English 9

Welcome to English 9. Below you will find important information about class activities, homework, and many electronic documents. Newer classes appear first, older as you scroll down.

 

 

 

 

 

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May 15-17, 2017

In Class: We will outline paragraphs for a thesis and claims around Romeo and Juliet  and any aspect of love you want to consider.

Exit Ticket: Turn in your outlines.

May 11

In Class: Worksheet today centered around Act 4 of Romeo and Juliet

Exit Ticket: Turn in Act 4 worksheet.

May 3, 5, & 9

In Class: Work toward finishing Romeo & Juliet with a thesis for your final (five paragraph essay).

Exit Ticket:  Turn in thesis /claim paragraph work

May 1, 2017

In Class: Today we will work on character sheets and a Facebook page for Romeo & Juliet. Following that, students will read into Act 4 of the play.

HW: Finish the Facebook page and character sheet.

April 27, 2017

In Class: Please access this website:  Shakespeare Teaches Freedom

– After reading it, you will take some notes (Notice, Wonder, What if) and write down a quote you agree with. After thinking about some of our OWN evidence and experiences, we will first do pairs, and then talk in the class : Does reading Shakespeare help you learn how to express your true self?

HW:  Finish the paragraph

April 25, 2017

In Class: Mercutio’s death scene will be our focus during reading. Make sure you have turned in you Romeo & Juliet paragraph on love at first sight: R&J Claim: Love at First Sight

HW: Please finish you claim paragraph.

April 21, 2017

In Class: We will write a lengthy claim paragraph and learn about citing Romeo & Juliet as evidence.

HW: If you do not finish, finish at home.  Supporting Document Here: R&J Claim: Love at First Sight

April 13, 17, & 19

In Class:  We will read and consider Romeo and Juliet: Acts 1 and 2. You are responsible for keeping up on the daily planner / timeline.

HW: Keep up on daily planner and character sheets.

April 11, 2017

In Class:  Today, with such short classes, check your grades on line and see if you can make-up either this:   You can work on this: Choice Paragraph Google Doc; Make a copy and share with Mr. Frick. Read the instructions and pay close attention to the rubric. Use source suggestions and write! OR this:  Love Hurts. After reading it, you will take some notes (Notice, Wonder, What if) and write down a quote you agree with. After thinking about some of our OWN evidence and experiences, we will first do pairs, and then talk in the class : Does getting dumped really cause physical pain? The you will finish by writing an argument paragraph featuring evidence.

HW: Relax tonight in preparation for the PARCC testing the next two days you are in school.

April 3 & 5 & 7, 2017

In Class:  Welcome back! Please access this link for today’s focused class: PARCC Practice

HW:  Read something for fun!

March 22, 2017

In Class: During class, you will access this article: Love Hurts. After reading it, you will take some notes (Notice, Wonder, What if) and write down a quote you agree with. After thinking about some of our OWN evidence and experiences, we will first do pairs, and then talk in the class : Does getting dumped really cause physical pain? The you will finish by writing an argument paragraph featuring evidence.

HW: Exit Ticket is the Claim paragraph

March 20, 2017

In Class: Today you will read Act 1, Scenes 2-3 on your own taking notes and writing claims. After we share and collaborate to understand the meaning, we will act out these two scenes.

Exit Ticket: Reading Report: I know, I think, I wonder…

March 16, 2017

In Class: We will take a fun quiz over your Shakespeare notes. Then we will read Romeo & Juliet, introducing Romeo as a character. Using textual evidence, we will also write a claim paragraph answering the controversial prompt: Can romantic love be real love without physical affection?

Exit Ticket: Turn in your claim paragraph.

March 14, 2017

In Class: You will have time to shape and craft your argument paragraph from last class: Do first loves help or hurt future relationships? Then we will take some notes about the play you can use later for a quiz. Next, we will read, act out, and watch the Prologue and fight scene that introduces Romeo & Juliet.

Exit Ticket: Paragraph.

March 10, 2017

In Class:  Using the online textbook we will access this article from the Guardian: First Loves. Then we will take some notes (Notice, Wonder, What if) and write down a quote we agree with. After that we will take a Kahoot reading quiz. After thinking about some of our OWN evidence and experiences, we will first do pairs, and then get into a circle and talk about what we think regarding the prompt: Do first loves help or hurt future relationships? We finish by writing an argument paragraph featuring evidence. If we have time, we will read some more Romeo & Juliet from the textbook.

Exit Ticket: Turn in the paragraph

March 8, 2017

In Class: Today we will look at a packet and make some predictions based on the timeline, family tree, and a Venn Diagram about Romeo & Juliet.

Exit Ticket:  Turn in Venn Diagram (or keep in your notebook at back of class)

March 6, 2017

In Class: Today we will begin with some thinking/reading/small scale research time to ponder several large-type questions that come up during the play, Romeo & Juliet. After, we will have a Socratic Discussion. If time allows, I will ask you all to preview the play and two different film versions, noting similarities and differences on a Venn Diagram.

Exit Ticket:  Socratic Seminar / Prep & Feedback forms.

