Thursday, May 9: This hour is longer because of a guest speaker in the Auditorium at 10:15. All classes are on a shortened schedule. We began the hour with a 15-minute writing on the following: Write about the imperfect survival in your book or the prediction of what it may be. Choose one symbol and explain how the symbol plays a role in the final survival scene. If you are absent today, write the above and turn it in TOMORROW WHEN YOU RETURN. YOU MAY NOT TURN THIS ASSIGNMENT IN LATE UNLESS YOU HAVE WRITTEN TO ME ABOUT AN EXTENSION.
Wednesday, May 8: CAP DAY AND SHORTENED SCHEDULE Today we finished our discussion of how characters can be symbolic of allegories: stories that have two meanings. Students listed 4 characters and wrote what they symbolized in their writers notebooks. Next, we moved into symbolism and discussed how to find symbols in our books through: objects, numbers, colors, animals. In groups, students made a list of at least six symbols in their survival books. If you are absent today, you must do the above assignment. The following clips may help you as you are thinking about symbols:
Tuesday, May 7: We began the hour with 3 consecutive 5-minute writings on the following:
1. If I can survive the war that I battle myself, I can survive anything.
2. Surviving may mean just barely escaping. But what is left? We often return to an imperfect existence. One thing we know for sure: we are never the same.
3. Write about a book, movie or personal experience when survival was imperfect.
Next, we read 3 excerpts from Lord of the Flies
Monday, May 6: Today we did a readers theater for chapter 9 in Lord of the Flies and reflected on one of the two following questions:
1. If there is the potential for evil in all of us, how do we keep our "inner beast" in check?
2. How do we stand up to the evil in the world or do we become a part of it?
If you are absent today, please write on one of the above questions for 5 minutes in your writer's notebook.
Friday, May 3: Today we spent half the hour reading and half watching the newest version of Lord of the Flies.
Thursday, May 2: We finished book club presentations of their questions from yesterday and then spent time in choice reading. At the end of the hour, we filled out bookmarks and wrote a 3-2-1 card: Name 3 things you have learned during the survival unit, 2 things you don't understand, and 1 question you still have. The cards will be checked in and shared with the class tomorrow. If you are absent bring a card or piece of paper with the answers
Wednesday, May 1: The goal today is to deepen our understanding of our survivor books and to share that information with others in the class. We did the following:
1. Silent reading for 10 minutes.
2. Share what we read with our groups for 2 minutes.
3. Ten-minute writing on a key passage in the book and its significance. Consider any roadblocks and/or self-discoveries.
4. Each group received a question to explore and discussed how to share it with the whole group. Each group member completed one task when sharing. If you are absent today, choose one question to answer about your survivor book. Be ready to share your answer and read at least one paragraph that is from the part you used to answer the question.
Tuesday, April 30: Students spent half the hour reading their survivor books and half the hour watching the first 20 minutes of the movie Lord of the Flies.
Monday, April 29: Website assignments will be checked tomorrow because during third hour, Ms. Michewicz will be testing other students. Today we began "threatening roadblocks," our next element of the survival unit. If you are absent today, read pages 42 and 45 in Lord of the Flies to see how roadblocks stop or diminish survival. Then make a chart in which you list the page number and outcome of threatening roadblocks: Do one for Lord of the Flies and at least two for your book club book.
Friday, April 26: After thinking about how to explore one question, we began the hour with a 15-minute writing on one of the overarching questions you have in your notes in your writer's notebook. The rest of the hour was spent reading. If you are absent today, spend 15 minutes writing in your notebook. You should be able to get at least 1 full page. This will count as 10 points for today's work.
Thursday, April 25: Students completed the Star post-test to show them the growth they have made this semester in reading. If you are absent today, you will need to make this up.
Wednesday, April 24: After a warm-up writing, students will participate in a roaming team leader exercise to share ideas about hostile environments with other groups. We ended the hour with time to read. Students continue to tab the book for elements of survival: character triad and hostile environment.
Tuesday, April 23: We are moving into the second element of survival books: hostile environment. Students wrote for 2 minutes on a hostile environment in their lives before reading a few excerpts from Lord of the Flies and the environment the characters are dealing with. Students are now reading their own books and looking for examples of hostile environment to tab. We will share this evidence tomorrow. KEEP READING!
Monday, April 22: Students had the hour to read today while Ms. Michewicz and I met with groups to discuss progress through their books.
Friday, April 19: We continued our work on character triads, reviewing the three leadership roles, and watched a video on the id, super ego, and ego. Students took notes on the three terms and applied these terms to their character triads. Next, students wrote two sentences on which one applied to them most. The latter half of the hour was spent reading. If you were absent today, watch the above video and take notes as directed. Make sure you are keeping up with your reading requirements!
Thursday, April 18: Each student received a pack of sticky tabs to mark pertinent parts in their novels. We began by reading the first 25 pages in Lord of the Flies to determine the leadership styles of the main characters: Jack, Ralph, and Piggy. Students then tabbed examples of emerging leaders in their own books.
Wednesday, April 17: Ms. Michewicz shared book clubs, and students changed seats to be with those who are reading the same books. All students received a book mark to plan their reading for 30 days. The rest of the hour was spent reading.
Tuesday, April 16: At the beginning of class, students went to the Media Center to sign out Lord of the Flies for class. Ms. Michewicz and I book talked all the books for our upcoming book clubs. Students filled in the forms for their choices and groups. Tomorrow you will form groups and get started on your bookmark. If you were absent today, you may be placed within a group. Also, please go to the Media Center to sign out Lord of the Flies. See us for details! IF YOU WERE ABSENT LAST FRIDAY, YOU WILL NEED TO MAKE UP YOUR WORK BY TOMORROW, WEDNESDAY, APRIL 17. I WILL NOT ACCEPT THESE ASSIGNMENTS AFTER THAT DATE.
Monday, April 15: Today we discussed the elements of the survival genre: what kind of survival themes exist and what we see in most survival books. Students took notes in their writers notebooks on the elements and then categorized the elements in a grid. If you are absent today, you will need to copy a classmate's notes.
Friday, April 12: Today we begin our survival unit and will discuss the hero cycle. If you are absent today watch the video on the hero cycle and download the handout. Take notes on the handout by defining each step and giving an example of each. Use the video to help you.
Thursday, April 11: Juniors do not attend English 11 today. Hours 4-6 attend in the afternoon.
Wednesday, April 10: Juniors attend English 11 from 1:50-2:35. Today we talked about labels and watched the Trevor Muir spoken word poem on labels and how we can turn them into skills. Using this as a website assignment, students wrote a two-page response in their writers notebooks on Trevor's message. You may use the following questions as a starting point:
1. What labels have you or others placed on yourself? How have these labels affected your self-image or performance?
2. How can your labels be turned to skills?
3. Are labels permanent? Are they scars or simply abrasions that heal?
If you were absent today, please watch the video and write the response.
Tuesday, April 9: SAT - JUNIORS ARE THEN RELEASED FROM SCHOOL.
Monday, April 8: Welcome back! I hope you are well rested and ready for SAT week. We did a brief review of the SAT multiple choice. If you were absent today, you may wish to try out a few samples. The key is on the last page, along with explanations.
Thursday, March 28: Today will be a good day for choice reading and for tying up loose ends on conferring about your essay.
Tuesday and Wednesday, March 26-27: We are continuing our conferring with students about the first two paragraphs of their research papers, the introduction and the first body paragraph. Students should revise the rest of the paper and write the reflection within 24 hours of the conferring session. Students also did a website assignment on the value of self-reflection after a large project. YOU HAVE TODAY TO FINISH THIS ASSIGNMENT WHILE WE ARE CONFERRING WITH STUDENTS.
Monday, March 25: This is our final day of writing the research essay. Students will split up in to 3 groups to debrief your essay with either Cal Youngquist, Ms. Michewicz, or myself. All students have finished their working outlines, work cited, source notes, and are working on finalizing the writing. After a short lesson on the reflection part of your essay, you will have reviewed the first two paragraphs of your essay with us and are ready to finish the rest of the essay on your own. If you are absent today, you must finish the essay on your own by midnight tonight.
Tuesday - Friday, March 19-22: Students have met with Ms. Michewicz or Dr. Steelman about the working outline, works cited, and resource notes. After a mini-lesson on how to use the working outline to guide writing, students began their first draft. Because we had a day of choice reading on Wednesday (MACBETH TRIP), students should have their essays completed by Monday.
