English 9

Ongoing

Assignments and materials for each week will be posted on Google Classroom by 8 a.m. Monday.

Please read all materials and let me know as soon as possible if you have questions or anticipate needing help.

Work is due every week by 1 p.m. Friday. That 1 p.m. deadline gives me 90 minutes to mark work as received prior to reporting "attendance" to administrators. Attendance is based on who has submitted work. If you do not submit work, you will be marked UNV.

March 16-20 | Monday-Friday

Teachers are working this week to develop lessons and learning activities. The first of these will be posted on Google Classroom by 8 a.m. Monday, March 23.

March 13 | Friday

After some silent independent reading, I reviewed an MLA formtting checklist with students and then provided some instruction on quotation marks. Students then created punctuation challenges for each other.

At the very end of class, I had them revisit and share character maps started the other day. I urged students to update these on their own as they see fit in upcoming classes.

Next week we'll spend significant amounts of time preparing for Socratic Seminars the week of March 23-27. Students should finish reading their memoirs as soon as they can. Next week I'll have students note scenes, excerpts and lines of dialogue they found particularly notable.

March 11 | Wednesday

Students took Greek roots quiz #5 today. I also reminded students to fill out the Google form on memoir topics to help me place them in suitable Socratic Seminar groups.

After some time dedicated to independent reading, students began character maps.

Class concluded with some speaking games in which partners practiced agreeing with each other and adding to various statements, then disagreeing with each other and turning conversation in a different direction.

March 9 | Monday

Today students located and read critical reviews of the memoirs they're reading. I urged students to take some notes from these memoirs. Notes will help them during upcoming Socratic seminars, when they'll need to introduce the books they read to other members of their group. Also review excerpts give students things to agree or disagree with as they talk about the development of themes or about memoirs in general.

March 9 | Friday

Today students located and read critical reviews of the memoirs they're reading. I urged students to take some notes from these memoirs. Notes will help them during upcoming Socratic seminars, when they'll need to introduce the books they read to other members of their group. Also review excerpts give students things to agree or disagree with as they talk about the development of themes or about memoirs in general.

March 6 | Friday

Again students were given 20-25 minutes to read independently.

We continued our look at punctuation, this time focusing on colons. Students worked in groups to create and then solve some punctuation challenges involving using a colons and semicolons together when presenting a list of items that include commas.

March 4 | Wednesday

As promised, students had some time to read independently.

We spent a good amount of class today reviewing some punctuation rules, focusing mainly on commas and semicolons.

March 2 | Monday

At the start of class I asked students to fill out a Google form (sent via e-mail) to record where they are in which books at present and -- more importantly -- which topics they see appearing in these stories.

I will place students in Socratic Seminar groups based on common topics, so it is crucial that students give me some clues as to what they will feel most confident discussing.

I will have students update this form next Monday. After that I will begin assigning groups. Students were reminded to keep reading and to bring books to class all month. During 90-minute blocks I will set aside some time for reading in coming weeks.

Also I gave students Greek roots group #5:

• biblio, bibl (as in bibliography) = book
• phon (as in telephone and phonics) = sound
• gon (as in octagon) = angle
• lith, lite (as in monolith) = stone
• petr (as in petrify) = rock
• glyph (as in hieroglyph) = carving
• hydr (as in hydration, hydrant) = water
• astr (as in astrophysicist) = star
• geo (as in geography) = earth
• helio (as in heliocentric) = sun

Feb. 21 | Friday

Students were given time to read independently and/or brush up on video editing skills via a quick, fun project in WeVideo.

I reminded students to read 8-10 pages per day over vacation, minimum. The goal is for every student to be at least one third through a memoir by Monday, March 2.

Feb. 19 | Wednesday

A good portion of today's class was spent learning about Socratic Seminars and how they work.

I also reminded students to have an independently chosen memoir in hand (or checked out via Overdrive) by the start of class Friday.

Students who do not have books by the start of class will be assigned a text chosen from the ENG 9 book room.

Students are to read at least a third of their book over vacation. I encouraged students to consider a strategy of reading 10 pages each day, for example.

Students in pds. 2 and 6 were given half an hour to work on the Google Slides project posted Monday. They were unable to do this Monday because their classes were cancelled.

Feb. 17 | Monday (pd. 8 only; pds. 2 and 6 were cancelled)

On Google Classroom I attached a blank Google Slides project to which every student will contribute one slide. Edit only your own slide!

On the Google Slide you create, place videos, photographs, illustrations, screenshots, links to news stories, reviews, theater production, whatever. Choose something you believe will always remind YOU of this particular year in your life, either as an individual or with friends. The items you contribute don't have to appeal to everybody in the room.

The items you include must be school appropriate. If you want to attach a song, for example, be sure to attach the clean version. While original lyrics are not likely to offend your humble English teacher, they might be uncomfortable to listen to in a group. Please use common sense and keep your standards high.

AHEM: I can see all edits, so don't be tempted to "play a joke" on a classmate and alter or delete her/his material.

Feb. 14 | Friday

Students spent a good portion of class providing guided feedback to peers on drafts of narratives. I will provide general feedback to students next week. Revisions will be due the Wednesday following vacation (March 4).

We also explored resources here at school and online for finding memoirs. Students must self-select a memoir by Wednesday of next week (Feb. 19).

Feb. 12 | Wednesday

Because today was an early release day, our class was again shortened, calling for some flexibility. Students finished working on enrichment activities.

