March 9th and 10th
Students reviewed the expectations for remote learning. Then, they discussed a few statements from their Animal Farm anticipation guide. We reviewed the handouts that students received last week (can be found in their class folders on Google drive).
Homework:
•Read chapter 1 of Animal Farm by Friday (even if your class isn’t scheduled to meet on Friday, you will still need to complete the quiz)
•Quizzes will be administered via Google forms
•Quizzes may become progressively more difficult, especially if it is clear cheating is occurring
•Complete Google form agreeing to terms relating to Netiquette (this acts as your attendance for today)
March 2nd
Students continued working on their debates. The goal was to have the work on their debates done by the end of the class period.
Homework:
•Debate outlines are due on turnitin.com on March 6th, by 11:59 p.m. (only the group leader needs to turn it in)
February 25th-28th
Students continued collaborating with their groups in preparation for their debates.
February 24th
Students found evidence for their contentions, and should have finalized at least 2 pieces of evidence for each contention by the end of class. Independent reading collage projects were due in class.
Homework:
•Vocab #3 revisions due TONIGHT on turnitin.com 11:59 p.m.
•IR notes due TONIGHT on turnitin.com by 11:59 p.m.
February 13th and 14th
Students continued to work on preparing contentions for their side of the debate.
Homework:
•Friday, February 14th: At least three contentions that support your side of the debate
•Friday, February 14th: Argumentative essays due by 11:59 p.m. on turnitin.com (document should include PBFF and final essay)
•MLA date: 14 February 2020
•Make sure to include your last name and page number in the top right corner of the document
•Include a works cited (can be exported from NoodleTools)
•Monday, February 24th: IR Project due, continue to work on debates
February 12th
Students were assigned their resolutions and sides for their debate. Then, they were asked to come up with three contentions for their side of the resolution, followed by one piece of evidence and brief reasoning.
Homework:
•Friday, February 14th: At least three contentions that support your side of the debate
•Friday, February 14th: Argumentative essays due by 11:59 p.m. on turnitin.com (document should include PBFF and final essay)
•MLA date: 14 February 2020
•Make sure to include your last name and page number in the top right corner of the document
•Include a works cited (can be exported from NoodleTools)
•Monday, February 24th: IR Project due, continue to work on debates
February 11th
Students learned the basics of debate and reviewed roles and outlines.
Homework:
•Tuesday, February 11th: Assign roles/review outlines for debate, vocabulary due on turnitin.com by 11:59 p.m.
•Friday, February 14th: Argumentative essays due by 11:59 p.m. on turnitin.com (document should include PBFF and final essay)
MLA date: 14 February 2020
Make sure to include your last name and page number in the top right corner of the document
•Monday, February 24th: IR Project due, continue to work on debates
•Tuesday, February 25th: Debate outline work due on turnitin.com by 11:59 p.m., and debates begin on February 26th-February 27th
•Friday, February 28th: Begin Animal Farm
February 10th
Students spend the class period peer editing/working on their argumentative essays. Today was the last day to work on essays in class.
Homework/Plan for Next Few Weeks:
•Tuesday, February 11th: Assign roles/review outlines for debate, vocabulary due on turnitin.com by 11:59 p.m.
•Friday, February 14th: Argumentative essays due by 11:59 p.m. on turnitin.com (document should include PBFF and final essay)
MLA date: 14 February 2020
Make sure to include your last name and page number in the top right corner of the document
•Monday, February 24th: IR Project due, continue to work on debates
•Tuesday, February 25th: Debate outline work due on turnitin.com by 11:59 p.m., and debates begin on February 26th-February 27th
•Friday, February 28th: Begin Animal Farm
February 4th-7th
Students continued working on their argumentative essays.
Key Dates/Reminders/Homework:
•Remainder of this week: work on argumentative essays
•Monday, February 10th: Peer edit/last day to work on argumentative essays
•Tuesday, February 11th: Assign roles/review outlines for debate, vocabulary due on turnitin.com by 11:59 p.m.
•Friday, February 14th: Argumentative essays due by 11:59 p.m. on turnitin.com (document should include PBFF and final essay)
•Monday, February 24th: IR Project due, continue to work on debates
•Tuesday, February 25th: Debate outline work due on turnitin.com by 11:59 p.m., and debates begin on February 26th-February 27th
•Friday, February 28th: Begin Animal Farm
February 3rd
Students reviewed independent and subordinate clauses in preparation for writing their thesis statements for their argumentative essays. Then, they reviewed a student exemplar of what the introduction should look like, and then continued working on their essay drafts.
