Have a Great Break!

Today we finished Of Mice and Men and I collected writer's notebooks.

Readings F & G

After a quick quiz on Reading F, we did some writing about Reading F and started Reading G. Students should finish chapter 5 for homework with 2 SMMs and 2 vocab words.

Readings E & F

Today we took another quick quiz and talked about the developing themes of the novel before moving on to Reading F. Students should complete chapter four tonight with two SMMs and two vocab words.

Readings D & E

After a quiz and some SMM sharing, we continued our study of OMM with reading E. Students should read through page 65 and do two SMMs and two vocab words for homework.

Readings C & D

Today, after a quick quiz, we talked about Reading C and started Reading D. Students should finish Reading D for homework with a DJ.

Readings B & C

Today we discussed reading B and then started reading C. Students should finish chapter two and do a DJ (2 says, means, matters and 2 vocab words).

Readings A & B

Today we finished Reading A, added a couple vocab words to our DJs as well as one SMM (see below). We also started chapter 2. Students should read through page 26 tonight, find two vocab words and do two says-means-matters. Expect a quiz.

Big Questions=Theme

After wrapping up our work on Growth Mindset and Neuroplasticity, we started our next unit, focusing on Of Mice and Men. Tuesday, we began by writing about some of the major questions the book raises and then read much of chapter 1.

Growth Mindset

Today we wrapped up some POL loose ends and spent the rest of the period on Growth Mindset. Check out the presentation here.

Round 2

Today we wrapped up round two, or nearly did. A few more poems tomorrow.

Round 1

We started, and mostly finished, the first round of poem presentations today. They were great!

A Final Bit of Prep

Today, after a bit of business, students had a bit of final in class rehearsal for their poetry recitations which begin tomorrow. In preparation for the recitation, here are some links about recitation and scoring:

• Evaluation Criteria & Tips
• The Scoring Rubric
• The Evaluation Sheet
• The Accuracy Scoresheet

Tone

Today students had a bit more time to work on their poems, especially in terms of tone and emotion. Tomorrow we will have one final practice day before recitations/readings begin Wednesday.

In preparation for Wednesday, here are some links about recitation and scoring:

• Evaluation Criteria & Tips
• The Scoring Rubric
• The Evaluation Sheet
• The Accuracy Scoresheet

Wrapping Up

Students finished their cover sheets and submitted final draft research essays to TurnItIn.com. They spent the remainder of the period working on their Poetry Out Loud poems.

By the time we return from break, students should have both poems

1) Annotated

1.   Circle any words that you don’t know.  Look those words up in the dictionary and write the definition somewhere in the right-hand margin of your page, near the poem.

2.   Underline any phrases that you don’t understand. 

3.   Write 3 questions that you have about the poem in the right-hand margin.

4.   Write a 2 sentence summary of what you think the poem is about underneath the poem.

2) SOAPSToned (see handout at Google Classroom), and

3) Paraphrased.

The should also be rehearsing their reading/recitation. See the Poetry Out Loud website for tips.

Poem Annotation & Final Drafts

By tomorrow, students should be well into annotating and analyzing their poems and be finished with the essay revision checklist.

Work Time

We started with a short video and some memorization tips (including the website memorizer.me) for students who are planning to memorize their poems. Students then split their time between essay revision and finding, print, and analyzing poems.

By tomorrow, students should have completed the essay revision checklist (at Google Classroom) and have printed copies of their POL poems.

Revision Time

By now, students should have posted their draft essay to TurnItIn and have chosen their poems for the poetry project. Below is what we worked on in class today. These things could certainly be worked on for homework as well!

Essay Drafts and POL

We began the day looking at a short poem called "We Real Cool" by Gwendolyn Brooks. Afterwards, students had some time to post their essays to TurnItIt.com (if they were ready), begin looking for poems for the poetry project (start at Google Classroom), and finish up their SOAPSTone of "We Real Cool."

Draft essays should be posted to TurnItIn by tonight and students should be working on choosing two poems fro the poetry project.

The Conclusion

Students had the whole period to work on conclusion paragraphs and their works cited pages today. Slides are at Google Classroom. And some useful frames are below.