After that I explained the difference between a biography, autobiography and memoir. Students next week will self-select memoirs to read in preparation for a Socratic Seminar in late March.

I also announced that due to scheduling interruptions, I'm going to change the due date for revisions of narratives to the Wednesday following vacation (March 5).

Feb. 10 | Monday

We regrouped after Friday's snow day cancellation. Students continued working on enrichment activities. These now will be due by midway through class on Wednesday.

I also reminded students who forgot to turn in completed rough drafts of narratives to do so at the start of class.

Feb. 5 | Wednesday

Students took the Act V quiz on Hamlet. After that they worked on enrichment activities. These will be due by the end of class Friday.

Feb. 3 | Monday

We will continued (or finished) viewing the movie version of Hamlet.

I introduced enrichment activities in class. (See Google Classroom for full descriptions and some links.)

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Each of the following activities will allow you to explore some aspect of Hamlet that YOU find interesting. Pick only one. (If you want to propose your own idea, run it by me first.)

In most cases you will work individually. I must approve any group work plans in advance.

In every single case, language from the play is as important as any other creative element.

Have fun with this!

PERFORMANCE: DUEL: Choose and memorize lines from Act V, Scene 2, that represent the conflicted relationship between Hamlet and Laertes at the end. Choreograph a scene that ends with swordplay between the two (and their subsequent deaths). Actors will speak their lines from memory SERIOUSLY -- remaining in character -- while dueling with pretend swords. Remember that the point of choreographing a sword fight is to suggest the wounding of both people. It's okay to make the fencing moves (footwork, lunging) seem aggressive, but try to avoid contact, even with rolled-up-poster-paper rapiers.

PERFORMANCE: SOLILOQUY: Memorize and perform one (or part of) the following sections of the play. (Line numbers refer to the online version. The numbers in the blue book are different by a little bit.)

• Claudius I.2.87-117
• Hamlet I.2.129-159
• Polonius I.4.55-81
• Old King Hamlet I.5.58-91
• Ophelia II.1.87-100
• Hamlet II.2.538-593
• Hamlet III.1.57-89
• Claudius III.3.36-72
• Gertrude IV.7.141-158
• Hamlet V.1.169-180

ART: CHARACTER PORTRAIT: Create an original portrait of one of the following characers: Hamlet, Claudius, Gertrude, Ophelia, Laertes or Polonius. Your portrait must include an abundance of lines from throughout the play that are spoken by and/or about your character. You may work in any medium. People who say "I'm not a good artist!" can mix media (cutouts from magazines, etc.) to create a collage. You can be very clever with the lines of dialogue. Words can make stripes on clothing, part of a picture frame, features on a face, etc.

ART: GRAPHIC NOVEL DEPICTION OF A SCENE: Create a few pages depicting a scene (or part of a scene) from Hamlet. Suggestion: the first or second part of Act V, Scene 1, in the cemetery. (You can actually choose any scene from the play.) Your graphic novel dialogue MUST include actual lines from the play, though you may shorten or reorganize them as necessary.

ART: INFOGRAPHIC: Using Google Slides, create a digital poster/infographic detailing some of the ways Hamlet has been referenced in pop culture and/or news and entertainment. Use this link as a starting point and then continue researching to find additional sources of information/imagery: https://www.hartfordstage.org/stagenotes/hamlet/pop-culture. Write an accompanying detailed paragraph explaining how understanding Hamlet is important if a person wants to understand frequent references to it in public discourse.

ART: COSTUMING PROPOSAL: Imagine that you have been put in charge of costuming for a new version of Hamlet. (You can decide whether this production will be a traditional or contemporary version.) Using Google Slides, prepare a series of costume design mood boards for any three of the following characters: Hamlet, Claudius, Gertrude, Ophelia, Laertes or Polonius. Your mood boards should include numerous photographs suggesting how you would have your characters clothed, shod, coiffed and made up. You MUST identify and include the specific lines that inspired your choices.

MUSIC: SONG LIST AND LINER NOTES: Create a playlist that represents Hamlet's shifting state of mind throughout the play. Plan to include 8-10 songs. You MUST create "liner notes" explaining exactly which lines and scenes inspired each song choice. Your playlist can stick to one musical genre or sample from multiple genres.

MISCELLANEOUS: CREATE A "BOARD GAME": Create a board or dice game -- not a video game -- that teaches while it entertains. You may want to visit the Maker Space in the library to use the 3-D printer to create small game pieces.

MISCELLANEOUS: View the virtual reality version of Hamlet and create a poster detailing its most entertaining and/or educational features. (First listen to the first few minutes of the Folger Shakespeare Library clip introducing the production.) At home or in the Maker Space in the Media Center, use a VR headset to watch "Thy Father's Spirit: Introducing Hamlet in 360Degree Virtual Reality."

Jan. 31 | Friday

We will finish reading and discussing Act V, Scene 2, of Hamlet.

Students are reminded that drafts of short stories are due by the start of class Monday, Feb. 10. Drafting of narratives needs to take place outside class.

We will continue (or finish) viewing the movie version of Hamlet.

Next week students will engage in enrichment activities in class. Some people have expressed an interest in reenacting the fencing scene at the end, so here are some videos on choreography:

• https://www.youtube.com/watch?v=yVbzejdydrw
• https://www.youtube.com/watch?v=k1sThbRvwF0
• https://www.youtube.com/watch?v=rvXYfAFm3kM

Jan. 29 | Wednesday

We finished Act V, Scene 1, of Hamlet and began reading Scene 2.