Monday, March 18: Students who finished working outlines moved on to writing the first draft. THE DUE DATE FOR THE RESEARCHED ARTICLE IS FRIDAY, MARCH 22.
Friday, March 15: COFFEE HOUSE FRIDAY! Students will take a break from the research paper to read UNLESS THE WORK FROM YESTERDAY IS INCOMPLETE. We will check in all work and begin the writing process on Monday.
Thursday, March 14: This is day two of completing the working outline. Students will receive 20 points for this section. Those who finish will read.
Wednesday, March 13: Students who finished their works cited and notes on sources worked with me today. Those who were not finished worked with Ms. Michewicz in her room to complete with individualized help. I modeled how to set up the working outline and gave an example of what to write in the first two sections: introduction and first paragraph of the body. Students will complete all sections of the working outline before moving on to the next step: writing the draft.
Tuesday, March 12: Today students worked on taking notes on their articles and typing those in their Google Documents. These must be completed by tomorrow morning.
Monday, March 11: Today students worked on finding articles to support their slant on a meaningful topic. By tomorrow, the following should be completed:
1. Google document blocked by topic
2. Works cited completed with at least 3 entries
3. 3 online articles chosen and notes taken under "Sources" on Google Doc.
STUDENTS WILL RECEIVE 20 POINTS FOR THE ABOVE WORK ON WEDNESDAY MORNING, MARCH 13.
Monday-Thursday, March 4-7: This week student set up their Google Documents for the researched article they are writing and learned how to do a works cited page. They are choosing relevant and meaningful topics and exploring the web for articles.
Friday, March 1: Can you believe it's March already? Today we continued our work on commas and watched a few video clips. For those of you who are or have been absent, I am including the slides, including the videos. Just click on the pictures on slides 19 and 23 to receive extra information via video clips. We will summarize our work on Monday and begin our research.
Thursday, February 28: We are hoping to finish the STAR testing this week, so please make sure you are caught up with both that and the SAT essay quiz. We began our research unit today, beginning with a few days on punctuation, specifically commas.
Wednesday, February 27: Students took the STAR test today, followed by choice reading.
Tuesday, February 26: We reviewed the quiz and projected student writing as examples on the document camera. Students looked at their own scores and wrote about how they could improve next time. STUDENTS WHO MISSED THE QUIZ WILL TAKE IT TODAY AFTER SCHOOL IN CATS. If you are absent today, you will be able to see your quiz tomorrow.
Monday, February 25: SNOW DAY!
Friday, February 22: SAT QUIZ! If you were absent today, you will need to make up the quiz. PLAN TO TAKE THE QUIZ ON MONDAY AFTER SCHOOL AT CATS. IF YOU ARE UNABLE TO TAKE THE QUIZ AT THAT TIME, YOU MUST EMAIL ME TO MAKE OTHER ARRANGEMENTS.
Thursday, February 21: Today students worked on their second practice of an SAT writing. This one is on sleep deprivation in teens. They did a wonderful job! This essay must be finished before tomorrow's quiz. If you were absent or did not finish the essay, please finish and drop off to either Ms. Michewicz or Dr. Steelman before first hour. You must have this finished before the quiz. IF YOU DO NOT DROP OFF THE PRACTICE, YOU WILL STILL TAKE THE QUIZ. YOUR GRADE FOR THE PRACTICE WILL BE A ZERO. THIS CANNOT BE MADE UP UNLESS YOU HAVE CONTACTED ME AHEAD OF TIME REGARDING YOUR ABSENCE.
Wednesday, February 20: Students who finished their SAT essay in sleep began their 2nd practice today on an article that deals primarily with sleep deprivation in teens. Students practiced what they learned in the first essay and used that essay to guide their writing. The quiz on this essay is Friday. If you were absent today, you will want to finish your essay at home.
Tuesday, February 19: This is the final day for turning in this completed SAT essay draft. Students will receive 20 points for this essay and will continue our work with this essay structure tomorrow.
Monday, February 18: MIDWINTER BREAK!
Friday, February 15: SAT and PSAT practice test today.
Tuesday-Thursday, February 12-14: We are working on the full SAT essay on sleep deprivation. Students will receive 20 points for this first draft.
Monday, February 11: I will not be in school today, but Ms. Michewicz will lead you through another article to analyze. This one is on sleep deprivation - students will read and note some of the strategies the author uses to make his point. Students will also create a rhetorical strategy to help them determine the subject, audience, and author. Inside the triangle, write the slant or what the author is trying to say about the subject. If you are absent today, read the article and make a list of the strategies used as well as the triangle. Be ready to show this tomorrow.
Tuesday, February 5: After a book talk and choice reading, we dove back into SAT writing. After refreshing on the article on children and technology, we looked at how to look at an article in terms of purpose, audience, subject, and slant. We are presently making a class list of "writers' strategies" to look for when reading future articles. They work for all articles!
Monday, February 4: WELCOME BACK! After a week of snow days, we are ready to rock and roll! Today we spent the majority of the hour digging back into our novels and made a bookmark to keep track of our daily reading. Students now understand they need to read 33 pages per week to maintain an A average, adding up to 600 pages per semester. We finished the hour by reading an article to begin our work on SAT writing.
Thursday and Friday, January 24-25: The beginning of semester two can be a time of renewal. We are taking today and tomorrow to think about our progress this year and to set reading and writing goals. We begin SAT writing on Monday. Our first website assignment is due Monday. If you are absent today, please watch the Brene Brown video clip on Hope, and write a response in your writer's notebook to the following prompt: Even though we wish our life were fun, fast, and easy, our journeys our often difficult. Describe a time when you struggled to accomplish something. We are beginning new a new Table of Contents today. This will be your first assignment.
Tuesday, January 22: Students took the semester exam today during 3rd period. Those who were absent yesterday worked with me separately to prepare notes and will finish the exam during class this afternoon. The rest of the class read during our afternoon class. Everyone was very tired after a long day of classes!
Monday, January 21: Today we organized our thinking to answer the Hamlet essay question on the semester exam. The following will help you prepare.
Graphic organizer
Essay Example
Students who were absent today (MLK Day) will meet with me during the exam time to prepare and review our materials. You will take the exam during our afternoon class the same day.
Tuesday, January 15: Today we watched the final fight scene and discussed how to write the semester exam essay.
Monday, January 14: We read snippets of Acts IV and V to review the Hamlet text.
Friday, January 11: We finish Acts IV and V today.
Thursday, January 10: Primary documents today on entertainment. REMEMBER, THE SEMESTER EXAM WILL BE AN ESSAY IN WHICH YOU EXPLORE AN HISTORICAL THEME IN HAMLET THROUGH THE USE OF DOCUMENTS.
Wednesday, January 9: We tackled Act III today by first listening to Hamlet's "To be or not to be" soliloquy, followed by the scene with Ophelia where she returns his trinkets while the King and Polonius are in hiding and watching. we ended the act by discussing how Hamlet does not kill the when he is praying: he knows the king will go to heaven if he confesses his sins first. If you are absent, read Act III.
Tuesday, January 8: Today we are listening to two versions of Hamlet's first soliloquy, "Oh, what a rogue and peasant slave am I," one by Richard Burton and one by Simon Beale. Students voted on the best version. Next, we looked at primary documents on melancholy and madness, a cultural theme that permeates Shakespeare's early modern culture as well as ours. Tomorrow we begin Act III. If you are absent today, finish Act II and read one of the attached documents and write a summary of the document as well as a paragraph on how this theme is relevant today. This should be turned in for 10 points.
Monday, January 7: We are continuing our study of Hamlet. We will finish Act II and III this week with an eye on finishing by final exams. We will not rush through this important piece and therefore hope to have excellent attendance throughout this unit of study. If you are absent today, read Act II, scenes 1 and 2.
Friday, December 21: We will have a celebration after having worked hard to finish the first act of Hamlet; Ms. Michewicz has a Christmas surprise, which will be a treat while we watch the first part of a Hamlet movie.
Thursday, December 20: Students analyzed sixteenth-century primary documents on ghosts to find out what early moderns believed. Each student looked at one document and then shared their information with a larger group.
