Embedded Files
The Week of April 28th-May 1st: Wrapping Up TKAM
Assignments:
1. Please read the instructions surrounding your final assignment for TKAM within Google Classroom -- this will be due May 7th at midnight for all classes!
2. Please complete the ICAP assignment listed on your class stream home page via Google Classroom, due Friday, May 1st.
The Week of April 20th-25th: Thematic Writing for TKAM
Assignments:
1. Please write a thematic paragraph about TKAM, as outlined within the Google Classroom assignments tab.
2. Good Things stream occurring on Wed/Thurs during your class period! This is not required.
The Week of April 13th-17th: Reacquainting Ourselves with TKAM
Assignments:
1. Respond to the Google Classroom chapter discussion thread. You may either pose your own question about the book or respond to another student's question.
2. Via the Google Classroom assignments tab, in 3-5 sentences, please compare the verdict of the Tom Robinson trial to similar criminal cases you've either heard of or studied today. You might need to do a bit of research for this, but think about how Robinson's trial ends, as well as similar forms of injustice that are present within our society based upon inequity (racial or otherwise).
Both assignments should be completed by April 20th (per 5 & 7) and April 21st (per 6 & 8).
REMOTE LEARNING UPDATE: First, please take some time to watch this: Welcome Back Video
Slides from Welcome Back Video
Beginning April 7th, all classes will transition to Google Classroom. Using your class period's code below, please join prior to the 7th.
Specific classroom codes are as follows:
- Period 5: dqsrgar
- Period 6: inzik2v
- Period 7: q2nyfct
- Period 8: nslacwh
FIRST WEEK'S ASSIGNMENTS (to be posted on GC for completion beginning the morning of April 7th):
1. Respond to the Google Classroom “Good Things” thread; can be a couple words or one sentence... Nothing big, but it's important that we celebrate the little things!
2. Write 2-4 sentences telling me about how your quarantine is going, as well as anything I need to know to continue to support you from a distance!
Both assignments should be completed by April 13th (per 5 & 7) and April 14th.
MARCH 17 UPDATE: We received news from the CDE that CMAS testing has been paused this year -- you don't have to take it! *shoots off imaginary fireworks from quarantine*
In addition, today, at 2pm, our building is shutting down indefinitely. I hope that I am able to see you before the school year ends, but in the meantime, I've had some requests to upload some work for students who want to continue our work on TKAM.
Discussion Questions for Ch 25-30
Here is the link to rent the TKAM movie if you'd like to watch it
A writing prompt comparing the film to the book
If you complete any of these, feel free to send them to me for feedback! :)
HOMEWORK: I cannot require that students read over break, but if at all possible, I would love for you to read if you have the capability of doing so! To clarify, though, there is no required work over the break aside.
In the meantime: 1) be safe, 2) wash your hands for at least 20 seconds and avoid touching your face, 3) be respectful and kind during this time, 4) stay home if you're sick, and 5) please get some much-needed and deserved rest and relaxation during this time. I will periodically check my inbox to address any questions you might have throughout the break.
MARCH 13, Friday: We received news from the district that school will be closed for an extended spring break from March 16th-April 6th. If you need anything from the school for the break, the building will be open Monday and Tuesday next week from 10am-2pm.
Today, rather than continuing curriculum, we took some time to clear up confusion about the pandemic, as well as discuss preventative measures and questions surrounding the school's changed schedule.
HOMEWORK: I cannot require that students read over break, but if at all possible, I would love for you to read if you have the capability of doing so! To clarify, though, there is no required work over the break aside.
In the meantime: 1) be safe, 2) wash your hands for at least 20 seconds and avoid touching your face, 3) be respectful and kind during this time, 4) stay home if you're sick, and 5) please get some much-needed and deserved rest and relaxation during this time. I will periodically check my inbox to address any questions you might have throughout the break.
MARCH 11-12, Wednesday/Thursday: Today, students continued their discussion of lynching in the post-Reconstruction era through examining the Emmett Till case and comparing it to Tom Robinson's case.
HOMEWORK: Please read chapters 21-22 for class on Friday, focusing upon connections between the historical attributes we've studied and Tom Robinson's plight.
MARCH 9-10, Monday/Tuesday: Today, students discussed major takeaways from chapters 16-18 concerning Tom Robinson's trial, as well as discussed lynching in the post-Reconstruction era through viewing a brief documentary called An Outrage.
