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Homework Assignments

posted Sep 21, 2011, 4:49 PM by Kristel Anuszewski   [ updated Apr 18, 2014, 10:32 AM ]

Friday, April 18, green day--HAPPY APRIL VACATION!!!!!!

Period 2 CP Junior English-- Students finished speeches and then participated in an SAT review.  I have posted the SAT packet in "Forms and Docs"-- see the drop down menu on the left of this screen located above my picture.  HOMEWORK: Be ready to take a quiz over SAT list #21 and ...I would encourage you to practice the SAT.  Go onto www.collegeboard.com and complete practice tests online; the online program will time and score your test!!!  :)

Period 3 CP Junior English-- Students finished speeches and then participated in an SAT review.  I have posted the SAT packet in "Forms and Docs"-- see the drop down menu on the left of this screen located above my picture.  HOMEWORK: Be ready to take a quiz over SAT list #21 and ...I would encourage you to practice the SAT.  Go onto www.collegeboard.com and complete practice tests online; the online program will time and score your test!!!  :)

Period 4 Creative Writing-- Students presented their literature terms projects. Nice work, all! 


Thursday, April 17, black day

Period 6 CP Junior English-- Students delivered 3EA1 persuasive speeches.  HOMEWORK: none---BUT...I would encourage you to practice the SAT.  Go onto www.collegeboard.com and complete practice tests online; the online program will time and score your test!!!  :)

Period 7 General Junior English-- Students took a look at Cliffs Notes for "Of Mice and Men" in preparation for discussing "Girl Moved to Tears", Activity 2.22-- satirical essay from "The Onion". Students completed the list of slams presented in the reading in the chart on page 205.  We also discussed the Unit 2 Embedded Assessment 2 on page 206.  Students brainstormed ideas for satirical topics.  HOMEWORK: Draft your satirical essay using the steps on page 206 to guide your composition.  Name your document: L6_2EA2_7_lastname

Period 8 SAT Prep-- Students worked on more of the 50 most common words on the SAT and practiced long and short reading passages.  HOMEWORK: none--- but I would encourage you to practice the SAT.  Go onto www.collegeboard.com and complete practice tests online; the online program will time and score your test!!!  :)

Wednesday, April 16, green day

Period 2 CP Junior English-- Students delivered 3EA1 persuasive speeches.  HOMEWORK: none

Period 3 CP Junior English-- Students delivered 3EA1 persuasive speeches.  HOMEWORK: none

Period 4 Creative Writing-- Students worked on their literary terms presentations. HOMEWORK: Complete the presentation of literary terms so that you are ready to share on Friday.

Tuesday, April 15, black day

Period 6 CP Junior English-- Students went over 3EA1_ex.2 rhetorical language usage.  Then, students shared their speeches on Google.docs to peer review with classmates.  Students also practiced their speeches to make sure they are between two and three minutes.  (Speeches that are less than two minutes or more than three will receive ten points fewer on the final grade.) HOMEWORK: Complete and practice speech which will be delivered on Thursday--and after vacation.  

Period 7 General Junior English-- Students completed the SAT Question of the Day and discussed the loose sentences (Activity 2.20) in the "Advice to Youth" passage.  They also discussed the meaning of Twain's passage and went over the SOAPSTone on the reading. Students then read and discussed "The War Prayer".  HOMEWORK: Read "Girl Moved to Tears" and annotate for humor and tone.  Also, please summarize the content of the piece at the end of the essay.

Period 8 SAT Prep-- Students completed the practice section of the critical reading portion of the SAT.  HOMEWORK: none

Monday, April 14, green day

Period 2 CP Junior English-- Students brought in their completed drafts of 3EA1--persuasive speeches and shared on Google.docs to peer review with classmates.  Students also practiced their speeches to make sure they are between two and three minutes.  (Speeches that are less than two minutes or more than three will receive ten points fewer on the final grade.) HOMEWORK: Complete and practice speech which will be delivered on Wednesday and Friday.

Period 3 CP Junior English-- Students presented speeches.  Peers gave constructive feedback on review sheets.  HOMEWORK: If your speech is complete, you have no homework.  If your speech was not complete today, you will need to make sure it is for Wednesday.

Period 4 Creative Writing-- Students will need to complete the mimic poem, work on literature term and drawing and complete the SOAPSTone.

Friday, April 11, black day

Period 6 CP Junior English-- Students took vocabulary quiz 20.  We then discussed the Unit 3, Embedded Assessment #1 and looked at examples of speeches that have been delivered before.  I also passed out an organizer that I expect students to use to organize their thoughts around; they will use that organizer to structure their writing.  BOTH THE 3EA1_EXAMPLES AND 3EA1_ORGANIZER CAN BE FOUND IN "FORMS AND DOCS"; see the drop down menu to the left.  Students spent the rest of class time organizing their writing and began writing the persuasive speech. HOMEWORK: Read the 3EA1_ex.2 and identify the rhetorical devices from the chart on page 232 that are present in that speech.  Also, complete research on your topic and use your completed organizer so that you can write your essay which is due on Tuesday, 4/15.  Make sure to identify ethos, pathos, and logos in your speech--as well as two other rhetorical devices--see page 232. (Any student who received an "incomplete" on 2EA2--your completed SATIRICAL ESSAY is due on Wednesday, 4/16--please conference with Ms. Sargent on Mrs. Anuszewski to get help with direction on your revision.) 

Period 7 General Junior English-- Students answered the SAT question of the day. They then went over the definition of parody and its relation to satire. Students watched Michael Jackson's "Beat It" video and looked for specific characteristics they could parody. They then watched Weird Al's "Eat It" parody and looked at what Weird Al had parodied. Students then watched Will Ferrel's "Global Warming" rendition/parody or George Bush. They looked at the qualities of George Bush that were being made fun of and how. Students then watched a newscast and looked for characteristics to parody before reading through David Barry's satirical article "In Depth, But Shallowly" and finding the parodies Barry used. Students then did the writing prompt on page 189, creating a list of the evidence that Barry uses to support how ridiculous newscasts, especially local ones, are in everyday life. Students spent the rest of class going over what loose (cumulative) sentences are for the homework. HOMEWORK: Read Mark Twain's "Advice to Youth" article and annotate for loose sentences p.196. Then fill in the loose sentences chart, Act 2.20, on p. 194-95

Period 8 SAT Prep-- 

Thursday, April 10, green day

Period 2 CP Junior English-- Students turned in their organizers for their persuasive speeches and worked on using those organizers to compose their writing.  HOMEWORK: complete the speech writing and make sure to identify ethos, pathos, and logos in your speech--as well as two other rhetorical devices.  ALSO-- if you scored an INCOMPLETE on 2EA2, it is due on Monday, 4/14.

Period 3 CP Junior English-- We worked on speeches today.  Students shared speeches on Google.docs and received feedback from peers.  (AC and CF--you were both absent; share with one another--- AND,  DW and BW, you were also absent and will share your speeches on G-docs with each other.)  HOMEWORK: Practice your speech---get it to two to three minutes long and identify ethos, pathos and logos in the speech as well as two other rhetorical devices. Speeches will be presented on Monday.  Your presentation order will be random.

Period 4 Creative Writing-- All students were present...yahooooo!  :)  Students worked on mimic poems and heard a presentation of Poe's "Anabel Lee".  HOMEWORK: Continue your work on your mimic poem and draw your literary term--- complete a solid first draft of each--also, make sure your SOAPSTone of your poem is complete

EARLY RELEASE DAY--Students participated in a round robin for course offerings descriptions in the morning.  No classes were held today.

Tuesday, April 8, green day

Period 2 CP Junior English-- Students took vocabulary quiz #20.  We then discussed the Unit 3, Embedded Assessment #1 and looked at examples of speeches that have been delivered before.  I also passed out an organizer that I expect students to use to organize their thoughts around; they will use that organizer to structure their writing.  BOTH THE 3EA1_EXAMPLES AND 3EA1_ORGANIZER CAN BE FOUND IN "FORMS AND DOCS"; see the drop down menu to the left.  HOMEWORK: Read the 3EA1_ex.2 and identify the rhetorical devices from the chart on page 232 that are present in that speech.  Also, complete research on your topic and bring in the completed organizer so that you can write your essay in class on Thursday.

Period 3 CP Junior English-- Students took vocabulary quiz #20.  We then discussed the Unit 3, Embedded Assessment #1 and looked at examples of speeches that have been delivered before.  I also passed out an organizer that I expect students to use to organize their thoughts around; they will use that organizer to structure their writing.  BOTH THE 3EA1_EXAMPLES AND 3EA1_ORGANIZER CAN BE FOUND IN "FORMS AND DOCS"; see the drop down menu to the left.  HOMEWORK: Read the 3EA1_ex.2 and identify the rhetorical devices from the chart on page 232 that are present in that speech.  Also, complete research on your topic and bring in the completed organizer and draft of your speech--about a page and a half to two pages.  Please name your speech: L6_3EA1_3_lastname when you compose it in Google.docs.

Period 4 Creative Writing-- Students had some in-class time to write on the topic of their chapbooks.  RP completed the poem of the day on a Shel Silverstein poem called "Masks". Students discussed the content, structure and meaning of the poem.  Students then read various poems that featured elements of literary terms like alliteration, metaphor, personification, etc.  HOMEWORK: SOAPSTone, close reading for poem of choice--analysis

Monday, April 7, black day

Period 6, CP Junior English--Students took the SAT 19 vocabulary quiz, went over SAT vocabulary list #20, and then completed the SAT Question of the Day.  Students then discussed the ethos, pathos, and logos in Kennedy's speech.  The SOAPSTone over "Sinners" was collected and discussed.  Next, students discussed the content of the Edwards' essay.  Then, students completed "Using Rhetorical Devices" on page 228 using Edwards' essay.   Finally, students read and discussed Patrick Henry's "Speech to the Virginia Convention, March 23, 1775".  HOMEWORK: Complete page 228 using Henry's speech, pages 229-231. AND--choose your persuasive speech topic.  Use MARVEL--Points of View Reference Center to help you select a topic.

Period 7 General Junior English-- Students answered the SAT Question of the Day.  They, then spent the period analyzing the content, diction, syntax and satirical devices in "Crime Supply"  (page 184).  HOMEWORK: On page 187, find the steps for creating a satirical paragraph.  Use those steps to create your own satirical paragraph on a school topic.  This assignment will be named: L6_Act2.18_7_lastname

Period 8 SAT Prep-- Students were introduced to tactics for finding success in the short, long and double reading questions on the SAT.  We then practiced using those tactics in some examples of reading passages from past SAT tests.

Friday, April 4, green day

Period 2, CP Junior English-- Students took the SAT 19 vocabulary quiz, went over SAT vocabulary list #20, and then completed the SAT Question of the Day.  Students then discussed the ethos, pathos, and logos in Kennedy's speech.  The SOAPSTone over "Sinners" was collected and discussed.  Next, students discussed the content of the Edwards' essay.  Then, students completed "Using Rhetorical Devices" on page 228 using Edwards' essay.   Finally, students read and discussed Patrick Henry's "Speech to the Virginia Convention, March 23, 1775".  HOMEWORK: Complete page 228 using Henry's speech, pages 229-231. AND--choose your persuasive speech topic.  Use MARVEL--Points of View Reference Center to help you select a topic.

Period 3, CP Junior English-- Students took the SAT 19 vocabulary quiz, went over SAT vocabulary list #20, and then completed the SAT Question of the Day.  Students then discussed the ethos, pathos, and logos in Kennedy's speech.  The SOAPSTone over "Sinners" was collected and discussed.  Next, students discussed the content of the Edwards' essay.  Then, students completed "Using Rhetorical Devices" on page 228 using Edwards' essay.   Finally, students read and discussed Patrick Henry's "Speech to the Virginia Convention, March 23, 1775".  HOMEWORK: Complete page 228 using Henry's speech, pages 229-231. AND--choose your persuasive speech topic.  Use MARVEL--Points of View Reference Center to help you select a topic.

Period 4 Creative Writing-- Complete your poem to mimic style.

Thursday, April 3, black day

Period 6 CP Junior English-- Students took vocabulary quiz 18 and went over vocabulary list 19 and completed the SAT Question of the Day.  They then discussed the quotes and meaning in Act. 3.3 and worked together in groups to practice speaking to showcase meaning.  Next, students worked to identify syntax (pages 222-223) in Kennedy's speech, Act. 3.4. Then, students reviewed rhetoric on pages 224-225 and practiced identifying logos, ethos , and pathos. Finally, students were introduced to "Sinners in the Hands of an Angry God" and Jonathan Edwards. HOMEWORK: complete the SOAPSTone on "Sinners", pages 226-7, and annotate for meaning.... there could be a--- QUIZ over the reading.  Also, SAT vocab quiz 19....and bonus only counts for five points this time.

Period 7 General Junior English-- Students discussed elements of irony in relation to the Cheerleader essay and the football essay.  They went over the Venn diagram graphic organizers.  Many examples of irony were shared with students.  HOMEWORK: Read "Maintaining the Crime Supply" on page 184 and annotate it for humor.  On Google.docs, respond to: "How does a writer use tone to advance an opinion?" Please name your assignment: L6_Act2.17_7_lastname

Period 8 SAT Prep-- Students learned 8 out of the 50 most common SAT words.  We reviewed Sentence Completion and then played a game using Sentence Completion questions.  We will begin reading passages next class.


Wednesday, April 2, green day

Period 2 CP Junior English-- Students went over vocabulary list 19 and completed the SAT Question of the Day.  They then discussed the quotes and meaning in Act. 3.3 and worked together in groups to practice speaking to showcase meaning.  Next, students worked to identify syntax (pages 222-223) in Kennedy's speech, Act. 3.4. Then, students reviewed rhetoric on pages 224-225 and practiced identifying logos, ethos , and pathos. Finally, students were introduced to "Sinners in the Hands of an Angry God" and Jonathan Edwards. HOMEWORK: complete the SOAPSTone on "Sinners", pages 226-7, and annotate for meaning.... there could be a--- QUIZ over the reading.  Also, SAT vocab quiz 19....and bonus only counts for five points this time.

Period 3 CP Junior English-- Students went over vocabulary list 19 and completed the SAT Question of the Day.  They then discussed the quotes and meaning in Act. 3.3 and worked together in groups to practice speaking to showcase meaning.  Next, students worked to identify syntax (pages 222-223) in Kennedy's speech, Act. 3.4. Then, students reviewed rhetoric on pages 224-225 and practiced identifying logos, ethos , and pathos. Finally, students were introduced to "Sinners in the Hands of an Angry God" and Jonathan Edwards. HOMEWORK: complete the SOAPSTone on "Sinners", pages 226-7, and annotate for meaning.... there could be a--- QUIZ over the reading.  Also, SAT vocab quiz 19....and bonus only counts for five points this time.

Period 4 Creative Writing--- Students shared their poems and discussed the elements in "Autmn".  Then, students discussed word choice/diction.  Students spent the rest of the period freewriting on imagery, voice and diction.  HOMEWORK: none

Tuesday, April 1, black day---Happy April 1st... April Fools' Day!!!

Period 6 CP Junior English-- Students completed the SAT Question of the Day--- the SATs will be here before we know it.  Go on the College Board website and complete some practice questions... you will be proud of your efforts; they will pay off!  Students took vocabulary quiz 17 and went over the words for list 18.  Next, students began Unit 3.  They discussed the attributes of a good speech (Act. 3.2) and discussed and made notes on the quotations in Activity 3.3.  Students then looked for (and annotated) attributes of good speeches in Kennedy's Address on YouTube--Activity 3.4.  HOMEWORK: annotate the Inaugural Address for unfamiliar words and how the speech should be delivered and annotate the quotes on the previous pages---also, be ready for vocabulary quiz 18.

Period 7 General Junior English-- Students began part 2 of Unit 2 today.  The lesson centered around satire, so we watched some YouTube videos (Twilight Cheeseburger and Michael Buble's Christmas special) and read the piece on Cheerleaders.  Students also were introduced to juvenalien and horatian satire.  They worked to identify satirical elements in the football piece and in the cheerleading piece on a Venn diagram graphic organizer.  HOMEWORK: complete the graphic organizer

Period 8 SAT Prep, English-- Students were introduced to the tips and techniques for conquering the sentence completion section of the SAT.  Students then broke up into two groups and we played a game to crown the sentence completion champs.  It was a close, final score!  Nice work!!!

Monday, March 31, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day and took vocabulary quiz 18.  (No new vocabulary today!!!  Take a couple days off.) Students then discussed the attributes of a good speech (Act. 3.2) and discussed and made notes on the quotations in Activity 3.3.  Students then looked for (and annotated) attributes of good speeches in Kennedy's Address on YouTube--Activity 3.4.  HOMEWORK: annotate the Inaugural Address for unfamiliar words and how the speech should be delivered.

Period 3 CP Junior English-- EVERYONE WAS HERE TODAY!!!!  YEAH!!!! Students completed the SAT Question of the Day and took vocabulary quiz 18.  (No new vocabulary today!!!  Take a couple days off.) Students then discussed the attributes of a good speech (Act. 3.2) and discussed and made notes on the quotations in Activity 3.3.  Students then looked for (and annotated) attributes of good speeches in Kennedy's Address on YouTube--Activity 3.4.  HOMEWORK: annotate the Inaugural Address for unfamiliar words and how the speech should be delivered.