Wednesday, December 19: Today we begin by listening to a podcast by Shakespearean scholar Emma Smith on "Why Hamlet is Called Hamlet." Students took notes. We then formed a circle and finished scenes 4 and 5. We ended the hour with a clip
Tuesday, December 18: During Act I, scene 2, students read about Laertes advice to Ophelia and Laertes and discussed the differences between how a Renaissance father might treat daughters vs sons. We then formed a Socratic seminar and began scene 4.
Monday, December 17: After finishing scene 1, students added vocabulary to their notes and then began scene 2. Students did a quick write on what they have learned about Elizabethan culture so far.
Friday, December 14: Today we will finish Act I, scene 1 and then create a class poem using words from this scene. We also watched a section from the movie to see how King Claudius delivers his speech to the court regarding his hasty marriage and the reasons for his actions. DON'T FORGET TO DO YOUR WEBSITE ASSIGNMENT, WHICH IS DUE ON MONDAY!
Thursday, December 13: We began the hour with a review of the first 12 lines and then moved into the first 90 lines of Act I, scene 1. Students then explicated Horatio's lines, explaining the problem between Hamlet Sr. and Fortinbras (lines 84-111).
Wednesday, December 12: We worked on the family tree for the Hamlet play after students found out their individual parts. We then moved on to the first 12 lines where we found out there was "something rotten in Denmark." Tomorrow we begin reading. If you are absent today, watch the following family tree video clip and copy it into your writer's notebook in the section with "extra pages" at the end. You should have already set up your notebook for this play.
Tuesday, December 11: As a class, we discussed how to proceed with Hamlet, given the extra time we took with poetry. We would like to finish by the end of the semester, which means we would have to give up choice reading for a while. If we decide to proceed in this fashion, Ms. Michewicz and I will first confer with all students who have not met with us at least twice. Tomorrow you will receive your Hamlet parts.
Monday, December 10: Today we checked in the website assignment, followed by choice reading and conferring. We debriefed questions we had posed during a reflective writing and then share our research from The World of Shakespeare. Students then set up their notebooks for Hamlet. If you are absent today, you will need to set up your notebook during class tomorrow.
Friday, December 7: Happy Friday! Today we are looking at The World of Shakespeare, a colorful, informative book about the culture during sixteenth century London. Students will look for interesting information to share on Monday by using the accompanying website. If you are not in school today, please go to www.usborne.com/quicklinks and use this key word: Shakespeare. Click on any of the page numbers, and you will see all kinds of video clips, articles, pictures, and even games. Find something that interests you about Shakespeare's world, such as what they used for make up or what they used for medicine. Be prepared to share on Monday.
Thursday, December 6: Yesterday students made a substantial list of cultural events about Shakespeare's world as well as biographical information about him. Today we reviewed the list and then watched a short clip on his life; we then added new learning to the list. If you are absent today, watch the clip linked above and make a list in your writer's notebook about what you learned about Shakespeare and his world. Show me the list tomorrow.
Wednesday, December 5: After choice reading and a poetry reading, we continued our discussion on what we knew about Shakespeare and his world. Using the wireless keyboard, Henry typed up a list of our discussion topics. Tomorrow we will add to this list after watching a film clip on Shakespeare.
Tuesday, December 4: HAMLET BEGINS TODAY! We will begin our study by taking a look at the overview of the unit as well as what we know about Shakespeare and his world. Tomorrow we will continue our discussion and watch a clip to expand our information base.
Monday, December 3: Students who were absent Friday did their poetry readings today. Ms. Michewicz made a new seating chart and checked on the website assignments. Students went to the library to get their Hamlet books, and we finished the hour with choice reading and conferring. If you are absent today, make sure you get your Hamlet book at the library before you come to class!
Friday, November 30: Poetry readings today!
Thursday, November 29: Using the poem they practiced reading yesterday, students wrote a one-page response and submitted it to Google Classroom. Response topics were self-selected and based on the poem and personal reactions. If you are absent today, read the attached model to give you an idea about how to write a response.
Wednesday, November 28: Students decided on the poem they would read aloud to the class. We formed a double circle and practiced reading four times to different students. Next, using Voice Memo or Garage Band, students used their phones or computers to create pod casts of their poems and uploaded them to Google Classroom. If you are absent today, please record your poem and send to me. This practice will prepare you for reciting your poem to the class on Friday.
Tuesday, November 27: Today we read "The Race" by Sharon Olds, reading it orally as a class and then discussing it in groups. Students ended the hour by responding to the poem in their writers' notebooks. If you are absent today, read "The Race." Print off a copy and annotate the poem; then, write a response to the poem by commenting about what it means. Break the poem into at least 3 sections and comment on what is happening in each section.
Monday, November 26: SNOW DAY!
Tuesday, November 20: We looked at an E. E. Cummings poem about a Christmas tree. We talked about visual poets and how the structure or form of a poem can sometimes help us understand the meaning.
Monday, November 19: Yes, I was late posting the Website Assignment this past week, so I am offering all of you extra time to complete. We allowed students to work on it during class either in their Writers' Notebooks or in Google Classroom. They will be due tomorrow. Students had time today to read poetry books and/or do some writing.
Friday, November 16: Today was our Coffee House Friday, and we began with two staff members who were gracious enough to do poetry readings. We split into two groups: one stayed in my room, while the others went to Ms. Michewicz' room. We perused poetry books and sipped on hot chocolate or tea.
Thursday, November 15: Today we finished the TPCASTT assignment on "My Papa's Waltz" and then moved on to a mini-lesson on "what to do if you don't understand part of a poem." Gear up for tomorrow! COFFEE HOUSE FRIDAY!
Wednesday, November 14: After watching a clip about America's Poet Laureate, Tracy Smith, we read "My Papa's Waltz" and listened to an audio of Frank McCourt's high school class discussing the poem. I taught students the TPCASTT method on what to look for in a poem.
Tuesday, November 13: We listened to a Billy Collins poem entitled "To My Favourite 17 Year Old High School Girl" and then listened to and read a few war poems as examples of how poetry from long ago is very similar to today's poetry. Students then visited a website on Afghanistan war poetry and compared the two.
Monday, November 12: Today we begin a short poetry unit as requested by you! When I say short, I'm talking about a few short weeks, but it will be enough to dip our toes into some wonderful poetry and poets. Today we will watch a few video clips: one that comes from a IPAD commercial and one from Lin-Manuel Miranda's appearance at the White House. Then we did some writing on whether poetry is dead today. We ended the hour with a discussion on that topic. If you are absent today, make sure you watch the two video clips above. Then write a half page on if you think poetry is dead today and why. Show me when you return tomorrow.
Friday, November 9: Students had the opportunity to work on website assignments, either through Google Classroom on their phones or through the website. Using the website means students wrote in their writers' notebooks. The rest of the hour was spent in choice reading time. DON'T FORGET TO DO YOUR WEBSITE ASSIGNMENT!
Thursday, November 8: Today we had looked at who did not have Google Classroom question answered on the Beowulf movie. Those who did not have the question answered did so in class. After four book talks (to make up for not having them in a while), we did a half hour of choice reading. We will also have choice reading tomorrow and begin poetry Monday.
Monday-Wednesday, November 5-7: Beowulf movie and choice reading.
Wednesday and Thursday, October 31 and November 1: Beowulf project presentations today.
Monday and Tuesday: October 29-30: Students are working on Beowulf Project Presentations. Presentations begin Wednesday. If you are absent, you will need to work on your presentation at home.
Friday, October 26: Students are finishing project proposals and working either in groups or individually. We will continue to work on projects through Tuesday and begin presentations on Wednesday. If you were absent, you will want to look over the model proposal and rubric for grading expectations. In addition, I am posting the project ideas as well a list of students and what they chose to do for their projects. Please let me know if you have any questions.
Thursday, October 25: Students chose from 25 possible projects and will either work independently or in a group. I showed them a sample Project Proposal for them to use as a model. Students must all have a proposal finished before beginning work.
Wednesday, October 24: Small groups reviewed their summaries of the assigned section of the battle between Beowulf and Grendel's mother. It went well! Next I summarized what happened after the battle leading up to the final fight 50 years later between Beowulf and the dragon. Students read silently and did the following, WHICH WAS GRADED.
1. During reading, take notes on the details of the battle.
2. After reading, write a summary of what happened during the battle and leading to Beowulf's death.
If you are absent, please do the above. Begin on page 179 and end on page 189. Show Ms. Michewicz your notes and summary for 10 points each.