HOMEWORK: Please read chapters 19-20 for class on Wednesday/Thursday, focusing upon how the conflict evolves within these chapters, as well as making connections between what we've discussed in class surrounding the post-Reconstruction era.
MARCH 6, Friday: Today, students completed an individual analysis of Robert Hayden's "Those Winter Sundays," utilizing context clues to define words and justifying claims with evidence from the poem.
"Those Winter Sundays" Analysis Sheet
HOMEWORK: Per the previously assigned reading calendar, read chapters 16-18 for class on Monday/Tuesday, focusing upon how the conflict evolves within these chapters.
MARCH 4-5, Wednesday/Thursday: Today, students discussed society's concept of manhood/womanhood in relation to the novel and primary sources from the time period, as well as how these definitions have evolved over time.
HOMEWORK: Per the previously assigned reading calendar, read chapters 14-15 for class on Friday, focusing upon how the conflict evolves within these chapters.
MARCH 2-3, Monday/Tuesday: Today, students discussed labeling within TKAM and our society today through completing an abstract paper bag activity.
HOMEWORK: Per the previously assigned reading calendar, read chapters 12-13 for class on Wednesday/Thursday, focusing upon moments of labeling within the novel.
FEBRUARY 28, Friday: Today, students discussed prejudice and discrimination both in the novel and outside of it, as well as why it's important for us to check our biases.
HOMEWORK: Read ch 8-11 for M/T, focusing upon prejudice and discrimination in the novel.
FEBRUARY 26-27, Wednesday/Thursday: Today, students discussed schemas and stereotypes in relation to the novel.
HOMEWORK: For Friday: Read ch 6-7, focusing upon stereotypes in the novel.
FEBRUARY 24-25, Monday/Tuesday: Today, students discussed the character of Boo Radley and completed a close-reading activity surrounding Lee's descriptors of Boo.
HOMEWORK: For W/Th: Read ch 4-5, focusing upon Scout's characterization/narration, as well as how the kids build stories/legends surrounding people in their neighborhood.
FEBRUARY 20-21, Thursday/Friday: Today, students should dive into discussion of chapter 1 of TKAM, keeping in mind the characters and setting.
STUDENTS IN PERIODS 6 & 8:
- Firstly, either team-up with ONE other person or choose to work alone; if you work with a partner, you will complete the remaining tasks below on ONE sheet of paper with both of your names on it.
- After this, please take about 15-20 minutes to answer the following questions either on a sheet of paper to be turned in or in a word doc:
1. What do you notice about Scout’s narration? Pull out one quote to describe her voice...
2. What do you notice about the setting? Pull out one quote to describe the setting...
- For the rest of class, please work on the character cast sheet on the table in front of the period 7 basket... Please cross out Miss Caroline, as she isn't introduced until the second chapter. You can use the chromebooks to research actors/actresses or cast friends/characters/etc. if you feel more comfortable.
- Turn in both assignments by the end of class!
HOMEWORK: Read chapters 2-3 of To Kill A Mockingbird for Mon/Tues next week, paying close attention to the character of Boo Radley.
FEBRUARY 18-19, Tuesday/Wednesday: Today, we began our new unit, focusing specifically upon context, ethics, and solutions to conflict -- students worked in small teams to act out roleplaying scenes.
HOMEWORK: 1. Read chapter 1 of To Kill A Mockingbird for Friday, paying close attention to the characters and setting.
2. Read chapters 2-3 of To Kill A Mockingbird for Mon/Tues next week, paying close attention to the character of Boo Radley.
FEBRUARY 10-13, Monday-Thursday: SEX EDUCATION! No new LA content this week!
HOMEWORK: 1. NEW DUE DATE FOR PROJECT -- Feb 12th for 5/7, Feb 13th for 6/8!
2. Please show parents/guardians permission slips for The Perks of Being A Wallflower.
Comparing Identity: "You Vs. Who" Final Outsiders Project
NOTE: We will begin our next novel, To Kill A Mockingbird, on February 18th/19th. While I have a class set of books and a digital copy for access, some students prefer to purchase their own for annotation purposes. If this applies to you, please obtain a copy prior to the 18th/19th!
FEBRUARY 7, Friday: SNOW DAY! I hope you enjoyed the much-needed time off. :)
Considering our final project for The Outsiders, as usual, my policy is that, whenever a day of instruction is lost due to illness, closure, etc., an additional day is tacked onto the due date. The same applies to the project; however, if at all possible, I’d like to get them sooner. It won’t affect your grade, however, if you turn it in Wednesday/Thursday if you were really counting on the additional work time on Friday.