I explained that drafts of short stories will be due by the start of class Monday, Feb. 10, and made clear why that due date is critical. Students who do not submit work on time will miss out on the chance to receive feedback to guide revision.

Drafting of narratives needs to take place outside class.

Pd. 2 was cut short today due to an extended advisory related to course sign-ups for 2020-2021, but students in pds. 6 and 8 had time to continue viewing the movie version of Hamlet up to where we have read so far.

Jan. 24 | Friday

Students were quizzed on all of Act IV of Hamlet. We also began discussing and reading lines from Act V, Scene 1, which students were to read outside class. Some students had time to work on narratives. I will announce a due date for the rough draft next week.

Jan. 22 | Wednesday

Together we read Act IV, Scene 7. Students can prepare notes on Act IV to use during a quiz on all of Act IV of Hamlet this Friday, Jan. 24.

Students are to read Act V, Scene 1 (the graveyard scene) in anticipation of discussion of that scene Friday.

Mid-year exam reassessment options

REASSESSMENT OPTIONS (Submit via Google Classroom):

GREEK ROOTS: (See class notes from Nov. 13 and Dec. 4 for the lists):Using https://www.etymonline.com/ and https://www.merriam-webster.com/ as your two resources, identify at least three English words per Greek root. Write the definitions of those three words. Underline or highlight the Greek root in each word. Do this work for each root in the group.

READING LITERATURE: HAMLET ACT I QUIZUsing either the print or electronic version of Hamlet as your resource, identify 5 very important sentences uttered by Hamlet and explain why these are important. What do they communicate in terms of what Hamlet is thinking and feeling in relation to other people in his life? Remember to cite scenes and line numbers.

READING LITERATURE: HAMLET ACT II QUIZ

Explain at least three ways in which characters begin spying on others in this act. Remember to cite scenes and line numbers when identifying evidence.

READING LITERATURE: HAMLET ACT III QUIZCompare Hamlet's "To be or not to be" soliloquy in Scene 1 with his reaction to seeing Claudius at prayer in Scene 3. What do these scenes tell us about Hamlet's evolving state of mind? How do you see him changing? How do you see him staying the same? Remember to cite scenes and line numbers when identifying evidence.

Jan. 13 | Monday

Together we read and discussed Act IV, Scene 5 of Hamlet.

I asked students to check their grades for this course in PowerSchool and let me know if they have questions or concerns about accuracy. I explained that when I see them during the mid-year exam slot, they may have options for reassessment on various tasks. A handful of students still need to make up a portion of the Gates-MacGinitie reading test. They will do so when I see them next.

Jan. 10 | Friday

We worked our way through Act IV, Scene 4. Students in pds. 2 and 6 had time to begin brainstorming some ideas for short stories students will write early in Q3. In pd. 8 we continued watching the film version of Hamlet (which we'll also do soon in earlier periods).

Jan. 8 | Wednesday

Students were quizzed on Act III, Scene 4, which they were to read outside class, making generous use of the help features on the electronic version of the play.

Students who demonstrated solid understanding were given the fun challenge of working with partners to memorize one of the soliloquies thus far (or a portion of one of the soliloquies).

I worked directly with students needing more help understanding the material. Some acknowledged that they hadn't even read the material at all; we talked about that too.

Jan. 6 | Monday

We continued our study of Hamlet, finishing Act III, Scenes 2 and 3.

Students are to read Act III, Scene 4, on their own outside class, making generous use of the help features on the electronic version of the play.

I explained that when I see them next on Wednesday, students will be quizzed on their understanding of that scene. I will use quiz scores to determine what activities they will take part in during class.

Jan. 3 | Friday

Welcome back! We resumed our study of Hamlet, getting well into Act III, Scene 2.

We also reviewed the calendar to talk about mid-year exam week, how to contact me with requests for reassessments, etc.

Dec. 20 | Friday

After making sure students read through Act III, Scene 1 of Hamlet, we watched part of the Franco Zefirrelli movie version of this play. Students also took etymology quiz #4.

Dec. 18 | Wednesday

Oral presentations concluded. (A handful of students made prior arrangements to present in January.) Also students reviewed for Friday's Greek roots quiz by competing in a student-created Kahoot. We got all the way through Act III, Scene 1 in pd. 2, and most of the way through in pd. 8.

We did not start Act III, Scene 1 in pd. 6 because the period was shortened by Advisory. We will read Act III, Scene 1 in that class on Friday.

Also today, we took a look at some exemplars from our recent Act II quiz.

Dec. 16 | Monday

Students in pd. 2 demonstrated their reading of the soliloquy at the end of Act II, Scene 2 during a 20- minute individual writing assignment. Final presentations will take place Wednesday.

Oral presentations continued in pd. 6. Final presentations will take place Wednesday.

Students in pd. 8 created Kahoots to review all units of Greek roots so far. Students will have an etymology quiz on group #4 this coming Friday.

Dec. 13 | Friday

During the first part of class students in pds. 6 and 8 demonstrated their reading of the soliloquy at the end of Act II, Scene 2 during a 20- minute individual writing assignment. (Students in pd. 2 will take this on Monday.)

Oral presentations continued.

Dec. 11 | Wednesday

Technical difficulties impacted presentations during pd. 6, but otherwise students in other sections continued with presentations. We also worked our way through most of the remainder of Act II, Scene 2 in Hamlet.

