grade level standard proficiencies. This is not a points or numbers game. There is no extra credit, but there may be additional opportunities to show proficiency.

I hope this will resolve some confusion. Of course if you have questions about grades please e-mail me.