Unit 1 quiz tomorrow- foldables and vocabulary frames due before the quiz.
Today we continued our analysis of "War." I reviewed mood and tone with notes. We also completed a word frame together, and I offered for students to complete up to 5 as bonus points towards their quiz grade.
1. DLP #6
2. Parts of Speech Diagnostic
4. Literary analysis #1 "War"
Today was a busy day as usual. We discussed the parts of speech briefly before students completed a diagnostic activity. This will allow me to determine a starting point for our grammar studies. After grammar, we moved on to literature. I discussed inference as well as direct and indirect characterization, Students completed a series of exercises to help them identify characterization before I provided the literary analysis questions for the story we read yesterday.
I collected the parts of speech diagnostic work as well as the characterization worksheets.
1. DLP #5
2. Warm up #1
3. Active reading strategies & Reader Response Journals
4. "War" - RRJ #1
5. Literary terms part II
Today we focused on reading and learning how to set up specific assignments. For example, students completed a warm up that required them to consider how they would respond in a given situation. I also handed out the directions for reader response journals while explaining the logic behind them. I helped students to complete the first entry, modeling how the response should be formatted. Finally, students read the short story "War." They had class time to read and complete the RRJ.
I passed out laptops in 1st and 2nd and opened up 3 desktops in 4th period so that students could log on to complete their literary terms in the collaborative document as well as complete the survey.
1. DLP #4
2. Vocabulary unit 1- words & definitions
3. Finish Word analysis packet
4. Writing strong paragraphs
5. Class collaboration- literary terms
As always, we began class with the DLP. New this week is vocabulary. Every Monday students will receive a list of ten words for which they are responsible. On Friday we will have a quiz. At the end of three units, we will have a test. Along with this formative assessment, students are responsible for completing a vocabulary activity that will encourage them to take ownership of the words. It may very, but for this unit I have assigned a word foldable. *I showed students how to do this in class.* The foldable will be due before the quiz on Friday and counts as a practice and process grade.
As we are short on time, I helped students through the last portion of our word analysis packet. Rather than assigning the activities, I reviewed the material with students and we completed them verbally. This include looking at roots and making word associations as a vocabulary strategy.
I spent the next portion of class reviewing the format of a good paragraph. I showed students an easy method of prewriting that will guarantee they write strong paragraphs as well as a model paragraph. Students then followed this method to compose a paragraph on the topic of their choice. I collected these at the end of the period.
The final activity is a class collaboration. For the first step, students are working in pairs to define a literary term. They selected a card in class that listed the term and whether they would need an example of the different types. They then received white paper and a textbook. They were to write the term and example/ types on the paper so that it is highly visible. (These will be posted in the classroom for reference.) Students could earn bonus points for including a visual.
First period received directions for the second portion of the assignment. Partners will be responsible for accessing a Google document and adding their definitions and examples/types. I have already set up the document with an example and emailed the ink to each student's WCPSS email. I instructed students who did not know their email accounts to see me. This is to be completed by Friday. We will then use this document as a class study tool. Second period has not begun this step yet.
1st period document: https://docs.google.com/document/d/1d3ldJpCs5hBNFKF_0SD3nIsdf2-VpLlcXMfCaEkkSbw/edit
2nd period document: https://docs.google.com/document/d/1oLwdgI9ulfDt6B0k4tbYYq3KvjeniMqSDzyuJwReIag/edit
4th period document: https://docs.google.com/document/d/1STQA0gXct_2YPNdxzqNcImCkSyp7-Hnt3oU2x3Ajp38/edit
Student surveys completed by 2/1
W.A.I. project due Thursday 2/2
unit 1 quiz & foldable due Friday 2/3
Literary term documents must be completed by Friday 2/3
2. Manuscript form
3. AOW #1- "Periods."
4. Vocabulary analysis (@nd period finish rhetoric activity)
As usual, we started class with the DLP. Next I covered the expectations for manuscript format. Each student received a green paper with highlights, and I reviewed slides that have more detailed information. I will post the slides under the writing tab.
After discussing the format for essays, I answered questions regarding the project due next week. Then we moved on to our first AOW. I explained the approach students are to take when answering questions that models a strong answer format, A.C.E.S. I will post the slide under the literature tab. Students then read a fairly recent article regarding end punctuation and responded to several higher level questions regarding tone, word meanings, and opinion.
The final activity for the day was a continuation of our word analysis activities. I had hoped to finish the packet, but we ran out of time. Students submitted the work that they have completed thus far, and we will complete the activity on Monday. The only exception is 2nd period who has fallen slightly behind the other classes. We'll get there :)
I hope everyone has a happy and safe weekend.
1. DLP #2
2. Vocabulary- word analysis
3. Who am I?- project details
4. Complete rhetoric activity
I handed out the link for student and parent surveys in all classes. The informal questionnaire is located in a Google form. You can go to the survey tab above in order to locate it.
We started with the DLP. Next we read information regarding strategies to make meaning from unfamiliar words and learn vocabulary. We discussed context clues (5 types) & signal words, multiple choice strategies, and structural clues. We completed one activity and will continue with the packet tomorrow.
I reviewed the requirements for the Who Am I? project and provided students the opportunity to complete their prewriting in class. Those who did not will need to do it on their own time. The slides discussing the project in detail can be found under the independent projects tab above as well as here. The prewriting questions, visual, and essay will all be due at the beginning of class on 2/2. Students will NOT have class time to work on these, and this is a major assessment.