March 2, 2017

In Class: Access this website:  Verona: Setting for Romeo & Juliet; As you read, be thinking about WHY the city has been chosen as one of 60 or so World Heritage Sites. On the typing paper given to you, put your name and then list 5 reasons you believe Verona has been chosen as a World Heritage Site. Have a discussion in small and large groups after you complete the reading. Now, using GOOGLE images, spend the rest of the class drawing/ making a SETTING/COVER of Verona. Use classroom markers, colored pencils, or crayons to make it colorful. Do your best work. Turn your paper in before the end of class.

Exit Ticket: Verona: Five reasons / Setting: Colorful Cover.

February 28, 2017

In Class: We will begin with reading an essay on  Love. After we cite some textual evidence, and write a claim paragraph, we will do an activity called “Walk the Line.” Then we will discuss Socratic Seminars, and you will have a chance to prepare for a seminar we will have on Thursday. Topics: Love at first sight is possible; Revenge is justifiable (there can be a reason for it -“An eye for an eye.”); When it comes to matters of love, trust your feelings; Family loyalty above all other; There is no valid justification (good reason) for killing someone; Hatred is a feeling that is taught.

HW: Be ready for the Seminar next Monday

February 24, 2017

In Class: We will begin with a discussion of civil disobedience. Then we will look at this article: Love and Disapproval.  While we read, you will write down the five most important words. Then, you will do a What, Where, When, How, and Why as a 3-slide Google Presentation with a partner. After we will present our findings to the class. If we have time we will read our opening essay.

HW Reminder: Late summative writing (paragraph /short stories) will no longer be accepted after March 21.

February 22, 2017

In Class: After a brief discussion of grades, we will look at our new unit. First we will discuss vocabulary. Then begin with this link on Interracial Marriage, and answer 1) I noticed …, 2) I wondered …, 3) What if….?

HW: Late summative writing (paragraph /short stories) will no longer be accepted after March 21.

February 16, 2017

In Class: We will work with a new complex text: facial expressions. After reading for the main idea and making inferences, we will then discuss the common goals we might have for a group presentation.

HW: Turn in Exit ticket (Interview Questions); Fictional Narratives are due on 2-22.

February 14, 2017

In Class: Today you will work on your Choice Paragraph Google Doc for the first half of class, including peer editing. Student Exemplar: See this example for Valentine’s Day!.  Then for the second, you will work on your short story.

HW: Finish what you can at home! The Short Stories are DUE on February 22.

February 10, 2017

In Class:  Please begin by reading an article from your Newfeed section of your iPads.  Next, we move to paragraph writing. Start with this document:  Exemplar Paragraph

Choice Paragraph Google Doc; Make a copy and share with Mr. Frick. Read the instructions and pay close attention to the rubric. Use source suggestions and write!

HW: Work on your short story/narrative at home.

February 2, 2017

In Class:  Choice Paragraph Google Doc; Make a copy and share with Mr. Frick. Read the instructions and pay close attention to the rubric. Use source suggestions and write!

HW: Work on your short story/narrative at home.

January 31, 2017

In Class: After working with Apple Newsfeed (topics and sources), you will write an analytical claim paragraph in class today using this document: Choice Paragraph Google Doc

Exit Ticket: See if you can finish the writing AND work on some of the reflections questions at the bottom of the Google Doc.

January 27, 2017

In Class:  Writing Topics  Today you will generate some writing on topics that interest you. I will also give you a chance to put together your cover with your planning and your actual short story.

Exit Ticket: Turn your completed work back to me.

January 19, 2017

In Class: Today you will work on your story, after a short introduction to elements of story, and we will continue to read When Mr. Pirzada Came to Dine.

Exit Ticket: Put together either a flow chart or outline for your potential story.  Visual flow chart below:

January 17, 2017

In Class: Our opening Hook is to introduce ourselves to using the iPad’s to access the textbook – and create a note on Symbolism. We then transition into drawing/ painting a water color of your own symbol you will use for your Narrative (short story). Left over time will be allotted for more reading of the text.

Exit Ticket: Any watercoloring you do not finish, you will need to take home.

January 11

In Class: Our opening prompt is a Ted Talk about the unexpected effect of surviving a terrorist attack. Then, with the short story, we will look at SYMBOL to add to our character chart, in further exploration of THEME. Once again, we will engage in close reading strategies, partner conversations, and some creative output (drawing) to explore theme.

Exit Ticket: Think of a SYMBOL drawing of something that reminds you of a close bond you have with a person you care about; or think about something to incorporate into your forthcoming narrative assignment.

January 9, 2017

In Class: We will begin with an opening assignment to enrich our understanding of the bonds that make us care for others: friendship. Then, we will go to the short story, and engage in some close reading strategies, including a character description chart, and some partner conversations.

Exit Ticket: Turn-in today’s Exit Ticket (Paraphrase ‘Keys to Maintain Lifelong Friends’) for points.

January 5, 2017

In Class: Snow Day!

 

January 3, 2017

In Class: Welcome back. After getting into a new seating chart, we will begin to access our online textbook using Collections. We will begin with an opening activity using the FYI site. Then we will go back to the textbook and access the short story, When Mr. Pirzada Came to Dine by Jhumpa Lahiri.