Period 4 Creative Writing-- Yeora shared her poem called "Azalea".  Students then worked on phrasing using Elizabeth Barrett Browning's poem, "Autumn".  HOMEWORK: finish the underlining, circling and starring of voice, diction and imagery and answer the author's purpose question of Barrett's poem


Friday, March 28, black day-- PHOENIX "OLYMPIX" EVENTS

Thursday, March 27, green day

Period 2 CP Junior English-- Students took vocabulary quiz 17 and went over vocabulary words from list 18.  Then, students read their Unit 2 Embedded Assessments #2 aloud in a one-foot voice.  Students began Unit 3 and previewed Unit 3, Embedded Assessment #1. Students worked on Essential Questions, learning goals and then discussed elements of effective speeches and delivery and ended in the middle of Activity 3.2.  HOMEWORK: study for SAT vocabulary words list #18.

Period 3 CP Junior English--Students took vocabulary quiz 17 and went over vocabulary words from list 18.  Then, students read their Unit 2 Embedded Assessments #2 aloud in a one-foot voice.  Students began Unit 3 and previewed Unit 3, Embedded Assessment #1. Students worked on Essential Questions, learning goals and then discussed elements of effective speeches and delivery and ended in the middle of Activity 3.2.  HOMEWORK: study for SAT vocabulary words list #18.

Period 4 Creative Writing-- Cam presented the poem of the day, "Ode to a Grecian Urn".  Then, students completed a free-writing poem in their journals employing the use of rhyme, imagery and voice.  Students then shared those poems with the group and identified the literary terms in students' poems.  Students then looked at poet quotes and expressed their own meanings about those quotes.  HOMEWORK: Students were asked to answer the essential question: "What is poetry?"

Wednesday, March 26, black day

Period 5 and Period 6-- Junior Science exam... NO CLASSES

Period 7 General Junior English-- Students went over the slanters homework in preparation for the Unit 2, Embedded Assessment #1.  Students worked on L6_2EA1_7_lastname during class.  HOMEWORK: none

Period 8 SAT Prep-- Students practiced the Writing Section of the SAT online.  I added information and showcased writing samples to see what separates the 8 paper from the 12 paper.  HOMEWORK: none

Tuesday, March 25, green day-- 

Period 2  CP Junior English-- We started with the SAT Question of the Day. Students then took vocabulary quiz #16 and went over vocabulary #17.  Then, students were paired to work on peer revision of their Unit 2, Embedded Assessment #2. HOMEWORK: final draft of Embedded Assessment is due---AND study for vocabulary #17 quiz

Period 3 CP Junior English-- We started with the SAT Question of the Day. Students then took vocabulary quiz #16 and went over vocabulary #17.  Then, students were paired to work on peer revision of their Unit 2, Embedded Assessment #2. HOMEWORK: final draft of Embedded Assessment is due---AND study for vocabulary #17 quiz

Period 4 Creative Writing-- Students worked on Literature Terms and understanding the different kinds of poetry.  HOMEWORK: Cam will be presenting his poem next time. Complete the work you started in class with your assigned literature terms . 


Monday, March 24, black day--

Period 6  CP Junior English-- We started with the SAT Question of the Day. Students then took vocabulary quiz #16 and went over vocabulary #17.  Then, students were paired to work on peer revision of their Unit 2, Embedded Assessment #2. HOMEWORK: final draft of Embedded Assessment is due---AND study for vocabulary #17 quiz.

Period 7 General Junior English-- HOMEWORK: study for the embedded assessment-- unit 2, #1....and complete the slanters worksheet.

Period 8 SAT Prep-- Students worked on Improving Paragraphs.  Nice job today, kiddos!!! :)

Friday, March 21-- TEACHER WORKSHOP DAY... no school

Thursday, March 20, green day-- SNOW DAY...no school

Wednesday, March 19, black day--

Period 6, CP Junior English-- Students took vocabulary quiz #15. Then, students completed the SAT Question of the Day and went over vocabulary from SAT vocabulary list #16. Homework was collected--- where students went on SatireWire and completed annotations for satire.  Next, students were given instruction on the Unit 2, Embedded Assessment #2 and brainstormed for topics on society's flaws/weaknesses (for example: abortion, media, cell phones, obesity, materialism, gun rights/laws) HOMEWORK: Study for vocabulary quiz #16 and have your first draft of 2EA2 on Google.docs for revision.  Name your document: L6_2EA2_6_lastname.

Period 7 Junior General English-- Students completed the SAT Question of the Day.  Then, students presented their cartoons they found on Cagle.  Next, students discussed the article they read for homework and discussed the features of the editorial cartoon.  Students were then given an editorial cartoon and completed the guiding reading questions on page 161. Students then brainstormed school related issues that could lend themselves to an editorial. HOMEWORK: complete the editorial cartoon on a school-related topic and STUDY pages 134, 144 and 156 for the upcoming embedded assessment

Period 8 SAT Prep-- Students reviewed section 4 vocabulary, words one through three. Then, they completed the Writing Principal with inverted subjects and predicates--"Tested You Will Be". Then, students completed practice involving the second writing principal dealing with sentence length. HOMEWORK: Sentence ID Errors practice sheet and error presentation

Tuesday, March 18, green day--

Period 2, CP Junior English---Students completed the SAT Question of the Day and went over vocabulary from SAT vocabulary list #16.  Homework was collected--- where students went on SatireWire and completed annotations for satire.  Next, students were given instruction on the Unit 2, Embedded Assessment #2 and brainstormed for topics on society's flaws/weaknesses (for example: abortion, media, cell phones, obesity, materialism, gun rights/laws) HOMEWORK: Study for vocabulary quiz #16 and have your first draft of 2EA2 on Google.docs for revision.  Name your document: L6_2EA2_2_lastname.

Period 3, CP Junior English---Students completed the SAT Question of the Day and went over vocabulary from SAT vocabulary list #16.  Homework was collected--- where students went on SatireWire and completed annotations for satire.  Next, students were given instruction on the Unit 2, Embedded Assessment #2 and brainstormed for topics on society's flaws/weaknesses (for example: abortion, media, cell phones, obesity, materialism, gun rights/laws) HOMEWORK: Study for vocabulary quiz #16 and have your first draft of 2EA2 on Google.docs for revision.  Name your document: L6_2EA2_3_lastname.

Period 4, Creative Writing-- Students spent extra time on the Unit 1 post assessment--story creation.  Students completed the writing process assessment and completed a self-assessment. Students spent the remaining time in class working on character stories.  The final draft is due on Thursday. HOMEWORK: complete your character story--final draft

Monday, March 17, black day-- It should have been a GREEN day for St. Patrick's Day!!! 

Period 6 CP Junior English-- Students responded to the SAT Question of the Day and went over vocabulary 15 words. Students then discussed War Prayer and completed the accompanying SOAPSTone chart in SpringBoard.  Then, students went online and looked at a sample of Cliff's Notes in preparation for understanding the satire in "A Girl Moved to Tears".  Students annotated for and discussed satire in that piece.  Students finally filled in the chart on page 205 that asked them to identify "top 10 slams". HOMEWORK: Study for SAT vocabulary 15 quiz.  Also, go to www.satirewire.com, print off and annotate a satirical piece of writing you connected with.  Make sure it is appropriate for school/classroom discussion.

Period 7 General Junior English-- Students turned in the fallacy writing example based on a school issue (L6_Act.2.13_7_lastname) and continued learning about and practicing the use of fallacies.  Students got into groups and practiced matching fallacies with examples and viewed some videos that showcased the fallacies in use.  Finally, students had a Socratic discussion about use of fallacies and effectiveness. HOMEWORK: Bring a cartoon from CaglePost to present.  Read "An Insider Look at Editorial Cartoons" and annotate for elements that viewers see in those cartoons.  Be prepared to present your cartoon from Cagle to the class.  The website is located at: http://www.cagle.com/trends/

Period 8 SAT Prep-- (All students were here today; Ms. Miller is out due to illness.)  Students got the writing tip of the day from SAT writing and learned the newest vocabulary. We discussed the correct answers for Sentence Errors. Students then took the subject/verb--prepositional phrase quiz.  Next, students played Vocabulary Bingo-- "VINGO"!!! and SAT Jeopardy.  

Friday, March 14, green day

Period 2 CP Junior English---Students completed the SAT Question of the Day and took the SAT vocabulary #15 quiz.  Then, students completed a quickwrite on the importance of literature.  Then, students went online and looked at a sample of Cliff's Notes in preparation for understanding the satire in "A Girl Moved to Tears".  Students annotated for and discussed satire in that piece.  Students finally filled in the chart on page 205 that asked them to identify "top 10 slams". HOMEWORK: Go to www.satirewire.com and choose one piece to print and annotate for satire. 

Period 3 CP Junior English--Students completed the SAT Question of the Day and took the SAT vocabulary #15 quiz.  Then, students completed a quickwrite on the importance of literature.  Then, students went online and looked at a sample of Cliff's Notes in preparation for understanding the satire in "A Girl Moved to Tears".  Students annotated for and discussed satire in that piece.  Students finally filled in the chart on page 205 that asked them to identify "top 10 slams". HOMEWORK: Go to www.satirewire.com and choose one piece to print and annotate for satire. 

Period 4 Creative Writing-- Students spent the day working on their character sketches.  HOMEWORK: FINAL DRAFTS--- character stories are due on Monday!!!

Thursday, March 13, black day-- NO SCHOOL--SNOW DAY!!!!

Wednesday, March 12, green day (early release day)

Period 2 CP Junior English-- Students completed the SAT Question of the Day and went over SAT vocabulary words from list #15.  They then went over the homework which was to identify loose sentences and their effects from Twain's essay.  Next, students discussed the satirical elements in "War Prayer", also by Twain. HOMEWORK: Study for vocabulary SAT list #15.

Period 3 CP Junior English-- Students completed the SAT Question of the Day and went over SAT vocabulary words from list #15.  They then went over the homework which was to identify loose sentences and their effects from Twain's essay.  Next, students discussed the satirical elements in "War Prayer", also by Twain. HOMEWORK: Study for vocabulary SAT list #15.

Period 4 Creative Writing-- Students had a mini-lesson for writing dialogue and watched the video on finding theme in a piece of literature.  They then looked for theme in a peer's writing and offered comments for revision.  HOMEWORK: bring back your REVISED poems

Tuesday, March 11, black day 

Period 6 CP Junior English-- Students completed the SAT Question of the Day and the SAT vocabulary quiz #14.  We then made sure to correctly share Act. 2.18-- satirical paragraphs on a school issue.  Then, we discussed what a parody is from page 188.  We watched Michael Jackson's "Beat It" video and found ways in which Weird Al parodied the work in "Eat It".  Next, we watched Will Ferrell impersonated George W. Bush.  Finally, we viewed a newscast on WCSH6 and discussed ways in which we could make fun of the serious issues presented in the news story.  We then read aloud Dave Barry's piece on local news (pp. 190-92) and discussed ways in which Barry made fun of local news broadcasts.  Finally, we discussed "loose sentence" construction and found an example in Twain's writing--"Advice to Youth" and filled in the example on the chart on pages 194-5. HOMEWORK: Read 196-198 and identify at least five more loose sentences.  Record them and the effect of each on the chart you will find on pages 194 and 195.

Period 7 General Junior English-- Students discussed whether or not they agreed or disagreed with the "Raising the Bar" pieces, including page 153.  They then worked to identify fallacies in groups and went over what those fallacies looked like through examples. HOMEWORK: Complete a paragraph on a school issue demonstrating one of the fallacies.  You can see the "fallacy_examples" that are posted in Forms and Docs.  (See the menu to the right of this page.)

Period 8 SAT Prep-- Students worked on locating subjects and verbs in sentences.  We then practiced Improving Sentences and Sentence Errors.  Nice work today!!!  HOMEWORK: none, but feel free keep reviewing... and be ready for a quiz over subjects/verbs-- agreement, etc.

Monday, March 10, green day (We missed you, Ms. Sargent!!!)

Period 2 CP Junior English-- Students completed the SAT Question of the Day and the SAT vocabulary quiz #14.  We then made sure to correctly share Act. 2.18-- satirical paragraphs on a school issue.  Then, we discussed what a parody is from page 188.  We watched Michael Jackson's "Beat It" video and found ways in which Weird Al parodied the work in "Eat It".  Next, we watched a Taylor Swift parody and another in which Will Ferrell impersonated George W. Bush.  Finally, we viewed a newscast on WCSH6 and discussed ways in which we could make fun of the serious issues presented in the news story.  We then read aloud Dave Barry's piece on local news (pp. 190-92) and discussed ways in which Barry made fun of local news broadcasts.  Finally, we discussed "loose sentence" construction and found an example in Twain's writing--"Advice to Youth" and filled in the example on the chart on pages 194-5. HOMEWORK: Read 196-198 and identify at least five more loose sentences.  Record them and the effect of each on the chart you will find on pages 194 and 195.

Period 3 CP Junior English-- Students completed the SAT Question of the Day and the SAT vocabulary quiz #14.  We then made sure to correctly share Act. 2.18-- satirical paragraphs on a school issue.  Then, we discussed what a parody is from page 188.  We watched Michael Jackson's "Beat It" video and found ways in which Weird Al parodied the work in "Eat It".  Next, we watched a Taylor Swift parody and another in which Will Ferrell impersonated George W. Bush.  Finally, we viewed a newscast on WCSH6 and discussed ways in which we could make fun of the serious issues presented in the news story, and we discussed "loose sentence" construction and found an example in Twain's writing--"Advice to Youth" and filled in the example on the chart on pages 194-5. HOMEWORK: Read Dave Barry's piece on local news (pp. 190-92) and annotate ways in which Barry makes fun of local news broadcasts. Read 196-198 and identify at least five more loose sentences.  Record them and the effect of each on the chart you will find on pages 194 and 195.

Period 4 Creative Writing-- Our poem of the day was from Shel Silverstein--"Where the Sidewalk Ends": http://famouspoetsandpoems.com/poets/shel_silverstein/poems/14836  Students then turned in their revised character sketches which will be returned on Wednesday with teacher suggestions for revision-- final drafts will be due on Friday, March 14.  Students then found their poems on the BLOG and shared in a Google.doc with one another.  Students then offered color-coded notes for revision for each author. HOMEWORK: Finish your Google.doc color-coded comments.  Make sure all of your peer comments are DONE BY MIDNIGHT TONIGHT!!!!  That will give you all time to revise your poems for final drafts that are due on Wednesday, March 12.  ALL WORK MUST BE DONE IN GOOGLE.DOCS!!!!  

Friday, March 7, black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day and then took vocabulary quiz #12.  They then went over vocabulary list #13 words.  Next, students discussed "Maintaining the Crime Supply".  HOMEWORK: Complete the writing prompt at the bottom of page 187; it says to complete it in partners, but you will be doing the work on your own in a Google.doc entitled: L6_Act.2.18_6_lastname on a school issue and use the five steps on page 187. Also--- study for the SAT vocabulary quiz #14.

Period 7 General Junior English-- Students discussed the editorial and reasons why and how to write an editorial.  The focus was on understanding the structure and the purpose of an editorial.  HOMEWORK: Finish the chart on page 153.  Complete 1-6.

Period 8 SAT Prep-- Students worked on Improving Sentences today.  HOMEWORK: none

Thursday, March 6, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day and then took vocabulary quiz #12.  They then went over vocabulary list #13 words.  Next, students discussed "Maintaining the Crime Supply".  HOMEWORK: Complete the writing prompt at the bottom of page 187; it says to complete it in partners, but you will be doing the work on your own in a Google.doc entitled: L6_Act.2.18_2_lastname on a school issue and use the five steps on page 187. Also--- study for the SAT vocabulary quiz #14.

Period 3 CP Junior English-- Students completed the SAT Question of the Day and then took vocabulary quiz #12.  They then went over vocabulary list #13 words.  Next, students discussed "Maintaining the Crime Supply".  HOMEWORK: Complete the writing prompt at the bottom of page 187; it says to complete it in partners, but you will be doing the work on your own in a Google.doc entitled: L6_Act.2.18_3_lastname on a school issue and use the five steps on page 187. Also--- study for the SAT vocabulary quiz #14.

Period 4 Creative Writing-- Students read the poem of the day and then worked on language economy by discussing how one strong, specific noun or verb is more effective than adjectives and adverbs.  Students then worked in pairs on peer revising character short stories.


Wednesday, March 5, black day

Period 6 CP Junior English-- We started out with SAT Question of the Day. Then, students discussed SAT vocabulary list #13. Students next went over the readings--"How to Poison the Earth" and "Gambling in Schools".  Students then learned about Horatian and Juvenalien humor and rated editorial cartoons on the scale of funny humor and mean humor.  HOMEWORK: Study vocabulary list #13 and be ready for a quiz over those words.  Create a Google.doc named: L6_Act.2.17_6_lastname and discuss the following prompt in a well-developed paragraph using specific support from the reading-- How does a writer use tone to advance an opinion? Read Einreich's essay starting on page 184 and annotate for humor.

Period 7 General Junior English-- Students discussed the articles in Act. 2.10 on pages 147-150.  They then got into pairs and discussed their own editorials with partners and completed a SOAPSTone over one another's work.  HOMEWORK: RE-READ "Abolish Football" article on page 136 and fill in the chart on page 151.

Period 8 SAT Prep-- Students were given the next set of vocabulary words and then spent the class period going over more of the writing instruction for improving sentences. 

