Week of November 9 - 13, 2015

Post date: Nov 9, 2015 6:32:45 PM

REMINDER: I will be out next Monday and Tuesday (11-16 & 11-17).

2Black on Monday Nov. 9

• SSW
• 2 stars and a wish
• made sure all students knew the claim, supports, concessions and refutations, and call to action of the Declaration of Independence > we marked these up together
• deconstructed the 1.13 writing prompt with students, Qing and Hing any vocab (foundational and seminal)
• clarified that students understand the central question of the prompt (photo below)
• made sure that students know that they need to have their prompts (or their work will be NYK'd):
  • ICE'd excerp
  • with a discernible thesis and topic sentences
  • no evidence in the topic sentences
  • MLA formatted
• clarified that students know to annotate 1.14 - 1.17, expecting to do a contracted version of them on Thursday (Mr. Plourde *might* join us)

Homework: 1.13 writing prompt

finish annotations 1.14 - 1.17 (make sure to focus on imagery, symbolism, metaphor in the poems)

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2Green and 4Green Tuesday Nov. 10

Due today: 1.13 writing prompt

Plan for today:

• SSR until 9:30 / 1:15 (at 1:15, 4Green and I had to move classrooms, so our lesson plan changed... See below for updated version.)
• pre-testing on lit. terms used in poetry
• looking at 1.14 (imagery, symbolism, metaphor, tone, mood, personification, synecdoche) & 1.15 (only the poem) quickly

2Green's Homework due for 11/13: look again at 1.16 & 1.17, being ready to have a text-based discussion over them. Also, if your EA1 was NYK'd, bring it so we can workshop it.

After relocation, 4Green's lesson plan

• (at 1:15, 4Green and I had to move classrooms, so our lesson plan changed... See below for updated version.)
• pre-testing on lit. terms used in poetry
• looking at 1.14 (imagery, symbolism, metaphor, tone, mood, personification, synecdoche) & 1.15 (only the poem) quickly

4Green: no homework for 11/13, as we weren't able to make it through the lesson plan, due to relocation

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2Black on Thursday Nov. 12

Hammah Time: MUGS #4

• pre-testing on lit. terms used in poetry
• looking at 1.14's first two poems (imagery, symbolism, metaphor, tone, mood, personification, synecdoche)

Upcoming

On Monday November 16, 2015:

Students will do preliminary research for Embedded Assessment #2: Synthesizing the American Dream

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2Green on Friday Nov. 13

• quick review of poetry analysis devices (imagery, symbolism, metaphor, tone, mood, personification, synecdoche)
• looked at the poem in 1.16 (Burning for the Perfection of Paper)
• had quick personal response discussion about 1.16's Studs Terkel article. Intro'd the SoapsTone strategy. Students used this article to learn the tool.
  • ADD-IN: Using the SoapsTone graphic organizer as a critical thinking tool for examining our reasoning. I will leave copies of these (and the helper) for your sub day. If time permits, I will also make a "SoapsTone" how-to YouTube episode, which I'll link in your lesson plan.
• had a quick personal response discussion about 1.17's (Right to Fail), then conducted a text-based discussion to examine our reasoning
• We will look closely at the Embedded Assessment #2 assignment, deconstructing and answering any / all questions about the work that is to happen.
• Looking again at what synthesis is, as well as the elements of argument
• Not yet completed items:
  • (including use of the argument graphic organizer)
  • The NYK group for Embedded Assessment #1 will workshop your essays with me for the last 30 minutes of class
  • Everyone not in the NYK group for EA1 will start EA2 research.

Upcoming

On Tuesday November 17, 2015:

Students will do preliminary research for Embedded Assessment #2: Synthesizing the American Dream

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4Green on Friday Nov. 13

• quick review of poetry analysis devices (imagery, symbolism, metaphor, tone, mood, personification, synecdoche)
• looked at the poem in 1.16 (Burning for the Perfection of Paper)
• had quick personal response discussion about 1.16's Studs Terkel article. Intro'd the SoapsTone strategy. Students used this article to learn the tool.
  • ADD-IN: Using the SoapsTone graphic organizer as a critical thinking tool for examining our reasoning. I will leave copies of these (and the helper) for your sub day. If time permits, I will also make a "SoapsTone" how-to YouTube episode, which I'll link in your lesson plan.
• had a quick personal response discussion about 1.17's (Right to Fail), then conducted a text-based discussion to examine our reasoning
• We will look closely at the Embedded Assessment #2 assignment, deconstructing and answering any / all questions about the work that is to happen.
• Looking again at what synthesis is, as well as the elements of argument
• Not yet completed items:
  • (including use of the argument graphic organizer)
  • The NYK group for Embedded Assessment #1 will workshop your essays with me for the last 30 minutes of class
  • Everyone not in the NYK group for EA1 will start EA2 research.
    • Upcoming
    • On Tuesday November 17, 2015:
    • Students will do preliminary research for Embedded Assessment #2: Synthesizing the American Dream