Tuesday, October 23: We began the hour by doing a "read around." Students shared one of the lines from Beowulf from their 10-line poems. Next, each group did a close reading of one section from yesterday's partner reading. They reported out after ten minutes. If you are absent today, choose one stanza from yesterday's assigned reading about the fight between Beowulf and Grendel's mother (pages 101-109) and rewrite in your own words. This section will be worth 10 HW points.
Monday, October 22: Today students checked their phones to do the self-reflection on Skills4Success. You should all see an email in your school email to do this. We will also have a few computers on hand for those who do not have access. In addition, I have set up Google Classroom, and I would like students to join. Again, they need access to their school email for this. It will make some of our assignments much easier. Today we did a partner reading of the fight between Beowulf and Grendel's mother (pages 101-109). Partners then chose 10 important lines from this section to rewrite Beowulf's victory. If you are absent today, please read these pages and rewrite the poem by choosing 10 important lines from this section describing Beowulf's victory. Show me your work first thing in the morning when you return.
Thursday, October 18: WRITE-IN TODAY!
Wednesday, October 17: We played with the idea of kennings today. Students learned how the poet used compound words to describe people, places, and things in Beowulf. For example, he called a boat a "wave traveler"; blood was called "battle sweat"; the human body was referred to as a "bone house." Students made up kennings for a tree, a story, Heorot, Beowulf, and fame. We also looked at Beowulf's ideas about what it means to live: see page 97, lines 1383-1396. Students wrote a half page on whether they agreed with this philosophy. If you are absent today, do the above exercise.
Tuesday, October 16: Today we listened to the prologue in both old English and early modern. I read the battle between Beowulf and Grendel on pages 47-57. They took their favorite line and wrote either a poem, a story, or an explanation of what happened in this section. If you are absent, you must do the above work.
Monday, October 15: We have been checking in student homework at the end of the memoir unit. Students took notes on the characters, and I summarized what happens in this epic poem. Students who are absent today will need to check the video and take notes in their writers' notebooks.
Friday, October 12: Happy Friday! After a book talk and choice reading, we began our study of Beowulf, a medieval epic poem about a "super hero" who saves Hrothgar and his people from the dreaded monster Grendel and his mother. Today we heard Seamus Heaney, the translator of this work. read the prologue, followed by a reading in old English. Next, we began the reading of the first battle between Beowulf and Grendel. If you are absent today, listen to the two clips above. Then, listen to the first battle as I read and explain what happens during this part of the poem. Please read alone in your copy of the text.
Thursday, October 11: After checking out the Beowulf books at the library, students shared their trifold information with their triad groups. These were turned in for a grade. Tomorrow we begin reading. If you are absent today, please finish your trifold and turn in when you return.
Wednesday, October 10: We will begin class by forming 3 groups, so students may share their findings for each of the 3 medieval topics: those who work, pray, fight. Next, students will reconvene with their triad group to share information. If you are absent today, you have two choices: contact a classmate to get information for your triad, or research the 3 categories yourself. Trifolds will be turned in today for a HW grade.
Tuesday, October 9: We continue conferring today and checking in assignments from last week. We finished a brief video clip yesterday on the Middle Ages. Today we will do some research to find out more. Each student will choose a category: those who work, those who pray, those who fight. Students should take notes in their writers' notebooks and then transfer the information to their trifolds. We will share information tomorrow. If you are absent today, choose a category to research. Take notes in your writer's notebook and bring to class.
Monday, October 8: YOUR MEMOIR AND CHECKLIST ASSIGNMENTS SHOULD BE FINISHED! We begin our study of Beowulf today! Students will watch a clip of an overview of the Medieval Period and begin a tri-fold of information. Research begins tomorrow. If you are absent today, watch the video above and, using a piece of computer paper, fold it into thirds, so it opens to a trifold. The inside topics include THOSE WHO FIGHT, THOSE WHO PRAY, AND THOSE WHO WORK. Write these 3 titles on the inside three pages. You will be assigned one to research when you return. On the front cover, draw a picture depicting the Middle Ages. Make sure your name is on the trifold. THIS IS A GRADED ASSIGNMENT.
VIDEO ON HOW TO SET UP GOOGLE DOCUMENT AND SHARE LINK!
Monday, October 1-Friday, October 5: Beginning with the memoir, students have a checklist of tasks to do this week. During this time Ms. Michewicz and I will work individually with students to first, find out about their writing topics and second, to walk through their memoirs with them to help with revision. Students may complete tasks in any order as long as all are completed. Choice reading is on the list, so feel free to sandwich it in when you can! We will have the Chromebooks all week. If you miss any day this week, complete the work at home. See the following:
Friday, September 28: INDEPENDENT READING AND DOUGHNUTS!
Thursday, September 27: Students learned how to set up a Google Document for their memoir and chose a short piece of writing to develop. Each student used a Chromebook to do the work in class. If you are absent today, you will need to listen to the video clip to set up your Google Document. I will post the video after school.
Wednesday, September 26: We will take a look at some of our writing today to add dialogue. The mini-lesson will include how to punctuate dialogue as well as how to use dialogue tags. If you are absent today, choose one of your short writings and add some dialogue to make it more realistic and engaging. Then, show either Ms. Michewicz or myself your work.
Tuesday, September 25: Our final writing today will be based on "The Birthday Party," a short short story about a woman who is watching a birthday celebration in a restaurant. Students will then write about an incident they watched either close up or from afar. Students are getting closer to choosing a piece of writing they most want to develop. If you are absent today, first read the short story linked above, then write a piece on the above topic.
Monday, September 24: We are continuing our "snippet" writing today on the topic of scars, both physical and emotional. We did not get to that Friday! You have now compiled quite a few writings from which to choose your final slice-of-life memoir. If you are absent today, make sure your writing is up to date. Write on the topic of scars for approximately 15 minutes.
Friday, September 21: DOUGHNUT DAY! Today we are writing about scars - those on our bodies - like my recent surgery after breaking my leg - and those emotional scars that sometimes haunt our lives. Next week we will choose one of the many ideas we have explored to develop into a slice-of-life memoir REMEMBER TO DO YOUR WEBSITE ASSIGNMENT, WHICH IS DUE ON MONDAY! If you are absent today, make sure you write the above assignment on scars in your writer's notebook.
Thursday, September 20: After two more book talks, students "copy-changed" the Lyon's poem, "Where I'm From." I did one two on the projector while students wrote. I read mine aloud, and then the students all shared a line. We then grabbed a line from our own poems and began a 15-minute writing that began with that line. Students then shared their writing with a partner. It was a wonderful hour! If you were absent today, you will need to read "Where I'm From" (see link below) and write a similar poem about where you're from. Grab a line and write for 15 minutes. All this should be in your writer's notebook. Be sure to show me when you arrive to class tomorrow.
Wednesday, September 19: Today we are following the same format with choice reading and then writing a small piece about a poem: "Where I'm From" by George Ella Lyon . Students listened to the poem twice and will begin writing their own "When I'm From" poems tomorrow.
Tuesday, September 18: Students put their conferring folders together, and we will begin meeting more regularly. Both Ms. Michewicz and I will meet individually with students about their reading and writing. After independent reading time and two more book talks, Ms. Michewicz led students through a debriefing about the Black Out Assembly where students told their stories about their journeys with cancer and recovery. Students then wrote about a difficult time in their own lives or a when a moment in time changed their lives. They wrote until the end of the hour. If you were absent today, please write one page in your writer's notebook about the above topic. You should write for about 15 minutes. Please check in at the beginning of the hour.
Monday, September 17: I'm back! Thank you for your patience as I healed from my leg surgery. A big shout-out goes to Ms. Michewicz, our team-teacher for the class, and Ms. Mucinski, our full-time substitute. Ms. Michewicz took the lead on teaching and did a fabulous job. Today I am beginning our "Daily Schedule" for your information about what we do each day. Both students and parents may check the Daily Schedule to find out what was taught, knowing this information is extremely beneficial when students are absent. Students who miss class are responsible for checking what we did and doing the work. IF YOU MISS CLASS AND HAVE EMAILED ME AS REQUIRED, YOU MAY TURN IN LATE WORK WITHOUT PENALTY. Today we continue our work on writing snapshots of our lives, building a repertoire from which to choose one that we will develop into a "slice of life" memoir for the final piece for this class. Today I shared a poem I wrote (please click on this link) about missing this class. The invitation to write will be about someone or something missed. Students will write for 15 minutes and revise for 5. I will write with them. If you are absent today, you must do a 15-minute writing and a 5 minute revision on the above topic. Please show me at the beginning of class tomorrow.
