Embedded Files
Class Notes
Class Notes
If you are absent, please check here for what we did in class. We are always working and completing important work that grows your skills and knowledge. YOU are responsible for making up any missing assignments. Please email me, schedule an intervention in English, or see me during nutrition break if you have any questions.
February 24:
Students took notes on allegories. We read chapter four, tracking our motifs / characters / symbols, and discussed the conflict.
February 23:
Students wrote a brief personal narrative about one of the days last week when it was snowy. Students took notes on allegories.
February 13:
Students took a "symbolism challenge". We read the first part of chapter 3 of The Lord of the Flies, while tracking motifs and the symbolism behind the "huts on the beach".
February 12:
Students took notes about motifs and then chose a group and a motif to track while reading The Lord of the Flies.
February 10:
Students researched characters & had a discussion.
If you haven't turned in your Cl.E.An paragraphs, get them turned in by intervention TODAY!
February 6:
We finished reading chapter one of The Lord of the Flies. Students completed a graphic organizer about the setting.
If you haven't turned in your Cl.E.An paragraphs, get them turned in by intervention TODAY!
February 5:
Students began a new unit: Reading & Writing Narratives / The Lord of the Flies.
If you haven't turned in your Cl.E.An paragraphs, get them turned in by tomorrow!
February 3:
Students took notes on our story elements including types of conflict and POV. We watched a short film, "Paperman", for a second time, then compled the story arc.
Students then read the short story, "The Chase" through two times and annotated for Plot Points - independently. Once finished, they filled out a story arc with a partner of their choosing.
February 2:
Students began a new unit today with a new ELO: Writing Narratives. Students took notes on our three objectives and watched a short film, "Paperman", completing a story arc.
January 30:
Ms. Millard is out for district business. Please complete your TWO Cl.E.An paragraphs!
January 29:
Students practiced writing claims, analysis, and were reminded of how to create a parenthetical citation.
January 27:
Students worked in groups to create posters outlining the important features of Greenblatt's article, then began a Cl.Ea.N paragraph explaining the message and purpose of the article.
January 26:
Students worked in groups to create posters outlining the important features of Greenblatt's article.
January 23:
Students worked in groups to create posters outlining the important features of Greenblatt's article.
January 22:
Students took notes about an author's / creator's purpose when creating ads or propaganda.
January 21:
Students took notes on writing and speaking for purpose. They then annotated their article about the age of responsibility in the right hand column, listing the author's purpose for including that section.
January 16:
Students began reading and annotating an article about the age of responsibility.
January 14:
Students wrote to pen-pals!
After yesterday's snafu, students worked together to complete their note-catchers. Discussion tomorrow.
January 13:
Chaos ensued! Just kidding, but the podcast uploaded has been changed and so we listened to a podcast AND read through the transcript of the ACTUAL podcast we wanted to listen to. Everyone got candy to celebrate being flexible! The class notes have been updated to show the link to read the transcript. If you were absent, you may skip listening to the podcast we first listened to. :)
January 12:
Today students presented their posters and reflected on their performance(s), both as a group and individually.
January 8:
Today students began by reflecting on what it is to become an adult. They then formed groups of four and began creating timelines of what it takes to become an adult. Posters will be finished and presented tomorrow.
January 7:
Today students finished their articles.
We began our first unit, "The Age of Responsibility". Students defined what it means and then discussed legal ages for specific life moments / choices.
January 6:
Today students logged into Google Classroom, took a short survey, then completed their Random Autobiographies.
Ms. Millard assigned a foundational skills assignment; students swapped random autobiographies and wrote a news article about the student whose autobiography they received.
January 5:
Introductions
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