|< <<||April 2020||> >>|
Students were welcomed into my classroom today! Tomorrow we will go over the syllabus and talk about classroom policies, but today I wanted to start to get to know my new students and vice versa. Each student prepared a name card that they are required to bring to class every day until I learn all of their names. I then gave a brief Powerpoint presentation which gave them a little bit of information about me and my background. Finally, I got to know the students through an activity entitled "That's Me!"
Today we spent the entire period going over the syllabus. Not only did we talk about where we are headed this year with the English 10 curriculum; the rules and policies of my classroom are very clearly laid out within the syllabus as well. Students were given their 3 hall passes today for Quarter One, and they are aware that they can receive extra credit before grades come out if the do not use their hall passes (10 points each for a possible 30 extra credit points). At the end of the period, each student signed a slip acknowledging their understanding of my classroom policies. They will be bringing home these syllabi so that their parents can read and sign as well. The students are required to bring the slip with their parent signature and email back to class on Monday and this is worth 10 points. The parent email is important so that I can invite each parent into Google Classroom so they can monitor their students' assignments.
Students were given a writing pre-test today. We started half way into the period, so I informed my students they would have 90 minutes total which would bleed into Tuesday. This assignment is 50 Participation points, and my definition of "participation" was clearly spelled out on the assignment.
We had a shortened period today, and much of the time was spent participating in an activity that was structured to make sure each student would have 12 different partners throughout the semester. Each student now has a "Make an Appointment" worksheet that they are required to bring with them to class every day in case we do partner work. I also had each student take a picture of this worksheet for backup purposes.
Students were given a Reading pre-test today. If they finished early (which they should have since the story given was very short), then they had the opportunity to finish their Writing Pre-Test if they needed to.
To introduce our first unit (Multicultural Literature), the students began watching a documentary entitled He Named Me Malala. This is the story of a Pakistani teenager who was attacked and gravely injured by the Taliban for her stance on girls receiving an education. She recovered and eventually was awarded a Nobel Peace Prize for her efforts to bring educational equality to girls in underserved countries around the world. Students were informed that they need to pay close attention since they will be required to do a writing assignment at the conclusion of the film.
Students finished watching the documentary today and we had a brief discussion afterwards.
Students should have completed their Writing pre-test today during class. Most of the period was spent doing this, so that each student would have the full 90 minutes.
Students were given a list of unfamiliar cultural artifacts from different countries (sports, foods, etc.) and asked to research them and categorize them. As we were going over the correct answers, I had videos and graphics to give as examples of unfamiliar items (diggery-doo, borscht, jai-alai, etc.).
The students spent the first half of the day today filling out "partner clocks" with Miss Westcott's students in corresponding periods. Throughout the year (and especially with their multi-genre essay projects), students will be collaborating with Miss Westcott's English 10 students. The second half of the period, students were paired up with a partner and asked to research a given country for its cultural traditions (clothing, music, languages, government, etc.).
Today was picture day, and every English teacher took their classes to the small gym for their photographs. The first half of the period, though, was spent by the students presenting their findings from Friday's partner activity.
Students did an activity today where they learned 7 vocabulary terms that will be crucial for the "culture and short story" unit that we are currently working on. They defined the terms in small groups, then each group was given one term and asked to give a graphic representation of that term.
Students did a quickwrite today at the beginning of the period which was intended to get them thinking about how, unfortunately, human beings tend to want to make assumptions about other cultures based on singular stereotypes. We then watched a Ted Talk from a Nigerian novelist who spoke about "the danger of a single story." Students used Cornell notes.
Students learned about the literary elements of SETTING and POINT OF VIEW today. We then began reading together a story entitled "By the Waters of Babylon." Students were instructed to look for clues as to the "when and where" this story takes place, and to have this as an example of first person point of view. We finished most of the story and will continue tomorrow.
First, students were instructed to independently finish reading the story that we began yesterday: "By the Waters of Babylon" by Stephen Vincent Benet. Then students were given a creative writing assignment: they have 3 options. Two of those options would be to write a prequel to the story, using first person point of view; the third option was to create a similar story of their own where a protagonist discovers a lost or destroyed civilization. The students were informed that they can work on the paper today, over the weekend, and for the first half of the period on Monday. They can either handwrite it, or use their Microsoft accounts or Google accounts and share them electronically with me. They will be sharing them the 2nd half of the period on Monday.
Students were given the entire period to finish their prequels for "By the Waters of Babylon." They were due at the end of the period and students were informed they would receive a zero if it was not turned in on time. They can still turn it in, but they will need to do this on their own at this point.
The first thing we are doing today is getting all students set up within Google Classroom. Students will have an opportunity to turn in their missing work from yesterday, or re-share it with me electronically if they tried to share it through their personal Google accounts (which does not work). We will then begin talking about "local vs. universal" as we prepare to read and annotate a story ("Paths Upon Water" by Tahira Naqvi). Students have a quickwrite, and we will probably begin reading the story tomorrow.