Wednesday, May 8: CAP DAY AND SHORTENED SCHEDULE Today we finished our discussion of how characters can be symbolic of allegories: stories that have two meanings. Students listed 4 characters and wrote what they symbolized in their writers notebooks. Next, we moved into symbolism and discussed how to find symbols in our books through: objects, numbers, colors, animals. In groups, students made a list of at least six symbols in their survival books. If you are absent today, you must do the above assignment. The following clips may help you as you are thinking about symbols:
Tuesday, May 7: We began the hour with 3 consecutive 5-minute writings on the following:
1. If I can survive the war that I battle myself, I can survive anything.
2. Surviving may mean just barely escaping. But what is left? We often return to an imperfect existence. One thing we know for sure: we are never the same.
3. Write about a book, movie or personal experience when survival was imperfect.
Next, we read 3 excerpts from Lord of the Flies
Monday, May 6: Today we did a readers theater for chapter 9 in Lord of the Flies and reflected on one of the two following questions:
1. If there is the potential for evil in all of us, how do we keep our "inner beast" in check?
2. How do we stand up to the evil in the world or do we become a part of it?
If you are absent today, please write on one of the above questions for 5 minutes in your writer's notebook.
Friday, May 3: Today we spent half the hour reading and half watching the newest version of Lord of the Flies.
Thursday, May 2: We finished book club presentations of their questions from yesterday and then spent time in choice reading. At the end of the hour, we filled out bookmarks and wrote a 3-2-1 card: Name 3 things you have learned during the survival unit, 2 things you don't understand, and 1 question you still have. The cards will be checked in and shared with the class tomorrow. If you are absent bring a card or piece of paper with the answers
Wednesday, May 1: The goal today is to deepen our understanding of our survivor books and to share that information with others in the class. We did the following:
1. Silent reading for 10 minutes.
2. Share what we read with our groups for 2 minutes.
3. Ten-minute writing on a key passage in the book and its significance. Consider any roadblocks and/or self-discoveries.
4. Each group received a question to explore and discussed how to share it with the whole group. Each group member completed one task when sharing. If you are absent today, choose one question to answer about your survivor book. Be ready to share your answer and read at least one paragraph that is from the part you used to answer the question.
Tuesday, April 30: Students spent half the hour reading their survivor books and half the hour watching the first 20 minutes of the movie Lord of the Flies.
Monday, April 29: Website assignments will be checked tomorrow because during third hour, Ms. Michewicz will be testing other students. Today we began "threatening roadblocks," our next element of the survival unit. If you are absent today, read pages 42 and 45 in Lord of the Flies to see how roadblocks stop or diminish survival. Then make a chart in which you list the page number and outcome of threatening roadblocks: Do one for Lord of the Flies and at least two for your book club book.
Friday, April 26: After thinking about how to explore one question, we began the hour with a 15-minute writing on one of the overarching questions you have in your notes in your writer's notebook. The rest of the hour was spent reading. If you are absent today, spend 15 minutes writing in your notebook. You should be able to get at least 1 full page. This will count as 10 points for today's work.
Thursday, April 25: Students completed the Star post-test to show them the growth they have made this semester in reading. If you are absent today, you will need to make this up.
Wednesday, April 24: After a warm-up writing, students will participate in a roaming team leader exercise to share ideas about hostile environments with other groups. We ended the hour with time to read. Students continue to tab the book for elements of survival: character triad and hostile environment.
Tuesday, April 23: We are moving into the second element of survival books: hostile environment. Students wrote for 2 minutes on a hostile environment in their lives before reading a few excerpts from Lord of the Flies and the environment the characters are dealing with. Students are now reading their own books and looking for examples of hostile environment to tab. We will share this evidence tomorrow. KEEP READING!
Monday, April 22: Students had the hour to read today while Ms. Michewicz and I met with groups to discuss progress through their books.
Friday, April 19: We continued our work on character triads, reviewing the three leadership roles, and watched a video on the id, super ego, and ego. Students took notes on the three terms and applied these terms to their character triads. Next, students wrote two sentences on which one applied to them most. The latter half of the hour was spent reading. If you were absent today, watch the above video and take notes as directed. Make sure you are keeping up with your reading requirements!
Thursday, April 18: Each student received a pack of sticky tabs to mark pertinent parts in their novels. We began by reading the first 25 pages in Lord of the Flies to determine the leadership styles of the main characters: Jack, Ralph, and Piggy. Students then tabbed examples of emerging leaders in their own books.
Wednesday, April 17: Ms. Michewicz shared book clubs, and students changed seats to be with those who are reading the same books. All students received a book mark to plan their reading for 30 days. The rest of the hour was spent reading.
Tuesday, April 16: At the beginning of class, students went to the Media Center to sign out Lord of the Flies for class. Ms. Michewicz and I book talked all the books for our upcoming book clubs. Students filled in the forms for their choices and groups. Tomorrow you will form groups and get started on your bookmark. If you were absent today, you may be placed within a group. Also, please go to the Media Center to sign out Lord of the Flies. See us for details! IF YOU WERE ABSENT LAST FRIDAY, YOU WILL NEED TO MAKE UP YOUR WORK BY TOMORROW, WEDNESDAY, APRIL 17. I WILL NOT ACCEPT THESE ASSIGNMENTS AFTER THAT DATE.
Monday, April 15: Today we discussed the elements of the survival genre: what kind of survival themes exist and what we see in most survival books. Students took notes in their writers notebooks on the elements and then categorized the elements in a grid. If you are absent today, you will need to copy a classmate's notes.
Friday, April 12: Today we begin our survival unit and will discuss the hero cycle. If you are absent today watch the video on the hero cycle and download the handout. Take notes on the handout by defining each step and giving an example of each. Use the video to help you.
Thursday, April 11: Juniors do not attend English 11 today. Hours 4-6 attend in the afternoon.
Wednesday, April 10: Juniors attend English 11 from 1:50-2:35. Today we talked about labels and watched the Trevor Muir spoken word poem on labels and how we can turn them into skills. Using this as a website assignment, students wrote a two-page response in their writers notebooks on Trevor's message. You may use the following questions as a starting point:
1. What labels have you or others placed on yourself? How have these labels affected your self-image or performance?
2. How can your labels be turned to skills?
3. Are labels permanent? Are they scars or simply abrasions that heal?
If you were absent today, please watch the video and write the response.
Tuesday, April 9: SAT - JUNIORS ARE THEN RELEASED FROM SCHOOL.
Monday, April 8: Welcome back! I hope you are well rested and ready for SAT week. We did a brief review of the SAT multiple choice. If you were absent today, you may wish to try out a few samples. The key is on the last page, along with explanations.
Thursday, March 28: Today will be a good day for choice reading and for tying up loose ends on conferring about your essay.
Tuesday and Wednesday, March 26-27: We are continuing our conferring with students about the first two paragraphs of their research papers, the introduction and the first body paragraph. Students should revise the rest of the paper and write the reflection within 24 hours of the conferring session. Students also did a website assignment on the value of self-reflection after a large project. YOU HAVE TODAY TO FINISH THIS ASSIGNMENT WHILE WE ARE CONFERRING WITH STUDENTS.
Monday, March 25: This is our final day of writing the research essay. Students will split up in to 3 groups to debrief your essay with either Cal Youngquist, Ms. Michewicz, or myself. All students have finished their working outlines, work cited, source notes, and are working on finalizing the writing. After a short lesson on the reflection part of your essay, you will have reviewed the first two paragraphs of your essay with us and are ready to finish the rest of the essay on your own. If you are absent today, you must finish the essay on your own by midnight tonight.
Tuesday - Friday, March 19-22: Students have met with Ms. Michewicz or Dr. Steelman about the working outline, works cited, and resource notes. After a mini-lesson on how to use the working outline to guide writing, students began their first draft. Because we had a day of choice reading on Wednesday (MACBETH TRIP), students should have their essays completed by Monday.
Monday, March 18: Students who finished working outlines moved on to writing the first draft. THE DUE DATE FOR THE RESEARCHED ARTICLE IS FRIDAY, MARCH 22.
Friday, March 15: COFFEE HOUSE FRIDAY! Students will take a break from the research paper to read UNLESS THE WORK FROM YESTERDAY IS INCOMPLETE. We will check in all work and begin the writing process on Monday.