Exit Ticket: Turn-in your What/Why for points.

December 14, 2016

In Class: Finals day! Bring your research materials (outlines, reflections, notecards, any other supporting materials) and multigenres. When you’re done with socratics, please fill out a quick student teacher feedback form for Ms. Strovink.

December 12, 2016

In Class: You will prepare for your final socratic seminar today by finding one source about education on Indian reservations. We will go through some of the process together, and then cover what you need to turn in on Wednesday. You will have the remainder of the class to work on your multigenres and research.

HW: Multigenre and socratic materials due on Wednesday!

December 8, 2016

In Class: Today we will finish Part-Time Indian. You will split into groups to peer review each other’s first drafts of project pieces, and then you will have the last of your class time to work on your projects. This is the last in-class time available for work, so please make use of it!

HW: Final projects are due on Wednesday, December 14.

December 6, 2016

In Class: We will continue our brainstorming from Friday at the start of the class, then will listen to The Absolutely True Diary of a Part-Time Indian and work on final projects for the remainder of class. Examples of more extensive multigenre projects are available here.

HW: Bring rough drafts of 2 pieces for the final project on Thursday.

December 2, 2016

In Class: We will spend the first hour of class reading The Absolutely True Diary of a Part-Time Indian. Then I will introduce the final project for the book, a multigenre assignment. We will walk through the first couple of steps together as a class, and you will have the remainder of class time to work on your projects.

November 30, 2016

In Class: You will have 10 minutes at the start of class to review your research outlines. Then we will have our socratic seminar on reservations, ending with a whip-around and written reflection. We will spend the remainder of the class period reading The Absolutely True Diary of a Part-Time Indian.

November 28, 2016

In Class: We will start with some extra time to work on research outlines. Then you will start your works cited pages with the three articles you found for this seminar. Finally, you will work on drafting inquiry questions and creating notecards for the socratic seminar on Wednesday.

HW: Finish research outlines and inquiry questions.

November 17, 2016

In Class: Today we will work on research for the socratic seminar on Native American reservations. The outline we are using is available here.

HW: Finish research outlines over break. Catch up on missing assignments as needed; assignment descriptions are available here. Please email Ms. Strovink with questions (strovink_jennifer_s@svvsd.org)

November 15, 2016

In Class: We will start with a debrief of our socratic seminar, including filling out our reflections looking at some local issues and connections to the book. Then Ms. Kaufman will come in to talk about research skills with the class. We will spend the last part of class researching the reservation system for our next socratic seminar.

November 11, 2016

In Class: We continue our preparation for socratic seminars today, starting with another set of whip-arounds about mascots. Then we will review the articles we read on Monday and prepare quotes and inquiry questions. Then we will finish the day with our socratic seminars themselves.

HW: Fill out seminar reflections

November 9, 2016

In Class: We will start watching Smoke Signals today. Please fill in the Smoke Signals movie guide as we watch. We will also do a check for missing assignments in Infinite Campus, and students can refer to the assignment descriptions for further information on each.

November 7, 2016

In Class: Today we will start with a lit circle to intro the research socratics we’ll be doing for the rest of the semester. Then we will read Dan Snyder’s letter to fans and the NCAI’s statement about Native American mascots while annotating. Then we will write inquiry and focus questions to guide our socratic seminar on Wednesday.

November 3, 2016

In Class: Today we will start with a debrief of the discussion groups from Tuesday. Then we will read op-eds (article 1 and article 2) about Obama’s statement regarding “acting white” in 2014. Then we will listen to the chapters “Don’t Trust Your Computer,” “My Sister Sends Me a Letter,” and “Reindeer Games.” Then we will write our own op-eds about the basketball game in the last chapter.

HW: Finish Op-Ed. 1 page handwritten, 200 words typed. Newspaper template here

November 1, 2016

In Class: As a continuation of last Thursday’s activity, we will make identity masks for Junior and then write reflections on the extent to which his background affects the ways he is able to present himself. Then we will read pages 104-129 and do digital discussion groups about the chapters.

Audio of the book is available at http://esl-bits.net/ESL.English.Learning.Audiobooks/Absolutely.True.Diary/indice.html

HW: Finish discussion questions (answer 3 independently for 5th block, provide answers for all the questions in groups in 6th and 7th)

October 28, 2016

In Class: We will begin with a short discussion and debrief of the book so far. Then we will read pages 74-103. After that, we will create identity masks, do an outdoor activity, and write reflections.

Audio of the book is available at http://esl-bits.net/ESL.English.Learning.Audiobooks/Absolutely.True.Diary/indice.html

October 26, 2016

In Class: We will start by watching a brief clip from Mean Girls and discussing norms. We will then look at the norms that Junior acts and encounters in the chapters “Rowdy Sings the Blues,” “How to Fight Monsters,” and “Grandmother Gives Me Some Advice” and why those norms have developed. Then everyone will choose one norm and do a reading response regarding how the poverty and racism that surrounds Junior affects his actions upon transferring to Reardan.

Norms Sheet

HW: Finish reading response if not completed in class.

