10th Grade Summer Reading List: American Lit
Ms. Finnegan-Doyon
[email protected]
[email protected]
Website: http://mssarafdamericanlit.weebly.com/
Please choose one of the following to read over the summer. Some are short story collections. Be prepared to present your book the first week of class in the fall. Based on reading your novel, you need to create a presentation to show the class (that does not give away the end of the book, as you will present to students who have not already read it) that clearly indicates you've read your novel (so specific references to characters, setting and themes). When I have had students create these projects in the past they have done things like: make board games, posters, character cards (like Pokemon cards that have some details about character and their "power" levels based on what happens in the book), picture books (transforming the text into illustrated picture books-- so simplifying it way down but keeping the main plot points), skits, interpretive dances, writing music (you would just have to also be able to explain the connection with the text if there are no lyrics in a 1/2pg summary), singing, etc.
The rubric for grading your presentations is on the back of this book list. If you have questions or concerns, please feel free to send me an email this summer. I will be traveling for six-weeks, but I intend to respond whenever possible and will return by the end of July.
· A Good Man is Hard to Find by Flannery O’Connor
· My Antonia by Willa Cather
· Of Mice and Men by John Steinbeck
· One Flew Over the Cuckoo’s Nest by Ken Kesey
· Song of Solomon by Toni Morrison
· The Adventures of Huckleberry Finn by Mark Twain
· The Color Purple by Alice Walker
· The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie
· The Old Man and the Sea by Ernest Hemingway
· The Things They Carried by Tim O’Brien
Rubric attached here:
Ms. Finnegan-Doyon
[email protected]
[email protected]
Website: http://mssarafdamericanlit.weebly.com/
Please choose one of the following to read over the summer. Some are short story collections. Be prepared to present your book the first week of class in the fall. Based on reading your novel, you need to create a presentation to show the class (that does not give away the end of the book, as you will present to students who have not already read it) that clearly indicates you've read your novel (so specific references to characters, setting and themes). When I have had students create these projects in the past they have done things like: make board games, posters, character cards (like Pokemon cards that have some details about character and their "power" levels based on what happens in the book), picture books (transforming the text into illustrated picture books-- so simplifying it way down but keeping the main plot points), skits, interpretive dances, writing music (you would just have to also be able to explain the connection with the text if there are no lyrics in a 1/2pg summary), singing, etc.
The rubric for grading your presentations is on the back of this book list. If you have questions or concerns, please feel free to send me an email this summer. I will be traveling for six-weeks, but I intend to respond whenever possible and will return by the end of July.
· A Good Man is Hard to Find by Flannery O’Connor
· My Antonia by Willa Cather
· Of Mice and Men by John Steinbeck
· One Flew Over the Cuckoo’s Nest by Ken Kesey
· Song of Solomon by Toni Morrison
· The Adventures of Huckleberry Finn by Mark Twain
· The Color Purple by Alice Walker
· The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie
· The Old Man and the Sea by Ernest Hemingway
· The Things They Carried by Tim O’Brien
Rubric attached here:
10th_grade_summer_reading_list.docx | |
File Size: | 26 kb |
File Type: | docx |
Wed, May 6th
per 3
First students had work time.
Then non-Honors students finished by the "Dr. Heidegger's Experiment” packets while Honor's students created rubrics for their projects to be graded on.
Step 1:
*Look over your proposal form again
*What exactly are you turning in?
Decide on a scale of performance:
1-4pts
A-F
Outstanding, Acceptable, Not Acceptable
Great job, Okay, What happened?
Step 2:
*Identify the criteria of the task
*What are the observable, measurable characteristics of the task that you should be graded on?
*You must have at least 4 and no more than 10 criteria
Step 3:
*Describe the performance of each criterion at each level
Step 4:
Create the rubric by
*Modifying the ones I’ve emailed to you
*Using a free online, rubric builder:
Rubistar
Rubricbuilder
iRubric
If you missed class:
1. Honors= start making a rubric for your project (let me know if you have questions or concerns). Rubrics due on Monday!!
per 5
"Wilderness is not a luxury but a necessity of the human spirit." -Edward Abbey
First, I met with Honor's students about their rubrics to see how they were coming along and provide additional guidance. Rubrics are due TODAY.
Next we studied a bit about Edward Abbey. I told students a bit about his life, and then we watched this little video about his life:
https://vimeo.com/34305899
Next we read this excerpt:
“This is the most beautiful place on earth. There are many such places. Every man, every woman, carries in heart and mind the image of the ideal place, the right place, the one true home, known or unknown, actual or visionary.”
And then students responded to this prompt labeled 5/6 Ed Abbey writing:
*What is the most beautiful place on Earth to you? Where is your ideal place, your one true home?
Finally, we started reading "The First Morning" by Ed Abbey. As we read students underlined or highlighted any sections of the text that were examples of nature writing, which they submitted for credit before leaving.
If you missed class:
1. Make up activities above
Due Today:
1. Honor's Rubrics
per 3
First students had work time.
Then non-Honors students finished by the "Dr. Heidegger's Experiment” packets while Honor's students created rubrics for their projects to be graded on.
Step 1:
*Look over your proposal form again
*What exactly are you turning in?
Decide on a scale of performance:
1-4pts
A-F
Outstanding, Acceptable, Not Acceptable
Great job, Okay, What happened?
Step 2:
*Identify the criteria of the task
*What are the observable, measurable characteristics of the task that you should be graded on?
*You must have at least 4 and no more than 10 criteria
Step 3:
*Describe the performance of each criterion at each level
Step 4:
Create the rubric by
*Modifying the ones I’ve emailed to you
*Using a free online, rubric builder:
Rubistar
Rubricbuilder
iRubric
If you missed class:
1. Honors= start making a rubric for your project (let me know if you have questions or concerns). Rubrics due on Monday!!
per 5
"Wilderness is not a luxury but a necessity of the human spirit." -Edward Abbey
First, I met with Honor's students about their rubrics to see how they were coming along and provide additional guidance. Rubrics are due TODAY.
Next we studied a bit about Edward Abbey. I told students a bit about his life, and then we watched this little video about his life:
https://vimeo.com/34305899
Next we read this excerpt:
“This is the most beautiful place on earth. There are many such places. Every man, every woman, carries in heart and mind the image of the ideal place, the right place, the one true home, known or unknown, actual or visionary.”
And then students responded to this prompt labeled 5/6 Ed Abbey writing:
*What is the most beautiful place on Earth to you? Where is your ideal place, your one true home?
Finally, we started reading "The First Morning" by Ed Abbey. As we read students underlined or highlighted any sections of the text that were examples of nature writing, which they submitted for credit before leaving.
If you missed class:
1. Make up activities above
Due Today:
1. Honor's Rubrics
Tues, May 5th
per 8
“After nourishment, shelter and companionship, stories are the things we need most in the world.”
-Philip Pullman, author of The Golden Compass
FE: Before she died she wanted to_______ OR The day took an unexpected turn when______________
Next students had work time.
Finally, students who missed a peer critique previously made it up. Honor's Students submitted information about their presentations.
If you missed class:
1. Have your final draft ready to submit on Thursday
2. Make up the FE in your Writer's Notebook
Due Today:
1. Nothing
per 10
FE: Before she died she wanted to_______ OR The day took an unexpected turn when______________
Next students had work time.
Then non-Honors students finished by the "Dr. Heidegger's Experiment” packets while Honor's students created rubrics for their projects to be graded on.
Step 1:
*Look over your proposal form again
*What exactly are you turning in?
Decide on a scale of performance:
1-4pts
A-F
Outstanding, Acceptable, Not Acceptable
Great job, Okay, What happened?
Step 2:
*Identify the criteria of the task
*What are the observable, measurable characteristics of the task that you should be graded on?
*You must have at least 4 and no more than 10 criteria
Step 3:
*Describe the performance of each criterion at each level
Step 4:
Create the rubric by
*Modifying the ones I’ve emailed to you
*Using a free online, rubric builder:
Rubistar
Rubricbuilder
iRubric
If you missed class:
1. Honors= start making a rubric for your project (let me know if you have questions or concerns). Rubrics due on Monday!!
per 8
“After nourishment, shelter and companionship, stories are the things we need most in the world.”
-Philip Pullman, author of The Golden Compass
FE: Before she died she wanted to_______ OR The day took an unexpected turn when______________
Next students had work time.
Finally, students who missed a peer critique previously made it up. Honor's Students submitted information about their presentations.
If you missed class:
1. Have your final draft ready to submit on Thursday
2. Make up the FE in your Writer's Notebook
Due Today:
1. Nothing
per 10
FE: Before she died she wanted to_______ OR The day took an unexpected turn when______________
Next students had work time.
Then non-Honors students finished by the "Dr. Heidegger's Experiment” packets while Honor's students created rubrics for their projects to be graded on.
Step 1:
*Look over your proposal form again
*What exactly are you turning in?
Decide on a scale of performance:
1-4pts
A-F
Outstanding, Acceptable, Not Acceptable
Great job, Okay, What happened?
Step 2:
*Identify the criteria of the task
*What are the observable, measurable characteristics of the task that you should be graded on?
*You must have at least 4 and no more than 10 criteria
Step 3:
*Describe the performance of each criterion at each level
Step 4:
Create the rubric by
*Modifying the ones I’ve emailed to you
*Using a free online, rubric builder:
Rubistar
Rubricbuilder
iRubric
If you missed class:
1. Honors= start making a rubric for your project (let me know if you have questions or concerns). Rubrics due on Monday!!
Mon, May 4th
per 3
First we wrote to FE #21:
*He tiptoed through the darkness.
OR
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Next students had independent work time.
Finally, students did the following things:
1.Read through your story again.
2.Find a section that you think highlights your most BEAUTIFUL WORK
1.In terms of plot, diction, character development
3.Pull an excerpt from that section.
4.Format nicely on a with your name on the bottom
5.Make sure there are NO GRAMMATICAL errors
6.These will be displayed in the hall.
Format:
"Excerpt of writing in paragraph format."
-Name, excerpt from "Name of Short Story"
If you missed class:
1. Turn in final draft ASAP!
Due Today:
1. Final draft of short story
2. Excerpt of short story for display
per 5
per 3
First we wrote to FE #21:
*He tiptoed through the darkness.
OR
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Next students had independent work time.
Finally, students did the following things:
1.Read through your story again.
2.Find a section that you think highlights your most BEAUTIFUL WORK
1.In terms of plot, diction, character development
3.Pull an excerpt from that section.
4.Format nicely on a with your name on the bottom
5.Make sure there are NO GRAMMATICAL errors
6.These will be displayed in the hall.
Format:
"Excerpt of writing in paragraph format."
-Name, excerpt from "Name of Short Story"
If you missed class:
1. Turn in final draft ASAP!
Due Today:
1. Final draft of short story
2. Excerpt of short story for display
per 5
First we wrote to FE #21:
*He tiptoed through the darkness.
OR
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Next students had independent work time.
Then non-Honors students finished by the "Dr. Heidegger's Experiment” packets while Honor's students created rubrics for their projects to be graded on.
Step 1:
*Look over your proposal form again
*What exactly are you turning in?
Decide on a scale of performance:
1-4pts
A-F
Outstanding, Acceptable, Not Acceptable
Great job, Okay, What happened?
Step 2:
*Identify the criteria of the task
*What are the observable, measurable characteristics of the task that you should be graded on?
*You must have at least 4 and no more than 10 criteria
Step 3:
*Describe the performance of each criterion at each level
Step 4:
Create the rubric by
*Modifying the ones I’ve emailed to you
*Using a free online, rubric builder:
Rubistar
Rubricbuilder
iRubric
If you missed class:
1. Non-Honors= turns in "Dr. Heidegger's Experiment” packets ASAP
2. Honors= start making a rubric for your project (let me know if you have questions or concerns)
Due Today:
1. "Dr. Heidegger's"
*He tiptoed through the darkness.
OR
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Next students had independent work time.
Then non-Honors students finished by the "Dr. Heidegger's Experiment” packets while Honor's students created rubrics for their projects to be graded on.
Step 1:
*Look over your proposal form again
*What exactly are you turning in?
Decide on a scale of performance:
1-4pts
A-F
Outstanding, Acceptable, Not Acceptable
Great job, Okay, What happened?
Step 2:
*Identify the criteria of the task
*What are the observable, measurable characteristics of the task that you should be graded on?
*You must have at least 4 and no more than 10 criteria
Step 3:
*Describe the performance of each criterion at each level
Step 4:
Create the rubric by
*Modifying the ones I’ve emailed to you
*Using a free online, rubric builder:
Rubistar
Rubricbuilder
iRubric
If you missed class:
1. Non-Honors= turns in "Dr. Heidegger's Experiment” packets ASAP
2. Honors= start making a rubric for your project (let me know if you have questions or concerns)
Due Today:
1. "Dr. Heidegger's"
Fri, May 1st
per 8
“You just have to let the soft animal of your body love what it loves.”
-Mary Oliver
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Students worked in groups to explicate a Mary Oliver poem.
If you missed class:
1. You will need to make up the missed explication
Due Today:
1. Explication
per 10
“Revision is one of the exquisite pleasures of writing.”
-Bernard Malamud
First we wrote to FE #24:
*He tiptoed through the darkness.
OR
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Next students had independent work time.
Finally they were partnered to provide a second peer critique for short story rough draft #2.
If you missed class:
1. Make up the missed peer critique when you return
Due Today:
1. Short Story Draft #2
2. Peer critique #2
per 8
“You just have to let the soft animal of your body love what it loves.”
-Mary Oliver
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Students worked in groups to explicate a Mary Oliver poem.
If you missed class:
1. You will need to make up the missed explication
Due Today:
1. Explication
per 10
“Revision is one of the exquisite pleasures of writing.”
-Bernard Malamud
First we wrote to FE #24:
*He tiptoed through the darkness.
OR
*In English my name means_______.
In ______ (another language) it means______. (This FE line is inspired by this excerpt from The House on Mango Street by Sanrda Cisneros, "“In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican recordings my father plays on Sunday mornings when he is shaving, songs like sobbing…”)
Next students had independent work time.
Finally they were partnered to provide a second peer critique for short story rough draft #2.
If you missed class:
1. Make up the missed peer critique when you return
Due Today:
1. Short Story Draft #2
2. Peer critique #2
Thurs, April 30th
per 3
After PARCC testing, students had independent work time.
per 5
After PARCC testing, we studied list poems and then took an excursion to the park to write inspired by nature.
per 3
After PARCC testing, students had independent work time.
per 5
After PARCC testing, we studied list poems and then took an excursion to the park to write inspired by nature.
Wed, April 29th
per 8& 10
After PARCC testing, we studied haiku and then took an excursion to the park to write inspired by nature.
per 8& 10
After PARCC testing, we studied haiku and then took an excursion to the park to write inspired by nature.
Tues, April 28th
Per 3 & 5= PARCC Test
Per 3 & 5= PARCC Test
Mon, April 27th
Per 8 & 10= PARCC Test
Per 8 & 10= PARCC Test
Fri, April 24th
per 3
“Revision is one of the exquisite pleasures of writing.”
-Bernard Malamud
In honor of April being National Poetry Month, I shared this video with the students:
https://www.youtube.com/watch?v=1IiylWR2orE
Students worked in partners to give each other feedback on Draft #2 of their short stories.
Finally, students had time to start making those revisions for their final short story deadline.
If you missed class:
1. Turn in draft #2 ASAP!
Due Today:
1. draft #2 of short story
2. peer critique of short story
per 5
“After nourishment, shelter and companionship, stories are the things we need most in the world.”
-Philip Pullman, author of His Dark Materials trilogy
In honor of April being National Poetry Month, I shared this video with the students:
https://www.youtube.com/watch?v=1IiylWR2orE
Next students had work time to finish off their final drafts of their short stories.
Finally, students did the following things:
1.Read through your story again.
2.Find a section that you think highlights your most BEAUTIFUL WORK
1.In terms of plot, diction, character development
3.Pull an excerpt from that section.
4.Format nicely on a with your name on the bottom
5.Make sure there are NO GRAMMATICAL errors
6.These will be displayed in the hall.
Format:
"Excerpt of writing in paragraph format."
-Name, excerpt from "Name of Short Story"
If you missed class:
1. Turn in final draft ASAP!
Due Today:
1. Final draft of short story
2. Excerpt of short story for display
per 3
“Revision is one of the exquisite pleasures of writing.”
-Bernard Malamud
In honor of April being National Poetry Month, I shared this video with the students:
https://www.youtube.com/watch?v=1IiylWR2orE
Students worked in partners to give each other feedback on Draft #2 of their short stories.
Finally, students had time to start making those revisions for their final short story deadline.
If you missed class:
1. Turn in draft #2 ASAP!
Due Today:
1. draft #2 of short story
2. peer critique of short story
per 5
“After nourishment, shelter and companionship, stories are the things we need most in the world.”
-Philip Pullman, author of His Dark Materials trilogy
In honor of April being National Poetry Month, I shared this video with the students:
https://www.youtube.com/watch?v=1IiylWR2orE
Next students had work time to finish off their final drafts of their short stories.
Finally, students did the following things:
1.Read through your story again.
2.Find a section that you think highlights your most BEAUTIFUL WORK
1.In terms of plot, diction, character development
3.Pull an excerpt from that section.
4.Format nicely on a with your name on the bottom
5.Make sure there are NO GRAMMATICAL errors
6.These will be displayed in the hall.
Format:
"Excerpt of writing in paragraph format."
-Name, excerpt from "Name of Short Story"
If you missed class:
1. Turn in final draft ASAP!
Due Today:
1. Final draft of short story
2. Excerpt of short story for display
Thurs, April 23rd
per 8
"Revision is one of the exquisite pleasures of writing.”
-Bernard Malamud
First Honor's students gave each other feedback about their projects & deadline #2 work.
Next students gave each other feedback on their short stories draft #2 in partners.
If you missed class:
1. Turn in draft #2 ASAP!
Due Today:
1. Honor's Deadline #2 work and peer critiques
2. Short Story Draft #2
per 10
First I led the class through an explication of Mary Oliver's poem "A Summer Day" (see Handouts Section of website).
Next Honor's students started giving each other feedback about their projects.
If you missed class:
1. Come see me about explicating the poem
Due Today:
1. Explication and Honor's Deadline #2 stuff
per 8
"Revision is one of the exquisite pleasures of writing.”
-Bernard Malamud
First Honor's students gave each other feedback about their projects & deadline #2 work.
Next students gave each other feedback on their short stories draft #2 in partners.
If you missed class:
1. Turn in draft #2 ASAP!
Due Today:
1. Honor's Deadline #2 work and peer critiques
2. Short Story Draft #2
per 10
First I led the class through an explication of Mary Oliver's poem "A Summer Day" (see Handouts Section of website).
Next Honor's students started giving each other feedback about their projects.
If you missed class:
1. Come see me about explicating the poem
Due Today:
1. Explication and Honor's Deadline #2 stuff
Wed, April 22nd
“Look deep into nature and then you will understand everything better.
-Einstein
per 3 & 5
Happy Earth Day! In celebration, we read some haiku (see Handouts Section of website) and discussed the requirements:
•Japanese form of poetry
•“states a clear picture designed to convey a distinct emotion and arrive at a moment of intense insight”
•Syllable count= 5-7-5
Next we went outside, and students examined nature before either writing haikus or Mary Oliver inspired poems. Then we sat in a circle on the grass and shared. Students who did not share submitted their poems to the inbox for me to read and grade.
When we returned inside, in per 3Honor's students who attended Canyonlands did peer critiques of each other's work. In per 5 all students who attended Canyonlands did peer critiques of their short stories. The rest of the students had independent work time to edit and revise their short stories.
If you missed class:
1. If you missed class please read through the haiku examples, sit outside and meditate on nature and write either a haiku or Mary Oliver in response.
Due Today:
1. Nature writing
“Look deep into nature and then you will understand everything better.
-Einstein
per 3 & 5
Happy Earth Day! In celebration, we read some haiku (see Handouts Section of website) and discussed the requirements:
•Japanese form of poetry
•“states a clear picture designed to convey a distinct emotion and arrive at a moment of intense insight”
•Syllable count= 5-7-5
Next we went outside, and students examined nature before either writing haikus or Mary Oliver inspired poems. Then we sat in a circle on the grass and shared. Students who did not share submitted their poems to the inbox for me to read and grade.
When we returned inside, in per 3Honor's students who attended Canyonlands did peer critiques of each other's work. In per 5 all students who attended Canyonlands did peer critiques of their short stories. The rest of the students had independent work time to edit and revise their short stories.
If you missed class:
1. If you missed class please read through the haiku examples, sit outside and meditate on nature and write either a haiku or Mary Oliver in response.
Due Today:
1. Nature writing
Tues, April 21st
per 8
“It is a serious thing just to be alive on this fresh morning in the broken world.”
-Mary Oliver
First I led the class through an explication of Mary Oliver's poem "A Summer Day" (see Handouts Section of website).
Next Honor's students started giving each other feedback about their projects.
If you missed class:
1. Come see me about explicating the poem
Due Today:
1. Explication and Honor's Deadline #2 stuff
per 10
First Dr. Marion's students came in to watch our students discuss their arguments in the fishbowl seminar. Students gave thoughtful, productive feedback.
Next we wrote to FE #23 Under the light of the full moon...OR When spring first awoke...
Finally students had independent work time.
If you missed class:
1. Complete the FE
Due Today:
1. Nothing
per 8
“It is a serious thing just to be alive on this fresh morning in the broken world.”
-Mary Oliver
First I led the class through an explication of Mary Oliver's poem "A Summer Day" (see Handouts Section of website).
Next Honor's students started giving each other feedback about their projects.
If you missed class:
1. Come see me about explicating the poem
Due Today:
1. Explication and Honor's Deadline #2 stuff
per 10
First Dr. Marion's students came in to watch our students discuss their arguments in the fishbowl seminar. Students gave thoughtful, productive feedback.
Next we wrote to FE #23 Under the light of the full moon...OR When spring first awoke...
Finally students had independent work time.
If you missed class:
1. Complete the FE
Due Today:
1. Nothing
Mon, April 20th
per 3&5
“You just have to let the soft animal of your body love what it loves.”
-Mary Oliver
FE: Under the light of the full moon...
OR When spring first awoke...
Then students worked in groups to explicate another poem by Mary Oliver.
Finally students had independent work time.
If you missed class:
1. You need to explicate one of the Mary Oliver poems; come see me to get the one you will work on.
Due Today:
1. Mary Oliver explication
per 3&5
“You just have to let the soft animal of your body love what it loves.”
-Mary Oliver
FE: Under the light of the full moon...
OR When spring first awoke...
Then students worked in groups to explicate another poem by Mary Oliver.
Finally students had independent work time.
If you missed class:
1. You need to explicate one of the Mary Oliver poems; come see me to get the one you will work on.
Due Today:
1. Mary Oliver explication
Fri, April 17th
per 8
“When power leads man towards arrogance, poetry reminds him of his limitations. When power narrows the area of man’s concern, poetry reminds him of the richness and diversity of existence. When power corrupts, poetry cleanses.”
-John F Kennedy
We went down to see a fantastic slam poetry presentation by Jovan Mayes.
If you missed class:
1. Your truly missed out; he was amazing!
Due Today:
1. Nothing
per 10
“Goodness is about character- integrity, honesty, kindness, generosity, moral courage and the like. More than anything, it is about how we treat other people.”
-Dennis Prager
Students watched Dr. Marion's classes Formal Argument Presenations in the MUN room, grading their assigned partner and asking thoughtful questions.
If you missed class:
1. Your truly missed out; it was amazing!
Due Today:
1. Critiques of Dr. Marion's students
per 8
“When power leads man towards arrogance, poetry reminds him of his limitations. When power narrows the area of man’s concern, poetry reminds him of the richness and diversity of existence. When power corrupts, poetry cleanses.”
-John F Kennedy
We went down to see a fantastic slam poetry presentation by Jovan Mayes.
If you missed class:
1. Your truly missed out; he was amazing!
Due Today:
1. Nothing
per 10
“Goodness is about character- integrity, honesty, kindness, generosity, moral courage and the like. More than anything, it is about how we treat other people.”
-Dennis Prager
Students watched Dr. Marion's classes Formal Argument Presenations in the MUN room, grading their assigned partner and asking thoughtful questions.
If you missed class:
1. Your truly missed out; it was amazing!
Due Today:
1. Critiques of Dr. Marion's students
Thurs, April 16th
“It is a serious thing just to be alive on this fresh morning in the broken world.”
-Mary Oliver
per 3&5
First I led the class through an explication of Mary Oliver's poem "A Summer Day" (see Handouts Section of website).
Next Honor's students started giving each other feedback about their projects.
If you missed class:
1. Come see me about explicating the poem
Due Today:
1. Explication and Honor's Deadline #2 stuff
“It is a serious thing just to be alive on this fresh morning in the broken world.”
-Mary Oliver
per 3&5
First I led the class through an explication of Mary Oliver's poem "A Summer Day" (see Handouts Section of website).
Next Honor's students started giving each other feedback about their projects.
If you missed class:
1. Come see me about explicating the poem
Due Today:
1. Explication and Honor's Deadline #2 stuff
Wed, April 15th
per 8
“In every walk with Nature one receives far more than he seeks.”
-John Muir
We started with an FE: (checking Writing Notebook session to find out what number for your class)
She was surprised to find that in the silence she felt_____________
Or
When he dug his hand in the earth, he found_____________
Next we finished watching a section of The National Parks: America's Best Idea (from 16min to 48min). Students answered questions about the video as we watched and submitted them before leaving.
National Parks: America’s Best Idea
Episode 1 Viewing Guide
1. What are National Parks? (complete at the end)
2. Why do National Parks matter? (complete at the end)
3. How does Yosemite get its name?
4. What does Emerson believe about nature?
5. Why do people decide to preserve nature through National Parks?
6. List three things you learn about John Muir.
After a discussion about John Muir, students had independent work time.
If you missed class:
1. Come see me to sort out watching the film, so you can answer the questions.
Due Today:
1. National Parks Viewing Guide
per 10
We started with an FE: (checking Writing Notebook session to find out what number for your class)
She was surprised to find that in the silence she felt_____________
Or
When he dug his hand in the earth, he found_____________
Then Dr. Marion's students came to explain their Formal Argument assignment & our classes' role in grading it.
Based on their areas of feedback, students developed 6 categories for the AP Lang students' arguments to be graded on. They then worked in groups to come up with specific indicators for earning a 1, 3 or 5 on the rubric.
If you missed class:
1. Come see me to develop a more clear understanding of what will happen on Fri with Dr. Marion's class.
Due Today:
1. Rubric indicators for Dr. Marion's class
per 8
“In every walk with Nature one receives far more than he seeks.”
-John Muir
We started with an FE: (checking Writing Notebook session to find out what number for your class)
She was surprised to find that in the silence she felt_____________
Or
When he dug his hand in the earth, he found_____________
Next we finished watching a section of The National Parks: America's Best Idea (from 16min to 48min). Students answered questions about the video as we watched and submitted them before leaving.
National Parks: America’s Best Idea
Episode 1 Viewing Guide
1. What are National Parks? (complete at the end)
2. Why do National Parks matter? (complete at the end)
3. How does Yosemite get its name?
4. What does Emerson believe about nature?
5. Why do people decide to preserve nature through National Parks?
6. List three things you learn about John Muir.
After a discussion about John Muir, students had independent work time.
If you missed class:
1. Come see me to sort out watching the film, so you can answer the questions.
Due Today:
1. National Parks Viewing Guide
per 10
We started with an FE: (checking Writing Notebook session to find out what number for your class)
She was surprised to find that in the silence she felt_____________
Or
When he dug his hand in the earth, he found_____________
Then Dr. Marion's students came to explain their Formal Argument assignment & our classes' role in grading it.
Based on their areas of feedback, students developed 6 categories for the AP Lang students' arguments to be graded on. They then worked in groups to come up with specific indicators for earning a 1, 3 or 5 on the rubric.
If you missed class:
1. Come see me to develop a more clear understanding of what will happen on Fri with Dr. Marion's class.
Due Today:
1. Rubric indicators for Dr. Marion's class
Tues, April 14th
Per 3 &5
We started with an FE: (checking Writing Notebook session to find out what number for your class)
She was surprised to find that in the silence she felt_____________
Or
When he dug his hand in the earth, he found_____________
Next students had independent work time.
Finally we read through John Muir quotes, and students translated the ones that resonated to them to a sheet of paper with an explanation of why it resonated.
If you missed class:
1. Complete the FE
2. Work on your short story/ honors deadlines
3. John Muir response
Due Today:
1.John Muir response (see me for clarification)
Upcoming Deadlines:
Please see calendar section of website
Per 3 &5
We started with an FE: (checking Writing Notebook session to find out what number for your class)
She was surprised to find that in the silence she felt_____________
Or
When he dug his hand in the earth, he found_____________
Next students had independent work time.
Finally we read through John Muir quotes, and students translated the ones that resonated to them to a sheet of paper with an explanation of why it resonated.
If you missed class:
1. Complete the FE
2. Work on your short story/ honors deadlines
3. John Muir response
Due Today:
1.John Muir response (see me for clarification)
Upcoming Deadlines:
Please see calendar section of website
April 6th-April 10th
I will be with students in Canyonlands for this entire week. If you miss class, please check with your classmates to see exactly what happened & make up whatever it is you missed.
I will not have internet access until the 11th of April. At that point I can respond to any emails with questions or concerns.
Hope you all had a fantastic break!
loveandpeace
FD
I will be with students in Canyonlands for this entire week. If you miss class, please check with your classmates to see exactly what happened & make up whatever it is you missed.
I will not have internet access until the 11th of April. At that point I can respond to any emails with questions or concerns.
Hope you all had a fantastic break!
loveandpeace
FD
March 30th- April 3rd
Happy Spring Break!!!
A note to my students (also sent over email):
Only YOU can write the story that you will compose for my class. There is not another person on this planet who can write that particular story with those themes and characters and settings and diction. It is your story to tell; one of your many gifts to this world.
Please trust that your story is worth telling. I know, in fact, that it is vital.
Please trust that what squeaks and catches with the rough draft can be fixed through revision. Quiet that critical voice and be gentle with yourself and with your story and its imperfections. Your stories, like all of us humans, are works in progress.
Please trust that your voice is an important part of the narrative of this country, of your time, of your world.
Double check the calendar on my website for when your draft is due.
http://mssarafdamericanlit.weebly.com/calendars.html
I was thinking about all of you today and how grateful I am to teach you and how important I think you are to the world, so I wanted to reach out and make sure you know that.
Let me know if you have questions or concerns.
Have a fantastic Spring Break!!!
lovendpeace
FD
Happy Spring Break!!!
A note to my students (also sent over email):
Only YOU can write the story that you will compose for my class. There is not another person on this planet who can write that particular story with those themes and characters and settings and diction. It is your story to tell; one of your many gifts to this world.
Please trust that your story is worth telling. I know, in fact, that it is vital.
Please trust that what squeaks and catches with the rough draft can be fixed through revision. Quiet that critical voice and be gentle with yourself and with your story and its imperfections. Your stories, like all of us humans, are works in progress.
Please trust that your voice is an important part of the narrative of this country, of your time, of your world.
Double check the calendar on my website for when your draft is due.
http://mssarafdamericanlit.weebly.com/calendars.html
I was thinking about all of you today and how grateful I am to teach you and how important I think you are to the world, so I wanted to reach out and make sure you know that.
Let me know if you have questions or concerns.
Have a fantastic Spring Break!!!
lovendpeace
FD
Fri, March 27th
Turns out, most of you were gone on Friday, so the lesson plans I had were thrown out the window. Instead we did the following things:
1- I talked to my classes about Mongolian Club (if you missed my spiel, please ask me; Mongolian Club is amazing)
2- We talked about the plan after Spring Break (you will start on the Nature Writing Unit with the sub, but your independent work time will still be used on your short stories).
3- Students had time to work on their short stories and to conference with me.
4- We discussed the French Surrealists and the ways that they worked to shake off the chains of waking dreams, and then we played a game they created called exquisite corpse, which led to lots of laughter and a celebration of the written word.
If you missed class:
We missed you! Hope you're having a great journey!
Due today:
Nothing
Upcoming Deadlines:
Please see the calendar.
Turns out, most of you were gone on Friday, so the lesson plans I had were thrown out the window. Instead we did the following things:
1- I talked to my classes about Mongolian Club (if you missed my spiel, please ask me; Mongolian Club is amazing)
2- We talked about the plan after Spring Break (you will start on the Nature Writing Unit with the sub, but your independent work time will still be used on your short stories).
3- Students had time to work on their short stories and to conference with me.
4- We discussed the French Surrealists and the ways that they worked to shake off the chains of waking dreams, and then we played a game they created called exquisite corpse, which led to lots of laughter and a celebration of the written word.
If you missed class:
We missed you! Hope you're having a great journey!
Due today:
Nothing
Upcoming Deadlines:
Please see the calendar.
Thurs, March 26th
“We are cups, constantly and quietly being filled… The trick is know how to tip ourselves over and let the beautiful stuff out…”\
-Ray Bradbury
per 8
We started with reading an excerpt from Ray Bradbury's book Zen and the Art of Writing (see handouts section). Then in their Writer's Notebooks, students spent 5min brainstorming nouns. Next they took one of those nouns and used it to inspire the start of a piece of writing for 7min.
Next we rotated into independent work time.
If you missed class:
1. Read the Bradbury excerpt and do the corresponding activities in your Writer's Notebooks
2. Work on your short story
Due Today:
1. Honor's Deadline 1
Upcoming Deadlines
1. Short Story Deadline 1= Friday, April 10th
2. Honor's Deadline 2= Fri, April 17th
3. Extra Credit Article Response #2= Fri, April 17th
4. Short Story Rough Draft #2= April 21st
5. Honor's Deadline 3= Wed, April 29th
6. Final Draft= May 1st
7. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
p 10
We watched at Ira Glass piece on creativity:
https://www.youtube.com/watch?v=PbC4gqZGPSY
FE #20 It was just 5min until...
Independent Work Time
Finally, Honors Students returned to their Critical Friend's Groups to finish their Tuning Protocol. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website):
1.Vivianna, Isaac, Santi, Adam
2.Quincy, Erik, Scout, Natalie
3.De’Von, Meryn, Rebecca
4.Tia, Paco, Sonja, Devin
Non-Honors Students got into groups to read and discuss Dr. Heidegger's Experiment (in the Handouts Section of this website under Assignments). The expectation was that they start on defining vocabulary. This story and sheet will be completed after Spring Break.
If you missed class:
1.Complete the FE
2. Work on your short stories.
Due Today:
1. Honor's Deadline 1
Upcoming Deadlines
1. Short Story Draft 1= Fri, April 10th
2. Honor's Deadline 2= Fri, April 17th
3. Extra Credit Article Response #2= Fri, April 17th
4. Short Story Deadline #2= April 21st
5. Final Short Story= Mon, April 27th
6. Honor's Deadline 3= Wed, April 29th
7. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
“We are cups, constantly and quietly being filled… The trick is know how to tip ourselves over and let the beautiful stuff out…”\
-Ray Bradbury
per 8
We started with reading an excerpt from Ray Bradbury's book Zen and the Art of Writing (see handouts section). Then in their Writer's Notebooks, students spent 5min brainstorming nouns. Next they took one of those nouns and used it to inspire the start of a piece of writing for 7min.
Next we rotated into independent work time.
If you missed class:
1. Read the Bradbury excerpt and do the corresponding activities in your Writer's Notebooks
2. Work on your short story
Due Today:
1. Honor's Deadline 1
Upcoming Deadlines
1. Short Story Deadline 1= Friday, April 10th
2. Honor's Deadline 2= Fri, April 17th
3. Extra Credit Article Response #2= Fri, April 17th
4. Short Story Rough Draft #2= April 21st
5. Honor's Deadline 3= Wed, April 29th
6. Final Draft= May 1st
7. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
p 10
We watched at Ira Glass piece on creativity:
https://www.youtube.com/watch?v=PbC4gqZGPSY
FE #20 It was just 5min until...
