Check in here for updates / reminders about what we did in class, as well as what is coming up:
- Friday, 4/5
- Handouts 3 of 4 - Peer Editing Sheet, and 4 of 4 (optional) - Intro and Conclusion Templates
- Use class to edit completed body paragraphs (25 points)
- Need 2 editors - preferably 2 students (in-class) who have read Things Fall Apart and watched Black Panther.
- Feedback needs to be in complete sentences, specific to your writing
*IF feedback is poor / incomplete, don't settle! Find another editor who can / will provide good feedback to help you improve your writing!
- HW: Revise and polish FINAL DRAFT (DUE 4/16 - Tuesday after break!). Include ALL handouts (#1-3 = 100 points), and typed or handwritten (blue/black ink) FINAL DRAFT (100 points). TOTAL = 200 points!!!
- Thursday, 4/4
- Handout 2 of 4 - Body Paragraphs Rough Draft
- Using outline, begin developing ideas into written sentences
- Use 8-sentence paragraph template / organization to fill in your responses
- May either compare (Okonkwo and Killmonger both have the same 2 characteristics that lead to their downfall) OR contrast (Okonkwo and Killmonger have different characteristics that lead to their downfalls)
- HW: Finish @ least 1 body paragraph (DUE 4/5) (50 points)
- Wednesday, 4/3
- Handout 1 of 4 - Outline
- Spend period outlining; develop a thesis answering the prompt - 2 parts.
- Develop main ideas (2 characteristics); find evidence for both Okonkwo and Killmonger
- HW: Finish Outline (DUE 4/4) (25 points)
- Tuesday, 4/2
- Finish watching Black Panther (day 3 of 3)
- Finish taking notes on "Tragic Hero" worksheet (comparison - Killmonger & Okonkwo)
- HW: Fill out right column ("environmental factors") --> leading to Okonwko and Killmonger's actions
- Monday, 4/1
- Continue watching Black Panther (day 2 of 3)
- Continue taking notes on "Tragic Hero" worksheet (comparison - Killmonger & Okonkwo)
- Friday, 3/29
- DUE: Page 4 Reading Notes, Chapter 20-25 Review Questions
- Begin watching Black Panther (1st 45 minutes)
- Thursday, 3/28
- Chapter 23-25 Review Questions
- AMNESTY DAY
- Students have the opportunity to "catch up" on assignments - late, missing work - or continue working on finishing reading & completing Page 4 Reading Notes & Review Questions
- Wednesday, 3/27
- Chapter 20-22 Review Questions (slideshow 3/27)
- Read (in-class) Chapters 23-24
- HW: Finish reading TFA, work on Page 4 - Reading Notes
- Tuesday, 3/26
- Set up Page 4 Reading Notes (Chapters 20-25)
- Read (in-class) - chapters 20-21 & take notes
- HW: Read chapter 22, Start taking Page 4 notes
- Monday, 3/25
- DUE: Page 3 Reading Notes & Review Questions (chapters 14-19)
- In-class assignment: Heart of Darkness Passage Comparison
- While students' notebooks are being assessed, students will read a brief passage from "Heart of Darkness", comparing the characterizations of the native people from the POV of a European colonist vs. the African POV by Achebe. DUE @ the end of the period.
- HW: Enjoy your evening!
Monday 3/18 - Friday 3/22:
- Friday, 3/22
- Turn in Proverbs Project
- Complete Chapter 18-19 Review Questions (slideshow --> #9 Friday, 3/22)
- HW: DUE 3/25
- PAGE 3 READING NOTES
- CHAPTER 14-19 REVIEW QUESTIONS
- Thursday, 3/21
- Complete Chapter 16-17 Review Questions (slideshow --> #8 Thursday, 3/21)
- Update Page 3 Reading Notes (Chapters 14-19)
- Update Character Map (14-19)
- MUG #4 - (mechanics, usage, and grammar practice)
- HW: Read Chapters 18-19, complete FINAL DRAFT - PROVERBS PROJECT (DUE 3/22)
- Wednesday, 3/20
- Complete Chapter 14-15 Review Questions (slideshow --> #7. Wednesday, 3/20)
- Update Character Map (through chapter 15) in your notebook
- HW: Read Chapters 16-17
- Tuesday, 3/19
- Table group review of your 3 proverbs (HW from previous night).
- Read Chp. 14 and set up Page 3 - Reading Notes (Chapters 14-19)
- HW: Read chapter 15 and complete Chapter 9-10 Review Questions (many forgot to do these last weekend...)
- Monday, 3/18
- DUE: Page 2 TFA Reading Notes (Chp. 7-13) and Chapter 9-10 Review Questions. Students will leave their notebooks open to their notes page. Mr. Greb will work on grading an returning these while you are working on your in-class assignment:
- HW: Proverbs Analysis Project (DUE 3/22)
- Students will spend the class period EITHER
- finishing late / missing reading notes or chapter review questions
- Finding 3 proverbs from TFA to analyze for the analysis project
Monday 3/11 - Friday 3/15:
- Thursday, 3/14:
- M.U.G. Practice #3 (Do Now --> 3/14 slideshow)
- Read / Listen / Record Notes --> TFA Chapters 11-12
- HW:
- Finish reading (Chp. 11-12)
- Complete Chapter 9-10 Review Questions (notebook):
- How many children has Ekwefi given birth to? What happened to nearly all of them?