Students in pds. 6 and 8 were instructed to study, at home, Hamlet's soliloquy at the end of that scene. Students were to use the electronic version of the play and click on all pop-ups to access helpful videos, etc.

During the first part of class Friday they will demonstrate their reading of that soliloquy during a 20- to 25-minute individual writing assignment. Students can make notes if they'd like and use them on this assignment, but they will not be able to share notes or use online resources then.

Dec. 9 | Monday

Presentations began today.

Presentations will continue each class until every student has had a chance to go. During 90-minute classes we will only dedicate about 45 minutes to presentations so that we can resume moving forward in Hamlet.

Dec. 6 | Friday

Open your Elizabethan Google Slides. Check to see if I attached any comments. Also check to see what scores I have given you so far on stages of this project.

Every student in the room needs to work with a partner or two to practice delivery. Make sure somebody is timing you. When you are listening to somebody else practice, pay attention and mark down any helpful hints you might have so you can share them at the end. Please complete the feedback form on Google Classroom AFTER you have practiced your presentation and received feedback from peers.

Presentations begin Monday for most students! Be ready to go when your name is called. Otherwise you will receive an IE (40) in the grade book.

In terms of slide revision . . .

If you have already scored a 4 on both integration of research and technology use (for slide design), you probably don't have anything you need to alter/improve. That's great! You can spend class time today working on the assigned lines in Act II, Scene 2 of Hamlet. (See instructions on that separate assignment, due by the start of class Monday.)

If you did not already score a 4 on both integration of research and technology use, please use this time to revise your slides.

Some people scored a 2 or 3 on integration of research because of citations. Remember that citations are less effective when they are placed at the end of your slideshow. At that point your audience members will not be able to figure out how sources match to slides.

If you did not yet score a 4 on technology use, it might have something to do with one or both of the following:

Make sure you are using a variety of interesting images. Images should be the main focus on slides, not text. Remember to limit text on slides and present rich details through speaking.

Also pay attention to font size, color and placement. If you place white lettering against a light-colored background, people won't be able to read it. The same is true if your letters are too small. You should be using only one or two fonts consistently throughout your presentation. Don't use Times New Roman on Slide 1, Arial on Slide 2, Impact on Slide 3, and so on.

After you finish revising your slides, you can begin working on the assigned lines in Act II, Scene 2 of Hamlet. (See instructions on that separate assignment, due by the start of class Monday.)

Dec. 4 | Wednesday

Today students took a quiz on Act I, Scenes 1-5 of Hamlet. We also, together, reviewed Act II, Scene 2. Students are to study the following Greek roots outside class, reviewing these and all prior units for a quiz late next week:

• anthrop (as in anthropology) = humankind
• gyn, gyne (as in gynecologist) = woman
• andr (as in androphobia) = man
• gen (as in genre) = kind; race; origin
• dem (as in democracy) = people
• arch, archi (as in monarch) = rule; govern
• polis (as in metropolis) = city
• ethn (as in ethnocentrism) = nation
• onoma, onym (as in pseudonym) = name
• gam (as in bigamy) = marriage

Nov. 25 | Monday

Today students will use https://myshakespeare.com/hamlet to work through Act II, Scene 1, using help features as needed. Students may work alone or with a partner or two.

Students then will work in assigned groups to create two-minute skits encompassing most important developments/characters/lines in Act I, Scenes 1-5. "Rules" for skits will be posted on Google Classroom.

Nov. 22 | Friday

In Hamlet we worked our way through Act I, Scenes 4 and 5. Students who were absent today should cover that material by way of https://myshakespeare.com/hamlet.

Also today students worked on completing Google Slides for their upcoming Elizabethan presentations, which will begin Dec. 9. Enough students needed extra time that I decided to move the due date to Monday, Nov. 25.

On that date students will provide guided feedback to each other in terms of content and design. Students will practice run-throughs of presentations and make final revisions the week of Dec. 2-5.

On Monday, Dec. 9, presentations will begin. Students will be called at random so that every student is working with the same due date.

Nov. 20 | Wednesday

In Hamlet we worked our way through Act I, Scene 3. Students who were absent today should cover that material by way of https://myshakespeare.com/hamlet.

Also today students worked on Google Slides for their upcoming Elizabethan presentations, which will begin Dec. 9. Complete rough drafts of presentations are due by the end of class Friday, Nov. 22. Students will have 30-45 minutes of class time that day to put finishing touches on rough drafts. Students who believe that will not be adequate time should budget time at home and during study halls prior to the start of class.

On Monday, Nov. 25, students will provide guided feedback to each other in terms of content and design. Students will practice run-throughs of presentations and make final revisions the week of Dec. 2-5.

On Monday, Dec. 9, presentations will begin. Students will be called at random so that every student is working with the same due date.

Nov. 18 | Monday

Today I demonstrated the use of an online version of Hamlet that includes "plain English" translations, audio for sections of the play, performances of scenes by live actors, animated discussion videos, pop-ups to help explain literary devices, etc.

Students should bookmark this link: https://myshakespeare.com/hamlet

I demonstrated how to navigate the site. Together we watched some of the videos related to the last scene we read together on Friday (Act 1, Scene 2).

Any student who misses class due to illness, a field trip, athletic dismissal, etc., must read at home whatever scene(s) we covered in class that day. Not only is this electronic version available to every student with some kind of Internet connection, but it's loaded with help features that will guide understanding and thinking.

