Monday May 18

On Monday please bring a new (2nd) copy of your paper to read in class. I will give bonus points to those who remember their additional copy and actually read the paper in front of everyone. You will be having a substitute teacher that day. Please be attentive and polite.

Field Trip Cancelled

Sorry to announce that we will have class on Monday May 18th. The sophomore field trip has been cancelled.

Thanks For A Great Year

A big thanks to all my students for a fabulous school year. Going forward, I hope all of you remember the incredible vocabulary words you learned, the comma rules and sentence structures you memorized, and how to avoid any and all redundancy in your writing.

Have a great summer!

End Of Year Schedule

The end of the year is in sight! I am sure everyone is just as excited as I am. For the benefit of everyone I am publishing the class schedule for the rest of the year!

Friday May 1: WOD, time in computer lab working on final paper

Monday May 4: VQ #15 (last VQ of the year), back in computer lab for final paper

Wednesday May 6: straight to computer lab for final paper

Friday May 8: students again in computer lab for final paper

Monday May 11: final day in computer lab FINAL PAPER DUE AT END OF CLASS

Wednesday May 13: review of entire semester's word of the day

Friday May 15: MID TERM EXAM ON ENTIRE SEMESTER'S WOD

Monday May 18: Sophomore Class Field Trip

Wednesday May 20: Final Exam Review

Friday May 22: School dismissed at Noon: more final exam review

Tuesday May 26: FINAL EXAM!!!! GOOD LUCK!!!!!!!!!!!!

Final Paper: A word of warning, advice, and overview

For the final paper of the year, I want you to write a paper of advice, warning, and overview for the benefit of next year's students. Your paper must start with an introductory paragraph, which must include a three-point thesis, have at least three main paragraphs in the body of the paper, and end with a conclusionary paragraph. Your three-point thesis should focus on advice, warning, and a class overview.

Paper must be 40 lines long, 12 points, 1 inch margins, double spaced. EVERYTHING MUST BE LABELED.

Required Elements: Total 60 points
Adverbs: 10
Adjectives: 10
AAN 2
IIAS 2
IPP 2
Nepp 2
IAC 2
Appos 1
PIP 1
BCC 1
IA 1
complex sentences -no more than 10 (10 points)
"to be" verbs - no more than 10 (10 points)
compound sentences - at least 6 (6 points)


In addition to the Required Elements, students must comply with the following:
1. verb tense: use only present tense
2. transitions: all sentences & paragraphs must logically flow from one idea to another
3. vocabulary: use interesting, original, and colorful vocabulary
4. redundancy: avoid redundancy in sentence structure, vocabulary, etc.
5. WOD: students must include 5 words of the day in their paper,

TOTAL POINTS POSSIBLE IS 180, awarded as follows
40 points for length (1 point per line
60 points for required elements
10 points for only using present tense
15 points for clear transitions
15 points for original, interesting vocabulary
10 points for lack of redundancy
20 points for turning in paper on time
10 points for including 5 words of the day


BONUS: 10 bonus points for including an extra 5 words of the day

Spring Break

Have a great spring break everyone. There is no homework assigned for my class so enjoy your time, especially those going to Europe!

tornado drill

Nothing like a tornado watch to keep things exciting. It was nice to see students behaving in an orderly manner during the experience.

Wednesday we will continue learning about Independent Clauses. Students do not need to bring in a word of the day. Somehow I don't think students will remember to prepare for a vocabulary quiz during spring break.

Class D needs to prepare for a quiz on relative pronouns, correlating conjunctions, and coordinating conjunctions.

Grandparent's Day--and D Class Schedule

Quick note for D class. Since we didn't meet today, I will move the quiz on Sub. Conj. to Monday along with VQ 13, then the quiz on Monday's schedule we will move till Wednesday.

Clause Unit—Assignment outline March 30-April 3

Monday March 30:
1) VQ #12
2) Begin unit on Clauses
a. write Clause Marking System in your Grammar Book
b. Began writing Clause Definitions—in your Grammar Book
3) Homework: WOD


Wednesday April 1:
1) WOD
2) Continue recording Clause Definitions in grammar book.
3) Practice using the marking system
4) Homework:
a. WOD
b. Prepare for quiz on Subordinating Conjunctions: you need to have these
memorized.

Friday April 3:
1) WOD
2) Take Subordinating Conjunction quiz:
3) Practice using SCs
4) Homework:
a. VQ #13
b. quiz on coordinating conjunctions, correlating conjunctions, and relative
pronouns.

Monday April 6:
1) take VQ #13
2) take quiz on coordinating conjunctions, correlating conjunctions, and relative
pronouns practice writing various sentences based on clause formulas.