Homework:
•Vocab due on February 11th, by 11:59 p.m. on turnitin.com (you may use the words from “The C Words in the Hallways” essay for this)
•IR assignment is due on February 24th
January 31st
Students reviewed how to formulate a thesis statement for their argumentative essays. They also reviewed the expectations for their PBFF assignment (specifically with steps 2 and 3). They were given some time to consider a potential claim for their essays, or revise the parts of their PBFF if needed.
Homework:
•Vocab due on February 11th, by 11:59 p.m. on turnitin.com (you may use the words from “The C Words in the Hallways” essay for this)
•IR assignment is due on February 24th
January 29th - January 30th
Students finished discussing "The C Word in the Hallways" essay, and turned in their responses to the two question sets (Key Ideas and Details and Craft and Structure). Then, they were given a handout from Writing Analytically about formulating thesis statements. After that, students decided on a debate resolution and learned about claims.
Homework:
•Vocab due on February 11th, by 11:59 p.m. on turnitin.com (you may use the words from “The C Words in the Hallways” essay for this)
•IR assignment is due on February 24th
January 28th
Students had their PBFF assignments checked off at the start of class, and then they highlighted/annotated/discussed an essay titled "The C Word in the Hallways" by Ann Quindlen.
Homework:
•Complete questions for the essay titled “The C Word in the Hallways” (Key Ideas and Details and Craft and Structure sections ONLY on a separate sheet of paper)
•If you did not finish your PBFF, please finish it by next class period
•Both are due on January 29th for 6th period, and January 30th for periods 3 and 5
•Vocab due on February 11th, by 11:59 p.m. on turnitin.com (you may use the words from “The C Words in the Hallways” essay for this)
January 24th
Students continued the process of the passage-based focus freewrite. They were to complete step 4 by Tuesday, January 28th.
Passage-based Focus Freewrite Steps:
Step 1: Select a passage from LOTF that is a representative example of what you want to argue about
Step 2: Paraphrase the passage so you know what is going on in it
Paraphrase: express the meaning of (the writer or speaker or something written or spoken) using different words, especially to achieve greater clarity.
Step 3: Next, explain the context in which your passage occurs. Explain the who, what, where, when, how, and why of the moment of the passage. Summarize in detail so that you can be sure you are providing context for your passage that is complete and accurate.
Summarize: give a brief statement of the main points of (something).
Step 4: Once you’ve taken these steps, you’re ready to begin close reading your passage:
•Identify “meaning-laden” language in your passage. Record the “meaning-laden” language you think is most interesting, revealing, or strange
•Identify repetitions, strands, and binaries in your passage and record them
Choose a specific observation you recorded (a “meaning-laden” word or phrase, a notable repetition, strand, or binary, etc.) and begin writing about it by:
•Explaining the context in which it can be found (return to your explanation of the context of your passage and reuse the information you think is most relevant to your observation)
•Explaining/describing what your observation means (literally)
•Unpacking the meaning of its specific language
•Exploring the significance of what you noticed about your observation in the context of the scene/novel/broader context.
•End your writing with a claim about what your passage can be understood to reveal about your character. If you do not think you can do that yet, return to your observation to explore additional interpretations of its meaning, or pick a different observation from your passage to write about.
Homework:
Finish the passage-based focus freewrite. Due Tuesday, January 28th, in class.
January 22nd and 23rd
Students brainstormed lists of potential argumentative essay topics. Then, they decided on a passage to analyze that connected directly with their topic. The rubric requirements for the argumentative essay were also reviewed.
Homework:
Homework:
January 21st
Students finished their note taking guide for elements of an argument and reviewed some of the requirements for their argumentative essays.
Homework:
January 17th
Students attended an assembly on Dr. Martin Luther King Jr. Before heading to the assembly, students turned in their commonplace books. If students felt their work was incomplete, then they were allowed to take it home and finish it in order to ensure the highest possible grade. They did receive a 10% deduction for it being late, however.
Homework:
January 16th
Students began learning about the basic elements of an argument.
Homework:
•Reading assignment for LOTF is due on January 17th (instructions are in your class folder on Google drive, titled “Annotation Requirements Lord of the Flies”)
•All late work needs to be turned in by January 17th
•LOTF Make-up test dates (after school): 1/17 (until 3:10), 1/21, 1/22
January 13th-15th
No school due to snow.
January 10th
Students reviewed the expectations and requirements for the IR assignment (documents can be found on Google drive) and then continued our discussion on LOTF.
January 8th and 9th
Students conducted their final seminar on LOTF.