Nov. 15 | Friday

We worked our way through Act I, Scene 2 of Hamlet. Students did a great job reading parts!

Students took their third Greek roots quiz. The last portion of class was given over to finishing up research notes, independent reading, sketching out a rough outline for Slides, or otherwise working purposefully.

I postponed an introduction to the electronic version of Hamlet until Monday.

Nov. 13 | Wednesday

I reminded students that we'll have an etymology quiz Friday, Nov. 15, on Greek roots group #3:

• chir (as in chiropractor) = hand
• pod ( as in podiatrist) = foot
• cephal (as in cephalopod) = head
• dactyl (as in pterodactyl) = finger; toe
• gloss, glott, glot (as in polyglot) = tongue (also spoken language)
• osteo (as in osteoporosis) = bone
• derm, dermat (as in dermatological) = skin
• haem, hem (as in hemophiliac) = blood
• cardi (as in cardiac) = heart
• hepat (as in hepatitis) = liver

Most of our time today was spent on getting a start in Hamlet. I made sure students had some information on characters they're about to meet. Also I walked them through how the play is set up in the book we'll be using in class. (I will introduce the online version later this week or early next.)

We worked our way through Act I, Scene 1, pausing often to talk about everything from what the characters were saying to how they were providing context and how someone directing a performance of this play would need to decide -- based on what the characters are saying -- how to place them on stage and what actions they should be taking. When Marcellus and Barnardo are urging Horatio to interact with the ghost, are they cowering behind him, together? Are they actually pushing him forward?

Students were given the last portion of class to continue working on note cards. Citations and note cards are due prior to the start of class this Friday, Nov. 15. At that point students will begin outlining presentations and thinking about what they want to put on Google Slides to accompany what they have to say.

Nov. 6 | Wednesday

In all periods (2, 6 and 8):

Students took the second part of the annual Gates-MacGinitie reading test. I directed pd. 6 students to visit this page to view Greek roots, which they'll need to study outside class. Students can expect a quick etymology quiz on these roots next week. (Always review all Greek roots received so far.)

Greek roots group #3:

• pod ( as in podiatrist) = foot
• cephal (as in cephalopod) = head
• dactyl (as in pterodactyl) = finger; toe
• gloss, glott, glot (as in polyglot) = tongue (also spoken language)
• osteo (as in osteoporosis) = bone
• derm, dermat (as in dermatological) = skin
• haem, hem (as in hemophiliac) = blood
• cardi (as in cardiac) = heart
• hepat (as in hepatitis) = liver

Together we looked at a map of Europe showing locations that will be come important as we study Hamlet. Students also spent some time thinking about castles and we looked up the etymology of some castle-related words such as moat and tower.

In pd. 6 we talked about citation work students completed outside class. I shared some of the dilemmas students reported running into and how they worked around those. The point is that students can avoid some of these confusions and frustrations in the future by making sure to pay attention and work diligently in class. Tasks are going to get more complicated as the year goes on, so I want everybody poised for success.

Students had time to begin/continue working on notecards.

Nov. 4 | Monday

In pds. 2 and 8:

After taking the first part of the annual Gates-MacGinitie reading test, students got their next group of Greek roots.

Greek roots group #3:

• pod ( as in podiatrist) = foot
• cephal (as in cephalopod) = head
• dactyl (as in pterodactyl) = finger; toe
• gloss, glott, glot (as in polyglot) = tongue (also spoken language)
• osteo (as in osteoporosis) = bone
• derm, dermat (as in dermatological) = skin
• haem, hem (as in hemophiliac) = blood
• cardi (as in cardiac) = heart
• hepat (as in hepatitis) = liver

Next, I went over starting research using databases -- why and how -- and demonstrated creation of citations within NoodleTools using database export functions.

Students were given their research topic assignments (based on requests overall) and then began the task of seeing which databases might be helpful to them. I made clear right from the outset that research often involves a number of "dead ends. " Students should not be surprised if they can't immediately locate a helpful source. Sources exist -- and I will help students find them -- but they will need to do more than type a search term into Google.

Pd. 6 students really struggled with arriving on time and paying attention today. After some reminders about expectations prior to lunch, a variety of students continued to talk during instruction, causing me to have to stop and start over again repeatedly. After lunch, 9 students came in late. While it is true that some of those students are rarely late, others straggle in with increasing frequency and so I will follow up with calls home.

I will post some research instructions for pd. 6 students on Google Classroom. Students are to complete the related assignment by the start of class Wednesday.

Nov. 1 | Friday

Bookkeeping day! We took care of a host of tasks, including starting (or maintaining) the work of moving files and messages to appropriate folders/labels on Google Drive and within school Gmail accounts. Students also had time to consider which Elizabethan topics they hope to study, individually, during Q2 research projects. I promised to do everything I can to give students one of their top three choices from a menu of about a dozen options.

Oct. 30 | Wednesday

1. At the start of class students will take their next etymology quiz on Google Classroom.

2. I also want students to go to the Crimson Review and vote in the Q1 photo contest. Students can get to the Crimson Review via the bookmarks they created on Chromebooks.

3. Next I want students to read this article on ghosts: https://www.quickanddirtytips.com/education/science/6-possible-scientific-reasons-for-ghosts?utm_source=sciam&utm_campaign=sciam. (There is also a podcast based on this article but I don't recommend it because it is punctuated by advertisements for other programs!)