Thursday, March 14: This is day two of completing the working outline. Students will receive 20 points for this section. Those who finish will read.
Wednesday, March 13: Students who finished their works cited and notes on sources worked with me today. Those who were not finished worked with Ms. Michewicz in her room to complete with individualized help. I modeled how to set up the working outline and gave an example of what to write in the first two sections: introduction and first paragraph of the body. Students will complete all sections of the working outline before moving on to the next step: writing the draft.
Tuesday, March 12: Today students worked on taking notes on their articles and typing those in their Google Documents. These must be completed by tomorrow morning.
Monday, March 11: Today students worked on finding articles to support their slant on a meaningful topic. By tomorrow, the following should be completed:
1. Google document blocked by topic
2. Works cited completed with at least 3 entries
3. 3 online articles chosen and notes taken under "Sources" on Google Doc.
STUDENTS WILL RECEIVE 20 POINTS FOR THE ABOVE WORK ON WEDNESDAY MORNING, MARCH 13.
Monday-Thursday, March 4-7: This week student set up their Google Documents for the researched article they are writing and learned how to do a works cited page. They are choosing relevant and meaningful topics and exploring the web for articles.
Friday, March 1: Can you believe it's March already? Today we continued our work on commas and watched a few video clips. For those of you who are or have been absent, I am including the slides, including the videos. Just click on the pictures on slides 19 and 23 to receive extra information via video clips. We will summarize our work on Monday and begin our research.
Thursday, February 28: We are hoping to finish the STAR testing this week, so please make sure you are caught up with both that and the SAT essay quiz. We began our research unit today, beginning with a few days on punctuation, specifically commas.
Wednesday, February 27: Students took the STAR test today, followed by choice reading.
Tuesday, February 26: We reviewed the quiz and projected student writing as examples on the document camera. Students looked at their own scores and wrote about how they could improve next time. STUDENTS WHO MISSED THE QUIZ WILL TAKE IT TODAY AFTER SCHOOL IN CATS. If you are absent today, you will be able to see your quiz tomorrow.
Monday, February 25: SNOW DAY!
Friday, February 22: SAT QUIZ! If you were absent today, you will need to make up the quiz. PLAN TO TAKE THE QUIZ ON MONDAY AFTER SCHOOL AT CATS. IF YOU ARE UNABLE TO TAKE THE QUIZ AT THAT TIME, YOU MUST EMAIL ME TO MAKE OTHER ARRANGEMENTS.
Thursday, February 21: Today students worked on their second practice of an SAT writing. This one is on sleep deprivation in teens. They did a wonderful job! This essay must be finished before tomorrow's quiz. If you were absent or did not finish the essay, please finish and drop off to either Ms. Michewicz or Dr. Steelman before first hour. You must have this finished before the quiz. IF YOU DO NOT DROP OFF THE PRACTICE, YOU WILL STILL TAKE THE QUIZ. YOUR GRADE FOR THE PRACTICE WILL BE A ZERO. THIS CANNOT BE MADE UP UNLESS YOU HAVE CONTACTED ME AHEAD OF TIME REGARDING YOUR ABSENCE.
Wednesday, February 20: Students who finished their SAT essay in sleep began their 2nd practice today on an article that deals primarily with sleep deprivation in teens. Students practiced what they learned in the first essay and used that essay to guide their writing. The quiz on this essay is Friday. If you were absent today, you will want to finish your essay at home.
Tuesday, February 19: This is the final day for turning in this completed SAT essay draft. Students will receive 20 points for this essay and will continue our work with this essay structure tomorrow.
Monday, February 18: MIDWINTER BREAK!
Friday, February 15: SAT and PSAT practice test today.
Tuesday-Thursday, February 12-14: We are working on the full SAT essay on sleep deprivation. Students will receive 20 points for this first draft.
Monday, February 11: I will not be in school today, but Ms. Michewicz will lead you through another article to analyze. This one is on sleep deprivation - students will read and note some of the strategies the author uses to make his point. Students will also create a rhetorical strategy to help them determine the subject, audience, and author. Inside the triangle, write the slant or what the author is trying to say about the subject. If you are absent today, read the article and make a list of the strategies used as well as the triangle. Be ready to show this tomorrow.
Tuesday, February 5: After a book talk and choice reading, we dove back into SAT writing. After refreshing on the article on children and technology, we looked at how to look at an article in terms of purpose, audience, subject, and slant. We are presently making a class list of "writers' strategies" to look for when reading future articles. They work for all articles!
Monday, February 4: WELCOME BACK! After a week of snow days, we are ready to rock and roll! Today we spent the majority of the hour digging back into our novels and made a bookmark to keep track of our daily reading. Students now understand they need to read 33 pages per week to maintain an A average, adding up to 600 pages per semester. We finished the hour by reading an article to begin our work on SAT writing.
Thursday and Friday, January 24-25: The beginning of semester two can be a time of renewal. We are taking today and tomorrow to think about our progress this year and to set reading and writing goals. We begin SAT writing on Monday. Our first website assignment is due Monday. If you are absent today, please watch the Brene Brown video clip on Hope, and write a response in your writer's notebook to the following prompt: Even though we wish our life were fun, fast, and easy, our journeys our often difficult. Describe a time when you struggled to accomplish something. We are beginning new a new Table of Contents today. This will be your first assignment.
Tuesday, January 22: Students took the semester exam today during 3rd period. Those who were absent yesterday worked with me separately to prepare notes and will finish the exam during class this afternoon. The rest of the class read during our afternoon class. Everyone was very tired after a long day of classes!
Monday, January 21: Today we organized our thinking to answer the Hamlet essay question on the semester exam. The following will help you prepare.
Graphic organizer
Essay Example
Students who were absent today (MLK Day) will meet with me during the exam time to prepare and review our materials. You will take the exam during our afternoon class the same day.
Tuesday, January 15: Today we watched the final fight scene and discussed how to write the semester exam essay.
Monday, January 14: We read snippets of Acts IV and V to review the Hamlet text.
Friday, January 11: We finish Acts IV and V today.
Thursday, January 10: Primary documents today on entertainment. REMEMBER, THE SEMESTER EXAM WILL BE AN ESSAY IN WHICH YOU EXPLORE AN HISTORICAL THEME IN HAMLET THROUGH THE USE OF DOCUMENTS.
Wednesday, January 9: We tackled Act III today by first listening to Hamlet's "To be or not to be" soliloquy, followed by the scene with Ophelia where she returns his trinkets while the King and Polonius are in hiding and watching. we ended the act by discussing how Hamlet does not kill the when he is praying: he knows the king will go to heaven if he confesses his sins first. If you are absent, read Act III.
Tuesday, January 8: Today we are listening to two versions of Hamlet's first soliloquy, "Oh, what a rogue and peasant slave am I," one by Richard Burton and one by Simon Beale. Students voted on the best version. Next, we looked at primary documents on melancholy and madness, a cultural theme that permeates Shakespeare's early modern culture as well as ours. Tomorrow we begin Act III. If you are absent today, finish Act II and read one of the attached documents and write a summary of the document as well as a paragraph on how this theme is relevant today. This should be turned in for 10 points.
Monday, January 7: We are continuing our study of Hamlet. We will finish Act II and III this week with an eye on finishing by final exams. We will not rush through this important piece and therefore hope to have excellent attendance throughout this unit of study. If you are absent today, read Act II, scenes 1 and 2.
Friday, December 21: We will have a celebration after having worked hard to finish the first act of Hamlet; Ms. Michewicz has a Christmas surprise, which will be a treat while we watch the first part of a Hamlet movie.
Thursday, December 20: Students analyzed sixteenth-century primary documents on ghosts to find out what early moderns believed. Each student looked at one document and then shared their information with a larger group.
Wednesday, December 19: Today we begin by listening to a podcast by Shakespearean scholar Emma Smith on "Why Hamlet is Called Hamlet." Students took notes. We then formed a circle and finished scenes 4 and 5. We ended the hour with a clip
Tuesday, December 18: During Act I, scene 2, students read about Laertes advice to Ophelia and Laertes and discussed the differences between how a Renaissance father might treat daughters vs sons. We then formed a Socratic seminar and began scene 4.
Monday, December 17: After finishing scene 1, students added vocabulary to their notes and then began scene 2. Students did a quick write on what they have learned about Elizabethan culture so far.