Counter-Claims

Today students had essentially the entire period to write, working on body paragraphs and counter-arguments. The slides are at Google Classroom. By class tomorrow, they should be ready to work on their conclusion.

The Essay Body

After looking at some examples (slides 23 through 26), students had the whole period to work on body paragraphs for their Speak essay. They should have two or three body paragraphs, with quotations and evidence from their notes, complete by tomorrow.

Hooks and Intros

Today we spent the period finishing the graphic organizer for the Speak argument essay and then looked at some sample introductions. Students should write three different hooks for their intro paragraph in their writer's notebook tonight. See slides 14 through 21 at Google Classroom for clarification.

Writing Claims

Today students started by reviewing their claims from yesterday and posting them to Google Classroom. After looking at some of these as a class, students moved on to a graphic organizer to plan the essay.

The Claim

After filling out the Q1 discussion rubric, students got started focusing their ideas for our next essay. Here are today's slides. Students should look at slides one through eight and have a thesis/claim for tomorrow's class.

Happy Halloween!

Today, after some costume distraction, we finished the pamphlet notes from Friday and students presented their findings in small groups. Absent students should get the presentation notes from a friend.

End of Q1

Today we wrapped up the notes from yesterday, finished the theme/symbol presentations, and took some notes on pamphlets from the counseling office.

More Notes & More Presentations

Today we mostly wrapped up theme/symbol presentations and took some Cornell notes on this article. 

Notes & Presentations

After doing a quick annotation and summary of the "Coping with Cliques" notes from yesterday, we did about half of the theme/symbol presentations (from Google Classroom). We wrapped up the period setting up some notes for tomorrow's article.

Nonfiction Notetaking

We spent today's period talking a bit about Cornell Notes and then taking some on the article "Coping with Cliques."

Art & Symbol

After a short written warm up and some time to experiment with their object in 3D playdough form, students wrapped up our look at art and symbolism with the journal below.

Theme and Symbol Wrap

Today partners focus on analyzing a specific symbol and its relationship to theme.

Wrapping Up Speak

Today, after revisiting some issues, symbols, and themes from the novel, we finished DJ # 9 with a fourth and final summary.

Finishing Speak

Today, after a quick quiz on Reading 8, we finished Speak (in all but period 3). Tomorrow we'll wrap up dialectical journals for Reading #9.

Metaphor Analysis

After doing a bit of metaphor analysis in the warm up, we read some more of Reading 8 and broke down the central extended metaphor in "Real Spring" (pp. 165-168). Students should finish Reading 8 (pp. 162-184) and do the DJ for HW.

Reading #7 Continued

Today students had time to work on Reading 7 (pp. 141-162) while we conferenced with individual students about a small piece of analytical writing. Students should finish the reading and dialectical journal (major events and 2 SMMs) for homework if necessary.

Reading 7

After the analysis practice below and a rousing discussion of the concept of consent as it applies to the end of the 3rd marking period in Speak, we read the first part of reading 7 aloud (pp. 141-150). 

Reading #6

Today we worked on reading #6 in class, sharing quotations and analysis as the period ended. Students should finish reading #6 and the DJ for HW.

Art Day 2: Watercolor

Today we continued our exploration of symbolism with our second art day; this time, students used watercolors to depict their symbol.

Reading #5

We opened by looking a few quotation analysis examples, read a bit more of Reading #5, and then students had some time to write on their own. They should have Reading #5 (through p. 116) finished for tomorrow's class with at least two SMMs (analyzed quotations).

Readings 4 & 5

Tuesday we reviewed reading #4, taking some notes and adding to the DJs.
On Wednesday, students had a chance to write their summaries of the second marking period and then we started reading #5 together.

Reading #4

Students had the whole period to start reading #4 and their dialectical journal entries, while I passed back writer's notebooks collected on Friday. Reading #4 DJs are due tomorrow.

Art Day #1: Pencil

After our second reading quiz, we spent the day doing a bit of symbolic art. No homework this weekend, so it's a good time to catch up!

Reading #3

We began the day with a some says/means/matters practice and then read about half of Reading #3 (pp. 49-68). Students should finish that reading with dialectical journal entries for tomorrow.