Tuesday, March 4, green day

Period 2 CP Junior English-- We started out with SAT Question of the Day. Then, students discussed SAT vocabulary list #13. Students next went over the readings--"How to Poison the Earth" and "Gambling in Schools".  Students then learned about Horatian and Juvenalien humor and rated editorial cartoons on the scale of funny humor and mean humor.  HOMEWORK: Study vocabulary list #13 and be ready for a quiz over those words.  Create a Google.doc named: L6_Act.2.17_2_lastname and discuss the following prompt in a well-developed paragraph using specific support from the reading-- How does a writer use tone to advance an opinion? Read Einreich's essay starting on page 184 and annotate for humor.

Period 3 CP Junior English-- We started out with SAT Question of the Day. Then, students discussed SAT vocabulary list #13. Students next went over the readings--"How to Poison the Earth" and "Gambling in Schools".  Students then learned about Horatian and Juvenalien humor and rated editorial cartoons on the scale of funny humor and mean humor.  HOMEWORK: Study vocabulary list #13 and be ready for a quiz over those words.  Create a Google.doc named: L6_Act.2.17_3_lastname and discuss the following prompt in a well-developed paragraph using specific support from the reading-- How does a writer use tone to advance an opinion? Read Einreich's essay starting on page 184 and annotate for humor.

Period 4 Creative Writing-- Students worked in pairs to share their character stories.  They used peer editing guidelines to direct their conversations. 

Monday, March 3, black day-- "...in like a lion..."  (BRRRR!)

Period 6 CP Junior English--Students took vocabulary quiz SAT 12 today.  Then, students were introduced to satire and read "Let's Hear it For the Cheerleaders" on pages 169-171.  Individually, they identified elements of satire in the reading and recorded those responses on pages 172-173.  We then watched a parody (cheeseburger Twilight) and a satirical piece (SNL Buble Christmas CD) online.  HOMEWORK: Complete the Writing Prompt on page 173 (need specific examples) and complete the work in Google.docs.  Please name your doc: L6_Act.2.15_6_lastname, and read and annotate for tone and satire-- "How to Poison the Earth" (read in class but annotate) and "Gambling in Schools" pp. 178-181

Period 7 General Junior English-- Students completed the SAT Question of the Day and then made sure their quickwrites (homework from last class) were shared.  They then discussed how to read and editorial (page 140) and then read an example of an editorial on page 142--"Facing Consequences at Eden Prairie High". Finally, students filled out the graphic organizer on page 141 on how to read an editorial and discussed how to write an editorial (page 144).  HOMEWORK: Write an editorial involving the school. Use pages 144-45 as a reference and share on Google.docs. Please name your document the following: L6_Act.2.10_7_lastname  

Period 8 SAT Prep-- Students worked on getting organized!!!!  :)  We made folder sections and filed our binders.  Next, we started the writing section of the SAT and studied qualities of good writing.

Friday, February 28, green day

Period 2, CP Junior English-- Students took vocabulary quiz SAT 12 today.  Then, students were introduced to satire and read "Let's Hear it For the Cheerleaders" on pages 169-171.  Individually, they identified elements of satire in the reading and recorded those responses on pages 172-173.  We then watched a parody (cheeseburger Twilight) and a satirical piece (SNL Buble Christmas CD) online.  HOMEWORK: Complete the Writing Prompt on page 173 (need specific examples) and complete the work in Google.docs.  Please name your doc: L6_Act.2.15_2_lastname, and read and annotate for tone and satire-- "How to Poison the Earth" and "Gambling in Schools" pp. 178-181

Period 3 CP Junior English-- Students took vocabulary quiz SAT 12 today.  Then, students were introduced to satire and read "Let's Hear it For the Cheerleaders" on pages 169-171.  Individually, they identified elements of satire in the reading and recorded those responses on pages 172-173.  We then watched a parody (cheeseburger Twilight) and a satirical piece (SNL Buble Christmas CD) online.  HOMEWORK: Complete the Writing Prompt on page 173 (need specific examples) and complete the work in Google.docs.  Please name your doc: L6_Act.2.15_3_lastname, and read and annotate for tone and satire-- "How to Poison the Earth" and "Gambling in Schools" pp. 178-181

Period 4 Creative Writing-- Students were given a list of ideas for Chapbook themes.  Students shared themes they have decided upon. Students then shared their characters they had created through artwork and then identified sensory reactions to different settings on a worksheet.  They then wrote about that character in one of the sensory scenarios. Students were introduced to peer reviewing for their writing and were given clear guidelines on how to offer suggestions for revision in a positive way.  


Thursday, February, 27, black day

Period 6, CP Junior English-- Students were introduced to vocabulary SAT words--list 12. Students worked on identifying satire in editorial cartoons and looked at satire in current media with the Amazon delivery system that has been satirically presented in a video by Netflix. HOMEWORK:  Study for vocabulary list 12.

Period 7 General Junior English-- Students worked on practicing slanters.  They discussed the slanters from "Abolish High School Football" Activity 2.8 and then identified slanters in a quick in class assessment. Students completed the SMELL graphic organizer on page 138 and identifying and correcting slanted language on page 139. HOMEWORK:  Quickwrite (about a half page)  to be completed on Google.docs: How does a writer use tone to advance an opinion?  Please name your doc the following: L6_Act.2.8_7_lastname

Period 8 SAT Prep-- We completed a lightning round of grammar review and then worked on scoring our peer 25 minute SAT writing samples.  HOMEWORK: none

Wednesday, February 26, green day

Period 2 CP Junior English-- Students worked on identifying satire in editorial cartoons.  HOMEWORK: Complete your OWN editorial cartoon in SpringBoard--see the guidelines-- and make your cartoon about a local issue.  Study for SAT vocabulary 12.

Period 3 CP Junior English-- Students who were not in class on Monday stayed in the classroom to complete 2EA1.  The other students went to the library with Ms. Sargent and completed a lesson on satirical cartoons.

Period 4 Creative Writing-- Students worked on building characters and discussed chapbook themes.  HOMEWORK: none

Tuesday, February 25, black day

Period 6 CP Junior English-- Students spent the class period working on and completing the first Embedded Assessment for Unit 2. HOMEWORK: none

Period 7 General Junior English-- Students were introduced to slanters (see pages 134 and 135). Students were given flashcards to practice slanters.  They also worked in groups to define each slanter in their own words and provide three examples.  HOMEWORK: Read and annotate pages 136-137 for slanters and writer's feelings.  You will find AT LEAST eight slanters in the reading: (1) rhetorical definition, (1) downplayer, (1) hyperbole, (2) sarcasm/ridicule, (3) innuendo

Period 8 SAT Prep-- Students completed the vocabulary quiz after the last three words to list two were given.  They then learned Principle 6--Dovetailing in "Three Minutes a Day to Better SAT Writing" and we completed a crash course in grammar.  HOMEWORK: none

Monday, February 24, green day

Period 2 CP Junior English-- Students spent the class period working on and completing Unit 2 Embedded Assessment 1.  HOMEWORK-- none

Period 3 CP Junior English-- Students who were in class spent the period working on and completing Unit 2 Embedded Assessment 1.  HOMEWORK: none

Period 4 Creative Writing-- Students were treated to a presentation by a visiting author, Mr. Ben Thomas.  He has written two young adult novels-- "Code Breaker" and "Scuba Gold".  It was a pleasure to have him discuss writing techniques and share readings from his books.  HOMEWORK: none

(February Vacation 17-21)

FRIDAY---February 14-- <3 HAPPY VALENTINE'S DAY!!! <3  NO SCHOOL...SNOW!!!

Thursday, February 13, green day-- EARLY RELEASE--SNOW DAY

Period 2 CP Junior English-- Students took vocabulary quiz 11 before doing the SAT question of the day. We reviewed how to write an editorial for the embedded assessment students will be doing when they get back from break. We went through fallacies students were having trouble with as they will have to use two fallacies and two slanters in their editorials. We created our own definitions and went through Youtube examples on slippery slope, red herring and straw man. Students also went through slanters that they were having trouble with for the embedded assessment. HOMEWORK: Students are expected to study fallacies and slanters for the embedded assessment as well as how to write an editorial. Pages for reference are : pg. 144 (editorial writing), pg. 134 (slanters), and pg. 156 (fallacies). Students must also read and annotate pg. 159-160 for when we get back from break. 

Period 3 CP Junior English--  Students took vocabulary quiz 11 before doing the SAT question of the day. We reviewed how to write an editorial for the embedded assessment students will be doing when they get back from break. We went through fallacies students were having trouble with as they will have to use two fallacies and two slanters in their editorials. We created our own definitions and went through Youtube examples on slippery slope, red herring and straw man. Students also went through slanters that they were having trouble with for the embedded assessment. HOMEWORK: Students are expected to study fallacies and slanters for the embedded assessment as well as how to write an editorial. Pages for reference are : pg. 144 (editorial writing), pg. 134 (slanters), and pg. 156 (fallacies). Students must also read and annotate pg. 159-160 for when we get back from break. 

Period 4 Poetry/Creative Writing-- We completed the poem of the day, Bruce Lanksy's "A Bad Case of the Sneezes" and went through the revised syllabus concerning three units for the semester instead of two. Students were given a worksheet where they needed to describe what they knew about the different steps in the writing process. This will change throughout the semester and will be a benchmark for them to look back to for growth. We finished class sharing our poems that we created and posted to the blog last class. HOMEWORK: none 

Wednesday, February 12, black day

Period 6 CPJunior English-- Students took vocabulary quiz 11. We shared fallacy examples to help with and reviewed editorial qualities (see page 144 in SB)  for the Embedded Assessment--writing editorials.  And we reviewed fallacy examples (page 156) and slanters (page 134). Students watched HOMEWORK: Study for Embedded Assessment--page 144, page 134, page 156 are your areas of focus for study.

Period 7 General Junior English-- Students passed in their bias homework--pages 131-133-- annotations and had a discussion about their findings in a Socratic Circle.  HOMEWORK: none

Period 8 SAT Prep-- Students learned four new words through visual learning and went over writing principle #5--Hold It Together.  Then, students reviewed the essays in the packet for practice.  Next, students will score their own writing.  HOMEWORK: none

Tuesday, February 11, green day

Period 2 CP Junior English-- We first took the quiz over SAT vocabulary 10 and students shared their fallacy quickwrites to Ms. Sargent and Mrs. A. on Google.docs.  We shared fallacy examples to help with and reviewed editorial qualities (see page 144 in SB)  for the Embedded Assessment--writing editorials.  And we reviewed fallacy examples (page 156) and slanters (page 134). HOMEWORK: read and annotate 159-160 and study for the assessment.

Period 3 CP Junior English-- We first took the quiz over SAT vocabulary 10 and students shared their fallacy quickwrites to Ms. Sargent and Mrs. A. on Google.docs.  We shared fallacy examples to help with and reviewed editorial qualities (see page 144 in SB)  for the Embedded Assessment--writing editorials.  And we reviewed fallacy examples (page 156) and slanters (page 134). HOMEWORK: read and annotate 159-160 and study for the assessment.

Period 4 Creative Writing-- We completed the poem of the day-- Edgar Allan Poe's, "Bright Star" and shared the free writes: creating characters.  We brainstormed themes for the chapbook and saw examples of chapbooks.  Students got a general overview of "what is poetry" and students wrote their own poems on "what I know the most about" written in the style you most associate poetry with.

Monday, February 10, black day

Period 6 CP Junior English-- We completed the SAT Question of the Day-- no one answered it correctly.  :( Students shared fallacies (Act. 2.13) with me and with Ms. Sargent.  We took the SAT 10 vocabulary quiz and went over the list 11 words.  We then looked at Cagle.com and discussed political and pop culture cartoons.  We discussed the satire.  HOMEWORK: Complete Act. 2.14 and be prepared to take SAT vocabulary quiz #11.

Period 7 General Junior English-- We went over  the SAT Question of the Day. We then discussed the bias in the Facebook article on pages 128-130.  HOMEWORK: Read and annotate pages 131-133 for bias. Please identify the bias and tell how it is used.  Students were given copies of this reading.  Annotations should be done on the copy.  They WILL be collected and graded for completeness and accuracy.  Read the article carefully to prepare for the Socratic Circle we will have on Wednesday.

Period 8 SAT Prep-- Students got new vocabulary words and then took a quiz over the definitions of the words that have been presented so far.  We then took a look at the SAT writing tips. Next, students continued to work on scoring SAT essays.  We completed a short review of "how to score" and then looked a couple together.  We discussed the two and then completed a longer session of scoring using nine pieces of writing. I collected the scoring results.

Friday, February 7, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day.  Then we looked at the homework-- agreeing or disagreeing with the stance on the four editorials and we discussed the sarcasm in Act. 2.12--Cell Phones.  Next, we viewed and discussed the fallacies by putting students back in groups to figure out which examples were employing which fallacies.  And, we watched a YouTube video which showed the fallacies in politics, ads, and pop culture.  Finally, we went over the vocabulary words from list 10.  HOMEWORK: Vocabulary 10 quiz and a Google.doc named L6_2.13_6_lastname and write your sample of using a fallacy--see the examples at this link:

https://docs.google.com/document/d/1WuME9mouMENdwV-AEE41R85F1eu-CU5yy20vTkQ9y_Y/edit

Period 3 CP Junior English-- Students completed the SAT Question of the Day.  Then we looked at the homework-- agreeing or disagreeing with the stance on the four editorials and we discussed the sarcasm in Act. 2.12--Cell Phones.  Next, we viewed and discussed the fallacies by putting students back in groups to figure out which examples were employing which fallacies.  And, we watched a YouTube video which showed the fallacies in politics, ads, and pop culture.  Finally, we went over the vocabulary words from list 10.  HOMEWORK: Vocabulary 10 quiz and a Google.doc named L6_2.13_6_lastname and write your sample of using a fallacy--see the examples at this link:


https://docs.google.com/document/d/1WuME9mouMENdwV-AEE41R85F1eu-CU5yy20vTkQ9y_Y/edit

Period 4 Creative Writing-- Students worked on more show, don't tell and used it to start creating characters.  Examples can be seen on our BLOG.  http://www.period4creativewriting206.blogspot.com/

Thursday, February 6, black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day.  Then we looked at the homework-- agreeing or disagreeing with the stance on the four editorials and we discussed the sarcasm in Act. 2.12--Cell Phones.  Next, we viewed and discussed the fallacies by putting students back in groups to figure out which examples were employing which fallacies.  And, we watched a YouTube video which showed the fallacies in politics, ads, and pop culture.  Finally, we went over the vocabulary words from list 10.  HOMEWORK: On a Google.doc named L6_2.13_6_lastname and write your sample of using a fallacy--see the examples at this link:

https://docs.google.com/document/d/1WuME9mouMENdwV-AEE41R85F1eu-CU5yy20vTkQ9y_Y/edit

and vocabulary 10 quiz

Period 7 General Junior English-- We discussed Potter's best support and discussed the chart on page 118.  We then practiced refutes on page 122 and then worked in groups to create questions we could ask to look for bias in articles on page 127.  HOMEWORK: Read pages 128-130 and mark/annotate where you see bias. 

Period 8 SAT Prep---WHOOOOPIE (pies day)... We looked at the SAT writing and discussed the qualities that create a 6!  We also looked at an anchor 1 paper--- and we practiced scoring once we discussed all the qualities and saw samples of the different score points in the range 1 through 6. HOMEWORK-- none

Wednesday, February 5--SNOW DAY... let it snow, let it snow, let it snow...

Tuesday, February 4, black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day.  They then took SAT vocabulary #9 quiz.  Next, students took the quiz over rhetorical slanters. Finally, I introduced fallacies and asked students to get into groups to identify the use of fallacies.  HOMEWORK: Read pages 154 and 155 and annotate for sarcasm. Make sure you include WHY the comments you underline are sarcastic.  Next, complete the chart on page 153 using the editorials on pages 154, 149, 147 and 142.  In boxes numbers 5 and 6, discuss two editorial that you chose from the Lewiston Sun online.  Make sure to print those editorials.  Site to access Lewiston Sun: http://lewistonsunjournal.ma.ussrv06.newsmemory.com/nie.php   The username is kanuszewski@rsu73 and if you have forgotten the password, email me at the email I just gave you for my username and I will get it to you.  Finally, make sure you have printed the editorials that you read online.  

Period 7 General Junior English-- Students began class by identifying the support that Sunstein uses in his argument that the "daily me" threatens democracy.  They recorded their answers on the chart on page 118.  We then began reading the opposition to Sunstein's article and annotated for reasoning, concessions and refutes.  HOMEWORK: finish Potter's response to Sunstein on pages 120-121 and annotate--also finish the chart on page 118 by recording the reasons Potter gives for disagreeing with Sunstein's argument

Period 8 SAT Prep (with all)-- Students began the day with vocabulary, then the SAT writing tips--principle 3.  We then worked on pages 29 to 46 in the SAT packet.  Students focused on strategies for sentence completion today.

Monday, February 3, green day

Period 2 CP Junior English--- Students completed the SAT Question of the Day.  They then took SAT vocabulary #9 quiz.  Next, students took the quiz over rhetorical slanters. Finally, I introduced fallacies and asked students to get into groups to identify the use of fallacies.  HOMEWORK: Read pages 154 and 155 and annotate for sarcasm. Make sure you include WHY the comments you underline are sarcastic.  Next, complete the chart on page 153 using the editorials on pages 154, 149, 147 and 142.  In boxes numbers 5 and 6, discuss two editorial that you chose from the Lewiston Sun online.  Make sure to print those editorials.  Site to access Lewiston Sun: http://lewistonsunjournal.ma.ussrv06.newsmemory.com/nie.php   The username is kanuszewski@rsu73 and if you have forgotten the password, email me at the email I just gave you for my username and I will get it to you.  Finally, make sure you have printed the editorials that you read online.  