The students were given a story to read and annotate today (the story is in Google Classroom: "Paths upon Water"). Students will have more time to finish reading and annotating tomorrow.
Students were given 20 minutes to finish reading the story today. The students were then given a quiz to make sure they were completing the reading assignment and to check for comprehension. If students still have not finished reading and/or the quiz, they can come into AOT tomorrow (Friday) to finish.
Students are watching a film today that fits in nicely with our study of different stories and cultures around the world: Million Dollar Arm. Students will be able to further distinguish between local customs and universal themes by viewing life in India through this story. Students are expected to pay close attention, and, as always, will need to make up work at home or in AOT.
Students finished watching Million Dollar Arm today.
Students were given a story to read in Google Classroom today: "The Stolen Party" by Liliana Heker, an author from Argentina. Each student was required to answer questions on a worksheet as they read through the story. Students can see me to ge the worksheet if they missed class.
First, we talked about the quiz from "Paths upon Water." I informed the students that in the future, if they miss a quiz, they will have 48 hours to make it up and that will be the cutoff. I need to be able to return quizzes to give students feedback. The students were then able to view an anonymous student's answers to the quiz so that they can see what is expected in a short answer. Next, we talked about the short story "The Stolen Party," covering irony briefly, symbolism and theme. Finally, the students took notes as we discussed the 3 types of irony (verbal, situational and dramatic) and ambiguity. Students were informed they will be taking a quiz and will eventually need to independently identify those items.
At the beginning of the period, we had a brief review of the different types of irony and ambiguity. We then began reading, together, Roald Dahl's short story entitled "Lamb to the Slaughter." After the first section, students were questioned about the situational irony and then asked to write down that example on their irony worksheet. Students then independently read the remainder of the story, while jotting down the following examples: dramatic irony, verbal irony and ambiguity. Students were informed that they will be quizzed on their knowledge of irony in the very near future. Finally, we discussed the story and their examples.
Students read a short story entitled "Button, Button" today and then had a 10-point comprehension quiz afterwards. Students were also required to write down the example of situational irony on their Irony Worksheet. We discussed the story afterwards where we talked about both irony and symbolism.
The power went out at the school today and the students were sent home during first period. NO SCHOOL TODAY!!!!!!
Students were given an excerpt from An American Childhood by Annie Dillard to read today as yet another example of situational irony. Students also had an assignment in Google Classroom where they had to write 250 words, pretending they were the angry adult at the end of the reading and were lecturing the 7-year-old girl for throwing a snowball at his car.
Early release day: Periods 1, 3 & 5 only (90 minute classes). Students were given a final story to read today in order to assist with their understanding of irony: "The Necklace." After reading the story, the students were given a comprehension quiz in Google Classroom (15 points). They were also required to write down the example of situational irony on their Irony Worksheet. Students also had time to finish their 250 words from Wednesday.
Early release day: Periods 4 & 6 only (90 minute classes). Students were given a final story to read today in order to assist with their understanding of irony: "The Necklace." After reading the story, the students were given a comprehension quiz in Google Classroom (15 points). They were also required to write down the example of situational irony on their Irony Worksheet. Students also had time to finish their 250 words from Wednesday.
Students were given an 80-point quiz/test on Irony today which took most of the class period. If missed, students will be responsible to make-up during Academic Overtime.
Students were introduced to their first major writing assignment today, the Personal Narrative. Since we will be going through the entire writing process (pre-writing, rough draft, editing and revising, final draft and publication) this project will be worth a total of 150 points. Students were given a model personal narrative ("Into My Braces") which we read aloud, and then we went over the rubric and the process. All materials will be posted in Google Classroom if they are needed. We then had an activity I call "Painting with Appositives," which assists students with being more descriptive with their writing. Students are aware they will need to use appositives in their narratives and this will be a part of their grade.
Today we talked about figurative language at the beginning of class, and students were all given a definitions sheet which gave examples of simile, metaphor, hyperbole, personification, etc. Students were then asked to identify both figurative language and appositives in the model personal narrative, "Into My Braces." They either circled or underlined phrases that fit these definitions. They were then given a secon example of a personal narrative "Into the Spasms," and asked to do the same.
Mr. Fuller was out today for a 2-day golf tournament, so the students watched a movie. Later in the year, students will read a futuristic novel, and this movie was futuristic also, to get them thinking about certain types of themes.
Mr. Fuller was out today for a 2-day golf tournament, so the students watched a movie. Later in the year, students will read a futuristic novel, and this movie was futuristic also, to get them thinking about certain types of themes.
Today, students were given a graphic organizer for their Pre-Writing for their Personal Narrative. They were instructed to come up with three different "2-hour slices of their lives" that they could potentially write about in their Personal Narratives. We re-read the prompt so that students would be sure to FOLLOW the prompt, rather than branching off in a different direction. Students were informed that I would be checking tomorrow for 25 participation/completion points at the beginning of the period.