Homework:
•Reading assignment for LOTF is due on January 14th
•If you received a grade in the “C” range on your vignettes, you may re-submit for a higher grade, due this Friday (include your original assignment, and staple the revision to it)
January 7th
Students spent the class period working on their seminar responses for LOTF.
Homework:
•Vocabulary assignment #2 due tonight, by 11:59 p.m., on turnitin.com
•LOTF seminar responses are due tonight, by 11:59 p.m. on turnitin.com
•Reading assignment for LOTF is due on January 14th
•If you received a grade in the “C” range on your vignettes, you may re-submit for a higher grade, due this Friday (include your original assignment, and staple the revision to it)
January 6th
Students took their chapters 11-12 quiz on LOTF, and then began preparing for their final seminar on LOTF. The document can be found in the English class folder on Google Drive. Responses are due on Tuesday night, by 11:59 p.m. on turnitin.com. Students will have Tuesday in class to prepare responses as well, and each response needs to include textual evidence. Students were also given back their vignettes with feedback and scores, and they were given the opportunity to ask questions about the feedback they received on the assignment.
Homework:
•Vocabulary assignment #2 due tomorrow night, by 11:59 p.m., on turnitin.com
•LOTF seminar responses are due tomorrow night, by 11:59 p.m. on turnitin.com (you will have class tomorrow to work on it)
•Reading assignment for LOTF is due on January 14th
•If you received a grade in the “C” range on your vignettes, you may re-submit for a higher grade, due this Friday (include your original assignment, and staple the revision to it)
December 20th
Students in 3rd period attended Winterfest, and periods 5 and 6 were given time to work on the assignments that are due after break.
Homework:
•Vocabulary assignment #2 is due on January 7th, by 11:59 p.m., on turnitin.com
•Review the vocabulary requirements and general feedback document in your class folder on Google Drive before you begin working on the next vocab assignment
•Read chapters 11-12 of LOTF over the break! There will be a quiz on January 6th!
December 18th-19th
Students completed a quiz on chapters 9-10, and then conducted a seminar discussing the main points of each chapter.
Homework:
•Vocabulary assignment #2 is due on January 7th, by 11:59 p.m., on turnitin.com
•Review the vocabulary requirements and general feedback document in your class folder on Google Drive before you begin working on the next vocab assignment
•Read chapters 11-12 of LOTF over the break!
December 17th
Students were given a passage from chapter 8 of LOTF (pages 140-141) and asked to do the first two steps of "The Method" on it. They located repetitions and created binaries on their own. Then, we reviewed all of the possible repetitions as a class. This is not homework.
Homework:
•Read chapters 9-10 by Wednesday (6th period) or Thursday (3rd and 5th periods) (there will be another quiz)
•Vocabulary assignment #2 is due on January 7th, by 11:59 p.m., on turnitin.com
•Review the vocabulary requirements and general feedback document in your class folder on Google Drive before you begin working on the next vocab assignment
•Read chapters 11-12 of LOTF over the break!
December 16th
Students continued their seminar from Friday.
Homework:
•Read chapters 9-10 by Wednesday (6th period) or Thursday (3rd and 5th periods) (there will be another quiz)
•Vocabulary assignment #2 is due on January 7th, by 11:59 p.m., on turnitin.com
•Review the vocabulary requirements and general feedback document in your class folder on Google Drive before you begin working on the next vocab assignment
December 13th
Students took a quiz on chapters 7-8 of LOTF and then conducted a seminar. The group that did not get to discuss today will be given the opportunity to discuss on Monday.
Homework:
•Read chapters 9-10 by Wednesday (6th period) or Thursday (3rd and 5th periods) (there will be another quiz)
•Vocabulary assignment #2 is due on January 7th, by 11:59 p.m., on turnitin.com
•Review the vocabulary requirements and general feedback document in your class folder on Google Drive before you begin working on the next vocab assignment
December 11th and 12th
Student reviewed the passages they were given, and got into groups based on their assigned passage. Then, they discussed the things they noticed, and gave brief presentations on the things they discussed in groups in front of the class.
Homework:
•Read chapters 7-8 of LOTF by Friday, December 13th (there will be another quiz)
•Vocabulary assignment #2 is due on January 7th, by 11:59 p.m., on turnitin.com
•Review the vocabulary requirements and general feedback document in your class folder on Google Drive before you begin working on the next vocab assignment
December 10th
Students were given a random passage from LOTF and asked to analyze it. They were to complete the following steps:
Step 1: Provide the context for the passage you have been given
Step 2: Highlight key words and images, or literary devices
Step 3: Determine the central topic of the passage- what is Golding’s purpose for providing us with this information?
