Embedded Files
Class Notes
Class Notes
If you are absent, please check here for what we did in class. You are responsible for making up any missing assignments. Please email me or see me during nutrition break if you have any questions.
November 21:
We read F451 and stopped after Mildred told Montag about Clarisse McClellan.
Students then worked on identifying examples of figurative language and adding them to their one-pagers.
*Slides are posted in Google Classroom under "Class Notes".
November 20:
We read F451 and stopped after Montag tells Beatty about the Mechanical Hound.
Students then worked on identifying examples of figurative language and adding them to their one-pagers.
*Slides are posted in Google Classroom under "Class Notes".
November 19:
Students took notes on the book burnings in Nazi Germany and on Literary Devices.
We read F451 until Mildred gets her stomach pumped.
*Slides are posted in Google Classroom under "Class Notes".
November 18:
Students finished their op-ed articles due at the end of class.
Students not finished must come to intervention Wednesday to finish.
*Slides are posted in Google Classroom under "Class Notes".
November 17:
Students worked on their op-ed article due Tuesday.
*Slides are posted in Google Classroom under "Class Notes".
November 14:
Students completed their graphic organizer and began their writing.
*Slides are posted in Google Classroom under "Class Notes".
November 13:
Students began their graphic organizer for their Op-Ed article.
*Slides are posted in Google Classroom under "Class Notes".
November 12:
Students worked on researching articles in support of their opinion to use as evidence in their Op-Ed article.
*Slides are posted in Google Classroom under "Class Notes".
November 10:
Today students created a T-Chart to take notes on what "They Say" about censoring the books students researched and what "I Say" in agreement, disagreement, or feel neutrally about.
Tomorrow students will begin to research articles in support of their opinion to use as evidence in their Op-Ed article.
*Slides are posted in Google Classroom under "Class Notes".
November 7:
We discussed censorship with respect to challenging books in the US.
Students used the internet to find reputable sources regarding four banned books from a list I provided on the Class Notes slides.
*Slides are posted in Google Classroom under "Class Notes".
November 6:
Students wrote their paragraph (about 250 words) about "There Will Come Soft Rains".
When finished, students were given their Personal Narratives and time to work on those, if needed, to polish them.
*Slides are posted in Google Classroom under "Class Notes".
November 5:
Students made connections between the poem that was the inspiration for Ray Bradbury's story, and his message.
Students found three pieces of evidence in the story that support their idea of his thesis and then wrote what they say about the evidence.
Lastly, students connected the story to present day by answering "Who cares?" about the message Bradbury was sending.
Tomorrow, students write.
*Slides are posted in Google Classroom under "Class Notes".
November 4:
We finished reading and annotating "There Will Come Soft Rains" - in the left hand column. summarizing what is going on; underlining tone words throughout.
Students met with partners and summarized the story in chunks: Beginning, Middle, End.
Students then looked closer at the poem that was the inspiration for Ray Bradbury's story. (we will pick up there tomorrow).
*Slides are posted in Google Classroom under "Class Notes".
November 3:
Students took notes on a new genre: Science Diction / Dystopian.
We began reading and annotating "There Will Come Soft Rains" - in the left hand column. summarizing what is going on; underlining tone words throughout.
*Slides are posted in Google Classroom under "Class Notes".
October 31:
Students watched a horror / suspenseful movie: Lights Out.
*Slides are posted in Google Classroom under "Class Notes".
October 30:
Students took notes on a podcast about fear then watched some horror / suspenseful shorts.
*Slides are posted in Google Classroom under "Class Notes".
October 29:
Students published their Personal Narratives, using the rubric to guide their writing.
*Slides are posted in Google Classroom under "Class Notes".
October 28:
Students fine-tuned their Personal Narratives, adding figurative language, a strong introduction, and a theme to the end.
*Slides are posted in Google Classroom under "Class Notes".
October 27:
Students began writing their Personal Narratives, on paper, double-spaced.
*Slides are posted in Google Classroom under "Class Notes".
October 24:
Students brainstormed 3 ideas for their own Personal Narratives.
*Slides are posted in Google Classroom under "Class Notes".
October 23:
Students read and evaluated examples of Personal Narratives.
*Slides are posted in Google Classroom under "Class Notes".
October 22:
Students completed took notes on how to craft a Personal Narrative including Aristotelian Appeals.
*Slides are posted in Google Classroom under "Class Notes".
October 21:
Students completed their CLEAN paragraphs (short essay responses).
*Slides are posted in Google Classroom under "Class Notes".
October 20:
Students worked on their graphic organizer and completed their thesis statement in preparation for writing tomorrow.
*Slides are posted in Google Classroom under "Class Notes".
October 17:
Students wrote a quick write.
In lieu of writing a paragraph, students began plotting out information on a graphic organizer.
*Slides are posted in Google Classroom under "Class Notes".
October 16:
Students took a summative test on Night.