At the beginning of the period today, I assigned points for the Pre-Writing graphic organizer that the students were given yesterday. If it was completely finished, students were given 25 points. Otherwise, they received partial credit. Students were then given their pictures from picture day. Finally, we had an activity with partners where students were required to fix a narrative that shifted back and forth from present to past to present tense. Students are required to write their personal narratives in the present tense, so this activity is meant to assist with their grammar.
At the beginning of the period, students were given a grammar quiz in Google Classroom. They were given 1/2 of a point EXTRA CREDIT for any correct answers. The purpose of this was to familiarize students with common mistakes before they begin writing their personal narrative. Students were then given a narrative in the past tense to change to present tense in Google Classroom.
Students will begin writing the rough draft of their personal narrative today. They will have Thursday and Friday to get to approximately 600 words. The rough draft is worth 25 participation/pace points.
Students should finish writing their rough draft of their personal narrative today (roughly 600 words) -- this is worth 25 points.
At the beginning of the period, I checked each student's rough draft and assigned the appropriate amount of points. Students received 25 points if they had approximately 600 words, and were given partial credit if they did not complete this task. We then began peer reviews where students were asked to help 3 different partners with editing and revising their personal narratives. I informed the students that they would need to save the feedback from their various partners because I will eventually be collecting it.
Students started working on the final drafts of their personal narratives today and were informed that they will have Tues, Wed and Thursday to finish their project. They should be revising and editing as they are typing their story. There is an assignment boc in Google Classroom for their final drafts.
Students continued working on their final drafts today.
Personal Narrative Final Drafts and packets are due TODAY!! Tomorrow, students will be sharing their stories with their peers, so BE PREPARED TO SHARE!!
Students shared their personal narratives today during class with their peers. Volunteers were taken first, and then students were called upon randomly to read their final drafts.
Students were informed that they need to email me (firstname.lastname@example.org) if they turned in an assignment late in Google Classroom. We then began talking about their "year-long" project in English 10 - The Multigenre Essay. Students were informed that they would be introduced to the project all week this week by looking at models, practicing different genres, etc. They were also informed that they would be working on this project once a week for the next 20 weeks or so. Finally, we began reading the model multigenre essay together, "Miriam's Song." All materials for the Multigenre Essay project will be in Google Classroom -- "Miriam's Song" is loaded in there now, and I will continue to add materials throughout this week.
First, the students were instructed to independently finish reading "Miriam's Song" (roughly 4 pages). Second, the students have a practice assignment today worth 20 points: they are using the "recipe genre" of writing to creatively describe either themselves, their family or their town. This assignment is in Google Classroom and is due by the end of the period. If students finish early, there is a 2nd multigenre essay loaded in Google Classroom entitled "The Five Ages of Relationships" which they will need to read. This is a second example which will assist students with generating ideas for their own Multigenre Essay.
Today we focused on another sample multigenre essay ("Party On?"), which is an example of writing about a controversial social issue (climate change/global warming). We read this together in class, and this essay is available in Google Classroom in the "Materials" box for the Multigenre Essay project. I collected the students' green hall passes for Quarter One for extra credit and issued 3 new blue hall passes for Quarter 2.
Students were directed to a "debate website" today where they had to choose 5 different topics and then list 5 pros and cons for each topic. This activity was designed to get them thinking about BOTH sides of a controversial social issue.
Students participated in an activity called "Four Corners" today. They were given a controversial "social issue" and asked to go to the corner of the room that best described their stance on the issue: Strongly Agree, Agree, Disagree, Strongly Disagree. The students then "informally debated" the topic based on their current knowledge base. This activity was intended to assist students with their multigenre essay project and get them thinking about a topic.
Today we examined a few documents that have been uploaded into Google Classroom. In the "Materials" box for the Multigenre Essay, we looked at the following documents: Controversial Topics, Genre Descriptions, Genres, and Multigenre Essay Intro 2019/2020. I gave explanations for many of the controversial issues, explained some of the more creative genres to choose from and then went over the specifics for the project itself. Students were then given a worksheet in which they were instructed to come up with TWO different topics to write about for their project; they will eventually, with my assistance, choose one. They will be working on this research worksheet both Monday and Tuesday. The assignment (and the worksheet) are in Google Classroom.
Students continued working on their research proposals today and they were due at the end of the period.
Students researched their topic for their multigenre essay today. They should have used their questions from their research proposals and should have used at least three different websites. They were given a worksheet for this.
Students began working on their multigenre essay projects today.
Students continued to work on their multigenre essays today and were informed that at the end of the day they needed to have at least 150 words and at least one genre. If they have 150 words they will receive 20 points for keeping pace. Their first genre should be an introduction to their topic and this can be done in any creative genre they choose. I gave them some examples to choose from in Google Classroom.