Independent Clauses “IC”


1) All independent clauses include a subject and a verb

a. An IC is the main idea of the sentence. It does not depend on another clause for
meaning or context.

i. An IC can stand alone, (but sometimes a DC can too)

b. Examples of IC

i. Simple independent/main clause sentences (mark these for student benefit)

1. The forest beckons. (S V)
2. Shadowed and still, the forest beckons. (IPP, S V)
3. The forest, shadowed and still, beckons. (S, NEPP, V)


ii. Complex independent/main clause sentence (includes DO, prep phrases, etc.)
1. The inmate has reached an agreement to plead guilty to all charges.
2. Mike’s music mix has already earned him great reviews.



2) An IC can include IIAS, ie. more than one verb or subject

a. Paper, printing, and binding may become things of the past. (sub IIAS)

b. Users check their email, adjust their grades, retrieve reports, and keep track of
students. (verbs IIAS)



3) Two IC can be connected with a COCO (coordinating conjunction)

a. The forest beckons, and its silence charms the soul. (and = coco) (SV) O (SV)

i. Note use of comma rule # 6 (bcc) before the “and”

b. I love to eat ice cream, yet I never gain weight. (yet = coco)



4) A coco does not automatically signal an IC

a. For example: ‘and’

i. The dog and the cat sat on the mat. (“and” here just combines two subjects, it does
not introduce another IC)


ii. We have had forecasts this bad in the past and launched successfully.
(“and” joins double verbs

5) Subordinating Conjunctions (SC) link an IC to a DC (depend/sub clause)

a. The forest beckons as shadowy light filters down. (S V) O S V

b. When I go to the forest, I hear its still, peaceful voice. O SV , (SV, ) (pg 61) note use
of comma rule #7: IAC, and #1 AAN.

c. I go to the forest, and when I arrive at my favorite spot, I listen as it beckons me.
(SV), O O SV, (SV), O SV. (page 61)

d. I watched the dog while he chased the cat.


6) Anytime you add an SC to an IC it turns into a DC. IC + SC = DC

a. I watched TV. I ate breakfast. (IC.IC.)
i. I watched TV as I ate breakfast. (IC+DC)
ii. A clause beginning with an SC will ALWAYS sound incomplete because it refers
back or forward to the main clause.

7) A DC can be either restrictive or non-restrictive (essential or non-essential)


a. A restrictive/essential clause more clearly defines the subject (it “restricts” the
vagueness of the subject)

i. Because the clause restricts the meaning of the sentence, no commas are used.
1. The car that I want is out of my price range.

b. A non-restrictive or non-essential clause can be removed without changing the
meaning of the sentence.

i. Because the clause is not necessary, it is set off by commas for and aft.
1. Steven’s book, which made Oprah’s Book Club, is not in any stores.

8) Relative Pronouns: relate to another proceeding noun in the sentence and thereby connect
the DC to the IC. Therefore the RP act as the subject or object of the DC.

a. Examples:

i. The chief who studied in Paris won the competition.
1. this is a restrictive DC clause hence no commas
2. “who” is the subject of the DC


ii. The shirt that Carl bought has a stain on the pocket.
1. this is a restrictive DC clause hence no commas
2. “that” is the object of “bought”
3. the DC is “that Carl bought”

b. How to choose the correct RP:

i. Who if RP is subject, Whom if RP is object

Clause Unit: Definitions

Clause: a group of related words that has both a subject and a verb. Every sentence has a clause; it just depends on how many.


Main clause: contains the main subject and the main verb, (the main idea of the sentence). A main clause does not depend on another clause for context or meaning. There can be MORE and ONE main clause in a sentence.


Subordinate or dependent clause: depends on another clause for context o r grammatical function. Typically these clauses act like a noun --DO, adjective, or adverb.


Relative Pronouns: relate to another noun preceding it in the sentence. In doing so, they connect a dependent clause to an antecedent (noun referred to by the pronoun). Relative pronouns are the subject or object of the dependent clause they are in.

That who whomever
What whoever whose
Which whom


Conjunctions: connect clauses together. There are three types of conjunctions; each signaling which type of clause follows.


Coordinating conjunctions; for, and, nor, but, or, yet, [so, while]



Correlating conjunctions:
Both----and, either----or, neither----nor
Not only-----but also whether-----or



Subordinating conjunctions:
After because in case (that) though
Although before in order that unless
As even if rather than until
As far as even though once when (ever)
As soon as how since where (as, ever)
As long as if than whether
As if if only that while
As though in as much as till why

Clause Marking System: Use the following system to symbolically represent sentences.