Independent Work Time
Finally, Honors Students returned to their Critical Friend's Groups to finish their Tuning Protocol. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website):
1.Vivianna, Isaac, Santi, Adam
2.Quincy, Erik, Scout, Natalie
3.De’Von, Meryn, Rebecca
4.Tia, Paco, Sonja, Devin
Non-Honors Students got into groups to read and discuss Dr. Heidegger's Experiment (in the Handouts Section of this website under Assignments). The expectation was that they start on defining vocabulary. This story and sheet will be completed after Spring Break.
If you missed class:
1.Complete the FE
2. Work on your short stories.
Due Today:
1. Honor's Deadline 1
Upcoming Deadlines
1. Short Story Draft 1= Fri, April 10th
2. Honor's Deadline 2= Fri, April 17th
3. Extra Credit Article Response #2= Fri, April 17th
4. Short Story Deadline #2= April 21st
5. Final Short Story= Mon, April 27th
6. Honor's Deadline 3= Wed, April 29th
7. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
Wed, March 25th
“We are cups, constantly and quietly being filled… The trick is know how to tip ourselves over and let the beautiful stuff out…”
-Ray Bradbury
per 3
Students turned in feedback on the Partner Dialogues, answering the following questions:
1.Were the partner dialogues worthwhile? Why or why not?
2.What did you learn about dialogue through this process?
3.Did you have enough time to prepare them? Not enough? Too much?
4.Should I do this project again next year?
Next we watched at Ira Glass piece on creativity:
https://www.youtube.com/watch?v=PbC4gqZGPSY
Students responded to FE #16 in their Writer's Notebooks:
FE #16: Think of a childhood or family story and describe it in as much sensory detail as possible (sounds, smells, sights, textures and tastes).
Students had independent work time.
Finally, Honors Students returned to their Critical Friend's Groups to finish their Tuning Protocol. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1. Ember, Delilah, Julia, Gisselle
2. Oscar, Lindsey, Manna, Carlos
3. Dillon, Dominique, Alex, Violet
4. Oliver, Camryn, Shania, Anna Lynn
5. Jonas, David, Sid, Greta
6. Pilar, Victoria, Daniel, Emma
Non-Honors Students got into groups to read and discuss Dr. Heidegger's Experiment (in the Handouts Section of this website under Assignments). The expectation was that they start on defining vocabulary. This story and sheet will be completed after Spring Break.
If you missed class:
1. Complete the FE
2. Work on your short story
3. Turn in feedback
Due Today:
1.Honor's Deadline #1
Upcoming Deadlines
1. Rough Draft 1 Due Thurs, April 9th
2. Extra Credit Article Response #2 Thurs, April 16th
3. Honor's Deadline #2 Thurs, April 16th
4. Rough Draft 2 Due Mon, April 20th
5. Final Draft Story Fri, April 24th
6. Honor's Deadline 3 Tues, April 28th
7. Honor's Presentations week of May 4th
8. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
Students turned in feedback on the Partner Dialogues, answering the following questions:
1.Were the partner dialogues worthwhile? Why or why not?
2.What did you learn about dialogue through this process?
3.Did you have enough time to prepare them? Not enough? Too much?
4.Should I do this project again next year?
Then students turned in Feedback about where they were at with their stories:
1.What do you need help with on your short story? How can I best help you be successful in this process?
2.How are you feeling about your story and meeting the Draft #2 Deadline?
3.What else should I know?
Next we watched at Ira Glass piece on creativity:
https://www.youtube.com/watch?v=PbC4gqZGPSY
Students responded to FE #16 in their Writer's Notebooks:
FE #17: Think of a childhood or family story and describe it in as much sensory detail as possible (sounds, smells, sights, textures and tastes).
Students had independent work time.
Finally, Honors Students returned to their Critical Friend's Groups to finish their Tuning Protocol. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1.Lora, Sam, Liana, Juan
2.Phoebe, Ethan, Esmeralda, Joe
3.Emily, Rosa, Anpa’o, Jack
4.Marisela, Erick, Sofia, Michaea
Non-Honors Students got into groups to read and discuss "Dr. Heidegger's Experiment" (in the Handouts Section of this website under Assignments). The expectation was that they start on defining vocabulary. This story and sheet will be completed after Spring Break.
Groups:
1. Katrina, Taylor, Marcus & Blanca
2. Rebecca, Isaiah, Joliet, Danilo & Jessica
3. Alex, Sierra, Salma, Manny & Tamara
If you missed class:
1. Complete the FE
2. Work on your short story
3. Turn in feedback
4. Check with your group (either Honors or Dr. Heidegger's)
Due Today:
1.Feedback
Upcoming Deadlines
1. Second rough draft of story Thurs, April 9th
2. Honor's Deadline 2: Tues, April 14th
3. Extra Credit Article Response: Tues, April 14th
4. Final draft of short story Thurs, April 16th
5. Rough Draft #2 Mon, April 20th
6. Final Draft Fri, April 24th
7. Honor's Deadline 3 Tues, April 28th
8. Honor's Presentations week of May 4th
9. Final Extra Credit Article Response due Mon, May 18th
10. Finals June 2nd
“We are cups, constantly and quietly being filled… The trick is know how to tip ourselves over and let the beautiful stuff out…”
-Ray Bradbury
per 3
Students turned in feedback on the Partner Dialogues, answering the following questions:
1.Were the partner dialogues worthwhile? Why or why not?
2.What did you learn about dialogue through this process?
3.Did you have enough time to prepare them? Not enough? Too much?
4.Should I do this project again next year?
Next we watched at Ira Glass piece on creativity:
https://www.youtube.com/watch?v=PbC4gqZGPSY
Students responded to FE #16 in their Writer's Notebooks:
FE #16: Think of a childhood or family story and describe it in as much sensory detail as possible (sounds, smells, sights, textures and tastes).
Students had independent work time.
Finally, Honors Students returned to their Critical Friend's Groups to finish their Tuning Protocol. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1. Ember, Delilah, Julia, Gisselle
2. Oscar, Lindsey, Manna, Carlos
3. Dillon, Dominique, Alex, Violet
4. Oliver, Camryn, Shania, Anna Lynn
5. Jonas, David, Sid, Greta
6. Pilar, Victoria, Daniel, Emma
Non-Honors Students got into groups to read and discuss Dr. Heidegger's Experiment (in the Handouts Section of this website under Assignments). The expectation was that they start on defining vocabulary. This story and sheet will be completed after Spring Break.
If you missed class:
1. Complete the FE
2. Work on your short story
3. Turn in feedback
Due Today:
1.Honor's Deadline #1
Upcoming Deadlines
1. Rough Draft 1 Due Thurs, April 9th
2. Extra Credit Article Response #2 Thurs, April 16th
3. Honor's Deadline #2 Thurs, April 16th
4. Rough Draft 2 Due Mon, April 20th
5. Final Draft Story Fri, April 24th
6. Honor's Deadline 3 Tues, April 28th
7. Honor's Presentations week of May 4th
8. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
Students turned in feedback on the Partner Dialogues, answering the following questions:
1.Were the partner dialogues worthwhile? Why or why not?
2.What did you learn about dialogue through this process?
3.Did you have enough time to prepare them? Not enough? Too much?
4.Should I do this project again next year?
Then students turned in Feedback about where they were at with their stories:
1.What do you need help with on your short story? How can I best help you be successful in this process?
2.How are you feeling about your story and meeting the Draft #2 Deadline?
3.What else should I know?
Next we watched at Ira Glass piece on creativity:
https://www.youtube.com/watch?v=PbC4gqZGPSY
Students responded to FE #16 in their Writer's Notebooks:
FE #17: Think of a childhood or family story and describe it in as much sensory detail as possible (sounds, smells, sights, textures and tastes).
Students had independent work time.
Finally, Honors Students returned to their Critical Friend's Groups to finish their Tuning Protocol. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1.Lora, Sam, Liana, Juan
2.Phoebe, Ethan, Esmeralda, Joe
3.Emily, Rosa, Anpa’o, Jack
4.Marisela, Erick, Sofia, Michaea
Non-Honors Students got into groups to read and discuss "Dr. Heidegger's Experiment" (in the Handouts Section of this website under Assignments). The expectation was that they start on defining vocabulary. This story and sheet will be completed after Spring Break.
Groups:
1. Katrina, Taylor, Marcus & Blanca
2. Rebecca, Isaiah, Joliet, Danilo & Jessica
3. Alex, Sierra, Salma, Manny & Tamara
If you missed class:
1. Complete the FE
2. Work on your short story
3. Turn in feedback
4. Check with your group (either Honors or Dr. Heidegger's)
Due Today:
1.Feedback
Upcoming Deadlines
1. Second rough draft of story Thurs, April 9th
2. Honor's Deadline 2: Tues, April 14th
3. Extra Credit Article Response: Tues, April 14th
4. Final draft of short story Thurs, April 16th
5. Rough Draft #2 Mon, April 20th
6. Final Draft Fri, April 24th
7. Honor's Deadline 3 Tues, April 28th
8. Honor's Presentations week of May 4th
9. Final Extra Credit Article Response due Mon, May 18th
10. Finals June 2nd
Tues, March 24th
1. An entire box of wireless Mac keyboards went missing. Please let me know if you know where they might be.
2. Also missing Blasphemy and This Is How you Lose Her. Please return these books if you have them.
per 8
Bianca and Jack presented their partner dialogue.
We read an excerpt from Stephen King's book On Writing. Then in their Writer's Notebooks, students spent 5min brainstorming "What if" statements. After sharing them with a partner, students spent 7min developing one of the "what ifs" into a story.
It was the second to last day for students to share FEs this nine weeks.
I gave students the following writing advice:
1- You don’t have to start at the beginning of your story.
2- “Bleed” (as Hemingway says) or “throw up” (as I say) on the page
3- Quiet your critical, logical sphere of the brain and just write. 90% of writing is revision!
Finally, I met with Honors students and collected their Honor's Assignment #1.
If you missed class:
1. Come prepared to present your partner dialogue if you have not already.
2. Come get the Stephen King reading and then do the writing assignment.
3. Work on your short stories.
Due Today:
1. Honor's Deadline 1= Tues, March 24th
Upcoming Deadlines
1. Honor's Deadline 2= Fri, April 17th
2. Extra Credit Article Response #2= Fri, April 17th
3. Honor's Deadline 3= Wed, April 29th
4. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
per 10
Quincy & Marco + Adam & Abi performed their partner dialogues.
We read an excerpt from Stephen King's book On Writing. Then in their Writer's Notebooks, students spent 5min brainstorming "What if" statements. After sharing them with a partner, students spent 7min developing one of the "what ifs" into a story.
It was the second to last day for students to share FEs this nine weeks.
I gave students the following writing advice:
1- You don’t have to start at the beginning of your story.
2- “Bleed” (as Hemingway says) or “throw up” (as I say) on the page
3- Quiet your critical, logical sphere of the brain and just write. 90% of writing is revision!
Finally, I we agreed that Honor's Students would submit their deadline #1 assignments on Thurs.
If you missed class:
1. Come prepared to present your partner dialogue if you have not already.
2. Come get the Stephen King reading and then do the writing assignment.
3. Work on your short stories.
Due Today:
1. Nothing
Upcoming Deadlines
1. Honor's Deadline 1= Thurs, March 26th
3. Honor's Deadline 2= Fri, April 17th
4. Extra Credit Article Response #2= Fri, April 17th
5. Honor's Deadline 3= Wed, April 29th
6. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
1. An entire box of wireless Mac keyboards went missing. Please let me know if you know where they might be.
2. Also missing Blasphemy and This Is How you Lose Her. Please return these books if you have them.
per 8
Bianca and Jack presented their partner dialogue.
We read an excerpt from Stephen King's book On Writing. Then in their Writer's Notebooks, students spent 5min brainstorming "What if" statements. After sharing them with a partner, students spent 7min developing one of the "what ifs" into a story.
It was the second to last day for students to share FEs this nine weeks.
I gave students the following writing advice:
1- You don’t have to start at the beginning of your story.
2- “Bleed” (as Hemingway says) or “throw up” (as I say) on the page
3- Quiet your critical, logical sphere of the brain and just write. 90% of writing is revision!
Finally, I met with Honors students and collected their Honor's Assignment #1.
If you missed class:
1. Come prepared to present your partner dialogue if you have not already.
2. Come get the Stephen King reading and then do the writing assignment.
3. Work on your short stories.
Due Today:
1. Honor's Deadline 1= Tues, March 24th
Upcoming Deadlines
1. Honor's Deadline 2= Fri, April 17th
2. Extra Credit Article Response #2= Fri, April 17th
3. Honor's Deadline 3= Wed, April 29th
4. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
per 10
Quincy & Marco + Adam & Abi performed their partner dialogues.
We read an excerpt from Stephen King's book On Writing. Then in their Writer's Notebooks, students spent 5min brainstorming "What if" statements. After sharing them with a partner, students spent 7min developing one of the "what ifs" into a story.
It was the second to last day for students to share FEs this nine weeks.
I gave students the following writing advice:
1- You don’t have to start at the beginning of your story.
2- “Bleed” (as Hemingway says) or “throw up” (as I say) on the page
3- Quiet your critical, logical sphere of the brain and just write. 90% of writing is revision!
Finally, I we agreed that Honor's Students would submit their deadline #1 assignments on Thurs.
If you missed class:
1. Come prepared to present your partner dialogue if you have not already.
2. Come get the Stephen King reading and then do the writing assignment.
3. Work on your short stories.
Due Today:
1. Nothing
Upcoming Deadlines
1. Honor's Deadline 1= Thurs, March 26th
3. Honor's Deadline 2= Fri, April 17th
4. Extra Credit Article Response #2= Fri, April 17th
5. Honor's Deadline 3= Wed, April 29th
6. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
Mon, March 23rd
Announcements:
1. An entire box of wireless Mac keyboards went missing. Please let me know if you know where they might be.
2. Also missing Blasphemy and This Is How you Lose Her. Please return these books if you have them.
Per 3:
We watched our final partner dialogue.
Next students wrote to FE #15 in their Writer's Notebooks: Take one of the "What if's" inspired by the Stephen King reading we did last class and start to write a story.
I gave students this writing advice:
1- You don’t have to start at the beginning of your story.
2- “Bleed” (as Hemingway says) or “throw up” (as I say) on the page
3- Quiet your critical, logical sphere of the brain and just write. 90% of writing is revision!
Students had time to work independently on their SMART goals.
Finally, Honors students broke into their Critical Friend's Groups to give each other project feedback. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1. Ember, Delilah, Julia, Gisselle
2. Oscar, Lindsey, Manna, Carlos
3. Dillon, Dominique, Alex, Violet
4. Oliver, Camryn, Shania, Anna Lynn
5. Jonas, David, Sid, Greta
6. Pilar, Victoria, Daniel, Emma
If you missed class:
1. Complete the FE
2. Work on your short story
3. Submit your Honors work to me ASAP!
Due Today:
1.Honor's Deadline #1
Upcoming Deadlines
1. Rough Draft 1 Due Thurs, April 9th
2. Extra Credit Article Response #2 Thurs, April 16th
3. Honor's Deadline #2 Thurs, April 16th
4. Rough Draft 2 Due Mon, April 20th
5. Final Draft Story Fri, April 24th
6. Honor's Deadline 3 Tues, April 28th
7. Honor's Presentations week of May 4th
8. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
We worked on Seed Sentences and the concept of showing vs. telling. For example:
The boy ate lunch
vs.
The rosy-cheeked boy with spiky black hair devoured his ham and cheese sandwich before wiping his mouth on the sleeve of his shirt.
Students needed to write down 4 seed sentences in their journal and rewrite them as better sentences, changes all three parts (the subject the verb and the object)
1. The woman moved an object.
2. The adult drank the drink.
3. They tasted it.
Next we talked about the art of revision.
Rewriting is the art of:
* picking the exact right word
* taking out the unnecessary words
* adding descriptions of setting and character to bring your story to life
1.Reread your story out loud to yourself
2.Be sure to read the words EXACTLY as they are on the page (this will help you catch typos, repeated words and other errors)
3.Cut (unnecessary words)
4.Add (descriptions that will show vs. telling)
5.Revise (are you using the exact right word?)
Students had independent work time.
Finally, Honors students broke into their Critical Friend's Groups to give each other project feedback. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1.Lora, Sam, Liana, Juan
2.Phoebe, Ethan, Esmeralda, Joe
3.Emily, Rosa, Anpa’o, Jack
4.Marisela, Erick, Sofia, Michaea
If you missed class:
1. Talk with me about Seed Sentences
2. Work on revising your short story.
Due Today:
1.Honor's Deadline 1
Upcoming Deadlines
1. Second rough draft of story Thurs, April 9th
2. Honor's Deadline 2: Tues, April 14th
3. Extra Credit Article Response: Tues, April 14th
4. Final draft of short story Thurs, April 16th
5. Rough Draft #2 Mon, April 20th
6. Final Draft Fri, April 24th
7. Honor's Deadline 3 Tues, April 28th
8. Honor's Presentations week of May 4th
9. Final Extra Credit Article Response due Mon, May 18th
10. Finals June 2nd
Announcements:
1. An entire box of wireless Mac keyboards went missing. Please let me know if you know where they might be.
2. Also missing Blasphemy and This Is How you Lose Her. Please return these books if you have them.
Per 3:
We watched our final partner dialogue.
Next students wrote to FE #15 in their Writer's Notebooks: Take one of the "What if's" inspired by the Stephen King reading we did last class and start to write a story.
I gave students this writing advice:
1- You don’t have to start at the beginning of your story.
2- “Bleed” (as Hemingway says) or “throw up” (as I say) on the page
3- Quiet your critical, logical sphere of the brain and just write. 90% of writing is revision!
Students had time to work independently on their SMART goals.
Finally, Honors students broke into their Critical Friend's Groups to give each other project feedback. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1. Ember, Delilah, Julia, Gisselle
2. Oscar, Lindsey, Manna, Carlos
3. Dillon, Dominique, Alex, Violet
4. Oliver, Camryn, Shania, Anna Lynn
5. Jonas, David, Sid, Greta
6. Pilar, Victoria, Daniel, Emma
If you missed class:
1. Complete the FE
2. Work on your short story
3. Submit your Honors work to me ASAP!
Due Today:
1.Honor's Deadline #1
Upcoming Deadlines
1. Rough Draft 1 Due Thurs, April 9th
2. Extra Credit Article Response #2 Thurs, April 16th
3. Honor's Deadline #2 Thurs, April 16th
4. Rough Draft 2 Due Mon, April 20th
5. Final Draft Story Fri, April 24th
6. Honor's Deadline 3 Tues, April 28th
7. Honor's Presentations week of May 4th
8. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
We worked on Seed Sentences and the concept of showing vs. telling. For example:
The boy ate lunch
vs.
The rosy-cheeked boy with spiky black hair devoured his ham and cheese sandwich before wiping his mouth on the sleeve of his shirt.
Students needed to write down 4 seed sentences in their journal and rewrite them as better sentences, changes all three parts (the subject the verb and the object)
1. The woman moved an object.
2. The adult drank the drink.
3. They tasted it.
Next we talked about the art of revision.
Rewriting is the art of:
* picking the exact right word
* taking out the unnecessary words
* adding descriptions of setting and character to bring your story to life
1.Reread your story out loud to yourself
2.Be sure to read the words EXACTLY as they are on the page (this will help you catch typos, repeated words and other errors)
3.Cut (unnecessary words)
4.Add (descriptions that will show vs. telling)
5.Revise (are you using the exact right word?)
Students had independent work time.
Finally, Honors students broke into their Critical Friend's Groups to give each other project feedback. (Please see the Critical Friends Tuning Protocol under Assignments on the Handouts Section of this website)
1.Lora, Sam, Liana, Juan
2.Phoebe, Ethan, Esmeralda, Joe
3.Emily, Rosa, Anpa’o, Jack
4.Marisela, Erick, Sofia, Michaea
If you missed class:
1. Talk with me about Seed Sentences
2. Work on revising your short story.
Due Today:
1.Honor's Deadline 1
Upcoming Deadlines
1. Second rough draft of story Thurs, April 9th
2. Honor's Deadline 2: Tues, April 14th
3. Extra Credit Article Response: Tues, April 14th
4. Final draft of short story Thurs, April 16th
5. Rough Draft #2 Mon, April 20th
6. Final Draft Fri, April 24th
7. Honor's Deadline 3 Tues, April 28th
8. Honor's Presentations week of May 4th
9. Final Extra Credit Article Response due Mon, May 18th
10. Finals June 2nd
No regular classes March 18th-20th
Tues, March 17th
Announcements:
1. Schedule:
*Wednesday, 3/18 Not at school unless taking Algebra 1 test Students are dismissed after per 8
*Thursday, 3/19 Not at school unless Algebra 2 or Geometry test Students are dismissed after per 3 –
*Friday, 03/20 Passages Schedule (no testing)
7:25-8:20 Advisement
8:30-9:30 Session 1
9:35-10:40 Session 2
10:45-11:50 Session 3
11:50-12:50 Lunch
12:55-1:55 Session 4
2:00-2:30 Advisement
2. Please return my copies of Blasphemy by Sherman Alexie and This is How You Lose Her by Junot Diaz if you borrowed them.
3. Grade are updated; let me know if you have questions or concerns about your grade.
per 3
First students had independent work time to work on Extra Credit Response #2, Honors' work or their short story rough drafts.
Next we saw one of the last two partner dialogues.
Then students watched this video: https://www.youtube.com/watch?v=rM5cp_YL77k
and took notes in the Notes Section of their Binders on these things:
*Definition conflict __________________
*Two types are ________ & _________
* Three types of external conflict are:
________, __________, __________
*Only one type of internal conflict is______
Next they worked in partners to examine the type of conflict that occurs in:
“The Veldt”
“Harrison Bergeron”
“Hills Like White Elephants”
“Nine Billion Names of God”
Write on a ½ sheet of paper (just one per group) using evidence to support:
Ex: *In “The Use of Force” the conflict is ______. I know this because_____________.
Then we read an excerpt from Stephen King's book On Writing (see handouts section of website). Then students spent 5min brainstorming "What if" statements.
Finally, we changed the short story due dates, since most students will be gone the Friday before Spring Break. The new deadlines are below and on the calendar section of this website.
If you missed class:
1. Watch the video and take notes in the Notes Section of your Binder.
2. Label the types of conflict in the stories we read.
3. Read the Stephen King excerpt and complte the "What if" statement FEs.
Due Today:
1.Honor's Proposals signed by parents due Tues, March 17th
Upcoming Deadlines
1. Honor's Deadline 1 Mon, March 23rd
3. Rough Draft 1 Due Fri, March 27th
4. Rough Draft 2 Due Thurs, April 9th
5. Extra Credit Article Response #2 Thurs, April 16th
6. Honor's Deadline 2 Thurs, April 16th
7. Final Draft Story Wed, April 22nd
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
First students did a turn and talk with their classmates to share both the successes in their short stories and the set backs with the hope that peer conferences can help students get traction and work through any road blocks they are having.
Next we wrote to FE #16: She knew she had to open one of the doors. It was students last day to share an FE aloud with the class for participation points this term.
Then students spent 25min working on their short stories, Honor's projects and extra credit opportunity.
Finally, they were put in partners to compete the first peer critique of the short story. Note: the purpose of this activity is to provide positive, constructive feedback to your peer to help her/him earn an A on this assignment.
Blanca & Katrina
Tamara & Isaiah
Taylor & Joliet
Sierra & Marcus
Danilo & Salma
Manny & Jessica
Alex & Juan & Jack
Lora & Phoebe
Sam & Ethan
Emily & Marisela
Rosa & Erick
Anpa & Esmeralda
Joe & Michaea
During the peer critique, students filled out peer critique sheets that they submitted to the box.
If you missed class:
1. Complete the FE in your Writer's Notebook.
2. Get me your Rough Draft #1 ASAP
Due Today:
1.Honor's Proposals signed by parents due Tues, March 17th
2. First rough draft of story due Tues, March 17th.
Upcoming Deadlines
1. Honor's Deadline 1 Mon, March 23rd
2. Second rough draft of story Thurs, April 9th
3. Honor's Deadline 2: Tues, April 14th
4. Extra Credit Article Response: Tues, April 14th
5. Final draft of short story Thurs, April 16th
6. Rough Draft #2 Mon, April 20th
7. Final Draft Fri, April 24th
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Final Extra Credit Article Response due Mon, May 18th
Finals June 2nd
Announcements:
1. Schedule:
*Wednesday, 3/18 Not at school unless taking Algebra 1 test Students are dismissed after per 8
*Thursday, 3/19 Not at school unless Algebra 2 or Geometry test Students are dismissed after per 3 –
*Friday, 03/20 Passages Schedule (no testing)
7:25-8:20 Advisement
8:30-9:30 Session 1
9:35-10:40 Session 2
10:45-11:50 Session 3
11:50-12:50 Lunch
12:55-1:55 Session 4
2:00-2:30 Advisement
2. Please return my copies of Blasphemy by Sherman Alexie and This is How You Lose Her by Junot Diaz if you borrowed them.
3. Grade are updated; let me know if you have questions or concerns about your grade.
per 3
First students had independent work time to work on Extra Credit Response #2, Honors' work or their short story rough drafts.
Next we saw one of the last two partner dialogues.
Then students watched this video: https://www.youtube.com/watch?v=rM5cp_YL77k
and took notes in the Notes Section of their Binders on these things:
*Definition conflict __________________
*Two types are ________ & _________
* Three types of external conflict are:
________, __________, __________
*Only one type of internal conflict is______
Next they worked in partners to examine the type of conflict that occurs in:
“The Veldt”
“Harrison Bergeron”
“Hills Like White Elephants”
“Nine Billion Names of God”
Write on a ½ sheet of paper (just one per group) using evidence to support:
Ex: *In “The Use of Force” the conflict is ______. I know this because_____________.
Then we read an excerpt from Stephen King's book On Writing (see handouts section of website). Then students spent 5min brainstorming "What if" statements.
Finally, we changed the short story due dates, since most students will be gone the Friday before Spring Break. The new deadlines are below and on the calendar section of this website.
If you missed class:
1. Watch the video and take notes in the Notes Section of your Binder.
2. Label the types of conflict in the stories we read.
3. Read the Stephen King excerpt and complte the "What if" statement FEs.
Due Today:
1.Honor's Proposals signed by parents due Tues, March 17th
Upcoming Deadlines
1. Honor's Deadline 1 Mon, March 23rd
3. Rough Draft 1 Due Fri, March 27th
4. Rough Draft 2 Due Thurs, April 9th
5. Extra Credit Article Response #2 Thurs, April 16th
6. Honor's Deadline 2 Thurs, April 16th
7. Final Draft Story Wed, April 22nd
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
First students did a turn and talk with their classmates to share both the successes in their short stories and the set backs with the hope that peer conferences can help students get traction and work through any road blocks they are having.
Next we wrote to FE #16: She knew she had to open one of the doors. It was students last day to share an FE aloud with the class for participation points this term.
Then students spent 25min working on their short stories, Honor's projects and extra credit opportunity.
Finally, they were put in partners to compete the first peer critique of the short story. Note: the purpose of this activity is to provide positive, constructive feedback to your peer to help her/him earn an A on this assignment.
Blanca & Katrina
Tamara & Isaiah
Taylor & Joliet
Sierra & Marcus
Danilo & Salma
Manny & Jessica
Alex & Juan & Jack
Lora & Phoebe
Sam & Ethan
Emily & Marisela
Rosa & Erick
Anpa & Esmeralda
Joe & Michaea
During the peer critique, students filled out peer critique sheets that they submitted to the box.
If you missed class:
1. Complete the FE in your Writer's Notebook.
2. Get me your Rough Draft #1 ASAP
Due Today:
1.Honor's Proposals signed by parents due Tues, March 17th
2. First rough draft of story due Tues, March 17th.
Upcoming Deadlines
1. Honor's Deadline 1 Mon, March 23rd
2. Second rough draft of story Thurs, April 9th
3. Honor's Deadline 2: Tues, April 14th
4. Extra Credit Article Response: Tues, April 14th
5. Final draft of short story Thurs, April 16th
6. Rough Draft #2 Mon, April 20th
7. Final Draft Fri, April 24th
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Final Extra Credit Article Response due Mon, May 18th
Finals June 2nd
Fri, March 13th
Announcements:
1. Schedule next week:
*Monday, 3/16 All students take the Literacy test
*Tuesday, 3/17 Follow regular Blue Day schedule (no testing)
*Wednesday, 3/18 Not at school unless taking Algebra 1 test Students are dismissed after per 8
*Thursday, 3/19 Not at school unless Algebra 2 or Geometry test Students are dismissed after per 3 –
*Friday, 03/20 Passages Schedule (no testing)
7:25-8:20 Advisement
8:30-9:30 Session 1
9:35-10:40 Session 2
10:45-11:50 Session 3
11:50-12:50 Lunch
12:55-1:55 Session 4
2:00-2:30 Advisement
2. People going to Canyonlands: Paperwork due!!!
3. Please return my copies of Blasphemy by Sherman Alexie and This is How You Lose Her by Junot Diaz if you borrowed them.
4. Grade are updated; let me know if you have questions or concerns about your grade.
per 3
We started with reading an excerpt from Ray Bradbury's book Zen and the Art of Motorcycle Maintenance (see handouts section). Then in their Writer's Notebooks, students spent 5min brainstorming nouns. Next they took one of those nouns and used it to inspire the start of a piece of writing for 7min.
Next we rotated into independent work time.
Next students performed their partner dialogues.
Finally, I passed out the Story Assignment (see below).
If you missed class:
1. Partner Dialogues due next class
Due Today:
1.Honor's Deadlines in Google Doc Fri, March 13th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Tues, March 17th
2. Honor's Deadline 1 Mon, March 23rd
3. Rough Draft 1 Due Fri, March 27th
4. Rough Draft 2 Due Thurs, April 9th
5. Extra Credit Article Response #2 Thurs, April 16th
6. Honor's Deadline 2 Thurs, April 16th
7. Final Draft Story Wed, April 22nd
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
First students returned to their groups from last class to answer questions about "Use of Force" by William Carlos Williams (see handouts):
1.Rewrite three paragraphs of the story from the perspective of another character.
2.How does that change the story?
3.Describe the doctor’s character. Find evidence in the text to support.
4.Describe the girl’s character. Find evidence from the text to support.
Next we read the handout on plot (see handouts section of website). Then students were put in partners to fill out the plot sheet (see handouts section) about a short story we read in class that they enjoyed.
Finally, I gave an optional FE (#15) and gave students time to work on their story story assignment.
Optional FE#15 Look over the list of plot movers. Choose one. Start writing. Feel free to use characters, settings, FE descriptions, etc from your Writer’s Notebook that you’ve already created.
If you missed class:
1. Submit "Use of Force" responses
2. Submit plot outline
Due Today:
1.Honor's Deadlines in Google Doc Fri, March 13th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Tues, March 17th
2. First rough draft of story due Tues, March 17th.
3. Honor's Deadline 1 Mon, March 23rd
4. Second rough draft of story Fri, March 27th
5. Honor's Deadline 2: Tues, April 14th
6. Extra Credit Article Response: Tues, April 14th
7. Final draft of short story Thurs, April 16th
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Final Extra Credit Article Response due Mon, May 18th
Finals June 2nd
Announcements:
1. Schedule next week:
*Monday, 3/16 All students take the Literacy test
*Tuesday, 3/17 Follow regular Blue Day schedule (no testing)
*Wednesday, 3/18 Not at school unless taking Algebra 1 test Students are dismissed after per 8
*Thursday, 3/19 Not at school unless Algebra 2 or Geometry test Students are dismissed after per 3 –
*Friday, 03/20 Passages Schedule (no testing)
7:25-8:20 Advisement
8:30-9:30 Session 1
9:35-10:40 Session 2
10:45-11:50 Session 3
11:50-12:50 Lunch
12:55-1:55 Session 4
2:00-2:30 Advisement
2. People going to Canyonlands: Paperwork due!!!
3. Please return my copies of Blasphemy by Sherman Alexie and This is How You Lose Her by Junot Diaz if you borrowed them.
4. Grade are updated; let me know if you have questions or concerns about your grade.
per 3
We started with reading an excerpt from Ray Bradbury's book Zen and the Art of Motorcycle Maintenance (see handouts section). Then in their Writer's Notebooks, students spent 5min brainstorming nouns. Next they took one of those nouns and used it to inspire the start of a piece of writing for 7min.
Next we rotated into independent work time.
Next students performed their partner dialogues.
Finally, I passed out the Story Assignment (see below).
If you missed class:
1. Partner Dialogues due next class
Due Today:
1.Honor's Deadlines in Google Doc Fri, March 13th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Tues, March 17th
2. Honor's Deadline 1 Mon, March 23rd
3. Rough Draft 1 Due Fri, March 27th
4. Rough Draft 2 Due Thurs, April 9th
5. Extra Credit Article Response #2 Thurs, April 16th
6. Honor's Deadline 2 Thurs, April 16th
7. Final Draft Story Wed, April 22nd
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Extra Credit Article Response #3 Mon, May 18th
Finals= Tues, June 2nd
per 5
First students returned to their groups from last class to answer questions about "Use of Force" by William Carlos Williams (see handouts):
1.Rewrite three paragraphs of the story from the perspective of another character.
2.How does that change the story?
3.Describe the doctor’s character. Find evidence in the text to support.
4.Describe the girl’s character. Find evidence from the text to support.
Next we read the handout on plot (see handouts section of website). Then students were put in partners to fill out the plot sheet (see handouts section) about a short story we read in class that they enjoyed.
Finally, I gave an optional FE (#15) and gave students time to work on their story story assignment.
Optional FE#15 Look over the list of plot movers. Choose one. Start writing. Feel free to use characters, settings, FE descriptions, etc from your Writer’s Notebook that you’ve already created.
If you missed class:
1. Submit "Use of Force" responses
2. Submit plot outline
Due Today:
1.Honor's Deadlines in Google Doc Fri, March 13th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Tues, March 17th
2. First rough draft of story due Tues, March 17th.
3. Honor's Deadline 1 Mon, March 23rd
4. Second rough draft of story Fri, March 27th
5. Honor's Deadline 2: Tues, April 14th
6. Extra Credit Article Response: Tues, April 14th
7. Final draft of short story Thurs, April 16th
8. Honor's Deadline 3 Tues, April 28th
9. Honor's Presentations week of May 4th
10. Final Extra Credit Article Response due Mon, May 18th
Finals June 2nd
short_story_assignment_p3.docx | |
File Size: | 91 kb |
File Type: | docx |
Thurs, March 12th
Announcements:
1. Schedule next week:
*Monday, 3/16 All students take the Literacy test
*Tuesday, 3/17 Follow regular Blue Day schedule (no testing)
*Wednesday, 3/18 Not at school unless taking Algebra 1 test Students are dismissed after per 8
*Thursday, 3/19 Not at school unless Algebra 2 or Geometry test Students are dismissed after per 3 –
*Friday, 03/20 Passages Schedule (no testing)
7:25-8:20 Advisement
8:30-9:30 Session 1
9:35-10:40 Session 2
10:45-11:50 Session 3
11:50-12:50 Lunch
12:55-1:55 Session 4
2:00-2:30 Advisement
2. People going to Canyonlands: Paperwork due!!!
3. Please return my copies of Blasphemy by Sherman Alexie and This is How You Lose Her by Junot Diaz if you borrowed them.
4. Grade are updated; let me know if you have questions or concerns about your grade.
per 8
First students had independent work time to finish Short Story Response #4 and Honors work.
Next students got their practice PARCC scores back and discussed test taking strategies in groups. Strategies we came up with:
1- Read the questions before reading paragraphs
2- Eliminate answers you know are wrong
3- Review your test at the end
4- Get plenty of sleep the night before the test
5- Eat a good breakfast
Next students performed their partner dialogues.
Finally, I passed out the Story Assignment (see below).
If you missed class:
1. Come prepared to present your partner dialogue if you have not already.
2. Come see me about the Story Assignment.
Due Today:
1. Partner Dialogues
2. Short Story Response #4 due
3. Honor's= deadlines in google sheet by Thurs, March 12th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Fri, March 20th
2. Honor's Deadline 1= Tues, March 24th
3. Honor's Deadline 2= Fri, April 17th
4. Extra Credit Article Response #2= Fri, April 17th
5. Honor's Deadline 3= Wed, April 29th
6. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
per 10
First students had independent work time to finish Short Story Response #4 and Honors work.