*Slides are posted in Google Classroom under "Class Notes".
October 14:
The class finished reading the book, Night, completed their double entry journals, and turned them in.
*Slides are posted in Google Classroom under "Class Notes".
October 13:
Students analyzed artwork through the lens of Night.
*Slides are posted in Google Classroom under "Class Notes".
October 10:
Students wrote a CLEAN paragraph about a motif in chapter 4 of Night.
Students read chapter 5 and added evidence and analysis to their double journal entries.
*Slides are posted in Google Classroom under "Class Notes".
October 9:
The class read chapter 4 of Night and added evidence and analysis to their double journal entries.
*Slides are posted in Google Classroom under "Class Notes".
October 8:
Students finished their Short Essay Response (CLEAN paragraph) assignment.
*Slides are posted in Google Classroom under "Class Notes".
October 7:
Students worked on finishing their Short Essay Response (CLEAN paragraph) assignment.
*Slides are posted in Google Classroom under "Class Notes".
October 6:
Students worked on their outline for the CLEAN paragraph assignment.
*Slides are posted in Google Classroom under "Class Notes".
October 3:
Students finished watching the The Boy in the Striped Pajamas (free on YouTube) and took notes on a Venn diagram or T-chart to compare and contrast elements in the movie to Night.
As a class, we collaborated and filled in the graphic organizer outline for the paragraph to be written in class on Monday.
*Slides are posted in Google Classroom under "Class Notes".
October 2:
Students watched the first hour of The Boy in the Striped Pajamas (free on YouTube) and took notes on a Venn diagram or T-chart to compare and contrast elements in the movie to Night. We will finish the movie tomorrow and begin a paragraph on Monday.
*Slides are posted in Google Classroom under "Class Notes".
October 1:
Students finished and presented their group motif posters about Night. *If you were absent, see slides for details and create a mini poster on the motif "night" on regular 8.5"x11" paper.
*Slides are posted in Google Classroom under "Class Notes".
September 30:
Students were put into groups and given a motif to research in Night. *If you were absent, see slides for details and create a mini poster on the motif "night" on regular 8.5"x11" paper.
*Slides are posted in Google Classroom under "Class Notes".
September 29:
Students learned about Motifs and practiced analyzing motifs using Disney/Pixar's La Luna.
*Slides are posted in Google Classroom under "Class Notes".
September 26:
Ms. Millard was absent - see Google Classroom for assignment.
*Slides are posted in Google Classroom under "Class Notes".
September 25:
Students created black out poems with a page from Night.
Ms. Millard met with students regarding their Holocaust in Hungary CL.E.AN paragraphs - students were given time in class to revise and resubmit when finished with their poem.
*Slides are posted in Google Classroom under "Class Notes".
September 24:
In class students read chapter 3 of Night and made note of the tone words Wiesel used; they then added to their double entry journals.
*Slides are posted in Google Classroom under "Class Notes".
September 23:
In class students read chapter 2 of Night and added to their double entry journals.
*Slides are posted in Google Classroom under "Class Notes".
September 22:
Mini Socratic Seminar based on the interview of Elie Wiesel by Oprah.
*Slides are posted in Google Classroom under "Class Notes".
September 19:
Since the substitute did not explain the assignment, students did it today.
Students should have completed a reading, "The Difference Between Knowing and Believing" and completed the C-E-C Graphic Organizer.
*Slides are posted in Google Classroom under "Class Notes".
September 18:
Ms. Millard was out.
Students should have completed a reading, "The Difference Between Knowing and Believing" and completed the C-E-C Graphic Organizer.
*Slides are posted in Google Classroom under "Class Notes".
September 17:
Students watched an interview Oprah had with Elie Wiesel as they toured Auschwitz together. They took notes using a question sheet provided to them. See Slides for links.
*Slides are posted in Google Classroom under "Class Notes".
September 16:
Students were shown some excerpts from Schindler's List which showed the liquidation of the ghetto of the Jewish inhabitants and their arrival at Auschwitz.
Students then read the next section of the text (pages 24-43), tagging evidence with sticky notes.
*Slides are posted in Google Classroom under "Class Notes".
September 15:
Students chose three pieces of evidence from the reading on Friday to write onto the left side of their double entry journal. They then wrote analysis for that evidence on the right hand side of the double entry journal, tying it to their chosen question.
*Slides are posted in Google Classroom under "Class Notes".
September 12:
Students chose one question to track while reading Night.
Students read the first section of Night, pages 3-14, marking important sections with a sticky note.
*Slides are posted in Google Classroom under "Class Notes".
September 11:
Students wrote a CL.E.AN paragraph in response to one of three prompts (assignment is in Google Classroom & in the Class Notes).
*Slides are posted in Google Classroom under "Class Notes".
September 10:
Students read & annotated about the Holocaust in Hungary.
*Slides are posted in Google Classroom under "Class Notes".