While it may seem that I am assigning this article because tomorrow is Halloween, in fact I'm doing it because we meet a ghost at the very start of Hamlet, which we're starting next week.

4. Students can then work alone or together to create simple animations from scratch in Google Slides. They should watch this video first so they understand what I mean: https://youtu.be/zlLl5QXzNvg

The key to success on this practice project is to keep things simple! Feel free to create an animated slide within the slide project you started on Monday.

5. If there's any time left in the period, students should just read independently.

Oct. 28 | Monday

I nearly finished conferencing with students on the technology checklist. (I will sit with remaining students later this week.)

While that work went on, other students completed something of a pretest in terms of using Google Slides. I challenged students to create one to three Google Slides showing me how effectively they can place and format images, text, video, audio, etc. During Q2 students will create Slide presentations based on research they complete during our study of Hamlet.

Oct. 23-25 | Wednesday-Friday

Students will work on a task related to their independent reading while I conference with them individually, one after another, on their current technology skills. Students who finish the reading-related task can work on revising their E.S.C.A.P.E. essays (if needed) and/or continue to read independently.

Oct. 21 | Monday

I demonstrated how to do some of the items on the checklist that students reported needing help with. Most items students have been doing independently already, but a few wanted needed instruction and/or review.

Students then read independently.

Oct. 18 | Friday

I explained to students exactly what they have remaining to do in the next week and a half, when Q1 ends:

• Revise their ESCAPE writings (in class next week, after I provide feedback)
• Learn and be quizzed on a second group of Greek roots (scroll down to see these)
• Conference with me individually on their use of technology

Here is the checklist I'll use to assess students on their Q1 ability to use technology:

I can:

• Email my teacher
• Organize my saved email into folders
• Organize my Google Drive in folders for each class
• Locate assignments in Google Classroom
• Title my documents with my name and the assignment
• Create a copy of a document
• Place any created documents into the correct folder for each class
• Submit and attach assignments in Classroom
• Create Bookmarks for PowerSchool, Google Classroom, Concord High School website, and Concord High School Library website, Noodle Tools
  • Find the About Us page on the school website
    • Navigate to the faculty pages
    • Click on teacher name
• Locate a book in Overdrive and the CHS Library catalog
• Add Screencastify (a chrome extension) to my chromebook
• Take a screenshot and embed the image into a Google Doc

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Greek roots group #2

phil (as in Anglophile and philanthropy) = love

miso (as in misogyny and misanthrope) = hatred

phobia (as in hydrophobia) = fear

mania (as in pyromania) = passion

theo (as in theology) = god

dyn, dynam (as in dynamic) = power; force

chron (as in chronological) = time

chrom, chromat, chro (as in monochromatic) = color

cycl (as in tricycle) = circle

icon (as in iconography) = image; idol

Oct. 16 | Wednesday

Today students had an opportunity to share their ESCAPE responses with each other to see, with their own eyeballs, the various ways students handled that assignment. I made very clear at the outset that there are many ways for students to show their understanding and that they are NOT in competition with each other over who did it "best." We talked different approaches students saw.

I also explained that I am going to score work and take notes on what our class needs in terms of instruction to guide revision. Students will have a chance to improve their initial scores, and only the higher score will count towards the Q1 grade.

Next I walked students through basic MLA formatting of their papers. I will post an updated formatting checkling to Google Classroom, but it's also easy to list the first basic tasks here:

• Make all text Times New Roman 12 point font
• Double space all text
• A complete header will include four lines: Student Name, Teacher Name, Class Name and Date in MLA format (example: 16 October 2019)
• Center the title (and do include a meaningful title!)
• Make sure to indent each paragraph by hitting the tab bar once.

I explained that we will cover additional basics (header including automatic page numbering, block quotes, Works Cited pages and parenthetical citations) later in the year.

Students were given the rest of class for independent reading. Those students who missed today's writing deadline were allowed to use part of this time for working on responses to try and get caught up. I will follow up with those students individually and contact parents as necessary about work completion issues that may now be apparent.

Also today students took their first etymology quiz. I reminded students that I am asking them to learn a new skill; they need to be patient with themselves until they get used to this approach. For that reason, etymology quiz scores count for only 1/10 of an assignment. I want students to focus on how much they retained so that they know how to study in the future. I also reminded them of the importance of memorizing some roots, and how this knowledge can help them in the future.

Oct. 9 | Wednesday

Students finished working on their packets. After that I walked them through an exercise wherein they highlighted academic language in their packets. We talked, of course, about WHY students want to strive to use academic language in their writing. We also reviewed the rubric for the assignment.

I reminded students that they'll have an etymology quiz next Wednesday, Oct. 16.

Students also had time to read independently.

Oct. 7 | Monday

The first half of class was given to students to complete (or nearly complete) their E.S.C.A.P.E. junk news packets. I will make copies of these for students to use on an upcoming writing assessment. Students will begin drafting responses to a writing prompt this Wednesday, Oct. 9.

I talked briefly about the importance of using academic language when writing for school. (We will talk about this a number of times this year!) For example, students should aim to talk about whether an article is "credible", not whether it's "good."

(On Wednesday I will walk students through an exercise wherein they highlight some of the academic language in their packets.)

Next I read a short Newsela.com article, "Teen greets his little brother every day after school in costume and it's the best thing ever." I then demonstrated how to punctuate a nested quotation. Again, this is something students will practice over time.