Friday, December 14: Today we will finish Act I, scene 1 and then create a class poem using words from this scene. We also watched a section from the movie to see how King Claudius delivers his speech to the court regarding his hasty marriage and the reasons for his actions. DON'T FORGET TO DO YOUR WEBSITE ASSIGNMENT, WHICH IS DUE ON MONDAY!
Thursday, December 13: We began the hour with a review of the first 12 lines and then moved into the first 90 lines of Act I, scene 1. Students then explicated Horatio's lines, explaining the problem between Hamlet Sr. and Fortinbras (lines 84-111).
Wednesday, December 12: We worked on the family tree for the Hamlet play after students found out their individual parts. We then moved on to the first 12 lines where we found out there was "something rotten in Denmark." Tomorrow we begin reading. If you are absent today, watch the following family tree video clip and copy it into your writer's notebook in the section with "extra pages" at the end. You should have already set up your notebook for this play.
Tuesday, December 11: As a class, we discussed how to proceed with Hamlet, given the extra time we took with poetry. We would like to finish by the end of the semester, which means we would have to give up choice reading for a while. If we decide to proceed in this fashion, Ms. Michewicz and I will first confer with all students who have not met with us at least twice. Tomorrow you will receive your Hamlet parts.
Monday, December 10: Today we checked in the website assignment, followed by choice reading and conferring. We debriefed questions we had posed during a reflective writing and then share our research from The World of Shakespeare. Students then set up their notebooks for Hamlet. If you are absent today, you will need to set up your notebook during class tomorrow.
Friday, December 7: Happy Friday! Today we are looking at The World of Shakespeare, a colorful, informative book about the culture during sixteenth century London. Students will look for interesting information to share on Monday by using the accompanying website. If you are not in school today, please go to www.usborne.com/quicklinks and use this key word: Shakespeare. Click on any of the page numbers, and you will see all kinds of video clips, articles, pictures, and even games. Find something that interests you about Shakespeare's world, such as what they used for make up or what they used for medicine. Be prepared to share on Monday.
Thursday, December 6: Yesterday students made a substantial list of cultural events about Shakespeare's world as well as biographical information about him. Today we reviewed the list and then watched a short clip on his life; we then added new learning to the list. If you are absent today, watch the clip linked above and make a list in your writer's notebook about what you learned about Shakespeare and his world. Show me the list tomorrow.
Wednesday, December 5: After choice reading and a poetry reading, we continued our discussion on what we knew about Shakespeare and his world. Using the wireless keyboard, Henry typed up a list of our discussion topics. Tomorrow we will add to this list after watching a film clip on Shakespeare.
Tuesday, December 4: HAMLET BEGINS TODAY! We will begin our study by taking a look at the overview of the unit as well as what we know about Shakespeare and his world. Tomorrow we will continue our discussion and watch a clip to expand our information base.
Monday, December 3: Students who were absent Friday did their poetry readings today. Ms. Michewicz made a new seating chart and checked on the website assignments. Students went to the library to get their Hamlet books, and we finished the hour with choice reading and conferring. If you are absent today, make sure you get your Hamlet book at the library before you come to class!
Friday, November 30: Poetry readings today!
Thursday, November 29: Using the poem they practiced reading yesterday, students wrote a one-page response and submitted it to Google Classroom. Response topics were self-selected and based on the poem and personal reactions. If you are absent today, read the attached model to give you an idea about how to write a response.
Wednesday, November 28: Students decided on the poem they would read aloud to the class. We formed a double circle and practiced reading four times to different students. Next, using Voice Memo or Garage Band, students used their phones or computers to create pod casts of their poems and uploaded them to Google Classroom. If you are absent today, please record your poem and send to me. This practice will prepare you for reciting your poem to the class on Friday.
Tuesday, November 27: Today we read "The Race" by Sharon Olds, reading it orally as a class and then discussing it in groups. Students ended the hour by responding to the poem in their writers' notebooks. If you are absent today, read "The Race." Print off a copy and annotate the poem; then, write a response to the poem by commenting about what it means. Break the poem into at least 3 sections and comment on what is happening in each section.
Monday, November 26: SNOW DAY!
Tuesday, November 20: We looked at an E. E. Cummings poem about a Christmas tree. We talked about visual poets and how the structure or form of a poem can sometimes help us understand the meaning.
Monday, November 19: Yes, I was late posting the Website Assignment this past week, so I am offering all of you extra time to complete. We allowed students to work on it during class either in their Writers' Notebooks or in Google Classroom. They will be due tomorrow. Students had time today to read poetry books and/or do some writing.
Friday, November 16: Today was our Coffee House Friday, and we began with two staff members who were gracious enough to do poetry readings. We split into two groups: one stayed in my room, while the others went to Ms. Michewicz' room. We perused poetry books and sipped on hot chocolate or tea.
Thursday, November 15: Today we finished the TPCASTT assignment on "My Papa's Waltz" and then moved on to a mini-lesson on "what to do if you don't understand part of a poem." Gear up for tomorrow! COFFEE HOUSE FRIDAY!
Wednesday, November 14: After watching a clip about America's Poet Laureate, Tracy Smith, we read "My Papa's Waltz" and listened to an audio of Frank McCourt's high school class discussing the poem. I taught students the TPCASTT method on what to look for in a poem.
Tuesday, November 13: We listened to a Billy Collins poem entitled "To My Favourite 17 Year Old High School Girl" and then listened to and read a few war poems as examples of how poetry from long ago is very similar to today's poetry. Students then visited a website on Afghanistan war poetry and compared the two.
Monday, November 12: Today we begin a short poetry unit as requested by you! When I say short, I'm talking about a few short weeks, but it will be enough to dip our toes into some wonderful poetry and poets. Today we will watch a few video clips: one that comes from a IPAD commercial and one from Lin-Manuel Miranda's appearance at the White House. Then we did some writing on whether poetry is dead today. We ended the hour with a discussion on that topic. If you are absent today, make sure you watch the two video clips above. Then write a half page on if you think poetry is dead today and why. Show me when you return tomorrow.
Friday, November 9: Students had the opportunity to work on website assignments, either through Google Classroom on their phones or through the website. Using the website means students wrote in their writers' notebooks. The rest of the hour was spent in choice reading time. DON'T FORGET TO DO YOUR WEBSITE ASSIGNMENT!
Thursday, November 8: Today we had looked at who did not have Google Classroom question answered on the Beowulf movie. Those who did not have the question answered did so in class. After four book talks (to make up for not having them in a while), we did a half hour of choice reading. We will also have choice reading tomorrow and begin poetry Monday.
Monday-Wednesday, November 5-7: Beowulf movie and choice reading.
Wednesday and Thursday, October 31 and November 1: Beowulf project presentations today.
Monday and Tuesday: October 29-30: Students are working on Beowulf Project Presentations. Presentations begin Wednesday. If you are absent, you will need to work on your presentation at home.
Friday, October 26: Students are finishing project proposals and working either in groups or individually. We will continue to work on projects through Tuesday and begin presentations on Wednesday. If you were absent, you will want to look over the model proposal and rubric for grading expectations. In addition, I am posting the project ideas as well a list of students and what they chose to do for their projects. Please let me know if you have any questions.
Thursday, October 25: Students chose from 25 possible projects and will either work independently or in a group. I showed them a sample Project Proposal for them to use as a model. Students must all have a proposal finished before beginning work.
Wednesday, October 24: Small groups reviewed their summaries of the assigned section of the battle between Beowulf and Grendel's mother. It went well! Next I summarized what happened after the battle leading up to the final fight 50 years later between Beowulf and the dragon. Students read silently and did the following, WHICH WAS GRADED.
1. During reading, take notes on the details of the battle.
2. After reading, write a summary of what happened during the battle and leading to Beowulf's death.
If you are absent, please do the above. Begin on page 179 and end on page 189. Show Ms. Michewicz your notes and summary for 10 points each.
Tuesday, October 23: We began the hour by doing a "read around." Students shared one of the lines from Beowulf from their 10-line poems. Next, each group did a close reading of one section from yesterday's partner reading. They reported out after ten minutes. If you are absent today, choose one stanza from yesterday's assigned reading about the fight between Beowulf and Grendel's mother (pages 101-109) and rewrite in your own words. This section will be worth 10 HW points.
