Daily Class Notes Jan 31

GHOSTLY SYMBOLISM:

1. Students worked in small groups to complete the FINAL page of the Act I Scene 5 packet. They worked to find connections between details in the Ghost of the Past's appearance and the ghost's purpose in Scene 5. We reviewed and clarified connections as a whole class. I cannot summarize the many details students discussed here. See me if you were out sick today or did not understand the discussion. Students SHOULD have added to their notes as the whole class discussed things they might NOT have written down.

2. I checked in with individual students on strengths and weaknesses in their homework. I reviewed responses to question 3, 4,6, 9 and 10. I will enter a summary of some of the main points students need to add to their notes by SUNDAY. Students SHOULD have taken notes to correct their packets during class.

3. Some groups began the homework in class.

Daily Class Notes Thurs. Jan 30

1. Students discussed difference between the words WELFARE and RECLAMATION--showing the importance of small differences in word choice.

• When the ghost says he has come to attend to Scrooge's WELFARE--Scrooge interprets the word WELFARE to mean his general well-being--which Scrooge thinks of as having a good night's rest, enough food and shelter, but NOT happiness.
• The ghost gets more specific and uses the word RECLAMATION--he will help Scrooge reclaim his EMPATHY and ABILITY to feel human emotion. It is not just about finding happiness--the Past also shows him moments of sadness and regret--which made him human.

2. We looked at a clip of a movie version of the Ghost of the Past that captures many of the supernatural contrasts of trying to show this old/young/strong/gentle/summer/winter light-filled ghost. Students compared how well the film gets the details right to what they saw be slowing down to visualize the passage.

In some classes a student put on a white robe, gold belt and sparkly crown to see how 3 small details can communicate a lot about the character's role as shedding bright light on feelings and memories Scrooge had blocked off and ignored.

3. I reviewed directions for scene 5 reading and questions. Students worked for the remainder of the period as I checked in with students individually on last night's homework.

DAILY CLASS NOTES TUES JAN 28

I reviewed and posted rubric and FCAs on board for final revisions to PPT. Students specifically directed to check for the following

CONTENT CHECK: Read each others slides and suggest any bullet points that might be slightly off-topic on one slide but which would be strong on a team-mate's slide.

Offer any additional ideas of something to add from your notes to another student's slides. Also discuss any quotes, pictures, or bullet points that do not seem to make a strong argument against workhouses and suggest deleting.

NO ONE touches another student's slide. If a student approves of a change, that student makes their OWN changes. No one has to accept a change if they disagree.

MECHANICS CHECK:

• Be sure source citations include the source article TITLE and NAME OF WEBSITE. Use different or smaller font for source citations and put them in parenthesis so it is clear they are not part of the quote or caption.
• Edit spelling--No spell check underlines should remain.
• Check that you followed the "change y to i and and ending" rule for words like families, babies, tries.... (not family's, baby's trys).
• Capitalize names of people or places--including your OWN name on the slide. Do NOT randomly capitalize words that are not proper nouns.

Students had the rest of the period to complete the project.

Last 5 minutes I led classes step by step through process to submit Projects by inserting them into One-Note in the correct place. EVERY MEMBER has to insert a copy of the project into THEIR One-Note Webquest section on the page titled "FINAL Workhouse PPT) .

Daily Class Notes WED Jan 23

I explained Workhouse Webquest directions on Day 5 page of Workhouse page in One-Note.

CHANGE TO RUBRIC and DIRECTIONS--NO Works Cited list required.

Students had period to:

• Splinter in groups of 2 or 3
• Review 5 reasons Workhouses are terrible from each group member and choose 5 strongest reasons for group project
• Assign which student will prepare slide(s) for each of the 5 main topic reasons
• Design and share a blank PPT for the group to work on in class and at home.
• Students began inputting info from Web Quest to individual slide. If this ONE slide was not finished in class, it must be completed over the weekend.

I will answer questions by email. I will check for questions at around 3 pm Fri, Sat, and Sun.

Daily Class Notes TUES and WED JAN 21, 22

TUES:

1. Students took notes on Latin Roots for the vocabulary quiz. The roots mis and anthrop are in the vocab word misanthrope. The roots bene and volun are in the word benevolent. Knowing the roots helps with guessing meaning of other words with the same roots and will help students connect to the meaning of the words on the quiz. Students copied roots, meanings, and examples of other words with the roots into the Vocab section of their ELA binders. Notes on the roots lesson are in the file posted at the end of the TUES HW entry below.

2. Students used the remainder of Tuesday's class to complete Day 4 of the Webquest and finished for HW if needed.

WED: Students took Act I vocab quiz. If you were out, see me ASAP to take it during a 20 minute period this week or after school tomorrow (Thursday).

I reviewed slight change to Day 5 directions. The change is posted in the HW entry (above) for today.

After quiz students worked on Day 5 page in computer lab.

Daily Class Notes FRI Jan 17

1. COLLECTED: Sc 3 scripts and Argument quote packets from all classes. Get me missing work on TUES. (Orange class--I did not collect scripts but will check them on Tues.