Step 4: Complete Notice and Focus+Ranking on the passage
Whatever was not completed in class needs to be completed by the block period.
Homework:
•Finish context/Notice and Focus+Ranking on LOTF passage by Wednesday (6th) or Thursday (3rd and 5th)
•Read chapters 7-8 of LOTF by Friday, December 13th (there will be another quiz)
•Vocabulary assignment #2 is due on January 7th, by 11:59 p.m., on turnitin.com
•Review the vocabulary requirements and general feedback document in your class folder on Google Drive before you begin working on the next vocab assignment
December 9th
Students conducted a seminar on chapters 1-7 of LOTF.
Homework:
December 6th
Students completed a quiz on chapter 6 of LOTF and then continued working with pages 34-37 of Writing Analytically.
Homework:
December 4th and 5th
Students completed some of the analytical moves on a painting titled Whistler's Mother (found on page 34 of Writing Analytically). Then, we discussed each of the moves and what students noticed about the painting.
Homework:
December 3rd
Students took a quiz on chapter 5 of LOTF, then discussed observations and implications from page 25 of Writing Analytically.
Homework:
December 2nd
Students conducted a seminar on chapters 1-4 of LOTF. Chapter 5 should be read by tomorrow, and there will be another quiz.
Homework:
November 27th
Students took a quiz on chapters 3-4 of LOTF, and then conducted a seminar on chapters 1-4 of LOTF.
Homework:
November 26th
Students reviewed exercise 1.7 on page 25 of Writing Analytically, and they used the observations that were provided and drew implications from them. Then, we discussed the first two observations and what they could mean as a class.
Homework:
November 25th
Students reviewed the essay on page 24 of Writing Analytically, talked about what is means to push observations to conclusions by asking "So What?".
Homework:
November 22nd
Students took a quiz on chapter 2 from Lord of the Flies and then discussed their work from the previous class period on Writing Analytically. Students should read chapters 3-4 from Lord of the Flies by next Wednesday.
Homework:
November 20th and 21st
Students completed "The Method" on a poem from Writing Analytically, and they reviewed what strands and binaries were specifically. Students were asked to stop the assignment wherever they were at the end of class, and they were not required to finish it for homework.
Homework:
November 19th
Students completed a reading quiz on chapter 1 of Lord of the Flies. Students can find reading calendars in their class folders on Google drive, which will let them know what they need to have read by what date. After the quiz, students worked on re-doing their seminar responses for The House on Mango Street.
Homework:
November 18th
Students took their post MLA citation quiz, and then listened to/discussed part of chapter 1 of Lord of the Flies.
Homework:
November 15th
Student's reviewed Maslow's Hierarchy of needs, and read "The Lion and the Scorpion" and discussed its basic moral. Then, students were given their annotation assignment for LOTF, and provided ideas of what to keep track of while they are reading.
Homework:
November 13th and 14th
Students conducted a seminar on the anticipation guide relating to Lord of the Flies. Students discussed the statements on the anticipation guide for the entire period.
Homework:
•Electronic copy of vignettes are due on turnitin.com on November 14th, by 11:59 p.m.
•Hard copy of vignettes with cover and literary devices identified are due on November 15th, in class
•MLA format post assessment quiz will be on Monday, November 18th (this one counts for a grade!)
November 12th
Students reviewed the questions they missed on their MLA format quizzes and completed corrections for the questions they missed. These corrections were turned in at the end of the class period on turnitin.com. Students were encouraged to use what they learned from the corrections on their vocabulary assignment (due tonight). There was a revision option posted on turnitin.com for students to re-submit their vocabulary assignments with corrections, if they noticed they needed to make corrections.
Homework:
•Vocab assignment is due on November 12th, by 11:59 p.m., on turnitin.com
•Electronic copy of vignettes are due on turnitin.com on November 14th, by 11:59 p.m.
•Hard copy of vignettes with cover and literary devices identified are due on November 15th, in class
November 8th
Students completed a quiz on MLA formatting. This was a pre-assessment, and the score does not count toward their grade. This is a way for students to show what they currently may know about MLA formatting. Then, students completed an anticipation guide on Lord of the Flies.
Homework:
•Finish LOTF Anticipation Guide (due on November 12th)
•Vocab assignment is due on November 12th, by 11:59 p.m., on turnitin.com
•Electronic copy of vignettes are due on turnitin.com on November 14th, by 11:59 p.m.
•Hard copy of vignettes with cover and literary devices identified are due on November 15th, in class
November 4th-7th
Students spent the class period working on their vignettes.