Next students got their practice PARCC scores back and discussed test taking strategies in groups. Strategies we came up with:
1- Read the questions before reading paragraphs
2- Eliminate answers you know are wrong
3- Review your test at the end
4- Get plenty of sleep the night before the test
5- Eat a good breakfast
Next students performed their partner dialogues.
Finally, I passed out the Story Assignment (see below).
If you missed class:
1. Practice your dialogues
Due Today:
1. Short Story Response #4 due Thurs, March 12th
2. Honor's= deadlines in google sheet by Thurs, March 12th
3. Partner Dialogues presented Thurs, March 12th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Fri, March 20th
2. Honor's Deadline 1= Tues, March 24th
3. Honor's Deadline 2= Fri, April 17th
4. Extra Credit Article Response #2= Fri, April 17th
5. Honor's Deadline 3= Wed, April 29th
6. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
Announcements:
1. Schedule next week:
*Monday, 3/16 All students take the Literacy test
*Tuesday, 3/17 Follow regular Blue Day schedule (no testing)
*Wednesday, 3/18 Not at school unless taking Algebra 1 test Students are dismissed after per 8
*Thursday, 3/19 Not at school unless Algebra 2 or Geometry test Students are dismissed after per 3 –
*Friday, 03/20 Passages Schedule (no testing)
7:25-8:20 Advisement
8:30-9:30 Session 1
9:35-10:40 Session 2
10:45-11:50 Session 3
11:50-12:50 Lunch
12:55-1:55 Session 4
2:00-2:30 Advisement
2. People going to Canyonlands: Paperwork due!!!
3. Please return my copies of Blasphemy by Sherman Alexie and This is How You Lose Her by Junot Diaz if you borrowed them.
4. Grade are updated; let me know if you have questions or concerns about your grade.
per 8
First students had independent work time to finish Short Story Response #4 and Honors work.
Next students got their practice PARCC scores back and discussed test taking strategies in groups. Strategies we came up with:
1- Read the questions before reading paragraphs
2- Eliminate answers you know are wrong
3- Review your test at the end
4- Get plenty of sleep the night before the test
5- Eat a good breakfast
Next students performed their partner dialogues.
Finally, I passed out the Story Assignment (see below).
If you missed class:
1. Come prepared to present your partner dialogue if you have not already.
2. Come see me about the Story Assignment.
Due Today:
1. Partner Dialogues
2. Short Story Response #4 due
3. Honor's= deadlines in google sheet by Thurs, March 12th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Fri, March 20th
2. Honor's Deadline 1= Tues, March 24th
3. Honor's Deadline 2= Fri, April 17th
4. Extra Credit Article Response #2= Fri, April 17th
5. Honor's Deadline 3= Wed, April 29th
6. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
per 10
First students had independent work time to finish Short Story Response #4 and Honors work.
Next students got their practice PARCC scores back and discussed test taking strategies in groups. Strategies we came up with:
1- Read the questions before reading paragraphs
2- Eliminate answers you know are wrong
3- Review your test at the end
4- Get plenty of sleep the night before the test
5- Eat a good breakfast
Next students performed their partner dialogues.
Finally, I passed out the Story Assignment (see below).
If you missed class:
1. Practice your dialogues
Due Today:
1. Short Story Response #4 due Thurs, March 12th
2. Honor's= deadlines in google sheet by Thurs, March 12th
3. Partner Dialogues presented Thurs, March 12th
Upcoming Deadlines
1. Honor's Proposals signed by parents due Fri, March 20th
2. Honor's Deadline 1= Tues, March 24th
3. Honor's Deadline 2= Fri, April 17th
4. Extra Credit Article Response #2= Fri, April 17th
5. Honor's Deadline 3= Wed, April 29th
6. Extra Credit Article Response #3= Mon, May 18th
Finals Wed, June 3rd
short_story_assignment_p8.docx | |
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File Type: | docx |
short_story_assignment_p10.docx | |
File Size: | 91 kb |
File Type: | docx |
No school Mon-Wed: Testing
Fri, March 6th
p. 8
First students finished reading "The Red Convertible" in their groups and answered the following questions:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
Next students answered these questions about the Partner Dialogues:
For the remainder of the class period, students worked on SMART goals.
If you missed class:
1. Finish reading "The Red Convertible" and answering the questions above.
Due Today:
1."The Red Convertible" questions
2. All late/missing work for the 9 weeks
3. Extra credit article response
Upcoming Deadlines
1. Short Story Response #4 due Thurs, March 12th
2. Honor's= deadlines in google sheet by Thurs, March 12th
3. Honor's Proposals signed by parents due Fri, March 20th
4. Honor's Deadline 1= Tues, March 24th
5. Honor's Deadline 2= Fri, April 17th
6. Extra Credit Article Response #2= Fri, April 17th
7. Honor's Deadline 3= Wed, April 29th
8. Extra Credit Article Response #3= Mon, May 18th
p. 10
Students had independent work time to finish Short Story Response #4 or Honors work.
Students then got with their partners to practice their partner dialogues.
Then they were put in groups to give peer feedback using the rubric.
Sam & Scout are with--- Meryn & Paco
Abi & Adam are with--- Santi & Rebecca
Marco & Quincy are with--- Devin & Sonja
Kayla & Natalie are with-- De’Von& Tia
Vivana & Erik are with ---Isaac & Alejandra
The rest of the time was for students to edit and revise their partner dialogues, to ensure they earn an A on their presentations next week.
If you missed class:
1. Practice your dialogues
Due Today:
1. Extra Credit option: Choice Article Response from Honor's website
2. All late/missing work for first nine weeks
Upcoming Deadlines
1. Short Story Response #4 due Thurs, March 12th
2. Honor's= deadlines in google sheet by Thurs, March 12th
3. Partner Dialogues presented Thurs, March 12th
4. Honor's Proposals signed by parents due Fri, March 20th
5. Honor's Deadline 1= Tues, March 24th
6. Honor's Deadline 2= Fri, April 17th
7. Extra Credit Article Response #2= Fri, April 17th
8. Honor's Deadline 3= Wed, April 29th
9. Extra Credit Article Response #3= Mon, May 18th
p. 8
First students finished reading "The Red Convertible" in their groups and answered the following questions:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
Next students answered these questions about the Partner Dialogues:
- Were the partner dialogues worthwhile? Why or why not?
- What did you learn about dialogue through this process?
- Did you have enough time to prepare them? Not enough? Too much?
- Should I do this project again next year?
- How can I make it better?
For the remainder of the class period, students worked on SMART goals.
If you missed class:
1. Finish reading "The Red Convertible" and answering the questions above.
Due Today:
1."The Red Convertible" questions
2. All late/missing work for the 9 weeks
3. Extra credit article response
Upcoming Deadlines
1. Short Story Response #4 due Thurs, March 12th
2. Honor's= deadlines in google sheet by Thurs, March 12th
3. Honor's Proposals signed by parents due Fri, March 20th
4. Honor's Deadline 1= Tues, March 24th
5. Honor's Deadline 2= Fri, April 17th
6. Extra Credit Article Response #2= Fri, April 17th
7. Honor's Deadline 3= Wed, April 29th
8. Extra Credit Article Response #3= Mon, May 18th
p. 10
Students had independent work time to finish Short Story Response #4 or Honors work.
Students then got with their partners to practice their partner dialogues.
Then they were put in groups to give peer feedback using the rubric.
Sam & Scout are with--- Meryn & Paco
Abi & Adam are with--- Santi & Rebecca
Marco & Quincy are with--- Devin & Sonja
Kayla & Natalie are with-- De’Von& Tia
Vivana & Erik are with ---Isaac & Alejandra
The rest of the time was for students to edit and revise their partner dialogues, to ensure they earn an A on their presentations next week.
If you missed class:
1. Practice your dialogues
Due Today:
1. Extra Credit option: Choice Article Response from Honor's website
2. All late/missing work for first nine weeks
Upcoming Deadlines
1. Short Story Response #4 due Thurs, March 12th
2. Honor's= deadlines in google sheet by Thurs, March 12th
3. Partner Dialogues presented Thurs, March 12th
4. Honor's Proposals signed by parents due Fri, March 20th
5. Honor's Deadline 1= Tues, March 24th
6. Honor's Deadline 2= Fri, April 17th
7. Extra Credit Article Response #2= Fri, April 17th
8. Honor's Deadline 3= Wed, April 29th
9. Extra Credit Article Response #3= Mon, May 18th
Thurs, March 5th
Announcements:
1. No food or food trash in the classroom; we have a mouse.
2. Canyonlands Meeting: there are still 4 spots we would love to fill if you're interested! $370 due March 5th (scholarships of $160 available).
2. All late work for this 9weeks must be submitted TODAY!!
4. If you have my book Blasphemy by Sherman Alexie, please return it!!
per 3
Students had independent work time to finish Short Story Response #4 or Honors work. During this time, Honor's students met with FD to look over the google doc for keeping track of Honor's Deadlines (please come see me if you have questions about this).
The rest of the period was spent watching Partner Dialogues (we finished almost all of them).
If you missed class:
1. Submit Short Story Response #4 ASAP!!
2. Come prepared to present Partner Dialogues next class.
Due Today:
1.Partner Dialogues
2. Short Story Response #4
3. All missing or late work for this 9 weeks.
Upcoming Deadlines
1. Honor's Deadlines in Google Doc Fri, March 13th
2. Honor's Proposals signed by parents due Tues, March 17th
per 5
We started with FE #14. I gave two prompts:
* Look through the list of nouns from the Bradbury brainstorm and choose another word to inspire your writing.
* When he heard___________, it reminded him of ___________.
Students were reminded that next week is the last day to share FEs for points.
Students had independent work time to finish Short Story Response #4 or Honors work. During this time, Honor's students met with FD to look over the google doc for keeping track of Honor's Deadlines (please come see me if you have questions about this).
Next students were introduced to William Carlos Williams & diphtheria before reading "The Use of Force" in groups. They were asked to pay special attention to these questions:
1.Whose point of view is the story told from?
2.How would the story be different if it were told from someone else’s point of view?
After they finished, students started rewriting the story from a different character's perspective.
If you missed class:
1. Submit Short Story Response #4 ASAP!!
2. All missing/late work due today.
3. Read "The Use of Force" and be prepared to work with it next class.
Due Today:
1.Short Story Response #4
2. All missing or late work for this 9 weeks.
Upcoming Deadlines
1. Honor's Deadlines in Google Doc Fri, March 13th
2. Honor's Proposals signed by parents due Tues, March 17th
3. First rough draft of story due Tues, March 17th.
4. Honor's Deadline 1 Mon, March 23rd
5. Second rough draft of story Fri, March 27th
6. Honor's Deadline 2: Tues, April 14th
7. Extra Credit Article Response: Tues, April 14th
8. Final draft of short story Thurs, April 16th
9. Honor's Deadline 3 Tues, April 28th
10. Honor's Presentations week of May 4th
11. Final Extra Credit Article Response due Mon, May 18th
Announcements:
1. No food or food trash in the classroom; we have a mouse.
2. Canyonlands Meeting: there are still 4 spots we would love to fill if you're interested! $370 due March 5th (scholarships of $160 available).
2. All late work for this 9weeks must be submitted TODAY!!
4. If you have my book Blasphemy by Sherman Alexie, please return it!!
per 3
Students had independent work time to finish Short Story Response #4 or Honors work. During this time, Honor's students met with FD to look over the google doc for keeping track of Honor's Deadlines (please come see me if you have questions about this).
The rest of the period was spent watching Partner Dialogues (we finished almost all of them).
If you missed class:
1. Submit Short Story Response #4 ASAP!!
2. Come prepared to present Partner Dialogues next class.
Due Today:
1.Partner Dialogues
2. Short Story Response #4
3. All missing or late work for this 9 weeks.
Upcoming Deadlines
1. Honor's Deadlines in Google Doc Fri, March 13th
2. Honor's Proposals signed by parents due Tues, March 17th
per 5
We started with FE #14. I gave two prompts:
* Look through the list of nouns from the Bradbury brainstorm and choose another word to inspire your writing.
* When he heard___________, it reminded him of ___________.
Students were reminded that next week is the last day to share FEs for points.
Students had independent work time to finish Short Story Response #4 or Honors work. During this time, Honor's students met with FD to look over the google doc for keeping track of Honor's Deadlines (please come see me if you have questions about this).
Next students were introduced to William Carlos Williams & diphtheria before reading "The Use of Force" in groups. They were asked to pay special attention to these questions:
1.Whose point of view is the story told from?
2.How would the story be different if it were told from someone else’s point of view?
After they finished, students started rewriting the story from a different character's perspective.
If you missed class:
1. Submit Short Story Response #4 ASAP!!
2. All missing/late work due today.
3. Read "The Use of Force" and be prepared to work with it next class.
Due Today:
1.Short Story Response #4
2. All missing or late work for this 9 weeks.
Upcoming Deadlines
1. Honor's Deadlines in Google Doc Fri, March 13th
2. Honor's Proposals signed by parents due Tues, March 17th
3. First rough draft of story due Tues, March 17th.
4. Honor's Deadline 1 Mon, March 23rd
5. Second rough draft of story Fri, March 27th
6. Honor's Deadline 2: Tues, April 14th
7. Extra Credit Article Response: Tues, April 14th
8. Final draft of short story Thurs, April 16th
9. Honor's Deadline 3 Tues, April 28th
10. Honor's Presentations week of May 4th
11. Final Extra Credit Article Response due Mon, May 18th
Wed, March 4th
Announcements:
1. No food or food trash in the classroom; we have a mouse.
2. Canyonlands Meeting: there are still 4 spots we would love to fill if you're interested! $370 due on March 5th (scholarships of $160 available).
2. Extra Credit Article Responses due Fri, March 6th. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Fri, March 6th for periods 8&10.
4. If you have my book Blasphemy by Sherman Alexie, please return it!!
p. 8
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Finally, students started presenting their dialogues for the class.
If you missed class:
1. Come ready to present your partner dialogue next Thursday.
Due Today:
1.Partner dialogues
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
2. All late/missing work for first nine weeks due Fri, March 6th
3. Short Story Response #4 due Thurs, March 12th
4. Honor's= deadlines in google sheet by Thurs, March 12th
5. Honor's Proposals signed by parents due Fri, March 20th
p. 10
We started with reading an excerpt from Ray Bradbury's book Zen and the Art of Motorcycle Maintenance. Then in their Writer's Notebooks, students spent 5min brainstorming nouns. Next they took one of those nouns and used it to inspire the start of a piece of writing for 7min.
Next we rotated into independent work time.
Finally, students took notes in the Notes Section of their Binders on types of conflict (See Binder Requirements section) while watching this video: https://www.youtube.com/watch?v=rM5cp_YL77k
If you missed class:
1. Read the Bradbury excerpt
2. Complete the writing in your Writer's Notebook
3. Watch the video linked above and take notes in your Binder
Due Today:
1.Nothing
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
2. All late/missing work for first nine weeks due Fri, March 6th
3. Short Story Response #4 due Thurs, March 12th
4. Honor's= deadlines in google sheet by Thurs, March 12th
5. Honor's Proposals signed by parents due Fri, March 20th
Announcements:
1. No food or food trash in the classroom; we have a mouse.
2. Canyonlands Meeting: there are still 4 spots we would love to fill if you're interested! $370 due on March 5th (scholarships of $160 available).
2. Extra Credit Article Responses due Fri, March 6th. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Fri, March 6th for periods 8&10.
4. If you have my book Blasphemy by Sherman Alexie, please return it!!
p. 8
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Finally, students started presenting their dialogues for the class.
If you missed class:
1. Come ready to present your partner dialogue next Thursday.
Due Today:
1.Partner dialogues
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
2. All late/missing work for first nine weeks due Fri, March 6th
3. Short Story Response #4 due Thurs, March 12th
4. Honor's= deadlines in google sheet by Thurs, March 12th
5. Honor's Proposals signed by parents due Fri, March 20th
p. 10
We started with reading an excerpt from Ray Bradbury's book Zen and the Art of Motorcycle Maintenance. Then in their Writer's Notebooks, students spent 5min brainstorming nouns. Next they took one of those nouns and used it to inspire the start of a piece of writing for 7min.
Next we rotated into independent work time.
Finally, students took notes in the Notes Section of their Binders on types of conflict (See Binder Requirements section) while watching this video: https://www.youtube.com/watch?v=rM5cp_YL77k
If you missed class:
1. Read the Bradbury excerpt
2. Complete the writing in your Writer's Notebook
3. Watch the video linked above and take notes in your Binder
Due Today:
1.Nothing
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
2. All late/missing work for first nine weeks due Fri, March 6th
3. Short Story Response #4 due Thurs, March 12th
4. Honor's= deadlines in google sheet by Thurs, March 12th
5. Honor's Proposals signed by parents due Fri, March 20th
Tues, March 3rd
Announcements:
1. Canyonlands Meeting: there are still 5 spots we would love to fill if you're interested! And there is money available! You have to let me know you are coming by Thurs, March 5th!!
2. Extra Credit Article Responses due Tues, March 3rd. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Thurs, March 5th for periods 3 & 5.
p.3
Gisselle brought in a fantastic guest speaker, Matt Gray Executive Director of the Rocky Mountain Innovation Lab. He led the class through a discussion of story and a couple writing prompts in Writer's Notebooks:
1- Write a 50 word short story about someone who has been influential in your life.
2- Write a 6 word short story.
Then we watched two more dialogues presented by classmates.
If you missed class:
1. Make up the writing prompts in your Writer's Notebooks.
2. Come prepared to present Partner Dialogues next class.
Due Today:
1.Partner Dialogues
2. Extra Credit option: Choice Article Response due by midnight
Upcoming Deadlines
1. Short Story Response #4 Due Thurs, March 5th
2. Late work due Thurs, March 5th
p. 5
Students had independent work time to complete Short Story Response #4, extra credit article responses or their honors' work. During this time, FD also met with Honor's students about their deadlines, which need to be entered here: https://docs.google.com/spreadsheets/d/1r9xRDkK7nKibg7muUeNjUJh4WZ2eNrPEeLBp6QMLP_4/edit#gid=0
Next we reviewed Bradbury's writing from last time and students started with a 5min brainstorm of nouns in their Writer's Notebooks. Then they picked one noun to start writing about and had 7min to freewrite and see if they fell into a story.
Then we read an excerpt from Stephen King's book On Writing (see handouts section of website). Then students spent 5min brainstorming "What if" statements.
Finally, students were given their short story assignment (see handouts section of website).
If you missed class:
1. Make up the writing prompts in your Writer's Notebooks.
2. Read the Stephen King excerpt
3. Look over the short story assignment
Due Today:
1. Extra Credit option: Choice Article Response due by midnight
Upcoming Deadlines
1. Short Story Response #4 Due Thurs, March 5th
2. Late work due Thurs, March 5th
3. Draft one of Short Story due Tues, March 17th.
Announcements:
1. Canyonlands Meeting: there are still 5 spots we would love to fill if you're interested! And there is money available! You have to let me know you are coming by Thurs, March 5th!!
2. Extra Credit Article Responses due Tues, March 3rd. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Thurs, March 5th for periods 3 & 5.
p.3
Gisselle brought in a fantastic guest speaker, Matt Gray Executive Director of the Rocky Mountain Innovation Lab. He led the class through a discussion of story and a couple writing prompts in Writer's Notebooks:
1- Write a 50 word short story about someone who has been influential in your life.
2- Write a 6 word short story.
Then we watched two more dialogues presented by classmates.
If you missed class:
1. Make up the writing prompts in your Writer's Notebooks.
2. Come prepared to present Partner Dialogues next class.
Due Today:
1.Partner Dialogues
2. Extra Credit option: Choice Article Response due by midnight
Upcoming Deadlines
1. Short Story Response #4 Due Thurs, March 5th
2. Late work due Thurs, March 5th
p. 5
Students had independent work time to complete Short Story Response #4, extra credit article responses or their honors' work. During this time, FD also met with Honor's students about their deadlines, which need to be entered here: https://docs.google.com/spreadsheets/d/1r9xRDkK7nKibg7muUeNjUJh4WZ2eNrPEeLBp6QMLP_4/edit#gid=0
Next we reviewed Bradbury's writing from last time and students started with a 5min brainstorm of nouns in their Writer's Notebooks. Then they picked one noun to start writing about and had 7min to freewrite and see if they fell into a story.
Then we read an excerpt from Stephen King's book On Writing (see handouts section of website). Then students spent 5min brainstorming "What if" statements.
Finally, students were given their short story assignment (see handouts section of website).
If you missed class:
1. Make up the writing prompts in your Writer's Notebooks.
2. Read the Stephen King excerpt
3. Look over the short story assignment
Due Today:
1. Extra Credit option: Choice Article Response due by midnight
Upcoming Deadlines
1. Short Story Response #4 Due Thurs, March 5th
2. Late work due Thurs, March 5th
3. Draft one of Short Story due Tues, March 17th.
Mon, March 2nd
Announcements:
1. No food or food trash in the classroom; we have a mouse.
2. Canyonlands Meeting: there are still 5 spots we would love to fill if you're interested! $370 due on March 5th (scholarships of $160 available).
2. Extra Credit Article Responses due Fri, March 6th. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Fri, March 6th for periods 8&10.
p. 8
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Finally, students had time to first work with their partners on their dialogues and then received feedback from peers while using the rubric for evaluation.
If you missed class:
1. Come ready to work with your partner on the dialogue; presentations start Wed.
Due Today:
1.Short Story Response #3 due
Upcoming Deadlines
1. Character Dialogues presented starting Wed, March 4th
2. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
3. All late/missing work for first nine weeks due Fri, March 6th
p. 10
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Finally they had time to work on their Partner Dialogues, which they will present to peers for critique on Friday.
If you missed class:
1. Come ready to work with your partner on the dialogue; peer presentations are on Fri.
Due Today:
1.Short Story Response #3 due
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
2. All late/missing work for first nine weeks due Fri, March 6th
Announcements:
1. No food or food trash in the classroom; we have a mouse.
2. Canyonlands Meeting: there are still 5 spots we would love to fill if you're interested! $370 due on March 5th (scholarships of $160 available).
2. Extra Credit Article Responses due Fri, March 6th. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Fri, March 6th for periods 8&10.
p. 8
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Finally, students had time to first work with their partners on their dialogues and then received feedback from peers while using the rubric for evaluation.
If you missed class:
1. Come ready to work with your partner on the dialogue; presentations start Wed.
Due Today:
1.Short Story Response #3 due
Upcoming Deadlines
1. Character Dialogues presented starting Wed, March 4th
2. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
3. All late/missing work for first nine weeks due Fri, March 6th
p. 10
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Finally they had time to work on their Partner Dialogues, which they will present to peers for critique on Friday.
If you missed class:
1. Come ready to work with your partner on the dialogue; peer presentations are on Fri.
Due Today:
1.Short Story Response #3 due
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Fri, March 6th
2. All late/missing work for first nine weeks due Fri, March 6th
Fri, Feb 27th
Announcements:
1. Canyonlands Meeting: there are still 5 spots we would love to fill if you're interested! $370 due on March 5th.
2. Extra Credit Article Responses due Tues, March 3rd. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Thurs, March 5th for periods 3 & 5.
p 3
“A snow day literally and figuratively falls from the sky, unbidden, and seems like a thing of wonder”
-Susan Orlean
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Students started presenting their partner dialogues for the class.
p 5
“A snow day literally and figuratively falls from the sky, unbidden, and seems like a thing of wonder”
-Susan Orlean
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Sam & Taylor completed their Partner Dialogue for the class.
Students watched this video: https://www.youtube.com/watch?v=rM5cp_YL77k
and took notes in the Notes Section of their Binders on these things:
*Definition conflict __________________
*Two types are ________ & _________
* Three types of external conflict are:
________, __________, __________
*Only one type of internal conflict is______
Next they worked in partners to examine the type of conflict that occurs in:
“The Veldt”
“Harrison Bergeron”
“Hills Like White Elephants”
“Nine Billion Names of God”
“The Red Convertible”
Write on a ½ sheet of paper (just one per group) using evidence to support:
*In “The Use of Force” the conflict is ______. I know this because_____________.
Finally, we finished class by reading an excerpt from Zen in the Art of Writing by Ray Bradbury (see Handouts Section of website). I asked students to watch their worlds as writers this weekend, and we will do an activity with this reading when they return on Tuesday.
If you missed class:
1. Make up the PARCC review next class
2. Watch that video (4min) and take notes
3. Analyze the five short stories listed above about conflict with evidence.
4. Read the Bradbury excerpt (titled Bradbury Lists Excerpt in Handouts section of website)
Due Today:
1.Short Story Response #3
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
2. Short Story Response #4 Due Thurs, March 5th
Announcements:
1. Canyonlands Meeting: there are still 5 spots we would love to fill if you're interested! $370 due on March 5th.
2. Extra Credit Article Responses due Tues, March 3rd. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
3. All late work for this 9weeks must be submitted by Thurs, March 5th for periods 3 & 5.
p 3
“A snow day literally and figuratively falls from the sky, unbidden, and seems like a thing of wonder”
-Susan Orlean
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Students started presenting their partner dialogues for the class.
p 5
“A snow day literally and figuratively falls from the sky, unbidden, and seems like a thing of wonder”
-Susan Orlean
First students completed their second PARCC practice activity.
Then they had independent work time to complete Short Story Response #3, extra credit article responses or their honors' work.
Sam & Taylor completed their Partner Dialogue for the class.
Students watched this video: https://www.youtube.com/watch?v=rM5cp_YL77k
and took notes in the Notes Section of their Binders on these things:
*Definition conflict __________________
*Two types are ________ & _________
* Three types of external conflict are:
________, __________, __________
*Only one type of internal conflict is______
Next they worked in partners to examine the type of conflict that occurs in:
“The Veldt”
“Harrison Bergeron”
“Hills Like White Elephants”
“Nine Billion Names of God”
“The Red Convertible”
Write on a ½ sheet of paper (just one per group) using evidence to support:
*In “The Use of Force” the conflict is ______. I know this because_____________.
Finally, we finished class by reading an excerpt from Zen in the Art of Writing by Ray Bradbury (see Handouts Section of website). I asked students to watch their worlds as writers this weekend, and we will do an activity with this reading when they return on Tuesday.
If you missed class:
1. Make up the PARCC review next class
2. Watch that video (4min) and take notes
3. Analyze the five short stories listed above about conflict with evidence.
4. Read the Bradbury excerpt (titled Bradbury Lists Excerpt in Handouts section of website)
Due Today:
1.Short Story Response #3
Upcoming Deadlines
1. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
2. Short Story Response #4 Due Thurs, March 5th
Thurs, Feb 26th= Snow Day!
Wed, Feb 25th
Announcements:
1. Canyonlands Meeting at lunch today! Students who received scholarships need to return their scholarship acceptance form and essay by TODAY!
2. Extra Credit Article Responses due Tues, March 3rd. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
per 3
First we did a PARCC practice item to prepare for the upcoming test and to see what skills students need help developing.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Then students had time to work on their Partner Dialogues. If they were ready to partner for critique, they did so. If not, they worked on finalizing and editing their dialogues. Students who did not do partner critiques today will complete them during independent work time on Friday.
Students who completed peer critiques:
Sid & Ricardo– Greta & Oscar
Victoria & Katie– Lindsey & Dillon
Daniel & David– Gisselle & Evelyn
Raul & Shania– Diego & Oliver
Carlos & Ember– Manna & Yesenia
If you missed class:
1. Come prepared to work on your character dialogues next class.
2. Make up the PARCC practice item next time.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
per 5
First we did a PARCC practice item to prepare for the upcoming test and to see what skills students need help developing.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Then students presented their Partner Dialogues. Only two groups are left for next time: Katrina & Danilo as well as Tamara & Blanca.
Finally, students brainstormed in their Writer's Notebooks:
character + what they want+ what's getting in the way of them having/achieving it
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Make up the PARCC practice item next time.
3. Make up the character brainstorm above in your Writer's Notebook.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
Announcements:
1. Canyonlands Meeting at lunch today! Students who received scholarships need to return their scholarship acceptance form and essay by TODAY!
2. Extra Credit Article Responses due Tues, March 3rd. Articles can be found here:
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit?usp=sharing
per 3
First we did a PARCC practice item to prepare for the upcoming test and to see what skills students need help developing.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Then students had time to work on their Partner Dialogues. If they were ready to partner for critique, they did so. If not, they worked on finalizing and editing their dialogues. Students who did not do partner critiques today will complete them during independent work time on Friday.
Students who completed peer critiques:
Sid & Ricardo– Greta & Oscar
Victoria & Katie– Lindsey & Dillon
Daniel & David– Gisselle & Evelyn
Raul & Shania– Diego & Oliver
Carlos & Ember– Manna & Yesenia
If you missed class:
1. Come prepared to work on your character dialogues next class.
2. Make up the PARCC practice item next time.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
per 5
First we did a PARCC practice item to prepare for the upcoming test and to see what skills students need help developing.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Then students presented their Partner Dialogues. Only two groups are left for next time: Katrina & Danilo as well as Tamara & Blanca.
Finally, students brainstormed in their Writer's Notebooks:
character + what they want+ what's getting in the way of them having/achieving it
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Make up the PARCC practice item next time.
3. Make up the character brainstorm above in your Writer's Notebook.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
Tues, Feb 24th-- FD out sick
per 8
FE #19 Quickly her hand moved along the shelf searching for the matches.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Students then read the short story "The Red Convertible” with an eye on symbolism (Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense).
Studnents read the story in groups using the following system:
* The first person will read two paragraphs
* The person to his/her right will ask a question or make a comment about the story
* The group will discuss
* Then it is the person who asked the questions turn to read two paragraphs
Groups
1. Matthieu, Noah, Janelle, Yomira, Cristian
2. Jack, Nerjes, Rebekah, Isiah M, Isiah C, Selena
3. Jovonna, Jesus, Mikah, Jessika, Genesis, Roger
4. Alicia, Nico, Maria, Simako, Elias
5. Elizabeth, Kai, Gabriela, Francisco, Luley
6. Talasa, Rocio, Matthew, Bianca, Yesenia
After students finish reading the story in groups, they answered these questions in their groups and submitted what they have done before they left:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Read "The Red Convertible" (see Handouts Section of website) and answer the four questions above.
Due Today:
1."The Red Convertible" questions
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
per 10
FE #18 Quickly her hand moved along the shelf searching for the matches.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Students then read the short story "The Red Convertible” with an eye on symbolism (Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense).
Studnents read the story in groups using the following system:
* The first person will read two paragraphs
* The person to his/her right will ask a question or make a comment about the story
* The group will discuss
* Then it is the person who asked the questions turn to read two paragraphs
Groups
1. Viviana, Erik, Devin, Rebecca
2. Alejandra, Abi, Quincy, Natalie
3. Alyanna, Santi, Isaac, Adam, Tia
4. Sam G, Scout, Kayla, Paco (aka Alexis)
5. Marco, Sonja, Meryn, De’Von
After students finish reading the story in groups, they answered these questions in their groups and submitted what they have done before they left:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Read "The Red Convertible" (see Handouts Section of website) and answer the four questions above.
Due Today:
1."The Red Convertible" questions
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
per 8
FE #19 Quickly her hand moved along the shelf searching for the matches.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Students then read the short story "The Red Convertible” with an eye on symbolism (Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense).
Studnents read the story in groups using the following system:
* The first person will read two paragraphs
* The person to his/her right will ask a question or make a comment about the story
* The group will discuss
* Then it is the person who asked the questions turn to read two paragraphs
Groups
1. Matthieu, Noah, Janelle, Yomira, Cristian
2. Jack, Nerjes, Rebekah, Isiah M, Isiah C, Selena
3. Jovonna, Jesus, Mikah, Jessika, Genesis, Roger
4. Alicia, Nico, Maria, Simako, Elias
5. Elizabeth, Kai, Gabriela, Francisco, Luley
6. Talasa, Rocio, Matthew, Bianca, Yesenia
After students finish reading the story in groups, they answered these questions in their groups and submitted what they have done before they left:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Read "The Red Convertible" (see Handouts Section of website) and answer the four questions above.
Due Today:
1."The Red Convertible" questions
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
per 10
FE #18 Quickly her hand moved along the shelf searching for the matches.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Students then read the short story "The Red Convertible” with an eye on symbolism (Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense).
Studnents read the story in groups using the following system:
* The first person will read two paragraphs
* The person to his/her right will ask a question or make a comment about the story
* The group will discuss
* Then it is the person who asked the questions turn to read two paragraphs
Groups
1. Viviana, Erik, Devin, Rebecca
2. Alejandra, Abi, Quincy, Natalie
3. Alyanna, Santi, Isaac, Adam, Tia
4. Sam G, Scout, Kayla, Paco (aka Alexis)
5. Marco, Sonja, Meryn, De’Von
After students finish reading the story in groups, they answered these questions in their groups and submitted what they have done before they left:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Read "The Red Convertible" (see Handouts Section of website) and answer the four questions above.
Due Today:
1."The Red Convertible" questions
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
Mon, Feb 23rd-- FD out sick
per 3
FE #14 Quickly her hand moved along the shelf searching for the matches.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Finally students had time to work on their Partner Dialogues.
If you missed class:
1. Come prepared to work on your character dialogues next class.
2. Make up the FE in your Writer's Notebook
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
per 5
Students had independent work time for their Honor's Proposals and Short Story Response #3.
Students then read the short story "The Red Convertible” with an eye on symbolism (Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense).
Students read the story in groups using the following system:
* The first person will read two paragraphs
* The person to his/her right will ask a question or make a comment about the story
* The group will discuss
* Then it is the person who asked the questions turn to read two paragraphs
Groups
1.Blanca, Sierra, Alex, Marisela, Liana
2- Katrina, Marcus, Rebecca, Rosa, Jack
3- Tamara, Danilo, Lora, Erick, Sofia
4- Isaiah, Salma, Sam, Anpa, Joe
5- Taylor, Jessica, Ethan, Michaea, Phoebe
6- Joliet, Manny, Emily, Esmeralda, Juan
After students finish reading the story in groups, they answered these questions in their groups and submitted what they have done before they left:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Read "The Red Convertible" (see Handouts Section of website) and answer the four questions above.
Due Today:
1."The Red Convertible" questions
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
per 3
FE #14 Quickly her hand moved along the shelf searching for the matches.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Finally students had time to work on their Partner Dialogues.
If you missed class:
1. Come prepared to work on your character dialogues next class.
2. Make up the FE in your Writer's Notebook
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
per 5
Students had independent work time for their Honor's Proposals and Short Story Response #3.
Students then read the short story "The Red Convertible” with an eye on symbolism (Symbolism is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense).
Students read the story in groups using the following system:
* The first person will read two paragraphs
* The person to his/her right will ask a question or make a comment about the story
* The group will discuss
* Then it is the person who asked the questions turn to read two paragraphs
Groups
1.Blanca, Sierra, Alex, Marisela, Liana
2- Katrina, Marcus, Rebecca, Rosa, Jack
3- Tamara, Danilo, Lora, Erick, Sofia
4- Isaiah, Salma, Sam, Anpa, Joe
5- Taylor, Jessica, Ethan, Michaea, Phoebe
6- Joliet, Manny, Emily, Esmeralda, Juan
After students finish reading the story in groups, they answered these questions in their groups and submitted what they have done before they left:
1- What is the red convertible symbolic of?
2- What were the effects of the war on Henry Junior?
3- What is symbolic about what happens to Henry Junior at the end?
4- Describe the relationship between the Lamartine brothers (Henry Junior and the narrator)?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Read "The Red Convertible" (see Handouts Section of website) and answer the four questions above.
Due Today:
1."The Red Convertible" questions
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Tues, March 3rd
Fri, Feb 20th
p 8
Students had independent work time for their Honor's Proposals and Short Story Response #3.
Next students had time to time to work on their Partner Dialogues including:
* Decide on setting (where are they)?
* Setting must stay the same for the entire dialogue (coffee shop, bus stop, etc).
*Do these two know each other? How? Or are they meeting for the first time?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Work on your Partner Dialogue.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
p 10
Students had independent work time for their Honor's Proposals and Short Story Response #3.
Next students introduced their characters to the class. After the introductions, character were put into partners for the Partner Dialogue (see rubric on Handouts Section of the website).
Next students had time to time to work on their Partner Dialogues including:
* Decide on setting (where are they)?
* Setting must stay the same for the entire dialogue (coffee shop, bus stop, etc).