2. Led students through Day 3 of the Workhouse Webquest section of One-Note.

• Students should already have completed all of the BLUE directions for Days 1 and 2.
• I showed video clips on bottom half of page, discussed as a class, and then and students wrote a brief, bullet-point note about what they saw under each of the links. At the BOTTOM of the page, students then wrote the 2 sentence summary of something that they learned from the video clips that might convince Scrooge that the poor need more sympathy and help. Students can click on the links to re-watch to understand better or if they want to use a visual or fact for the final PowerPoint project on this research.
• I walked students through the TOP of the Day 3 section of the Webquest to show them how to navigate the POWYS site. Students click on the 3 questions to learn more about work, health, punishments in work houses.

EVERYTHING you need to know is written on the page, so reread and follow directions to complete the day's work.

Daily Class Notes THURS Jan 16

Students logged onto laptops and opening the Workhouse Webquest section of One-Note. We worked on Day 1 and Day 2 entries.

• I had students scroll through Day 1 and pointed out what to check for in each section to make sure you have clear and complete answers.
• The web quest will be graded using the Research Rubric in the Section once all 5 Research days are complete. Don't fall behind.
• I explained how to do the 2 sources on the Day 2 page. Finish the Day 2 page for homework if not done in class.

Daily Class Notes Wed Jan 15

1. Reviewed that vocab quiz will be an 22 and review after school Jan 21. Topics listed in HW above.

2. Watched short scene with Marley from movie version to see sensory description brought to life.

3. Continued performing Act I sc 3 and highlighting or underlining lines the show Marley using LOGOS/ETHOS/PATHOS to get Scrooge to listen. Labeled in margins of script so students know WHY they highlighted.

4. Students ALL were Marley using PATHOS--passionate tone--to try to get through to Scrooge that"MANKIND WAS [HIS] BUSINESS!!CHARITY, MERCY FORBEARANCE, BENEVOLENCE" was his BUSINESS.

5. Stopped to clarify difficult vocabulary as we read and discuss meaning of key speeches. Students SHOULD have taken notes as we discussed.

6. Any class that did not finish the entire scene, (ends halfway through page 13) needs to finish reading and markup for Homework and begin packet.

Daily Class Notes Mon Jan 13

See the PowerPoint above for the agenda and lesson from today.

Thurs and Fri Jan 9 and 10 Daily Class Notes

I reviewed the Character Trait Squares packet with classes. Students did the FIRST page together in groups to have as a model for how to do the rest. Follow the SAME process for the other 3 pages.

Step 1: skim through script and highlight or underline at least 3-4 examples of text or stage directions that show traits of Scrooge, Bob Cratchit, and Fred.

• In the MARGIN--briefly label the character and trait (Ex: next to "He was secret, and self-contained, and solitary as an oyster" on p 4, students wrote Scrooge=antisocial. )

Step 2: Review your highlighted or underlined lines and margin notes and choose the STRONGEST examples to enter at least 2 pieces of evidence onto the character trait square boxes on the packet.

• Be careful to list traits for ONE character listed at the top of the page on each page.
• Do not use the words MEAN or NICE as trait words--improve your vocabulary to be more specific--kind, benevolent, generous, social, friendly, caring, determined, persistent, cruel, intimidating, cold, harsh, uncaring, timid, etc.

ALL pages in the packet are due on MONDAY! (Except ORANGE class which has until TUES.)

ALL classes went to lab for part or all of a period on Thurs/Friday and most have completed DAY 1 parts of the Workhouse Webquest. If you were out,

• read the information and follow the directions in blue font to identify and show you understand the sources you will end up using to create a PowerPoint about the most powerful information that would convince Scrooge that Workhouses are NOT a great idea.
• The PowerPoint work will be done in groups after we FINISH all 5 days of the webquest.

DAILY CLASS NOTES TUES JAN 7

1. Reviewed vocab deadline

2. NEXT steps differed in different classes.

ALL classes finished performing Act I scenes 1 and 2 and highlighting and labeling some lines the show important traits of Fred, Bob and Scrooge. We will use these lines as evidence in a future essay.

RED CLASS ONLY: read the poem "Ring Out Wild Bells" and noted lines that Fred might think vs lines that Bob might think and related to the lines to evidence from the script. Other classes will do this tomorrow.

GREEN class: After reviewing character traits or SCROOGE that were directly TOLD in Act I sc 1, we noted these traits are SHOWN by action and dialogue in Sc 2. Students finished acting out the scene and marked up the script to note some lines that showed traits.

YELLOW, BLUE and RED class: Shelfish similes

Orange, GREEN and Blue: Zoomed in on the simile from Scene 1 in which Kate describes Scrooge as "Secret and self-contained and solitary as an oyster." We then looked at videos of oysters, clams, and scallops and made our OWN comparisons of "Traits" of shellfish to connect to Scrooge, Fred, and Bob Cratchit. Students discussed with peers and wrote at least one comparison down for each character in the Writing Section of the ELA binder to use in FUTURE similes we will write.