We began reading Tears of a Tiger today, a novel written in multiple genres (the first few sections/chapters are a newspaper article, a police statement, locker-room conversation/dialogue, phone calls and a prayer). We will study the book for its importance to young people, but also it will assist students with their ideas for their multigenre essay. Prior to reading together, the students were asked to think about "teen issues" and do a Quickwrite explaining their thoughts in Google Classroom.
We continued reading Tears of a Tiger today and the students had a worksheet to complete while reading.
We focused on character building and character traits today. The students had about 20 minutes to write a brief narrative in which their charcter displayed a specific character trait. These traits, all different, were handed out to students after they were given a specific model narrative (which I read aloud to the class). Some of the traits were as follows: greedy, stubborn, bossy, etc. Students were then called upon randomly to read their narratives, and the class tried to guess what the trait was. The narrative assignment was either handwritten or in Google Classroom -- the students were given the option.
Today we focused on the concept of "Point of View" since the novel we're currently reading is rather unique (Tears of a Tiger). Their are multiple "points of view," since each section is a different genre of writing where we get "narration" from a plethora of different characters. Students had an assignment to complete in Google Classroom to help them understand this concept better.
Today was used as a "catch-up" day where students could complete any assignments they might not quite have finished. I also met individually with various students to help them with various assignments.
Students were given an example of a parody this morning so that they could potentially use one in their multigenre essays. They could do a parody of a song, a movie, a TV show, etc. The remainder of the period was spent working on their multigenre essays. By Monday, they need to have a minimum of 300 words, and at least 2 different genres to receive their 20 "pace points."
Students were instructed to read pages 50-70 in Tears of a Tiger, and then to continue working on their multigenre essays.
Today students have an assignment in Google Classroom entitled "Confession" -- it is due by the end of the period and is worth 30 points (300 word minimum). Students viewed 2 different videos at the beginning of the period: one is the real-life confession of a young man who killed someone in a drunk driving accident, and the second is a "mock confession" from one of my students last year. The assignment today requires each student to pretend they are Andy Jackson from Tears of a Tiger and they are writing a script for a confession that could potentially be filmed. They have been offered extra credit to film the confession on their iPhones -- they can email me the video so we can view tomorrow.
Students had some independent reading to do today in Tears of a Tiger.
Many of the sections within Tears of a Tiger are written as completely dialogue, almost like the text of a play. We assigned some parts today and did some reading, as if it were drama. We had discussions regarding theme and technique along the way.
The students were informed that we were going to finish Tears of a Tiger this week, so we had to be focused in order to get it done. We began with the following Quickwrite: "Do you think it’s best for people to talk about their problems or keep their feelings inside? Why? Do you yourself talk about your problems, or do you bottle them up inside? Why?" After discussion, we read pages 89-105 together and began discussing some themes within the novel: racism, bottling up your feelings, appearing strong, guilt, etc. We also talked about how a few of the sections, like the dream sequence, could be interesting genres for their projects.
At the beginning of the period, the students had another Quickwrite to do, and I asked them to continue on the same sheet of paper from yesterday. The question was meant to get them thinking about the concept of foreshadowing: "Have you ever felt like something bad was going to happen before it did? What happened? Why did you feel this way?" After discussion, we watched a short video entitled "Alma" which has a ton of foreshadowing, and the students were asked to give all the examples they could find. Finally, we read pages 106-125 together in Tears of a Tiger, and we stopped frequebntly to discuss any potential foreshadowing. We spent some time on the first section, in which Andy and his friends are in a classroom discussing the "out out brief candle" excerpt from Macbeth since there is a massive amount of foreshadowing going on.
I was not in the classroom today, as I was required to have a meeting with the other 10th grade teacher today and our assistant principal to discuss curriculum for the 2nd semester. The students were instructed to read independently today, pages 126-145 in Tears of a Tiger. Upon completion of the reading assignment, the students had a 5-question quiz to take in Google Classroom worth 15 points.
At the beginning of the period today, students were given a Quickwrite question to get them thinking about how people could potentially be pre-judged by their name alone. We then read pages 146-159 together in Tears of a Tiger. We focused on an important conversation between Andy and his father, where Mr. Jackson reveals that he has suffered from prejudice throughout his life simply because his name "sounded black." He informs Andy he had to change his name to "assimilate to white society." The students then read an article from 2009 which highlighted a study that showed people who have "white sounding names" have a 50% better chance of receiving a callback from an employer after submitting a resume. The students were then asked to make a specific claim about :names" and to support it with direct evidence from the article.
