Friday: Virtual day, please look at the schedule provided for you on RRMS' website for start and end times of each period. Today we discussed second-semester protocol, new rooms during the renovation process, supplies needed for class, and the Google classroom assignment that is due by 3:25 pm today.
Monday: Today we are back in session. Remember I am in room 520, that's on the lower level in the outdoor accessible classrooms. You will need your standard supplies starting today (textbook, notebook, writing utensils). Today we discussed what Unit 1 will cover for 3rd quarter and went to the library. Every student was able to check out a novel and fines up until today were waived. Students who still had novels at home were encouraged to return them to the library asap as registration for next year will be starting soon. Anyone who was absent Friday was given until midnight tonight to submit the RACED paragraph that was assigned Friday during our virtual session. After midnight tonight, any RACED paragraphs not submitted will be given a zero without the opportunity to correct as they have been given an extension for today.
Tuesday: Today students worked on the vocabulary found on page 2 of their textbooks, we completed this as a class. Students then worked independently in class to write a multi-sentence response to the question: Do you wish for a piece of technology that doesn't exist yet? Explain what it is and make sure to restate and conclude your response. This is a graded assignment and will be checked on Friday 1/13.
Wednesday: Students finished their responses to the "I Wonder" assignment. This will be graded. As a class, we then discussed smart technology and the theme/purpose of science fiction writing. Students were then able to work independently or with a partner to complete the vocabulary for the words found on page 6 of their textbook. These words were added to their notebooks during class, but if students didn't finish by the end of the period they were instructed to take their notebooks home to finish.
Thursday: Today, as a class, we listened to the audio recording of "The Brave Little Toaster." This can be found in the online student textbook under Unit 1. As we read we highlighted, annotated, and discussed the story on pages 7-11. We then completed the Assessment Practice on page 11 as a class. Students then worked independently or as a group to complete page 12, Analyze the Text, questions 1-6. If students didn't finish that assignment in class they will be given about 10-15 minutes to complete it on Tuesday of next week.
Friday: As a class we listened to the audio recording of Feed through the end of page 40 (part 1).
No school Monday the 16th in honor of Martin Luther King Jr.
Monday: No school-Martin Luther King Jr.
Tuesday: Today students finished the Analyze the Text questions 1-6 in their textbooks. They were able to work alone or with a partner. We then practiced writing a comprehensive summary for "The Brave Little Toaster."
Wednesday: As a class we completed the vocabulary, context clues, and participle activities that follow "The Brave Little Toaster" in the textbook. We then began to take notes regarding satire, these notes directly connect to the novel Feed that we are reading in class every Friday.
Thursday: Today students worked independently to complete a multiple-choice quiz regarding "The Brave Little Toaster." They were allowed to use their textbooks and notebooks to assist them. We will have an in-class retake day on Monday in which students can attempt to earn a higher score if necessary.
Friday: We listened to the audio recording of Feed today. We were able to read the entirety of Part 2 and will begin Part 3 next Friday. Students then worked independently or in pairs to complete The Like Epidemic activity. Students were encouraged to have this finished by the end of class to avoid homework over the weekend.
Monday: Today students turned in "The Like Epidemic" worksheet at the start of class. They then worked on a redo opportunity for the test from last week regarding "The Brave Little Toaster." Next, they worked on a written response to the following question: At the beginning of the story, what is Mr. Toussaint's primary motivation for confronting his refrigerator? How does this motivation influence the events in the story, including the resolution of the conflict? Provide textual evidence to support your answer. This was due by the end of class. Students then read their novels for the remainder of the period, if they checked out a novel with us at the start of the quarter those books are due to the library today.
Tuesday: Today we went over where to find each test answer in our notes for the test from Thursday. We then, as a class, graded the written response paragraph they worked on yesterday.
Wednesday: Today students worked on a one-pager regarding "The Brave Little Toaster." I showed students examples of one-pagers and provided them with a list of the required elements to complete the assignment. They had 30 minutes in class to work on it and then were allowed to take it home to finish. It is due on Friday.
Thursday: Students filled out a character analysis for the main characters in Feed. This is a graded assignment and is due Friday. If they didn't finish the assignment in class they were told to take it home to complete it.
Friday: Today students read Feed.
Monday: Today students turned in the one-pager and the character analysis from last week. We then completed the vocabulary found on page 18 of their textbooks and began to read "Are Bionic Superhumans on the Horizon?" found on page 19 of the textbook. Tomorrow is picture day, students will take pictures through their English classes in the library.