Students noted that a simile that stretches our brains and makes us think of multiple connections is not only fun to read, but says a LOT in a few words. Comparing seemingly UNLIKE things is powerful!

ORANGE, YELLOW, RED: Had lesson on PARTICIPLES (verbs that become adjectives) and how they can improve writing. I will post a brief summary of this lesson TOMORROW after all classes have had it. SEE ME during the 20 minutes or after school tomorrow if you were absent because a brief post will not be enough to review the topic.

DAILY CLASS NOTES MON JAN 6

1. Reviewed the following in each class

• Students got new seats (1st period was interrupted by assembly and will get this tomorrow)
• Students who need to insert Harrison Bergeron Ending into One-Note Writing Folder were told to do so and respond to the email I sent asking for it.
• Students reminded of WED Vocab card deadline and where to check on-line for directions and model card.
• I COLLECTED any paragraphs about what to Let In, Let go, or Love about 2020 from students who had not finished in class Friday.

2. NEXT steps differed in different classes.

ALL classes:

• Reviewed differences between Bob and Fred from Act I, Scenes 1 and

BOB Crachit: kind-gives money for poor; optimistic-thinks Scrooge actually is "warmed by" Fred's visit; timid--acts scared of Scrooge.

FRED: kind-speaks of Christmas as chance to remember we are all the same and should help each other; Strong and determined--keeps asking Scrooge to dinner and will not lose temper when Scrooge tries to intimidate him; realistic-tells Cratchit that he doubts Scrooge liked the visit.

ORANGE CLASS ONLY: read the poem "Ring Out Wild Bells" and noted lines that Fred might think vs lines that Bob might think and related to evidence from the script. Other classes will do this tomorrow. Went to assembly.

GREEN class: After reviewing character traits or SCROOGE that were directly TOLD in Act I sc 1, we noted that the same traits are SHOWN by action and dialogue in Sc 2. Students finished acting out the scene and marked up the script to note some lines that showed traits.

YELLOW, BLUE and RED class: Shelfish similes

Did the above AND zoomed in on the simile from Scene 1 in which Kate describes Scrooge as "Secret and self-contained and solitary as an oyster." We then looked at videos of oysters, clams, and scallops and made our OWN comparisons of "Traits" of shellfish to connect to Scrooge, Fred, and Bob Cratchit. Students discussed with peers and wrote at least one comparison down for each character in the Writing Section of the ELA binder to use in FUTURE similes we will write.

Students noted that a simile that stretches our brains and makes us think of multiple connections is not only fun to read, but says a LOT in a few words. Comparing seemingly UNLIKE things is powerful!

We then continued reading the script and will finish Scene 2 tomorrow in all classes.

Daily Class Notes Friday Jan 3

1. I reviewed extra credit opportunity to write and share book blurbs. The form and directions are in file above. You may due up to 2 blurbs for extra credit per term, but you can do more just to share good book recommendations. The BOOK BLURB format is in the EXTRA CREDIT section of THIS website.

2. We reignited our writing muscle by writing a 5 minute paragraph about something we identified to let in, let go, or love in 2020. I shared tips on how to get past writing paralysis. Notes are on the handout in the file above. Most students passed this in. Some need to finish and turn in on MONDAY.

3. Reviewed each direction for doing vocabulary cards for new words from A Christmas Carol. Full directions are in the file and handout I gave in class. The format to use for ALL cards is on the back of the Act I vocabulary instructions page. A completed SAMPLE card for the word solemnized is attached as a file above in the HW box.

DAILY CLASS NOTES Jan 2

1. Reviewed 2 recommendations for independent reading: Both are easy reads--engaging, realistic characters that you will recognize from your own life. They face problems that make you think, make you laugh, and make you care. I read them over break and hope you may have your own suggestions. I will offer a little extra credit if you want to write about a novel or even a magazine you recommend. I will post a format for submitting a summary and recommendation.

• WIldfire by Rodman Philbrick (Survival, action adventure in Maine)
• Rated by Melisss Grey (Contemporary issues among teens of all types who are victims of a harsh system of ratings that runs everyone's lives. You will recognize yourself and probably 2-3 of your friends in these characters.)

2. Let IN; Let GO: Love for 2020--Students recorded something to LET IN to thier lives, to LET GO of to release feelings, memories, behaviors that hold you back or make you feel unnecessarily stressed, and identify what you LOVE to help focus on what's important to you. Students shared choices anonymously on post-its.

3. Read more of Act I, Sc 2 of A Christmas Carol. Students will focus on the THEMATIC TOPICS BELOW as you read. We will highlight and "collect" evidence from the text that shows how DICKENS might be trying to get readers to think about---

• CHANGE: Is change possible? Why is it so hard? What motivates even the hardest cases to WANT to change? What is needed for people to make sacrifices or uncomfortable choices to truly change?
• IGNORANCE and POVERTY: What kinds of ignorance does Dickens examine by showing what Scrooge IGNORES? Does Ignorance cause poverty or does poverty cause ignorance? What is Scrooge ignorant of that causes HIM to suffer, and OTHERS to suffer?