September 9:
Students had a refresher course on the events leading up to WWII and the Holocaust.
*Slides are posted in Google Classroom under "Class Notes".
September 8:
Students took notes on Elie Wiesel and completed a Starburst Identity Chart.
We then took a field trip to the Learning Commons to check out individual copies of Night. If you are absent, please stop by and see Miss Wendy to check out a copy before returning to class.
*Slides are posted in Google Classroom under "Class Notes".
September 5:
Students finished their 6 Word Memoirs & Presented them in small groups.
Students read "Elie Wiesel's Childhood" and began annotating. (summary on the left / analysis on the right).
*Slides are posted in Google Classroom under "Class Notes".
September 4:
We reviewed and reflected on the Age of Responsibility.
We started our new unit Night.
*Slides are posted in Google Classroom under "Class Notes".
September 3:
Students worked on their summative assessment (an essay) due at the end of class.
*Slides are posted in Google Classroom under "Class Notes".
September 2:
Students worked on their summative assessment (an essay) with the goal of being finished with the rough draft by the end of class.
*Slides are posted in Google Classroom under "Class Notes".
August 29:
Students worked on their summative assessment (an essay) with the goal of being finished with the outline by the end of class.
Have a great three day weekend!
*Slides are posted in Google Classroom under "Class Notes".
August 28:
Students began their summative assessment (an essay).
*Slides are posted in Google Classroom under "Class Notes".
August 27:
Students participated in a Socratic seminar.
*Slides are posted in Google Classroom under "Class Notes".
August 26:
Students finished their posters, presented, and took a gallery walk of all the posters, writing notes in their note-catchers to prepare for tomorrow's Socratic discussion.
Students were given one of three questions to answer in a graphic organizer using the CL.E.AN. format.
Tomorrow we will have a Socratic seminar and then discuss our summative assessment (an essay).
*Slides are posted in Google Classroom under "Class Notes".
August 25:
Happy Monday! No Quick Write!
Students worked in trios, makeing posters showcasing their article's thesis, evidence, and explanation.
*Slides are posted in Google Classroom under "Class Notes".
August 22:
Happy Friday! No Quick Write!
Students worked in trios to become experts on separate news articles and will make posters showcasing the article's thesis, evidence, and explanation.
*Slides are posted in Google Classroom under "Class Notes".
August 21:
Students completed the Quick Write 6 posted in Google Classroom.
Students took a quiz on Kahoot! via Google Classroom.
Students worked in trios to become experts on separate news articles and will make posters showcasing the article's thesis, evidence, and explanation.
*Slides are posted in Google Classroom under "Class Notes".
August 20:
Students completed the Quick Write 5 posted in Google Classroom.
Students worked in partners to evaluate the sources for ETHOS / PATHOS / LOGOS in this article: "What is the Age of Responsibility?"
*Slides are posted in Google Classroom under "Class Notes".
August 19:
Students completed the Quick Write 4 posted in Google Classroom.
Students worked in groups to determine the Thesis / Persuasion / Key Concepts / Purpose / Audience in this article: "What is the Age of Responsibility?"
*Slides are posted in Google Classroom under "Class Notes".
August 18:
Students used the first 10 minutes of class to finish writing the summaries in the margin of the article from last week.
Students worked with a partner to determine and write the "Purpose Statements" for this article: "What is the Age of Responsibility?"
*Slides are posted in Google Classroom under "Class Notes".
August 15:
Students completed the Quick Write 3 posted in Google Classroom
Students worked with a partner to annotate and summarize by paragraph this article: "What is the Age of Responsibility?"
*Slides are posted in Google Classroom under "Class Notes".
August 14:
Students completed the Quick Write 2 posted in Google Classroom
You listened to a podcast (on today's slide in "Class Notes") and filled out a graphic organizer.
You brainstormed rites, rights, and responsibilities
Students also took a Kahoot! to see how well they know our vocabulary words for this unit, then began a vocabulary matrix in Google Classroom that is due at the beginning of class on Friday.
*Slides are posted in Google Classroom under "Class Notes".
August 13:
Students completed their news articles introducing their peers to FHS. They then shared them aloud in small groups. Students also completed the Quick Write 1 posted in Google Classroom regarding the new unit, Age of Responsibility. There was class discussion, a handout linked in the speaker notes of today's slides, and then a reflection that was added to the Quick Write. We began our unit on The Age of Responsibility. Slides are posted in Google Classroom under "Class Notes".
August 12:
Students completed their Start of School Year Stations, worked collaboratively on the puzzle challenge, and began their newspaper articles introducing their peers. Students will finish their articles in class tomorrow. Slides are posted in Google Classroom under "Class Notes".
August 11:
Students logged into Google Classroom and completed the following assignments in GC / on paper:
Random Autobiography Task / typed response due on Google Classroom
Start of School Year Stations: Learn the Syllabus / Set Goals / Review the ELOs
August 8:
Introductions
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