HOMEWORK: 1. NEW DUE DATE FOR PROJECT -- Feb 12th for 5/7, Feb 13th for 6/8!
2. Please show parents/guardians permission slips for The Perks of Being A Wallflower.
Comparing Identity: "You Vs. Who" Final Outsiders Project
NOTE: We will begin our next novel, To Kill A Mockingbird, on February 18th/19th. While I have a class set of books and a digital copy for access, some students prefer to purchase their own for annotation purposes. If this applies to you, please obtain a copy prior to the 18th/19th!
FEBRUARY 5-6, Wednesday/Thursday: Today, students continued working on their final project for The Outsiders.
HOMEWORK: 1. NEW DUE DATE FOR PROJECT -- Feb 10th for 5/7, Feb 11th for 6/8!
2. Final day for makeup work from this unit is Feb. 7th!
3. Please show parents/guardians permission slips for The Perks of Being A Wallflower.
Comparing Identity: "You Vs. Who" Final Outsiders Project
NOTE: We will begin our next novel, To Kill A Mockingbird, on February 18th/19th. While I have a class set of books and a digital copy for access, some students prefer to purchase their own for annotation purposes. If this applies to you, please obtain a copy prior to the 18th/19th!
FEBRUARY 3-4, Monday/Tuesday: Today, students began work on their final project for The Outsiders.
HOMEWORK: Final day for makeup work from this unit is Feb. 7th!
Comparing Identity: "You Vs. Who" Final Outsiders Project
NOTE: We will begin our next novel, To Kill A Mockingbird, on February 18th/19th. While I have a class set of books and a digital copy for access, some students prefer to purchase their own for annotation purposes. If this applies to you, please obtain a copy prior to the 18th/19th!
JANUARY 31, Friday: Today, students wrapped up our discussion of The Outsiders and discussed the final project, which we will work on, in class, throughout next week (due Friday, Feb. 7th).
HOMEWORK: No homework, if you're all caught up! Final day for makeup work from this unit is Feb. 7th!
Comparing Identity: "You Vs. Who" Final Outsiders Project
NOTE: We will begin our next novel, To Kill A Mockingbird, on February 18th/19th. While I have a class set of books and a digital copy for access, some students prefer to purchase their own for annotation purposes. If this applies to you, please obtain a copy prior to the 18th/19th!
JANUARY 29-30, Wednesday/Thursday: Today, students finished viewing the film adaptation of The Outsiders, keeping track of similarities and differences. See Popp for a film guide!
HOMEWORK: Chapters 11 & 12 due Friday!
JANUARY 27-28, Monday/Tuesday: Today, students began viewing the film adaptation of The Outsiders, keeping track of similarities and differences. See Popp for a film guide!
HOMEWORK: Chapters 11 & 12 due Friday!
JANUARY 23-24, Thursday/Friday: Today, students reflected upon Ponyboy's connection to media in his life, as well as how WE, as readers, do the same thing.
Link to "Stay Gold" Music Activity
HOMEWORK: 1. "Stay Gold" Music Activity due Mon, 1/27 (per 5 & 7) and Tues, 1/28 (per 6 & 8) next week!
2. Chapters 8-10 due Monday/Tuesday next week!
JANUARY 21-22, Tuesday/Wednesday: Today, we generated questions about chapters 4-7 in order to deeply discuss the issues surrounding Hinton's novel.
HOMEWORK: Please take some time to get caught up on reading this week!
Chapters 8-10 due Monday/Tuesday next week!
JANUARY 20, Monday: NO SCHOOL - Martin Luther King, Jr. Day!
HOMEWORK: For Tues/Wed next week, read chapters 5-7 and keep track of 5 quotes per chapter, with a brief explanation as to why you selected said quotes
JANUARY 17, Friday: Today, we continued presentations of the "Clash of Cliques" activity and briefly discussed chapter 4.
HOMEWORK: For Tues/Wed next week, read chapters 5-7 and keep track of 5 quotes per chapter, with a brief explanation as to why you selected said quotes
JANUARY 15-16, Wednesday/Thursday: Today, we discussed the setting of The Outsiders and completed a role-playing-based "Clash of Cliques" activity.
HOMEWORK: 1. Please read chapter 4 for Friday, completing our standard 5 quotes per chapter with a brief explanation as to why you selected said quotes
2. For Tues/Wed next week, read chapters 5-7 and keep track of 5 quotes per chapter, with a brief explanation as to why you selected said quotes
JANUARY 13-14, Monday/Tuesday: Today, we dove deeply into the topic of perception as it relates to The Outsiders.