On another note, we are going to celebrate the end of quarter two on Friday.  Check out this Google doc to add what you would like to bring in for our Comfort Food Celebration.  

https://docs.google.com/document/d/1fMUdndVaDD6C9iH0JudMyzHZePDZKmm5QDoD9lk3lB4/edit?usp=sharing

Period 3 CP Junior English--- We had a post-superbowl party... or maybe yesterday should have been called the "stupid"bowl because it ended so badly! :( Students completed the SAT Question of the Day.  They then took SAT vocabulary #9 quiz.  Next, students took the quiz over rhetorical slanters. Finally, I introduced fallacies and asked students to get into groups to identify the use of fallacies.  HOMEWORK: Read pages 154 and 155 and annotate for sarcasm. Make sure you include WHY the comments you underline are sarcastic.  Next, complete the chart on page 153 using the editorials on pages 154, 149, 147 and 142.  In boxes numbers 5 and 6, discuss two editorial that you chose from the Lewiston Sun online.  Make sure to print those editorials.  Site to access Lewiston Sun: http://lewistonsunjournal.ma.ussrv06.newsmemory.com/nie.php   The username is kanuszewski@rsu73 and if you have forgotten the password, email me at the email I just gave you for my username and I will get it to you.  Finally, make sure you have printed the editorials that you read online.  

Period 4 Creative Writing-- Students shared their "Show, Don't Tell" writings on the BLOG and then gave out two stars and one wish.  They then started talking about character development.  


Friday, January 31--black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day.  We then discussed vocabulary list #9 and added monotonous to the list of words.  Next, we discussed the homework--the two editorials from opposite positions on standards in California high schools.  HOMEWORK: quiz over vocabulary list 9 and quiz over slanters-- see pages 134 and 135--and use your notes and annotations from class to study...this quiz counts two times!!!  You are going to be celebrating the end of Q2 on Tuesday.  To see what you volunteered to bring in, go to this Google.doc.  

https://docs.google.com/document/d/10UnFHgnHu6NtXX76ojXhRy6d_8fzisCvisn_GiyjHGA/edit?usp=sharing

Period 7 General Junior English-- Students completed the SAT Question of the day.  We then shared our responses to quotes and wrote thesis statements based on those responses.  We then discussed political right and left qualities and read pp. 114-117, "How the Rise of the Daily Me Threatens Democracy". HOMEWORK: none

Period 8 SAT Prep (with English only):  Students reviewed and completed the first two segments of vocabulary words. We then went through Writing Principle #2 in our SAT Essay textbooks and listened to two related podcasts from Grammar Girl on starting a sentence with "there" and ending a sentence in a preposition. We finished our introduction to the SAT up to the point of the incomplete sentences practice test (which we will be doing next class). Students then worked on a worksheet with practice questions that went over all the vocabulary we have done thus far, practiced with hyperbole, and worked on correcting incomplete sentences. No homework, just keep bringing in binders and textbooks.

Thursday, January 30, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day.  We then discussed vocabulary list #9 and added monotonous to the list of words.  Next, we discussed the homework--the two editorials from opposite positions on standards in California high schools.  HOMEWORK: quiz over vocabulary list 9 and quiz over slanters-- see pages 134 and 135--and use your notes and annotations from class to study...this quiz counts two times!!!  Oh--and root for Peyton Manning. :)

Period 3 CP Junior English-- Students completed the SAT Question of the Day.  We then discussed vocabulary list #9 and added monotonous to the list of words.  Next, we discussed the homework--the two editorials from opposite positions on standards in California high schools.  HOMEWORK: quiz over vocabulary list 9 and quiz over slanters-- see pages 134 and 135--and use your notes and annotations from class to study...this quiz counts two times!!!  Please check out the doc in my Forms and Docs to see the p3 Q2 celebration list... Oh--and root for Peyton Manning...easily the most talented QB ever!!!! :)

Period 4 Creative Writing-- Students shared their introduction on the BLOG and we moved into "show, don't tell" writing.  Students put their own skills to work by exploring, "She was impatient." Students posted this work to the BLOG and we discussed the choice of strong nouns and verbs in their writing.

Wednesday, January 29, black day

Period 6 CP Junior English-- Students needed some review of thesis statements, so we took some time to deconstruct an SAT prompt and worked together to create an effective thesis statement.  Students then worked independently to create thesis statements from two SAT prompts.  Students who are still struggling to create effective thesis statements will need to meet with me to get extra help.  We then worked on identifying how to read an editorial (page 140) and started reading the editorial on raising standards.  HOMEWORK: Read and annotate for rhetorical slanters and the guidelines on page 140 in both the editorials on pages 147-150. Then, complete the top two rows of the chart on page 146.

Period 7 General Junior English-- Students shared their news reports from the sources they were assigned.  We then discussed how the media plays a role in democracy.  Finally, studens were assigned a peer and were asked to comment on their peer's reaction to the quotes on pages 112-115. HOMEWORK: respond to each of your peer's quotes in Google.docs--assignment name: L6_Act.2.4_7_lastname

Period 8 SAT Prep-- Students completed the 25 minute prompt.  They then were introduced to the SAT--- we discussed scoring, development, etc.  HOMEWORK-- a rarity-- make sure you have a BINDER when you come to class on Friday or Tuesday for math SAT-ers

Tuesday, January 28, green day

Period 2 CP Junior English-- Students needed some review of thesis statements, so we took some time to deconstruct an SAT prompt and worked together to create an effective thesis statement.  Students then worked independently to create thesis statements from two SAT prompts.  Students who are still struggling to create effective thesis statements will need to meet with me to get extra help.  We then worked on identifying how to read an editorial (page 140) and started reading the editorial on raising standards.  HOMEWORK: Read and annotate for rhetorical slanters and the guidelines on page 140 in both the editorials on pages 147-150. Then, complete the top two rows of the chart on page 146.

Period 3 CP Junior English-- Students needed some review of thesis statements, so we took some time to deconstruct an SAT prompt and worked together to create an effective thesis statement.  Students then worked independently to create thesis statements from two SAT prompts.  Students who are still struggling to create effective thesis statements will need to meet with me to get extra help.  We then worked on identifying how to read an editorial (page 140) and started reading the editorial on raising standards.  HOMEWORK: Read and annotate for rhetorical slanters and the guidelines on page 140 in both the editorials on pages 147-150. Then, complete the top two rows of the chart on page 146.

Period 4 Creative Writing... first day!!!  WELCOME ALL!!!!-- Students were given a course syllabus and we shared the poem of the day.  Today's theme was work and opportunity.  We then wrote and shared creative introductions.  The assignment and the posts can be seen at:  http://period4creativewriting206.blogspot.com/  GREAT JOB ALL... no apples, dust or watermelon!!!  :)


Monday, January 27, black day... Ms. Sargent's first day!!!  WELCOME TO SMHS!!!

Period 6 CP Junior English--Students shared and opened their Google.docs and commented on the ways in which they used biased language and slanters (rhetoric)  in their editorials. HOMEWORK: Make sure the classwork is complete and get Ms. Sargent's video request form signed.

Period 7 General Junior English-- Students were supposed to come to class having viewed news from different sources in Activity 2.3, but with midterms, many came to class unprepared.  Make sure if you did not complete that assignment and did not have it done for today that you DO complete it for Wednesday.  Next, we looked at the online newspaper--The Lewiston Sun and discussed the sections in the paper.  We then discussed the role that the news plays in our society and in a democracy.  Students then responded to a quote on page 112 that referenced the 2nd Amendment in The Bill of Rights.  HOMEWORK: Create a Google.doc: L6_Act2.4_7_lastname and write four of the quotes from pages 112-115 and respond to each in a well-developed, specific response.  

Period 8 SAT Prep-- Students separated into groups: English only, math only and both to receive SAT Prep instruction. Students who remained in English prep took a pretest for the SAT.  We will revisit these same questions at the end of the course and will see a great deal of improvement---we hope!!!  :)

Friday, January 24--EXAM WEEK

Period 2 CP Juniors--EXAM (9:30-11)

Make-up exams

Thursday, January 23--EXAM WEEK

Period 6 CP Juniors--EXAM (9:30-11)

Make up exams

Wednesday, January 22--EXAM WEEK--Welcome, Ms. Sargent!!!!

Period 2 CP Juniors--study period for exam

Period 3 CP Juniors--EXAM (regular class time)

Period 4 Career Pathways--EXAM (regular class time)

Tuesday, January 21--EXAM WEEK

Period 6 CP Juniors-- study period for exam

Period 7 Gen Juniors--EXAM (regular class time)

Period 8 Broadway Bound--EXAM (regular class time)

Friday, January 17, green day

Period 2 CP Junior English...I handed out the mid-term review guide.  I also instructed students to bring their laptops to the mid-term exam period. Students shared and opened their Google.docs and commented on the ways in which they used biased language and slanters (rhetoric)  in their editorials.  HOMEWORK:  Study for your mid-term exam.

Period 3 CP Junior English...I handed out the mid-term review guide.  I also instructed students to bring their laptops to the mid-term exam period. Students shared and opened their Google.docs and commented on the ways in which they used biased language and slanters (rhetoric)  in their editorials.  HOMEWORK:  Study for your mid-term exam.

Period 4 Career Pathways... Students opened their Google.docs and revised their resumes according to feedback I offered for revision and editing.  I then asked students to take notes on the mid-term review guide as we discussed the elements from the course that would be on the exam.  Finally, we ended class with some mock-interview questions.  HOMEWORK: study for the mid-term exam

Thursday, January 16, black day

Period 6 CP Junior English--Students completed the EASY SAT Question of the Day--we all got it!!! We then took SAT vocabulary quiz #8. Then, we discussed rhetorical language in Act. 2.9.  We then moved into how to write an editorial. Students brainstormed some topics they could write on. HOMEWORK: In Google.docs, name your doc: L6_Act.2.10_6_lastname and draft your editorial using the steps from pp. 144-145. I have uploaded your mid-term review guide to Forms and Docs--L6_midterm_review...listed alphabetically.

Period 7 General Junior English---Students were given the mid-term review guide.  I collected the SOAPSTone that was assigned for homework.  We then discussed "Oh My, the Future of News" and annotated the study on news--Act. 2.3.  I assigned news sources to students so they could complete the viewing log on page 111.  HOMEWORK: Study for EXAM!!!!  It will be on Tuesday, January 21 at 9:14am.  Due on January 27: page 111, the Viewing Log with your two, assigned news sources.

Period 8 Broadway Bound--We finished CATS (the list of CATS can be found at: http://catsmusicalplay.webs.com/thecats.htm ) and began watching Mama Mia--- we will try to get Fiddler on the Roof in before I have to let you go on Tuesday--- not likely, though.  :(

Wednesday, January 15, green day

Period 2 CP Junior English-- Students completed the EASY SAT Question of the Day--we all got it!!! We then took SAT vocabulary quiz #8. Then, we discussed rhetorical language in Act. 2.9.  We then moved into how to write an editorial. Students brainstormed some topics they could write on. HOMEWORK: In Google.docs, name your doc: L6_Act.2.10_2_lastname and draft your editorial using the steps from pp. 144-145. I have uploaded your mid-term review to Forms and Docs--L6_midterm_review...listed alphabetically..

Period 3 CP Junior English-- Students completed the EASY SAT Question of the Day--we all got it!!! We then took SAT vocabulary quiz #8. Then, we discussed rhetorical language in Act. 2.9.  We then moved into how to write an editorial. Students brainstormed some topics they could write on. HOMEWORK: In Google.docs, name your doc: L6_Act.2.10_3_lastname and draft your editorial using the steps from pp. 144-145. I have uploaded your mid-term review to Forms and Docs--L6_midterm_review...listed alphabetically.

Period 4 Career Pathways-- Students uploaded their resumes to Google.docs and shared and edited for one another.  Students turned in their resumes through Google.docs.  HOMEWORK: Finish any resume work that did not get finished in class. I handed out your mid-term review.  It has been uploaded to Forms and Docs--midterm_review_career_pathways...listed alphabetically.

Tuesday, January 14, black day

Period 6 CP Junior English-- Students completed the SAT question of the day-- dated the 12th. We then went over the next set of words from our SAT list #8 and will be having a quiz over those on Thursday.  We then discussed the "Abolish Football" editorial for slanters and moved onto the SMELL on page 138 and then completed page 139 in class.  We then discussed how to read an editorial on page 140.  HOMEWORK: SAT vocabulary quiz #8--STUDY, read pages 142-143 and complete the chart on elements of editorials on page 141.

Period 7 General Junior English-- Students read their EMbedded Assessments for Unit 1, EA2 aloud to proofread for errors.  We then went over the SAT Question of the Day and began Unit 2 in SpringBoard.  HOMEWORK: Read and annotate pages 103-105 and completed the SOAPSTone. It will be collected on Thursday.

Period 8 Broadway Bound-- Students watched CATS, the Musical in class today.

Monday, January 13, green day

Period 2 CP Junior English-- Students completed the SAT question of the day-- dated the 12th. We then went over the next set of words from our SAT list #8 and will be having a quiz over those on Wednesday.  We then discussed the "Abolish Football" editorial for slanters and moved onto the SMELL on page 138 and then completed page 139 in class.  We then discussed how to read an editorial on page 140.  HOMEWORK: SAT vocabulary quiz #8--STUDY, read pages 142-143 and complete the chart on elements of editorials on page 141.

Period 2 CP Junior English-- Students completed the SAT question of the day-- dated the 12th. We then went over the next set of words from our SAT list #8 and will be having a quiz over those on Wednesday.  We then discussed the "Abolish Football" editorial for slanters and moved onto the SMELL on page 138 and then completed page 139 in class.  We then discussed how to read an editorial on page 140.  HOMEWORK: SAT vocabulary quiz #8--STUDY, read pages 142-143 and complete the chart on elements of editorials on page 141.

Period 4 Career Pathways-- Using the resume packet, students worked on pages 13 and 14 in preparation for writing their own resumes.  Students spent class time working on resumes.  They will be due at the beginning of class on Wednesday. HOMEWORK: final draft of resume

Friday, January 10, black day

Period 6 CP Junior English--Students completed the SAT Question of the Day.  We then discussed Federal Way article for bias (pages 131-133) and then watched the Daisy ad.  We discussed the emotional pull in the video and then discussed the slanters on pages 134/135 and began discussing the Abolish Football piece on pages 136/7.  HOMEWORK: Read and annotate for slanters pp. 136/7 and complete the SMELL on page 138.

Period 7 General Junior English-- Students worked on their Embedded Assessments--- peer edits and revision. HOMEWORK: 1EA2 final submissions are due on Tuesday, January 14.

Period 8 Broadway Bound---It is showtime, kiddos!!!!

Thursday, January 9, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day.  We then discussed Federal Way article for bias (pages 131-133) and then watched the Daisy ad.  We discussed the emotional pull in the video and then discussed the slanters on pages 134/135 and began discussing the Abolish Football piece on pages 136/7.  HOMEWORK: Read and annotate for slanters pp. 136/7 and complete the SMELL on page 138.

Period 3 CP Junior English-- Students completed the SAT Question of the Day.  We then discussed Federal Way article for bias (pages 131-133) and then watched the Daisy ad.  We discussed the emotional pull in the video and then discussed the slanters on pages 134/135 and began discussing the Abolish Football piece on pages 136/7.  HOMEWORK: Read and annotate for slanters pp. 136/7 and complete the SMELL on page 138.

Period 4 Career Pathways-- Please click this link to go to entry level jobs to apply to.  http://www.careerbuilder.com/Jobs/Category/Entry-Level/?APath=2.21.0.0.0&nvjtl=%22JN022%22&IPath=JRTV&navigator=true&excrit=st%3da%3buse%3dALL%3bCID%3dUS%3bSID%3d%3f%3bTID%3d0%3bLOCCID%3dUS%3bENR%3dNO%3bDTP%3dDRNS%3bYDI%3dYES%3bIND%3dALL%3bPDQ%3dAll%3bJN%3dJN022%3bPAYL%3d0%3bPAYH%3dgt120%3bPOY%3dNO%3bETD%3dALL%3bRE%3dALL%3bMGT%3dDC%3bSUP%3dDC%3bFRE%3d30%3bCHL%3dAL%3bQS%3dsid_unknown%3bSS%3dNO%3bTITL%3d0%3bOB%3d-relv%3bJQT%3dRAD%3bJDV%3dFalse%3bSITEENT%3dUSJob%3bMaxLowExp%3d-1%3bRecsPerPage%3d25

Wednesday, January 8, black day (EARLY RELEASE DAY)

Period 6 CP Junior English-- We  reviewed bias in the Facebook article in Act. 2.5 and worked on finding bias in Federal Way schools--pp. 131-133.  HOMEWORK: finish any unfinished classwork

Period 7 General Junior English-- Students worked on Unit 1 Embedded Assessment 2.  Four students were able to share and receive feedback--- others spent the class period getting their drafts ready for peer review.  You will be assigned a peer reviewer on Friday. Make sure your draft is ready to be reviewed.  HOMEWORK: continue to work on your 1EA2 --definition of the American Dream draft.  Come to class on Friday with a completed draft.

Period 8 Broadway Bound-- Students know to bring costume items for Friday for the final rehearsal of the lip sync performance.  Do not forget costume items for Friday.