Today, we finished reading Tears of a Tiger, together, as a class (I read out loud as the students read with me) -- pages 160-180. Many students were upset upon finishing the book, as the protagonist, Andy Jackson, takes his own life since he can no longer deal with the guilt of killing his best friend in a drunk driving car accident. We carefully discussed the value of reading a book like this, where a teenager decides to take his own life. The students clearly understood that Andy, who wanted to appear strong, is struggling on the inside, and makes the mistake of bottling everything up instead of seeking help from those who love him. It is clear, also, that the students understood that he affected many, many people by his horrific act of self-violence. The students then began working on a final assignment in Google Classroom entitled "Final Assignment: Tears of a Tiger." Knowing that they would probably not have enough time to finish this during class, I informed each class that this would be one of the very rare times that they would have homework outside of class. I told them that I would accept their work up until the end of the day on Monday, 11/25, and that they could also come in during AOT if they needed to.
Since we finished Tears of a Tiger last week, we picked back up with the middle third of Cry Freedom, as we will begin studying Athol Fugard's famous play next week: "Master Harold" ...and the boys.
We finished the last third of Cry Freedom today. We had a brief discussion regarding the brutal nature of the apartheid system in South Africa, and I reminded the students that this film was meant to give them a solid background before we began reading "Master Harold" ...and the boys.
Students worked on their multigenre essay projects today, as we try to do once a week every Monday. At this point, the students should be at a minimum of 600 words, and should have at least 4 genres. This information (the project progress expectations) is clearly written on the white board.
At the beginning of the period, students were escorted down to the bookstore for each of them to pick up an individual copy of "Master Harold" ...and the boys. Students were informed that they were each responsible for their own book, and would need to return it at the end of the unit (I suggested they write down the UPC number in their cell phones so they would not accidentally swap it with another student). I then began to introduce the play by talking about the author's background, which is crucial to understanding some of the themes. I have some vocabulary on the board, most of it South African slang and terms, and we went over this prior to beginning the play. I read the setting, and then began the audio so the students could read while listening. We stopped a few times for clarification, and then finally came back to talk about the setting and the symbolism of the lone table in the cafe. (pages 3-14)
Students have an assignment that is in Google Classroom: "The St. George's Park Tea Room Illustration." Students will need to click on the link, which will take them to a website that gives a detailed description of the setting of the play. They will then need to draw the tea room, as it is described, and submit their work.
Today, at the beginning of the period, I had a quick extra credit "quiz" for the students where I gave 2 points to students who raised their hands and could answer different "recall" questions from our reading on Tuesday. This was meant to simply refresh the students' memories of what they had read 2 days ago. We then discussed Sam, Hally and Willy and what their relationship to each other is before we moved forward. I also tried to assist the students with the upcoming conversation between Hally and Sam, where they discuss "men of magnitude" -- students generally struggle with the conversation. We also talked again about the symbolism about the chair and the table. Finally, I explained the vocabulary for today's reading (pages 14-26), and then they listened to the audio while reading.
At the beginning of the period, students were paired up and asked to give written answers to 5 critical thinking questions from our reading of Master Harold yesterday. We then had a full group discussion, followed by an explanation of the vocabulary for today's reading. Finally, students read while they listened to the audio of the play (pages 26-34). We discussed the symbolism of the kite and the contradictory nature of the bench.
The students in my 4th period class were required to go to an assembly today, so I showed my other classes the first 30 minutes of the film version of Master Harold...and the boys. I did not want all of my other classes to be ahead of 1 class.
The students had a writing assignment today in Google Classroom. They were asked to use stage directions and dialogue to create a hypothetical scenario, where a South African police officer walks into St. George's Park Tea Room (the setting of our play). Students are required to write 350-450 words, and the assignment is worth 40 points. Assignment name in GC: Stage Directions and Dialogue in Master Harold.
I saw that many students did not finish their writing assignment yesterday, so I decided to give them time to finish. They were informed that I would be issuing zeroes if it was not completed, as they had plenty of time to complete their writing. I assisted other students with catching up on various assignments that had not been submitted, and also gave various students some creative advice on their multigenre essays. The students in my 4th period class watched the first 30 minutes of the film while they were working.
At the beginning of class today, the students had a Quickwrite; 3 critical-thinking questions intended to be a review of important concepts from our last section read in Master Harold...and the boys. After discussion of these questions, I went over the vocabulary for today's reading. We then read pages 33-47 in the play, stopping along the way to discuss various scenarios, especially Sam's extended metaphor regarding ballroom dancing where he says it is like a "world with no collisions."
At the beginning of class, the students had 4 critical-thinking questions to respond to from the previous day's reading of Master Harols...and the boys. Students were asked to grab an elbow partner and discuss a question for a short period of time, and then we brought that question back to the group as a whole. I then gave the students some vocabulary for the final section of reading today, and it was on the board for them to reference while reading and listening to the audio. We finished the play, so if you were not here today, you can finish reading it on your own at home!