HOMEWORK: 1. Please read chapter 4 for Friday, completing our standard 5 quotes per chapter with a brief explanation as to why you selected said quotes
2. For Tues/Wed next week, read chapters 5-7 and keep track of 5 quotes per chapter, with a brief explanation as to why you selected said quotes
JANUARY 9-10, Thursday/Friday: Today, we discussed the topic of banned books, cliques/gangs, and The Outsiders as it applies to this. In addition, we re-established and rebuilt our social contract.
HOMEWORK: Please read chapters 1-3 of The Outsiders, writing down FIVE QUOTES PER CHAPTER as you read that inform you of characters' lives/status (for instance -- is Ponyboy rich or poor? What tells you this?), or that you simply find interesting. Next to each quote you've written down, please write a 1-2 sentence explanation as to why you selected this quote and what its significance is.
JANUARY 7-8, Tuesday/Wednesday: Welcome back! Today, we began reading The Outsiders in class.
1. If you do not have a copy of the book, please access this digital copy and begin reading. Otherwise, you may simply read from your hardcopy.
2. On a sheet of paper (or a Google doc), write down FIVE QUOTES PER CHAPTER as you read that inform you of characters' lives/status (for instance -- is Ponyboy rich or poor? What tells you this?), or that you simply find interesting.
3. Next to each quote you've written down, please write a 1-2 sentence explanation as to why you selected this quote and what its significance is.
4. Please turn in these selected quotes at the end of class to your class' appropriate basket.
DECEMBER 18-19, Wednesday/Thursday: LAST DAY OF CLASS! We will begin our next text, The Outsiders, when we return from break on 1/6 and 1/7.
While I have a digital copy available for students to read, some might prefer to have their own hardcopies. If you'd prefer a hard copy, they are available for purchase here. If you'd prefer your own hard copy, please aim to have it in class on 1/6 and 1/7.
Have a delightful and restful break -- you've earned it! Happy holidays!
DECEMBER 16-17, Monday/Tuesday: Today, students presented their projects and completed a group evaluation sheet.
Homework: We will view Into the Spider-Verse as a closer to our graphic novel unit on the last day -- if you'd like to bring a snack to share with the class, please do so, keeping allergies in mind!
DECEMBER 9-13, Monday-Friday: This week, students had time to work within their groups on their final projects.
Homework: NO HW THIS WEEK UNLESS YOUR GROUP IS BEHIND! Projects are due -- including your analytical paragraphs explaining your chosen issue and how your panel(s)/booklets represent it -- Mon/Tues next week!
DECEMBER 6, Friday: Today, students had all of class to brainstorm ideas for their final projects and delineate roles.
Homework: 1. Brainstorms -- including topic and rough draft of idea -- are due on Mon/Tues in class for Popp's check/approval!
2. PLEASE BRING IN MATERIALS NEEDED FOR YOUR PROJECTS ON MON/TUES! We'll begin working immediately!
3. If you signed up to bring an item to our potluck on the last day of class, please make note of it in your planner and/or device!
DECEMBER 4-5, Wednesday/Thursday: Today, students read and analyzed the first chapter of Spiegelman's Maus, answering analytical questions about the art style and deeper meaning/symbolism.
Homework: 1. ENSURE I RECEIVE YOUR ESSAYS ASAP! They were due at the beginning of class on Mon/Tues!
2. If you were absent today, please read the first chapter of Maus, answering questions linked below.
DECEMBER 2-3, Monday/Tuesday: Today, students began the final unit of the semester, examining graphic novels and how they function differently from other texts.
Homework: 1. ENSURE I RECEIVE YOUR ESSAYS ASAP! They were due at the beginning of class today!
2. If you were absent today, please read the brief article linked below ("Inside the Graphic Genre") and create a brief set of panels in the graphic novel style -- these can be about anything, and are simply to help you see what it's like to be a graphic novelist.
NOVEMBER 20-22, Wednesday/Thursday/Friday: Today, students had draft time in class to work on their essays and refine them; students were also able to meet one-on-one with Popp for feedback.
Homework: Final drafts of your essays are due on December 2nd (5th & 7th period) and December 3rd (6th & 8th period)!