Tuesday, January 7, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day from the 6th.  I also handed back 1EA2 and students wrote reflections on their writing in Google docs-- the title of the doc is 1EA2_reflection_2_lastname.  We then reviewed bias and worked on finding bias in Federal Way schools--pp. 131-133.  HOMEWORK: finish any unfinished classwork

Period 3 CP Junior English-- Students completed the SAT Question of the Day from the 6th.  I also handed back 1EA2 and students wrote reflections on their writing in Google docs-- the title of the doc is 1EA2_reflection_3_lastname.  We then reviewed bias and worked on finding bias in Federal Way schools--pp. 131-133.  HOMEWORK: finish any unfinished classwork

Period 4 Career Pathways-- Students finished watching the film and then we discussed our next steps in resume writing.  We will be looking at job search websites and developing our own resumes.  

Monday, January 6, black day-- NO SCHOOL...SNOW DAY

January 2 and 3: Teacher workshop days

HAPPY HOLIDAYS, EVERYONE!!!  HAVE A SAFE AND RESTFUL VACATION...

Friday, December 20, green day

Period 2 CP Junior English-- We worked on the SAT question of the day. Students discussed the chart on bias from page 127. We then discussed the bias in the Facebook article and identified elements of it.

Period 3 CP Junior English-- We worked on the SAT question of the day. Students discussed the chart on bias from page 127. We then discussed the bias in the Facebook article and identified elements of it.

Period 4 Career Pathways-- Students watched Freedom Writers--- interesting look at inner-city schools and the culture of how a profession can change lives.

Thursday, December 19, black day (thanks again to Mrs. Henry for her help)

Period 6 CP Junior English--Students read the Lewiston Sun and BLOGged on our classroom BLOG. HOMEWORK: none

Period 7 General Junior English-- Students drafted their 1EA2 essays on Google.docs.  They should use pages 92-93 in SpringBoard for steps on completing their essays.  HOMEWORK: complete draft and make sure you have it for class for after vacation

Period 8 Broadway Bound-- Students finished Pitch Perfect and discussed production ideas.

Wednesday, December 18, green day (thanks to Mrs. Henry for her help today)

Period 2 CP Junior English-- Students read the Lewiston Sun and BLOGged on our classroom BLOG. HOMEWORK: none

Period 3 CP Junior English-- Students read the Lewiston Sun and BLOGged on our classroom BLOG. HOMEWORK: none

Period 4 Career Pathways-- Students completed in groups a packet from Lifestyle Math packets using the Career Choices books. HOMEWORK: none

Tuesday, December 17, black day

Period 6 CP Junior English--We took vocabulary quiz #7 and discussed the pieces on the Daily Me. HOMEWORK: use pp. 124-126 and complete the chart on page 127.  Annotate pp 128-130 for bias.

Period 7 General Junior English-- We discussed the organization of the essay for EA2.  Students got an organizer and a sample paper of EA2.

Period 8 Broadway Bound-- We completed the Grease choreography.

Monday, December 16, green day

Period 2 CP Junior English--We took vocabulary quiz #7 and discussed the pieces on the Daily Me. HOMEWORK: use pp. 124-126 and complete the chart on page 127.  Annotate pp 128-130 for bias.

Period 3 CP Junior English--We took vocabulary quiz #7 and discussed the pieces on the Daily Me. HOMEWORK: use pp. 124-126 and complete the chart on page 127.  Annotate pp 128-130 for bias.

Period 4 Career Pathways-- We completed the budget worksheets and began discussing poverty.

Friday, December 13, black day

Period 6 CP Junior English-- We started class discussing SAT #7 vocabulary words. Students then talked about the media study and we discussed the media they were assigned to review. We then went online to view the Lewiston Sun Journal. It can be accessed at the following link.  http://lewistonsunjournal.ma.ussrv06.newsmemory.com/nie.php HOMEWORK: SAT vocabulary #7. Read pages 115-117 and provide  annotations on what the support and reasons are.  Also, read pages 119-121 and provide annotations that identify concessions and refutes. 

Period 7 General Junior English-- Students logged into the Lewiston Sun Journal online and accessed the paper.  We discussed the news and the site navigation.  Students shared their Google.doc assignments from Act. 1.15.  Students worked together in class on the SOAPSTone on page 90-- they also completed a Venn diagram comparing and contrasting Obama's speech and Zinsser's article.  HOMEWORK: finish the in-class work if you didn't

Period 8 Broadway Bound--- Pitch Perfect... need I say more...?


Thursday, December 12, green day

Period 2 CP Junior English-- We started class discussing SAT #7 vocabulary words. Students then talked about the media study and we discussed the media they were assigned to review. We then went online to view the Lewiston Sun Journal. It can be accessed at the following link.  http://lewistonsunjournal.ma.ussrv06.newsmemory.com/nie.php HOMEWORK: SAT vocabulary #7. Read pages 115-117 and provide  annotations on what the support and reasons are.  Also, read pages 119-121 and provide annotations that identify concessions and refutes.

Period 3 CP Junior English-- We started class discussing SAT #7 vocabulary words. Students then talked about the media study and we discussed the media they were assigned to review. We then went online to view the Lewiston Sun Journal. It can be accessed at the following link.   http://lewistonsunjournal.ma.ussrv06.newsmemory.com/nie.php  HOMEWORK: SAT vocabulary #7. Read pages 115-117 and provide  annotations on what the support and reasons are.  Also, read pages 119-121 and provide annotations that identify concessions and refutes.

Period 4 Career Pathways-- Students worked to complete more on their budget worksheets.  They calculated cell phone costs and a monthly plan cost, a food budget, a budget for utilities.  We will finish that next class and write a reflection on the process and what students were able to learn from the activity.

Wednesday, December 12, black day

Period 6 CP Junior English-- Students took SAT vocabulary quiz #6--- I am hoping they ALL scored at least a 100 on it!  :)  We then discussed Wagner's writing.  I assigned news sources for each student to review and we discussed "A Day in the Life in Media". HOMEWORK: finish reading pp. 107-110--and ANNOTATE each heading in the reading.  I would like to see summarizing bullets for "online", "blogs" etc... ALSO, make sure to complete page 111 with your specific news source.

Period 7 General Junior English-- Students discussed Obama's speech in Act. 1.15.  We talked about how Obama created America as a character, how it has provided access to the dream, and what attributes of it he celebrates in the speech.  We then read Zinsser's essay aloud.  We talked about how failure can be the catalyst for success.  HOMEWORK: in a minimum of 1/2 page, share your thoughts with SPECIFIC references to Zinsser's work and your own personal experiences in Google.docs.  Your doc should be entitled: L6_Act1.15_7_lastname.

Period 8 Broadway Bound-- Students finished "A Chorus Line" and we began choreographing "Grease".  Nice work today, all!  :)

Tuesday, December 11, green day

Period 2 CP Junior English-- Students took SAT vocabulary quiz #6--- I am hoping they ALL scored at least a 100 on it!  :)  We then discussed Wagner's writing.  I assigned news sources for each student to review and we discussed "A Day in the Life in Media". HOMEWORK: finish reading pp. 107-110--and ANNOTATE each heading in the reading.  I would like to see summarizing bullets for "online", "blogs" etc... ALSO, make sure to complete page 111 with your specific news source.

Period 3 CP Junior English-- Students took SAT vocabulary quiz #6--- I am hoping they ALL scored at least a 100 on it!  :)  We then discussed Wagner's writing.  I assigned news sources for each student to review and we discussed "A Day in the Life in Media". HOMEWORK: finish reading pp. 107-110--and ANNOTATE each heading in the reading.  I would like to see summarizing bullets for "online", "blogs" etc... ALSO, make sure to complete page 111 with your specific news source. (

Period 4 Career Pathways-- Students worked with their salaries to compose a budget.  We found out how much our student loans would be---and how much we would have to pay for our cars.  We also researched payscale.com to compare our figures for careers with their information.  

Monday, December 10, black day

Period 6 CP Junior English--We completed the pretest for Unit 6 online and then reviewed the vocabulary for list #6.  We also discussed Embedded Questions for Unit 6 and discussed.  HOMEWORK: SAT voc. 6 and read pages 103-105 in SpringBoard and complete the SOAPSTone over "Oh My--the Future of News". Also, complete page 106 in SB.

Period 7 General Junior English--Students read their 1EA1 assignments out loud in a one-foot voice.  Then, I gave students time to input their graphs.  We then listened to Obama's speech in Activity 1.15.  We will discuss this speech next class.  HOMEWORK: none

Period 8 Broadway Bound-- We watched "A Chorus Line"-- and admired the amazing dancing and choreography of which we have MAJOR envy and appreciation for.

Friday, December 6, green day

Period 2 CP Junior English-- We completed the pretest for Unit 6 online and then reviewed the vocabulary for list #6.  We also discussed Embedded Questions for Unit 6 and discussed.  HOMEWORK: SAT voc. 6 and read pages 103-105 in SpringBoard and complete the SOAPSTone over "Oh My--the Future of News". Also, complete page 106 in SB.

Period 3 CP Junior English-- We completed the pretest for Unit 6 online and then reviewed the vocabulary for list #6.  We also discussed Embedded Questions for Unit 6 and discussed.  HOMEWORK: SAT voc. 6 and read pages 103-105 in SpringBoard and complete the SOAPSTone over "Oh My--the Future of News". Also, complete page 106 in SB.

Period 4 Career Pathways-- 

Thursday, December 5, black day

Period 6 CP Junior English--- Students read their 1EA2 aloud in a one-foot voice and "turned them in" on G-docs for assessment.  Students then took the SpringBoard online post-test for Unit 1.  If you were absent, log in to SpringBoard and you will see that I have assigned it to you. HOMEWORK: none

Period 7 General Junior English-- Students peer edited each others' 1EA1 on Google.docs.  HOMEWORK: final draft is due on Monday, Dec. 9. See your notes for organization and the guidelines and rubric in SpringBoard.

Period 8 Broadway Bound-- Students rehearsed "Caberet"---nice work, all!

Wednesday, December 4, green day

Period 2 CP Junior English--- Students read their 1EA2 aloud in a one-foot voice and "turned them in" on G-docs for assessment.  Students then took the SpringBoard online post-test for Unit 1.  If you were absent, log in to SpringBoard and you will see that I have assigned it to you. HOMEWORK: none

Period 3 CP Junior English--- Students read their 1EA2 aloud in a one-foot voice and "turned them in" on G-docs for assessment.  Students then took the SpringBoard online post-test for Unit 1.  If you were absent, log in to SpringBoard and you will see that I have assigned it to you. HOMEWORK: none

Period 4 Career Pathways-- Students worked on the BankOne online banking test drive.

Tuesday, December 3, black day

Period 6 CP Junior English--Students spent the class period reviewing peer essays and revising their own.  Make sure to have at least two peer reviews before you complete your final edits to your work. If you were absent from class, it is YOUR responsibility to share your Google doc with at least TWO peers before passing it in on Thursday. Also--- no you/your or any form of "thing"... each one on the final draft will me a deduction of 10 points each... heavy, I know, but it's a big deal!!!! HOMEWORK: Unit 1, EA2 is due on Thursday--final draft and counts as four grades!!!

Period 7 General Junior English--Students discussed page 80 in preparation for 1EA1. I then discussed the organization of 1EA1---and I provided two examples with annotations for a product descriptor of 1EA1.  HOMEWORK-- the rough draft of 1EA1---5 paragraphs following the organization outlined in #10 a-d on page 81

Period 8 Broadway Bound--We boogied.... nice work on Gypsy!!!  You are going to be AMAZING on stage!!!  Wow.... WOW!!!!  How much fun did we have---?

Monday, December 2, green day

Period 2 CP Junior English-- Students spent the class period reviewing peer essays and revising their own.  Make sure to have at least two peer reviews before you complete your final edits to your work.  If you were absent from class, it is YOUR responsibility to share your Google doc with at least TWO peers before passing it in on Wednesday. Also--- no you/your or any form of "thing"... each one on the final draft will me a deduction of 10 points each... heavy, I know, but it's a big deal!!!! HOMEWORK: Unit 1, EA2 is due on Wednesday--final draft and counts as four grades!!!

Period 3 CP Junior English-- Students spent the class period reviewing peer essays and revising their own.  Make sure to have at least two peer reviews before you complete your final edits to your work.  If you were absent from class, it is YOUR responsibility to share your Google doc with at least TWO peers before passing it in on Wednesday. Also--- no you/your or any form of "thing"... each one on the final draft will me a deduction of 10 points each... heavy, I know, but it's a big deal!!!! HOMEWORK: Unit 1, EA2 is due on Wednesday--final draft and counts as four grades!!!

Period 4 Career Pathways--Students finished learning about writing checks, depositing funds and balancing accounts.  We then completed the W-4 and scanned through the I9 form. both are requirements for employment.  We also began working on Joe Demo's online accounts on BankOne's online account site.

http://www2.bankone.com/presents/banking/demonew/demo_introduction.html

Tuesday, November 26, black day

Period 6 CP Junior English-- Students were shown examples of Embedded Assessment 2 from Unit 1.  We discussed the assignment in depth and talked about how to cite the sources from SpringBoard. HOMEWORK: first draft of the essay is due on Tuesday, Dec. 3.

Period 7 General Junior English-- Students finished calculating results from the surveys.  HOMEWORK: complete the questions 1-4 on page 80.

Period 8 Broadway Bound-- Students finished "Grease" and selected the music to be performed at the lip sync.  We then rehearsed "Gypsy". 

Monday, November 25, green day

Period 2 CP Junior English-- Students were shown examples of Embedded Assessment 2 from Unit 1.  We discussed the assignment in depth and talked about how to cite the sources from SpringBoard.  HOMEWORK: first draft of essay is due on Monday, Dec. 2.

Period 3 CP Junior English-- Students were shown examples of Embedded Assessment 2 from Unit 1.  We discussed the assignment in depth and talked about how to cite the sources from SpringBoard.  HOMEWORK: first draft of essay is due on Monday, Dec. 2.

Period 4 Career Pathways-- Guest speaker: Elaini from AmeriCorps spoke with students about her experience as a college student.

Friday, November 22, black day (at a conference at UMF---)

Period 6 CP Junior English--- Students completed the SAT Question of the Day.  We then discussed the Zinsser essay and completed the SOAPSTone and a Venn diagram where we compared and contrasted elements in the Obama speech and the Zinsser essay.  Students then were asked to define the American Dream in four different way in Activity 1.16.  Under each definition, students were asked to offer two definitions for each way one can define and include one piece of writing from Unit 1 to support your statement of definition.  In essence, you should have two definitions for each of the four modes (for a total of eight definitions) and one piece of literature to support each pair of definitions (for a total of four pieces of literature cited).   HOMEWORK: annotate the directions and rubric for Embedded Assessment #2 in Unit 1.

Period 7 General Junior English-- Students worked on data results for the survey for EA1.  Then, students looked at and discussed analysis for the data and looked at two sample essays for the Embedded Assessment.  HOMEWORK: read and annotate page 81—question 10 ONLY, and the rubric on page 82.  Record any questions or comments or concerns you have about the writing and scoring of the writing you will be doing. 

Thursday, November 21--green day

Period 2 CP Junior English--- Students completed the SAT Question of the Day.  We then discussed the Zinsser essay and completed the SOAPSTone and a Venn diagram where we compared and contrasted elements in the Obama speech and the Zinsser essay.  Students then were asked to define the American Dream in four different way in Activity 1.16.  Under each definition, students were asked to offer two definitions for each way one can define and include one piece of writing from Unit 1 to support your statement of definition.  In essence, you should have two definitions for each of the four modes (for a total of eight definitions) and one piece of literature to support each pair of definitions (for a total of four pieces of literature cited).   HOMEWORK: annotate the directions and rubric for Embedded Assessment #2 in Unit 1.

Period 3 CP Junior English--- Students completed the SAT Question of the Day.  We then discussed the Zinsser essay and completed the SOAPSTone and a Venn diagram where we compared and contrasted elements in the Obama speech and the Zinsser essay.  Students then were asked to define the American Dream in four different way in Activity 1.16.  Under each definition, students were asked to offer two definitions for each way one can define and include one piece of writing from Unit 1 to support your statement of definition.  In essence, you should have two definitions for each of the four modes (for a total of eight definitions) and one piece of literature to support each pair of definitions (for a total of four pieces of literature cited).   HOMEWORK: annotate the directions and rubric for Embedded Assessment #2 in Unit 1.

Period 4, Career Pathways-- We worked with checks, registers, compound interest and benefits of lower interest rates.

Wednesday, November 20--black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day.  We then discussed the elements of syntax and content in Barack Obama's speech which we listened to and watched online.  HOMEWORK: Read and annotate pp. 87-89--the Zinsser piece---be sure to provide 10 quality annotations.

Period 7 General Junior English--Students completed the SAT Question of the Day and we discussed commas between two independent clauses.  We then went over the teen surveys and started getting results for the adults' survey.  HOMEWORK: none

Period 8 Broadway Bound--We finished Caberet---chose the music and went to the stage to work on Gypsy.  We will be watching "Grease" on Friday--good luck choosing music for that one!!!  The music is all sooooo gooooood!

Tuesday, November 19, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day.  I then passed back graded rubrics for 1EA1-- some students need to revise out the general language in their assessments before I can post grades.  Make sure to do that as soon as possible.  We then discussed the elements of syntax and content in Barack Obama's speech which we listened to and watched online.  HOMEWORK: Read and annotate pp. 87-89--the Zinsser piece---be sure to provide 10 quality annotations.