Homework:
•Independent reading novel selection form due on Tuesday, November 5th
•Vocab assignment is due on November 12th, by 11:59 p.m., on turnitin.com
•Electronic copy of vignettes are due on turnitin.com on November 14th, by 11:59 p.m.
•Hard copy of vignettes with cover and literary devices identified are due on November 15th, in class
November 1st
Students continued to work on their vignettes. In addition, they were given a form to fill out for their independent reading book selection. Students are to find a book they have not read before that is grade level appropriate for their independent reading assignment (which will be given out next week). The assignment will be due on January 7th. This form is due back to me on Tuesday, November 5th.
Homework:
•Work time on vignettes in class (today-November 5th)
•Independent reading novel selection form due on Tuesday, November 5th
•Vocab assignment is due on November 12th, by 11:59 p.m., on turnitin.com
•Electronic copy of vignettes are due on turnitin.com on November 14th, by 11:59 p.m.
•Hard copy of vignettes with cover and literary devices identified are due on November 15th, in class
October 30th and 31st
Students reviewed The House on Mango Street vignette assignment requirements. Students were given a hard copy of the vignette assignment checklist, as well as an electronic copy (in case it gets lost). The requirements were given to students electronically.
Homework:
•Work time on vignettes in class (today-November 5th)
•Vocab assignment is due on November 12th, by 11:59 p.m., on turnitin.com
•Electronic copy of vignettes are due on turnitin.com on November 14th, by 11:59 p.m.
•Hard copy of vignettes with cover and literary devices identified are due on November 15th, in class
October 29th
Last night's homework was reviewed (notes on the TEDtalk and the repetitions for "The Middle-Class Black's Burden" for 3rd period, and the repetitions for "The Middle-Class Black's Burden for periods 5 and 6). Then, students moved on to the next two steps of "The Method" on "The Middle-Class Black's Burden" (strands and binaries). Students were given new instructions to follow for their freewrite, so that the freewrite could become more focused on their selected repetition, strand, or binary. Students were also given the instructions for vocabulary assignments.
Homework (due on Wednesday for 6th period, and Thursday for periods 3 and 5):
•Finish “The Method” (freewrite and anomalies)
•Write one page (not just a paragraph) on an 8 ½ by 11 sheet of paper
•I will pass out the new freewrite instructions
•You should be prepared to turn in the following on the block day:
1. Notes from the TEDtalk
2. Reps, strands, and binaries (on the back of the TEDtalk notes)
3. 1 freewrite (on an 8 ½ by 11 piece of paper)
4. List of anomalies (on the back of the sheet with the freewrite)
Vocabulary assignment requirements (first assignment due on November 12th):
•Quote (Include the proper parenthetical citation)
•Definition of the word (as it is used in the context)
•Use it in your own original sentence
•Words selected need to be unfamiliar to you
• Due every 2 weeks (first assignment is due on November 12th, by 11:59 p.m., on turnitin.com)
• 15 Words minimum
October 28th
Students read "The Middle-Class Black's Burden" by Leanita McClain, and then watched a TEDTalk by Mellody Hobson (https://www.ted.com/talks/mellody_hobson_color_blind_or_color_brave?language=en). Then, students had a brief discussion comparing and contrasting "The Middle-Class Black's Burden", the TEDTalk, and The House on Mango street.
Homework (3rd period only):
•Take notes on what you notice from Mellody’s TEDtalk that connects with “The Middle-Class Black’s Burden” by Leanita Mcclain, or to The House on Mango Street.
•These notes should be similar to how you locate details in a text for Notice and Focus+Ranking (keep asking the question, “What do I notice?” and how does this compare to THOMS and “The Middle-Class Black’s Burden”?).
•Take these notes on a separate sheet of paper, and not in your commonplace book (you will be turning these in)
Homework (ALL classes):
•Locate repetitions in “The Middle-Class Black’s Burden”
•Write down your list of repetitions on a separate sheet of paper (NOT in your commonplace books)
•Be prepared to continue this discussion tomorrow
The above assignments are due in class tomorrow, and students should be prepared to continue their discussion.
October 25th
Students discussed various symbols in THOMS. They also found quotations to represent those symbols, which they then turned into a visual representation. Each student got a piece of poster board and had to write their quote somewhere on it (followed by the parenthetical citation), and then provide a visual to demonstrate the meaning of the symbol/quote that was selected.
October 23rd and 24th
Students conducted a Socratic Seminar on THOMS.
October 22nd
Students completed preparation for a Socratic Seminar on THOMS.
October 21st
Students finished reading The House on Mango Street. Seminar preparation will be done in class tomorrow.