At the beginning of class today, we had our final discussion of the last section of Master Harold...and the boys, pages 47-60, which we read in class Friday. There were 5 critical thinking questions; students paired up for each one and then we brought the question back to the whole group. Students were then given their final creative writing assignment in Google Classroom entitled "How the Story Really Ends." Students were informed that they would have until the end of the period on Tuesday to finish the assignment.
Students worked on their writing assignment from yesterday, which was due at the end of the period today.
Students reviewed for their final today by applying concepts to Master Harold...and the boys. By understanding the themes of the play, the conflicts, etc., students will be able to better analyze the story for their final.
Periods 1, 3 and 5 took their Final Exam and then watched the remainder of the film version of Master Harold...and the boys.
As I was ill today and not in, the students were instructed to add 150 words and an additional genre to their multigenre essays. Students worked on this with the substitute teacher the entire period.
Unfortunately, my computer apparently died over Christmas break, so I again had the students continue working on their multigenre essays. They were instructed to add an additional 150 words and 1 more genre. Students were also made aware that I would be checking their work for Monday and Tuesday for 40 points, and I would be doing this on Friday, January 10th (20 points for Monday's 150 words, 20 points for Tuesday's 150 words). This gives each and every student (especially those who are significantly behind with this project) time to get caught up. I highly recommended that any student who was behind should come in for Academic Overtime this week, although it is not mandatory the first week of Semester 2.
Today students were given new seats for the 2nd Semester, and each student was also given their three hall passes for Quarter 3. We talked about two different genres of writing that the students could utilize for their project, the advice column and an obituary (examples were given from both). Students had a few minutes left to wrap up their 300 words from Monday/Tuesday.
Today students have an assignment in Google Classroom which is designed to get them reflecting on the year 2019 and looking forward to 2020. We have seven different stations in the classroom (Poetry Stations), where the students have 15 minutes to complete each unique task, some of which are writing original poetry. After 15 minutes, the students switch stations and move on to a different reflective task. This will take both Thursday and Friday to complete. If a student was absent today, they can work on this 70 point assignment at home in Google Classroom. The instructions are within the assignment and the attached documents.
Students finished their poetry stations today. If they were behind (maybe they missed one of the days), I allowed them to finish it at home.
At the beginning of class today, we started talking about the literary analysis essay the students will be writing for "Master Harold"...and the boys. First, we discussed the specifics of what the students would be graded on -- that document is located in Google Classroom (Documents for Analytical Essay). Then we went over the 3 different prompts that they could choose from, and this document is also located in Google Classroom in the same materials section. Finally, I gave each student a hard copy of the model literary analysis essay. We examined this essay, making sure the students knew exactly what I will be looking for in their own essays (hook, thesis statement, analysis of quotes, etc.). This model essay is also located in the materials box in Google Classroom.
Unfortunately, I was ill today, so I had the students add 150 words to their Multigenre Essays.
Review of "Master Harold"...and the boys.
Review of "Master Harold"...and the boys continued. Pre-writing for the analytical essay begins tomorrow in class.
At the beginning of the period, students were given a blank Outline for the literary analysis essay of "Master Harold ... and the boys. This will be the pre-writing for their essay, where they will generate and organize ideas for their chosen prompt. This will be due at the end of the period on Tuesday, January 21st. It is worth 25 points. There were many students absent today, but this outline is available in Google Classroom under the "Documents for Analytical Essay" materials box. It can be printed out at home.
I showed the students how the outline/pre-writing would have been filled out for the model essay. I made it clear that the Thesis Statement should be done FIRST before any other portion of the outline. I uploaded a document that had around 30 different quotes from MH, and I also showed them how to properly cite from the play (depending on if they're quoting one character or more than one). I also showed them several different ways they could write a creative hook/opening. They spent the remainder of the period working on the outline/pre-writing. They can work on it at home if they need to, but they will also have the entire class period on Tuesday to finish it up.
At the beginning of the period, I gave the students a mini-lesson on how to write a thesis statement, using Tears of a Tiger (the novel we read earlier this year). That document is in Google Classroom in the materials box "Documents for Analytical Essay." The students spent the remainder of the period working on their pre-writing (their outlines) for their essay. Even though the outline was due at the end of the period, I told the students they could finish it at home and I would check at the beginning of the period Wednesday for completion (25 Points).
At the beginning of the period today, I went around the room and checked each student's pre-writing (outline). I gave some tips to individual students on how to fix their hook and their thesis statements, and I gave the entire class some more info on hooks as well. The second half of the period, we had some practice on how to blend/integrate quotes into sentences. That document is in the materials box "Documents for Analytical Essay."
Students began working on their rough drafts today. At the beginning of the period, I gave them some specific tips on what to do and what not to do with this first draft of their literary analysis essay. I also informed the students that they would have until the end of the period on Friday to finish their draft for 25 "pace points."
