bell-ringer first, nuclear weapons were fundamentally different than nonnuclear weapons. these...

Bell-ringer

First, nuclear weapons were fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory.

F. NO CHANGEG. different than fundamentallyH. different from fundamentallyI. fundamentally different from

# 2

Bell-ringer

First, nuclear weapons were fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory.

F. NO CHANGEG. different than fundamentallyH. different from fundamentallyI. fundamentally different from

# 2

start with the verb

• She differs from him in many ways.– She’s different from him in many ways.

• The songs’ beats differ from each other.– The songs’ beats are different from each other.

• His hair differs from his brother’s.– His hair is different from his brother’s.

Bell-ringer

First, nuclear weapons were fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory.

A. NO CHANGEB. (and they could also do a great deal of harm)C. (owing to the fact that that could do a lot of harm)D. OMIT

# 3

Bell-ringer

First, nuclear weapons were fundamentally different than nonnuclear weapons. These weapons of mass destruction that could do a lot of harm have a long and deadly radioactive memory.

A. NO CHANGEB. (and they could also do a great deal of harm)C. (owing to the fact that that could do a lot of harmD. OMIT

# 3

Collegial ClassroomTeacher doesn’t judge everybody.

Teacher doesn’t have mood swings.

Teacher doesn’t hit you. (really?)

Teacher has a good personality.

Teacher doesn’t give out busy work, but does teach you.

It’s not all lecture.

Teacher tells you what’s happening.

Teacher treats you like a human being.

Students don’t act out.

Students don’t draw attention to themselves.

Students are able to learn.

Students actually work together.

Classmates keep up with stuff.

Kids aren’t bored to death.

Cornell Notes

Divide the paper into three sections.Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic marker to draw the line so that it is clear.

Draw a dark vertical line about 2 inches from the left side of the paper from the top to the horizontal line.

Cornell Notes

DocumentWrite course name, date, and topic at the top of each page.

Cornell Notes

Write notes.The large box to the right is for writing notes.

Skip a line between ideas and topics.

Don't use complete sentences. Use abbreviations, whenever possible. Develop a shorthand of your own, such as using "&" for the word "and".

cue

Cornell Notes

Review and clarify.

Review the notes as soon as possible after class.Pull out main ideas, key points, dates, and people, and write these in the left column

Cornell Notes

Summarize.Write a summary of the main ideas in the bottom section.

Cornell Notes

Study your notes.

Re-read your notes in the right column.Spend most of your time studying the ideas in the left column and the summary at the bottom. These are the most important ideas and will probably include most of the information that you will be tested on.

Unscramble the Sentence

with every to I the in from Michael practically yard day back four seven.

Unscramble the Sentence

I ____ in the back yard with Michael practically every day from four to seven.

VERBS

VERBS“the root of the sentence without which one can’t be made” -Hollaback, 2007

I speak in the back yard with Michael every day from four to seven.

Normal Verbs

I walk in the back yard with Michael every day from four to seven.

Normal Verbs

I sit in the back yard with Michael every day from four to seven.

Normal Verbs

I think in the back yard with Michael every day from four to seven.

Abstract Verbs

I exist in the back yard with Michael every day from four to seven.

Abstract Verbs

I commune in the back yard with Michael every day from four to seven.

Abstract Verbs

He is in the back yard with Michael every day from four to seven.

Linking verbs

We are in the back yard with Michael every day from four to seven.

Linking verbs

They were in the back yard with Michael every day from four to seven.

Linking verbs

I was dancing in the back yard with Michael every day from four to seven.

Complex Verbs

I could eat in the back yard with Michael every day from four to seven.

Complex Verbs

I should stay in the back yard with Michael every day from four to seven.

Complex Verbs

will, shall, may, might, can, could, must, have, do, did, ought to, should, would, used to, need,

Helping Verbs

Time TestTaking dangerous risks seems to frighten most hardworking people.

Time TestTaking dangerous risks seemed to frighten most hardworking people.

Time TestTaking dangerous risks will seem to frighten most hardworking people.

Time TestTaking dangerous risks might seem to frighten most hardworking people.

Time Test

She dances with Tommy on the rotunda.

Time Test

She dances with Tommy on the rotunda.

Time Test

Talking about rumors leads to hurt feelings.

Time Test

Talking about rumors leads to hurt feelings.

Time Test

I am hunting, looking for a come-up.

Time Test

I am hunting, looking for a come-up.

Time Test

Talking about verbs made me hungry.

Time Test

Talking about verbs made me hungry.

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Time Test: Find the Verbs1. We hear a lot of talk about the American melting pot.2. Here, in our current neighborhood, it exists.3. But in other neighborhoods, people raised their children to reject their cultures.4. The articles are full of stories about hatred and violence.5. The old immigrants have suspicions about the new immigrants.6. The new immigrants think that the old ones are bigots.7. In our first neighborhood, I lived near a lot of old Italians.8. They talked about the other groups living in the area.9. They never blamed me for anything.

10. They liked me. So I was not one of "the others."

Sustained Writing:1. “THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL

1. We are here to help you. 2. You will have time to get to your class before the bell rings. 3. The dress code will be enforced. 4. No smoking is allowed on school grounds. 5. Our football team will win the championship this year. 6. We expect more of you here. 7. Guidance counselors are always available to listen. 8. Your schedule was created with you in mind. 9. Your locker combination is private. 10. These will be the years you look back on fondly.

TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL

1. You will use algebra in your adult lives. 2. Driving to school is a privilege that can be taken away. 3. Students must stay on campus during lunch. 4. The new text books will arrive any day now. 5. Colleges care more about you than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.” ― Laurie Halse Anderson, Speak

What is your “top ten lies” list? Don’t feel like you have to make it about high school --- what are the top ten lies given to you about life in general?

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•auto bio graphical narrat ive•uses a symbol•uses memories•descriptive, vivid language and

imagery• intro, body, and conclusion•five paragraphs minumum

Autobiographical Narrative

Make a commitment:

In order to increase collegiality and to ameliorate the classroom experience, I will:

…treat everyone with respect and help them if they fall behind.