Exemplar Essay (from Donnelly's 2014 class)
The Birds Exemplar Intro Paragraphs
DSA Perfect Paragraph, DSA Perfect Essay Structure
du Maurier VS. Hitchcock Comparison Sheet, Venn Diagram Comparison
Link to part one of "The Birds", Link to part two of "The Birds", Link to part three of "The Birds", Link to audiobook of "The Birds"
NOVEMBER 18-19, Monday/Tuesday: Today, students completed a peer review activity surrounding their essays on "The Birds."
Homework: If you were not in class, please email your essay to me to receive feedback!
The Birds Exemplar Intro Paragraphs
DSA Perfect Paragraph, DSA Perfect Essay Structure
du Maurier VS. Hitchcock Comparison Sheet, Venn Diagram Comparison
Link to part one of "The Birds", Link to part two of "The Birds", Link to part three of "The Birds", Link to audiobook of "The Birds"
NOVEMBER 15, Friday: Today, students discussed the essay structure for The Birds and began work on their essays.
Homework: First three paragraphs due by MONDAY/TUESDAY! Does not need to be typed! There will be a grade for having this ready to go when you come in!
The Birds Exemplar Intro Paragraphs
DSA Perfect Paragraph, DSA Perfect Essay Structure
du Maurier VS. Hitchcock Comparison Sheet, Venn Diagram Comparison
Link to part one of "The Birds", Link to part two of "The Birds", Link to part three of "The Birds", Link to audiobook of "The Birds"
NOVEMBER 13-14, Wednesday/Thursday: Today, students debated the essay prompt
Homework: 1. If you were not in class today, please view The Birds via the link provided and begin working on the graphic organizers linked below: Link to rent The Birds
2. Examine the essay prompt and determine how you'd like to respond to it.
du Maurier VS. Hitchcock Comparison Sheet
Link to part one of "The Birds"
Link to part two of "The Birds"
Link to part three of "The Birds"
NOVEMBER 11-12, Monday/Tuesday: Today, students continued viewing Alfred Hitchcock's film adaptation of The Birds, considering similarities and differences between how Hitchcock and du Maurier build suspense.
Homework: 1. Make sure you've finished du Maurier's "The Birds," annotating for suspenseful moments!
2. If you were not in class today, please view The Birds via the link provided and begin working on the graphic organizers linked below: Link to rent The Birds
du Maurier VS. Hitchcock Comparison Sheet
Link to part one of "The Birds"
Link to part two of "The Birds"
Link to part three of "The Birds"
NOVEMBER 8, Friday: Today, students began viewing Alfred Hitchcock's film adaptation of The Birds, considering similarities and differences between how Hitchcock and du Maurier build suspense.
Homework: 1. Read part three of "The Birds" for class on Mon/Tues, annotating for suspenseful moments. There will NOT be a reading quiz over this portion, as we will be diving directly into Hitchcock's film adaptation on Mon/Tues. YOU ARE EXPECTED TO KNOW HOW THE STORY ENDS!
2. If you were not in class today, please view the first 45 minutes of The Birds via the link provided and begin working on the graphic organizers linked below: Link to rent The Birds
du Maurier VS. Hitchcock Comparison Sheet
Link to part one of "The Birds"
Link to part two of "The Birds"
Link to part three of "The Birds"
NOVEMBER 6-7, Wednesday/Thursday: Today, students completed their reading quiz over part 2 of "The Birds" and shared their radio broadcast projects with the class.
Homework: 1. Read part three of "The Birds" for class on Mon/Tues, annotating for suspenseful moments. There will NOT be a reading quiz over this portion, as we will be diving directly into Hitchcock's film adaptation on Mon/Tues. YOU ARE EXPECTED TO KNOW HOW THE STORY ENDS!
Link to part one of "The Birds"
Link to part two of "The Birds"
NOVEMBER 4-5, Monday/Tuesday: Today, students discussed the elements present within du Maurier's writing that create suspense, as well as completed a radio broadcast activity to be shared in-class on Wed/Thurs,
Homework: 1. Read part two of "The Birds" for Wednesday and Thursday this week, annotating for suspenseful moments and completing the questions on the back (see Popp for questions). READING QUIZ OVER PART TWO ON WEDNESDAY (periods 5/7) and THURSDAY (periods 6/8) NEXT CLASS PERIOD!
2. Read part three of "The Birds" for class on Mon/Tues, annotating for suspenseful moments. There will NOT be a reading quiz over this portion, as we will be diving directly into Hitchcock's film adaptation on Mon/Tues. YOU ARE EXPECTED TO KNOW HOW THE STORY ENDS!