Students had the entire period today to finish writing the rough draft of their literary analysis essay. At the end of the period, I informed the students that I would allow them to finish at home over the weekend, and that I would check first thing Monday at the beginning of class for their 25 "pace points."
At the beginning of the period today, I checked each student's rough draft for 25 participation points. Afterwards, we filled out new calendar clocks for the second semester so that students will have different partners for paired activities. Finally, we began the peer editing/revising process -- students worked with a partner and a checklist to assist each other with their essays. We will continue peer editing tomorrow.
Students spent the entire period today peer editing and revising their essays. They used their calendar clocks to partner up with at least four different partners, and had a checklist/suggestion sheet to fill out for every essay they read. Students were instructed to save all of their feedback, as they will be turning that in with their completed project.
Students began working on their final drafts today in Google Classroom.
At the beginning of the period, I gave the students some tips on how to set up their final drafts in MLA format. I also informed them that I had uploaded the Works Cited page into Google Classroom that they all will need to add to their essays. For the remainder of the period, I looked at several students' progress on their final drafts, making sure they were not making common errors. Students were informed that Friday would be their last day to submit their essay projects, and that we would be heading down to the bookstore to dropp off their Master Harold books.
I informed the students that I would need to see every student's final draft before they submitted them electronically so that I could have some final teaching moments with all of them regarding the technical aspects of their writing. Students are aware that their final drafts are due today, and that they need to submit the following items physically to the bins: outline, rough draft, and feedback.
At the beginning of the period today, all students took Common Formative Assessment #1 (CFA #1) for Semester 2. Students were informed that these assessments would be administered regularly from this point forward. Afterwards, I showed the students a very creative multigenre essay entitled "Blood and Bravery," written by a sophomore in college about Count Dracula. Although I would not expect my students to turn in something quite as sophisticated, it was good for them to see some different, creative ideas for writing their own multigenre essays. I also informed them that they need to be at 1,200 words and 8 genres with their own essays, and that I would be checking on Friday for an additional 40 participation/pace points. They will have tomorrow, Tuesday, to work on them in class as well.
Students worked on their multigenre essay projects for the entire period. They were informed that I would be checking for the following minimum progress on Friday 2/7: 1,200 words and 8 genres. I encouraged students to try and use some of the creative genres they saw yesterday when I presented "Blood & Bravery."
Students are viewing a movie today: Freedom Writers.
Freedom Writers continued.
I returned CFA #1 to students today so that they could check their answers and better understand any questions they had missed. We also worked on the multigenre essays today. Students should currently be at 1,200 words and 8 genres with their projects.
Today at the beginning of class, we had an activity where the students were meant to feel a bit of discomfort, as I tried to introduce them to some of the concepts within the book we are about to begin studying: Anthem by Ayn Rand. Students were led to believe that we were making some radical changes within the classroom, changes that seemed rather "Communist." As this is a central theme in Anthem, the stripping away of individuality, students will be better able to appreciate the sentiment within the book itself. After the students were made aware that things would continue as normal in my classroom, we had a discussion regarding how they felt during the "experiment."
All students in every English 10 class today are working with their counselors to select their courses for the 2020/2021 school year. Therefore, there is no work being done in English 10 today.
Today we are beginning the novella entitled Anthem by Ayn Rand. Students are being encouraged to pay close attention, as they are all required to enter a National Essay contest when we are finished studying the book. We are reading most of chapter 1 together, and as we do so, we are stopping along the way frequently for students to annotate on the worksheet I have given them. This is important, because students may want to use this worksheet later for textual evidence to support their ideas.
Today is a "half day" for the students, so they will attend periods 1, 3 and 5. We have two items to accomplish during class today: we will finish reading and annotating chapter 1 of Anthem, and then the students have a writing assignment in Google Classroom entitled: "Flashback Writing Assignment."
Today is a "half day" for the students, so they will attend periods 2, 4 and 6. We have two items to accomplish during class today: we will finish reading and annotating chapter 1 of Anthem, and then the students have a writing assignment in Google Classroom entitled: "Flashback Writing Assignment."
Today the students had some independent reading to accomplish in our novel, Anthem. Students were instructed to read chapters II and III (pages 38-54) while continuing to "annotate" in their charts (looking for strange sins, transgressions, laws, customs, etc. in the society depicted within the book). Upon finishing their reading assignment, students had a short answer quiz to take in Google Classroom worth 30 points. If they finished early, they could complete their Flashback Narrative from last week if it was not submitted.