*Do these two know each other? How? Or are they meeting for the first time?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Find out who your partner is for the Partner Dialogue.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
p 8
Students had independent work time for their Honor's Proposals and Short Story Response #3.
Next students had time to time to work on their Partner Dialogues including:
* Decide on setting (where are they)?
* Setting must stay the same for the entire dialogue (coffee shop, bus stop, etc).
*Do these two know each other? How? Or are they meeting for the first time?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Work on your Partner Dialogue.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
p 10
Students had independent work time for their Honor's Proposals and Short Story Response #3.
Next students introduced their characters to the class. After the introductions, character were put into partners for the Partner Dialogue (see rubric on Handouts Section of the website).
Next students had time to time to work on their Partner Dialogues including:
* Decide on setting (where are they)?
* Setting must stay the same for the entire dialogue (coffee shop, bus stop, etc).
*Do these two know each other? How? Or are they meeting for the first time?
If you missed class:
1. Be sure you're working on Short Story Response #3 and your Honor's Projects.
2. Find out who your partner is for the Partner Dialogue.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Character Dialogues presented starting Mon, March 2nd
3. Extra Credit option: Choice Article Response from Honor's website due Mon, March 2nd
Thurs, Feb 19th
per 3
First we watched our ILYBs from last week.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Then students presented their characters to the class, providing a brief overview of the characters they created.
Finally, they received the rubric (please look on the handouts section of the website) and their partners for the dialogues, which are:
* Sid and Ricardo
* Greta & Oscar
* Emma & Camryn
* Victoria & Katie
*Jacob and Anna Lynn
* Lindsey & Dillon
* Pilar & Alex
* Gisselle& Evelyn
* Raul & Shania
* Diego & Oliver
* Dominique & Sharleen
* Manna & Yesenia
* Julia & Violet
* Cameron & Jonas
* Carlos & Ember
* Delilah & Anay
If you missed class:
1. Come prepared to work on your character dialogues next class.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Fri, Feb 27th
per 5
First students had independent work time for their Honor's Proposals and Short Story Response #3.
Next students had 10min to run through their dialogues with partners one more time before performing them for the class.
Finally, students performed their partner dialogues for the class. While the dialogues were performed, students were assigned groups to grade the partners were as follows:
Salma & Phoebe– Michaea & Joliet
Erick & Joe– Sierra & Ethan
Lora & Sofia– Jack& Esmeralda
Jessica & Isaiah– Liana & Marisela
Emily & Anpa-- Marcus & Manny
Sam & Taylor– Rosa & Juan
Blanca & Tamara grade Katrina & Danilo
Katrina & Danilo grade Alex& Rebecca
Alex& Rebecca grade Blanca & Tamara
Students in bold lettering above have not yet presented.
If you missed class:
1. Come prepared to share your character dialogues next class.
Due Today:
1.Character Dialogues
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Extra Credit option: Choice Article Response from Honor's website due Fri, Feb 27th
per 3
First we watched our ILYBs from last week.
Next students had independent work time for their Honor's Proposals and Short Story Response #3.
Then students presented their characters to the class, providing a brief overview of the characters they created.
Finally, they received the rubric (please look on the handouts section of the website) and their partners for the dialogues, which are:
* Sid and Ricardo
* Greta & Oscar
* Emma & Camryn
* Victoria & Katie
*Jacob and Anna Lynn
* Lindsey & Dillon
* Pilar & Alex
* Gisselle& Evelyn
* Raul & Shania
* Diego & Oliver
* Dominique & Sharleen
* Manna & Yesenia
* Julia & Violet
* Cameron & Jonas
* Carlos & Ember
* Delilah & Anay
If you missed class:
1. Come prepared to work on your character dialogues next class.
Due Today:
1.Nothing
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Character Dialogues presented starting Fri, Feb 27th
3. Extra Credit option: Choice Article Response from Honor's website due Fri, Feb 27th
per 5
First students had independent work time for their Honor's Proposals and Short Story Response #3.
Next students had 10min to run through their dialogues with partners one more time before performing them for the class.
Finally, students performed their partner dialogues for the class. While the dialogues were performed, students were assigned groups to grade the partners were as follows:
Salma & Phoebe– Michaea & Joliet
Erick & Joe– Sierra & Ethan
Lora & Sofia– Jack& Esmeralda
Jessica & Isaiah– Liana & Marisela
Emily & Anpa-- Marcus & Manny
Sam & Taylor– Rosa & Juan
Blanca & Tamara grade Katrina & Danilo
Katrina & Danilo grade Alex& Rebecca
Alex& Rebecca grade Blanca & Tamara
Students in bold lettering above have not yet presented.
If you missed class:
1. Come prepared to share your character dialogues next class.
Due Today:
1.Character Dialogues
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
2. Extra Credit option: Choice Article Response from Honor's website due Fri, Feb 27th
Wed, Feb 18th
per 8
First students had independent work time for Honors and Choice Story #2.
Then students presented their characters to the class, providing a brief overview of the characters they created.
Finally, they received the rubric (please look on the handouts section of the website) and their partners for the dialogues.
If you missed class:
1. Turn in Choice Short Story Response #2 ASAP.
2. Check with me before class tomorrow about your partner.
Due Today:
1.Short Story Response #2
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Extra Credit option: Choice Article Response from Honor's website due Thurs, Feb 26th
per 10
First students had independent work time for Honors and Choice Story #2.
Then we completed a gallery walk and watched "Hills Like White Elephants" presentations. After looking over all of them, they need to return to two illustrations & respond to these questions: 1. What sticks out to you about this visual interpretation? Why? What lines were most powerfully interpreted? Why?
I gave a short presentation on character and how innately complex humans are. First students wrote for 5min in their Writer's Notebooks describing someone they know. What are the good/positive parts of their character? What are the negative parts of their character? Be sure to include both. Then we looked at melodramas and discussed examples in our culture.
Students spent 7min creating a character (must be human and over 3years old) and writing down all the details they could think of to describe him/her. I called students up one at time to put their character information on the board, but unfortunately we ran out of time, so we will have to finish that next class.
Create a character. Be able to answer the following questions about your character:
Name
Age
Positive Traits
Negative Traits
Favorite Ice Cream
Where live?
Dreams/Hopes
Fears
What else should we know about this character? Anything else interesting?
If you missed class:
1. In your Writer's Notebooks respond to the prompt about "Hills Like White Elephants" above.
2. In your Writer's Notebooks respond to the two prompts above. Be able to put this information on the board when you return.
Due Today:
1.Short Story Response #2
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Extra Credit option: Choice Article Response from Honor's website due Thurs, Feb 26th
per 8
First students had independent work time for Honors and Choice Story #2.
Then students presented their characters to the class, providing a brief overview of the characters they created.
Finally, they received the rubric (please look on the handouts section of the website) and their partners for the dialogues.
If you missed class:
1. Turn in Choice Short Story Response #2 ASAP.
2. Check with me before class tomorrow about your partner.
Due Today:
1.Short Story Response #2
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Extra Credit option: Choice Article Response from Honor's website due Thurs, Feb 26th
per 10
First students had independent work time for Honors and Choice Story #2.
Then we completed a gallery walk and watched "Hills Like White Elephants" presentations. After looking over all of them, they need to return to two illustrations & respond to these questions: 1. What sticks out to you about this visual interpretation? Why? What lines were most powerfully interpreted? Why?
I gave a short presentation on character and how innately complex humans are. First students wrote for 5min in their Writer's Notebooks describing someone they know. What are the good/positive parts of their character? What are the negative parts of their character? Be sure to include both. Then we looked at melodramas and discussed examples in our culture.
Students spent 7min creating a character (must be human and over 3years old) and writing down all the details they could think of to describe him/her. I called students up one at time to put their character information on the board, but unfortunately we ran out of time, so we will have to finish that next class.
Create a character. Be able to answer the following questions about your character:
Name
Age
Positive Traits
Negative Traits
Favorite Ice Cream
Where live?
Dreams/Hopes
Fears
What else should we know about this character? Anything else interesting?
If you missed class:
1. In your Writer's Notebooks respond to the prompt about "Hills Like White Elephants" above.
2. In your Writer's Notebooks respond to the two prompts above. Be able to put this information on the board when you return.
Due Today:
1.Short Story Response #2
Upcoming Deadlines
1. Short Story Response #3 due Thurs, Feb 26th
2. Extra Credit option: Choice Article Response from Honor's website due Thurs, Feb 26th
Fri, Feb 13th
I love you because...
I love you because...
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Thurs, Feb 12th
I love you because...
I love you because...
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Wed, Feb 11th
“When writing a novel, a writer should create living people; people not characters. A character is a caricature.”
-Ernest Hemingway
per 3
I gave a short presentation on character and how innately complex humans are. First students wrote for 5min describing someone they know. What are the good/positive parts of their character? What are the negative parts of their character? Be sure to include both. Then we looked at melodramas and discussed examples in our culture.
Students spent 7min creating a character (must be human and over 3years old) and writing down all the details they could think of to describe him/her. I called students up one at time to put their character information on the board, but unfortunately we ran out of time, so we will have to finish that next class.
If you missed class:
1. Create a character. Be able to answer the following questions about your character:
Name
Age
Positive Traits
Negative Traits
Favorite Ice Cream
Where live?
Dreams/Hopes
Fears
What else should we know about this character? Anything else interesting?
Due Today:
1. Character from above
2. Short Story Response #2
Upcoming Deadlines
1. American Lit Goals due Fri, Feb 13th
2. Short Story Response #3 due Wed, Feb 27th
per 5
Next they completed a Gallery Walk, looking at their "Hills Like White Elephants" illustrations. After looking over all of them, they need to return to two illustrations & respond to these questions: 1. What sticks out to you about this visual interpretation? Why? What lines were most powerfully interpreted? Why?
Next students had independent work time for Short Story Response #2 and Honors projects.
Finally, students worked with their partners on their dialogues. They practiced their dialogues once before being partnered with another group to practice and refine their dialogues. We finished class with dialogue work time.
If you missed class:
1. Make up for missing out on the "Hills" gallery walk.
2. Come prepared to work on your character dialogues next class.
Due Today:
1.Short Story Response #2 due Wed, Feb 11th
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
“When writing a novel, a writer should create living people; people not characters. A character is a caricature.”
-Ernest Hemingway
per 3
I gave a short presentation on character and how innately complex humans are. First students wrote for 5min describing someone they know. What are the good/positive parts of their character? What are the negative parts of their character? Be sure to include both. Then we looked at melodramas and discussed examples in our culture.
Students spent 7min creating a character (must be human and over 3years old) and writing down all the details they could think of to describe him/her. I called students up one at time to put their character information on the board, but unfortunately we ran out of time, so we will have to finish that next class.
If you missed class:
1. Create a character. Be able to answer the following questions about your character:
Name
Age
Positive Traits
Negative Traits
Favorite Ice Cream
Where live?
Dreams/Hopes
Fears
What else should we know about this character? Anything else interesting?
Due Today:
1. Character from above
2. Short Story Response #2
Upcoming Deadlines
1. American Lit Goals due Fri, Feb 13th
2. Short Story Response #3 due Wed, Feb 27th
per 5
Next they completed a Gallery Walk, looking at their "Hills Like White Elephants" illustrations. After looking over all of them, they need to return to two illustrations & respond to these questions: 1. What sticks out to you about this visual interpretation? Why? What lines were most powerfully interpreted? Why?
Next students had independent work time for Short Story Response #2 and Honors projects.
Finally, students worked with their partners on their dialogues. They practiced their dialogues once before being partnered with another group to practice and refine their dialogues. We finished class with dialogue work time.
If you missed class:
1. Make up for missing out on the "Hills" gallery walk.
2. Come prepared to work on your character dialogues next class.
Due Today:
1.Short Story Response #2 due Wed, Feb 11th
Upcoming Deadlines
1. Short Story Response #3 due Fri, Feb 27th
Tues, Feb 10th
per 8
Students were reminded about our special Valentine's Day activity.
First students returned to their groups in which they read "The Use of Force" by William Carlos Williams on Friday. They answered the following questions
1. Describe the doctor, using evidence from the text to support your claims.
2. Describe the little girl, using evidence from the text to support your claims.
3. How did changing the perspective (the activity on Friday) change the story.
The rest of class, students had time to work independently on their projects and complete the character chart.
If you missed class:
1. Read "The Use of Force" by Williams Carlos Williams & answer the questions above.
Due Today:
1. "Use of Force" questions
Upcoming Deadlines
1. Special Activity on Thurs for Valentine's Day: bring art supplies you might want to use!
2. Short Story Response #2 due Wed, Feb 18th
per 10
Students were reminded about our special Valentine's Day activity.
If you missed class:
1. Read "The Use of Force" by Williams Carlos Williams & answer the questions above.
Due Today:
1. "Use of Force" questions
Upcoming Deadlines
1. Special Activity on Thurs for Valentine's Day: bring art supplies you might want to use!
2. Short Story Response #2 due Wed, Feb 18th
3. Come prepared to share your "Hills" illustrations on Wed, Feb 18th
per 8
Students were reminded about our special Valentine's Day activity.
First students returned to their groups in which they read "The Use of Force" by William Carlos Williams on Friday. They answered the following questions
1. Describe the doctor, using evidence from the text to support your claims.
2. Describe the little girl, using evidence from the text to support your claims.
3. How did changing the perspective (the activity on Friday) change the story.
The rest of class, students had time to work independently on their projects and complete the character chart.
If you missed class:
1. Read "The Use of Force" by Williams Carlos Williams & answer the questions above.
Due Today:
1. "Use of Force" questions
Upcoming Deadlines
1. Special Activity on Thurs for Valentine's Day: bring art supplies you might want to use!
2. Short Story Response #2 due Wed, Feb 18th
per 10
Students were reminded about our special Valentine's Day activity.
If you missed class:
1. Read "The Use of Force" by Williams Carlos Williams & answer the questions above.
Due Today:
1. "Use of Force" questions
Upcoming Deadlines
1. Special Activity on Thurs for Valentine's Day: bring art supplies you might want to use!
2. Short Story Response #2 due Wed, Feb 18th
3. Come prepared to share your "Hills" illustrations on Wed, Feb 18th
Mon, Feb 9th
per 3
Students were reminded about our special Valentine's Day activity.
Next they completed a Gallery Walk, looking at their "Hills Like White Elephants" illustrations. After looking over all of them, they need to return to two illustrations & respond to these questions: 1. What sticks out to you about this visual interpretation? Why? What lines were most powerfully interpreted? Why?
Next students were given their American Lit Goals info sheet (please see Handouts Section of the website) to fill out and returned (signed by a parent) by Friday.
Students were given 20min to work on Short Story Response #2 (due on Wed).
Finally, students were split into groups to read "The Use of Force" by William Carlos Williams (see Handouts Section of website). Afterwards they worked in groups to rewrite it from a different character's perspective.
If you missed class:
1. Read "The Use of Force" by Williams Carlos Williams & rewrite a section (3-5 paragraphs) from the perspective of a different character.
Due Today:
1. "Use of Force" descriptions
Upcoming Deadlines
1. Short Story Response #2 due Wed, Feb 11th
2. American Lit Goals due Fri, Feb 13th
per 5
Students were reminded about our special Valentine's Day activity.
Next they completed their "Hills Like White Elephants" illustrations.
Students were given 20min to work on Short Story Response #2 (due on Wed).
Finally, students worked in their parters on their dialogues due .
If you missed class:
1. Check with your group and see how you can make up for missing out on the "Hills" activity.
2. Come prepared to work on your character dialogues next class.
Due Today:
1. "Hills" illustrations
Upcoming Deadlines
1. Short Story Response #2 due Wed, Feb 11th
per 3
Students were reminded about our special Valentine's Day activity.
Next they completed a Gallery Walk, looking at their "Hills Like White Elephants" illustrations. After looking over all of them, they need to return to two illustrations & respond to these questions: 1. What sticks out to you about this visual interpretation? Why? What lines were most powerfully interpreted? Why?
Next students were given their American Lit Goals info sheet (please see Handouts Section of the website) to fill out and returned (signed by a parent) by Friday.
Students were given 20min to work on Short Story Response #2 (due on Wed).
Finally, students were split into groups to read "The Use of Force" by William Carlos Williams (see Handouts Section of website). Afterwards they worked in groups to rewrite it from a different character's perspective.
If you missed class:
1. Read "The Use of Force" by Williams Carlos Williams & rewrite a section (3-5 paragraphs) from the perspective of a different character.
Due Today:
1. "Use of Force" descriptions
Upcoming Deadlines
1. Short Story Response #2 due Wed, Feb 11th
2. American Lit Goals due Fri, Feb 13th
per 5
Students were reminded about our special Valentine's Day activity.
Next they completed their "Hills Like White Elephants" illustrations.
Students were given 20min to work on Short Story Response #2 (due on Wed).
Finally, students worked in their parters on their dialogues due .
If you missed class:
1. Check with your group and see how you can make up for missing out on the "Hills" activity.
2. Come prepared to work on your character dialogues next class.
Due Today:
1. "Hills" illustrations
Upcoming Deadlines
1. Short Story Response #2 due Wed, Feb 11th
Fri, Feb 6th
per 8
per 10
per 8
per 10
Thurs, Feb 5th
per 3
First students write to FE#13 The most important thing was that he had to catch the bus...
Next students had time to work on illustrating "Hills Like White Elephants" by Hemingway (4-5 impactful lines of dialogue from the short story).
Finally students had work time to complete Short Story Response #1 due at the end of the class period.
If you missed class:
1. Turn in your Short Story Response ASAP!
2. Check with your group and see how you can make up for missing out on the "Hills" activity.
Due Today:
1. Short Story Response #1
2. "Hills" illustrations
Upcoming Deadlines
1. Short Story Response #2 due Wed, Feb 11th
per 5
First students had work time for their Short Story Responses & Honors projects. During that time, students were also expected to finish writing their characters up on the board.
After work time, students explained their characters. While they did so, I worked on matching up characters who would have an interesting conversation. Finally, students were partnered to work on creating dialogues (see Handouts: Partner Dialogue Rubric).
If you missed class:
1. You've been assigned a partner for the dialogue. Please come see me to find out who that is.
Due Today:
1. Short Story Response #1
2. American Lit Goals Sheet
Upcoming Deadlines
1. "Hills Like White Elephants" due Mon, Feb 9th (work time in class)
2. Short Story Response #2 due Wed, Feb 11th
per 3
First students write to FE#13 The most important thing was that he had to catch the bus...
Next students had time to work on illustrating "Hills Like White Elephants" by Hemingway (4-5 impactful lines of dialogue from the short story).
Finally students had work time to complete Short Story Response #1 due at the end of the class period.
If you missed class:
1. Turn in your Short Story Response ASAP!
2. Check with your group and see how you can make up for missing out on the "Hills" activity.
Due Today:
1. Short Story Response #1
2. "Hills" illustrations
Upcoming Deadlines
1. Short Story Response #2 due Wed, Feb 11th
per 5
First students had work time for their Short Story Responses & Honors projects. During that time, students were also expected to finish writing their characters up on the board.
After work time, students explained their characters. While they did so, I worked on matching up characters who would have an interesting conversation. Finally, students were partnered to work on creating dialogues (see Handouts: Partner Dialogue Rubric).
If you missed class:
1. You've been assigned a partner for the dialogue. Please come see me to find out who that is.
Due Today:
1. Short Story Response #1
2. American Lit Goals Sheet
Upcoming Deadlines
1. "Hills Like White Elephants" due Mon, Feb 9th (work time in class)
2. Short Story Response #2 due Wed, Feb 11th
Wed, Feb 4th
Per 8:
Link to character sheet:
https://docs.google.com/spreadsheets/d/1Hm3jC7JhARb8nL8YEjUgiERqOtwGWZ1D_tHRDIAsaeg/edit?usp=sharing
Per 8:
Link to character sheet:
https://docs.google.com/spreadsheets/d/1Hm3jC7JhARb8nL8YEjUgiERqOtwGWZ1D_tHRDIAsaeg/edit?usp=sharing
Tues, Feb 3rd
Canyonlands Reminder! $50 deposit ($25 if you are asking for a scholarship) due on Thurs, Feb 5th! We would lovelovelove to have you join us for a week of magic in the desert!
per 3
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on Ernest Hemingway, during which students needed to write down TWO things they found interesting about Hemingway in the Notes Section of their Binders. Then we covered some key vocabulary and concepts for "Hills Like White Elephants" (see Handouts Section of website). Finally, four students volunteered to read four the story aloud to the class.
Afterwards we discussed what the story was alluding to before students got into groups to illustrate 4-5 lines of dialogue they think are important from the text like a comic strip. Students will present at the end of next class.
If you missed class:
1. Read "Hills Like White Elephants"
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" presentations due Thurs, Feb 5th
2. Short Story Response #1 due Thurs, Feb 5th
3. American Lit Goals Sheet due Thurs, Feb 5th
per 5
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on character and how innately complex humans are. First students wrote for 5min describing someone they know. What are the good/positive parts of their character? What are the negative parts of their character? Be sure to include both. Then we looked at melodramas and discussed examples in our culture.
Students spent 7min creating a character (must be human and over 3years old) and writing down all the details they could think of to describe him/her. I called students up one at time to put their character information on the board, but unfortunately we ran out of time, so we will have to finish that next class.
If you missed class:
1. Create a character. Be able to answer the following questions about your character:
Name
Age
Positive Traits
Negative Traits
Favorite Ice Cream
Where live?
Dreams/Hopes
Fears
What else should we know about this character? Anything else interesting?
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" presentations due Thurs, Feb 5th
2. Short Story Response #1 due Thurs, Feb 5th
3. American Lit Goals Sheet due Thurs, Feb 5th
Canyonlands Reminder! $50 deposit ($25 if you are asking for a scholarship) due on Thurs, Feb 5th! We would lovelovelove to have you join us for a week of magic in the desert!
per 3
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on Ernest Hemingway, during which students needed to write down TWO things they found interesting about Hemingway in the Notes Section of their Binders. Then we covered some key vocabulary and concepts for "Hills Like White Elephants" (see Handouts Section of website). Finally, four students volunteered to read four the story aloud to the class.
Afterwards we discussed what the story was alluding to before students got into groups to illustrate 4-5 lines of dialogue they think are important from the text like a comic strip. Students will present at the end of next class.
If you missed class:
1. Read "Hills Like White Elephants"
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" presentations due Thurs, Feb 5th
2. Short Story Response #1 due Thurs, Feb 5th
3. American Lit Goals Sheet due Thurs, Feb 5th
per 5
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on character and how innately complex humans are. First students wrote for 5min describing someone they know. What are the good/positive parts of their character? What are the negative parts of their character? Be sure to include both. Then we looked at melodramas and discussed examples in our culture.
Students spent 7min creating a character (must be human and over 3years old) and writing down all the details they could think of to describe him/her. I called students up one at time to put their character information on the board, but unfortunately we ran out of time, so we will have to finish that next class.
If you missed class:
1. Create a character. Be able to answer the following questions about your character:
Name
Age
Positive Traits
Negative Traits
Favorite Ice Cream
Where live?
Dreams/Hopes
Fears
What else should we know about this character? Anything else interesting?
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" presentations due Thurs, Feb 5th
2. Short Story Response #1 due Thurs, Feb 5th
3. American Lit Goals Sheet due Thurs, Feb 5th
Fri, Jan 30th
Canyonlands Reminder! $50 deposit ($25 if you are asking for a scholarship) due on Thurs, Feb 5th! We would lovelovelove to have you join us for a week of magic in the desert!
per 3
First we wrote to FE #12: There were only three left.
Next students completed their Goals for American Lit (see Handouts Section of website) and put them somewhere safe to take home and get signed by their parents.
Then students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Set up a time for me to come in and write your one-page paper.
2. Fill out the American Lit goals sheet and get it signed by your parents
Due Today:
1. "The Veldt" vs "Harrison Bergeron"
Upcoming Deadlines
1. American Lit goals sheet: Thurs, Feb 5th
2. Short Story Response #1 due Thurs, Feb 5th
per 5
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on Ernest Hemingway, during which students needed to write down TWO things they found interesting about Hemingway in the Notes Section of their Binders. Then we covered some key vocabulary and concepts for "Hills Like White Elephants" (see Handouts Section of website). Finally, four students volunteered to read four the story aloud to the class.
Afterwards we discussed what the story was alluding to before students got into groups to illustrate 4-5 lines of dialogue they think are important from the text like a comic strip. Students will present at the end of next class.
If you missed class:
1. Complete the American Lit Goals Sheet and get it signed by your parents
2. Read "Hills Like White Elephants" and
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" presentations due Mon: Feb 2nd
2. Short Story Response #1 due Fri, Feb 6th
3. American Lit Goals Sheet due Fri, Feb 6th
Canyonlands Reminder! $50 deposit ($25 if you are asking for a scholarship) due on Thurs, Feb 5th! We would lovelovelove to have you join us for a week of magic in the desert!
per 3
First we wrote to FE #12: There were only three left.
Next students completed their Goals for American Lit (see Handouts Section of website) and put them somewhere safe to take home and get signed by their parents.
Then students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Set up a time for me to come in and write your one-page paper.
2. Fill out the American Lit goals sheet and get it signed by your parents
Due Today:
1. "The Veldt" vs "Harrison Bergeron"
Upcoming Deadlines
1. American Lit goals sheet: Thurs, Feb 5th
2. Short Story Response #1 due Thurs, Feb 5th
per 5
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on Ernest Hemingway, during which students needed to write down TWO things they found interesting about Hemingway in the Notes Section of their Binders. Then we covered some key vocabulary and concepts for "Hills Like White Elephants" (see Handouts Section of website). Finally, four students volunteered to read four the story aloud to the class.
Afterwards we discussed what the story was alluding to before students got into groups to illustrate 4-5 lines of dialogue they think are important from the text like a comic strip. Students will present at the end of next class.
If you missed class:
1. Complete the American Lit Goals Sheet and get it signed by your parents
2. Read "Hills Like White Elephants" and
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" presentations due Mon: Feb 2nd
2. Short Story Response #1 due Fri, Feb 6th
3. American Lit Goals Sheet due Fri, Feb 6th
Thurs, Jan 29th
per 8
Students filled out the American Lit Goals Sheet (see Handouts Sections of website) and are taking it home to be signed by their parents.
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on Ernest Hemingway, during which students needed to write down TWO things they found interesting about Hemingway in the Notes Section of their Binders. Then we covered some key vocabulary and concepts for "Hills Like White Elephants" (see Handouts Section of website). Finally, four students volunteered to read four the story aloud to the class.
Afterwards we discussed what the story was alluding to before students partnered up to answer the five questions at the end of the story.
If you missed class:
1. Complete the American Lit Goals Sheet and get it signed by your parents
2. Read "Hills Like White Elephants" and complete the five questions at the end
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" questions due Mon: Feb 2nd
2. Short Story Response #1 due Fri, Feb 6th
p 10
Students filled out the American Lit Goals Sheet (see Handouts Sections of website) and are taking it home to be signed by their parents.
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
Finally students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Set up a time for me to come in and write your one-page paper.
2. Fill out the American Lit goals sheet and get it signed by your parents
Due Today:
1. "The Veldt" vs "Harrison Bergeron"
Upcoming Deadlines
1. American Lit goals sheet: Fri, Feb 6th
2. Short Story Response #1 due Fri, Feb 6th
per 8
Students filled out the American Lit Goals Sheet (see Handouts Sections of website) and are taking it home to be signed by their parents.
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
I gave a short presentation on Ernest Hemingway, during which students needed to write down TWO things they found interesting about Hemingway in the Notes Section of their Binders. Then we covered some key vocabulary and concepts for "Hills Like White Elephants" (see Handouts Section of website). Finally, four students volunteered to read four the story aloud to the class.
Afterwards we discussed what the story was alluding to before students partnered up to answer the five questions at the end of the story.
If you missed class:
1. Complete the American Lit Goals Sheet and get it signed by your parents
2. Read "Hills Like White Elephants" and complete the five questions at the end
Due Today:
1. Nothing
Upcoming Deadlines
1. "Hills Like White Elephants" questions due Mon: Feb 2nd
2. Short Story Response #1 due Fri, Feb 6th
p 10
Students filled out the American Lit Goals Sheet (see Handouts Sections of website) and are taking it home to be signed by their parents.
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
Finally students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Set up a time for me to come in and write your one-page paper.
2. Fill out the American Lit goals sheet and get it signed by your parents
Due Today:
1. "The Veldt" vs "Harrison Bergeron"
Upcoming Deadlines
1. American Lit goals sheet: Fri, Feb 6th
2. Short Story Response #1 due Fri, Feb 6th
Wed, Jan 28th
per 3
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
Next students took notes in the Notes Section of their binders on Kurt Vonnegut and necessary vocabulary for "Harrison Bergeron". We read "Harrison Bergeron" (see Handouts Sections of website). Finally we returned to our groups from last class and students used the Discussion Web (see Handouts Sections of website) to discuss the idea: Are all people created equal in 2081?
If you missed class:
1. Look over the Choice Short Story Assignment. Let me know if you have questions.
2. Read "Harrison Bergeron"
3. Complete the Discussion Web
Due Today:
1. Discussion Web
Upcoming Deadlines
1. Short Story Response #1: Thurs, Feb 5th
per 5
Students wrote to FE#13: There were only three left.
Students filled out the American Lit Goals Sheet (see Handouts Sections of website). Next students took notes in the Notes Section of their binders on Sir Arthur C Clarke and vocab needed to read "The Nine Billion Names of God".
We read the story aloud, and then students completed a Short Story Response, either submitting them before they left or taking them home to complete as homework. Here are the five questions for the Short Story Response:
Short Story Response:
1. Title
2. Summarize this story (in 10 sentences or less).
3. What was surprising or interesting to you about this story?
4. Analyze one element of fiction (eg: setting, character development, plot, use of allusions, figurative language, foreshadowing, etc) and how it is constructed in this story. (15 sentences or less; should be a strong paragraph or two)
5. What can you use from this short story in your own writing? (8 sentences or less)
If you missed class:
1. Complete the FE in your Writer's Notebook
2. Read "The Nine Billion Names of God" and complete the Short Story Response
Due Today:
1. Nothing
Upcoming Deadlines
1. "Nine Billion Names of God" Short Story Response: Fri, Jan 30th
per 3
Students looked over the Choice Short Story Assignment (see Handouts Sections of website) and started working on that assignment or their Honor's Projects during independent work time.
Next students took notes in the Notes Section of their binders on Kurt Vonnegut and necessary vocabulary for "Harrison Bergeron". We read "Harrison Bergeron" (see Handouts Sections of website). Finally we returned to our groups from last class and students used the Discussion Web (see Handouts Sections of website) to discuss the idea: Are all people created equal in 2081?
If you missed class:
1. Look over the Choice Short Story Assignment. Let me know if you have questions.
2. Read "Harrison Bergeron"
3. Complete the Discussion Web
Due Today:
1. Discussion Web
Upcoming Deadlines
1. Short Story Response #1: Thurs, Feb 5th
per 5
Students wrote to FE#13: There were only three left.
Students filled out the American Lit Goals Sheet (see Handouts Sections of website). Next students took notes in the Notes Section of their binders on Sir Arthur C Clarke and vocab needed to read "The Nine Billion Names of God".
We read the story aloud, and then students completed a Short Story Response, either submitting them before they left or taking them home to complete as homework. Here are the five questions for the Short Story Response:
Short Story Response:
1. Title
2. Summarize this story (in 10 sentences or less).
3. What was surprising or interesting to you about this story?
4. Analyze one element of fiction (eg: setting, character development, plot, use of allusions, figurative language, foreshadowing, etc) and how it is constructed in this story. (15 sentences or less; should be a strong paragraph or two)
5. What can you use from this short story in your own writing? (8 sentences or less)
If you missed class:
1. Complete the FE in your Writer's Notebook
2. Read "The Nine Billion Names of God" and complete the Short Story Response
Due Today:
1. Nothing
Upcoming Deadlines
1. "Nine Billion Names of God" Short Story Response: Fri, Jan 30th
Tues, Jan 27th
per 8
First we read through the ISSN "I can" Statements, so students could add 2-5 "I can" statements (please see the Handouts Section of the website) from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or start working on their projects.
We set up a new seating chart.
Finally students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Set up a time for me to come in and write your one-page paper.
Due Today:
1. Honor's Proposals
2. Character Sketches
Upcoming Deadlines
1. None
per 10
First we read through the ISSN "I can" Statements, so students could add 2-5 "I can" statements (please see the Handouts Section of the website) from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or start working on their projects.
Then we read "Harrison Bergeron" by Kurt Vonnegut (see Handouts Section of website) and discussed whether or not people were equal in 2081.
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Read "Harrison Bergeron" by Kurt Vonnegut (see Handouts Section of website) .
Due Today:
1. Honor's Proposals
2. Character Sketches
Upcoming Deadlines
1. None
per 8
First we read through the ISSN "I can" Statements, so students could add 2-5 "I can" statements (please see the Handouts Section of the website) from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or start working on their projects.
We set up a new seating chart.
Finally students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Set up a time for me to come in and write your one-page paper.
Due Today:
1. Honor's Proposals
2. Character Sketches
Upcoming Deadlines
1. None
per 10
First we read through the ISSN "I can" Statements, so students could add 2-5 "I can" statements (please see the Handouts Section of the website) from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or start working on their projects.
Then we read "Harrison Bergeron" by Kurt Vonnegut (see Handouts Section of website) and discussed whether or not people were equal in 2081.
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Read "Harrison Bergeron" by Kurt Vonnegut (see Handouts Section of website) .
Due Today:
1. Honor's Proposals
2. Character Sketches
Upcoming Deadlines
1. None
Mon, Jan 26th
per 3
First students gave feedback on half-sheets of paper about the Character Excursion:
1. Was the Character Excursion a good use of class time? Why or why not?
2. What could make it better for next year's students?
3. What other suggestions do you have?
Then students partnered up and provided each other feedback on their Honor's Proposals by responding to the following questions on a 1/2 sheet of paper:
1.Summarize what your partner intends to study (2-5 sentences)
2.What is confusing about this proposal? What can you partner improve to help make it more clear?
3.What do you like about this proposal? What does your partner do well?
4.Any other suggestions? Resources, format, etc.
Then we read through the ISSN "I can" Statements, so students could add 2-5 "I can" statements (please see the Handouts Section of the website) from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or starting working on their projects.
.
Finally students were asked to ponder the question, "Are all people created equal?" Then students worked in groups to fill out the discussion web (see handouts section of website). The discussion webs were put in the "Handouts" section of their Binder. We will use these again (the back side) next class.
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Print or come get a copy of the discussion web and fill it out.
3. Complete the Excursion Feedback and submit.
Due Today:
1. Honor's Proposals
2. Character Sketches
3. Peer feedback Honor's Proposals
4. Excursion feedback
Upcoming Deadlines
1. None
per 5
Students partnered up and provided each other feedback on their Honor's Proposals by responding to the following questions on a 1/2 sheet of paper:
1.Summarize what your partner intends to study (2-5 sentences)
2.What is confusing about this proposal? What can you partner improve to help make it more clear?
3.What do you like about this proposal? What does your partner do well?
4.Any other suggestions? Resources, format, etc.
Then we read through the ISSN "I can" Statements (please see the Handouts Section of the website), so students could add 2-5 "I can" statements from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or starting working on their projects.
.
Finally students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Set up a time for me to come in and write your one-page paper.
Due Today:
1. Honor's Proposals
2. Character Sketches
3. Peer feedback Honor's Proposals
Upcoming Deadlines
1. None
per 3
First students gave feedback on half-sheets of paper about the Character Excursion:
1. Was the Character Excursion a good use of class time? Why or why not?
2. What could make it better for next year's students?
3. What other suggestions do you have?
Then students partnered up and provided each other feedback on their Honor's Proposals by responding to the following questions on a 1/2 sheet of paper:
1.Summarize what your partner intends to study (2-5 sentences)
2.What is confusing about this proposal? What can you partner improve to help make it more clear?
3.What do you like about this proposal? What does your partner do well?
4.Any other suggestions? Resources, format, etc.
Then we read through the ISSN "I can" Statements, so students could add 2-5 "I can" statements (please see the Handouts Section of the website) from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or starting working on their projects.
.
