Announcements

  • 1/21 students in the auditorium to attend Shakespeare drama workshop.

    Comments (-1)
  • 1/14 students presented multimedia semester projects.

    Comments (-1)
  • 1/16 students presented multimedia semester projects.

    Comments (-1)
  • 1/10 collected chapter 7-12 vocabulary assignment. Discussed chapter 12. Drew order of presentation for semester final. Students given remainder of class to work on semester projects.

    Comments (-1)
  • 1/8 went over notes for chapters 10 and 11 of LOTF. Students should read final chapter for Thursday. Final vocabulary for chapters 7-12 due on Thursday. Distributed/explained argumentative essay which will be the second writing product for the quarter. Paper will be due second semester. Students given work time for their semester presentations. 

    Comments (-1)
  • 1/2 played quizizz to review chapter 7 and 8 reading from novel. Went over analysis notes for chapter 7. Looked at naming worksheet to evaluate the author's naming choices in the novel Went over analysis notes for chapter 8. Students viewed sample semester projects. Graded timed writing returned. Some students will be scheduled for an enrichment next Tuesday for additional support. Watch flexisched.

    Comments (-1)
  • 12/20 collected LOTF vocabulary homework for chapters 1-6. Went over analysis notes for chapter 6. Students should read chapters 7 and 8 over break. Went down to IMC so students could participate in LOTF scavenger hunt. 

    Comments (-1)
  • 12/18 Students completed check quiz for chapter 5. Went over chapter 5 notes. Students asked to read chapter 6 and complete vocabulary assignment for chapter 1-6 by Thursday. Distributed and explained semester exam document for presentation. Students created accounts in Prezi.

    Comments (-1)
  • 12/12 Students offered summaries, connections and significant quotes from assigned homework. Went over analysis notes for chapter 1. Introduced advocacy issue of bullying with statistics handout and video. Students completed group jigsaw activity to connect events from chapter 2 with their significance. Went over analysis notes for chapter 2. Students should read chapters 3 and 4 for Friday. Students should continue with independent vocabulary assignment for the book. 

    Comments (-1)
  • 12/10 test correction collected. Went over handout on how Lord of the Flies can be read allegorically. Went down to the IMC to pick up books.  Students assigned vocabulary for the novel. Students received readers response worksheet for chapters 1 and 2. These chapters to be read by Wednesday. Looked at video of Yale study to determine if people are born with a sense of morality. Students given work time for reading and reader's response. 

    Comments (-1)
  • 12/4 students completed timed writing dealing with advocacy inputs presented in earlier classes. Students received handout as anticipatory set for novel. Students filled in responses and then completed pair share of their opinions. 

    Comments (-1)
  • 11/30 Took feedback on PSA project. Distributed final advocacy article to be used for next week's timed writing as well as handout of plot summary for AVATAR. Students watched AVATAR clips to better understand context for the article. Went over handout on how to follow MLA rules for In-text citation. Students had work time to prep for timed writing. 

    Comments (-1)
  • 11/26 Students viewed Ferngully (input 1) in preparation for timed writing on advocating for the environment. New date for PSA in 11/29.

    Comments (-1)
  • 11/15 students received rubrics and turned in short story exams. Students took the Tuesdays with Morrie accountability assessment. Introduced first quarter 2 writing product- PSA (handout) students saw sample of a completed PSA. Introduced persuasive techniques of logos, ethos, and pathos by viewing commercials and discussing each. Students asked to complete pen activity for Monday to demonstrate understanding of the 3 persuasive techniques. PSAs will by due on November 28!!

    Comments (-1)
  • 11/13 Reviewed citation rules for single author. (handout) New short story exam due date is Thursday, November 15. Went over completed graphic organizer related to advocacy. Intro'd Morrie Schwartz with Nightline clip. Students read Globe article relating to Morrie's legacy 20 years after his death. Students viewed final scene of the film adaptation. Students asked to discuss their perfect day. 

    Comments (-1)
  • 11/7 completed reading article introducing advocacy. Students participated in role playing. Read informational text on advocating and student athletes. Students asked to complete exit card. Distributed graphic organizer for Tuesdays with Morrie to introduce essential questions for the quarter theme.

    Comments (-1)
  • 11/5 Went over topic and theme for assigned story"The Lottery" Students took the formative assessment on topic and theme using provided flash fiction. Students received story and directions for take-home short story exam. Exam due on Tuesday, November 13. Introduced quarter 2 theme of advocacy with clips and handout.

    Comments (-1)
  • 10/31 Students viewed prezi on topic vs theme. Students completed cooperative practice identifying topics and themes from past short stories studied. Assigned "THe Lottery" for Monday. Played portion of audio for the story to get students started. Assessment on topic and theme scheduled for Monday.