October 24, 2016

In Class: Turn in Superhero/Annotation. First we will finish our Google Doc. and you will share it with Ms. Strovink. Then we will cover a brief history of Native American schooling before reading pages 15-47 of Part-Time Indian. Then students will read/watch/listen to one of the following: http://www.npr.org/templates/story/story.php?storyId=16516865 (radio piece about the history of Native American schooling and its effects through the modern day), https://seattleducation2010.wordpress.com/2016/01/25/colonizing-the-black-natives-charter-schools-and-teach-for-america/ (article about the experience of a dean of students at a charter school with disciplining black students; skip the first and last paragraph), http://www.thisamericanlife.org/radio-archives/episode/538/is-this-working?act=1#play (a radio piece about the suspension of black pre-schoolers), https://www.youtube.com/watch?v=FOe-x1aUP2o (a video by Montana about the history of Indian Residential Schools, start at 3:14). They will then do a personal response to the following prompt:

In these chapters, we hear about violent outbursts from Rowdy and Junior. Junior is upset at the poor quality of his education, and Mr. P provides some insight into the history of Indian education. For your personal response, reflect on the loss of identity and opportunity that both Junior and Rowdy experience. Are there any similarities in why they’re lashing out? Do you see any connection to your own experience of society and schooling?

Audio of the book is available at http://esl-bits.net/ESL.English.Learning.Audiobooks/Absolutely.True.Diary/indice.html

HW: Finish reading response if not completed in class.

October 20

In Class: We will be working with your iPads and Google Docs. Begin by making a copy:  Part-Time Indian Doc.   We will first consider Tribes, then we will talk about the social groups you belong to – Parts One and Two of your Google Doc (Part 3 we will do in class together on Monday).  Finish your Superhero picture/annotation and turn in before the end of class if possible – otherwise, finish for Homework.

HW: Finish Superhero/Annotation.

 

October 18, 2016

In Class: We start with a free-write on forgiving our parents. Then we will talk about the shift between parent-influenced identity and friend-influenced identity with an emphasis on superhero symbolism. In doing so, we will read some Comics, an autobiographic work of nonfiction from Sherman Alexie, and then have some artwork with Superheroes.

HW: Finish the Superhero artwork / Symbolism.

October 10, 2016

In Class: Today will begin with finishing up the unit test from Thursday. Then we will intro our new unit on identity and choice. If there is extra time, we will go through infinite campus and check for missing assignments, calculating how grades would change if various items were turned in.

HW: Finish poem (if not completed in class)

October 6, 2016

In Class: We will finish up our power paragraph outlines on a theme from “Souvenir,” then we will take our open-note test.

HW: Enjoy your weekend!

October 4, 2016

In Class: Today we will read Kurt Vonnegut’s “Souvenir” and complete a character and theme analysis. The remainder of the class will be dedicated to completing a power paragraph outline defending a theme in the short story.

HW: Test on Thursday. Review terms: Plot, Setting, Character, Imagery, Mood, Symbol, and Theme. Finish outlines (if not completed in class)

September 30, 2016

In Class: In 6th and 7th block, we will start with turning in power paragraphs. We will then do a freewrite on “Why ________ means so much to me.” Then we will listen to a chapter from The Absolutely True Diary of a Part-Time Indian and fill out an introduce, explain, pertain chart.

In 5th block, we will watch Inside/Out with the following Film Guide: https://docs.google.com/a/svvsd.org/document/d/1VMUS3abLe4QIDcHPlN57ccueqx27u0NZ0KFnzOtYcYs/edit?usp=sharing

 

September 28, 2016

In Class: We will begin with a free-write on how we view the world, then continue with an extension on how we present ourselves to the world. Then we will cover some WWII history as context for our next short story. Then we’ll spend some time outside taking pictures that represent our worldview, and we’ll end by making predictions about the story to come.

HW: Power paragraphs (6 and 7), study for Thursday’s test

September 26, 2016

In Class: We will begin with time to finish power paragraph outlines if needed, then will review literary elements. We will read the short story “Eleven” and look for plot, setting, characterization, tone, imagery, symbolism, and theme.

HW: Write out power paragraphs (6 and 7); study for Thursday’s test

September 22, 2016

In Class: Mr Frick’s 5th period class will do a freewrite on “Why ________ means so much to me.” Then we will find evidence and complete an introduce, explain, pertain chart about “Why Chicken Means So Much to Me.” After that, we will write out the paragraphs from the chart.

In 6th and 7th we will complete our evidence collection from “One of These Days,” then use the evidence to learn and practice the introduce, explain, pertain model. We will fill out our own charts and write out our POWER paragraphs.

HW: Please make sure you have turned in your love poems, school changes paragraphs, setting drawing/plot mountain exit tickets, native lawyer summaries, CU video permission slips, and bio bags.

September 20, 2016

In Class: Mr. Frick’s 5th period class will complete their power paragraphs about “Thank you, Ma’am.” Then we will read a chapter from The Absolutely True Diary of a Part-Time Indian.

In 6th and 7th period, we will review “One of These Days,” create and perform short one-act plays, and then cover theme and finding evidence to support a claim. Below is an audio version of “One of These Days” for anyone who prefers it.