Finally students were asked to ponder the question, "Are all people created equal?" Then students worked in groups to fill out the discussion web (see handouts section of website). The discussion webs were put in the "Handouts" section of their Binder. We will use these again (the back side) next class.
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Print or come get a copy of the discussion web and fill it out.
3. Complete the Excursion Feedback and submit.
Due Today:
1. Honor's Proposals
2. Character Sketches
3. Peer feedback Honor's Proposals
4. Excursion feedback
Upcoming Deadlines
1. None
per 5
Students partnered up and provided each other feedback on their Honor's Proposals by responding to the following questions on a 1/2 sheet of paper:
1.Summarize what your partner intends to study (2-5 sentences)
2.What is confusing about this proposal? What can you partner improve to help make it more clear?
3.What do you like about this proposal? What does your partner do well?
4.Any other suggestions? Resources, format, etc.
Then we read through the ISSN "I can" Statements (please see the Handouts Section of the website), so students could add 2-5 "I can" statements from at least two domains to their Honor's Proposals.
Students had 20min of work time to finalize their proposals or starting working on their projects.
.
Finally students were asked to write a one-page essay comparing "Harrison Bergeron" by Kurt Vonnegut with "The Veldt" by Ray Bradbury. This is an IN CLASS essay; students had 30min to compose. Here is the prompt:
In a one-page paper, please write an essay comparing “Harrison Bergeron” by Kurt Vonnegut with “The Veldt” by Ray Bradbury. Please respond to at least two of the following prompts:
1- Which story was more successful in establishing setting? Why?
2- Which characters were more developed/believable? Why?
3- How were the themes in each similar/different?
4- Which story has continued to resonate with you more? Why?
5- Anything else you’d like to compare/contrast/analyze?
Papers need to be at least one page, should include textual evidence to support your claims and should follow all conventions for papers (spelling, grammar, etc).
If you missed class:
1. Look over the "I can" statements and get added to your Honor's Proposal (submit ASAP!)
2. Set up a time for me to come in and write your one-page paper.
Due Today:
1. Honor's Proposals
2. Character Sketches
3. Peer feedback Honor's Proposals
Upcoming Deadlines
1. None
Fri, Jan 23rd
Thurs, Jan 22nd
per 3
Students went on the Character Excursion downtown.
If you missed class:
1. Complete two Character Sketches based on people you see in the world.
Due Today:
1. Setting Journal
Upcoming Deadlines
1. Two Character Sketches from Character Excursion: Mon, Jan 26th
2. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
per 5
First students gave feedback on half-sheets of paper about the Character Excursion:
1. Was the Character Excursion a good use of class time? Why or why not?
2. What could make it better for next year's students?
3. What other suggestions do you have?
Then students had 20min of work time to finish up their Honor's Proposals.
Next students were asked to ponder the question, "Are all people created equal?" Then students worked in groups to fill out the discussion web (see handouts section of website).
Then students responded to the following prompt in their Writer's Notebooks:
*Imagine what it would be like if everyone in the country were exactly the same and completely equal. Make at least five predictions about this completely equitable society.
Next I provided some background knowledge on Kurt Vonnegut and necessary vocabulary for the story (see powerpoint below) before reading "Harrison Bergeron" (see handouts section of website). Copies of "Harrison Bergeron" should be put in the Readings section of your bind
per 3
Students went on the Character Excursion downtown.
If you missed class:
1. Complete two Character Sketches based on people you see in the world.
Due Today:
1. Setting Journal
Upcoming Deadlines
1. Two Character Sketches from Character Excursion: Mon, Jan 26th
2. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
per 5
First students gave feedback on half-sheets of paper about the Character Excursion:
1. Was the Character Excursion a good use of class time? Why or why not?
2. What could make it better for next year's students?
3. What other suggestions do you have?
Then students had 20min of work time to finish up their Honor's Proposals.
Next students were asked to ponder the question, "Are all people created equal?" Then students worked in groups to fill out the discussion web (see handouts section of website).
Then students responded to the following prompt in their Writer's Notebooks:
*Imagine what it would be like if everyone in the country were exactly the same and completely equal. Make at least five predictions about this completely equitable society.
Next I provided some background knowledge on Kurt Vonnegut and necessary vocabulary for the story (see powerpoint below) before reading "Harrison Bergeron" (see handouts section of website). Copies of "Harrison Bergeron" should be put in the Readings section of your bind
Wed, Jan 21st
per 8
First students had 20min of work time to finish up their Honor's Proposals.
Next students were asked to ponder the question, "Are all people created equal?" Then students worked in groups to fill out the discussion web (see handouts section of website).
Then students responded to the following prompt in their Writer's Notebooks:
*Imagine what it would be like if everyone in the country were exactly the same and completely equal. Make at least five predictions about this completely equitable society.
Next I provided some background knowledge on Kurt Vonnegut and necessary vocabulary for the story (see powerpoint below) before reading "Harrison Bergeron" (see handouts section of website). Copies of "Harrison Bergeron" should be put in the Readings section of your binder.
If you missed class:
1. Work on your Honors' Proposals, complete the prompt in your Writer's Notebook, and read "Harrison Bergeron", annotating any details that help you know the story is set in the future.
Due Today:
1. Settings Journal
Upcoming Deadlines
1. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
2. Character Sketches from excursion: Tues, Jan 27th
per 10
Students went on the Character Excursion downtown.
If you missed class:
1. Complete two Character Sketches based on people you see in the world.
Due Today:
1. Nothing
Upcoming Deadlines
1. PER 8= FRI, JAN 23RD CHARACTER EXCURSION
2. Settings Journal Due: Fri, Jan 23rd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
per 8
First students had 20min of work time to finish up their Honor's Proposals.
Next students were asked to ponder the question, "Are all people created equal?" Then students worked in groups to fill out the discussion web (see handouts section of website).
Then students responded to the following prompt in their Writer's Notebooks:
*Imagine what it would be like if everyone in the country were exactly the same and completely equal. Make at least five predictions about this completely equitable society.
Next I provided some background knowledge on Kurt Vonnegut and necessary vocabulary for the story (see powerpoint below) before reading "Harrison Bergeron" (see handouts section of website). Copies of "Harrison Bergeron" should be put in the Readings section of your binder.
If you missed class:
1. Work on your Honors' Proposals, complete the prompt in your Writer's Notebook, and read "Harrison Bergeron", annotating any details that help you know the story is set in the future.
Due Today:
1. Settings Journal
Upcoming Deadlines
1. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
2. Character Sketches from excursion: Tues, Jan 27th
per 10
Students went on the Character Excursion downtown.
If you missed class:
1. Complete two Character Sketches based on people you see in the world.
Due Today:
1. Nothing
Upcoming Deadlines
1. PER 8= FRI, JAN 23RD CHARACTER EXCURSION
2. Settings Journal Due: Fri, Jan 23rd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
Canyonlands Field Camp Scholarship Information!!!!
Who: Anyone interested in a scholarship to attend the 10th grade trip to Canyonlands Field Camp in April. (It is okay if your parents did not attend the meeting. Come see FD for the paperwork if you are interested in joining us.)
What: Scholarship opportunity! Please write a short essay (2-3 paragraphs, clearly handwritten or typed with your name on it) addressing the questions: How do you believe this trip will impact you? Why is it an important opportunity for you to be able to attend?
When: Due to FD by 3:00pm on Thurs, Jan 22nd
Why?: To help subsidize the $370 you need to raise to go to Canyonlands
Who: Anyone interested in a scholarship to attend the 10th grade trip to Canyonlands Field Camp in April. (It is okay if your parents did not attend the meeting. Come see FD for the paperwork if you are interested in joining us.)
What: Scholarship opportunity! Please write a short essay (2-3 paragraphs, clearly handwritten or typed with your name on it) addressing the questions: How do you believe this trip will impact you? Why is it an important opportunity for you to be able to attend?
When: Due to FD by 3:00pm on Thurs, Jan 22nd
Why?: To help subsidize the $370 you need to raise to go to Canyonlands
Tues, Jan 20th
Per 3
Students started class with 20min of independent work time to work on their proposals and have individual meetings with FD.
Then students completed an FE (per 8 #11):
•Close your eyes
•Picture someone you met briefly in your life who made a big impact on you.
•Describe them in as much detail as possible
Then we looked over the steps to creating a Character Sketch (see Handouts section of website). With that in mind, we read an excerpt from The Chosen by Chaim Potok and analyzed it in terms of character development.
Then students returned to the FE they started class with today or started a new piece. They completed as many steps as you could of the Character Sketch to bring their characters to life on the page. Students partnered up and shared their character sketches, providing each other with feedback.
Finally we went over our Character Excursion Expectations (see Handouts section of website)
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Read the Character Sketch handout and The Chosen excerpt
3. Read the Character Excursion Expecations
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion: Thurs, Jan 22nd
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Per 5:
Students went on the Character Excursion downtown.
If you missed class:
1. Complete two Character Sketches based on people you see in the world.
Due Today:
1. Nothing
Upcoming Deadlines
1. Two Character Sketches from excursion: Thurs, Jan 22nd
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Per 3
Students started class with 20min of independent work time to work on their proposals and have individual meetings with FD.
Then students completed an FE (per 8 #11):
•Close your eyes
•Picture someone you met briefly in your life who made a big impact on you.
•Describe them in as much detail as possible
Then we looked over the steps to creating a Character Sketch (see Handouts section of website). With that in mind, we read an excerpt from The Chosen by Chaim Potok and analyzed it in terms of character development.
Then students returned to the FE they started class with today or started a new piece. They completed as many steps as you could of the Character Sketch to bring their characters to life on the page. Students partnered up and shared their character sketches, providing each other with feedback.
Finally we went over our Character Excursion Expectations (see Handouts section of website)
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Read the Character Sketch handout and The Chosen excerpt
3. Read the Character Excursion Expecations
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion: Thurs, Jan 22nd
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Per 5:
Students went on the Character Excursion downtown.
If you missed class:
1. Complete two Character Sketches based on people you see in the world.
Due Today:
1. Nothing
Upcoming Deadlines
1. Two Character Sketches from excursion: Thurs, Jan 22nd
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Character Excursions are next week!
· Per 5=Tuesday, January 20th (come to class at 12:20, during lunch)
· Per 10=Wednesday, January 21st (come to class at 12:20, during lunch)
· per 3= Thursday, January 22nd (we will return to school by 12:20)
· per 8= Friday, January 23rd (we will return to school by 12:20)
Please remember to bring:
· bus passes or money ($2.20 if you did not already submit)
· out of class journal & pen
· layers of clothes
· money for lunch if you want to buy food
· Per 5=Tuesday, January 20th (come to class at 12:20, during lunch)
· Per 10=Wednesday, January 21st (come to class at 12:20, during lunch)
· per 3= Thursday, January 22nd (we will return to school by 12:20)
· per 8= Friday, January 23rd (we will return to school by 12:20)
Please remember to bring:
· bus passes or money ($2.20 if you did not already submit)
· out of class journal & pen
· layers of clothes
· money for lunch if you want to buy food
Fri, Jan 16th
per 8 & 10
Students started class with 20min of independent work time to work on their proposals and have individual meetings with FD.
Then students completed an FE (per 8 #18; per 10 #17):
•Close your eyes
•Picture someone you met briefly in your life who made a big impact on you.
•Describe them in as much detail as possible
Then we looked over the steps to creating a Character Sketch (see Handouts section of website). With that in mind, we read an excerpt from The Chosen by Chaim Potok and analyzed it in terms of character development.
Then students returned to the FE they started class with today or started a new piece. They completed as many steps as you could of the Character Sketch to bring their characters to life on the page. Students partnered up and shared their character sketches, providing each other with feedback.
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Read the handouts and complete the FE and character sketch.
Due Today:
1. Nothing
Upcoming Deadlines
1. PER 10= Wed, Jan 21st CHARACTER EXCURSION: come to class at 12:20 during lunch
2. PER 8= FRI, JAN 23RD CHARACTER EXCURSION
3. Settings Journal Due: Fri, Jan 23rd
2. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
per 8 & 10
Students started class with 20min of independent work time to work on their proposals and have individual meetings with FD.
Then students completed an FE (per 8 #18; per 10 #17):
•Close your eyes
•Picture someone you met briefly in your life who made a big impact on you.
•Describe them in as much detail as possible
Then we looked over the steps to creating a Character Sketch (see Handouts section of website). With that in mind, we read an excerpt from The Chosen by Chaim Potok and analyzed it in terms of character development.
Then students returned to the FE they started class with today or started a new piece. They completed as many steps as you could of the Character Sketch to bring their characters to life on the page. Students partnered up and shared their character sketches, providing each other with feedback.
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Read the handouts and complete the FE and character sketch.
Due Today:
1. Nothing
Upcoming Deadlines
1. PER 10= Wed, Jan 21st CHARACTER EXCURSION: come to class at 12:20 during lunch
2. PER 8= FRI, JAN 23RD CHARACTER EXCURSION
3. Settings Journal Due: Fri, Jan 23rd
2. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
Thurs, Jan 15th
Per 3:
First students shared some examples of their Setting Journal entries.
We spend the rest of the day working on project ideas. First students reviewed their ideas from last class. Then they looked through the cart of books and found two books they might be interested in using for their projects, writing the book names and authors down in their Notes section of their binders. Then they partnered up to share their ideas.
Students signed a technology usage agreement (see Handouts Section of website), they were assigned iPads, and then they spent the rest of class researching ideas and writing their proposals (see Handouts Section of website).
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Fill out the Technology Pledge and turn it into me
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion: Thurs, Jan 22nd
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Per 5:
First students shared some examples of their Setting Journal entries.
Then we read an excerpt from The Chosen by Chaim Potok (see Handouts Section of website) and analyzed it in terms of character development. We looked over the Character Sketch Steps (see Handouts Section of website) and talked about expectations for our Character Excursion on Tuesday.
We spent the rest of the day working on project ideas. First students reviewed their ideas from last class. Then they looked through the cart of books and found two books they might be interested in using for their projects, writing the book names and authors down in their Notes section of their binders. Then they partnered up to share their ideas.
Students signed a technology usage agreement (see Handouts Section of website), they were assigned iPads, and then they spent the rest of class researching ideas and writing their proposals (see Handouts Section of website).
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Fill out the Technology Pledge and turn it into me
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion: Tues, Jan 20th.
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Per 3:
First students shared some examples of their Setting Journal entries.
We spend the rest of the day working on project ideas. First students reviewed their ideas from last class. Then they looked through the cart of books and found two books they might be interested in using for their projects, writing the book names and authors down in their Notes section of their binders. Then they partnered up to share their ideas.
Students signed a technology usage agreement (see Handouts Section of website), they were assigned iPads, and then they spent the rest of class researching ideas and writing their proposals (see Handouts Section of website).
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Fill out the Technology Pledge and turn it into me
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion: Thurs, Jan 22nd
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Per 5:
First students shared some examples of their Setting Journal entries.
Then we read an excerpt from The Chosen by Chaim Potok (see Handouts Section of website) and analyzed it in terms of character development. We looked over the Character Sketch Steps (see Handouts Section of website) and talked about expectations for our Character Excursion on Tuesday.
We spent the rest of the day working on project ideas. First students reviewed their ideas from last class. Then they looked through the cart of books and found two books they might be interested in using for their projects, writing the book names and authors down in their Notes section of their binders. Then they partnered up to share their ideas.
Students signed a technology usage agreement (see Handouts Section of website), they were assigned iPads, and then they spent the rest of class researching ideas and writing their proposals (see Handouts Section of website).
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Fill out the Technology Pledge and turn it into me
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion: Tues, Jan 20th.
2. Settings Journal: Thurs, Jan 22nd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Mon, Jan 26th
Wed, Jan 14th
Character Excursion Permission Form Due Today!!!
per 8
First, work was returned to students and returned to their binders. Please check the Binder Requirements section of the webpage for details on what goes where.
Then a few students shared their Setting Journal entries, so their classmates could hear examples.
Students were required to look through the cart of books from the library to find two books they might be interested in using in their Honor's Proposals. Those two book and author names should be written in the Notes section of their binders.
Students signed the Technology Pledge and agreed to the terms spelled out in it before being assigned iPads. Before starting their independent research time, students created SMART goals about their work time, and then worked on their Honor's Proposals.
per 10
First, we completed an FE where students picked up a book from the cart, flipped to a random page, and used that line as an FE starter.
Students were required to look through the cart of books from the library to find two books they might be interested in using in their Honor's Proposals. Those two book and author names should be written in the Notes section of their binders.
Students signed the Technology Pledge and agreed to the terms spelled out in it before being assigned iPads. Before starting their independent research time, students created SMART goals about their work time, and then worked on their Honor's Proposals.
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Fill out the Technology Pledge and turn it into me
Due Today:
1. Character Excursion Permission Form!
Upcoming Deadlines
1. Settings Journal: Fri, Jan 23rd
2. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
Character Excursion Permission Form Due Today!!!
per 8
First, work was returned to students and returned to their binders. Please check the Binder Requirements section of the webpage for details on what goes where.
Then a few students shared their Setting Journal entries, so their classmates could hear examples.
Students were required to look through the cart of books from the library to find two books they might be interested in using in their Honor's Proposals. Those two book and author names should be written in the Notes section of their binders.
Students signed the Technology Pledge and agreed to the terms spelled out in it before being assigned iPads. Before starting their independent research time, students created SMART goals about their work time, and then worked on their Honor's Proposals.
per 10
First, we completed an FE where students picked up a book from the cart, flipped to a random page, and used that line as an FE starter.
Students were required to look through the cart of books from the library to find two books they might be interested in using in their Honor's Proposals. Those two book and author names should be written in the Notes section of their binders.
Students signed the Technology Pledge and agreed to the terms spelled out in it before being assigned iPads. Before starting their independent research time, students created SMART goals about their work time, and then worked on their Honor's Proposals.
If you missed class:
1. Please work on your Honor's Proposals (ALL STUDENTS MUST COMPLETE THE PROPOSAL; BUT ONLY HONORS STUDENTS WILL ACTUALLY DO THE PROPOSED PROJECTS)
2. Fill out the Technology Pledge and turn it into me
Due Today:
1. Character Excursion Permission Form!
Upcoming Deadlines
1. Settings Journal: Fri, Jan 23rd
2. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
students_pledge_for_using_technology_in_the_classroom.docx | |
File Size: | 86 kb |
File Type: | docx |
Tues, Jan 13th
per 3&5
Today we started with an FE (#10 in per 3 & #12 in per 5). The line I gave was: He didn't want to go...
Next I passed out information about Canyonlands scholarship information and had students fill out a sheet with information (see handouts section).
The rest of class was spent delving into the Honor's Self-Directed Study extension for the semester. First I passed out the Self-Directed Study explanation sheet (see handouts section) and we read through it. Then I passed out an example proposal (see handouts section) and showed student work in alignment with it.
Finally, I passed out a Timeline of American Literature (see handouts section), which students read over in groups, circling any time periods, authors or literary movements they might be interested in studying.
Next they responded to this prompt on the bottom of their timeline:
What do you want to know about American Literature? What interests you in terms of:
•writers
•time periods
•Literary movements (transcendentalists, modernists, etc)
•genres (poetry, slam poetry, screen writing, play writing, etc)
*books
Finally, students shared with a partner and then shared out with the class about ideas they have for the project.
If you missed class:
1. You need to complete the FE, get me your Canyonlands response and read through the Self-Directed Study for Honors. Note: ALL STUDENTS MUST COMPLETE A PROPOSAL
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion Permission Form: Wed, Jan 14th
2. Settings Journal: Fri, Jan 23rd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
per 3&5
Today we started with an FE (#10 in per 3 & #12 in per 5). The line I gave was: He didn't want to go...
Next I passed out information about Canyonlands scholarship information and had students fill out a sheet with information (see handouts section).
The rest of class was spent delving into the Honor's Self-Directed Study extension for the semester. First I passed out the Self-Directed Study explanation sheet (see handouts section) and we read through it. Then I passed out an example proposal (see handouts section) and showed student work in alignment with it.
Finally, I passed out a Timeline of American Literature (see handouts section), which students read over in groups, circling any time periods, authors or literary movements they might be interested in studying.
Next they responded to this prompt on the bottom of their timeline:
What do you want to know about American Literature? What interests you in terms of:
•writers
•time periods
•Literary movements (transcendentalists, modernists, etc)
•genres (poetry, slam poetry, screen writing, play writing, etc)
*books
Finally, students shared with a partner and then shared out with the class about ideas they have for the project.
If you missed class:
1. You need to complete the FE, get me your Canyonlands response and read through the Self-Directed Study for Honors. Note: ALL STUDENTS MUST COMPLETE A PROPOSAL
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion Permission Form: Wed, Jan 14th
2. Settings Journal: Fri, Jan 23rd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
Mon, Jan 12th
per 8&10
Today we started with an FE (#17 in per 8 & #15 in per 10). The line I gave was: He didn't want to go...
Next I passed out information about Canyonlands scholarship information and had students fill out a sheet with information (see below).
The rest of class was spent delving into the Honor's Self-Directed Study extension for the semester. First I passed out the Self-Directed Study explanation sheet (see below) and we read through it. Then I passed out an example proposal (see below) and showed student work in alignment with it.
Finally, I passed out a Timeline of American Literature (see below), which students read over in groups, circling any time periods, authors or literary movements they might be interested in studying.
Next they responded to this prompt in their Writer's Notebooks:
What do you want to know about American Literature? What interests you in terms of:
•writers
•time periods
•Literary movements (transcendentalists, modernists, etc)
•genres (poetry, slam poetry, screen writing, play writing, etc)
*books
Finally, students shared with a partner and then shared out with the class about ideas they have for the project.
If you missed class:
1. You need to complete the FE, get me your Canyonlands response and read through the Self-Directed Study for Honors. Note: ALL STUDENTS MUST COMPLETE A PROPOSAL
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion Permission Form: Wed, Jan 14th
2. Settings Journal: Fri, Jan 23rd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
per 8&10
Today we started with an FE (#17 in per 8 & #15 in per 10). The line I gave was: He didn't want to go...
Next I passed out information about Canyonlands scholarship information and had students fill out a sheet with information (see below).
The rest of class was spent delving into the Honor's Self-Directed Study extension for the semester. First I passed out the Self-Directed Study explanation sheet (see below) and we read through it. Then I passed out an example proposal (see below) and showed student work in alignment with it.
Finally, I passed out a Timeline of American Literature (see below), which students read over in groups, circling any time periods, authors or literary movements they might be interested in studying.
Next they responded to this prompt in their Writer's Notebooks:
What do you want to know about American Literature? What interests you in terms of:
•writers
•time periods
•Literary movements (transcendentalists, modernists, etc)
•genres (poetry, slam poetry, screen writing, play writing, etc)
*books
Finally, students shared with a partner and then shared out with the class about ideas they have for the project.
If you missed class:
1. You need to complete the FE, get me your Canyonlands response and read through the Self-Directed Study for Honors. Note: ALL STUDENTS MUST COMPLETE A PROPOSAL
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion Permission Form: Wed, Jan 14th
2. Settings Journal: Fri, Jan 23rd
3. Proposal for Honors (ALL STUDENTS MUST COMPLETE): Tues, Jan 27th
canyonlands_scholarship_interest.docx | |
File Size: | 101 kb |
File Type: | docx |
self-directed_study_proposal.docx | |
File Size: | 115 kb |
File Type: | docx |
example_self-directed_study_proposal.docx | |
File Size: | 118 kb |
File Type: | docx |
american_lit_timeline.pdf | |
File Size: | 85 kb |
File Type: |
Thurs, January 8th & Friday, January 9th
per 8&10 per 3&5
Today we really delved into and discussed the importance of setting in story. (Please see powerpoint attached below for details).
“Every story would be another story and unrecognizable if you took up its characters and plot and made it happen somewhere else … Fiction depends for its life on place.”
— Eudora Welty
We watched an amazing video from Arcade Fire on a website: http://www.thewildernessdowntown.com/
Students were given their Settings Journal Assignment (see below).
Then students took notes on necessary story vocabulary in their Notes section of their binders.
Finally, we listened to Stephen Colbert read "The Veldt" while we read along, pausing to complete prewrites and during writes in our Writer's Notebooks. (Please see powerpoint for details). Students were also expected to annotate while reading. Here's the link to Colbert reading it (there are three videos).:
https://www.youtube.com/watch?v=KSoigRHHNLM
If you missed class:
1. You need to read the story "The Veldt" and answer the questions on the powerpoint.
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion Permission Form: Wed, Jan 14th
2. Settings Journal: Fri, Jan 23rd
per 8&10 per 3&5
Today we really delved into and discussed the importance of setting in story. (Please see powerpoint attached below for details).
“Every story would be another story and unrecognizable if you took up its characters and plot and made it happen somewhere else … Fiction depends for its life on place.”
— Eudora Welty
We watched an amazing video from Arcade Fire on a website: http://www.thewildernessdowntown.com/
Students were given their Settings Journal Assignment (see below).
Then students took notes on necessary story vocabulary in their Notes section of their binders.
Finally, we listened to Stephen Colbert read "The Veldt" while we read along, pausing to complete prewrites and during writes in our Writer's Notebooks. (Please see powerpoint for details). Students were also expected to annotate while reading. Here's the link to Colbert reading it (there are three videos).:
https://www.youtube.com/watch?v=KSoigRHHNLM
If you missed class:
1. You need to read the story "The Veldt" and answer the questions on the powerpoint.
Due Today:
1. Nothing
Upcoming Deadlines
1. Character Excursion Permission Form: Wed, Jan 14th
2. Settings Journal: Fri, Jan 23rd
short_story_unit_day_2_the_veldt_p8.ppt | |
File Size: | 569 kb |
File Type: | ppt |
setting_journal_assignment.docx | |
File Size: | 116 kb |
File Type: | docx |
bradbury_veldt.pdf | |
File Size: | 38 kb |
File Type: |
Wed, January 7th
per 3&5
Welcome back! It was wonderful to have you all back in the classroom today. I am looking forward to a great semester!
First students wrote to their first FE of second semester, which they were required to share (at least one line if not more) with a partner: Describe someplace you went over break in as much detail as possible. Give us the sounds, smells, textures, sights and tastes! The more detail, the better!
Next we went over the Syllabus for second semester, which students added to the Handouts Section of their Binders (See Handouts Section of website).
Then we discussed the art of story and students wrote to the prompt: Why do stories-- written or oral, true or fictional-- matter? What is their importance? We discussed these answers as a class.
I gave a brief introduction on Andrew Stanton and the following questions to guide students' viewing:
1. Why does Andrew Stanton think stories matter?
2. What are elements of story that he discusses which you can weave into your own stories?
3. Make note of anything else of interest he mentions.
Then I played his TED talk "The Clues to a Great Story": http://www.ted.com/talks/andrew_stanton_the_clues_to_a_great_story?language=en
Students discussed the above answers in groups, each group sharing out one insight with the class.
Then I passed out the Character Excursion permission form (see Handouts Section of website). We discussed this excursion and the updates about Moab.
per 3&5
Welcome back! It was wonderful to have you all back in the classroom today. I am looking forward to a great semester!
First students wrote to their first FE of second semester, which they were required to share (at least one line if not more) with a partner: Describe someplace you went over break in as much detail as possible. Give us the sounds, smells, textures, sights and tastes! The more detail, the better!
Next we went over the Syllabus for second semester, which students added to the Handouts Section of their Binders (See Handouts Section of website).
Then we discussed the art of story and students wrote to the prompt: Why do stories-- written or oral, true or fictional-- matter? What is their importance? We discussed these answers as a class.
I gave a brief introduction on Andrew Stanton and the following questions to guide students' viewing:
1. Why does Andrew Stanton think stories matter?
2. What are elements of story that he discusses which you can weave into your own stories?
3. Make note of anything else of interest he mentions.
Then I played his TED talk "The Clues to a Great Story": http://www.ted.com/talks/andrew_stanton_the_clues_to_a_great_story?language=en
Students discussed the above answers in groups, each group sharing out one insight with the class.
Then I passed out the Character Excursion permission form (see Handouts Section of website). We discussed this excursion and the updates about Moab.
Tuesday, January 6th
per 8&10
Welcome back! It was wonderful to have you all back in the classroom today. I am looking forward to a great semester!
First students wrote to their first FE of second semester, which they were required to share (at least one line if not more) with a partner: Describe someplace you went over break in as much detail as possible. Give us the sounds, smells, textures, sights and tastes! The more detail, the better!
Next we went over the Syllabus for second semester, which students added to the Handouts Section of their Binders.
Then we discussed the art of story and students wrote to the prompt: Why do stories-- written or oral, true or fictional-- matter? What is their importance? We discussed these answers as a class.
I gave a brief introduction on Andrew Stanton and the following questions to guide students' viewing:
1. Why does Andrew Stanton think stories matter?
2. What are elements of story that he discusses which you can weave into your own stories?
3. Make note of anything else of interest he mentions.
Then I played his TED talk "The Clues to a Great Story": http://www.ted.com/talks/andrew_stanton_the_clues_to_a_great_story?language=en
Students discussed the above answers in groups, each group sharing out one insight with the class.
Then I passed out the Character Excursion permission form (see below). We discussed this excursion and the updates about Moab.
per 8&10
Welcome back! It was wonderful to have you all back in the classroom today. I am looking forward to a great semester!
First students wrote to their first FE of second semester, which they were required to share (at least one line if not more) with a partner: Describe someplace you went over break in as much detail as possible. Give us the sounds, smells, textures, sights and tastes! The more detail, the better!
Next we went over the Syllabus for second semester, which students added to the Handouts Section of their Binders.
Then we discussed the art of story and students wrote to the prompt: Why do stories-- written or oral, true or fictional-- matter? What is their importance? We discussed these answers as a class.
I gave a brief introduction on Andrew Stanton and the following questions to guide students' viewing:
1. Why does Andrew Stanton think stories matter?
2. What are elements of story that he discusses which you can weave into your own stories?
3. Make note of anything else of interest he mentions.
Then I played his TED talk "The Clues to a Great Story": http://www.ted.com/talks/andrew_stanton_the_clues_to_a_great_story?language=en
Students discussed the above answers in groups, each group sharing out one insight with the class.
Then I passed out the Character Excursion permission form (see below). We discussed this excursion and the updates about Moab.
american_lit_2014-15_syllabus_spring.doc | |
File Size: | 56 kb |
File Type: | doc |
character_excursion_parent_letter.docx | |
File Size: | 60 kb |
File Type: | docx |
Happy New Year! I hope you've all had a fantastic break and are looking forward to a wonderful semester ahead!
Don't forget: if you're interested in participating in the 10th Grade Trip to Canyonlands Field Institute, there is a mandatory parent meeting on Thurs, Jan 15th from 5-6:00pm at DCIS. The trip dates are April 6th-10th. We are really fortunate: because of scholarship money offered by Canyonlands Field Institute, the trip will now only cost $370 per student (instead of the $480 it was originally priced at). The parent letter is attached below and in the Handouts Section of this site.
Don't forget: if you're interested in participating in the 10th Grade Trip to Canyonlands Field Institute, there is a mandatory parent meeting on Thurs, Jan 15th from 5-6:00pm at DCIS. The trip dates are April 6th-10th. We are really fortunate: because of scholarship money offered by Canyonlands Field Institute, the trip will now only cost $370 per student (instead of the $480 it was originally priced at). The parent letter is attached below and in the Handouts Section of this site.
canyonlands_field_institute.docx | |
File Size: | 60 kb |
File Type: | docx |
Tues, Dec 16th
p. 8
First, students wrote to FE #15:
FE #15 I finally realized we had a problem. OR As soon he smelled _______ he remembered___________.
Next I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
We watched our final Garcia Girls presentations. Then students provided feedback and suggestions about American Lit for next semester by answering the following questions:
1.What’s going well in class/ what do you want us to keep doing?
2.What is not working?
3.What suggestions do you have for how to make American Lit better?
4.What types of reading do you want to do next semester?
5.What types of writing?
6.What activities would you like us to incorporate more?
7.Any other suggestions? What should I know?
If you missed class:
1. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Thursday.
Due Today:
1. Class feedback submitted to inbox before leaving.
Upcoming Deadlines
1. Honor's Survey: Wed, Dec 17th
2. Permission form for SLAM: Thurs, Dec 18th
p. 10
First, I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
Then students completed the second half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Thursday.
Due Today:
1. Nothing
Upcoming Deadlines
1. Honor's Survey: Wed, Dec 17th
2. Permission form for SLAM: Thurs, Dec 18th
p. 8
First, students wrote to FE #15:
FE #15 I finally realized we had a problem. OR As soon he smelled _______ he remembered___________.
Next I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
We watched our final Garcia Girls presentations. Then students provided feedback and suggestions about American Lit for next semester by answering the following questions:
1.What’s going well in class/ what do you want us to keep doing?
2.What is not working?
3.What suggestions do you have for how to make American Lit better?
4.What types of reading do you want to do next semester?
5.What types of writing?
6.What activities would you like us to incorporate more?
7.Any other suggestions? What should I know?
If you missed class:
1. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Thursday.
Due Today:
1. Class feedback submitted to inbox before leaving.
Upcoming Deadlines
1. Honor's Survey: Wed, Dec 17th
2. Permission form for SLAM: Thurs, Dec 18th
p. 10
First, I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
Then students completed the second half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Thursday.
Due Today:
1. Nothing
Upcoming Deadlines
1. Honor's Survey: Wed, Dec 17th
2. Permission form for SLAM: Thurs, Dec 18th
Mon, Dec 15th
p. 3
First, I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
Then students completed the second half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Friday.
Due Today:
1. Honor's Synthesis Essay Rough Draft by midnight
2. Optional Article Response for Extra Credit by midnight
Upcoming Deadlines
1. Honor's Survey: Wed, Dec 17th
2. Permission form for SLAM: Fri, Dec 19th
p. 5
First, I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
Then students completed the second half of Unit Test #2.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Friday.
Due Today:
1. Optional Article Response for Extra Credit by midnight
Upcoming Deadlines
1. Honor's Synthesis Essay: Wed, Dec 17th by midnight
2. Honor's Survey: Wed, Dec 17th by midnight
2. Permission form for SLAM: Fri, Dec 19th by the beginning of class
p. 3
First, I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
Then students completed the second half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Friday.
Due Today:
1. Honor's Synthesis Essay Rough Draft by midnight
2. Optional Article Response for Extra Credit by midnight
Upcoming Deadlines
1. Honor's Survey: Wed, Dec 17th
2. Permission form for SLAM: Fri, Dec 19th
p. 5
First, I showed students a preview of the film we will be watching in class on Friday, SLAM. SLAM was the winner of the Grand Jury Prize at Sundance as well as Camera d’Or (best new film) at the Cannes in 1998. SLAM is the story of a young man who is arrested on drug charges and sent to prison. While in prison, he uses his powerful, slam poetry to defy violence. The movie is rated R based on one love scene, a spattering of foul language, and the mature themes of the film. It is an incredible movie about the power of poetry, and I am very excited to show it to the students. In order to watch the film, you must return the permission form (see below or check your email) by Friday. Those who do not bring in a permission form will critically analyze text and respond to it instead.
Then students completed the second half of Unit Test #2.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Print out or come by and grab a permission form for SLAM. Be sure to get it signed and returned by Friday.
Due Today:
1. Optional Article Response for Extra Credit by midnight
Upcoming Deadlines
1. Honor's Synthesis Essay: Wed, Dec 17th by midnight
2. Honor's Survey: Wed, Dec 17th by midnight
2. Permission form for SLAM: Fri, Dec 19th by the beginning of class
slam_permission_form.doc | |
File Size: | 26 kb |
File Type: | doc |
Fri, Dec 12th
p. 8
Students completed the second half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
Due Today:
1. Garcia Girls presentations if not already completed
2. Honor's Synthesis Essay Rough Draft
3. Last day to submit late work!!!
Upcoming Deadlines:
1. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 10
Students completed the Garcia Girls presentations (except for one). Then we went to the MUN room, where the students provided feedback for the 11th Grade AP Lang Class on both posters and pitches. The feedback forms were then discussed in class and submitted to me for points.
If you missed class:
It is not really possible to make up these activities, but you will be exempt from these scores in the gradebook.