Period 3 CP Junior English-- Our last two groups presented their Embedded Assessments. Students then completed the SAT Question of the Day.  I then passed back graded rubrics for 1EA1-- some students need to revise out the general language in their assessments before I can post grades.  Make sure to do that as soon as possible.  We then discussed the elements of syntax and content in Barack Obama's speech which we listened to and watched online.  HOMEWORK: Read and annotate pp. 87-89--the Zinsser piece---be sure to provide 10 quality annotations.

Period 4 Career Pathways-- Students were treated to information on banking from the nice folks at Otis Federal Credit Union.  Many thanks to Jami, Gayle and Ryan for your time in our classroom.

Monday, November 18, black day

Period 6 CP Junior English--  We started the class with the SAT QoD. Students finished their presentation for Embedded Assessment 1.  We then went over vocabulary SAT list #5 and began discussing the second part of Unit 1 requirements. HOMEWORK: SAT vocabulary quiz 5

Period 7 General Junior English--Students completed the SAT Question of the Day and then we adjusted the formatting of the block letter from Act. 1.13.  We then began Act. 1.14 and created and printed surveys.  You can find the survey on Google.docs at--  https://docs.google.com/document/d/1p9WPbS3Vi-O_rxjFydCP1xIYUDW5HNTEcTHjD6LUqOQ/edit?usp=sharing  HOMEWORK: give out six surveys: 3 to teens and 3 to adults.

Period 8 Broadway Bound--Students completed "My Fair Lady" and

Friday, November 15--green day

Period 2 CP Junior English-- We started the class with the SAT QoD. Students finished their presentation for Embedded Assessment 1.  We then went over vocabulary SAT list #5 and began listening to Barack Obama's speech from the Democratic National Convention. HOMEWORK: SAT vocabulary quiz 5

Period 3 CP Junior English-- We started the class with the SAT QoD. Students finished their presentation for Embedded Assessment 1.  We then went over vocabulary SAT list #5 and began discussing the second part of Unit 1 requirements. HOMEWORK: SAT vocabulary quiz 5

Period 4 Career Pathways-- Students learned about taxes and we reviewed the elements of a check stub.  We also completed a bi-weekly check stub and a monthly check stub.  Nice work today--- you were all engaged and seemed to have learned a lot!!!! 

Thursday, November 14, black day

Period 6 CP Junior English--Period 2 CP Junior English-- Students worked together to finalize their projects, 1EA1.  We then moved into presentations of the information.  HOMEWORK: NONE!!!!  :)

Period 7 General Junior English-- We discussed the dej responses from page 72.  I enjoyed our discussion which was good preparation for the letter in the form of an argument that you will be crafting.  We took lots of notes on how to organize the letter, and as promised, here is the link that will assist you in formatting your letter--block style format.  http://letter-resume.com/2012/business-letter-format/ HOMEWORK: complete writing option 1 on page 78---follow the organization we talked about in class and took notes on. 

Period 8 Broadway Bound-- We continued watching "My Fair Lady"--- we still need to choreograph Les Mis and now, My Fair Lady---which I hope you all LOVED!!!!

Wednesday, November 13, green day

Period 2 CP Junior English-- Students worked together to finalize their projects, 1EA1.  We then moved into presentations of the information.  Nice work-- in fact, so nice that your homework is.... NONE!!!!  :)

Period 3 CP Junior English-- Students read their 1EA1 assessments in a one-foot voice.  Students then worked on presenting their assumptions and results.  HOMEWORK: none

Period 4 Career Pathways-- I started class by reading an excerpt from "Nickel and Dimed". We then began discussing payroll options and taxes.  We will move into withholding taxes next class and study the pay stub.

Tuesday, November 12, black day

Period 6 CP Junior English-- Students compiled their statistics they gathered from their surveys. HOMEWORK: 1EA1 is due on Thursday-- the paper (see page 81, #10 for how to organize), the survey and two visuals that show your results

Period 7 General Junior English---Students completed the SAT Question of the Day and then we discussed the essay about Roberto Acuna.  We then discussed the SOAPSTone.  We began reading "On Nickeled and Dimed" and discussed how to complete the dej on page 72.  HOMEWORK: Read pp. 73-76 and complete the dej on page 72.

Period 8 Broadway Bound-- Thanks for your understanding today.  I am so happy to share "My Fair Lady" with you all---one of my favorite musicals EVER... and we are beyond the "slow start". 


Friday, November 8, green day

Period 2 CP Junior English-- Students compiled their statistics they gathered from their surveys. HOMEWORK: 1EA1 is due on Wednesday-- the paper (see page 81, #10 for how to organize), the survey and two visuals that show your results

Period 3 CP Junior English-- Students compiled their statistics they gathered from their surveys. HOMEWORK: 1EA1 is due on Wednesday-- the paper (see page 81, #10 for how to organize), the survey and two visuals that show your results

Period 4 Career Pathways-- We were thrilled to welcome a local counselor who talked with us about her career.

Thursday, November 7, black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day. We then got feedback on the surveys for 1EA1. HOMEWORK: each group needs to bring back 30 completed surveys

Period 7 General Junior English-- We went over the TPCASTT for "Who Burns for the Perfection of Paper" and then discussed what a SOAPSTone literary organizer is.  HOMEWORK: read pages 69-71 and complete the SOAPSTone on page 68

Period 8 Broadway Bound-- We worked on the last part of our stage show--- getting there... 

Wednesday, November 6, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day. We then got feedback on the surveys for 1EA1. HOMEWORK: each group needs to bring back 30 completed surveys

Period 3 CP Junior English-- Students completed the SAT Question of the Day. We then got feedback on the surveys for 1EA1. HOMEWORK: each group needs to bring back 30 completed surveys

Period 4 Career Pathways-- Students wrote a one-half page discussion on the speaker who brought them the most relevant information.  Please finish the 1/2 page if you didn't.  We also pulled together some loose ends on the mortgage calculator

Tuesday, November 5, black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day and then we discussed Act. 1.14 and worked on interpreting the completed surveys they brought to discuss. We talked about visual presentation of data and what the numbers mean.  HOMEWORK: With your partner, complete steps 1-4 of Embedded Assessment 1 on your Google doc that you and your partner will create.  It will be called: L6_1EA1_2_last_names

Period 7 General Junior English-- Students completed the SAT Question of the Day.  We then discussed the Venn diagram in Act. 1.11.  Using the information from the poems, Harlen and Mountain, together we wrote a paragraph that compares and contrasts the speakers.  HOMEWORK: Read the poem on page 66 and complete the TPCASTT literature 

Monday, November 4, green day

Period 2 CP Junior English-- Students completed the SAT Question of the Day and then we discussed Act. 1.14 and worked on interpreting the completed surveys they brought to discuss. We talked about visual presentation of data and what the numbers mean.  HOMEWORK: With your partner, complete steps 1-4 of Embedded Assessment 1 on your Google doc that you and your partner will create.  It will be called: L6_1EA1_2_last_names

Period 3 CP Junior English-- Students completed the SAT Question of the Day and then we discussed Act. 1.14 and worked on interpreting the completed surveys they brought to discuss. We talked about visual presentation of data and what the numbers mean.  HOMEWORK: With your partner, complete steps 1-4 of Embedded Assessment 1 on your Google doc that you and your partner will create.  It will be called: L6_1EA1_3_last_names

Period 4 Career Pathways-- Students learned about nutrition and healthy living from Russ Richards, an expert from Farmington.

Friday, November 1, black day

Period 6, CP Junior English-- Students completed the SAT Question of the Day and then shared their Act 1.13 docs with me and read aloud in a one-foot voice to scan for errors.  I discussed the format of a block letter and had students format their letters that way. We then discussed EA #1 and composed a questionnaire for Act. 1.14. HOMEWORK: give your questionnaire to three teens and three adults--bring it back to class 

Period 7 General Junior English-- Students learned about the coal mining industry via some videos on youtube and listened to and analyzed "Harlan Man" and "The Mountain".  We discussed tone in both songs.  HOMEWORK: complete the graphic organizer and Venn diagram on pages 64 and 65.

Period 8 Broadway Bound-- Students learned the choreography for the rest of "Oklahoma" and "West Side Story". We will be watching "My Fair Lady" next class.

Thursday, October 31--green day-- HAPPY HALLOWEEN TO ALL !!

Period 2 CP Junior English-- Students completed the SAT Question of the Day and then shared their Act 1.13 docs with me and read aloud in a one-foot voice to scan for errors.  I discussed the format of a block letter and had students format their letters that way. We then discussed EA #1 and composed a questionnaire for Act. 1.14. HOMEWORK: give your questionnaire to three teens and three adults--bring it back to class

Period 3 CP Junior English-- Students completed the SAT Question of the Day and then shared their Act 1.13 docs with me and read aloud in a one-foot voice to scan for errors.  I discussed the format of a block letter and had students format their letters that way. We then discussed EA #1 and developed a questionnaire for Act. 1.14. HOMEWORK: give your questionnaire to three teens and three adults--bring it back to class

Period 4 Career Pathways-- Detective Richard Caton presented in our class today.


Wednesday, October 30--black day--GOOD LUCK SMHS BOYS' SOCCER PLAYERS!!!

Period 6 CP Junior English-- Students took SAT vocabulary quiz #4 and completed the SAT Question of the Day. They then worked on understanding the prompts on page 77-- Act. 1.13. Students worked in groups on a Google.doc to create a group argument essay.  HOMEWORK: finish the essay L6_Act.1.13_2_lastnames_of_group_members

Period 7 General Junior English-- We read the literature from Act. 1.10--- the poem: "Money", and the two short fictional pieces: "Raisin" and "Mammon"  HOMEWORK: none

Period 8 Broadway Bound-- We worked on choreography for "Oklahoma"--- fun times!!!

Tuesday, October 29--green day--GOOD LUCK SMHS FIELD HOCKEY PLAYERS!!!

Period 2 CP Junior English-- Students took SAT vocabulary quiz #4 and completed the SAT Question of the Day. They then worked on understanding the prompts on page 77-- Act. 1.13. Students worked in groups on a Google.doc to create a group argument essay.  HOMEWORK: finish the essay L6_Act.1.13_2_lastnames_of_group_members

Period 3 CP Junior English-- Students took SAT vocabulary quiz #4 and completed the SAT Question of the Day. They then worked on understanding the prompts on page 77-- Act. 1.13. Students worked in groups on a Google.doc to create a group argument essay.  HOMEWORK: finish the essay L6_Act.1.13_2_lastnames_of_group_members

Period 4 Career Pathways-- Kenny Jacques was our guest speaker. He shared information about the small business model.

Monday, October 28--black day

Period 6 CP Junior English-- Students completed the SAT Question of the Day and we planned a social for the end of quarter 1.  We then discussed "Nickel and Dimed"-- and went over the elements of the essay.  We are preparing to write an argument essay.  HOMEWORK: vocabulary 4 quiz---and items for breakfast on Friday if you volunteered-- check the Google.doc at:  https://docs.google.com/document/d/1tjXNdn7-NyxsJp3y1UEpYz4JQWFQt4VZGAr0tVYb3ok/edit

Period 7 General Junior English-- Students worked on revising their writing.  HOMEWORK: finish the paragraph on the money quote with specific development and no use of general language

Period 8-- We finished LesMis-- great film!!!  


Friday, October 25--green day 

Period 2 CP Junior English-- Students completed the SAT Question of the Day and we planned a social for the end of quarter 1.  The Google.doc is at: https://docs.google.com/document/d/1DbogU34E69ZAh9f162bkn-9IxIM4iEKS-zNLNBzhzhM/edit  We then discussed Nickel and Dimed-- and went over the elements of the essay.  We are preparing to write an argument essay.  HOMEWORK: vocabulary 4 quiz---and items for breakfast on Tuesday if you volunteered-- check the Google.doc

Period 3 CP Junior English-- Students completed the SAT Question of the Day and we planned a social for the end of quarter 1.  The Google.doc is at: https://docs.google.com/document/d/11fIRmNRoRCZxO9kB-fZC3Grc6qizCgrM1zS7IbCDZlQ/edit   We then discussed Nickel and Dimed-- and went over the elements of the essay.  We are preparing to write an argument essay.  HOMEWORK: vocabulary 4 quiz---and items for our Halloween celebration on Thursday if you volunteered-- check the Google.doc

Period 4 Career Pathways--  Students found three homes online and we discussed what percentage of their gross budget should be spent on housing.  We then talked about median home prices and the reasons for those figures.  Students used a loan calculator to calculate the monthly payment for a home. HOMEWORK: none


Thursday, October 24--black day (out---sick)

Period 6 CP Junior English--Students answered the SAT Question of the Day. Students had read Roberto Acuna’s story about being an immigrant farmer.  We discussed the elements of the SOAPSTone they had for homework.  Read “On (NOT) Getting Nickel and Dimed” (pp. 73-76).  Complete the Double-Entry Journal that is on p. 72---need a minimum of five entries.  HOMEWORK: finish any class work not completed during the period 

Period 7 General Junior English--Students discussed the Vietnam Boat Person essay and read and discussed the quotes on money.  Students developed paragraphs on a quote they agreed or disagreed with after having completed an organizer.  HOMEWORK: finish the paragraph and share with me on Google.docs.  Please make sure it is named: L6_Act.1.13_7_lastname

Period 8 Broadway Bound-- Students watched LesMiserable.

Wednesday, October 23--green day...EARLY RELEASE

Period 2 CP Junior English--Students answered the SAT Question of the Day. Students had read Roberto Acuna’s story about being an immigrant farmer.  We discussed the elements of the SOAPSTone they had for homework.  We then went over the next set of words from the SAT vocabulary. HOMEWORK: Read “On (NOT) Getting Nickel and Dimed” (pp. 73-76).  Complete the Double-Entry Journal that is on p. 72---need a minimum of five entries.  VOCABULARY QUIZ #4 WILL BE POSTPONED.

Period 3 CP Junior English--Students answered the SAT Question of the Day. Students had read Roberto Acuna’s story about being an immigrant farmer.  We discussed the elements of the SOAPSTone they had for homework.  HOMEWORK: Read “On (NOT) Getting Nickel and Dimed” (pp. 73-76).  Complete the Double-Entry Journal that is on p. 72---need a minimum of five entries.

Period 4 Career Pathways--- We finished signing the thank you cards for our speakers and watched one, last Prezi on Career Research.  Then, I shared the national and state home buying websites with students and asked them find three homes--three practical homes.  HOMEWORK: none

Tuesday, October 22--black day

Period 6 CP Junior English-- Students had library orientation today.  We returned to the classroom. I also collected the TPCASTT from "Who Burns for the Perfection of Paper" and we discussed the poem and primarily the theme which students seemed to struggle with.  HOMEWORK: Read Terkel's piece on pages 69-71--annotate and complete the SOAPSTone on page 68.

Period 7 Gen. Junior English-- Students had library orientation today. We returned to the classroom.  I handed back the paragraph rubrics on tone in the American poems. Students then got into their Google.docs and made corrections based on my comments for revision.  HOMEWORK: Read "Vietnam Boat Person" and annotate the reading.  

Period 8 Broadway Bound--- We began rehearsing for the LipSync which will be on Friday, Jan. 10 at 7pm-9pm.  The dress rehearsal will be on Thursday, Jan. 9 at 2:15pm.  

Monday, October 21--green day

Period 2 CP Junior English-- Students had library orientation today.  We returned to the classroom. I discussed the ee cummings poem from page 40 and the sample tone paragraph that groups constructed last Thursday-- nice work Devin, Anthony and Caitlyn.  :) I also passed back the TPCASTT from "Who Burns for the Perfection of Paper" and we discussed the poem and primarily the theme which students seemed to struggle with.  HOMEWORK: Read Terkel's piece on pages 69-71--annotate and complete the SOAPSTone on page 68.

Period 3 CP Junior English-- Students had library orientation today.  We returned to the classroom. I discussed the ee cummings poem from page 40 and the sample tone paragraph that groups constructed last Thursday-- nice work Devin, Anthony and Caitlyn.  :) I also passed back the TPCASTT from "Who Burns for the Perfection of Paper" and we discussed the poem and primarily the theme which students seemed to struggle with.  HOMEWORK: Read Terkel's piece on pages 69-71--annotate and complete the SOAPSTone on page 68.

Period 4 Career Pathways-- I passed back students' work on the Choices web program. Students finished presenting their research projects on Prezi. HOMEWORK: none

Friday, October 18--black day

Period 6 CP Junior English-- I reviewed elements of the paragraph with students and we discussed organization and parts. Students worked on identifying aspects of the speakers in "Harlen" and "Mountain".  And we began writing the paragraph that compares and contrasts the speakers in the poems. The document we created can be found at: 

HOMEWORK: Read page 66--"Paper Burns" and complete both page 67 and the TPCASTT handout.

Period 7 CO Junior English-- Students took a quiz over "They Live the Dream".  We then had a Socratic discussion over the dreamers in the reading.  HOMEWORK: none

Period 8 Broadway Bound-- We discussed Gypsy and began watching Caberet--this film won 8 Academy Awards.  

Thursday, October 17--green day (I was absent--thanks to Mrs. Henry for being here.)

Period 2 CP Junior English-- Students worked on the SAT question of the day.  Then, students broke up in to groups and read and analyzed "next to of course god america i".  Students then worked in groups of three and four to create a paragraph organizer and wrote the paragraph based on that organizer in a Google.doc.  The work was due by the time class ended.  HOMEWORK: none

Period 3 CP Junior English-- Students worked on the SAT question of the day.  Then, students broke up in to groups and read and analyzed "next to of course god america i".  Students then worked in groups of three and four to create a paragraph organizer and wrote the paragraph based on that organizer in a Google.doc.  The work was due by the time class ended.  HOMEWORKnone

Period 4 Career Pathways-- Students worked on the Choices program today.  I collected a summary of what information they were able to gather about a career pathway.