Link to part one of "The Birds"
Link to part two of "The Birds"
OCTOBER 31 - NOVEMBER 1, Thursday/Friday: Today, students completed their reading quizzes for part one of "The Birds," as well as discussed urban legends and why they are suspenseful/why we create them.
Homework: Read part two of "The Birds" for Wednesday and Thursday next week, annotating for suspenseful moments and completing the questions on the back (see Popp for questions). READING QUIZ OVER PART TWO ON WEDNESDAY (periods 5/7) and THURSDAY (periods 6/8) NEXT WEEK!
Link to part one of "The Birds"
OCTOBER 30, Wednesday: SNOW DAY.
Homework: READING QUIZZES MOVED TO THURSDAY (white day) and FRIDAY (black day)!
Link to part one of "The Birds"
Link to audiobook of "The Birds"
2. If you haven't written your short, suspenseful story, please do so. Short, suspenseful stories may be turned in until the 28th (per 5 & 7) and 29th (6 & 8).
OCTOBER 28-29, Monday/Tuesday: Today, students finished their miniature debates surrounding "The Monkey's Paw," as well as discussed how Jacobs developed his characters in a manner that builds suspense in the story.
Homework: READING QUIZZES MOVED TO WEDNESDAY & THURSDAY!
Link to part one of "The Birds"
Link to audiobook of "The Birds"
2. If you haven't written your short, suspenseful story, please do so. Short, suspenseful stories may be turned in until the 28th (per 5 & 7) and 29th (6 & 8).
OCTOBER 25, Friday: Today, students held miniature debates surrounding "The Monkey's Paw," as well as discussed how Jacobs developed his characters in a manner that builds suspense in the story.
Homework: 1. Please read part one of "The Birds" this weekend, annotating for suspenseful moments, and answering the questions on the back of the reading. THERE WILL BE A SHORT READING QUIZ ON MON, THE 28TH (per 5 & 7) AND TUES, THE 29TH (per 6 & 8)!
Link to part one of "The Birds"
Link to audiobook of "The Birds"
2. If you haven't written your short, suspenseful story, please do so. Short, suspenseful stories may be turned in until the 28th (per 5 & 7) and 29th (6 & 8).
OCTOBER 23-24, Wednesday/Thursday: Today, students discussed the elements that make "The Monkey's Paw" suspenseful and began developing arguments surrounding character interactions in the story in teams.
Homework: 1. Your team will have approximately 10 minutes of class tomorrow to finish preparing for debate; please come into class prepared!
2. If you haven't written your short, suspenseful story, please do so. Short, suspenseful stories may be turned in until the 28th (per 5 & 7) and 29th (6 & 8).
OCTOBER 21-22, Monday/Tuesday: NO SCHOOL -- Enjoy your time off! Get some rest! :)
Homework: If you haven't read "The Monkey's Paw" or written your short, suspenseful story, please do so. We will complete an activity on "The Monkey's Paw" in class, beginning on Wed/Thurs. Short, suspenseful stories may be turned in until the 28th (per 5 & 7) and 29th (6 & 8).
OCTOBER 16-17, Wednesday/Thursday: Popp is still under treatment and recovering -- she misses you! (Now I understand how you all felt writing in the third person -- it's a lil awkward.)
Today, students should:
1. Finish reading "The Monkey's Paw," if you didn't, tracking what makes the story suspenseful in your notebooks (bullet-point notes of moments that you find suspenseful!); link to read "The Monkey's Paw." Please feel free to listen to the audiobook if it helps you!
2. Write a short suspenseful story of your own (at least half a page) based upon what you know about suspense from seeing multiple different models in class thus far. Keep it classroom appropriate! (i.e., PG at best -- no massive descriptions of blood/gore/violence, and nothing you know I wouldn't want you to write based upon our social contract!) Can be handwritten or typed. If typed, submit to miranda_popp@dpsk12.net.
3. If time allows and all of you are finished with your stories, share out, whole class.
4. If you have any work that needs to be completed for any other classes, please do so.
NO HOMEWORK -- MIDTERM MINDFULNESS WEEK! Get some rest, try to relax, and take care of yourselves!
OCTOBER 14-15, Monday/Tuesday: Popp has been diagnosed with bacterial pneumonia and is out a few days while the fever breaks and symptoms calm down. Today, students should:
1. Turn in missing persons reports if you haven't.
2. Begin reading "The Monkey's Paw," tracking what makes the story suspenseful in your notebooks (bullet-point notes of moments that you find suspenseful!); link to read "The Monkey's Paw." Please feel free to listen to the audiobook if it helps you!