Tuesday: Picture Day! Students read during class today as there was a limited time around pictures.
Wednesday: Today students worked in groups/independently to read/annotate the selection "Are Bionic Superhumans on the Horizon?" They were assigned the following activities to complete before Monday: assessment practice, vocabulary, synonyms, and antonyms. All activities can be found on pages 23-26.
Thursday: Today students continued the activities from yesterday. Whatever assignments they did not finish in class they were told to take home to complete. These activities will be used on the test Monday.
Friday: Today is a half day, as a class we listened to Feed.
Monday: Today students used their notes to complete the test for "Are Bionic Superhumans on the Horizon?" There will be a retake tomorrow if needed.
Tuesday: Today students were instructed to work together to create a group written response for the following prompt- Think about the information presented in the article. Do you (as a group) think bionics will have positive or negative effects on most people's lives? Cite evidence from the selection to support your response. This is due by the end of class. If you were absent for this assignment you are responsible for writing the RACED paragraph on your own as homework to be submitted upon your return to class. Students then reviewed their test scores. If they want to retake the test they need to complete the following: On a loose leaf of paper write down the test question number and the new corrected answer. Then provide a sentence explaining how you know this is the correct response. Correct answers will only be given credit if the explanation is present. These corrections are due by tomorrow.
Wednesday: Today students turned in the test redo from yesterday, it will not be accepted late. Students who were absent yesterday for the field trip were given specific instructions to complete the writing prompt from yesterday and the test redo option as homework. Both assignments are due tomorrow. As a class we listened to the audio recording of "The Automation Paradox" found on page 40 of the textbook. Students highlighted and annotated as they listened to the text, then in groups they shared their annotations to create group notes for the text. They they began to work on the activities found on pages 37, 38, 39 (the vocabulary specifically), 45, 46, 48, and 49. Today we have a full day, school will be released at 3:25
Thursday: In their groups students continued to work on the activities following "The Automation Paradox." Please note the assignment pages from yesterday's description.
Friday: As a class we listened to Feed and then students worked on an advertising assignment regarding the story. Today students will be released at 2:45 due to bus counts this week.
Monday: Today students had an additional 15 minutes to finish the Feed advertisement activity from Friday. We then listened to the audio for the text, "Heads Up, Humans" (found on page 53 in the textbook) as class. Students took notes and annotated as we listened. We then worked in small groups to complete the activities on pages 52, 57, 58, 60, and 61. Whatever isn't finished today will be worked on tomorrow.
Tuesday: Students worked in groups to complete the activities from yesterday.
Wednesday: Snow day-No school
Thursday: Today students were assigned "Examination Day" in Google classroom. Per the instructions they were to read the selection and answer the questions that followed in their notebooks.
Friday: Today students were assigned "Harrison Bergeron" in Google classroom. Per the instructions they were to read the selection and answer the questions that followed in their notebooks.
Monday: No school
Tuesday: Today we graded the assignments students worked on in Google classroom Thursday and Friday of last week. We then listened to Feed as a class.
Wednesday: Students took the test on Illuminate regarding "The Automation Paradox" and "Heads Up, Humans." They were able to use their textbooks and notebooks to assist them on the exam. If a student is absent for this quiz they will have until Friday to take it in class to make up the grade.
Thursday: Today we went over the basics of an explanatory essay. Notes can be found in the worksheet section of this website. Students will begin working on the essay in Writable on Monday, it is not available until then.
Friday: As a class we listened to the audio recording of Feed.
Monday: Today we began citing our sources using easybib.com. Students need to use four websites to provide textual evidence in their explanatory essays. Once they created their citations on Easybib.com students found a quote from each source to support their argument. These quotes were then added to their outline on Writable in their HMH online textbook.
Tuesday: Today students finished working on their outlines in Writable through the HMH online textbook. When the outline was completed students then worked on the rough draft of their essay. This was also completed in Writable.
Wednesday: Today is the last day to work on the activities from Monday and Tuesday.
Thursday: Students peer reviewed each other's rough drafts and then proceeded to work on their final drafts. The final draft is submitted through Writable by the end of the day on Friday.
Friday: Today is the last day to work on the essay!
Monday and Tuesday: Students listened to the audio recording of Feed. When the book is finished we began working on a one-pager for the book. Instructions can be found in the worksheet section of this webpage.
Wednesday: Today is the last day to work on the one-pager for Feed.