September 16, 2016

In Class:  Mr. Frick’s 5th period class will begin a Note Catcher to start reviewing the writing process for persuasion (Claim, Introduce, Explain, Pertain).  We will re-read Thank you Ma’am as a class, before settling on a Claim regarding perspective (power). Then we will embark upon a quest to find evidence, chart it, and if all goes will, write our first paragraphs.

Ms. Strovink will have both 6th and 7th hour. We will start by discussing some scenarios then will cover critical reading strategies. We will read “One of These Days” and use our critical reading strategies to analyze the characters’ motivations and morality. (CARP slideshow)

September 14, 2016

In Class: Dr. Seuss will help us unlock THEME. We will read one story, tell a story, and read one more. You will use a Note Catcher to uncover the messages in the author’s simple stories.

Strovink’s 7th hour class will read “The Native Lawyer” and use it to review the building blocks of literature. Then we will cover claims and evidence and make claims about how to improve school.

HW: Bio Bags must be completed.

September 12:

In Class: We will begin with a prompt that highlights IMAGERY. We will talk about what makes it so memorable. Then we will read Lady and the Tiger, checking for what is explicit imagery and what is left to the imagination. Finally, we will have a graded discussion.

HW: Bio Bags must be completed.

September 8:

In Class: Finishing up Exit tickets for Tone, students will make claims based on questions regarding Poe’s Cask of Amantillado. Following, students will do some fun activities around connotation vs. denotation to master text ideas through inference. Finally, using tone words, students will be required to write a LOVE poem.

HW: Love Poem

September 6, 2016

In Class:  Poe Link:  Poe biography :   We will be checking in with you about your Bio Bag, so make sure you bring it if you have not done so. In wrapping up character, we will do a large group share as to the attributes of the characters in The Necklace and Thank you Ma’am. Next we will introduce the concept of Tone with a gallery walk and a car commercial. Finally we read the Cask of Amontillado for tone with an exit ticket to check for understanding.

HW: Check IC and make sure you have no blanks or zeros.

September 1, 2016

In Class: Bio Bags first. After a review of Plot, we will claim Character as our next literary component. In doing so we will watch a video, draw a T-Chart, read a short story, and then create a large character drawing.

HW: PLEASE, if you have not completed your Bio Bag, you MUST do so.

August 30, 2016

In Class: We will review setting from Friday, followed by a free-write. We will then watch a video and read a short story to dissect the elements of plot.

Exit Ticket: Setting drawing and plot mountain of “The Cask of Amontillado.”

August 26, 2016

In Class: We will read a short story and discuss the concept of Setting. Make sure you go through and complete the last page of the packet and finish your setting drawing.

HW: Finish your setting drawing.

August 24, 2016

In Class: We will discuss a few of the questions from your reading test (Geraldo, No Last Name) and then set-up our Socratic Seminar. We will finish class Bingo and then present Biography Bags. Depending on the length of above, we may do a writing pre-assessment as well.

HW: Make sure you have turned in Syllabus, 6 Word Memoirs, and are prepared to do your Biography Bag.

August 22, 2016

In Class:  We begin with Ms. Strovink and Mr. Frick presenting THEIR Bio Bags. These are DUE on Weds. so make sure you are thinking of 4-5 symbols, taking notes, and getting prepared. Next, we will take a reading quiz about Geraldo, No Last Name, and briefly discuss it. We will then work on a framework for good discussions and have a Socratic Seminar.  Turn in 6-Word Memoirs.

HW: Bio Bags (Powerpoint, Sentence Starters) are due Weds. Bring items in a bag with your name on it!

August 18, 2016

In Class:  For fun and artistic reasons, we will draw and consider the rose. Next we will hear about Biography Bags – a way to connect with each other in our collaborative classroom. After that, we will have some nourishment and write a few sentences about our selves with the help of M & M’s.  Later we will go outside and do an inside / outside circle activity. We finish up by reading Sandra Cisneros’ Geraldo, No Last Name.

HW:  Work on Bio Bags and 6-Word Memoirs

August 17, 2016

In Class: Today we will cover the Course Guidelines. Please have them signed by your parents. Next we will discuss the value of collaboration in a safe learning community. We will also discuss adding to the guidelines based on student discussions and voting.

HW: Have your syllabus signed and returned

May 9:

In Class: We will discuss themes in Romeo and Juliet.

HW: Create a Google Slides:  R & J Project.

April 27 – May 5:

In Class: We will finish reading most of Romeo and Juliet.

HW: Create a Facebook page for one of the play’s characters.

April 25, 2016:

In Class: Special guest speaker

HW: Write a reflection on today’s activity.

April 11 – April 21:

In Class: Reduced class time (due to testing) will result in reading the play and discussions punctuated by film studies for Romeo & Juliet.

HW: Make sure your daily planner and character charts are ongoing and up to date.

March 29 & 31:

In Class: Introduction to Romeo and Juliet, with all that that entails. We will get to the Prologue and Act I introductions (before we meet the principle protagonists).

HW: Have a great Spring Break!

March 25 & 27:

In Class: Using Louder Than a Bomb, students will describe, interpret, and ultimately demonstrate perspective and empathy on our poetry unit Summative.