Due Today:
1. Garcia Girls presentations if not already completed
2. Honor's Synthesis Essay Rough Draft
3. Last day to submit late work!!!
Homework:
1. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
p. 8
Students completed the second half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
Due Today:
1. Garcia Girls presentations if not already completed
2. Honor's Synthesis Essay Rough Draft
3. Last day to submit late work!!!
Upcoming Deadlines:
1. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 10
Students completed the Garcia Girls presentations (except for one). Then we went to the MUN room, where the students provided feedback for the 11th Grade AP Lang Class on both posters and pitches. The feedback forms were then discussed in class and submitted to me for points.
If you missed class:
It is not really possible to make up these activities, but you will be exempt from these scores in the gradebook.
Due Today:
1. Garcia Girls presentations if not already completed
2. Honor's Synthesis Essay Rough Draft
3. Last day to submit late work!!!
Homework:
1. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
Thurs, Dec 11th
p. 3
Students completed the first half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
Due Today:
1. Garcia Girls presentations if not already completed
Homework:
1. Last day to submit late work: Fri, Dec 12th
2. DPS Unit Test #2: Mon, Dec 15th
3. Honor's Synthesis Essay Rough Draft: Mon, Dec 15th
4. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
5. Honor's Survey: Wed, Dec 17th
p. 5
Students completed the first half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
Due Today:
1. DPS Unit Test #2: Part 1
2. Honor's Thesis Statement:
Upcoming Deadlines:
3. Last day to submit late work: Fri, Dec 12th
4. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
5. Honor's Students Synthesis Essay Rough Draft: Wed, Dec 17th by midnight
6. Honor's Students Survey: Wed, Dec 17th by midnight
p. 3
Students completed the first half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
Due Today:
1. Garcia Girls presentations if not already completed
Homework:
1. Last day to submit late work: Fri, Dec 12th
2. DPS Unit Test #2: Mon, Dec 15th
3. Honor's Synthesis Essay Rough Draft: Mon, Dec 15th
4. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
5. Honor's Survey: Wed, Dec 17th
p. 5
Students completed the first half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
Due Today:
1. DPS Unit Test #2: Part 1
2. Honor's Thesis Statement:
Upcoming Deadlines:
3. Last day to submit late work: Fri, Dec 12th
4. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
5. Honor's Students Synthesis Essay Rough Draft: Wed, Dec 17th by midnight
6. Honor's Students Survey: Wed, Dec 17th by midnight
Wed, Dec 10th
p. 8
Students completed the first half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations if not already completed
Homework:
3. Honor's Synthesis Essay Rough Draft: Fri, Dec 12th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. DPS Unit Test #2: Fri, Dec 12th
6. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 10
Students completed the first half of Unit Test #2. With the remaining time,there were Garcia Girls presentations.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations if not already completed
Homework:
1. Honor's Synthesis Essay Rough Draft: Fri, Dec 10th by midnight
2. Last day to submit late work: Fri, Dec 12th
3. DPS Unit Test #2: Fri, Dec 12th
4. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
p. 8
Students completed the first half of Unit Test #2. With the remaining time, there was a Garcia Girls presentation.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations if not already completed
Homework:
3. Honor's Synthesis Essay Rough Draft: Fri, Dec 12th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. DPS Unit Test #2: Fri, Dec 12th
6. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 10
Students completed the first half of Unit Test #2. With the remaining time,there were Garcia Girls presentations.
If you missed class:
1. You will need to find a time to make up Unit Test #2 (which requires one hour in the classroom).
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations if not already completed
Homework:
1. Honor's Synthesis Essay Rough Draft: Fri, Dec 10th by midnight
2. Last day to submit late work: Fri, Dec 12th
3. DPS Unit Test #2: Fri, Dec 12th
4. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
Tues, Dec 9th
p. 3
Students shared their Garcia Girls projects with the class.
If you missed class:
1. You missed some good projects. Be ready to present on Thurs if you have not shared.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
Upcoming Deadlines:
1. DPS Unit Test #2: Thurs, Dec 11th in classroom
2. Last day to submit late work: Fri, Dec 12th
3. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
4. Honor's Synthesis Essay Rough Draft: Mon, Dec 15th by midnight
5. Honor's Students Survey: Wed, Dec 17th by midnight
p. 5
Students shared their Garcia Girls projects with the class.
If you missed class:
1. You missed some good projects. Be ready to present on Thurs if you have not shared.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
Upcoming Deadlines:
1. DPS Unit Test #2: Thurs, Dec 11th in classroom
2. Honor's Thesis Statement: Thurs, Dec 11th by midnight
3. Last day to submit late work: Fri, Dec 12th
4. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
5. Honor's Students Synthesis Essay Rough Draft: Wed, Dec 17th by midnight
6. Honor's Students Survey: Wed, Dec 17th by midnight
p. 3
Students shared their Garcia Girls projects with the class.
If you missed class:
1. You missed some good projects. Be ready to present on Thurs if you have not shared.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
Upcoming Deadlines:
1. DPS Unit Test #2: Thurs, Dec 11th in classroom
2. Last day to submit late work: Fri, Dec 12th
3. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
4. Honor's Synthesis Essay Rough Draft: Mon, Dec 15th by midnight
5. Honor's Students Survey: Wed, Dec 17th by midnight
p. 5
Students shared their Garcia Girls projects with the class.
If you missed class:
1. You missed some good projects. Be ready to present on Thurs if you have not shared.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
Upcoming Deadlines:
1. DPS Unit Test #2: Thurs, Dec 11th in classroom
2. Honor's Thesis Statement: Thurs, Dec 11th by midnight
3. Last day to submit late work: Fri, Dec 12th
4. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
5. Honor's Students Synthesis Essay Rough Draft: Wed, Dec 17th by midnight
6. Honor's Students Survey: Wed, Dec 17th by midnight
Mon, Dec 8th
p. 8
Students shared their Garcia Girls projects with the class.
If you missed class:
1. You missed some good projects. Be ready to present on Tues.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
Homework:
1. Garcia Girls presentations round 2
2. DPS Unit Test #2: Wed, Dec 10th in classroom
3. Honor's Synthesis Essay Rough Draft: Fri, Dec 12th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. DPS Unit Test #2: Fri, Dec 12th
6. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 10
Students shared their Garcia Girls projects with the class.
Then Dr. Marion's juniors came over and we talked through a collaborative project that we'll be doing with them on Friday. Students wrote
If you missed class:
1. You missed some good projects. Be ready to present on Tues.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
2. Writer's Notebooks
Homework:
1. DPS Unit Test #2: Wed, Dec 10th in classroom
2. Garcia Girls presentations round 2
3. Honor's Synthesis Essay Rough Draft: Fri, Dec 10th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. DPS Unit Test #2: Fri, Dec 12th
6. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
p. 8
Students shared their Garcia Girls projects with the class.
If you missed class:
1. You missed some good projects. Be ready to present on Tues.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
Homework:
1. Garcia Girls presentations round 2
2. DPS Unit Test #2: Wed, Dec 10th in classroom
3. Honor's Synthesis Essay Rough Draft: Fri, Dec 12th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. DPS Unit Test #2: Fri, Dec 12th
6. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 10
Students shared their Garcia Girls projects with the class.
Then Dr. Marion's juniors came over and we talked through a collaborative project that we'll be doing with them on Friday. Students wrote
If you missed class:
1. You missed some good projects. Be ready to present on Tues.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Garcia Girls presentations
2. Writer's Notebooks
Homework:
1. DPS Unit Test #2: Wed, Dec 10th in classroom
2. Garcia Girls presentations round 2
3. Honor's Synthesis Essay Rough Draft: Fri, Dec 10th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. DPS Unit Test #2: Fri, Dec 12th
6. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
Fri, Dec 5th
p. 3
Students shared their Garcia Girls projects with the class. They were fantastic-- creative and insightful and a pleasure to experience!
If you missed class:
1. You missed some fantastic projects! Be ready to present on Tues.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Honor's Students: Thesis
2. Writer's Notebooks
Homework/Upcoming Deadlines:
1. Garcia Girls group project: Mon, Dec 8th.
2. DPS Unit Test #2: Thurs, Dec 11th in classroom
3. Honor's Synthesis Essay Rough Draft: Thus, Dec 11th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 5
After going over upcoming deadlines, students delivered peer critiques to other groups using the assigned protocol (see below). Then they made SMART goals and spent the rest of the time getting their projects to completion. Super excited to see these next week!
If you missed class:
1. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
2. Be prepared to present your Garcia Girls projects on Mon
Due Today:
1. Writer's Notebooks
Homework/Upcoming Deadlines:
1. Garcia Girls group project: Tues, Dec 9th.
2. DPS Unit Test #2: Thurs, Dec 11th in classroom
3. Honor's Synthesis Essay: Thus, Dec 11th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
6. Synthesis Essay Rough Draft: Mon, Dec 15th
p. 3
Students shared their Garcia Girls projects with the class. They were fantastic-- creative and insightful and a pleasure to experience!
If you missed class:
1. You missed some fantastic projects! Be ready to present on Tues.
2. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
Due Today:
1. Honor's Students: Thesis
2. Writer's Notebooks
Homework/Upcoming Deadlines:
1. Garcia Girls group project: Mon, Dec 8th.
2. DPS Unit Test #2: Thurs, Dec 11th in classroom
3. Honor's Synthesis Essay Rough Draft: Thus, Dec 11th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 5
After going over upcoming deadlines, students delivered peer critiques to other groups using the assigned protocol (see below). Then they made SMART goals and spent the rest of the time getting their projects to completion. Super excited to see these next week!
If you missed class:
1. Get me your Writer's Notebook ASAP if it wasn't already in the drawer.
2. Be prepared to present your Garcia Girls projects on Mon
Due Today:
1. Writer's Notebooks
Homework/Upcoming Deadlines:
1. Garcia Girls group project: Tues, Dec 9th.
2. DPS Unit Test #2: Thurs, Dec 11th in classroom
3. Honor's Synthesis Essay: Thus, Dec 11th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
6. Synthesis Essay Rough Draft: Mon, Dec 15th
Thurs, Dec 4th
p. 8
After going over upcoming deadlines, students delivered peer critiques to other groups using the assigned protocol (see below). Then they made SMART goals and spent the rest of the time getting their projects to completion. Super excited to see these next week!
Due Today:
1. Garcia Girls: Short Essay Responses (if not already submitted) and the rubric to grade them
2. Writer's Notebooks
Homework:
1. Garcia Girls group project: Mon, Dec 8th.
2. Writer's Notebooks checked: Mon, Dec 8th
3. DPS Unit Test #2: Wed, Dec 10th in classroom
4. Honor's Synthesis Essay Rough Draft: Fri, Dec 12th by midnight
5. Last day to submit late work: Fri, Dec 12th
6. DPS Unit Test #2: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p.10
After going over upcoming deadlines, students delivered peer critiques to other groups using the assigned protocol (see below). Then they made SMART goals and spent the rest of the time getting their projects to completion. Super excited to see these next week!
Due Today:
Nothing
Homework:
1. Writer's Notebooks Checked on Mon, Dec 8th.
2. Garcia Girls group project: Mon, Dec 8th.
3. DPS Unit Test #2: Wed, Dec 10th in classroom
4. Honor's Synthesis Essay Rough Draft: Fri, Dec 10th by midnight
5. Last day to submit late work: Fri, Dec 12th
6. DPS Unit Test #2: Fri, Dec 12th
5. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
p. 8
After going over upcoming deadlines, students delivered peer critiques to other groups using the assigned protocol (see below). Then they made SMART goals and spent the rest of the time getting their projects to completion. Super excited to see these next week!
Due Today:
1. Garcia Girls: Short Essay Responses (if not already submitted) and the rubric to grade them
2. Writer's Notebooks
Homework:
1. Garcia Girls group project: Mon, Dec 8th.
2. Writer's Notebooks checked: Mon, Dec 8th
3. DPS Unit Test #2: Wed, Dec 10th in classroom
4. Honor's Synthesis Essay Rough Draft: Fri, Dec 12th by midnight
5. Last day to submit late work: Fri, Dec 12th
6. DPS Unit Test #2: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p.10
After going over upcoming deadlines, students delivered peer critiques to other groups using the assigned protocol (see below). Then they made SMART goals and spent the rest of the time getting their projects to completion. Super excited to see these next week!
Due Today:
Nothing
Homework:
1. Writer's Notebooks Checked on Mon, Dec 8th.
2. Garcia Girls group project: Mon, Dec 8th.
3. DPS Unit Test #2: Wed, Dec 10th in classroom
4. Honor's Synthesis Essay Rough Draft: Fri, Dec 10th by midnight
5. Last day to submit late work: Fri, Dec 12th
6. DPS Unit Test #2: Fri, Dec 12th
5. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
|
Wed, Dec 3rd
p.3
After going over upcoming deadlines, students spent the period working in their Garcia Girls groups on their projects (rubric below). We also established a schedule for sharing out projects.
p. 5
First we read a short article about the importance of freewrites (see below). This goes in your Readings Section of your Binder.
Next we wrote to FE #9 in our Writer's Notebooks:
FE #9 How would she remember them? OR Describe foods/sights/smells/adventures over your Thanksgiving Break.
The remainder of the time was spent working on Garcia Girls projects (rubric for project is below).
p.3
After going over upcoming deadlines, students spent the period working in their Garcia Girls groups on their projects (rubric below). We also established a schedule for sharing out projects.
p. 5
First we read a short article about the importance of freewrites (see below). This goes in your Readings Section of your Binder.
Next we wrote to FE #9 in our Writer's Notebooks:
FE #9 How would she remember them? OR Describe foods/sights/smells/adventures over your Thanksgiving Break.
The remainder of the time was spent working on Garcia Girls projects (rubric for project is below).
creativeproject_rubric.doc | |
File Size: | 37 kb |
File Type: | doc |
the_benefits_of_writing_go_far_beyond_building_up_your_vocabulary.docx | |
File Size: | 140 kb |
File Type: | docx |
Tues, Dec 2nd
p. 8
First we read a short article about the importance of freewrites (see below). This goes in your Readings Section of your Binder.
Next we wrote to FE #13 in our Writer's Notebooks:
FE #13 How would she remember them? OR Describe foods/sights/smells/adventures over your Thanksgiving Break.
Next students had time to finish their Short Essay Responses (started the Fri before break). If they did not finish them in class, they could take them home to complete. Due at the start of next class Wed, Dec 4th.
The remainder of the time was spent working on Garcia Girls projects (rubric for project is below).
p. 10
First we read a short article about the importance of freewrites (see below). This goes in your Readings Section of your Binder.
Next we wrote to FE #13 in our Writer's Notebooks:
FE #13 How would she remember them? OR Describe foods/sights/smells/adventures over your Thanksgiving Break.
The remainder of the time was spent working on Garcia Girls projects (rubric for project is below).
p. 8
First we read a short article about the importance of freewrites (see below). This goes in your Readings Section of your Binder.
Next we wrote to FE #13 in our Writer's Notebooks:
FE #13 How would she remember them? OR Describe foods/sights/smells/adventures over your Thanksgiving Break.
Next students had time to finish their Short Essay Responses (started the Fri before break). If they did not finish them in class, they could take them home to complete. Due at the start of next class Wed, Dec 4th.
The remainder of the time was spent working on Garcia Girls projects (rubric for project is below).
p. 10
First we read a short article about the importance of freewrites (see below). This goes in your Readings Section of your Binder.
Next we wrote to FE #13 in our Writer's Notebooks:
FE #13 How would she remember them? OR Describe foods/sights/smells/adventures over your Thanksgiving Break.
The remainder of the time was spent working on Garcia Girls projects (rubric for project is below).
creativeproject_rubric.doc | |
File Size: | 37 kb |
File Type: | doc |
the_benefits_of_writing_go_far_beyond_building_up_your_vocabulary.docx | |
File Size: | 140 kb |
File Type: | docx |
Mon, Dec 1st
p. 3
After looking at an exemplar and studying the rubric, students started their short, constructed responses (see attached) about Garcia Girls Section 3. If students were unable to complete these responses, they were able to take them home to complete and return by the beginning of class on Wed.
If you missed class:
1. Answer the short, constructed responses below.
Due Today:
1. Honor's Students: Step 2
2. Short Constructed Response (if finished in class)
Homework/Upcoming Deadlines:
1. Short Constructed Response (if not finished in class): Wed, Dec 3rd
2. Garcia Girls group project: Fri, Dec 5th.
2. Writer's Notebooks checked Fri, Dec 5th (please check the writer's notebook link above on the website to see what you should have in it).
3. DPS Unit Test #2: Thurs, Dec 11th in classroom
4. Honor's Synthesis Essay: Thus, Dec 11th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 5
After looking at an exemplar and studying the rubric, students started their short, constructed responses (see attached) about Garcia Girls Section 3. If students were unable to complete these responses, they were able to take them home to complete and return by the beginning of class on Wed.
If you missed class:
1. Answer the short, constructed responses below.
Due Today:
1. Short Constructed Response (if finished in class)
Homework/Upcoming Deadlines:
1. Short Constructed Response (if not finished in class): Wed, Dec 3rd
2. Honor's Synthesis Essay Step 2: Wed, Dec 3rd
3. Writer's Notebooks checked Fri, Dec 5th (please check the writer's notebook link above on the website to see what you should have in it).
4. Garcia Girls group project: Tues, Dec 9th.
5. DPS Unit Test #2: Thurs, Dec 11th in classroom
6. Honor's Synthesis Essay: Thus, Dec 11th by midnight
7. Last day to submit late work: Fri, Dec 12th
8. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
9. Synthesis Essay: Mon, Dec 15th
p. 3
After looking at an exemplar and studying the rubric, students started their short, constructed responses (see attached) about Garcia Girls Section 3. If students were unable to complete these responses, they were able to take them home to complete and return by the beginning of class on Wed.
If you missed class:
1. Answer the short, constructed responses below.
Due Today:
1. Honor's Students: Step 2
2. Short Constructed Response (if finished in class)
Homework/Upcoming Deadlines:
1. Short Constructed Response (if not finished in class): Wed, Dec 3rd
2. Garcia Girls group project: Fri, Dec 5th.
2. Writer's Notebooks checked Fri, Dec 5th (please check the writer's notebook link above on the website to see what you should have in it).
3. DPS Unit Test #2: Thurs, Dec 11th in classroom
4. Honor's Synthesis Essay: Thus, Dec 11th by midnight
4. Last day to submit late work: Fri, Dec 12th
5. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
p. 5
After looking at an exemplar and studying the rubric, students started their short, constructed responses (see attached) about Garcia Girls Section 3. If students were unable to complete these responses, they were able to take them home to complete and return by the beginning of class on Wed.
If you missed class:
1. Answer the short, constructed responses below.
Due Today:
1. Short Constructed Response (if finished in class)
Homework/Upcoming Deadlines:
1. Short Constructed Response (if not finished in class): Wed, Dec 3rd
2. Honor's Synthesis Essay Step 2: Wed, Dec 3rd
3. Writer's Notebooks checked Fri, Dec 5th (please check the writer's notebook link above on the website to see what you should have in it).
4. Garcia Girls group project: Tues, Dec 9th.
5. DPS Unit Test #2: Thurs, Dec 11th in classroom
6. Honor's Synthesis Essay: Thus, Dec 11th by midnight
7. Last day to submit late work: Fri, Dec 12th
8. Optional Article Response for Extra Credit: Mon, Dec 15th by midnight
9. Synthesis Essay: Mon, Dec 15th
garcia_girls_essays_part_3.docx | |
File Size: | 18 kb |
File Type: | docx |
Fri, Nov 21st
p. 8
After looking at an exemplar and studying the rubric, students started their short, constructed responses (see attached) about Garcia Girls Section 3. We will finish working on these during class on Tuesday after break.
The second part of class was spent working on Garcia Girls projects.
If you missed class:
1. Come turn your Garcia Girls stuff in ASAP.
2. Answer one to two questions from the short, constructed responses below.
3. Check with your group about what- if anything- you are expected to do on your project over break.
Due Today:
1. Garcia Girls: Section 3 (prewrites, annotations, and graphic organizer)
2. Short constructed responses started in class
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd
3. Garcia Girls group project: Mon, Dec 8th.
p.10
We went over some important deadlines coming up including:
* Writer's Notebook check on Thurs, Dec 4th. In order to prepare for this, students need to use the Writer's Notebook Requirements tab on my website to look at the writing done in class since the beginning of the year. Each completed entry is worth 5pts. If you were not in class or misplaced an item, you can make it up before the notebook check on Thurs, Dec 4th.
* Extra Credit Response Article (Honors or non-Honors students). All students are welcome to do an article response for extra credit. To access the Article Bank click here
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit
(if you have not accessed it before, it will require you to request permission to view; I will email you when I have given it). Article Responses must be in one of the two formats specified on the top of the Article Bank.
Students worked in their groups on their Garcia Girls creative projects, completing SMART goals for participation points for the day.
Finally, we did a 15min Thanksgiving writing activity.
If you missed class:
1. Check with your group about what- if anything- you are expected to do on your project over break.
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd
3. Writer's Notebooks Checked on Thurs, Dec 4th
4. Garcia Girls group project: Mon, Dec 8th.
5. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
p. 8
After looking at an exemplar and studying the rubric, students started their short, constructed responses (see attached) about Garcia Girls Section 3. We will finish working on these during class on Tuesday after break.
The second part of class was spent working on Garcia Girls projects.
If you missed class:
1. Come turn your Garcia Girls stuff in ASAP.
2. Answer one to two questions from the short, constructed responses below.
3. Check with your group about what- if anything- you are expected to do on your project over break.
Due Today:
1. Garcia Girls: Section 3 (prewrites, annotations, and graphic organizer)
2. Short constructed responses started in class
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd
3. Garcia Girls group project: Mon, Dec 8th.
p.10
We went over some important deadlines coming up including:
* Writer's Notebook check on Thurs, Dec 4th. In order to prepare for this, students need to use the Writer's Notebook Requirements tab on my website to look at the writing done in class since the beginning of the year. Each completed entry is worth 5pts. If you were not in class or misplaced an item, you can make it up before the notebook check on Thurs, Dec 4th.
* Extra Credit Response Article (Honors or non-Honors students). All students are welcome to do an article response for extra credit. To access the Article Bank click here
https://docs.google.com/document/d/169QNZFM05-aDFIbO9Hlo_pxFc3mUWsMSztx3DwyitbE/edit
(if you have not accessed it before, it will require you to request permission to view; I will email you when I have given it). Article Responses must be in one of the two formats specified on the top of the Article Bank.
Students worked in their groups on their Garcia Girls creative projects, completing SMART goals for participation points for the day.
Finally, we did a 15min Thanksgiving writing activity.
If you missed class:
1. Check with your group about what- if anything- you are expected to do on your project over break.
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd
3. Writer's Notebooks Checked on Thurs, Dec 4th
4. Garcia Girls group project: Mon, Dec 8th.
5. Optional Extra Credit Article Response due Mon, Dec 15th by midnight.
Thurs, Nov 20th
p. 3
Students brought in food related to their culture to share with the class (an explanation they made explicit). Next we had a conversation about Garcia Girls while we enjoyed the feast, discussing symbolism, point of view, narrative structure, character development, theme and other elements of the novel.
Due Today:
1. Garcia Girls: Absolute Deadline: Section 3 finished
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Short Constructed Responses about Garcia Girls completed in class Mon, Dec 1st
3. Honor's Students: Step 2 Due Mon, Dec 1st
4. Garcia Girls group project: Fri, Dec 5th.
p. 5
Students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due Monday, Dec 1st!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on Step 2 from synthesis essay packet.
Finally, students worked in their groups on their Garcia Girls creative projects, completing SMART goals for participation points for the day.
Due Today:
1. Honor's Students: Step 1 due Thurs, Nov 20th
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Garcia Girls: Absolute Deadline: Section 3 finished Mon, Dec 1st.
3. Honor's Students: Step 2 Due Wed, Dec 3rd
4. Garcia Girls group project: Fri, Dec 9th.
p. 3
Students brought in food related to their culture to share with the class (an explanation they made explicit). Next we had a conversation about Garcia Girls while we enjoyed the feast, discussing symbolism, point of view, narrative structure, character development, theme and other elements of the novel.
Due Today:
1. Garcia Girls: Absolute Deadline: Section 3 finished
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Short Constructed Responses about Garcia Girls completed in class Mon, Dec 1st
3. Honor's Students: Step 2 Due Mon, Dec 1st
4. Garcia Girls group project: Fri, Dec 5th.
p. 5
Students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due Monday, Dec 1st!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on Step 2 from synthesis essay packet.
Finally, students worked in their groups on their Garcia Girls creative projects, completing SMART goals for participation points for the day.
Due Today:
1. Honor's Students: Step 1 due Thurs, Nov 20th
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Garcia Girls: Absolute Deadline: Section 3 finished Mon, Dec 1st.
3. Honor's Students: Step 2 Due Wed, Dec 3rd
4. Garcia Girls group project: Fri, Dec 9th.
Wed, Nov 19th
p. 8
We went to participate in a Senior Seminar presented by a woman who is both and refugee and whose degree is in studying the forced migration of people.
Due Today:
1. Nothing
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Fri, Nov 21st.
2. Honor's Students: Article Response #3 Due Sun, Nov 30th
3. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd.
4. Garcia Girls group project: Mon, Dec 8th.
p. 10
After looking at an exemplar and studying the rubric, students wrote short, constructed responses (see attached) about Garcia Girls Section 3. Students who did not finish during class time were welcomed to come in at lunch or after school to finish.
Due Today:
1. Garcia Girls: Section 3 (prewrites, annotations, and graphic organizer)
2. Short constructed responses completed in class
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd
3. Garcia Girls group project: Mon, Dec 8th.
p. 8
We went to participate in a Senior Seminar presented by a woman who is both and refugee and whose degree is in studying the forced migration of people.
Due Today:
1. Nothing
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Fri, Nov 21st.
2. Honor's Students: Article Response #3 Due Sun, Nov 30th
3. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd.
4. Garcia Girls group project: Mon, Dec 8th.
p. 10
After looking at an exemplar and studying the rubric, students wrote short, constructed responses (see attached) about Garcia Girls Section 3. Students who did not finish during class time were welcomed to come in at lunch or after school to finish.
Due Today:
1. Garcia Girls: Section 3 (prewrites, annotations, and graphic organizer)
2. Short constructed responses completed in class
Homework:
1. Honor's Students: Article Response #3 Due Sun, Nov 30th
2. Honor's Students: Step 2 in packet Due on Tues, Dec 2nd
3. Garcia Girls group project: Mon, Dec 8th.
Tues, Nov 18th
p.3
First we wrote to FE #12 "And now," she said, "I will begin again."
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due on Thursday!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on homework for Wed.
(Step 2 from synthesis essay packet).
Finally, students worked in their groups on their Garcia Girls creative projects.
Due Today:
1. Honors: Step 1 in packet
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Thus, Nov 20th.
3. Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Honor's Students: Step 2 Due Mon, Dec 1st
5. Garcia Girls group project: Fri, Dec 5th.
p.5
First we went over our Class Agreements we decided upon last class:
*Seating charts are necessary to make this class positive and productive
*Our one rule is respect. If you you break that rule= warning, name on board, phone call home or lunch detention.
*We all want a positive, productive learning environment.
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers
While this was happening, I met with Honor's Students to go over Synthesis Essay Steps and the rubric (see below)
Finally, students broke into groups for their Garcia Girls creative projects.
Homework:
1. Honor's Students: Step 1 due Thurs, Nov 20th
2. Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Garcia Girls: Absolute Deadline: Section 3 finished Mon, Dec 1st.
5. Honor's Students: Step 2 Due Wed, Dec 3rd
6. Garcia Girls group project: Fri, Dec 9th.
p.3
First we wrote to FE #12 "And now," she said, "I will begin again."
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due on Thursday!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on homework for Wed.
(Step 2 from synthesis essay packet).
Finally, students worked in their groups on their Garcia Girls creative projects.
Due Today:
1. Honors: Step 1 in packet
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Thus, Nov 20th.
3. Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Honor's Students: Step 2 Due Mon, Dec 1st
5. Garcia Girls group project: Fri, Dec 5th.
p.5
First we went over our Class Agreements we decided upon last class:
*Seating charts are necessary to make this class positive and productive
*Our one rule is respect. If you you break that rule= warning, name on board, phone call home or lunch detention.
*We all want a positive, productive learning environment.
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers
While this was happening, I met with Honor's Students to go over Synthesis Essay Steps and the rubric (see below)
Finally, students broke into groups for their Garcia Girls creative projects.
Homework:
1. Honor's Students: Step 1 due Thurs, Nov 20th
2. Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Garcia Girls: Absolute Deadline: Section 3 finished Mon, Dec 1st.
5. Honor's Students: Step 2 Due Wed, Dec 3rd
6. Garcia Girls group project: Fri, Dec 9th.
Mon, Nov 17th
p. 8
First we wrote to FE #12 "And now," she said, "I will begin again."
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due on Friday!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on homework for Wed.
(Step 2 from synthesis essay packet).
Finally, students worked in their groups on their Garcia Girls creative projects.
Due Today:
1. Honors: Step 1 in packet
Homework:
1. Honor's Students: Step 2 in packet Due on Wed, Nov 19th.
2. Garcia Girls: Absolute Deadline: Section 3 finished Fri, Nov 21st.
3. Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Garcia Girls group project: Mon, Dec 8th.
p.10
First we wrote to FE #11 "And now," she said, "I will begin again."
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due on Wednesday!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on homework for Fri (Step 2 from synthesis essay packet).
Finally, students worked in their groups on their Garcia Girls creative projects.
Due Today:
1. Honors: Step 1 in packet
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Wed, Nov 19th.
2. Honor's Students: Step 2 in packet Due on Fri, Nov 21st.
3.Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Garcia Girls group project: Mon, Dec 8th.
p. 8
First we wrote to FE #12 "And now," she said, "I will begin again."
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due on Friday!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on homework for Wed.
(Step 2 from synthesis essay packet).
Finally, students worked in their groups on their Garcia Girls creative projects.
Due Today:
1. Honors: Step 1 in packet
Homework:
1. Honor's Students: Step 2 in packet Due on Wed, Nov 19th.
2. Garcia Girls: Absolute Deadline: Section 3 finished Fri, Nov 21st.
3. Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Garcia Girls group project: Mon, Dec 8th.
p.10
First we wrote to FE #11 "And now," she said, "I will begin again."
Then students worked independently to finish Section 3 Garcia Girls reading, annotations and graphic organizers (Due on Wednesday!)
While this was happening, I met with Honor's Students to check in Synthesis Essay Step 1 and make sure they were clear on homework for Fri (Step 2 from synthesis essay packet).
Finally, students worked in their groups on their Garcia Girls creative projects.
Due Today:
1. Honors: Step 1 in packet
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Wed, Nov 19th.
2. Honor's Students: Step 2 in packet Due on Fri, Nov 21st.
3.Honor's Students: Article Response #3 Due Sun, Nov 30th
4. Garcia Girls group project: Mon, Dec 8th.
Fri, Nov 14th
p 3
In their Writer's Notebooks, students responded to these questions:
**If you attended the RACE Excursion:
1.What did you learn from the excursion? What was interesting or surprising for you?
2.What could have made that trip better?
3.Suggestions for future excursions?
**If you DID NOT attended:
1.Why didn’t you attend? (Be specific)
2.How can that be changed for next time so you can join us?
3.Suggestions for future excursions?
Students had 30min to read, annotate and complete pre-writes for Garcia Girls (suggested deadline is Chap 14 today).
Finally, students were given a rubric (see below) for their Garcia Girls Creative Project & we set up the groups (see below).
Honor's Students: We met today to discuss the synthesis essay. You were given a rubric (see below) and we've started working through the attached guide step by step. Step 1 (on the 2nd page under the heading Always, Always Outline Your Essay) is due on Tuesday.
Due Today:
1. RACE: Find the Match worksheet from excursion
2. Honors: summary or annotations of choice novel
Homework:
1. Honor's Students: Step 1 in packet (literary work to compare with your choice novel, 3-5 key points that will be at the heart of your essay) Due on Tues, Nov 18th.
2. Garcia Girls: Absolute Deadline: Section 3 finished 11/20.
3. Garcia Girls group project: Fri, Dec 5th.
p 3
In their Writer's Notebooks, students responded to these questions:
**If you attended the RACE Excursion:
1.What did you learn from the excursion? What was interesting or surprising for you?
2.What could have made that trip better?
3.Suggestions for future excursions?
**If you DID NOT attended:
1.Why didn’t you attend? (Be specific)
2.How can that be changed for next time so you can join us?
3.Suggestions for future excursions?
Students had 30min to read, annotate and complete pre-writes for Garcia Girls (suggested deadline is Chap 14 today).
Finally, students were given a rubric (see below) for their Garcia Girls Creative Project & we set up the groups (see below).
Honor's Students: We met today to discuss the synthesis essay. You were given a rubric (see below) and we've started working through the attached guide step by step. Step 1 (on the 2nd page under the heading Always, Always Outline Your Essay) is due on Tuesday.
Due Today:
1. RACE: Find the Match worksheet from excursion
2. Honors: summary or annotations of choice novel
Homework:
1. Honor's Students: Step 1 in packet (literary work to compare with your choice novel, 3-5 key points that will be at the heart of your essay) Due on Tues, Nov 18th.
2. Garcia Girls: Absolute Deadline: Section 3 finished 11/20.
3. Garcia Girls group project: Fri, Dec 5th.
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Per 5
Our class had a reset in order to talk honestly in terms of what was working well and what wasn't. The results will be emailed to you. Because this ended up taking the whole class period, your original deadlines have been pushed back by one class. The new deadlines are now below and on the calendar. Please let me know if you have any questions or concerns.
Honor's Students: We will meet on Tues to discuss the synthesis essay. I will break it into small pieces with intermediate deadlines so you don't feel too overwhelmed. For now, start thinking about what connections you can make between your choice novel and one other reading done in class (Garcia Girls, US poems, articles, "Claiming an Education", Enrique's Journey or Which Way Home.
Due Today:
1. RACE: Find the Match worksheet from excursion
2. Honors: summary or annotations of choice novel
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Monday, Dec 1st.
2. Garcia Girls group project: Tues, Dec 9th.
Our class had a reset in order to talk honestly in terms of what was working well and what wasn't. The results will be emailed to you. Because this ended up taking the whole class period, your original deadlines have been pushed back by one class. The new deadlines are now below and on the calendar. Please let me know if you have any questions or concerns.
Honor's Students: We will meet on Tues to discuss the synthesis essay. I will break it into small pieces with intermediate deadlines so you don't feel too overwhelmed. For now, start thinking about what connections you can make between your choice novel and one other reading done in class (Garcia Girls, US poems, articles, "Claiming an Education", Enrique's Journey or Which Way Home.
Due Today:
1. RACE: Find the Match worksheet from excursion
2. Honors: summary or annotations of choice novel
Homework:
1. Garcia Girls: Absolute Deadline: Section 3 finished Monday, Dec 1st.
2. Garcia Girls group project: Tues, Dec 9th.
Thurs, Nov 13th
p. 8&10
First students had worked returned to them which they put in their binders (see binder sections)
Next in their Writer's Notebooks, students responded to these questions:
**If you attended the RACE Excursion:
1.What did you learn from the excursion? What was interesting or surprising for you?
2.What could have made that trip better?
3.Suggestions for future excursions?
**If you DID NOT attended:
1.Why didn’t you attend? (Be specific)
2.How can that be changed for next time so you can join us?
3.Suggestions for future excursions?
Students had 30min to read, annotate and complete pre-writes for Garcia Girls (suggested deadline is Chap 14 today).
Finally, students were given a rubric (see below) for their Garcia Girls Creative Project & time to work with their groups.
Honor's Students: We met today to discuss the synthesis essay. You were given a rubric (see below) and we've started working through the attached guide step by step. Step 1 (on the 2nd page under the heading Always, Always Outline Your Essay) is due on Monday in a notebook.
Due Today:
1. RACE: Find the Match worksheet from excursion
2. Honors: summary or annotations of choice novel
Homework:
1. Honor's Students: Step 1 in packet (literary work to compare with your choice novel, 3-5 key points that will be at the heart of your essay) Due on Monday, Nov 17th.
2. Garcia Girls: Absolute Deadline: Section 3 finished 11/19.
3. Garcia Girls group project: Thurs, Dec 4th.
p. 8&10
First students had worked returned to them which they put in their binders (see binder sections)
Next in their Writer's Notebooks, students responded to these questions:
**If you attended the RACE Excursion:
1.What did you learn from the excursion? What was interesting or surprising for you?