Wednesday, October 16--black day

Period 5 and Period 6-- PSATs were administered to juniors. No class.

Period 7 Gen Junior English-- We discussed the organizer for tone and support in Activity 1.7. Students shared their ideas for tone in the poems and identified textual support for those ideas. Students then read pages 41-45, Dan Rather's collection of American dreamers and annotated.  HOMEWORK: finish reading and annotating pages 41-45 and be ready for a quiz over the reading.

Period 8 Broadway Bound-- We finished watching Gypsy and students discussed a performance song from this work.

Tuesday, October 15--green day

Period 2 CP Junior English---I reviewed elements of the paragraph with students and we discussed organization and parts. Students worked on identifying aspects of the speakers in "Harlen" and "Mountain".  And we began writing the paragraph that compares and contrasts the speakers in the poems. The document we started can be found at: https://docs.google.com/document/d/1qUZD7HQf0dfyl1dXcqiyK0lJJHzl874-dzCJ3oFCKdo/edit We will finish the document in class on Thursday. HOMEWORK: Read page 66--"Paper Burns" and complete both page 67 and the TPCASTT handout.

Period 3 CP Junior English---I reviewed elements of the paragraph with students and we discussed organization and parts. Students worked on identifying aspects of the speakers in "Harlen" and "Mountain".  And we began writing the paragraph that compares and contrasts the speakers in the poems. The document we started can be found at:  https://docs.google.com/document/d/1LpOV8RYNUKTwwMU3s7oNJ-Yy3iyvH6JlSfiZxVhjRAw/edit?usp=sharing  HOMEWORK: Read page 66--"Paper Burns" and complete both page 67 and the TPCASTT handout.

Period 4 Career Pathways-- Students had a great opportunity to listen to Ms. Susun Terese, the owner of Mini-Kins in Farmington.  She discussed the elements of being a small business owner with students.

Friday, October 11--black day

Period 6 CP Junior English-- Students took the SAT 3 vocabulary quiz and then we worked on the SAT QofD.  We then worked in Google.docs and I taught students how to share their writing for Act. 1.10.  Students shared with me and one peer and I taught students how to comment on Google.docs.  We then discussed the elements of the speakers in Act. 1.11.  HOMEWORK: respond to your peer with at least 5 comments on his/her Google.doc by midnight on Monday, Oct. 14---AND make sure the final draft of Act. 1.10 writing assignment is ready for me to score for class on Wednesday--Oct. 16 even though you have PSATs that day..  If you were NOT in class, you need to see me for your peer assignment and his or her email address.

Period 7 General Junior English-- Students had their tone paragraphs due today. They will be scored for next class.  We read and annotated in Activity 1.7: American Singing, I Too Sing America and Indian Song. HOMEWORK: identify the tone and evidence of the tone in each on page 35---there are minimum pieces of textual evidence for each; make sure to cite at least the minimum

Period 8 Broadway Bound-- We continued watching "Gypsy". If you had to leave, make sure you see me to watch what you missed.

Thursday, October 10-- green day

Period 2 CP Junior English-- Students took the SAT 3 vocabulary quiz and then we worked on the SAT QofD.  We then worked in Google.docs and I taught students how to share their writing for Act. 1.10.  Students shared with me and one peer.  We then discussed the elements of the speakers in Act. 1.11.  HOMEWORK: respond to your peer with at least 5 comments on his/her Google.doc by midnight on Friday, Oct. 11---AND make sure the final draft of Act. 1.10 writing assignment is ready for me to score for class on Tuesday.  If you were NOT in class, you need to see me for your peer assignment and his or her email address.

Period 3 CP Junior English-- Students took the SAT 3 vocabulary quiz and then we worked on the SAT QofD.  We then worked in Google.docs and I taught students how to share their writing for Act. 1.10.  Students shared with me and one peer.  We then discussed the elements of the speakers in Act. 1.11.  HOMEWORK: respond to your peer with at least 5 comments on his/her Google.doc by midnight on Friday, Oct. 11---AND make sure the final draft of Act. 1.10 writing assignment is ready for me to score for class on Tuesday. IF you were NOT in class today, you need to see me on Friday to get your peer assignment and his or her email address.

Period 4 Career Pathways... We welcomed Chief Mitchell from the US Navy to our classroom.  He talked with us about his experiences in the Navy.  


Wednesday, October 9--black day

Period 6 CP Junior English--I passed back papers and we then had the SAT Q-o-D. Ouch... but we all know now, that indelible means permanent---right???  We then went over the next set of SAT vocabulary words on the "satyrical list". Next, students opened and named their Google.doc L6_Act1.10_6_lastname and were given the option to write one of three writing assignments.  We then discussed work songs and looked at a video of the coal mines in Kentucky in preparation for reading the two poems by Steve Earle in Act. 1.11. HOMEWORK: complete the writing assignment in Google.docs for Act. 1.10 and study to get a sticker on the SAT vocabulary 3 QUIZ.  (For help with Google.docs, please see the Google.docs tutorial in the "Forms and Docs" section on the left sidebar.) 

Period 7 General Junior English-- HOMEWORK: Complete the final draft of the tone paragraph--Act. 1.6.  I will use the paragraph rubric to assess your work.  Your final draft is due on Friday.

Period 8 Broadway Bound-- Students finished watching Phantom and we discussed aspects of the production and song choices for our performance.  

Tuesday, October 8--green day

Period 2 CP Junior English--- I passed back papers and we then had the SAT Q-o-D. Ouch... but we all know now, that indelible means permanent---right???  We then went over the next set of SAT vocabulary words on the "satyrical list". Next, students opened and named their Google.doc L6_Act1.10_2_lastname and were given the option to write one of three writing assignments.  We then discussed work songs and looked at a video of the coal mines in Kentucky in preparation for reading the two poems by Steve Earle in Act. 1.11. HOMEWORK: complete the writing assignment in Google.docs for Act. 1.10 and study to get a sticker on the SAT vocabulary 3 QUIZ.  (For help with Google.docs, please see the Google.docs tutorial in the "Forms and Docs" section on the left sidebar.) 

Period 3 CP Junior English--- I passed back papers and we then had the SAT Q-o-D. Ouch... but we all know now, that indelible means permanent---right???  We then went over the next set of SAT vocabulary words on the "satyrical list". Next, students opened and named their Google.doc L6_Act1.10_3_lastname and were given the option to write one of three writing assignments.  We then discussed work songs and looked at a video of the coal mines in Kentucky in preparation for reading the two poems by Steve Earle in Act. 1.11. HOMEWORK: complete the writing assignment in Google.docs for Act. 1.10 and study to get a sticker on the SAT vocabulary 3 QUIZ.  (For help with Google.docs, please see the Google.docs tutorial in the "Forms and Docs" section on the left sidebar.) 

Period 4 Career Pathways-- We had the honor of listening to a guest speaker today-- Matt Lawrence. He is a commercial fisherman out of Rhode Island who is home for a bit and shared his knowledge of the fishing industry with the students.  It was both informative and entertaining!  HOMEWORK: none

Monday, October 7--black day

Period 6 CP Junior English--Students took the SAT vocabulary quiz.  We then read "Raisin in the Sun" and "Mammon".  We discussed the different attitudes about money that were discussed.  HOMEWORK: none

Period 7 General Junior English-- Students opened their Google. accounts and logged into Drive.  The next assignment--to write a paragraph discussing the tone in one of the poems about America will be completed on a Google.doc.  The assignment must be named in this format: L6_Act1.6_7_lastname.  HOMEWORK: complete this assignment on Google docs using the organizer I checked for you in class. (For help with Google.docs, please see the Google.docs tutorial in the "Forms and Docs" section on the left sidebar.)

Period 8 Broadway Bound-- Students welcomed a new student to class--- RUF!!! We summarized "Phantom" for him and continued watching "Phantom of the Opera".

(Teacher workshop day on October 4--no school for students)

Thursday, October 3--green day

Period 2 CP Junior English-- Students took the SAT2 vocabulary quiz.  We then read the Hansbury drama and worked on the short story by O. Henry.  GREAT discussion today!!! HOMEWORK: none

Period 3 CP Junior English-- Students took the SAT2 vocabulary quiz.  We then read the Hansbury drama and worked on the short story by O. Henry.  GREAT discussion today!!! HOMEWORK: none

Period 4 Career Essentials-- Students continued presenting their Prezis on career.

Wednesday, October 2--black day

Period 6 CP Junior English--- Students worked on SAT Question of the Day and I introduced the next SAT list-- #2.  They are "super" words!!! :) We went over the SIFT on Vietnam Boat Person and then students worked on the quotes on money.  We had a class discussion on the quotes and then read the poem, "Money" and identified personification in the poem.  HOMEWORK: SAT 2 vocabulary quiz---and get a 100!!!

Period 7 General Junior English-- Students worked on annotating and understanding "Shine, Perishing Republic". We then worked on organizing paragraphs and students worked on a paragraph organizer to discuss tone in either "America the Beautiful", "America" or "Shine". HOMEWORK: Complete the paragraph organizer for next class.  We will be writing the paragraphs in class after I check your organizer.

Period 8 Broadway Bound-- Students continued watching and discussing "Phantom of the Opera".

Tuesday, OCTOBER 1---green day...Happy October!!!!

Period 2 CP Junior English--- Students worked on SAT Question of the Day and I introduced the next SAT list-- #2.  They are "super" words!!! :) We went over the SIFT on Vietnam Boat Person and then students worked on the quotes on money.  We had a class discussion on the quotes and then read the poem, "Money" and identified personification in the poem.  HOMEWORK: SAT 2 vocabulary quiz---and get a 100!!!

Period 3 CP Junior English--- Students worked on SAT Question of the Day and I introduced the next SAT list-- #2.  They are "super" words!!! :) We went over the SIFT on Vietnam Boat Person and then students worked on the quotes on money.  We had a class discussion on the quotes and then read the poem, "Money" and identified personification in the poem.  HOMEWORK: SAT 2 vocabulary quiz---and get a 100!!!

Period 4 Career Essentials-- Students presented their career Prezis.  

Monday, September 30--black day

Period 6 CP Junior English-- Students took SAT vocabulary quiz #1.  They then took a quiz over the reading assignment that identified people who have achieved the American Dream through hard work and perseverance.  I collected both quizzes and then we discussed the SIFT elements in preparation for the homework. HOMEWORK: Read and annotate pages 46-50 and complete the SIFT literary reading guide.

Period 7 General Junior English-- Students worked through a chalk-talk of "America" by Claude McKay.  In class, we worked together to complete the TPCASTT for the poem.  Students worked independently to begin annotating "Shine, Perishing Republic". HOMEWORK: none

Period 8 Broadway Bound-- We finished "West Side Story today.   

Friday, September 27--green day

Period 2 CP Junior English-- Students took SAT vocabulary quiz #1.  They then took a quiz over the reading assignment that identified people who have achieved the American Dream through hard work and perseverance.  I collected both quizzes and then we discussed the SIFT elements in preparation for the homework. HOMEWORK: Read and annotate pages 46-50 and complete the SIFT literary reading guide.

Period 3 CP Junior English-- Students took SAT vocabulary quiz #1.  They then took a quiz over the reading assignment that identified people who have achieved the American Dream through hard work and perseverance.  I collected both quizzes and then we discussed the SIFT elements in preparation for the homework. HOMEWORK: Read and annotate pages 46-50 and complete the SIFT literary reading guide.

Period 4 Career Essentials-- Students were given the rubric for the career/job project.  They were given class time to finish the project on Prezi.  We will present the projects next class.  Please adhere to the elements in the rubric to make sure that your project reflects the requirements. HOMEWORK: Your Prezi presentation on career is due on Tuesday.  Use the rubric to make sure you have all the requirements included.

Thursday, September 26-- black day

Period 6 CP Junior English--Students were given back their Media/American Dream writing and we discussed their use of general language (do not use "you"/"your" or any form of "thing"), support claims with specific details and read work aloud in a one-foot voice.  We practiced reading in a one-foot voice with the tone paragraph.  Students then read poems in Act. 1.7--annotated and filled in the chart on page 35 where students were asked to identify tone in the poems about America. HOMEWORK: Read and annotate pages 41-45 and study for a quiz on SAT words--the "undermine" list....and finish any classwork that was not completed in class today.

Period 7 General Junior English-- We discussed "Where I Lived and What I Lived For" and then worked to annotate and understand meaning in "America the Beautiful".  I shared the sample TPCASTT for "America the Beautiful" and we discussed the elements of the organizer.  We started the TPCASTT for "America" on page 33.  HOMEWORK: none--- 

Period 8 Broadway Bound--- Thanks for your help today!!!  Broadway Bound finished West Side Story. 

Wednesday, September 25--green day

Period 1 CP Junior English--Students were given back their Media/American Dream writing and we discussed their use of general language (do not use "you"/"your" or any form of "thing"), support claims with specific details and read work aloud in a one-foot voice.  We practiced reading in a one-foot voice with the tone paragraph.  Students then read poems in Act. 1.7--annotated and filled in the chart on page 35 where students were asked to identify tone in the poems about America. HOMEWORK: Read and annotate pages 41-45 and study for a quiz on SAT words--the "undermine" list.

Period 2 CP Junior English--Students were given back their Media/American Dream writing and we discussed their use of general language (do not use "you"/"your" or any form of "thing"), support claims with specific details and read work aloud in a one-foot voice.  We practiced reading in a one-foot voice with the tone paragraph.  Students then read poems in Act. 1.7--annotated and filled in the chart on page 35 where students were asked to identify tone in the poems about America. HOMEWORK: Read and annotate pages 41-45 and study for a quiz on SAT words--the "undermine" list.

Period 4 Career Essentials- - Students worked on creating a Prezi today in class where they put the information for their chosen careers in an online presentation.  Go here to our Google.doc to see the elements that need to be included in your presentation. Consult www.myfuture.com to find information on your chosen career.

 https://docs.google.com/document/d/1BjjRtIEQX7T6bZidqOYDZW2CHGrklm9R5ff33br4toY/edit?usp=sharing

Tuesday, September 24--black day

Period 6 CP Junior English-- We took a step back today and logged into SpringBoard online and I introduced students to Google.docs.  I handed out a help sheet for docs.  If you weren't in class, see me or a fellow student to get the information---and if you need the SpringBoard school code to set up your account, it is 113883.  We then looked at the SAT Question of the Day and I passed out your vocabulary packet that I will be taking words from for you to learn.  Your first quiz will be over the last list---"undermine" which includes nine new SAT words. We then went over the TPCASTT for "America".  I then collected your homework--a paragraph discussing the theme in each poem from Act. 1.6. HOMEWORK: begin studying your vocabulary words for the quiz which will be on Monday.

Period 7 General Junior English--We reviewed the philosophy of the Transcendentalists and watched the youtube video as an introduction.  We then worked together in class to annotate "Self-Reliance" by Emerson.  Students then worked together to annotate Thoreau's piece.  We will have a discussion about how that piece relates to the period when we meet on Friday.  HOMEWORK: finish annotating "What I Have Lived For" by Thoreau for Friday.

Period 8 Broadway Bound-- I handed out the review of "Oklahoma" and an introduction to "West Side Story". We then began watching "West Side Story" in class.  We will be watching for the dancing, the reprise with our two "star crossed lovers", and listening for the Latin music element.  Of course, we are looking for connections between this and "Romeo and Juliet".


Monday, September 23--green day...HAPPY 80th BIRTHDAY TO MY DAD!!!

Period 2 CP Junior English-- We took a step back today and logged into SpringBoard online and I introduced students to Google.docs.  I handed out a help sheet for docs.  If you weren't in class, see me or a fellow student to get the information---and if you need the SpringBoard school code to set up your account, it is 113883.  We then looked at the SAT Question of the Day and I passed out your vocabulary packet that I will be taking words from for you to learn.  Your first quiz will be over the last list---"undermine" which includes nine new SAT words. We then went over the TPCASTT for "America".  I then collected your homework--a paragraph discussing the theme in each poem from Act. 1.6. HOMEWORK: begin studying your vocabulary words for the quiz which will be on Friday.

Period 3 CP Junior English-- We took a step back today and logged into SpringBoard online and I introduced students to Google.docs.  I handed out a help sheet for docs.  If you weren't in class, see me or a fellow student to get the information---and if you need the SpringBoard school code to set up your account, it is 113883.  We then looked at the SAT Question of the Day and I passed out your vocabulary packet that I will be taking words from for you to learn.  Your first quiz will be over the last list---"undermine" which includes nine new SAT words. We then went over the TPCASTT for "America".  I then collected your homework--a paragraph discussing the theme in each poem from Act. 1.6. HOMEWORK: begin studying your vocabulary words for the quiz which will be on Friday.

Period 4 Career Essentials--Students listened to the Essential 55-- accept all gifts graciously.  We then finished the introduction of "Nickel and Dimed" and discussed challenges we expect the author to have as she embarks on her experiment.  Next, I asked students to research careers on MyFuture.com.  Students reported out on what they will be researching for careers.  Students will begin making their career presentations next class.

Friday, September 20--black day

Period 6 CP Juniors-- Students read "America the Beautiful" and looked at the sample of the TPCASTT I completed as an example.  Then, students worked in class to read and annotate "America" and "Shine, Perishing Republic" and completed the TPCASTT for "America". HOMEWORK: discuss the attitude (tone!!!!  use your tone BFF) each speaker has for America as identified in each of the three poems.  How are their attitudes (tones) alike and different???  Make sure this is typed---Times New Roman, dbl spaced, size 12.