HW: Finish the Louder Than a Bomb worksheet in anticipation of the test on Friday.

March 21, 2016

In Class: Looking at the poem, Oranges by Gary Soto, students pull imagery, rhetorical strategies, and finish by writing or illustrating their own poetry.

HW: Finish for homework or in class.

March 17, 2016

In Class: We read/interpret/analyze another poem during our poetry unit.

HW: What you do not finish in class, finish up at home to turn in for points.

March 15, 2016:

In Class: We read a “setting” poem, learn about STOP, and analyze another poem by Niki Giovani. Students will then write and share their own poems featuring a special place.

HW: What you do not finish in class, finish up at home to turn in for points.

Week of March 7 (9 & 11):

In Class: We will continue our poetry reading with three poems and responses and a visual example of the Inside / Outside Concept. We also look at poetic terminology useful to analyze poems.

HW:  All work not completed in class, please consider as HW and turn in at your earliest ability.

March 1 & 3, 2016:

In Class: We finish ATDPTI and take the book exam. We will also have a poetry unit Pre-test.

HW: Test on March 3!

February 25 and 29:

In Class: We will focus on ATDPTI in class and prepare for the book exam on March 3.

HW: Book Test on March 3

February 23, 2016

In Class: I will talk about editing your papers. You can use the time to peer edits or final corrections. RESEARCH PAPERS ARE DUE IN CLASS TODAY!

HW: Finish reading the book.

February 19, 2016

In Class: We will have a substitute. We will see Smoke Signals, a movie written by Sherman Alexie.

HW: Work on research papers.

February 17, 2016

In Class: Working with Introductions and Conclusions, we will finish the rough drafts of our Research Papers.

HW: Continue to polish your research papers OR reading.

February 11, 2016:

In Class: Through Google Classroom, you will be able to copy and paste the outline for the third body paragraph into your Research Paper. This is the last body paragraph you will need to complete.

HW: Read ATDPTI

February 9,  2016

In Class: Using Chromebooks in class, we will move on to our final phase of research (proposing) – taking action or nonaction – for our research topics.

HW:  If you did not finish, you may do so at home using this document: Research Prompt 3

February 5, 2016

In Class: We will dedicate today to taking our research evaluation and including it into our writing – Research Paper – through Google Classroom. After 45 minutes to an hour of writing, we will continue read into the novel.

HW: Read ATDPTI

February 3, 2016

In Class: Make a cartoon styled after the cartoon in How to Fight Monsters, p. 64.  Listen as we read through the next four chapters.

HW: Finish cartoon.

February 1, 2016

In Class: Using Chromebooks in class, we will evaluate research topics.

HW: If you did not finish, you may do so at home using this document: Research Prompt 2

January 28, 2016

In Class:  Sample Paragraph for Defining your Topic: Sample Paragraph

HW: Make sure you finish your first body paragraph (in Google Classroom) AND add your citations to EasyBib by Monday.

January 26, 2016

In Class: Using Chrome books in class, we will define research topics.

HW: If you did not finish, you may do so at home using this document: Research Prompt 1

January 22, 2016

In Class: Research project is announced! We will examine social issues affecting Native Americans.

HW: Work on research project. Turn in any assignments you may be missing.

January 20, 2016

In Class: First we will start with a free-write on Identity. Then we will listen to three chapters of ATDPTI, and finish with a reading circle role activity. Work on the reading circle role activity until class is over.

HW: Some of you owe me cartoons. Finish Reading Circle Role. All due on Friday.

January 14, 2016:

In Class: We will listen to Sherman Alexie read two chapters of ATDPTI and discuss the themes. We will also start a “Hero’s Journey section” for you to track throughout the novel.

HW: Read ahead if you want!

January 12, 2016

In Class: We will start Absolutely True Diary of a Part Time Indian (ATDPTI), discussing characterization of Junior and Rowdy.

HW: Draw a cartoon in the style of the book.

January 8, 2016

In Class: We will talk about Tribes. We will also due a reflection and then move into working on and then presenting Google Slides.

January 6, 2016

In Class: We will finish TKAM and talk about the film versus the book. After the movie, we will do an introductory jigsaw on tribalism in America.

HW: One paragraph: What tribes do you belong to?

January 4, 2016

In Class: First I will hand back all the graded materials from First Semester, including the final. Then you will have a chance to present your ideas about race, justice, empathy, and tolerance from the poster projects you completed before break. Finally, if time, we will finish watching TKAM.

HW: One paragraph: Where you will be 10 years from now?

December 17, 2015

In Class:  Final. Your written final will be a power paragraph regarding the theme of To Kill a Mockingbird. This is open note, open book, and if you choose, you may bring quotes taken from the book ahead of time to your final. I will provide some support as well in the way of quotes.

HW: No HW over break other than reading for fun and interest. Try to read 30 minutes a day!

December 15, 2015

In Class:  Snow Day!

HW: Due to the snow day, your project presentations will wait until the beginning of second semester, although you will be scored for the poster for this semester.

December 9 & 11

In Class: We will finish our group projects and watch as much of the trial of TKAM as time allows on December 11.