2.What could have made that trip better?
3.Suggestions for future excursions?
**If you DID NOT attended:
1.Why didn’t you attend? (Be specific)
2.How can that be changed for next time so you can join us?
3.Suggestions for future excursions?
Students had 30min to read, annotate and complete pre-writes for Garcia Girls (suggested deadline is Chap 14 today).
Finally, students were given a rubric (see below) for their Garcia Girls Creative Project & time to work with their groups.
Honor's Students: We met today to discuss the synthesis essay. You were given a rubric (see below) and we've started working through the attached guide step by step. Step 1 (on the 2nd page under the heading Always, Always Outline Your Essay) is due on Monday in a notebook.
Due Today:
1. RACE: Find the Match worksheet from excursion
2. Honors: summary or annotations of choice novel
Homework:
1. Honor's Students: Step 1 in packet (literary work to compare with your choice novel, 3-5 key points that will be at the heart of your essay) Due on Monday, Nov 17th.
2. Garcia Girls: Absolute Deadline: Section 3 finished 11/19.
3. Garcia Girls group project: Thurs, Dec 4th.
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Wed, Nov 12th
p. 3 & 5
We had our excursion to the RACE: Are We So Different Exhibit at History Colorado Center despite intensely chilly temperatures.
Due Today:
1. Just your beautiful selves in warm clothing ready to undertake our adventure.
Homework:
1. Honor's Students: Choice Novels Read by Fri, Nov 14th!
2. Suggested Deadlines Garcia Girls: Chap 14 finished 11/14, Chap 15 finished 11/18. Absolute Deadline: Section 3 finished 11/20.
p. 3 & 5
We had our excursion to the RACE: Are We So Different Exhibit at History Colorado Center despite intensely chilly temperatures.
Due Today:
1. Just your beautiful selves in warm clothing ready to undertake our adventure.
Homework:
1. Honor's Students: Choice Novels Read by Fri, Nov 14th!
2. Suggested Deadlines Garcia Girls: Chap 14 finished 11/14, Chap 15 finished 11/18. Absolute Deadline: Section 3 finished 11/20.
Wed, Oct 29th
p. 3 & 5
We did our second Socratic Seminar discussion of Garcia Girls.
Due Today:
1. Permission forms for RACE: Are We So Different? excursion (see below)
2. Socratic Seminar prewrite (see below)
3. Socratic Seminar grading ruberic (see below)
4. Exit Slip
If you missed class:
1. Come talk to me ASAP about the essay you need to write to make up those points.
2. Bring me your permission form by Fri if you want to attend the field trip.
3. Bring me your Socratic Seminar #2 prewrite Questions.
Homework:
1. None
p. 3 & 5
We did our second Socratic Seminar discussion of Garcia Girls.
Due Today:
1. Permission forms for RACE: Are We So Different? excursion (see below)
2. Socratic Seminar prewrite (see below)
3. Socratic Seminar grading ruberic (see below)
4. Exit Slip
If you missed class:
1. Come talk to me ASAP about the essay you need to write to make up those points.
2. Bring me your permission form by Fri if you want to attend the field trip.
3. Bring me your Socratic Seminar #2 prewrite Questions.
Homework:
1. None
race_exhibition.docx | |
File Size: | 60 kb |
File Type: | docx |
section_2_garcia_socratic_questions.docx | |
File Size: | 121 kb |
File Type: | docx |
fishbowl_seminar_peer_grading.docx | |
File Size: | 16 kb |
File Type: | docx |
Fri, Oct 17th
Blue Day
p. 3
First we finished the last of the vocab word presentations.
Then we started watching Which Way Home and completing the viewing guide (see below). We have 25min of the film remaining to watch in class next Wed.
Due Today:
1. Nothing
If you missed class:
1. Watch the first part of the film Which Way Home and completed the viewing guide (See below).
Homework:
1. None
p. 5
We finished watching Which Way Home.
Then students answered the following questions in their Writing Notebooks:
1.What did you learn through watching this film?
2.What surprised you?
3.What are the reasons that kids come to the US alone?
4.How could this situation be made better? What if any responsibility do the US and its citizens have?
5.What questions do you have about the film?
Finally, we broke into groups to discuss the film.
Due Today:
1. Which Way Home viewing guide.
If you missed class:
1. Finish Which Way Home and completed the viewing guide (See below).
Homework:
1. None
IMPORTANT NOTE FOR ALL CLASSES: THE LAST DAY I WILL ACCEPT LATE WORK OR REDOS FOR THIS 9 WEEKS IS WED, OCT 22ND.
Blue Day
p. 3
First we finished the last of the vocab word presentations.
Then we started watching Which Way Home and completing the viewing guide (see below). We have 25min of the film remaining to watch in class next Wed.
Due Today:
1. Nothing
If you missed class:
1. Watch the first part of the film Which Way Home and completed the viewing guide (See below).
Homework:
1. None
p. 5
We finished watching Which Way Home.
Then students answered the following questions in their Writing Notebooks:
1.What did you learn through watching this film?
2.What surprised you?
3.What are the reasons that kids come to the US alone?
4.How could this situation be made better? What if any responsibility do the US and its citizens have?
5.What questions do you have about the film?
Finally, we broke into groups to discuss the film.
Due Today:
1. Which Way Home viewing guide.
If you missed class:
1. Finish Which Way Home and completed the viewing guide (See below).
Homework:
1. None
IMPORTANT NOTE FOR ALL CLASSES: THE LAST DAY I WILL ACCEPT LATE WORK OR REDOS FOR THIS 9 WEEKS IS WED, OCT 22ND.
which_way_home_viewing_guide.docx | |
File Size: | 78 kb |
File Type: | docx |
Thurs, Oct 16th
Green Day
p. 8
Started watching Which Way Home and completing the viewing guide (see below). We have 25min of the film remaining to watch in class next Wed.
p. 10
Writer's Notebooks FE 10: It was a long way home.
Started watching Which Way Home and completing the viewing guide (see below). We have 25min of the film remaining to watch in class next Wed.
IMPORTANT NOTE FOR ALL CLASSES: THE LAST DAY I WILL ACCEPT LATE WORK OR REDOS FOR THIS 9 WEEKS IS WED, OCT 22ND.
Due Today:
1. Nothing
If you missed class:
1. Watch the first part of the film Which Way Home and completed the viewing guide (See below).
Homework:
1. None
Green Day
p. 8
Started watching Which Way Home and completing the viewing guide (see below). We have 25min of the film remaining to watch in class next Wed.
p. 10
Writer's Notebooks FE 10: It was a long way home.
Started watching Which Way Home and completing the viewing guide (see below). We have 25min of the film remaining to watch in class next Wed.
IMPORTANT NOTE FOR ALL CLASSES: THE LAST DAY I WILL ACCEPT LATE WORK OR REDOS FOR THIS 9 WEEKS IS WED, OCT 22ND.
Due Today:
1. Nothing
If you missed class:
1. Watch the first part of the film Which Way Home and completed the viewing guide (See below).
Homework:
1. None
which_way_home_viewing_guide.docx | |
File Size: | 78 kb |
File Type: | docx |
Wed, Oct 15th
Blue Day
p. 3
Writer's Notebook FE# 5 All those things were just a distraction from ____________________.
Vocab presentations.
Due Today:
1. US poems for extra credit
If you missed class:
1. Get the definitions of the vocabulary words presented in class from a friend.
2. If you still need to present vocab, be ready to do it on Friday!
Homework:
1. None
p. 5
1. Watch the first part of the film Which Way Home and completed the viewing guide (See below).
Due Today:
1. US poems for extra credit
If you missed class:
1. Watch the first part of Which Way Home and fill out the viewing guide (see below).
Homework:
1. None
IMPORTANT NOTE FOR ALL CLASSES: THE LAST DAY I WILL ACCEPT LATE WORK OR REDOS FOR THIS 9 WEEKS IS WED, OCT 22ND.
Blue Day
p. 3
Writer's Notebook FE# 5 All those things were just a distraction from ____________________.
Vocab presentations.
Due Today:
1. US poems for extra credit
If you missed class:
1. Get the definitions of the vocabulary words presented in class from a friend.
2. If you still need to present vocab, be ready to do it on Friday!
Homework:
1. None
p. 5
1. Watch the first part of the film Which Way Home and completed the viewing guide (See below).
Due Today:
1. US poems for extra credit
If you missed class:
1. Watch the first part of Which Way Home and fill out the viewing guide (see below).
Homework:
1. None
IMPORTANT NOTE FOR ALL CLASSES: THE LAST DAY I WILL ACCEPT LATE WORK OR REDOS FOR THIS 9 WEEKS IS WED, OCT 22ND.
which_way_home_viewing_guide.docx | |
File Size: | 78 kb |
File Type: | docx |
|
|
Tuesday, Oct 14th
Green Day
p. 8
Writer's Notebooks: FE#9 All those things were just a distraction from ____________________.
Writer's Notebooks:
•Describe a time you made an assumption about someone that turned out to be wrong. What did you assume? Describe the experience
OR
•Describe a time someone made an assumption about you. What did they assume? How did it feel?
Watch The Danger of a Single Story:
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Class Discussion.
Then we broke into groups to talk about race and identity.
Due Today:
1. Optional: US poem for display
If you missed class:
1. Turn in your US Poem for display ASAP!
2. Complete the prompts in your Writer's Notebook
Homework:
1. None
p.10
Unit 1 Test in computer lab.
Due Today:
1. Optional: US poem for display
2. Socratic Seminar prewrite for Section 2 of Garcia Girls
If you missed class:
1. Turn in your US Poem for display ASAP!
2. Socratic Seminar prewrite for Section 2 of Garcia Girls due ASAP!
3. You will need to make up the DPS-mandated Unit 1 Test
Homework:
1. None
Green Day
p. 8
Writer's Notebooks: FE#9 All those things were just a distraction from ____________________.
Writer's Notebooks:
•Describe a time you made an assumption about someone that turned out to be wrong. What did you assume? Describe the experience
OR
•Describe a time someone made an assumption about you. What did they assume? How did it feel?
Watch The Danger of a Single Story:
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Class Discussion.
Then we broke into groups to talk about race and identity.
Due Today:
1. Optional: US poem for display
If you missed class:
1. Turn in your US Poem for display ASAP!
2. Complete the prompts in your Writer's Notebook
Homework:
1. None
p.10
Unit 1 Test in computer lab.
Due Today:
1. Optional: US poem for display
2. Socratic Seminar prewrite for Section 2 of Garcia Girls
If you missed class:
1. Turn in your US Poem for display ASAP!
2. Socratic Seminar prewrite for Section 2 of Garcia Girls due ASAP!
3. You will need to make up the DPS-mandated Unit 1 Test
Homework:
1. None
Monday, Oct 13th
Blue Day
Unit 1 Test in computer lab.
Due Today:
1. Garcia Girls Section 2 annotations
2. Garcia Girls Section 2 prewrites
3. Garcia Girls graphic organizers
If you missed class:
1. Turn in your Garcia Girls Section 2 assignments ASAP!
2. You will need to make up the DPS-mandated Unit 1 Test
Homework:
1. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
Blue Day
Unit 1 Test in computer lab.
Due Today:
1. Garcia Girls Section 2 annotations
2. Garcia Girls Section 2 prewrites
3. Garcia Girls graphic organizers
If you missed class:
1. Turn in your Garcia Girls Section 2 assignments ASAP!
2. You will need to make up the DPS-mandated Unit 1 Test
Homework:
1. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
Friday, Oct 10th
Green Day
p. 8
Unit 1 Test in computer lab.
Due Today:
1. Garcia Girls Section 2 annotations
2. Garcia Girls Section 2 prewrites
3. Garcia Girls graphic organizers
If you missed class:
1. Turn in your Garcia Girls Section 2 assignments ASAP!
2. You will need to make up the DPS-mandated Unit 1 Test
Homework:
1. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
p. 10
Students spent the first part of class completing their Socratic Seminar prewrites for the second section of Garcia Girls (See attachment below). Prewrites were completed in their Reading Notebooks.
Due Today:
1. Garcia Girls Section 2 annotations
2. Garcia Girls Section 2 prewrites
3. Garcia Girls graphic organizers
If you missed class:
1. Turn in your Garcia Girls Section 2 assignments ASAP!
2. Complete and turn in your Socratic Seminar prewrites for Section 2 of Garcia Girls
Homework:
1. Socratic Seminar prewrite (if not finished in class) due Tues, Oct 14th
2. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
Green Day
p. 8
Unit 1 Test in computer lab.
Due Today:
1. Garcia Girls Section 2 annotations
2. Garcia Girls Section 2 prewrites
3. Garcia Girls graphic organizers
If you missed class:
1. Turn in your Garcia Girls Section 2 assignments ASAP!
2. You will need to make up the DPS-mandated Unit 1 Test
Homework:
1. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
p. 10
Students spent the first part of class completing their Socratic Seminar prewrites for the second section of Garcia Girls (See attachment below). Prewrites were completed in their Reading Notebooks.
Due Today:
1. Garcia Girls Section 2 annotations
2. Garcia Girls Section 2 prewrites
3. Garcia Girls graphic organizers
If you missed class:
1. Turn in your Garcia Girls Section 2 assignments ASAP!
2. Complete and turn in your Socratic Seminar prewrites for Section 2 of Garcia Girls
Homework:
1. Socratic Seminar prewrite (if not finished in class) due Tues, Oct 14th
2. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
section_2_garcia_socratic_questions.docx | |
File Size: | 121 kb |
File Type: | docx |
Thurs, Oct 9th
Blue Day
p.3
Writer's Notebooks: 10/9
1.Will you be done with Section 2 of Garcia Girls by Friday?
2.If not, why?
3.What can you do differently to meet the next deadline?
4.What can I do differently to help you meet the next deadline?
FE#5 It was a grueling two day walk to the hospital from the remote forest.
Finished off almost all of poetry presentations and a couple vocab.
Work time for Garcia Girls or other projects.
Due Today:
1. Writer's Notebook with Feedback
If you missed class:
1. Be prepared to present your poem and vocab if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Mon, Oct 13th
2. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
p.5
Writer's Notebooks: 10/9
1.Will you be done with Section 2 of Garcia Girls by Friday?
2.If not, why?
3.What can you do differently to meet the next deadline?
4.What can I do differently to help you meet the next deadline?
FE#7 It was a grueling two day walk to the hospital from the remote forest.
Finished off all of poetry and vocab presentations. Students picked remaining words to do as extra credit.
Work time for Garcia Girls or other projects.
Due Today:
1. Writer's Notebook with Feedback
If you missed class:
1. Be prepared to present your poem and vocab if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Mon, Oct 13th
2. Optional: Vocab Words due Mon, Oct 13th (word, definition, sentence, image & movement)
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
Blue Day
p.3
Writer's Notebooks: 10/9
1.Will you be done with Section 2 of Garcia Girls by Friday?
2.If not, why?
3.What can you do differently to meet the next deadline?
4.What can I do differently to help you meet the next deadline?
FE#5 It was a grueling two day walk to the hospital from the remote forest.
Finished off almost all of poetry presentations and a couple vocab.
Work time for Garcia Girls or other projects.
Due Today:
1. Writer's Notebook with Feedback
If you missed class:
1. Be prepared to present your poem and vocab if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Mon, Oct 13th
2. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
p.5
Writer's Notebooks: 10/9
1.Will you be done with Section 2 of Garcia Girls by Friday?
2.If not, why?
3.What can you do differently to meet the next deadline?
4.What can I do differently to help you meet the next deadline?
FE#7 It was a grueling two day walk to the hospital from the remote forest.
Finished off all of poetry and vocab presentations. Students picked remaining words to do as extra credit.
Work time for Garcia Girls or other projects.
Due Today:
1. Writer's Notebook with Feedback
If you missed class:
1. Be prepared to present your poem and vocab if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Mon, Oct 13th
2. Optional: Vocab Words due Mon, Oct 13th (word, definition, sentence, image & movement)
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
Wed, Oct 8th
Green Day
p. 8 & 10
Writer's Notebooks: 10/8
1.Will you be done with Section 2 of Garcia Girls by Friday?
2.If not, why?
3.What can you do differently to meet the next deadline?
4.What can I do differently to help you meet the next deadline?
Period 8= FE#8 It was a grueling two day walk to the hospital from the remote forest.
Period 10= FE#9 It was a grueling two day walk to the hospital from the remote forest.
Finished off almost all of vocab presentations.
Work time for Garcia Girls or other projects.
Due Today:
Nothing
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Be prepared to present your vocab word if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Fri, Oct 10th
2. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Fri, Oct 10th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
Green Day
p. 8 & 10
Writer's Notebooks: 10/8
1.Will you be done with Section 2 of Garcia Girls by Friday?
2.If not, why?
3.What can you do differently to meet the next deadline?
4.What can I do differently to help you meet the next deadline?
Period 8= FE#8 It was a grueling two day walk to the hospital from the remote forest.
Period 10= FE#9 It was a grueling two day walk to the hospital from the remote forest.
Finished off almost all of vocab presentations.
Work time for Garcia Girls or other projects.
Due Today:
Nothing
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Be prepared to present your vocab word if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Fri, Oct 10th
2. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Fri, Oct 10th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
Tues, Oct 7th
Blue Day
p. 3
Garcia Girls reading time/ class work time.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!! We only got through about half the class, so we will finish on Thurs.
Due Today:
1. Student Expectations Contract
If you missed class:
1. Be prepared to present your poem if you have not yet done so.
Homework:
1. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Thus, Oct 9th
2. Section 2 Garcia Girls due Mon, Oct 13th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
p. 5
Garcia Girls reading time/ class work time.
Optional Summer Presentations were given by two students.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!!
Due Today:
1. Student Expectations Contract
If you missed class:
1. Be prepared to present your poem if you have not yet done so. Vocab presentations will be finished during class on Thurs.
Homework:
1. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Thus, Oct 9th
2. Section 2 Garcia Girls due Mon, Oct 13th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
Blue Day
p. 3
Garcia Girls reading time/ class work time.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!! We only got through about half the class, so we will finish on Thurs.
Due Today:
1. Student Expectations Contract
If you missed class:
1. Be prepared to present your poem if you have not yet done so.
Homework:
1. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Thus, Oct 9th
2. Section 2 Garcia Girls due Mon, Oct 13th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
p. 5
Garcia Girls reading time/ class work time.
Optional Summer Presentations were given by two students.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!!
Due Today:
1. Student Expectations Contract
If you missed class:
1. Be prepared to present your poem if you have not yet done so. Vocab presentations will be finished during class on Thurs.
Homework:
1. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Thus, Oct 9th
2. Section 2 Garcia Girls due Mon, Oct 13th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Wed, Oct 15th
Mon, Oct 6th
Green Day
p. 8
Writer's Notebook 10/6 FE #7- She plaintively packed her bags, knowing there was nothing she could do to stay.
We enjoyed one more poetry presentation and finished almost all of the Vocab presentations.
Due Today:
1. Student Expectations Contract
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Be prepared to present your poem or vocab word if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Fri, Oct 10th
2. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Fri, Oct 10th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
p. 10
Writer's Notebook 10/6 FE #8- When she saw ________ (thing) it sent her spiraling back to when ___________ (event).
We enjoyed two more poetry presentations and finished almost all of the Vocab presentations.
Due Today:
1. Student Expectations Contract
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Be prepared to present your poem or vocab word if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Fri, Oct 10th
2. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Fri, Oct 10th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
Green Day
p. 8
Writer's Notebook 10/6 FE #7- She plaintively packed her bags, knowing there was nothing she could do to stay.
We enjoyed one more poetry presentation and finished almost all of the Vocab presentations.
Due Today:
1. Student Expectations Contract
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Be prepared to present your poem or vocab word if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Fri, Oct 10th
2. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Fri, Oct 10th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
p. 10
Writer's Notebook 10/6 FE #8- When she saw ________ (thing) it sent her spiraling back to when ___________ (event).
We enjoyed two more poetry presentations and finished almost all of the Vocab presentations.
Due Today:
1. Student Expectations Contract
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Be prepared to present your poem or vocab word if you have not yet done so.
Homework:
1. Section 2 Garcia Girls due Fri, Oct 10th
2. Writer's Notebook with Feedback (Enrique's Journey, Socratic Seminar, etc) due Fri, Oct 10th
3. US poems (nicely written or typed on one page for display with the students' name) for display extra credit (10pts) due Tues, Oct 14th
Fri, Oct 3rd
Blue Day
p. 3
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Tues).
Students wrote to this prompt in their Writer's Notebooks:
10/3 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
Then we did an activity called Take a Stand. It was decided that students do want reading time in class, but we will structure it a bit differently.
Vocab Presentations! Students each got up and shared with vocab word (word, definition, sentence, visual and motion) with the class. Those who did not have time to go will go next time.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Come pick up a Student Expectations Contract or print the one below.
3. Bring/email me your vocab words ASAP!
Homework:
1. US poems due Tues, Oct 7th
2. Student Expectations Contract signed due Tues, Oct 7th
3. Section 2 Garcia Girls due Fri, Oct 13th
p. 5
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Tues).
Students wrote to this prompt in their Writer's Notebooks:
10/3 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
Then we did an activity called Take a Stand. It was decided that students do want reading time in class, but we will structure it a bit differently.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!! We did not finish all the poems, so we will finish on Tues.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Come pick up a Student Expectations Contract or print the one below.
3. Bring me your US poem ASAP!
Homework:
1. Student Expectations Contract due Tues, Oct 7th
2. Section 2 Garcia Girls due Fri, Oct 10th
Blue Day
p. 3
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Tues).
Students wrote to this prompt in their Writer's Notebooks:
10/3 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
Then we did an activity called Take a Stand. It was decided that students do want reading time in class, but we will structure it a bit differently.
Vocab Presentations! Students each got up and shared with vocab word (word, definition, sentence, visual and motion) with the class. Those who did not have time to go will go next time.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Come pick up a Student Expectations Contract or print the one below.
3. Bring/email me your vocab words ASAP!
Homework:
1. US poems due Tues, Oct 7th
2. Student Expectations Contract signed due Tues, Oct 7th
3. Section 2 Garcia Girls due Fri, Oct 13th
p. 5
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Tues).
Students wrote to this prompt in their Writer's Notebooks:
10/3 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
Then we did an activity called Take a Stand. It was decided that students do want reading time in class, but we will structure it a bit differently.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!! We did not finish all the poems, so we will finish on Tues.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Come pick up a Student Expectations Contract or print the one below.
3. Bring me your US poem ASAP!
Homework:
1. Student Expectations Contract due Tues, Oct 7th
2. Section 2 Garcia Girls due Fri, Oct 10th
Thurs, Oct 2nd
Green Day
p. 8
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Mon).
Students wrote to this prompt in their Writer's Notebooks:
10/2 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
Then we did an activity called Take a Stand. It was decided that students do want reading time in class, but we will structure it a bit differently.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!!
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Come pick up a Student Expectations Contract or print the one below.
3. Bring me your US poem ASAP!
Homework:
1. Optional= Thank you note to Su Teatro due Fri
2. Section 2 Garcia Girls due Fri, Oct 10th
p. 10
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Mon).
Students created SMART goals for their 20min of work time, and we had our most productive Garcia Girls reading time yet!
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!!
If you missed class:
1. Come pick up a Student Expectations Contract or print the one below.
2. Bring me your US poem ASAP!
Homework:
1. Optional= Thank you note to Su Teatro due Fri
2. Section 2 Garcia Girls due Fri, Oct 10th
Green Day
p. 8
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Mon).
Students wrote to this prompt in their Writer's Notebooks:
10/2 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
Then we did an activity called Take a Stand. It was decided that students do want reading time in class, but we will structure it a bit differently.
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!!
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Come pick up a Student Expectations Contract or print the one below.
3. Bring me your US poem ASAP!
Homework:
1. Optional= Thank you note to Su Teatro due Fri
2. Section 2 Garcia Girls due Fri, Oct 10th
p. 10
In order to clarify expectations, I passed out the Student Expectations Contract for my class. We discussed and students signed and returned (due back on Mon).
Students created SMART goals for their 20min of work time, and we had our most productive Garcia Girls reading time yet!
Poetry Presentations! Students each had to read at least one line from their US poems. Each member of the audience was required to offer two feedback comments. The poems were fantastic!!!
If you missed class:
1. Come pick up a Student Expectations Contract or print the one below.
2. Bring me your US poem ASAP!
Homework:
1. Optional= Thank you note to Su Teatro due Fri
2. Section 2 Garcia Girls due Fri, Oct 10th
student_expectations_contract.docx | |
File Size: | 115 kb |
File Type: | docx |
Wed, Oct 1st
Blue Day
p. 3
Writer's Notebook: 10/1 Feedback
1.What did you think about Enrique’s Journey? (Be specific!!!)
2.Was it a worthwhile field trip?
3.Do you want to do more field trips?
4.What did you like about the Socratic Seminar? (Be specific!!!)
5.What would you want to change about the Socratic Seminar? (Be specific!!!)
6.What are you enjoying in class?
7.What do you wish we would do differently?
8.Any other thoughts, suggestions or updates?
We reviewed the US poem requirements and students had time to write or edit their poems before meeting with a partner for feedback.
Then I passed out sample annotations (come see me for this handout) and Garcia Girls Section 2 Reading Guide (see below).
The final 20min of class students had time to read.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Complete the Socratic Seminar Reflection.
3. Be prepared to present your Vocab word next class.
4. Be prepared to present your US poems Oct 7th
Homework:
1. Honors= article response #1 due by midnight
2. Socratic Seminar Reflection due Fri
3. Vocab word due Fri
4. Optional= Thank you note to Su Teatro due Fri
5. US poem edited for Tues
6. Start reading Section 2 Garcia Girls
p. 5
FE #6: "I hate to do this, but it's for your own good"
As students gave their vocabulary word presentations, their classmates wrote definitions and drew pictures in the Notes section of the their binders using the sheet below or on lined paper.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Get the definition of your peers Vocab words from a classmate.
3. Be prepared to present your Vocab word next class.
4. Be prepared to present your US poems Fri
Homework:
1. Honors= article response #1 due by midnight
2. US poem due Fri
4. Optional= Thank you note to Su Teatro due Fri
5. Start reading Section 2 Garcia Girls
Blue Day
p. 3
Writer's Notebook: 10/1 Feedback
1.What did you think about Enrique’s Journey? (Be specific!!!)
2.Was it a worthwhile field trip?
3.Do you want to do more field trips?
4.What did you like about the Socratic Seminar? (Be specific!!!)
5.What would you want to change about the Socratic Seminar? (Be specific!!!)
6.What are you enjoying in class?
7.What do you wish we would do differently?
8.Any other thoughts, suggestions or updates?
We reviewed the US poem requirements and students had time to write or edit their poems before meeting with a partner for feedback.
Then I passed out sample annotations (come see me for this handout) and Garcia Girls Section 2 Reading Guide (see below).
The final 20min of class students had time to read.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Complete the Socratic Seminar Reflection.
3. Be prepared to present your Vocab word next class.
4. Be prepared to present your US poems Oct 7th
Homework:
1. Honors= article response #1 due by midnight
2. Socratic Seminar Reflection due Fri
3. Vocab word due Fri
4. Optional= Thank you note to Su Teatro due Fri
5. US poem edited for Tues
6. Start reading Section 2 Garcia Girls
p. 5
FE #6: "I hate to do this, but it's for your own good"
As students gave their vocabulary word presentations, their classmates wrote definitions and drew pictures in the Notes section of the their binders using the sheet below or on lined paper.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Get the definition of your peers Vocab words from a classmate.
3. Be prepared to present your Vocab word next class.
4. Be prepared to present your US poems Fri
Homework:
1. Honors= article response #1 due by midnight
2. US poem due Fri
4. Optional= Thank you note to Su Teatro due Fri
5. Start reading Section 2 Garcia Girls
Tues, Sept 30th
Green Day
p.8
FE #6: "I hate to do this, but it's for your own good"
As students gave their vocabulary word presentations, their classmates wrote definitions and drew pictures in the Notes section of the their binders using the sheet below or on lined paper.
Then students workshopped their US poems with a partner.
p. 10
9/30 FE #6: I hate to do this, but it's for your own good
As students gave their vocabulary word presentations, their classmates wrote definitions and drew pictures in the Notes section of the their binders using the sheet below or on lined paper.
9/30 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
After participating in our first Take a Stand discussion, it was decided that we would continue to read for 20min in class, but we would move those 20min to the start of class instead of leaving it for the end.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Edit and revise your US poem.
3. Be prepared to present your Vocab word next class.
Homework:
1. Honors= article response #1 due by midnight
2. US poem edited for Fri.
3. Optional= Thank you note to Su Teatro due Fri
4. Start reading Section 2 Garcia Girls
Green Day
p.8
FE #6: "I hate to do this, but it's for your own good"
As students gave their vocabulary word presentations, their classmates wrote definitions and drew pictures in the Notes section of the their binders using the sheet below or on lined paper.
Then students workshopped their US poems with a partner.
p. 10
9/30 FE #6: I hate to do this, but it's for your own good
As students gave their vocabulary word presentations, their classmates wrote definitions and drew pictures in the Notes section of the their binders using the sheet below or on lined paper.
9/30 Take a Stand #1: Do you think reading during class time is valuable or would you rather I provide additional instruction during that time. Why? Make an argument for your position.
After participating in our first Take a Stand discussion, it was decided that we would continue to read for 20min in class, but we would move those 20min to the start of class instead of leaving it for the end.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Edit and revise your US poem.
3. Be prepared to present your Vocab word next class.
Homework:
1. Honors= article response #1 due by midnight
2. US poem edited for Fri.
3. Optional= Thank you note to Su Teatro due Fri
4. Start reading Section 2 Garcia Girls
vocabulary_for_garcia_girls_section_ii.docx | |
File Size: | 45 kb |
File Type: | docx |
Mon, Sept 29th
Blue Day
p.3
We spent the period in a fishbowl Socratic Seminar (see grading rubric below). The first half of class half the students were in the center of the room discussing How the Garcia Girls Lost Their Accents. The second half of class, the groups switched.
If you missed class:
Yikes! Not a good day to miss. Come talk to me to figure out an alternative way to make up the points.
Homework:
1. Honors= novels chosen & article response #1
2. Bring your rough drafts of US poem to class on Wed.
p. 5
Extra credit opportunity: Thank you note Su Teatro
2.Honors Students:
•Permission forms should have been submitted (still accept for ½ credit)
•Books should be chosen; start to conference with you about them today
3.Deadlines:
•Today= Socratic Seminar reflection in box
•9/30 vocabulary presentation
•10/2 US poems presentations
Then students wrote to the following prompt:
Writer's Notebook 9/26
1.What did you think about Enrique’s Journey? (Be specific!!!)
2.Was it a worthwhile field trip?
3.Do you want to do more field trips?
4.What did you like about the Socratic Seminar? (Be specific!!!)
5.What would you want to change about the Socratic Seminar? (Be specific!!!)
6.What are you enjoying in class?
7.What do you wish we would do differently?
8.Any other thoughts, suggestions or updates?
We reviewed the US poem requirements and students had time to write or edit their poems before meeting with a partner for feedback.
Then I passed out sample annotations (come see me for this handout) and Garcia Girls Section 2 Reading Guide (see below).
The final 20min of class students had time to read.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Submit your Socratic Seminar Reflection ASAP!
3. Edit and revise your US poem.
4. Come collect the sample annotations from me.
5. Download or come collect the Garcia Girls Section 2 Reading Guide from me.
Homework:
1. Honors= novels chosen & article response #1
2. Vocab Word ready to present on Wed!
3. US poem edited for Fri.
4. Start reading Section 2 Garcia Girls
Blue Day
p.3
We spent the period in a fishbowl Socratic Seminar (see grading rubric below). The first half of class half the students were in the center of the room discussing How the Garcia Girls Lost Their Accents. The second half of class, the groups switched.
If you missed class:
Yikes! Not a good day to miss. Come talk to me to figure out an alternative way to make up the points.
Homework:
1. Honors= novels chosen & article response #1
2. Bring your rough drafts of US poem to class on Wed.
p. 5
Extra credit opportunity: Thank you note Su Teatro
2.Honors Students:
•Permission forms should have been submitted (still accept for ½ credit)
•Books should be chosen; start to conference with you about them today
3.Deadlines:
•Today= Socratic Seminar reflection in box
•9/30 vocabulary presentation
•10/2 US poems presentations
Then students wrote to the following prompt:
Writer's Notebook 9/26
1.What did you think about Enrique’s Journey? (Be specific!!!)
2.Was it a worthwhile field trip?
3.Do you want to do more field trips?
4.What did you like about the Socratic Seminar? (Be specific!!!)
5.What would you want to change about the Socratic Seminar? (Be specific!!!)
6.What are you enjoying in class?
7.What do you wish we would do differently?
8.Any other thoughts, suggestions or updates?
We reviewed the US poem requirements and students had time to write or edit their poems before meeting with a partner for feedback.
Then I passed out sample annotations (come see me for this handout) and Garcia Girls Section 2 Reading Guide (see below).
The final 20min of class students had time to read.
If you missed class:
1. Complete the prompt in your Writer's Notebook.
2. Submit your Socratic Seminar Reflection ASAP!
3. Edit and revise your US poem.
4. Come collect the sample annotations from me.
5. Download or come collect the Garcia Girls Section 2 Reading Guide from me.
Homework:
1. Honors= novels chosen & article response #1
2. Vocab Word ready to present on Wed!
3. US poem edited for Fri.
4. Start reading Section 2 Garcia Girls
reading_guide_garcia_girls_part_2.docx | |
File Size: | 51 kb |
File Type: | docx |
Fri, Sept 26th
Green Day
(The powerpoint I used in class is attached below)
Logistics:
1.Extra credit opportunity: Thank you note Su Teatro
2.Honors Students:
•Permission forms should have been submitted (still accept for ½ credit)
•Books should be chosen; start to conference with you about them today
3.Deadlines:
•Today= Socratic Seminar reflection in box
•9/30 vocabulary presentation
•10/2 US poems presentations
Then students wrote to the following prompt:
Writer's Notebook 9/26
1.What did you think about Enrique’s Journey? (Be specific!!!)
2.Was it a worthwhile field trip?
3.Do you want to do more field trips?
4.What did you like about the Socratic Seminar? (Be specific!!!)
5.What would you want to change about the Socratic Seminar? (Be specific!!!)
6.What are you enjoying in class?
7.What do you wish we would do differently?
8.Any other thoughts, suggestions or updates?
We reviewed the US poem requirements and students had time to write or edit their poems before meeting with a partner for feedback.
Then I passed out sample annotations (come see me for this handout) and Garcia Girls Section 2 Reading Guide (see below).
The final 20min of class students had time to read.
Green Day
(The powerpoint I used in class is attached below)
Logistics:
1.Extra credit opportunity: Thank you note Su Teatro
2.Honors Students:
•Permission forms should have been submitted (still accept for ½ credit)
•Books should be chosen; start to conference with you about them today
3.Deadlines:
•Today= Socratic Seminar reflection in box
•9/30 vocabulary presentation
•10/2 US poems presentations
Then students wrote to the following prompt:
Writer's Notebook 9/26
1.What did you think about Enrique’s Journey? (Be specific!!!)
2.Was it a worthwhile field trip?
3.Do you want to do more field trips?
4.What did you like about the Socratic Seminar? (Be specific!!!)
5.What would you want to change about the Socratic Seminar? (Be specific!!!)
6.What are you enjoying in class?
7.What do you wish we would do differently?
8.Any other thoughts, suggestions or updates?
We reviewed the US poem requirements and students had time to write or edit their poems before meeting with a partner for feedback.
Then I passed out sample annotations (come see me for this handout) and Garcia Girls Section 2 Reading Guide (see below).
The final 20min of class students had time to read.
reading_guide_garcia_girls_part_2.docx | |
File Size: | 51 kb |
File Type: | docx |
american_lit_day_11-_green.pptx | |
File Size: | 85 kb |
File Type: | pptx |
Thurs, Sept 25th
Blue Day
Thanks to all of you who made it work to attend Enrique's Journey today!
p. 3
No class-- Enrique's Journey
If you did not attend the performance with us, there is an alternate assignment for you to do instead. Please come see me to get it if it has not been completed.
p. 5
We spent the period in a fishbowl Socratic Seminar (see grading rubric below). The first half of class half the students were in the center of the room discussing How the Garcia Girls Lost Their Accents. The second half of class, the groups switched.
