Welcome to English 9. Upcoming classes, assignments, and past assignments can all be found here. Scroll down for information (newer classes appear first).
January 16 – 18, 2018
In Class: We will begin the week with reading time before some visual evidence of The Odyssey. On Thursday, you will take a quiz and do some thinking, planning, and begin some writing.
Exit Tickets: Turn in your Vocabulary from the previous week if you have not already done so; Quiz and Outline for your paper.
January 8-10, 2018
In Class: We begin our quest to tackle Homer’s The Odyssey. During this unit we will focus on daily reading, routine writing, understanding characterization as it might relate to any themes, and a further understanding of the Hero’s Journey. We will also take a vocabulary Kahoot and give over some time to complete all of our exit tickets. Any exit tickets you do not finish in class, please plan on completing as homework.
Exit Tickets/ HW: 1. Anticipation ?’s, 2. Map, and 3. Vocabulary.
January 2 – 4, 2018
In Class: Welcome back! As students return and secure their second semester schedule, we will start the week by reviewing concepts and ideas (Identity, Choice, Hero’s Journey) found in the Absolutely True Diary of a Part-Time Indian. We will use a visual stimulus and a note-catcher for annotations and later discussion.
Exit Ticket: At the end of the short week, turn in your Note-Catcher.
12/13 – 12/15, 2017
Finals Week. Please turn in all late work and make arrangements with Mr. Frick if you have any issues around finals before your class test date.
12/8 & 12/12, 2017
Exit Ticket: Finish the Graphic Organizers and turn them in to Mr. Frick
In Class: A short class today, we will watch and respond to an interview with Sherman Alexie. Click on this link to get started: Ed Puzzle – Alexie Interview
Exit Ticket: Finish the questions in the EdPuzzle.
In Class: We will make substantial progress on The Absolutely True Diary of a Parti-Time Indian, this time using this graphic organizer: Valentine Heart
In Class: Reading The Absolutely True Diary of a Parti-Time Indian and working on this graphic organizer: And A Partridge…
Exit Ticket: Turn in your graphic organizer
In Class: There will be a TEST over the first half of The Absolutely True Diary of a Parti-Time Indian . Any left-over time, you may read your book.
Exit Ticket: Turn in the test.
Class Codes: Period One = gapbill; Period Three = epwsv1v
HW: Finish at home anything you did not complete in class – There will be a TEST on The Absolutely True Diary of a Parti-Time Indian your first day back from break.
In Class: Presentations of extension activity. Reading ATDPTI – p. 117 – ? Dialectical Journal: PT Indian for understanding. We will probably do one or two in class.
Exit Ticket: Do an audit of your Dialectical Journal to make sure you are keeping up.
In Class: You will have the class period to work on your extension activity. Three choices: Photo collage, Slide Presentation, or Drawing.
Exit Ticket: Finish your project – if not in class, then finish up at home.
In Class: Today, using a complex text for enrichment and a way to build background knowledge, students will first answer a set of questions on a graphic organizer before moving on to a creative presentation as an extension assignment to this cognitively challenging and highly engaging online article.
Exit Ticket: Progress on Extension Assignment – If you miss class you can find the graphic organizer and planning sheet here: ATDPTI Extension Assignment
In Class: Students will read pages 99-116 in ATDPTI and use a Read/Response sheet to check for understanding
Exit Ticket: Turn in your sheet: Read / Response Sheet
In Class: Late start will mean a shorter class to read and annotate, especially since we will begin with a free-write. Try to have covered the reading through page 98 in ATDPTI and have at least 10 annotations.
Exit Ticket: Free-write: what choices (good and bad) have you made this year. Write in the form of a claim paragraph.
In Class: Today we will cover several more chapters in the ATDPTI. Dialectical Journal: PT Indian — While we listen
Exit Ticket: Finish Connections Graphic Organizer/
In Class: Again we will break out our graphic organizer/ dialectical journals and take some high quality notes on ATDPTI. During this section, you will also be asked to also complete the following: If you miss class, you should plan on getting this done: Connections Graphic Organizer
Exit Ticket: Connections Graphic Organizer
In Class: We will break out our graphic organizer/ dialectical journals again and take some high quality notes on ATDPTI. During this section, you will also be asked to also complete the following: If you miss class, you should plan on getting this done: True Diary Characterization
Exit Ticket: Characterization Graphic Organizer
In Class: First we will practice writing narratives. Then we will read The Absolutely True Diary of a Part-Time Indian. After, we will have a discussion of best friends.
Exit Ticket: Narrative free-writes.
In Class: We have a counsellor meeting today.
Exit Ticket: Free-write
In Class: First use this link and make a copy on you iPads: Dialectical Journal: PT Indian
We will conduct a free-write in the form of a claim paragraph, look at the book cover, and then fill out the first part of the chart.
Exit Ticket: Claim Paragraph.
IN Class: We will talk about Sherman Alexie, tribes, and complete our introduction to The Absolutely True Diary of a Part-Time Indian.
Exit Ticket: Please finish your slide shows on Tribes.