Tuesday & Wednesday

Tuesday we began the day with a short reading quiz on the end of reading #2 (which was homework). We then reviewed some of the major characters and events from the first section of the novel and wrapped up with a summary of the 1st marking period in their writer's notebooks. Frames for the summary are located on the back of the Speak handout.

Wednesday we focused on some of the issues, symbols and themes from Speak by filling out the top part of the Speak handout (below). We then reviewed and shared a few of the quotation analyses (i.e. says/means/matters) from the students DJs (aka Writer's Notebooks). By now, they should have at least 4 of these.

Revisiting the Argument Essay

After a brief reflection on Speak, we spent the period revisiting the argument essay from last week. After looking at student model or two, students had the rest of the period to finish/revise their essays. A few students chose to complete this process at home.
For homework tonight, students should finish reading #2 (pp. 24-46) in Speak which they started on Friday in class. They should be sure to complete the dialectical journal entries as well. (They have a handout for this.)

Starting Speak

We began the day talking about some issues facing teens today, then moved on to starting Speak, reading a bit and ending the period with a bit of analytical writing.

Essay Drafting

Today students spent the whole period working on an essay based on the notes and prewriting we've been doing in class. They were collected and we will revisit them next week.

Essay Prep

Today we continued our preparations for the argument essay, slides 19 and 20, which we will write in class tomorrow. We also checked out copies of Speak, but won't start it until Wednesday.

Discussion Rubrics & Claims

Today we started with a look at the class discussion rubric and then began to focus on the claim for our writing next week (slides 13 through 16).

The Baby Lab

Today we watched a short video clip from 60 Minutes (below), took some notes, and added a couple more people to our position line (slides 10 through 12).

Reading 2

Today we finished our second reading and annotation of the article from yesterday. See slides 7 through 9 here.

The Argument Mini-Unit

Today we did some prereading and writing for our next unit, including a first look at this article. The slides are here.

Letters & Folders

Students had the chance to wrap up their letter revision and get those printed, while also working on the activity below.

Final Letter Revisions

Today students spent the period revising their typed letters using the revision assignment at Google Classroom and TurnItIn.com. Some students finished and printed their letters, which are due Monday.

Typing Time

After a quick moment to revisit the poem we looked at yesterday, students had the entire period to type their draft introduction letters. The whole assignment is at Google Classroom. If possible, students who didn't finish should do so tonight.

Intro Letter Drafting

We began the day with a bit of poetry, and then students had a chance to start drafting their intro letters. They should finish those drafts for homework in their writer's notebooks, so they're ready to type tomorrow.

The Intro Letter

After reviewing the course description, we started on our first real academic unit, the letter of introduction, and I checked materials. The slides are here: we worked through the first 7.

Picture Day!

Today we spent part of the period on a quick art activity (see below), had pictures, and spent a few minutes talking about expectations for the course.

Respect

Today we talked a bit about respect and reviewed a few more classroom policies. Picture day is tomorrow!

Values

Today we talked a bit about values, our class's and our own. Then, after a short circle about our names, we went over a few more policies from the course description.

Monday & Tuesday: Welcome Back!

In addition to taking care of some introductory business, we spent most of the last two days thinking and writing about first impressions and why they are problematic.

For tomorrow:

By Friday, 9/2: Read and sign the course description.
By Tuesday, 9/6: Have materials organized and labelled. 

Writing Time

Today students worked on their essays, with many students finishing their first drafts and moving on to revision. Handouts and details are at Google classroom.

Essay Bodies

Today students continued to work on their essays in class. By now, they should be well into the body paragraphs and should be ready to start the conclusion tomorrow. Details are at Google Classroom.
As a side note, some students asked why I don't allow headphones in class while they are typing. I gave my reasons and promised to post research-based sources.

• Here's an article from Psychology Today which includes this illuminating quotation based on neuroscience research: "Each time we move from hearing music to writing a text or talking to someone, there is a stop/start process that goes on in the brain. That start/stop/start process is rough on us: rather than saving time, it costs time (even very small micro seconds), it’s less efficient, we make more mistakes, and over time it can be energy sapping."
• Here is a blog post that summarizes various research into music and studying (much of which is admittedly inconclusive) and includes the following quotation: "In other words, whether students enjoyed the music or not, having it on while they worked was just as distracting as hearing someone talk. Scores were significantly higher for tests taken in a quiet environment."