Monday, October 22: Today students checked their phones to do the self-reflection on Skills4Success. You should all see an email in your school email to do this. We will also have a few computers on hand for those who do not have access. In addition, I have set up Google Classroom, and I would like students to join. Again, they need access to their school email for this. It will make some of our assignments much easier. Today we did a partner reading of the fight between Beowulf and Grendel's mother (pages 101-109). Partners then chose 10 important lines from this section to rewrite Beowulf's victory. If you are absent today, please read these pages and rewrite the poem by choosing 10 important lines from this section describing Beowulf's victory. Show me your work first thing in the morning when you return.
Thursday, October 18: WRITE-IN TODAY!
Wednesday, October 17: We played with the idea of kennings today. Students learned how the poet used compound words to describe people, places, and things in Beowulf. For example, he called a boat a "wave traveler"; blood was called "battle sweat"; the human body was referred to as a "bone house." Students made up kennings for a tree, a story, Heorot, Beowulf, and fame. We also looked at Beowulf's ideas about what it means to live: see page 97, lines 1383-1396. Students wrote a half page on whether they agreed with this philosophy. If you are absent today, do the above exercise.
Tuesday, October 16: Today we listened to the prologue in both old English and early modern. I read the battle between Beowulf and Grendel on pages 47-57. They took their favorite line and wrote either a poem, a story, or an explanation of what happened in this section. If you are absent, you must do the above work.
Monday, October 15: We have been checking in student homework at the end of the memoir unit. Students took notes on the characters, and I summarized what happens in this epic poem. Students who are absent today will need to check the video and take notes in their writers' notebooks.
Friday, October 12: Happy Friday! After a book talk and choice reading, we began our study of Beowulf, a medieval epic poem about a "super hero" who saves Hrothgar and his people from the dreaded monster Grendel and his mother. Today we heard Seamus Heaney, the translator of this work. read the prologue, followed by a reading in old English. Next, we began the reading of the first battle between Beowulf and Grendel. If you are absent today, listen to the two clips above. Then, listen to the first battle as I read and explain what happens during this part of the poem. Please read alone in your copy of the text.
Thursday, October 11: After checking out the Beowulf books at the library, students shared their trifold information with their triad groups. These were turned in for a grade. Tomorrow we begin reading. If you are absent today, please finish your trifold and turn in when you return.
Wednesday, October 10: We will begin class by forming 3 groups, so students may share their findings for each of the 3 medieval topics: those who work, pray, fight. Next, students will reconvene with their triad group to share information. If you are absent today, you have two choices: contact a classmate to get information for your triad, or research the 3 categories yourself. Trifolds will be turned in today for a HW grade.
Tuesday, October 9: We continue conferring today and checking in assignments from last week. We finished a brief video clip yesterday on the Middle Ages. Today we will do some research to find out more. Each student will choose a category: those who work, those who pray, those who fight. Students should take notes in their writers' notebooks and then transfer the information to their trifolds. We will share information tomorrow. If you are absent today, choose a category to research. Take notes in your writer's notebook and bring to class.
Monday, October 8: YOUR MEMOIR AND CHECKLIST ASSIGNMENTS SHOULD BE FINISHED! We begin our study of Beowulf today! Students will watch a clip of an overview of the Medieval Period and begin a tri-fold of information. Research begins tomorrow. If you are absent today, watch the video above and, using a piece of computer paper, fold it into thirds, so it opens to a trifold. The inside topics include THOSE WHO FIGHT, THOSE WHO PRAY, AND THOSE WHO WORK. Write these 3 titles on the inside three pages. You will be assigned one to research when you return. On the front cover, draw a picture depicting the Middle Ages. Make sure your name is on the trifold. THIS IS A GRADED ASSIGNMENT.
VIDEO ON HOW TO SET UP GOOGLE DOCUMENT AND SHARE LINK!
Monday, October 1-Friday, October 5: Beginning with the memoir, students have a checklist of tasks to do this week. During this time Ms. Michewicz and I will work individually with students to first, find out about their writing topics and second, to walk through their memoirs with them to help with revision. Students may complete tasks in any order as long as all are completed. Choice reading is on the list, so feel free to sandwich it in when you can! We will have the Chromebooks all week. If you miss any day this week, complete the work at home. See the following:
- Finish “slice of life” and confer by FRIDAY FOR ASSESSMENT POINTS
- Dipstick reflection - steelmancafe (10 points)
- Choice reading
- Website assignment
- 3 Ted Talks you would like to watch (10 points)
- 10 books on a theme (10 points)
- Themed notebooks (10 points)
- Roar article http://nvroar.com (10 points)
Friday, September 28: INDEPENDENT READING AND DOUGHNUTS!
Thursday, September 27: Students learned how to set up a Google Document for their memoir and chose a short piece of writing to develop. Each student used a Chromebook to do the work in class. If you are absent today, you will need to listen to the video clip to set up your Google Document. I will post the video after school.
Wednesday, September 26: We will take a look at some of our writing today to add dialogue. The mini-lesson will include how to punctuate dialogue as well as how to use dialogue tags. If you are absent today, choose one of your short writings and add some dialogue to make it more realistic and engaging. Then, show either Ms. Michewicz or myself your work.
Tuesday, September 25: Our final writing today will be based on "The Birthday Party," a short short story about a woman who is watching a birthday celebration in a restaurant. Students will then write about an incident they watched either close up or from afar. Students are getting closer to choosing a piece of writing they most want to develop. If you are absent today, first read the short story linked above, then write a piece on the above topic.
Monday, September 24: We are continuing our "snippet" writing today on the topic of scars, both physical and emotional. We did not get to that Friday! You have now compiled quite a few writings from which to choose your final slice-of-life memoir. If you are absent today, make sure your writing is up to date. Write on the topic of scars for approximately 15 minutes.
Friday, September 21: DOUGHNUT DAY! Today we are writing about scars - those on our bodies - like my recent surgery after breaking my leg - and those emotional scars that sometimes haunt our lives. Next week we will choose one of the many ideas we have explored to develop into a slice-of-life memoir REMEMBER TO DO YOUR WEBSITE ASSIGNMENT, WHICH IS DUE ON MONDAY! If you are absent today, make sure you write the above assignment on scars in your writer's notebook.
Thursday, September 20: After two more book talks, students "copy-changed" the Lyon's poem, "Where I'm From." I did one two on the projector while students wrote. I read mine aloud, and then the students all shared a line. We then grabbed a line from our own poems and began a 15-minute writing that began with that line. Students then shared their writing with a partner. It was a wonderful hour! If you were absent today, you will need to read "Where I'm From" (see link below) and write a similar poem about where you're from. Grab a line and write for 15 minutes. All this should be in your writer's notebook. Be sure to show me when you arrive to class tomorrow.
Wednesday, September 19: Today we are following the same format with choice reading and then writing a small piece about a poem: "Where I'm From" by George Ella Lyon . Students listened to the poem twice and will begin writing their own "When I'm From" poems tomorrow.
Tuesday, September 18: Students put their conferring folders together, and we will begin meeting more regularly. Both Ms. Michewicz and I will meet individually with students about their reading and writing. After independent reading time and two more book talks, Ms. Michewicz led students through a debriefing about the Black Out Assembly where students told their stories about their journeys with cancer and recovery. Students then wrote about a difficult time in their own lives or a when a moment in time changed their lives. They wrote until the end of the hour. If you were absent today, please write one page in your writer's notebook about the above topic. You should write for about 15 minutes. Please check in at the beginning of the hour.
Monday, September 17: I'm back! Thank you for your patience as I healed from my leg surgery. A big shout-out goes to Ms. Michewicz, our team-teacher for the class, and Ms. Mucinski, our full-time substitute. Ms. Michewicz took the lead on teaching and did a fabulous job. Today I am beginning our "Daily Schedule" for your information about what we do each day. Both students and parents may check the Daily Schedule to find out what was taught, knowing this information is extremely beneficial when students are absent. Students who miss class are responsible for checking what we did and doing the work. IF YOU MISS CLASS AND HAVE EMAILED ME AS REQUIRED, YOU MAY TURN IN LATE WORK WITHOUT PENALTY. Today we continue our work on writing snapshots of our lives, building a repertoire from which to choose one that we will develop into a "slice of life" memoir for the final piece for this class. Today I shared a poem I wrote (please click on this link) about missing this class. The invitation to write will be about someone or something missed. Students will write for 15 minutes and revise for 5. I will write with them. If you are absent today, you must do a 15-minute writing and a 5 minute revision on the above topic. Please show me at the beginning of class tomorrow.