3. Write a short suspenseful story of your own (at least half a page) based upon what you know about suspense from seeing multiple different models in class thus far. Keep it classroom appropriate! (i.e., PG at best -- no massive descriptions of blood/gore/violence, and nothing you know I wouldn't want you to write based upon our social contract!) Can be handwritten or typed. If typed, submit to miranda_popp@dpsk12.net.
NO HOMEWORK -- MIDTERM MINDFULNESS WEEK! Get some rest, try to relax, and take care of yourselves!
OCTOBER 11, Friday: Today, we continued our discussion of Edgar Allan Poe's "The Cask of Amontillado" through the completion of a missing persons report and poster for Fortunato.
Homework: If you/your team did not finish the missing persons report in class, it is now homework!
OCTOBER 9-10, Wednesday/Thursday: Today, students read and analyzed Edgar Allan Poe's "The Cask of Amontillado" in order to determine how Poe builds suspense.
OCTOBER 7-8, Monday/Tuesday: Today, students analyzed the "terror broadcast" (War of the Worlds) as well as why it scared so many Americans. Afterward, we shared our own scary stories and discussed what they had in common as well as what made them suspenseful.
OCTOBER 4, Friday: Today, students began the new unit -- a suspenseful short story unit -- with reading a modern-day story by an author named Dathan Auerbach.
Homework: Please come to class on Monday/Tuesday with either (a) a two-sentence horror story or (b) a very short spooky story that you enjoy.
OCTOBER 2 - OCTOBER 3, Wednesday/Thursday: Today, students presented their poetic anthologies to the class and turned them in! You've all done some amazing work with your poetry, and I am extremely proud of you! :)
Homework: No homework as we transition into our new unit!
SEPTEMBER 30 - OCTOBER 1, Monday/Tuesday: Today, students continued their anthologies, focusing specifically upon their TAG paragraphs.
Tag Data (READ ME!): I recommend reading this thoroughly with a partner!
Poetry Anthology Project Sheet
Homework: PRINTED copy is due at the beginning of class THIS Wednesday (5th & 7th) and Thursday (6th and 8th). TODAY IS YOUR FINAL DAY OF CLASSTIME!
SEPTEMBER 27, Friday: Popp is in Seattle for a good friend's wedding. That said, today, students continued work on their poetry anthologies, working on whatever requires attention or focus.
Poetry Anthology Project Sheet
Homework: Continue work on your anthologies! Remember that a PRINTED copy is due at the beginning of class next Wednesday (5th & 7th) and Thursday (6th and 8th). MONDAY/TUESDAY IS YOUR FINAL DAY OF CLASSTIME!
SEPTEMBER 25-26, Wednesday/Thursday: Today, students continued work on their poetry anthologies, this time focusing upon their autobiographies and table of contents.
Poetry Anthology Project Sheet
Homework: Begin compiling poems for your anthology, looking for consistent themes and ensuring you have at least 4, well-polished poems for your anthology!
SEPTEMBER 23-24, Monday/Tuesday: Today, students wrote a TAG paragraph about their thematic poems before submitting them. Following this, we discussed the requirements for the final assignment of this unit: the poetry anthology.
Poetry Anthology Project Sheet
Homework: Begin compiling poems for your anthology, looking for consistent themes and ensuring you have at least 4, well-polished poems for your anthology!
SEPTEMBER 20, Friday: Today, students completed peer review activities surrounding the thematic poem.
Thematic Poem Rubric (we will complete the TAG paragraph in class next week)
Homework: Please come to class with your rough draft of your thematic poem on Friday!
SEPTEMBER 18-19, Wednesday/Thursday: Today, students analyzed "Hanging Fire" by Audrey Lorde and wrote an analytical TAG paragraph about the theme of the poem. In addition, students began drafting their own thematic poems (these poems can be about anything but should have a clear theme).
Thematic Poem Rubric (we will complete the TAG paragraph in class next week)
Homework: Please come to class with your rough draft of your thematic poem on Friday!
SEPTEMBER 16-17, Monday/Tuesday: Today, students analyzed a "Choose Your Own Adventure" poem for thematic qualities and completed an activity where they applied the poem's theme to their own lives.
Homework: Please come to class on Wed/Thurs with at least three ideas you can use (this can be simple bullet points in your notes) for your thematic poem, which we will draft in class.
SEPTEMBER 13, Friday: Today, students shared out their poetry for feedback, whole-class.