( ) put parentheses around main clause

“sc” circle all subordinating conjunctions and write “sc” above

“rp” circle all relative pronouns and place “rp” on top

“cc” circle all cocos (coordinating conjunctions) and write “cc” on top

____ underline all subordinate/dependent clauses

“S” mark all subjects by writing “S” above the word

“V” mark all verbs by writing a “V” above the word

, mark all commas with appropriate comma rule

Schedule March 23-27

This week we finished up the "Trying" or 10-second paper, and "The Shoe" paper. I enjoyed seeing how students learned to incorporate action, appearance, and scenery into the "trying" paper. I was pleased with the way students created pathetic fallacy in "The Shoe." Next week we will start a new unit on clauses and learn additional comma rules.

Start of Year Letter to Parents

10th Grade Composition Class August 20, 2009
Teacher: Arwen Councill

Dear students and parents,

I am so excited to be teaching this writing class. I love writing. It requires effort but once you produce something, it is entirely your own. That sense of accomplishment and ownership, a pride in one’s work, is what I want to instill in the students this year.

I plan to structure this class around the concept that clear, interesting writing comes from a developed “love of language.” My goal is to help students learn to love vocabulary by opening their understanding to the many wonderful words which abound in the English language. My goal is to help students learn to love grammar because they will see grammar not as some boring rules that must be followed, but rather as tools that enable them to design increasingly complex sentences and thereby express themselves with greater sophistication. I want students to learn to view writing as another extension of themselves, another form of communication that comes naturally.

I have chosen an innovative and exciting curriculum designed by educator Dr. Bruce Saari. You can view this online at www.Topschools.com. The curriculum is designed to turn the classroom into an intensive writing laboratory. As a new concept is taught, the students are given immediate opportunity to practice and internalize what they have learned. Some of the stated goals of the curriculum are as follows:

-significantly raise the students’ awareness of language structure and function;
-develop high levels of precision in language use and word choice;
-write, read and understand increasingly complex sentence patterns;
-design richer, more varied sentences that naturally elicit higher levels of evidence
and supporting detail;
-expand the students’ vocabularies;
-develop confidence and skill in oral participation;
-dramatically improve the students’ language decoding skills in all their classes.

In class we will regularly be using a dictionary and thesaurus. Your student needs to have access to both at home.

During the first semester of this class there will be weekly vocabulary homework. Every Wednesday and Friday I expect each student to come to class with a “word of the day.” This needs to be an appropriate vocabulary building word. Your student must be able to spell the word, pronounce the word, know its part of speech (noun, verb, adj, adv., etc.) know its etymology, know the definition, and also have the word used in a sentence. Generally speaking, I will give the students a vocabulary test every Monday on the words from the previous Wednesday and Friday. Avuncular, magnanimous, and copious, are examples of appropriate words.

During the first semester we will focus primarily on “skill building.” Homework, when assigned, will not involve long, written work.

I expect students to bring to class each day the following materials: two compositions books (one for vocabulary, one for grammar notes), a pencil, paper, and some type of folder or 3-ring binder for storing class handouts. On Monday August 25th I will have a book check to make sure students have all class materials and have properly recorded the required information in their vocabulary notebook. This book check will be a graded. August 25th will also be the first vocabulary quiz.

If you have any questions or concerns at any time during the school year, please do not hesitate to contact me by phone (cell 556-9500, home 562-5138) or by email acouncill@southamptonacademy.org or arwencouncill@yahoo.com. Please do not leave messages for me on the school voicemail, I will not check it.

I am really looking forward to getting to know all of you. I had a blast last year and expect this year to be even better.

Sincerely,



Arwen Councill


Classroom Procedures:
1) Every Wednesday and Friday, as soon as you come to class, write your word of the day with its definition, part of speech, etymology, and pronunciation (if your word is hard to pronounce) on the board. Then begin to copy down all other words into your vocabulary notebook.
2) Plan to pay attention the ENTIRE class period. I jam as much as possible into each class period.
3) DO NOT bring homework for other classes. You will NOT have time to do anything but Composition.
4) If you are absent it is your responsibility to find out what you missed and come prepared as if you had never missed at all. Call me if you need help getting caught up. I will always be happy to help you.

Grades:
1) Your term and semester grades will be derived from tests, vocabulary quizzes, homework, and word of the day. I grade on straight point value. The more points you have the higher your grade will be. All points are weighted equally---tests count more than quizzes only because they are worth more points.

2) LATE HOMEWORK: if your homework is late one day there will be a 25% deduction, two days late, 50% deduction, and so forth.

Student Name: _______________________________

Parent Name: _______________________________


Parents, please sign below indicating that you have read the above letter. Students must return this signature page as a graded assignment. This signature page is due August 25th.


Parent/Guardian signature ______________________________Date ____________




Parent’s cell phone: ___________________Parent’s home phone: _____________

Parent’s email address: _______________________________