Homework:
The prep work for the THOMS final seminar will be due by 11:59 p.m. on turnitin.com.
The lit terms worksheet is due for 6th period on Wednesday, and 3rd and 5th periods on Thursday.
October 18th
Students read section 7 of The House on Mango Street (pages 88-102), and they reviewed assonance and consonance.
Homework:
October 17th
Students finished up their seminar on section 6 of The House on Mango Street, and they discussed the pre-reading question for section 7.
October 16th
Students either took the PSAT or attended a freshman meeting.
October 15th
Students completed a quiz on the steps of "The Method", and then had a seminar on section 6 of The House on Mango Street. Both circles were able to participate today, so the second circle will continue the discussion on Friday.
Options for quiz re-takes:
•After School Tuesday, October 15th (sorry for the late notice!)
•After School Wednesday, October 16th (but I have a meeting at 1:30)
•After school Thursday, October 17th (if you are okay with debate club meeting at the same time)
•After school Monday, October 21st (if you are okay with debate club meeting at the same time)
•After school Wednesday, October 23rd
•Talon Time Thursday, October 24th (you must have a golden ticket for this option)
October 14th
Students completed reading for and questions section 6 of The House on Mango Street (pages 74-87). If the questions were not done by the end of class, they are due tomorrow, October 15th.
October 11th
Students completed the reading for section 5 of The House on Mango Street (pages 65-73), then discussed the main ideas from the remaining part of the section.
Homework: Next Writing Analytically quiz is on 10/15
What are the steps of “The Method”?
•1. Suspend judgement
•2. List exact repetitions and the number of each (words, details)
•3. List repetitions of the same or similar kind of detail or word (strands)
•4. List details or words that form or suggest binary oppositions
•5. Choose 1 repetition, strand, or binary and complete a freewrite
•6. Locate anomalies: exceptions to the pattern, things that seem not to fit
October 9th and 10th
Students had their library orientation, and they checked out independent reading books if they did not already have one.
Homework: Next Writing Analytically quiz is on 10/15
What are the steps of “The Method”?
•1. Suspend judgement
•2. List exact repetitions and the number of each (words, details)
•3. List repetitions of the same or similar kind of detail or word (strands)
•4. List details or words that form or suggest binary oppositions
•5. Choose 1 repetition, strand, or binary and complete a freewrite
•6. Locate anomalies: exceptions to the pattern, things that seem not to fit
October 8th
Students taking the PSAT next Wednesday went to the library for a presentation on the exam. All other students stayed in class and conducted a seminar on The House on Mango Street. Then, when all of the students returned from the library, everyone took the quiz on Notice and Focus+Ranking.
Homework: Next Writing Analytically quiz is on 10/15
What are the steps of “The Method”?
•1. Suspend judgement
•2. List exact repetitions and the number of each (words, details)
•3. List repetitions of the same or similar kind of detail or word (strands)
•4. List details or words that form or suggest binary oppositions
•5. Choose 1 repetition, strand, or binary and complete a freewrite
•6. Locate anomalies: exceptions to the pattern, things that seem not to fit
October 7th
Students responded to the section 5 pre-reading question:
•Section Five: Gender Roles and Expectations
•Pre-reading question: Should parents/guardians raise their teenage girls in the same way that they raise their teenage boys? Why or why not? What rules should be the same for girls and boys? What should be different? Do you have brothers, sisters, cousins, etc. who are treated differently from you because of gender? Explain.
•Read pages 56-73: Papa Who Wakes Up Tired in the Dark; Born Bad; Elenita, Cards, Palm, Water; Geraldo No Last Name; Edna’s Ruthie; The Earl of Tennessee; Sire
Then, students read pages 56-64 in The House on Mango Street.
Homework: Study for Writing Analytically Quiz and fix errors on pages 8-16 of Writing Analytically by tomorrow.
•What are the steps for Notice and Focus+Ranking?
•1. Suspend judgement
•2. Ask, “What do I notice?” and write down quotes/details
•3. Rank (create an order of importance) for the various quotes/details you have noticed
•4. Categorize quotes/details as interesting, revealing, or strange
•5. Complete one freewrite on one of your top interesting, revealing, or strange details
October 4th
Students finished steps 3-5 of "The Method" on the vignette titled "Hairs". Students got back their Writing Analytically assignment for pages 8-16 back, with the opportunity to fix their errors by Monday or Tuesday or next week.
Homework:
•Study for the next Writing Analytically quiz (October 8th)
•What are the steps for Notice and Focus+Ranking?