Last, I noted that students will take their first quiz on Greek roots (group #1, numbers) sometime next week, probably Wednesday, Oct. 16.

As time allowed, I had students locate some additional English words containing the following roots:

mono (as in monocle, monologue, monopoly) = one

bi (as in bicycle, bipolar) = two

tri (as in triceps, trimester) = three

tetr (as in Tetris) = four

penta (as in Pentagon) = five

hexa (as in hexagon) = six

hepta (as in heptathlete) = seven

octo (as in octopus) = eight

ennea (as in ennead) = nine

deca (as in decade) = ten

Oct. 2 and 4 | Wednesday and Friday

Students began working on our E.S.C.A.P.E. junk news project, which relates to informational reading, research and information writing.

Students will analyze two articles, one of which is real and one of which is fake. They will have opportunities to talk through exactly what tipped them off to the junk news, citing specific evidence. Next week we will continue to talk about research and students will begin work on a related writing assignment.

Any class time not dedicated to the E.S.C.A.P.E. project this week will be dedicated to independent reading.

Also, I provided students with some feedback on their recent assessment on the evolution of the English language. I explained that I have broken down scores in the grade book so that they can see exactly how they did on every part of the rubric. That way any areas of weakness should be easy to spot for those who want to reassess on one skill or another.

I reminded students when I am available during the school day for extra help. I also reminded students that they can e-mail me questions/concerns if they don't volunteer those during class time.

Students who want to revise their responses for additional credit may do so provided that they submit their work by Wednesday, Oct. 9.

Sept. 30 | Monday

I got students caught up today. On Wednesday we'll begin our next activity!

Oh, and I reminded students to keep bringing their independent reading books. Because people read at very different rates, some students will be finishing books while others are only partway into their first selections. That is fine. Any student ready for a new independent reading book should make time to find one on his/her own, seeing me or a librarian if suggestions are needed.

Sept. 27 | Friday

Students continued working very hard this week! They showed me what they learned about the development of the English language over several weeks, using signal phrases to quote variously from a lecture, a handout, a video and/or any other sources they encountered.

After that they read independently.

I have postponed the beginning of our next activity until next week, in part to get various groups caught up a bit. Pd. 2, for example, was shortened today due to the Homecoming Week pep rally. I encouraged students to finish their assessments during a study hall or at home.

Sept. 25 | Wednesday

Students took an assessment on how well they can independently write varied signal phrases giving credit to sources of information.

After that they read independently.

As time allowed we began preparing for a partnered activity students will begin on Friday (after they take the quiz on the evolution of the English language).

Sept. 23 | Monday

Students in pds. 2 and 8 finished posters and delivered short, informal presentations on what they learned in their assigned articles. Students in pd. 6 created their group posters and will deliver presentations Wednesday.

I reminded students that we have two assessments this week, both of which will take place during class time:

• An assessment of how well they can use varied signal phrases Wednesday; and
• A quiz on the evolution of the English language on Friday.

I also shared some statistics based on last week's practice assignment so students understand the importance of doing their work on time.

Sept. 20 | Friday

Students had some time for independent reading. After that I put them in small groups and had them begin to work on a collaborative task: reading an article and planning a short, informal presentation to classmates on what the article said.

All articles had something to do with the English language.

How words end up in the dictionary: https://www.merriam-webster.com/words-at-play/how-does-a-word-get-into-the-dictionary

What makes English a universal language: https://www.omniglot.com/language/articles/engunilang.php

Words recently added to the Merriam dictionary: https://www.merriam-webster.com/words-at-play/new-words-in-the-dictionary

What "borrowed/loan words" are: https://www.dictionary.com/e/borrowed-words/

How English stacks up against other world languages: https://www.washingtonpost.com/news/worldviews/wp/2015/04/23/the-worlds-languages-in-7-maps-and-charts/

Students in pds. 2 and 8 had time to begin work on posters to accompany presentations Monday. Students in pd. 6 will begin posters Monday.

Sept. 18 | Wednesday

At the start of class today I handed back assorted papers that students turned in during quick write exercises so far, explaining as I did so the meaning of various marks they might see: namely checks, stars or scrawled notes.

Students in pds. 2 and 6 had a couple minutes to look at a handout on phobias. Soon we'll begin some etymology work that most students find fun.

I then described a short quiz students will take next Friday, Sept. 27. I read the quiz questions out loud so students know what's coming. I didn't give anything away in that the quiz will ask them to explain what they've learned during our recent discussions of the evolution of the English language.

We finally watched most of the Open University's humorous "History of the English Language in 10 Minutes" to see how it underscored material we covered in class last Friday. I also pointed out some new concepts that students will explore this coming Friday: English is a universal language, for example.

Students in pds. 2 and 8 had 20 minutes of independent reading time. Students in pd. 6 attended the first of two annual fall college fairs. School counselors want all students to attend these to gain experience in seeing how they work and gathering information on post-high school options they might be thinking about already.

As promised, I modeled placing signal phrases at the beginning, at the end, and in the middle of a sentence when quoting from (or paraphrasing) the work of another person. We used paragraphs students wrote Monday. Students than had a chance to practice this themselves.

Students have a 20-minute homework assignment due by the start of class Friday, Sept. 20. This can easily be done at home or during a study hall or PREP period. See Google Classroom for specifics, but essentially students are to submit two sentences based on an article read recently on Newsela.com (either for me or for Mr. Pospychala).