HW: Finish your projects. TKAM Group Project (These documents support the project and may be accessed if you need to work on this out of class).

December 7, 2015

In Class: We will begin our major group projects that will occupy our time and attention until the final.

HW: TKAM Group Project (These documents support the project and may be accessed if you need to work on this out of class).

December 3, 2015

In Class: Today I will have you read a short story and then take a review/ assessment for writing power paragraphs in  anticipation of your semester final. If you have time remaining, you can look at Atticus’ speech to the jury and make some assumptions.

HW: TKAM

December 1, 2015

In Class: We will begin with a review of the several high profile cases taking place in America right now regarding tolerance and justice between majority white authority (police) and African-American citizens. Then we will review the NPR Source Article for the research project found here: NPR Code Switch.  Then we will do an activity (Circles of obligation) for your Book Portfolios.

HW: Finish Research Project Google Classroom.

November 20, 2015

In Class: We will work on a connections to TKAM through another current event taking place in Minneapolis, MN. You will also have some in-class reading time.

HW: Finish TKAM over break

November 18, 2015

In Class: We will start with the video on Furguson, MO. Then we will go over grades and give you time to complete the Research Project.  NPR Source Article for research project found here: NPR Code Switch

HW: Research Project due on Friday- Research Project through Google Classroom.

November 16, 2015:

In Class: First we will discuss the previous assignment to see what you learned about the criminal trial process and make some connections to TKAM. Then we will start an official research project about the Why Black Lives Matter movement currently going on on college campuses.

HW: Continuing working on Research Project through Google Classroom.

November 12, 2015

In Class: I will connect all of you to our Google Classroom site and ask you to join the class. Then you will be able to access the TKAM / Criminal Court Proceedings assignment. We will then look at the Alabama’s Rules of Criminal Proceedings, answer questions, and make connections to TKAM‘s upcoming trial.

HW: Finish the electronic document’s questions AND read Chapters 19-20 in TKAM.

November 10, 2015

In Class:  Today’s lesson is about bias and justice as it relates to crime and accusation. First we take a Bias Test – Click on this link: Bias Test.  Next we will have some group discussions, then watch a clip of Scandal. We will then look at some TKAM quotes, focusing on justice and bias. Finally you will predict the outcome of the trial.

HW: Read Chapters 16-18.

November 6, 2015

In Class: We will start with the last two written reflections for the video prompts we ended class with on Wednesday. Then we will hand out a FILM GUIDE for your portfolio and watch the first half of the movie, To Kill a Mockingbird.

HW: IF you have not read through Chapter 15, you must do so. Otherwise, no HW this weekend.

November 4, 2015

In Class: First we talk about Code Switching and show a video. Then we review Chapters 12-14, factoring in rising action and conflict with regard to plot. Then we will watch a few more video’s on the Jim Crow South.

HW: Read TKAM Chapter 15

November 2, 2015

In Class: We will work on Chapter review questions for TKAM. After a period of writing, there will be plenty of time for discussion

HW: Please read TKAM chapters 12 through 14.

October 29, 2015

In Class: Today we review Chapters 8-10, factoring in rising action and conflict with regard to plot. Then we will discuss how rules and laws can lead to social inclusion or separation, especially in the south. Students can answer the questions in writing OR draw more symbolism from chapter 10 (Mad Dog or Mockingbird).

HW: Finish the questions or symbolism and add it to your TKAM Book Portfolio. Read through chapter 11.

October 27, 2015

In Class: First we will review chapter 7 and then spend some time on symbolism. In class reading time will most likely follow.

HW: Read through Chapter 10.

October 23, 2015

In Class: We will read, answer questions, and discuss TKAM Chapters 1-7.

HW: Read Chapters 8-10

October 21, 2015:

In Class: First we will engage in a discussion of primary and secondary sources. Then we will consider some primary sources regarding the Great Depression and answer the question, “Why do you think Harper Lee set this story with themes of tolerance and justice in the American South during The Great Depression?”  Then we will review Chapter 6.

HW: Read TKAM, Chapter 7. Quiz on Friday.

October 19, 2015

In Class: After reviewing major plot points in TKAM, we will move onto figurative language in chapters 1-4. After identifying some imagery and drawing it, you will have reading time for Chapter 5 and Chapter 6.

HW: Reading TKAM, Chapter 6. Finish up any classwork regarding figurative language you may left undone and include it in your Book Portfolio for TKAM.

October 14, 2015
In Class: After a day of computer testing, we return to TKAM. Today will discuss historical context and first person narrative. What do you know about the Great Depression? Also, how does your narration change were you to try to tell the story of the first time you chewed a piece of gum as a four or five year old rather than a 14 or 15 year old?

HW: Reading:  Chapter 4

October 8, 2015

In Class: We will begin with a song (Billie Holiday – Strange Fruit) about the setting of TKAM. We will read TKAM and then read some on your own. During the last 30 minutes of class, you will get a handout.  On the back of that handout, write a paragraph about how the book reflects the historical realities of the 1930’s.

HW: Finish the paragraph to turn in for points.