    Comments (-1)
  • 10/25 Completed viewing prezi on types of figurative language while students filled in their D2D sheets. Students took part in a figurative language scavenger hunt using the story "The Most Dangerous Game" Intro'd point of view with perspective pictures. Started prezi on point of view. Students received copy of "The Mouse" to read for Monday. 

    Comments (-1)
  • 10/23 Students took check quiz on "The Most Dangerous Game" Distributed graphic organizers for plot. FIlled in organizer collectively to show how plot is arranged in assigned story. Students viewed prezi to add definitions to Dirty Two Dozen list in preparation for Thursday's figurative language scavenger hunt.

    Comments (-1)
  • 10/19 Memoirs collected. Went over graphic organizer applying functions of setting to "Through the Tunnel" Reviewed plot and plot structure with prezi. Assigned "The Most Dangerous Game" for Tuesday. Returned character tests and showed sample response.

    Comments (-1)
  • 10/17 Students used about 30 minutes to complete graphic organizers to show how functions of setting can be applied to story "Through the Tunnel" Students next conducted peer edits of each other's memoirs. After edits, students used time to make final revisions and edits to memoirs. Final printed memoirs will be collected on Friday.

    Comments (-1)
  • 10/11 Final discussion on classification and characterization in relation to "The FLowers" Students will have assessment on Monday. Distributed handout on functions of setting and went over prezi to clarify each function. Students assigned the story"Through the  Tunnel" for Monday.

    Comments (-1)
  • 10/9 Students completed graphic organizer in table groups to perform classification for character from the story "THe Flowers" and to pull evidence of characterization techniques used by author Alice Walker. 

    Comments (-1)
  • 10/5 Graded practice on how to punctuate dialog. Went over types of leads handout for students to use in their memoirs. Distributed Dirty Two Dozen lists and allowed students to fill in some from prior learning. Reviewed elements of short story using flocabulary video. Provided notes on character classification and techniques of characterization. Students received handout on common archetypal characters. Students given copy of short story to read for Tuesday "The Flowers"

    Comments (-1)
  • 10/3 Distributed rubric for the memoir. Students shown how to MLA format papers. Students had 20 minutes of work time for their memoirs. Launched discussion of dialog using Starbucks script. Discussed why people avoid dialog, why it should be used, different formations of dialog, and how to punctuate dialog. Students received independent practice on punctuation dialog for Friday. Introduced short story genre with prezi.

    Comments (-1)
  • 10/1 Students received handout on the memoir writing assignment. Discussed how to show rather than tell with prezi on sensory language. Shared sample memoir to show good use of sensory language. Students practiced in groups. Distributed brainstorming wheel. Studnets given time to brainstorm and begin drafting their pieces. 

    Comments (-1)
  • 9/27 Took and gave feedback related to the district performance test. Students completed the timed writing for the memoir unit.

    Comments (-1)
  • 9/25 quickwrites on religious extremism collected. Students took memoir performance assessment. Distributed handout on how to structure a good body paragraph to prepare for Thursday's timed writing. 

    Comments (-1)
  • 9/21 Discussed reactions to first thought journal. Students shared excerpts related to extremism from text. Went over videos on origin of extremism and signs of extremist behavior. Students viewed thought journal prompts. Shared information regarding upcoming performance assessment.

    Comments (-1)
  •  9/19 Students turned in thought journals on gender differences. Students viewed clip on why teaching about fake news matters. Table groups chose an excerpt to present related to our topic. We then viewed video clip on how technology can be used to trick viewers. Went over ppt on real vs fake news. Students watched final clip on what is being done to fact check news. Students given thought journal prompt to complete for Friday. Next topic- religious extremism

    Comments (-1)
  • 9/17 Graded parallelism independent practice. Students shared excerpts from Malala text related to topic of gender disparity and violence against women. Looked at article on ME TOO movement and videos. Students viewed thought journal 1 and prompts. One-page journal response due on Wednesday.

    Comments (-1)
  • 9/13 Students completed cooperative activity of finding text support of essential questions on individuality through the personal lens. Students introduced to grammar concept of parallelism through video and teaching sheet. Independent practice exercised due Monday.

    Comments (-1)
  • 9/11 Students shared 6-word memoirs and motivations. Viewed "Teens React" episode of students who viewed Malala clips. Shared USA article on Malala's return to Pakistan. Students had reading time to complete memoir. 

    Comments (-1)
  • 9/7 Introduced memoir genre with clips of adaptations and handout of memoir characteristics. Students completed activity in table groups of how Malala's book satisfies memoir characterisitcs by citing evidence. Introduced 6-word memoir writing assingment. Began process. 6-word memoirs due Tuesday 9/11.

    Comments (-1)
  • 9/5 Students played people BINGO to introduce themselves. Went over expectations and syllabus for the class. Students signed up in google classroom. Viewed LEGO clip to introduce quarter theme. Discussed "Individuality" and related essential questions for understanding. Students asked to read short essay "Individuality vs Fitting In" for Friday.

    Comments (-1)