- How would you describe the relationship between Ekwefi and Ezinma? Describe in at least 2 complete sentences.
- What is Ezinma called? How is her death prevented?
- Who is one of the egwugwu?
- What is the point of the ceremony? Explain giving at least 1 specific reason.
- Wednesday, 3/13:
- Mr. Greb is ill - postponing our Socratic Seminar discussion until Friday, 3/15. Turn in your Claim and Question to the inbox.
- Listen / Read - Chapters 9-10 (in-class)
- Tuesday, 3/12:
- Mr. Greb checked for completion on the following DUE assignments:
- 1st Page: Reading Notes (Chapters 1-6) - 30 points
- Analysis Questions (Chapters 1-5) - 50 points
- Set up "2nd Page Reading Notes - Chapters 7-12)
- Read / Follow / Take Notes: Chapters 7-8 (in-class)
- HW: 1 Claim and 1 Question DUE 3/13 (Wednesday)
- Claim:
- 1st sentence - YOUR original opinion about an Essential Question, a main idea, or a character interaction
- 2nd sentence - Embed QUOTED evidence from TFA in support of your claim
- 3rd sentence - At least 1 complete sentence of connecting analysis between claim and evidence
- Question:
- 1st sentence - 1 open-ended discussion question
- 2nd sentence - at least 1 complete sentence of explanation: what do YOU think about your question, or what is a possible answer?
- Monday, 3/11:
- Complete Chapter 4-5 Review Questions
- Read Chapter 6
- Finish Reading Notes (Chapter 1-6)
- notes detailed, thorough, and highlighted
- at least 3 discussion-oriented questions (open-ended)
- summary - at least 4-5 sentences detailing the major events / understandings covering the first 6 chapters
- Friday, 3/8:
- Record Chapter 3 Review Questions and then answer them
- Take Cornell Notes (1/2 page) on the TED Talk - "Chimamanda Ngozi Adichie - The Danger of a Single Story" OR "Gus Casely-Hayford - The Powerful Stories that Shaped Africa"
- HW: Read Chapters 4-5
- Thursday 3/7:
- Set up page in notebook: "Chapters 1-6 Review Questions"
- Record Chapter 1-2 Review Questions (complete sentences), and then answer (complete sentences) using supporting evidence from the text
- Read Chapter 3
- HW: finish Chapter 3
- Wednesday, 3/6:
- MUG #2 - weekly mechanics, usage, and grammar practice
- Read Chapter 2
- HW: finish Chapter 2
- Tuesday, 3/5:
- Students copied the 5 Essential Questions into their Notebooks:
- How does literature (fiction) influence the way we perceive history?
- What purpose do traditions - cultural, familial, and/or societal - have in our lives?
- How much does gender influence your role in society?
- How much control does fate have over our lives?
- Who or what determines how much power one has in society?
- Students attached a March Backwards Planning Calendar in their notebooks, updating the following dates / events:
- known after-school commitments (~8 hours between school's end and bedtime)
- known HW due dates (all classes)
- each day = ballpark estimate of how much free time you have
- Begin reading Chapter 1, set up for 1st page of Reading Cornell Notes and Character Map
- HW: finish reading Chapter 1
- Monday, 3/4:
- DUE: Students given 15 minutes to finalize "TFA - Context Research" (handout) before turning in
- Students went to the library to check out Things Fall Apart - by Chinua Achebe
- *If absent, students need to go to the library during NEST, during lunch, or before/after school to check out a copy
- Students completed the "Things Fall Apart - Anticipation Guide" as an exit ticket. This assignment was DUE IN-CLASS as a complete / incomplete grade.
Monday 2/25 - Friday 3/1:
- Friday, 3/1 - "This I Believe" Final Draft DUE (typed, including 2x peer editors, and rough draft)
- Reminder - those who choose to share their final draft aloud will receive 5 extra credit points
- Thursday, 2/28 - In-class: review of MLA format, expectations for final (due tomorrow)
- Intro to Things Fall Apart: Context Research Assignment (due Monday, 3/4)
- In-class: read "European Colonization of Nigeria" and take C. Notes on text (#4 on assignment)
- Wednesday, 2/27 - Peer-editing / revision (Library time): students should use this time to edit (2nd round) rough drafts. Once rough drafts are edited, begin revising and re-writing your FINAL draft.
- Tuesday, 2/26 - Rough Draft This I Believe DUE. Peer-editing round #1-2 (Library time): students should use this time to edit (1st round, begin 2nd if time permits). If students are NOT finished with rough draft, completing should be TOP priority.
- Monday, 2/25 - Review "This I Believe" deadlines; rough draft DUE tomorrow.
Tuesday, 1/19 - Friday 2/1:
- Free-writes #1-6 - students completed 6 free writes (~5 minutes of sustained writing for each topic) to help brainstorm topics for our upcoming "This I Believe" personal statement (see "Presentations" --> "This I Believe")
- On Thursday and Friday, we read "Creed" by Gabriela Mistral. We analyzed her use of language and structure to convey her beliefs. To help us prepare to focus our ideas, and communicate them in vivid and nuanced manner, we modeled our own poems after hers. Details for final draft can be found under "Assignments" --> "This I Believe Poem". The Final Draft is DUE at the end of the period on 2/6.