The Intro Paragraph

Today, students finished up their essay planning and started the introduction. Many even got to work on the body paragraphs! First drafts of the completed essay are due Friday!

Essay Planning

Today we continued essay planning, and some students got started on the actual first draft. Essay handouts and templates are at Google Classroom.

Essay Prep

Today we started by focusing on these statements for next week's essay. For the remainder of the period, students used their act recaps and the text to find quotations to support their chosen theme. The handout is here. At the end of the period, students turned in their Act 4/5 recaps.

5.2 & 5.3

We began the day with some time to continue the Act 4/5 recaps student started yesterday. After that, we finished the play aloud. Students should finish Act 4/5 recaps by tomorrow.

4.4—5.1

Today, after sharing and collecting Act 3 recaps, we read the rest of Act 4 and started Act 5. Students could start their Act 4 recaps tonight.

4.1-4.3

After starting with some thematic quotations from Act 3, we read 4.1, 4.2, and 4.3 today. Act 3 Recaps are due tomorrow.

3.3—3.5

Today we finished (or came close to fishing) Act 3. Students should start on the ir Act 3 Recaps over the long weekend. Refer to this post for assignment details.

Act 2 Recap & 3.1

Today students had 20 minutes to work on their Act 2 Recaps (due tomorrow), and then we read 3.1 and watched a bit of it on film.

2.4-2.6

Today we read the rest of Act 2 (or almost the rest). Students should get started on their Act 2 Recap (due Wednesday) for homework.

2.1 and 2.2

Today we went over the homework and handed it in. Then we started Act 2, reading scenes 1 and 2.

Act 1 Recap

Today we began with a bit of imagery and then students had time to work on their Act 1 Recap. They should complete this for homework. If they need access to a copy of the play, there is a full text version here, or they can create and account and login to the free online version of the textbook here (see directions on the right side of the page), or download and application like No Fear Shakespeare (also available for free).

1.3 and 1.4

Today we watched a short film clip of 1.3 and did a bit of writing. Then we read 1.4 and students answered the questions below.

1.1. to 1.3

Today we read a bit more of the play, finishing 1.1 and reading through 1.3. The full text of Romeo and Juliet is available here or at the online textbook (see the directions in the sidebar here).

Monday and Tuesday

In addition to starting the play, students added the following to their writer's notebooks.

The Prologue

Today we started with our final opinion poll... 

...and then spent some time playing with the prologue.

Shakespeare & the Textbook

Today we began a series of opinion polls based on major themes in Romeo and Juliet. We then started a page of notes using our textbook. Directions for accessing the online textbook are on my freshmen webpage in the right sidebar.

Poems & Some Work Time

After returning books and sharing some pocket poems, we divided the class and started on the activities below. We will continue these activities on Friday.

A Bit More with Sonnet 130

Sonnets Continued

Today we firmed up our definition of the Shakespearean Sonnet, and started our look at Sonnet 130.

Welcome Back

Today we talked a bit about Shakespeare and started our look at his sonnets with Sonnet 18.

Have a Great Break!

Today students had the entire period to finish the essay cover sheet and post their final drafts to TurnItIn.com.

Revision Time

Today students had some time to revise their essays using the revision checklist at Google Classroom and the commented drafts they got back from TurnItIn.com.

Essays are due tomorrow!

Rubrics & Work Time

Students split time today between working on their paper and reviewing the grading rubric.

Essay Drafting

Students had one last day to work on drafts of their argument essays. Drafts should be submitted to TurnItIn.com by tomorrow's class.

Reflection and Rough Drafts

We started the day with a bit of reflection on the third quarter, then students had the rest of the day to work on their essays. Rough drafts are due at the end of class tomorrow.

Happy National Poetry Month!

Today we talked about some National Poetry Month extra credit, and then students spent the rest of the period working on their argument essays. Handouts are at Google Classroom.

Research Day 2

Today, we continued to research in the library for the students' argumentative essays. Students should be ready to begin those essays tomorrow.

Research Time

After a short warm-up, students had the whole period to research for their argumentative essay.

Art Presentations and Issues from Speak

Today students presented their final art projects, and then we moved on to a discussion of some of the issues from Speak, focusing especially on making those issues into arguable claims.