Period 7 General Juniors-- Students shared out on their ideas for the 13 virtues and we then discussed the philosophy of the revolutionary period and tied the virtues and Poor Richard's sayings to that that students worked to understand.  The aphorisms were indicative of the times.  Finally, we ended class with a discussion of who the transcendentalists are and what their philosophical values were.  HOMEWORK: none

Period 8 Broadway Bound-- Students finishes "Oklahoma". We debriefed on the film and decided to add the theme song into our production number.  HOMEWORK: none

Thursday, September 19--green day

Period 2 CP Juniors-- Students read "America the Beautiful" and looked at the sample of the TPCASTT I completed as an example.  Then, students worked in class to read and annotate "America" and "Shine, Perishing Republic" and completed the TPCASTT for "America". HOMEWORK: discuss the attitude (tone!!!!  use your tone BFF) each speaker has for America as identified in each of the three poems.  How are their attitudes (tones) alike and different???  Make sure this is typed---Times New Roman, dbl spaced, size 12.

Period 3 CP Juniors-- Students read "America the Beautiful" and looked at the sample of the TPCASTT I completed as an example.  Then, students worked in class to read and annotate "America" and "Shine, Perishing Republic" and completed the TPCASTT for "America". HOMEWORK: discuss the attitude (tone!!!!  use your tone BFF) each speaker has for America as identified in each of the three poems.  How are their attitudes (tones) alike and different???  Make sure this is typed---Times New Roman, dbl spaced, size 12.

Period 4 Career Pathways--Students learned about Maslow's hierarchy of needs and identified their own needs on the hierarchy triangle.  We also shared how we feel others in our lives see our futures.  Thanks for sharing.  HOMEWORK: none

Wednesday, September 18--black day

Period 6 CP Juniors--Students worked on their posters for the Historical Pathways posters.Your groups will present on Friday. HOMEWORK: Research pantheist, deist, and theist-- then, write a very brief definition in your OWN words--- and decide which historical pathway group (puritans, revolutionaries or transcendentalists) each is.  These are their views on God---make sure you add support for why you believe each should be matched.

Period 7 General Juniors--Students logged into SpringBoard online and turned in the responses to how media shapes the American Dream.  We then began working on Benjamin Franklin's "Moral Perfection" and discussed how to put the 13 virtues in our own words.  We complete the first one on Temperance together--- in our own words, it means-- do not eat or drink too much.  HOMEWORK: work to put the rest of the 13 virtues in your own words.  Please do the work IN YOUR SPRINGBOARD BOOK---thanks!!!  And, see you on Friday.  If you went to the fair this afternoon or evening, I hope you had a GREAT time!!!

Period 8 Broadway Bound-- Students watched "In the Heights" documentary and we discussed different elements of the theater from a director's point of view and from the stage manager's point of view.  We will get back to Oklahoma on Friday--- "OK"? (and, yes--that was a pun!!!)

Tuesday, September 17--green day

Period 2 CP Juniors--- Students worked on their posters for the Historical Pathways and presented. I am so impressed with the work you accomplished today and so proud of the presentations you shared.  You all really know your stuff and were great teachers to your classmates!!!  :)  HOMEWORK: Research pantheist, deist, and theist-- then, write a very brief definition in your OWN words--- and decide which historical pathway group (puritans, revolutionaries or transcendentalists) each is.  These are their views on God---make sure you add support for why you believe each should be matched.

Period 3 CP Juniors--- Students worked on their posters for the Historical Pathways and presented. Revolutionaries still need to finish their poster, but the others are finished and are ready for display. Nice work with your presentations.  Your classmates learned a lot!!!  HOMEWORK: Research pantheist, deist, and theist-- then, write a very brief definition in your OWN words--- and decide which historical pathway group (puritans, revolutionaries or transcendentalists) each is.  These are their views on God---make sure you add support for why you believe each should be matched.

Period 4 Career Pathways-- We worked on discussing traits and character qualities and different types of careers. Students also completed a Career Interest Survey---we will discuss results on Thursday. We started reading the introduction in "Nickel Dimed". HOMEWORK: none.

Monday, September 16--black day

Period 6 CP Junior English--Students took a quiz over pp 11-27 in the "Is the American Dream a Myth?" We then moved into our Socratic circle discussion of the reading.  Nice work! Finally, students began working on their posters for Historical Pathways. I didn't get to discuss the homework assignment, but it is a personal reaction paper/paragraph---do NOT make it more than one-page in length and follow my guidelines to the letter.  HOMEWORK: In a typed (Times New Roman, size 12, double-spaced) response-- How does the media play a role in shaping the American Dream for people? (Please strive for your paragraph-- structured with a topic sentence, support and a conclusion sentence---to be 1/2 to 1 page in length.) I want specific details--- MTV Cribs...Housewives of Beverly Hills--- pro sports---etc.  What do you see in the media that influences our idea of the American Dream???   PS-- if someone has a toaster--or five that we could bring to class, we could have bagel day sometime... ???  I will bring the butter, cream cheese, bagels and jelly.  :)  Let's plan it when I see you on Wednesday.

Period 7 General Junior English--Students shared their annotations for the reading, pages 11-21 in "American Dream Myth" and then we started discussing 22-27 that dealt with how the media defines the American Dream.  We then watched a youtube video on the people of the revolutionary era: http://www.youtube.com/watch?v=0TTFXrnm7r4  HOMEWORK: In a typed (Times New Roman, size 12, double-spaced) response-- How does the media play a role in shaping the American Dream for people? (Please strive for your paragraph-- structured with a topic sentence, support and a conclusion sentence---to be 1/2 to 1 page in length.) I want specific details--- MTV Cribs...Housewives of Beverly Hills--- pro sports---etc.  What do you see in the media that influences our idea of the American Dream???

Period 8 Broadway Bound-- We viewed the second part of In the Heights and continued watching and discussing Oklahoma.  I hope you enjoyed your popcorn and juice movie theater experience today.  :)

Friday, September 13--green day

Period 2 CP Junior English--Students took a quiz over pp 11-27 in the "Is the American Dream a Myth?" We then moved into our Socratic circle discussion of the reading.  Nice work! Finally, students began working on their posters for Historical Pathways. HOMEWORK: In a typed (Times New Roman, size 12, double-spaced) response-- How does the media play a role in shaping the American Dream for people? (Please strive for your paragraph-- structured with a topic sentence, support and a conclusion sentence---to be 1/2 to 1 page in length.)

Period 3 CP Junior English--Students took a quiz over pp 11-27 in the "Is the American Dream a Myth?" We then moved into our Socratic circle discussion of the reading.  Nice work! HOMEWORK: In a typed (Times New Roman, size 12, double-spaced) response-- How does the media play a role in shaping the American Dream for people? (Please strive for your paragraph-- structured with a topic sentence, support and a conclusion sentence---to be 1/2 to 1 page in length.)

Period 4 Career Pathways-- Students worked to create quilt squares of their traits.  We posted the quilt and discussed personal traits.  We also discussed skills and aptitudes that we have that can be transferred to career opportunities.  We completed the skills identification on page 48. HOMEWORK: none---but if you were out today, see me to get your classwork and show me  your pink characteristics sheet.

Thursday, September 12--black day

Period 6 CP Junior English--Students and I worked together to amend the reading schedule for "Is the American Dream a Myth".  We then discussed the introduction.  Next, students got back into their Historical Pathways groups for Act. 1.5 and continued reading and made headway on the philosophical principals.  We will be working on creating posters and moving past Act. 1.5 next class.  HOMEWORK: Read and annotate the "beegeezums" out of pages 11-27 in "Myth--American Dream".  Be ready for a class discussion and a quiz over the reading.

Period 7 General Junior English-- Students discussed the homework on diction and then viewed an introduction to the Puritan Historical Pathway, Act. 1.5.  We discussed the Puritan philosophy and read and discussed the New England Primer and The Trial of Martha Carrier. I modeled how to annotate using the Trial of Martha Carrier.  We began discussing the introduction of "Is the American Dream a Myth?" HOMEWORK--read pages 11-21 and annotate at least ten different elements in the reading

Period 8 Broadway Bound-- We watched an introduction to In the Heights and discussed Fiddler on the Roof that will be shown in November at The Waterville Opera House.  Students will be given details about that performance, but were invited to attend dinner at my house in Winthrop before the show.  We began watching Oklahoma--- great attention to the storyline today, all.  

Wednesday, September 11--green day

Period 2 CP Junior English-- Students and I worked together to amend the reading schedule for "Is the American Dream a Myth".  We then discussed the introduction.  Next, students got back into their Historical Pathways groups for Act. 1.5 and continued reading and made headway on the philosophical principals.  We will be working on creating posters and moving past Act. 1.5 next class.  HOMEWORK: Read and annotate the "beegeezums" out of pages 11-27 in "Myth--American Dream".  Be ready for a class discussion and a quiz over the reading.

Period 3 CP Junior English-- Students and I worked together to amend the reading schedule for "Is the American Dream a Myth".  We then discussed the introduction.  Next, students got back into their Historical Pathways groups for Act. 1.5 and continued reading and made headway on the philosophical principals.  We will be working on creating posters and moving past Act. 1.5 next class.  HOMEWORK: Read and annotate the "beegeezums" out of pages 11-27 in "Myth--American Dream".  Be ready for a class discussion and a quiz over the reading.

Period 4 Career Pathways-- Students finished their work values surveys and were able to see their top three strengths.  We then moved on to personality traits and completed the questions that identified us in one of four categories of personality types.  Finally, students were asked to identify from friends, relatives, acquaintances-- six personality traits that OTHERS see in them.  HOMEWORK: interview others to identify your traits...you need six and they need to be on the pink sheet of paper I gave you in class.

Tuesday, September 10--black day

Period 6 CP Junior English--We went over the connotation/denotation homework and finished Act. 1.4.  We then were introduced to Puritans, Revolutionaries, and Transcendentalists via youtube and then split into three groups to begin working on Act. 1.5. Students will be creating a poster in their groups that can be displayed in the room for the year that will help to bring some understanding of the philosophies of each of those American time periods.  HOMEWORK: Read and annotate "Is the American Dream a Myth?" packet.  Create five questions of your own about what you have read--and make five comments that you would be able to share in a discussion.  There WILL BE A QUIZ over the reading.  

Period 7 General Junior English--Students finished the Unit 1 pretest and then we discussed "Europe and America". We created a Venn diagram to show the contrasts between the life of the father and the child and discussed connotation and denotation and looked at examples from inside and outside of the text.  HOMEWORK: complete the rest of #7 and #10 on pages 11 and 12.

Period 8 Broadway Bound-- The timeline is UP---yeah!!!!  We WILL begin our study of Broadway next class and the times will be posted on the timeline.. thanks for your patience when technology was NOT our friend... :(  

Monday, September 9--green day

Period 2 CP Junior English--We went over the connotation/denotation homework and finished Act. 1.4.  We then were introduced to Puritans, Revolutionaries, and Transcendentalists via youtube and then split into three groups to begin working on Act. 1.5. Students will be creating a poster in their groups that can be displayed in the room for the year that will help to bring some understanding of the philosophies of each of those American time periods.  HOMEWORK: Read and annotate "Is the American Dream a Myth?" packet.  Create five questions of your own about what you have read--and make five comments that you would be able to share in a discussion.  There WILL BE A QUIZ over the reading.  

Period 3 CP Junior English--We went over the connotation/denotation homework and finished Act. 1.4.  We then were introduced to Puritans, Revolutionaries, and Transcendentalists via youtube and then split into three groups to begin working on Act. 1.5. Students will be creating a poster in their groups that can be displayed in the room for the year that will help to bring some understanding of the philosophies of each of those American time periods.  HOMEWORK: Read and annotate "Is the American Dream a Myth?" packet.  Create five questions of your own about what you have read--and make five comments that you would be able to share in a discussion.  There WILL BE A QUIZ over the reading. 

Period 4 Career Pathways-- Students were given back their personal characteristics handouts that they completed during Thursday's class.  I had given feedback to the students on their work and their comments.  We read pages 24 and 25 from the book and completed the personal profile of values, passions, etc.  We then worked together to complete the Work Values Survey and will compile those numbers next class to gain some personal feedback.  HOMEWORK: none

Friday, September 6--black day

Period 6 CP Junior English--We discussed the results of the ratings that students made on statements concerning The American Dream in Activity 1.2.  We discussed Ellis Island and its importance in immigration.  We read "Ellis Island" and "Fathers and Sons".  We also discussed connotation and denotation.  HOMEWORK: complete pages 11 and 12--only questions 7 and 9

Period 7 General Junior English--We finished watching the American Dream speech and discussed the ideas presented in it.  We then discussed Ellis Island and read and discussed the structure in "Ellis Island", the poem.  HOMEWORK: none

Period 8 Broadway Bound-- We continued working on the timeline today.  HOMEWORK: none

Thursday, September 5--green day

Period 2 CP Junior English--We discussed the results of the ratings that students made on statements concerning The American Dream in Activity 1.2.  We discussed Ellis Island and its importance in immigration.  We read "Ellis Island" and "Fathers and Sons".  We also discussed connotation and denotation.  HOMEWORK: complete pages 11 and 12--only questions 7 and 9

Period 3 CP Junior English--We discussed the results of the ratings that students made on statements concerning The American Dream in Activity 1.2.  We discussed Ellis Island and its importance in immigration.  We read "Ellis Island" and "Fathers and Sons".  We also discussed connotation and denotation.  HOMEWORK: complete pages 11 and 12--only questions 7 and 9

Period 4 Career Pathways--I handed out books.  We read pages 11 and 12 and discussed page 13.  Students shared success posters and we made lists of successful traits.  We also read pages 15 and 16 and discussed the reasons why people work. Students looked at personal traits and qualities and chose the ones that reflect who they are.  HOMEWORK: none

Wednesday, September 4--black day

Period 6 CP Junior English-- Students were informed about SAT vocabulary prep, comma rules, literature terms and SAT question of the day becoming a part of their instruction--in addition to SpringBoard. We unpacked Unit 1 and discussed the essential questions. Students shared their ideas on The American Dream and then we viewed Rick Santorum's speech from the 2012 Republican National Convention in which he discussed The American Dream and his vision for that--we will finish the speech on Friday.  HOMEWORK: Complete Activity 1.2 on page 6--just the rating system; do not complete the QuickWrite at the bottom.

Period 7 General Junior English-- We unpacked Unit 1 and discussed the essential questions. Students shared their ideas on The American Dream and then we viewed Rick Santorum's speech from the 2012 Republican National Convention in which he discussed The American Dream and his vision for that--we will finish that on Friday.  HOMEWORK: Complete Activity 1.2 on page 6--just the rating system; do not complete the QuickWrite at the bottom.

Period 8 Broadway Bound-- Students continued working on the timeline--we will finish and post this project on Friday in the library--for the last day...great work today!!!

Tuesday, September 3--green day

Period 2 CP Junior English-- Students were informed about SAT vocabulary prep, comma rules, literature terms and SAT question of the day becoming a part of their instruction--in addition to SpringBoard. We unpacked Unit 1 and discussed the essential questions. Students shared their ideas on The American Dream and then we viewed Rick Santorum's speech from the 2012 Republican National Convention in which he discussed The American Dream and his vision for that.  HOMEWORK: Complete Activity 1.2 on page 6--just the rating system; do not complete the QuickWrite at the bottom.

Period 3 CP Junior English-- Students were informed about SAT vocabulary prep, comma rules, literature terms and SAT question of the day becoming a part of their instruction--in addition to SpringBoard. We unpacked Unit 1 and discussed the essential questions. Students shared their ideas on The American Dream and then we viewed Rick Santorum's speech from the 2012 Republican National Convention in which he discussed The American Dream and his vision for that.  HOMEWORK: Complete Activity 1.2 on page 6--just the rating system; do not complete the QuickWrite at the bottom.

Period 4 Frosh Career Pathways-- Students worked in groups to complete posters of what a successful person has for qualities and characteristics.  We will be presenting these posters on Friday--the winning group will receive a delicious reward!!!

Friday, August 30--black day

Period 6 CP Junior English-- I went over class expectations with students and they took the Unit 1 pretest.  HOMEWORK: make sure that you have a binder for class on Wednesday

Period 7 Gen Junior English-- I went over class expectations with students and they took the Unit 1 pretest.  HOMEWORK: make sure that you have a binder for class on Wednesday

Period 8 Broadway Bound-- I handed out copies of the history of Broadway and musicals.  Students worked together to sift through the information to make a timeline that reflects major moments in history that shaped Broadway.  HOMEWORK--none

Thursday, August 29--green day

Period 2 CP Junior English-- I went over class expectations with students and they took the Unit 1 pretest.  HOMEWORK: make sure that you have a binder for class on Tuesday

Period 3 CP Junior English--  I went over class expectations with students and they took the Unit 1 pretest.  HOMEWORK: make sure that you have a binder for class on Tuesday

Period 4 Career Pathways--- I went over class expectations and the syllabus today. Here is the link we created to help our classmate.  Please check it and please help if you are able.  We will make personal notes for KH next class. https://docs.google.com/document/d/1qfJmB_YdvTOsTz6ca5ZmaEGRPGHp_PeRB_Fk2p8WYIA/edit?usp=sharing  HOMEWORK: have a binder for Tuesday and household items for our classmate


Wednesday, August 28, first day of school

Students met with advisees, went on a scavenger hunt and then reported to classes for an introduction.  


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