A few minutes were left at the end of class to start working on Socratic Seminar Reflections (see attachment below) which is due before the start of class on Monday, Sept 29th.
If you missed class:
Yikes! Not a good day to miss. Come talk to me to figure out an alternative way to make up the points.
Blue Day
Thanks to all of you who made it work to attend Enrique's Journey today!
p. 3
No class-- Enrique's Journey
If you did not attend the performance with us, there is an alternate assignment for you to do instead. Please come see me to get it if it has not been completed.
p. 5
We spent the period in a fishbowl Socratic Seminar (see grading rubric below). The first half of class half the students were in the center of the room discussing How the Garcia Girls Lost Their Accents. The second half of class, the groups switched.
A few minutes were left at the end of class to start working on Socratic Seminar Reflections (see attachment below) which is due before the start of class on Monday, Sept 29th.
If you missed class:
Yikes! Not a good day to miss. Come talk to me to figure out an alternative way to make up the points.
|
|
Wed, Sept 24th
Green Day
p. 8 & 10
We spent the period in a fishbowl Socratic Seminar (see grading rubric below). The first half of class half the students were in the center of the room discussing How the Garcia Girls Lost Their Accents. The second half of class, the groups switched.
A few minutes were left at the end of class to start working on Socratic Seminar Reflections (see attachment below) which is due before the start of class on Friday, Sept 26th.
If you missed class:
Yikes! Not a good day to miss. Come talk to me to figure out an alternative way to make up the points.
Homework:
1. Socratic Seminar Reflection (below) due Friday, Sept 26th before class.
2. Garcia Girls Vocabulary Words Presentations due Tuesday, Sept 30th.
3. US Poems due Thursday, Oct 2nd
Green Day
p. 8 & 10
We spent the period in a fishbowl Socratic Seminar (see grading rubric below). The first half of class half the students were in the center of the room discussing How the Garcia Girls Lost Their Accents. The second half of class, the groups switched.
A few minutes were left at the end of class to start working on Socratic Seminar Reflections (see attachment below) which is due before the start of class on Friday, Sept 26th.
If you missed class:
Yikes! Not a good day to miss. Come talk to me to figure out an alternative way to make up the points.
Homework:
1. Socratic Seminar Reflection (below) due Friday, Sept 26th before class.
2. Garcia Girls Vocabulary Words Presentations due Tuesday, Sept 30th.
3. US Poems due Thursday, Oct 2nd
|
|
Tues, Sept 23rd
Blue Day
per 3
PACT testing
per 5
Writer's Excursion where we collected the following things:
2 smells
2 sounds
1 character
1 setting
1 texture
1 simile
Each student shared one of these in a circle, and then they used two from peers and two of their own in a story or poem.
If you missed class:
1- Do the above writing assignment in your Writer's Notebook.
Homework:
1. Work on vocabulary words and have your presentations ready on Wed, Oct 1st.
2. Make sure you're prepared to participate effectively in our Socratic Seminars.
Blue Day
per 3
PACT testing
per 5
Writer's Excursion where we collected the following things:
2 smells
2 sounds
1 character
1 setting
1 texture
1 simile
Each student shared one of these in a circle, and then they used two from peers and two of their own in a story or poem.
If you missed class:
1- Do the above writing assignment in your Writer's Notebook.
Homework:
1. Work on vocabulary words and have your presentations ready on Wed, Oct 1st.
2. Make sure you're prepared to participate effectively in our Socratic Seminars.
Mon, Sept 22nd
Green Day
First students wrote to the FE line: I heard an incredibly sound.
Next students got their Vocabulary Word Assignment for Garcia Girls. Students each picked a word out of the cup. Then they started preparing to teach the class this word doing the following:
a.Word
b.Definition
c.Use in sentence
d.Drawing/photo/short film clip
e.Motion/movement
Presentations for class: Tues, September 30th
(start work on these today, the rest is homework)
Next we went over expectations for the Socratic Seminar on Garcia Girls. Students were given handouts clarifying expectations (see below).
The Socratic Seminars are Wed, September 24th!!
To prepare for the Seminars, students did the following:
Answer at least 3 of the Discussion Questions from your Readers Guide with:
1.Supporting evidence (quotes) from the text
2.Making outside connections (to previous readings, discussions or other classes)
3.Making personal connections (bring in personal anecdotes to make the conversation juicier)
In addition, you should have 2-3 questions of your own about the text ready to ask your classmates in the seminar.
Answers should be in short essay format (correct spelling, punctuation and grammar) and each answer about half a page long.
Before students left, I collected:
1- Reading Notebooks with Discussion Questions, prewrites and annotations (if not in books)
2- Copies of Garcia Girls (if annotations directly in books)
If you missed class:
1- Come get a vocabulary word from me.
2- Answer the Discussion Questions above.
3- Turn in your Garcia Girls prewrites & annotations ASAP!
Homework:
1. Work on vocabulary words and have your presentations ready on Tues, Sept 30th
2. Make sure you're prepared to participate effectively in our Socratic Seminars Wed, Sept 24th.
Green Day
First students wrote to the FE line: I heard an incredibly sound.
Next students got their Vocabulary Word Assignment for Garcia Girls. Students each picked a word out of the cup. Then they started preparing to teach the class this word doing the following:
a.Word
b.Definition
c.Use in sentence
d.Drawing/photo/short film clip
e.Motion/movement
Presentations for class: Tues, September 30th
(start work on these today, the rest is homework)
Next we went over expectations for the Socratic Seminar on Garcia Girls. Students were given handouts clarifying expectations (see below).
The Socratic Seminars are Wed, September 24th!!
To prepare for the Seminars, students did the following:
Answer at least 3 of the Discussion Questions from your Readers Guide with:
1.Supporting evidence (quotes) from the text
2.Making outside connections (to previous readings, discussions or other classes)
3.Making personal connections (bring in personal anecdotes to make the conversation juicier)
In addition, you should have 2-3 questions of your own about the text ready to ask your classmates in the seminar.
Answers should be in short essay format (correct spelling, punctuation and grammar) and each answer about half a page long.
Before students left, I collected:
1- Reading Notebooks with Discussion Questions, prewrites and annotations (if not in books)
2- Copies of Garcia Girls (if annotations directly in books)
If you missed class:
1- Come get a vocabulary word from me.
2- Answer the Discussion Questions above.
3- Turn in your Garcia Girls prewrites & annotations ASAP!
Homework:
1. Work on vocabulary words and have your presentations ready on Tues, Sept 30th
2. Make sure you're prepared to participate effectively in our Socratic Seminars Wed, Sept 24th.
Fri, Sept 19th
Blue Day
First, I collected the final field trip permission forms for our excursion to Enrique's Journey Thurs, Sept 25th.
The winner of our class project to decide what to call "people who live in the United States of America"? USIANS!
Next students got their Vocabulary Word Assignment for Garcia Girls. Students each picked a word out of the cup. Then they started preparing to teach the class this word doing the following:
a.Word
b.Definition
c.Use in sentence
d.Drawing/photo/short film clip
e.Motion/movement
Presentations for class: Wed, October 1st
(start work on these today, the rest is homework)
Next we went over expectations for the Socratic Seminar on Garcia Girls. Students were given handouts clarifying expectations (see below).
The Socratic Seminars are scheduled as follows:
period 3: Monday, September 29th
period 5: Thursday, September 25th
To prepare for the Seminars, students did the following:
Answer at least 3 of the Discussion Questions from your Readers Guide with:
1.Supporting evidence (quotes) from the text
2.Making outside connections (to previous readings, discussions or other classes)
3.Making personal connections (bring in personal anecdotes to make the conversation juicier)
In addition, you should have 2-3 questions of your own about the text ready to ask your classmates in the seminar.
Answers should be in short essay format (correct spelling, punctuation and grammar) and each answer about half a page long.
Before students left, I collected:
1- Reading Notebooks with Discussion Questions, prewrites and annotations (if not in books)
2- Copies of Garcia Girls (if annotations directly in books)
3- Final field trip forms and money or requests for scholarships.
If you missed class:
1- Come get a vocabulary word from me.
2- Answer the Discussion Questions above.
3- Turn in your Garcia Girls prewrites & annotations ASAP!
Homework:
1. Work on vocabulary words and have your presentations ready on Wed, Oct 1st.
2. Make sure you're prepared to participate effectively in our Socratic Seminars.
Blue Day
First, I collected the final field trip permission forms for our excursion to Enrique's Journey Thurs, Sept 25th.
The winner of our class project to decide what to call "people who live in the United States of America"? USIANS!
Next students got their Vocabulary Word Assignment for Garcia Girls. Students each picked a word out of the cup. Then they started preparing to teach the class this word doing the following:
a.Word
b.Definition
c.Use in sentence
d.Drawing/photo/short film clip
e.Motion/movement
Presentations for class: Wed, October 1st
(start work on these today, the rest is homework)
Next we went over expectations for the Socratic Seminar on Garcia Girls. Students were given handouts clarifying expectations (see below).
The Socratic Seminars are scheduled as follows:
period 3: Monday, September 29th
period 5: Thursday, September 25th
To prepare for the Seminars, students did the following:
Answer at least 3 of the Discussion Questions from your Readers Guide with:
1.Supporting evidence (quotes) from the text
2.Making outside connections (to previous readings, discussions or other classes)
3.Making personal connections (bring in personal anecdotes to make the conversation juicier)
In addition, you should have 2-3 questions of your own about the text ready to ask your classmates in the seminar.
Answers should be in short essay format (correct spelling, punctuation and grammar) and each answer about half a page long.
Before students left, I collected:
1- Reading Notebooks with Discussion Questions, prewrites and annotations (if not in books)
2- Copies of Garcia Girls (if annotations directly in books)
3- Final field trip forms and money or requests for scholarships.
If you missed class:
1- Come get a vocabulary word from me.
2- Answer the Discussion Questions above.
3- Turn in your Garcia Girls prewrites & annotations ASAP!
Homework:
1. Work on vocabulary words and have your presentations ready on Wed, Oct 1st.
2. Make sure you're prepared to participate effectively in our Socratic Seminars.
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|
Thurs, Sept 18th
Green Day
p.8
I collected field trip forms and honors letters (see below) both due on Friday, Sept 19th!
The winner of our class project to decide what to call "people who live in the United States of America"? USIANS!
Then students wrote to FE#4: Before that moment, I had never really known fear.
Next we learned a bit about ee cummings and read two of his poems. Students finished filling out the graphic organizer from last class with information on the cummings poem and submitted them.
There was a drum roll before students were given their new assignment: to write their own poem about the US!
How do you feel about the country? Will you write a poem in the style of Whitman, Hughes, Tremblay or cummings?
Requirements:
•Must be 7 lines or longer
•Must incorporate sensory imagery (sight, sound, smell, taste, touch)
•Must in some way deal with your feelings about the US
•Be prepared to read one line aloud in class (you can read more if you’d like! J but a minimum of one line)
Due Mon, Sept 29th
p. 10
I collected field trip forms and honors letters (see below) both due on Friday, Sept 19th!
The winner of our class project to decide what to call "people who live in the United States of America"? USIANS!
Then students wrote to FE#5 S/he packed the boxes full and stacked them against the wall.
Next students had 10min to edit and revise their poems about how they feel about the US.
Then students worked in partners to provide critiques answering these questions:
•Does this poem show the writer’s relationship with the US?
•What specific lines show the relationship?
•Is this poem at least 7 lines long?
•What is your favorite line? Why?
•Does this poem LOOK LIKE a poem?
•Does this poem contain imagery?
•Can you see, hear, smell, taste or touch parts of it?
•If so, which parts?
•If not, where could they add imagery
Finally, students had time to read from Garcia Girls. Reading due Monday!!
Homework:
1. Section 1 of Garcia Girls finished by Mon, Sept 22nd. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th.
Green Day
p.8
I collected field trip forms and honors letters (see below) both due on Friday, Sept 19th!
The winner of our class project to decide what to call "people who live in the United States of America"? USIANS!
Then students wrote to FE#4: Before that moment, I had never really known fear.
Next we learned a bit about ee cummings and read two of his poems. Students finished filling out the graphic organizer from last class with information on the cummings poem and submitted them.
There was a drum roll before students were given their new assignment: to write their own poem about the US!
How do you feel about the country? Will you write a poem in the style of Whitman, Hughes, Tremblay or cummings?
Requirements:
•Must be 7 lines or longer
•Must incorporate sensory imagery (sight, sound, smell, taste, touch)
•Must in some way deal with your feelings about the US
•Be prepared to read one line aloud in class (you can read more if you’d like! J but a minimum of one line)
Due Mon, Sept 29th
p. 10
I collected field trip forms and honors letters (see below) both due on Friday, Sept 19th!
The winner of our class project to decide what to call "people who live in the United States of America"? USIANS!
Then students wrote to FE#5 S/he packed the boxes full and stacked them against the wall.
Next students had 10min to edit and revise their poems about how they feel about the US.
Then students worked in partners to provide critiques answering these questions:
•Does this poem show the writer’s relationship with the US?
•What specific lines show the relationship?
•Is this poem at least 7 lines long?
•What is your favorite line? Why?
•Does this poem LOOK LIKE a poem?
•Does this poem contain imagery?
•Can you see, hear, smell, taste or touch parts of it?
•If so, which parts?
•If not, where could they add imagery
Finally, students had time to read from Garcia Girls. Reading due Monday!!
Homework:
1. Section 1 of Garcia Girls finished by Mon, Sept 22nd. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th.
Wed, Sept 17th
Blue Day
I collected field trip forms and honors letters (see below) both due on Friday, Sept 19th!
Then students wrote to FE#4: Before that moment, I had never really known fear.
Next we learned a bit about ee cummings and read two of his poems. Students finished filling out the graphic organizer from last class with information on the cummings poem and submitted them.
There was a drum roll before students were given their new assignment: to write their own poem about the US!
How do you feel about the country? Will you write a poem in the style of Whitman, Hughes, Tremblay or cummings?
Requirements:
•Must be 7 lines or longer
•Must incorporate sensory imagery (sight, sound, smell, taste, touch)
•Must in some way deal with your feelings about the US
•Be prepared to read one line aloud in class (you can read more if you’d like! J but a minimum of one line)
Due Mon, Sept 29th
Homework:
1. Section 1 of Garcia Girls finished by Fri, Sept 19th. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th.
Blue Day
I collected field trip forms and honors letters (see below) both due on Friday, Sept 19th!
Then students wrote to FE#4: Before that moment, I had never really known fear.
Next we learned a bit about ee cummings and read two of his poems. Students finished filling out the graphic organizer from last class with information on the cummings poem and submitted them.
There was a drum roll before students were given their new assignment: to write their own poem about the US!
How do you feel about the country? Will you write a poem in the style of Whitman, Hughes, Tremblay or cummings?
Requirements:
•Must be 7 lines or longer
•Must incorporate sensory imagery (sight, sound, smell, taste, touch)
•Must in some way deal with your feelings about the US
•Be prepared to read one line aloud in class (you can read more if you’d like! J but a minimum of one line)
Due Mon, Sept 29th
Homework:
1. Section 1 of Garcia Girls finished by Fri, Sept 19th. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th.
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|
Tues, Sept 16th
Green Day
p.8
First I had students check in about the reading. Based on their responses, the Garcia Girls reading assignment has been extended by one class period. If you were absent, please communicate with me about whether or not you have a copy of What's the What and/or if you will need help getting one.
Then we learned a little about Walt Whitman, Langston Hughes and Gail Trembalay while reading their poems. Students broke into groups to analyze them using a graphic organizer, and then worked in groups to create a dramatic presentation for their peers.
Finally, students had time to work on reading Garcia Girls
p.10
First I had students check in about the reading. Based on their responses, the Garcia Girls reading assignment has been extended by one class period. If you were absent, please communicate with me about whether or not you have a copy of What's the What and/or if you will need help getting one.
Then watched optional summer presentations from two students.
Next we learned a bit about ee cummings and read two of his poems. Students finished filling out the graphic organizer from last class with information on the cummings poem and submitted them.
There was a drum roll before students were given their new assignment: to write their own poem about the US!
How do you feel about the country? Will you write a poem in the style of Whitman, Hughes, Tremblay or cummings?
Requirements:
•Must be 7 lines or longer
•Must incorporate sensory imagery (sight, sound, smell, taste, touch)
•Must in some way deal with your feelings about the US
•Be prepared to read one line aloud in class (you can read more if you’d like! J but a minimum of one line)
Due Fri, Sept 26th
Homework:
1. Section 1 of Garcia Girls finished by Mon, Sept 22nd. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th.
Green Day
p.8
First I had students check in about the reading. Based on their responses, the Garcia Girls reading assignment has been extended by one class period. If you were absent, please communicate with me about whether or not you have a copy of What's the What and/or if you will need help getting one.
Then we learned a little about Walt Whitman, Langston Hughes and Gail Trembalay while reading their poems. Students broke into groups to analyze them using a graphic organizer, and then worked in groups to create a dramatic presentation for their peers.
Finally, students had time to work on reading Garcia Girls
p.10
First I had students check in about the reading. Based on their responses, the Garcia Girls reading assignment has been extended by one class period. If you were absent, please communicate with me about whether or not you have a copy of What's the What and/or if you will need help getting one.
Then watched optional summer presentations from two students.
Next we learned a bit about ee cummings and read two of his poems. Students finished filling out the graphic organizer from last class with information on the cummings poem and submitted them.
There was a drum roll before students were given their new assignment: to write their own poem about the US!
How do you feel about the country? Will you write a poem in the style of Whitman, Hughes, Tremblay or cummings?
Requirements:
•Must be 7 lines or longer
•Must incorporate sensory imagery (sight, sound, smell, taste, touch)
•Must in some way deal with your feelings about the US
•Be prepared to read one line aloud in class (you can read more if you’d like! J but a minimum of one line)
Due Fri, Sept 26th
Homework:
1. Section 1 of Garcia Girls finished by Mon, Sept 22nd. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th.
Week of September 15th, 2014
Mon, Sept 15th
Blue Day
First I had students check in about the reading. Based on their responses, the Garcia Girls reading assignment has been extended by one class period. If you were absent, please communicate with me about whether or not you have a copy of What's the What and/or if you will need help getting one.
Then we learned a little about Walt Whitman, Langston Hughes and Gail Trembalay while reading their poems. Students broke into groups to analyze them using a graphic organizer, and then worked in groups to create a dramatic presentation for their peers.
Our field trip was announced and the permission letter passed out (see below).
Homework:
1. Section 1 of Garcia Girls finished by Fri, Sept 19th. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th
Mon, Sept 15th
Blue Day
First I had students check in about the reading. Based on their responses, the Garcia Girls reading assignment has been extended by one class period. If you were absent, please communicate with me about whether or not you have a copy of What's the What and/or if you will need help getting one.
Then we learned a little about Walt Whitman, Langston Hughes and Gail Trembalay while reading their poems. Students broke into groups to analyze them using a graphic organizer, and then worked in groups to create a dramatic presentation for their peers.
Our field trip was announced and the permission letter passed out (see below).
Homework:
1. Section 1 of Garcia Girls finished by Fri, Sept 19th. Please come prepared to submit: 10 annotations per chapter, prewrites for chapters 2-4 and show me that you've started your graphic organizers.
2. Permission form for field trip due Fri, Sept 19th
enriques_journey.docx | |
File Size: | 59 kb |
File Type: | docx |
enriques_journey_translated.docx | |
File Size: | 61 kb |
File Type: | docx |
Week of September 8th, 2014
Fri, Sept 12th
Green Day
p. 8
First we completed FE#3 : She opened the first box...
Then I put these idioms on the board:
1. Barking up the wrong tree
2. Cat got your tongue
3. Cry over spilt milk
4. Drive me up the wall
5. Have an axe to grind
6. Jump the gun
7. On pins and needles
8. X marks the spot
Students were each randomly assigned an idiom, which they then drew a picture of. Next they were put into groups to compare their photos, compose a definition and then write a sentence including the idiom. Next students were moved into groups to share what they had come up with.
Over break, students voted on our new term to use to mean "person from the United States of America".
Our field trip was announced and the permission letter passed out (see below).
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
p.10
First we completed FE#4: He could see_________ in the distance.
Then we learned a little about Walt Whitman, Langston Hughes and Gail Trembalay while reading their poems. Students broke into groups to analyze them using a graphic organizer, and then worked in groups to create a dramatic presentation for their peers.
Our field trip was announced and the permission letter passed out (see below).
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
Homework:
1. Section 1 of Garcia Girls finished (with annotations and prewrites) by Tues, Sept 16th.
2. Permission form for field trip due Fri, Sept 19th
Fri, Sept 12th
Green Day
p. 8
First we completed FE#3 : She opened the first box...
Then I put these idioms on the board:
1. Barking up the wrong tree
2. Cat got your tongue
3. Cry over spilt milk
4. Drive me up the wall
5. Have an axe to grind
6. Jump the gun
7. On pins and needles
8. X marks the spot
Students were each randomly assigned an idiom, which they then drew a picture of. Next they were put into groups to compare their photos, compose a definition and then write a sentence including the idiom. Next students were moved into groups to share what they had come up with.
Over break, students voted on our new term to use to mean "person from the United States of America".
Our field trip was announced and the permission letter passed out (see below).
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
p.10
First we completed FE#4: He could see_________ in the distance.
Then we learned a little about Walt Whitman, Langston Hughes and Gail Trembalay while reading their poems. Students broke into groups to analyze them using a graphic organizer, and then worked in groups to create a dramatic presentation for their peers.
Our field trip was announced and the permission letter passed out (see below).
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
Homework:
1. Section 1 of Garcia Girls finished (with annotations and prewrites) by Tues, Sept 16th.
2. Permission form for field trip due Fri, Sept 19th
enriques_journey.docx | |
File Size: | 59 kb |
File Type: | docx |
enriques_journey_translated.docx | |
File Size: | 61 kb |
File Type: | docx |
Week of September 8th, 2014
Thurs, Sept 11th
Blue Day
First we completed FE#3 : She opened the first box...
Then I put these idioms on the board:
1. Barking up the wrong tree
2. Cat got your tongue
3. Cry over spilt milk
4. Drive me up the wall
5. Have an axe to grind
6. Jump the gun
7. On pins and needles
8. X marks the spot
Students were each randomly assigned an idiom, which they then drew a picture of. Next they were put into groups to compare their photos, compose a definition and then write a sentence including the idiom. Next students were moved into groups to share what they had come up with.
Over break, students voted on our new term to use to mean "person from the United States of America".
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
Homework:
Section 1 of Garcia Girls finished (with annotations and prewrites) by Wed, Sept 17th.
Thurs, Sept 11th
Blue Day
First we completed FE#3 : She opened the first box...
Then I put these idioms on the board:
1. Barking up the wrong tree
2. Cat got your tongue
3. Cry over spilt milk
4. Drive me up the wall
5. Have an axe to grind
6. Jump the gun
7. On pins and needles
8. X marks the spot
Students were each randomly assigned an idiom, which they then drew a picture of. Next they were put into groups to compare their photos, compose a definition and then write a sentence including the idiom. Next students were moved into groups to share what they had come up with.
Over break, students voted on our new term to use to mean "person from the United States of America".
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
Homework:
Section 1 of Garcia Girls finished (with annotations and prewrites) by Wed, Sept 17th.
Wednesday, Sept 9th
Green Day
Period 8=
First students completed FE#2 Brick by Brick after reading an excerpt from Zen and the Art of Motorcycle Maintenance (see below).
Then it became apparent that we needed to do a culture reset and figure out how to make our class a positive, productive environment. Students wrote in response to these questions:
1. What do you like about this class? What is working for you?
2. What do you NOT like about this class? What would you like to change? How can we make it better?
3. What can YOU do to make this a better class?
4. What can I do to make this a better class?
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
Period 10=
First we completed FE#3 : She opened the first box...
Then I put these idioms on the board:
1. Barking up the wrong tree
2. Cat got your tongue
3. Cry over spilt milk
4. Drive me up the wall
5. Have an axe to grind
6. Jump the gun
7. On pins and needles
8. X marks the spot
Students were each randomly assigned an idiom, which they then drew a picture of. Next they were put into groups to compare their photos, compose a definition and then write a sentence including the idiom. Next students were moved into groups to share what they had come up with.
Over break, students voted on our new term to use to mean "person from the United States of America".
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
Green Day
Period 8=
First students completed FE#2 Brick by Brick after reading an excerpt from Zen and the Art of Motorcycle Maintenance (see below).
Then it became apparent that we needed to do a culture reset and figure out how to make our class a positive, productive environment. Students wrote in response to these questions:
1. What do you like about this class? What is working for you?
2. What do you NOT like about this class? What would you like to change? How can we make it better?
3. What can YOU do to make this a better class?
4. What can I do to make this a better class?
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
Period 10=
First we completed FE#3 : She opened the first box...
Then I put these idioms on the board:
1. Barking up the wrong tree
2. Cat got your tongue
3. Cry over spilt milk
4. Drive me up the wall
5. Have an axe to grind
6. Jump the gun
7. On pins and needles
8. X marks the spot
Students were each randomly assigned an idiom, which they then drew a picture of. Next they were put into groups to compare their photos, compose a definition and then write a sentence including the idiom. Next students were moved into groups to share what they had come up with.
Over break, students voted on our new term to use to mean "person from the United States of America".
The last 25min, students were given to read, annotate and complete graphic organizers for Garcia Girls.
zen_and_the_art_of_motorcycle_maintenance.jpeg | |
File Size: | 2828 kb |
File Type: | jpeg |
Monday & Tuesday
September 8th and 9th
First we responded to the following starter:
9/8 or 9/9 Starter: 1. What do you know about Julia Alvarez? 2. What do you know about the Dominican Republic? 3. Think about two cultures you inhabit (for example: school and family or friends and religion). How does it feel moving in and out of those two cultures? Are there behaviors or beliefs in one that are not in the other? Do you have a hard time moving between them?
Next I showed the students a powerpoint (see below) with background on Julia Alvarez and the Dominican Republic. We also watched two short film clips (ask me if you were absent, and I can send you the links).
Then we previewed How the Garcia Girls Lost Their Accents-- looking closely at the structure of the book.
I gave the students the Reading Guide (see below) that I created for them.
We read the first part of chapter 1 and started on annotations.
Reminder: I will give you 20min to read each day in class and work on your assignments with the text. Please be sure to bring your books!!!
September 8th and 9th
First we responded to the following starter:
9/8 or 9/9 Starter: 1. What do you know about Julia Alvarez? 2. What do you know about the Dominican Republic? 3. Think about two cultures you inhabit (for example: school and family or friends and religion). How does it feel moving in and out of those two cultures? Are there behaviors or beliefs in one that are not in the other? Do you have a hard time moving between them?
Next I showed the students a powerpoint (see below) with background on Julia Alvarez and the Dominican Republic. We also watched two short film clips (ask me if you were absent, and I can send you the links).
Then we previewed How the Garcia Girls Lost Their Accents-- looking closely at the structure of the book.
I gave the students the Reading Guide (see below) that I created for them.
We read the first part of chapter 1 and started on annotations.
Reminder: I will give you 20min to read each day in class and work on your assignments with the text. Please be sure to bring your books!!!
Week of Sept 2nd, 2014:
Friday (blue)
We responded to the following starter:
The Declaration of Independence, written July 4, 1776 by Congress to the British Empire, reads, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
What stands out to you about this? What do you think the “pursuit of happiness” means?
In period 3, students who completed the optional summer projects presented.
In period 5, I gave the optional summer project assignment, which will be due Wed, September 17th for students who choose to complete it. (see below for handout).
Next we talked about active listening, defining what it looks like. Then we practiced in groups of three.
In period 5 the Family History assignment was passed out & discussed. Students also had time to start brainstorming their interview questions.
Friday (blue)
We responded to the following starter:
The Declaration of Independence, written July 4, 1776 by Congress to the British Empire, reads, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
What stands out to you about this? What do you think the “pursuit of happiness” means?
In period 3, students who completed the optional summer projects presented.
In period 5, I gave the optional summer project assignment, which will be due Wed, September 17th for students who choose to complete it. (see below for handout).
Next we talked about active listening, defining what it looks like. Then we practiced in groups of three.
In period 5 the Family History assignment was passed out & discussed. Students also had time to start brainstorming their interview questions.
Tuesday & Wednesday
First students had time to organize their binder sections (readings, assignment descriptions, handouts and notes) and label their notebooks (Reader's Notebook and Writer's Notebook-- the second one to be kept in a drawer at school).
Next student write to this starter:
1.What do you know about Ellis Island? List any words or ideas that come to mind when you think of Ellis Island.
2.Brainstorm a list of characteristics or traits you believe are a part of the “American Dream”. Write them down.
Then we watched a short film clip and discussed.
Then we read the poem "Ellis Island" by Joseph Bruchac (see attachment below). Then we discussed what stood out to students from the poem and what dreams or disappointments their ancestors faced.
Next we looked at the definition of the word "American":
1: an American Indian of North America or South America
2: a native or inhabitant of North America or South America
3: a citizen of the United States
http://www.merriam-webster.com/dictionary/american
The class was then challenged to think of another word to use to refer to "people who live in the United States of America". Suggestions were put on sticky notes on the board.
Finally students completed FE#2 Brick by Brick (if you were not here, come see me for specific instructions).
*** If you are interested in getting a copy of the audio book for How the Garcia Girls Lost Their Accents, make sure I have your name and email address on my list. *****
First students had time to organize their binder sections (readings, assignment descriptions, handouts and notes) and label their notebooks (Reader's Notebook and Writer's Notebook-- the second one to be kept in a drawer at school).
Next student write to this starter:
1.What do you know about Ellis Island? List any words or ideas that come to mind when you think of Ellis Island.
2.Brainstorm a list of characteristics or traits you believe are a part of the “American Dream”. Write them down.
Then we watched a short film clip and discussed.
Then we read the poem "Ellis Island" by Joseph Bruchac (see attachment below). Then we discussed what stood out to students from the poem and what dreams or disappointments their ancestors faced.
Next we looked at the definition of the word "American":
1: an American Indian of North America or South America
2: a native or inhabitant of North America or South America
3: a citizen of the United States
http://www.merriam-webster.com/dictionary/american
The class was then challenged to think of another word to use to refer to "people who live in the United States of America". Suggestions were put on sticky notes on the board.
Finally students completed FE#2 Brick by Brick (if you were not here, come see me for specific instructions).
*** If you are interested in getting a copy of the audio book for How the Garcia Girls Lost Their Accents, make sure I have your name and email address on my list. *****
Monday (Green Day)
First students completed a pre-test about Immigration (see below).
Next students filled out an anticipation guide (see below). Then I read aloud some of the questions and asked students to move to different parts of the room labeled "Strongly Agree", "Agree", "Disagree" and "Strongly Disagree" based on their positions. We had class discussions/debates on some of the issues.
Homework:
Blue Day:
1. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Tuesday, Sept 9th.
2. Copy of What's the What by Dave Edgars by Monday, Sept 29th.
Green Day:
1. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Monday, Sept 8th.
3. Copy of What's the What by Dave Edgars by Tuesday, Sept 30th.
First students completed a pre-test about Immigration (see below).
Next students filled out an anticipation guide (see below). Then I read aloud some of the questions and asked students to move to different parts of the room labeled "Strongly Agree", "Agree", "Disagree" and "Strongly Disagree" based on their positions. We had class discussions/debates on some of the issues.
Homework:
Blue Day:
1. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Tuesday, Sept 9th.
2. Copy of What's the What by Dave Edgars by Monday, Sept 29th.
Green Day:
1. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Monday, Sept 8th.
3. Copy of What's the What by Dave Edgars by Tuesday, Sept 30th.
Week of Aug 25, 2014:
Friday (Blue Day)
First students completed a pre-test about Immigration (see below).
Next students filled out an anticipation guide (see below). Then I read aloud some of the questions and asked students to move to different parts of the room labeled "Strongly Agree", "Agree", "Disagree" and "Strongly Disagree" based on their positions. We had class discussions/debates on some of the issues.
Homework:
Blue Day:
1. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Tuesday, Sept 9th.
2. Copy of What's the What by Dave Edgars by Monday, Sept 29th.
Green Day:
1. Introductory Powerpoint/Prezi/Poster due Tues, Sept 2nd. (see attachment below).
2. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Monday, Sept 8th.
3. Copy of What's the What by Dave Edgars by Tuesday, Sept 30th.
Friday (Blue Day)
First students completed a pre-test about Immigration (see below).
Next students filled out an anticipation guide (see below). Then I read aloud some of the questions and asked students to move to different parts of the room labeled "Strongly Agree", "Agree", "Disagree" and "Strongly Disagree" based on their positions. We had class discussions/debates on some of the issues.
Homework:
Blue Day:
1. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Tuesday, Sept 9th.
2. Copy of What's the What by Dave Edgars by Monday, Sept 29th.
Green Day:
1. Introductory Powerpoint/Prezi/Poster due Tues, Sept 2nd. (see attachment below).
2. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Monday, Sept 8th.
3. Copy of What's the What by Dave Edgars by Tuesday, Sept 30th.
Wednesday & Thursday
We read "Claiming an Education" by Adrienne Rich (see below), which was followed by a class discussion and focus on the behaviors of a student claiming an education vs. one receiving an education.
Then we completed our first finger exercise (or FE). The line of inspiration I gave was: Suddenly there was a knock on the door.
Homework:
Blue Day:
1. Signed syllabus due Wed, Aug 27th.
2. Introductory Powerpoint/Prezi/Poster due Fri, Aug 29th. (see attachment below).
3. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Tuesday, Sept 9th.
4. Copy of What's the What by Dave Edgars by Monday, Sept 29th.
Green Day:
1. Signed syllabus due Thurs, Aug 28th.
2. Introductory Powerpoint/Prezi/Poster due Tues, Sept 2nd. (see attachment below).
3. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Monday, Sept 8th.
4. Copy of What's the What by Dave Edgars by Tuesday, Sept 30th.
We read "Claiming an Education" by Adrienne Rich (see below), which was followed by a class discussion and focus on the behaviors of a student claiming an education vs. one receiving an education.
Then we completed our first finger exercise (or FE). The line of inspiration I gave was: Suddenly there was a knock on the door.
Homework:
Blue Day:
1. Signed syllabus due Wed, Aug 27th.
2. Introductory Powerpoint/Prezi/Poster due Fri, Aug 29th. (see attachment below).
3. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Tuesday, Sept 9th.
4. Copy of What's the What by Dave Edgars by Monday, Sept 29th.
Green Day:
1. Signed syllabus due Thurs, Aug 28th.
2. Introductory Powerpoint/Prezi/Poster due Tues, Sept 2nd. (see attachment below).
3. Copy of How the Garcia Girls Lost Their Accent by Julia Alvarez by Monday, Sept 8th.
4. Copy of What's the What by Dave Edgars by Tuesday, Sept 30th.
Monday & Tuesday
Welcome back to school! It was fantastic meeting all of you.
First, we played name games, which gave me an opportunity to get to know you. Then we broke apart the syllabus (see syllabus link if you have misplaced your copy). Finally, we broke into groups and worked on setting class norms. You had some great suggestions, which I will work to compile into a cohesive whole.
Homework:
Blue Day:
1. Signed syllabus due Wed, Aug 27th.
2. Introductory Powerpoint/Prezi/Poster due Fri, Aug 29th. (see attachment below).
Green Day:
1. Signed syllabus due Thurs, Aug 28th.
2. Introductory Powerpoint/Prezi/Poster due Tues, Sept 2nd. (see attachment below).
Welcome back to school! It was fantastic meeting all of you.
First, we played name games, which gave me an opportunity to get to know you. Then we broke apart the syllabus (see syllabus link if you have misplaced your copy). Finally, we broke into groups and worked on setting class norms. You had some great suggestions, which I will work to compile into a cohesive whole.
Homework:
Blue Day:
1. Signed syllabus due Wed, Aug 27th.
2. Introductory Powerpoint/Prezi/Poster due Fri, Aug 29th. (see attachment below).
Green Day:
1. Signed syllabus due Thurs, Aug 28th.
2. Introductory Powerpoint/Prezi/Poster due Tues, Sept 2nd. (see attachment below).