Rubric for Allusion/Hyperbole Poem
Homework: FINAL DRAFT OF ALLUSION/HYPERBOLE POEM DUE MONDAY (per. 5/7) and TUESDAY (per. 6/8)!
SEPTEMBER 11-12, Wednesday/Thursday: Today, students completed structured peer review for their rough drafts of their hyperbole/allusion poems; they then spent time revising.
Rubric for Allusion/Hyperbole Poem
Homework: Friday will be a shareout day -- please bring any poems you'd like to share to the whole class for feedback!
FINAL DRAFT OF ALLUSION/HYPERBOLE POEM DUE MONDAY (per. 5/7) and TUESDAY (per. 6/8)!
SEPTEMBER 9-10, Monday/Tuesday: Popp is out sick this morning but will return this afternoon. Please disregard the "reflection" section on the catalog poem rubric for now.
Please team up with your one-o-clock partner and follow the directions on these Google slides: access today's lesson at this link
Link to Jesse Parent's "To the Boys Who May One Day Date My Daughter"
Link to Nikki Giovanni's "Ego Tripping"
Homework: Please come to class on Wednesday with a rough draft of your hyperbole/allusion poem! Remember that your poem can be about anything, but it must have examples of hyperbole or allusion present therein.
SEPTEMBER 5-6, Thursday/Friday: Today, we completed a peer review exercise with our catalog poems in preparation for the final draft, due on Mon (periods 5&7) and Tues (periods 6&8).
Homework: Final, typed draft of catalog poem due on 9/5 or 9/6, respectively!
SEPTEMBER 3-4, Tuesday/Wednesday: Today, we analyzed the catalog poem structure through examining three poems about writers' lives. In addition, we discussed the difference between prose and poetry through comparing two of Luis Rodriguez's pieces.
Rodriguez's prose VS Rodriguez's poetry about the same topic (which is more powerful in terms of capturing his emotion and theme?)
Homework: Write your OWN catalog poem about your life emulating Hill, Giovanni, or Rodriguez's poetic style. Bring a rough draft on Thursday/Friday for sharing and feedback.
Final, typed draft due on 9/5 or 9/6, respectively!
SEPTEMBER 2, Monday: LABOR DAY -- NO SCHOOL
Homework: 1. Turn in "I Am" if you haven't! Every day it's missing, points are deducted!
2. Signed syllabus/film slip due 9/6!
AUGUST 30, Friday: Today, students in 5th period had photos taken, students in 8th period had the Chicago showcase, and students in 6th and 7th period got to complete a freewriting activity.
Homework: 1. Turn in "I Am" if you haven't! Every day it's missing, points are deducted!
2. Signed syllabus/film slip due 9/6!
AUGUST 28-29, Wednesday/Thursday: Today, students finished Louder than a Bomb and discussed the forms of poetry within, as well as solidified their understanding of poetry through the completion of an "Intro to Poetry" assignment.
Homework: 1. Turn in "I Am" if you haven't! Every day it's missing, points are deducted!
2. Signed syllabus/film slip due 9/6!
AUGUST 26-27, Monday/Tuesday: Popp was out these days -- students viewed Louder than a Bomb and completed a viewing guide.
Homework: 1. Turn in "I Am" if you haven't!
2. Signed syllabus/film slip due 9/6!
AUGUST 23-24, Thursday/Friday: We went over the syllabus in order to address any student questions or concerns, as well as developed a social contract.
Homework: 1. Typed "I Am" poem with three pictures due on Monday, 8/26 (periods 5 &7), or Tuesday, 8/27 (periods 4 & 6)
2. Signed syllabus/film slip due 9/6!
AUGUST 21, Wednesday: Today, students took some time to peer review one another's "I Am" poems and shared out to the whole class.
Homework: Typed "I Am" poem with three pictures due on Monday, 8/26 (periods 5 &7), or Tuesday, 8/27 (periods 4 & 6)
AUGUST 20, Tuesday: Welcome back to school! Today, we got to know one another better through the process of creating an "I Am" poem.
Homework: ROUGH DRAFT OF "I AM" POEM DUE TOMORROW, 8/21, IN CLASS!
WELCOME TO THE 2019-2020 SCHOOL YEAR! I hope you've had a well-deserved, restful summer.
I am so excited to have you in my class. Please ensure you've extracted a copy of the syllabus from my "Syllabus and Grading Policies" tab (you will receive a hardcopy the first day), and I'll see you soon! I look forward to meeting you!
Best,
Ms. Popp
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