In Class: TEST – Final Summative Assessment for Unit One.
In Class: We continue The Souvenir with plenty of time to read, process, and complete a graphic organizer for your test on Monday.
Exit Ticket: Graphic Organizer
In Class: We will begin the exploration of The Souvenir, one of Mr. Frick’s all-time favorite short stories by Kurt Vonnegut. You will be exploring several literary components and theme. You will also be using this short story to write a CLAIM Paragraph as a summative assessment either Thursday or Monday of next week.
Exit Ticket: Turn in notes from class.
In Class: Today we turn to nonfiction and read The Gettysburg Address. This will get us our first look at the online textbooks. You will then develop the theme again, and write a claim paragraph.
Exit Ticket: Turn in Claim Paragraph #5 – if you don’t finish, make sure you do it as homework and bring it back next Tuesday.
In Class: Today we will read a short story from Sherman Alexie and develop the theme. You will then write a claim paragraph about that theme.
Exit Ticket: Turn in Claim Paragraph #4 – if you don’t finish, make sure you do it as homework and bring it back on Friday.
In Class: Dr. Seuss will help us unlock THEME. We will read a few stories. You will use a Note Catcher to uncover the messages in the author’s simple stories. Finally you will an IPad activity to finish the day.
Exit Ticket: IPAD Theme Activity
In Class: Tone / Mood: Today we will read a new story called The Cask of Amontillado and complete another Work Sheet and Claim Paragraph.
Exit Ticket: Worksheet and Claim #3
In Class: Characterization: Today we will read a new story called The Necklace and complete another Work Sheet and Claim Paragraph.
Exit Ticket: Worksheet and Claim Paragraph #2
In Class: Make sure your superhero drawing and annotation is turned in. We continue to read and work on a new story: The Lady or the Tiger. Complete the worksheet questions and claim paragraph in class. We will have a Socratic Seminar if there is time.
Exit Ticket: Worksheet and Claim Paragraph #1.
September 6, 2017
In Class: Today we delve further into characterization by reading a new story: The Lady or the Tiger. Complete the worksheet questions and claim paragraph in class. We will have a Socratic Seminar on Friday. Leftover time can be used to finish your Superhero Drawing.
HW/ Exit Ticket: Superhero drawing (if not done in class); Worksheet and Claim Paragraph.
September 1, 2017
In Class: First we will do another Plot Mountain. Then we will work on Characterization by working on a new activity: You as a character superhero, again relying on symbols and metaphors to represent personality or physical traits. We finish with Bio Bags.
Exit Ticket: Superhero Drawings
Today we will write a CLAIM paragraph about how your rooms showcase who you are:
Most people would say that I am ______________________(Adjective that describes what people first think of you ). You might think this was true / not true (pick one) if you looked in my room at home. In my room, I have ___________________________ (physical description(s) of what makes that adjective people say about you either true or not true). This proves that I am / am not (pick one) what people of think of me because ________________________ (connect the physical description of your room to your claim).
Sample: Most people would say that I am athletic. You might think this was not true if you looked in my room at home. In my room, I have more books and bookshelves and musical instruments than uniforms or balls or posters of sports stars. This proves that I am not what people think of me because my room shows that I have many interests, not just sports. Most of my sports equipment is in the garage or basement. In my room, I like to read and practice keyboard and guitar. I am not sure people know how much I like to read or to play music, but they do know that I play soccer. Yet, if you look in my room, you might see me as a different person.
We will finish with Bio Bags, and then move onto the literary component of plot.
Exit Ticket: Claim Paragraph
In Class: Bio Bags! Make sure you bring your bio bags and are ready to go: Bio Bags . We will read a short story and discuss the concept of Setting.
Exit Ticket: Setting details.
HW: Any unfinished Bio Bags must be ready present on Wednesday.
In Class: First we will discuss the short story you took as a preliminary reading quiz. Then, Mr. Frick will present his bio bag. After that, volunteers may present theirs. Any remaining time, we can work on Biography Brochures.
HW: If you forgot to bring in your objects for the Bio Bag, you may still do so on Monday!
August 22, 2017
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. Bio Bags . Bring items in a bag with your name on it! Then we will read Sandra Cisneros’ Geraldo, No Last Name. If we have time, we will discuss a few of the questions from your reading test (Geraldo, No Last Name) OR we will finish our Biography Brochures you started last class.
Exit Tickets: Reading test and Biography Brochures
Homework: Bring in Bio Bag symbolic objects. on Thursday, August 24.
August 18, 2017
In Class: I will return your bingo cards so we can work on writing “color” sentences on the back. Then we will share out. Then we will answer any more questions you might have about the syllabus. I will end class today by having students work in-class on biography brochures.
Exit Ticket: Turn in the work you have finished on the color sentences and biography brochure.
August 16, 2017
In Class: First we will get into a seating chart before getting up right away for some class Bingo. After that we will cover the course guidelines. We end with bingo.
Exit Ticket: Turn in the work you have finished so far. Have your syllabus signed.
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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.
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.
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 (firstname.lastname@example.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.
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.
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.
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.
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.
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