Students were informed at the beginning of class today that this would be a "catch-up" day so that they could finish and submit their quizzes from Tuesday, and their Flashback Narratives from the end of last week. I very specifically told the kids that this would be the last opportunity to turn these assignments in, and if they were not submitted, they would receive a zero and it would stay a zero. Many students are not completing their work during classroom time, for various reasons. It has been my policy from the beginning of the year that students who do not finish their work in the generous amount of time allocated during class will have to complete that work at home. Too many students are not completing their work and taking advantage of the situation. I very specifically told each class that, moving forward, I will not be giving any more "catch-up" days, because we have too much to accomplish before AzMerit Testing and the end of the year. Students will need to truly focus their energies during class to finish the assigned work, and if they need help, then they should be asking for help rather than sitting and doing absolutely nothing. Of course there are MANY students who are working hard, asking questions, and growing with their reading and writing skills; and I complimented them. Unfortunately, though, there are many students who are not turning work in on time, and this will no longer be tolerated.
At the beginning of class today, we went over the quiz from chapters 2-3 in Anthem. We spent some time discussing the 3 important scenes from the quiz and making some predictions. The second half of the class was spent practicing for the upcoming AzMerit State Test. Students were informed, yet again, that there are stakes attached to the AzMerit scores this year, which could raise or lower their overall Semester 2 grade.
Today, we read and annotated together chapters 4, 5 and 6 of Anthem. We stopped at various places along the way for discussion. With about 20 minutes left in the period, the students had a quiz to take on the chapters we read. I reiterated, once again, that they must have 5 complete sentences per question if they want full credit. If there was time left over, I showed the students some pages from the graphic novel version of Anthem. The quiz is worth 30 points (10 points per question).
Since one of my classes went to go see Romeo and Juliet today (3rd period), I decided to play the first half of The Giver for my other classes. This film is similar thematically to Anthem, so it was quite beneficial for the students to be able to compare and contrast the two different post-apocalyptic, "dystopian futuristic society" stories. I informed the students that I would be playing the 2nd half during lunch on Friday, 2/28. We discussed similarities and differences briefly.
Today, at the beginning of class, students logged into their Google Classroom accounts and were instructed to open their returned Master Harold essays. I have given each and every student feedback on their literary analysis essays, and I wanted them all to take a close look to make sure they understood where they could make improvements. Students were informed that they can re-write their essays to improve their grade, and they would need to come and consult me during AOT to make this happen. They can re-submit, then I will re-grade. I reminded the students that they will soon be writing a similar essay for the Anthem contest, so it was crucial they understood the areas within the essay where they needed improvement. The 2nd half of the period was spent working on their multigenre essays. Students were informed that they will need a creative title page (and were shown some examples), and I informed them that the final word count/genre count would be 1,500 words and 10 different genres.
At the beginning of the period today, students took Common Formative Assessment #2 in which they read an excerpt from Mark Twain's Tom Sawyer. They then had 5 comprehension questions to answer: this was worth a total of 25 points. Upon completion of the CFA, the students were instructed to continue working on their multigenre essays, as this would be the last bit of classroom time they would have to work on their project.
At the beginning of class today, we reviewed before we continued reading in Anthem. We went over the answers for the previous quiz, chapter 4-6. Afterwards, the students independently read chapters 7 & 8 in Anthem, pages 68-80. They were required to continue to annotate while reading, adding 2 or 3 "significant events" and or strange "ideas" that they came across while reading. After reading, they had a quiz to take in Google Classroom which is worth 20 points. This needed to be completed by the end of the period.
It is 2112 day today! Students are reading and listening to Rush's science fiction epic song "2112" and comparing it to Ayn Rand's Anthem. Both are futuristic stories about dystopian societies, and the students are filling out a Venn diagram to compare and contrast the two texts. This assignment is worth ten points. If students have missed class today, they can borrow a lyric sheet for the song and fill out the Venn diagram for credit.
At the beginning of the period today, we reviewed the quiz from chapters 7 and 8 before the students read any further. Then the students independently read chapters 9 and 10 and took the last quiz for Anthem in Google Classroom.
At the beginning of class today, we finished reading (together) the last two chapters of Anthem. We stopped along the way and discussed Equality's "anthem" after finally coming to the realization that he is an individual with free will. Afterwards, the students started working on a creative writing "assessment" in Google Classroom. We discussed the 8 different prompts they could choose from, and kicked some ideas around. This assignment is due by the end of the period on Wednesday and is worth 40 points (400 word minimum).
Students have the entire 44-minute period today to finish their creative writing "assessment" for Anthem in Google Classroom.
At the beginning of the period today, I went over some of the documents that I have uploaded into Google Classroom for the Anthem Essay contest. There are a bunch of quotes from Anthem in a doc that students can use as textual evidence for their essays (they will need to find the page numbers). We talked about the four major themes of the novel, and I have given them some additional documentation to assist with their analysis. I also gave them a couple student samples from the Master Harold essay assignment so they have a good idea what a thoughtful, well-organized literary analysis essay looks like. Finally, we went over the requirements of their outline, which is the pre-writing for their essay. I handed out the outline and the students began working on it; they needed to first pick one of the contest prompts, then start working on their thesis statement.
Students worked on their outlines the entire period today. I have allowed the students to work on them over break so that they can get caught up.