Thursday and Friday: Today students were assigned four independent readings in their online textbook. They were to select 2 to read, take notes on, and then complete a multiple choice for. Students only had to select two but were able to complete as many as they wished as the 2 highest scores will be taken for a grade. To access this assignment: Go to clever>HMH app>assignments. You'll see all 4 selections, click start on one of the assignments, read the selection and take the test.
Monday and Tuesday: Today students will watch The Lorax. When the film finishes they will write a RACED response in which they answer the following prompt- The Lorax and Feed have many similarities. What are some commonalities you saw within the film and text (be specific)? Finally, what message do you think the text and movie are trying to deliver to the audience?
Wednesday: Students will work on a photographic timeline of the Holocaust today. In groups of four students were given 23 pictures of the Holocaust. They worked as a team to choose six of the pictures, put them in order chronologically and then create a caption card for each picture. The caption card needed to state if they thought the image was from before, during or after the Holocaust and provide a brief description of what they think the picture was regarding.
Thursday: Today we're going to the library to select our independent novels for Quarter 4. When students returned from the library we proceeded to do a "gallery walk" around the room. This walk allowed students to see what six images were chosen by each group yesterday, how they were organized, and what captions were created for each of the pictures. We then discussed what made students choose those pictures and why they captioned them as they did.
Friday: NO SCHOOL due to parent-teacher conferences.
Monday: VIRTUAL LEARNING- Students filled out a survey in Google Classroom regarding empathy
Tuesday: VIRTUAL LEARNING- Students explored a virtual tour of the secret annex Anne Frank hid in during the Holocaust
Wednesday: Students took notes on significant events leading up to the Holocaust and the end of WWII.
Thursday: NM-ASR testing today! Check the school webpage for today's alternate schedule
Friday: Today students began listening to the audiobook "The Diary of a Young Girl." Students followed along in their textbooks, highlighted and annotated as needed throughout the text.
Monday-Wednesday: Reading "The Diary of Anne Frank" in our textbooks
Thursday: HALF DAY IN PERSON: Vocabulary found on page 440, fill out in your notebook and then take that completed assignment home to assist you on Monday's asynchronous assignment.
Friday: No School
Monday: Asynchronous class-Students are to fill out the google form provided in Google Classroom
Tuesday: Students listened to the audio recording of the play "The Diary of Anne Frank"
Wednesday: Students took a multiple-choice test regarding Act 1 of the play "The Diary of Anne Frank." They were allowed to use their textbooks for assistance.
Thursday: Students continued listening to the play "The Diary of Anne Frank"
Friday: Students wrote a RACED paragraph in which they had to identify a character they had difficulty connecting with. They then needed to try to be empathetic toward that character and explain why the character is behaving as they are in Act 1. Students also filled out a survey in Google classroom regarding our continuing build up of empathy throughout this unit.
Monday: Today students continued to listen to "The Diary of Anne Frank"
Tuesday: STATE TESTING! During class, we watched the documentary "The Forger" from the New York Times.
Wednesday: Students finished the 2nd act of "The Diary of Anne Frank"
Thursday: STATE TESTING! Today we had a class discussion regarding learning to empathize with difficult characters in "The Diary of Anne Frank"
Friday: Today students wrote a RACED paragraph response in Google Classroom.
Monday: Today students began listening to the audio recording of Night
Tuesday: students continued listening to the audio recording of Night
Wednesday: Today students worked on a Google slideshow assignment in which they researched a specific Jewish sympathizer. They will have tomorrow in class to work on the assignment as well. It is due Friday.
Thursday: Today students worked on a Google slideshow assignment in which they researched a specific Jewish sympathizer. It is due Friday.
Friday: students continued listening to the audio recording of Night
Monday: Today students listened to the audio recording of Night. Students then completed a survey in google classroom regarding empathy
Tuesday: Today begins our final section of group work, students will read "The Diary of a Young Girl" in their textbooks and take the necessary annotations.
Wednesday: Today students finished their work from yesterday
Thursday: Today students took a test on Illuminate regarding "The Diary of a Young Girl." They were able to use all notes from Tuesday and Wednesday to help them.
Friday: HALF-DAY. Students worked on a one-pager for Night/The Diary of Anne Frank. They were able to take this home over the weekend to finish. It is due Monday
NWEA 5/8-10, make sure you are present and your Chromebook is charged.
Monday: NWEA
Tuesday: NWEA
Wednesday: NWEA
Thursday: Students will be writing a narrative in class in Writable
Friday: Students are continuing their narratives today, they may work on them over the weekend, but it will be collected Monday without exception.