•1. Suspend judgement
•2. Ask, “What do I notice?” and write down quotes/details
•3. Rank (create an order of importance) for the various quotes/details you have noticed
•4. Categorize quotes/details as interesting, revealing, or strange
•5. Complete one freewrite on one of your top interesting, revealing, or strange details
•Fix errors on pages 8-16 of Writing Analytically by Monday or Tuesday
October 2nd and 3rd
Students watched the movie "Like", and then discussed the information presented in the movie.
Homework:
•Study for the next Writing Analytically quiz (October 8th)
•What are the steps for Notice and Focus+Ranking?
•1. Suspend judgement
•2. Ask, “What do I notice?” and write down quotes/details
•3. Rank (create an order of importance) for the various quotes/details you have noticed
•4. Categorize quotes/details as interesting, revealing, or strange
•5. Complete one freewrite on one of your top interesting, revealing, or strange details
October 1st
Students went over the first two steps of "The Method", using the vignette "Hairs" from The House on Mango Street. There will be a quiz on the following information from Writing Analytically on October 8th:
•Study for the next Writing Analytically quiz (October 8th)
•What are the steps for Notice and Focus+Ranking?
•1. Suspend judgement
•2. Ask, “What do I notice?” and write down quotes/details
•3. Rank (create an order of importance) for the various quotes/details you have noticed
•4. Categorize quotes/details as interesting, revealing, or strange
•5. Complete one freewrite on one of your top interesting, revealing, or strange details
September 30th
Students read section 4 of The House on Mango Street (pages 39-55) and then completed a series of questions about the section they read. After the questions, there was a poem activity for students to complete. Anything that was not completed in class needed to be finished up for homework, due tomorrow. There is a quiz tomorrow on the following information from Writing Analytically:
•The classical Greek term for “finding out,” or “to discover the meaning of.”
•Finish this statement: Summary is not ____________.
•Be able to explain what “So What?” means
•List the 5 analytical moves (see page 16 of Writing Analytically)
September 27th
Students conducted a seminar on what they have read so far in The House on Mango Street. The highlighting and annotating was checked at the start of class. Students should make sure to study the following information in preparation for their quiz on Tuesday, October 1st:
•The classical Greek term for “finding out,” or “to discover the meaning of.”
•Finish this statement: Summary is not ____________.
•Be able to explain what “So What?” means
•List the 5 analytical moves (see page 16 of Writing Analytically)
September 25th and 26th
Students read section 3 of THOMS (pages 26-38), and then discussed it together. After that, students were given pages 16-23 of Writing Analytically to highlight and annotate by Friday. There will be a quiz on October 1st on the following content from Writing Analytically:
•The classical Greek term for “finding out,” or “to discover the meaning of.”
•Finish this statement: Summary is not ____________.
•Be able to explain what “So What?” means
•List the 5 analytical moves (see page 16 of Writing Analytically)
Students should respond to the above in their commonplace book, and they should leave space in their commonplace books so they can add more information to it at a later time.
Homework:
September 24th
Students responded to the section 3 question relating to THOMS:
•Section Three: Freedom and Entrapment
Pre-reading question: In what areas of your life are you most free to do what you like? In what areas of your life do you have the least freedom? Consider the roles gender, race, religion, education, class, age, and upbringing play in limiting an individual’s personal freedom.
•Pages 26-38 Marin; Those Who Don’t; There Was an Old Woman…; Alicia Who Sees Mice; Darius and the Clouds; And Some More
Then, using the first two vignettes from The House on Mango Street, students learned the first steps of Notice and Focus+Ranking. Students should finish the freewrite for homework. Only ONE freewrite needs to be completed. It is due on September 25th for 6th period, and September 26th for periods 3 and 5).
Homework:
September 23rd
Students finished working in groups on pages 8-16 of Writing Analytically. Then, the reading was reviewed/discussed as a group. Students were to finish any questions, highlighting, or annotating they had left tonight for homework. It is due tomorrow.
September 20th
Students took a quiz on pages 1-7 of Writing Analytically. Then, they worked on highlighting pages 8-16 of Writing Analytically in groups. They discussed the importance of highlighting certain pieces of information.
September 18th and 19th
Students completed activities relating to socio-economic status and discrimination. Then, they reviewed pages 1-7 of Writing Analytically in preparation for the quiz on Friday.
Homework:
•There will be a quiz on pages 1-7 on Friday, September 20th
September 17th
Students finished reading section two of The House on Mango Street. They completed pages 12-25, and then discussed what happened in the section two vignettes.