In one sentence, place the signal phrase giving credit to the original source of the material at the beginning of the sentence. In the other sentence, place the signal phrase at the end. Students who are feeling confident and clever can attempt a third sentence placing the signal phrase in the middle.

Sept. 16 | Monday

We had to be a bit flexible this morning because the Internet was down into pd. 2 today, impacting plans for class. We did get the Internet back at one point, but connection remained problematic so we decided to focus on two things and postpone a third (watching most of a short series of Open University videos on the history of the English language):

• Students wrote paragraphs that I will use Wednesday during additional practice on signal phrases.
• Students read independently for approximately 20 minutes.

Sept. 13 | Friday

After 20 minutes of independent reading, we talked for a bit about why independent reading is important. I explained that reading helps with language acquisition. Studies have shown that the more words a person knows, the better s/he can perform in school and beyond. I also shared a fun fact: the average native English-speaking adult acquires a vocabulary of 20,000-35,000 words by middle age, according to a 2013 post in The Economist.

We then turned our attention to the history of the English language. I explained that early development was like one long game of "King of the Hill," wherein groups of people (Vikings, Normans, etc.) kept seizing power in England and adding words from their native languages to what was spoken by the Angles and Saxons. (Change the "a" in Angles to an "e" and you can see where we get the word "English" from.) We explored various ways "neologisms," or new words, enter our language.

Students worked informally with highlighters. We agreed that it is easy to highlight too much sometimes! I will help students get better at highlighting as the year progresses.

The last portion of class was dedicated to experimenting with signal phrases. The phrase at the end of the first paragraph (in bold) is an example of a signal phrase. People use signal phrases to give credit to the original source of an idea or quote.

Students will practice signal phrases all next week. On Monday, Sept. 23, they will be assessed on their ability to write them using a variety of words.

Here is a link to the handout I used with students today: https://www.stlcc.edu/docs/student-support/academic-support/college-writing-center/introducing-sources.pdf

Sept. 11 | Wednesday

The first part of class was spent in the library where students got a rundown on how to locate books and use the Maker Space and Help Desk. They also learned rules and procedures for visiting the library with passes, signing in, using the copier, etc.

Back in the classroom I guided them through bookmarking the Media Center website -- concordhighlibrary.com -- and accessing (and using) the online catalog. Once students demonstrated they could do that, I introduced them more fully to Overdrive, explaining the navigation system and various features.

Students had time to explore Overdrive (and perhaps reserve or check out books and/or audiobooks) before we moved on to our final activity of the day: reviewing punctuation related to quotation marks. At the end of class students wrote some work on the board and we checked those for accuracy.

We created fictional situations for our work today:

Pd. 2 students considered a 14-year-old whispering to a friend during class that he'd forgotten to do his homework.

Pd. 6 students came up with an elderly medic on a battlefield in Hawaii who gets injured on his way to provide Band-Aids to fallen comrades.

Pd. 8 students created an even more elderly man who topples into the water while kayaking at North Beach in Hampton just as a great white shark approaches.

Sept. 9 | Monday

Most of our work today centered on claims.

Students practiced identifying what an article is about -- the topic -- but then identifying what the author of the article says about that topic.

In a couple classes we also had time to continue looking at the syllabus.

Sept. 6 | Friday

Today we got to work distinguishing quoting from paraphrasing. I also had students write paragraphs to see where they stand in terms of writing strong topic sentences followed by supporting details.

Pd. 2 was shortened because of today's pep rally, but during pds. 6 and 8 students had time to go to Newsela.com and gain more practice navigating between text levels. I showed them why they will often need to navigate to the original ("MAX") version of an article to find the author and original publication date/source. This information will be critical once students begin using these articles during a very important late-Q1 assignment that will carry significant weight in the grade book.

Students had time to read in Newsela.com.

Pd. 8 concluded with an activity in which students collaborated on creating quick posters representing their first two weeks in high school.

Sept. 4 | Wednesday

I got most remaining students logged onto Chromebooks and connected to my ENG 9 Google Classroom page and Newsela. Students were given approximately 15 minutes to read on Newsela and experiment with navigation and activities options.

I tried to make sure every student also practiced finding these daily notes. A handful of students are having login issues on their Chromebooks; our IT staff is working diligently to solve remaining issues. I assured students that glitches sometime happen. Nobody should be worried about falling behind during these chaotic opening days. It's all good!

Students learned a bit more about each other in a short, fun exercise in which they were challenged to identify something unique that they all share.

We spent the last part of class talking about grading. We began reviewing the syllabus (and will continue doing so next week), but this is what students had the most questions about.

Aug. 29 | Thursday

We followed a "skinny" schedule on this first day where all students (freshmen through seniors) were back in school.

We continued introductory activities and then I began showing students some of the online tools they'll use in English 9 frequently. We don't do everything on Chromebooks -- I remain a fan of paper and pen! -- but I want students to know which "go to" resources they can always count on.

• I had them join my Google Classroom (code bezkim)
• I had them bookmark this Google Site so they have access to daily class notes
• I had them bookmark our school's library site, concordhighlibrary.com, so they can always access research sources and online books via Overdrive
• I had them bookmark Newsela.com and I showed them how to navigate that so they are reading articles at levels appropriate to them individually.

Aug. 28 | Wednesday

Today we met for the first time but for only 15 minutes: time enough to say hello and make the most basic of introductions!