October 6, 2015

In Class: We will hand back the exams and talk about the class moving forward. You will then do a one-slide presentation (jigsaw) about the author of TKAM, Harper Lee. We should get a little reading time and talk about the setting of the novel.

HW: Finish the one-slide presentations.

October 2, 2015

In Class: We will take the end of the unit exam today.

HW:  NO homework, enjoy the weekend!

September 30, 2015

In Class: First we will have student presentations regarding the first story within the story of The Souvenir. Once that is finished, we will continue to read an annotate the story, looking for more literary elements. If time allows, we will work together to find the theme.

HW: Fill out the chart of the Souvenir, knowing this will be available for you to use on the end of the unit Final coming soon!

September 28, 2015

In Class: Today we will do a pre-reading activity for The Souvenir by Kurt Vonnegut, and then read it together. Look for quotes about plot (notice there are really two stories here), character, setting, imagery, or mood that you might use to prove ideas about a possible theme.

HW: Use one of the quotes you picked out and create one-slide presentation Include the quote, a picture from the internet that represents the quote, a bullet point making sure you tell us what literary element the quote represents, and then a one sentence statement of what the quote reminds you of from your life. Alternatively, IF you are good at drawing, painting, or watercolor, do an illustration of the quote.

September 24, 2015

In Class: We will read our short story by Sherman Alexie out loud together. We will then fill out the chart, helping us to become familiar with the concept of Introduce, Explain, and Pertain for writing.

HW: Finish Chart and write the paragraph

September 22, 2015

In Class: We will begin with reading Thank you, M’am in class and then talk about setting and character along with plot and theme. Then we will read a short story by Sherman Alexie and fill out a chart to help us understand writing claim paragraphs.

HW: Finish Worksheet on Sherman Alexie

HW: September 18, 2015:

In Class: First we will collect any Lady or the Tiger? worksheets. Then we will look at a new short story by Langston Hughes (Thank you, M’am) and predict setting and character. Then I have a Power Point on Theme for you to be taking notes and using a fun Dr. Seuss story book.

HW: What is the Theme in your life right now?

September 16, 2015

In Class: Let’s finish up our one-slide presentations – some of you forgot to share it with me (or need to learn how). We should be able to see some of them before moving to our next short story. We will read Lady Or a Tiger and then participate in a Socratic Seminar.

HW: Answer the questions / Turn-in.

September 14, 2015

In Class: Turn in your drawing and annotations of you as a superhero. In class, we consider the literary component known as mood. We will also return to the concept of plot, and then include our analysis of setting and character as well. This time we will trace the story through “The Cask of Amontillado”. During class, student’s must create a one-slide presentation regarding how the Setting, Character, and Plot of the story add to the overall mood.

HW: Finish slides to share with Mr. Frick (if you have not already done so).

September 10, 2015

In Class: Turn-in your setting Drawings / Writing. Today in class we will focus on Characterization. After some examples and working definition, we will read  “The Necklace” and consider different approaches to learning about Character.

HW:  Finish Character Drawings of YOU as a superhero.

September 8, 2015

In Class: We will read a short story and use SETTING to further our understandings of literary craft. There are still a few Bio Bags to finish.

HW: Finish your holiday drawings – turn in or complete as homework.

September 2, 2015

In Class: We will begin with the story of “the best day of your life” by doing a free-write narrative. Then we will cover the elements of plot and see if you included any or all of them. We further investigate plot with a fun short film starring Mr. Bean. We will finish with the remaining Bio Bags.

HW:  Think of a great STORY you read or saw as a film. Be ready to discuss it next time we meet.

September 1, 2015

In Class: I will collect your Six Word Memoirs today. First we will do a free-write, “Did you ever find yourself in a place where you felt like you didn’t belong?”. Then we will watch a short film called the “The Lost Thing” (Based on the Book by Shaun Tan) After viewing the film students will discuss the literary elements they considered in their writing pre-test. We should finish up Bio Bags as well.

HW: Talk to your parents about a movie or book and see if you can come up with examples of good plot, setting, characterizations, or even theme.

August 28, 2015

In Class: We will finish all our Bio Bags and begin a review of literary components. I will then assign a fun HW assignment for the weekend: Pick six words and illustrate them to tell us WHO YOU ARE.

HW: Six word memoir

August 26. 2015

In Class: First we will begin with a reading pre-test. This will take about an hour. We will then discuss some of the answers and talk about inference. IF we have time, we will begin presenting our Bio Bags.

HW: Finish up Bio Bags. – Don’t forget to bring your objects and notes to class.

August 24, 2015

In Class: First I will collect your syllabus and letter to me. Then I will explain the Biography Bag, and then we will have fun introductory material to further get to know course content and our fellow students. .

HW: Gather symbols and work on Bio Bags. Bring notes AND objects to the NEXT class – Wednesday, August 26. Here’s a link to the Bio Bag Power Point.

August 20, 2015

In Class:  As a free-write, you will write a letter to me telling me what I need to know about you. We will also assign seats and go over the Course Guidelines. Have them signed by a parent or guardian.

HW: Bring required supplies to class; Finish your letter to Mr. Frick, Bring in your signed Course Guidelines