Homework:
•Read, highlight, and annotate the first section of reading from Writing Analytically (pages 1-7), and complete the notetaking guide by Wednesday (6th period), or Thursday (3rd and 5th periods)
•In your commonplace book, jot down any questions you may have
•We will be working with this reading on the block day
•There will be a quiz on pages 1-7 on Friday, September 20th
September 16th
Students reviewed the first two vignettes from The House on Mango Street. Then, they read the next two vignettes, stopping at page 11, right before section 2. If students missed class, they can Google the PDF version of the text to makeup the reading. Due to copyright laws, I am unable to post the link on my website. Students also responded to the second pre-reading question (see below).
Homework:
•Read, highlight, and annotate the first section of reading from Writing Analytically (pages 1-7), and complete the notetaking guide by Wednesday (6th period), or Thursday (3rd and 5th periods)
•In your commonplace book, jot down any questions you may have
•We will be working with this reading on the block day
•There will be a quiz on pages 1-7 on Friday, September 20th
Section Two: Friendship, Neighborhood, Home
•Pre-reading question: Is living in a house your family owns different from living in a house or apartment your family rents? How? Are renters, owners and homeless people all considered equal citizens in America? Why or why not?
September 13th
Students continued their discussion from yesterday on statements from the anticipation guide based on The House on Mango Street.
Homework:
-Please complete the “Get to Know You” survey on my website TONIGHT
-It can be located under “Pre-AP English 9” OR on the homepage
-Please get a journal of some kind ASAP
-Bring an independent reading book to class each day
September 12th
Students discussed statements related to The House on Mango Street in order to better understand some of the ideas and themes that will be presented in the text. Students were also given a literary terms worksheet to complete while we read the text. They need to have the definitions completed by tomorrow.
Homework:
-Please complete the “Get to Know You” survey on my website by TOMORROW
-It can be located under “Pre-AP English 9” OR on the homepage
-Get your syllabus signed and returned to me by TOMORROW
-Please get a journal of some kind ASAP
-Bring an independent reading book to class each day
-Locate the definitions for the terms on the Literary Terms from The House on Mango Street worksheet (due tomorrow)
September 11th
Students finished working on their posters for "The Scholarly Habits of Mind", and then they presented their assigned habits to the class. After this they were given time to begin working on their homework/reading from The House on Mango Street.
Homework:
-Please complete the “Get to Know You” survey on my website by 9/13
-It can be located under “Pre-AP English 9” OR on the homepage
-Get your syllabus signed and returned to me by 9/13
-Please get a journal of some kind ASAP
-Bring an independent reading book to class each day
-Work on the pre-reading question/vignette assignment for THOMS (The House on Mango Street). This is due tomorrow.
September 10th
Students signed up for turnitin.com accounts. Then, they reviewed "The Scholarly Habits of Mind". They determined which habits they already have in place, and which ones they need to work on more. After that, they worked in small groups to create posters that summarized a specific habit, and provided suggestions on how the habit can be achieved in the classroom.
Homework:
-Please complete the “Get to Know You” survey on my website by 9/13
-It can be located under “Pre-AP English 9” OR on the homepage
-Get your syllabus signed and returned to me by 9/13
-Please get a journal of some kind ASAP
-Bring an independent reading book to class each day
September 9th
Students learned the definitions of "growth mindset" and "fixed mindset". They read, highlighted, and annotated an article titled "The Role of Mistakes in the Classroom" to better understand how to apply this thinking to our class this school year.
Homework:
-Please complete the “Get to Know You” survey on my website by 9/13
-The link can be located on this page at the bottom OR on the homepage
-Get your syllabus signed and returned to me by 9/13
-Please get a journal of some kind ASAP
September 6th
Students reviewed the syllabus for the class, and participated in another "get to know you" activity. The final list of norms was determined.
Homework:
•-Website survey AND signed syllabus by 9/13
•Please get a journal of some kind ASAP
Complete the "Get to Know You" Survey using the link below:
https://forms.gle/w9QgSmTnkVYC1t9H9
September 5th
Students conducted a snowball fight as a "get to know you activity", then they worked on establishing norms for the class.
Homework:
•Ask 2 people what their favorite book is, and why
•The 2 people you choose can be anyone you want (younger siblings, parents, grandparents, strangers off the street…)
•Write down the person’s name, the book title they give you, and the reasoning they provide for why the book is their favorite
•Due tomorrow (September 6th) at the start of class
Complete the "Get to Know You" Survey using the link below:
https://forms.gle/w9QgSmTnkVYC1t9H9
•-Website survey by 9/13
•Please get a journal of some kind as soon as possible
September 4th
Complete the "Get to Know You" Survey using the link below:
https://forms.gle/w9QgSmTnkVYC1t9H9