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.
January 30:
Today:
Ms. Millard is out on district business. Please continue your research paper. Use the outline to complete your rough draft. Rough drafts are DUE TUESDAY.
January 29:
Today:
Students took notes on what makes strong analysis in an essay. They then worked on their research essay. Rough Draft is due TUESDAY at the beginning of class.
January 28:
Today:
They then worked on their research essay. Rough Draft is due TUESDAY at the beginning of class.
January 27:
Today:
Students took notes on the differences between a passing claim and a sophisticated claim in ENG 11/12.
January 26:
Today:
Students completed the tasks they did not complete on Friday and began their research.
January 23:
Today:
Ms. Millard was absent. Students followed the instructions on the slides to review and annotate "A Student's Guide to Essay Writing Basics" and then begin researching their topic for their research paper.
January 22:
Today:
In Block 2: Students completed the answers to the article, "Why Changing Someone’s Mind, or Yours, Is Hard to Do" and then evaluated a Yelp review for rhetorical appeals. They wrote their own review using rhetorical appeals. Lastly, we discussed what will happen on Friday while Ms. Millard is not at school.
In Block 4: Students finished their rhetorical appeal one-pager. They then read and annotated the article, "Why Changing Someone’s Mind, or Yours, Is Hard to Do”. Lastly, we discussed what will happen on Friday while Ms. Millard is not at school.
January 21:
Today:
In Block 2: Students followed slides to annotate the article, "Three Ways to Persuade".
In Block 4: Students read about the rhetorical appeals; Ethos, Pathos, and Logos, and created a one-pager to collect notes.
January 20:
Today:
In Block 2: Students read about the rhetorical appeals; Ethos, Pathos, and Logos, and created a one-pager to collect notes.
In Block 4: Students took notes on the rhetorical appeals and performed skits.
January 15:
Today:
We got prepared for the test on JFK's "Inaugural Address" that is happening tomorrow.
Block 2 Students took notes on Rhetorical Appeals and then created and performed skits using ethos, logos, and pathos. They finished the class by preparing for the assessment.
Block 4 Students took notes on Rhetorical Analysis and then caught up on reading, annotating, & analyzing the speech.
January 14:
Today:
We took a brain break at the beginning of class to review some movies :)
Block 2 Students focussed on completing their Cl.E.An Paragraphs to answer the questions on the Outline sheet.
Block 4 Students worked on reading, annotating, & analyzing the speech.
January 13:
Today:
Block 2 Students took notes on the Rhetorical Analysis components of the Rhetorical Situation, Rhetorical Appeals, & Rhetorical Devices. They then began their Cl.E.An Paragraphs to answer the questions on the Outline sheet.
Block 4 Students worked on reading, annotating, & analyzing the speech.
January 12:
Today:
Block 2 finished up their annotations.
Block 4 watched a video to help conceptualize the research they finished on the historical context of JFK's "Inaugural Address". Students also began the process of reading, annotating, & analyzing the speech.
January 9:
Today:
Block 2 watched a video to help conceptualize the research they finished on the historical context of JFK's "Inaugural Address". Students also began the process of reading, annotating, & analyzing the speech.
Block 4 began their research of the historical context of JFK's "Inaugural Address".
January 8:
Today students took notes on the "Rhetorical Situation" and filled in an example graphic organizer in their notebooks. Students then filled out another graphic organizer, filling in the rhetorical situation presented in the "Gettysburg Address." Students wrote a 5-8 sentence paragraph explaining the "Gettysburg Address" and turned it in.
Block 2 had time to begin researching the historical context of JFK's "Inaugural Address".
Block 4 completed the notes in the right hand column of the "Gettysburg Address" with the actions of what Lincoln was doing through his speech.
January 7:
Today students finished their articles.
We began our first ELO focussed unit, with the ELO, "Reading: Analyzing Claims, Evidence, and Reasoning". Students took notes on Metacognition and then again while I demonstrated what that looks like to use metacognition while reading the first paragraph in Abraham Lincoln's Gettysburg Address. Students then worked with partners and annotated the next two paragraphs using those metacognitive techniques. They then summarized each paragraph on the left margin of their paper.
Block 2 completed the question set for homework.
Block 4 just got through the left hand margin summaries.
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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