2nd period did not have time to work on their Rhetoric activity, so I will provide 20 minutes tomorrow.
Finally, the class had the last 20 minutes to complete the rhetoric activity. The product and paragraph will be due at the beginning of class tomorrow.
First Day of the new Semester!
Today all classes started fresh for the second term. If you are new to my class and this website, welcome!
1. Introductions & student guides
2. Folders & goal statements
3. DLP #1
4. Rhetoric activity
The first official activity we completed was developing goal statements. I also asked students to provide explanation. Details are on the slides.
The second activity involved copying proofreading marks that we will use daily in class. We then completed the first DLP together.
Finally, I discussed rhetoric, both written and visual. I defined tone and mood as well. Students were then challenged with the task of working with a partner to design a bumper sticker, sign, or flyer that has a specific tone and evokes a certain mood.
To make it easier, I have placed all of today's materials on a tab specifically for the first day. You will be able to locate parent and student surveys under the survey tab.
We began a daily EOC review in class that will take the place of DLP through the end of the term. We reviewed a question, the answer choices, and strategies for choosing the correct answer. We also completed a brief vocabulary activity to help students re-engage with their words. Each person chose 5 words and wrote a clue for each word on his/her paper. Then students traded papers to see if they could identify the correct word.
We spent the rest of class focusing on grammar review and finishing the outlines for graphic novels.
DLP# 75 (last one!)
*I collected DLP 66-75*
Today I breifly touched on the Fall exam schedule. Then we reviewed the definitions of clauses (1st) and phrases (2 & 4) on the board. I handed out review worksheets that students were to complete independently. First period will turn in their first set tomorrow at the beginning of class. Second and fourth periods will continue to work on the entire unit until Friday.
Halfway through class we switched to the graphic novel. I explained how to develop the formal outline in detail with examples for the exposition. I also introduced the Splash page element that outlines each page and panel. In first period the splash page is optional. In second and fourth periods it is required. I showed students how to complete an easy image search for templates and pointed them to a website with some helpful tips. A sample image and link to the website are below.
All students in English II are required to take the EOC exam. The test will count as 25% towards the final grade for the course.
Wednesday, January 18th
Students will be taking NCFE, CTE, and teacher generated exams in their other classes on these dates.
Early Release and Biology EOC
Friday, January 20th
English II EOC
Monday, January 23rd
Math I EOC and Make up Exams
Tuesday, January 24th
Turn in: grammar packets, Persepolis journals, SAF questions 1-3
Have a happy holiday & be safe over the break!
2nd & 4th continue background for Persepolis
In 1st period, I covered background information for our next major piece, Persepolis. The piece is set in 1970s-1980s Iran, so we discussed things such as the history of Iran, Iranian Revolution, and Iran-Iraq War. I have posted a pdf of the slides under the literature section of this site. We then discussed passive and active sentences wherein students completed a challenge activity to submit for a practice/process grade. Finally, students worked to complete sections of their writing skills packets that cover writing effective sentences.
In 2nd & 4th periods, I introduced the next grammar unit, phrases. I reviewed notes for prepositional and appositive phrases and we practiced in the grammar packets by completing exercises together and independently. Students had the last hour of class to work independently on their Antigone notebooks while I provided support as needed.
The first part of class we reviewed the DLP as well as the words and definitions for unit 9. In 1st period we began working on focused writing skills. We disucssed the purpose of formal outlines, how they can be used effectively, and how they are relevant to both writing and studying. Students completed a formal outline and handed it in for a minor assessment. In 2nd and 4th periods students opted to use the rest of the period to work on their Antigone notebooks rather than watch the rest of the video. I reviewed the requirements briefly, answered questions, and provided additional support as students needed it.
Today was an early release day, so class time was limited. Students had the opportunity to work independently after the unit 8 test. I also checked DLP and assignment sheets (2nd & 4th only).
Basically, today was mostly independent study. In 1st period students had the opportunity to work on their notebooks as they watched the video of Antigone. In 2nd and 4th periods I reviewed the requirements for their notebooks and we began watching portions of the video for Antigone.
First period turned in their phrase packets and completed the phrase test. Once students finished the test, they had the rest of the period to work indpendently on their Antigone notebooks. They will continue to have some class time on Thursday and Friday as well.
Second and fourth periods had time to catch up on their drama response journals. The class then finished reading the play aloud. Second period students were able to begin working on an assignment for their Antigone notebooks- a venn diagram. Tomorrow I will review the requirements for the notebook in both 2nd and 4th periods.
Guidance counselors, Mr. Young and Ms. Peasely, visited the classroom today to review transcripts and discuss graduation requirements with students. They played an interactive game, answered questions, and shared im portant information.
First period had an independent study for 45 minutes. Students finished their phrase packets and worked on assignments for the Antigone notebook. I worked with those who had questions or needed extra help.
2nd and 4th periods took the parts of sentence test. This is the second time for the test, and students were permitted to use their notes to help them. We did not have time for reading more of Antigone.
1st period English II honors has finished reading Antigone. We completed the DLP, copied vocabulary, reviewed absolute phrases, and studied gerunds and infinitives. I also covered the major assessment for Antigone, a notebook. I gave the guidelines, and the slides are available under the literature tab. The notebook will be due next Wednesday (12/14), but students will only have class time this week to work on it. My goal is to provide 45 minutes per day; however, we will still be covering other material.
2nd and 4th period English II are still reading Antigone in class. I project that we have another 2 days to read before we finish. I will cover the major assessment for those classes when we near the end of the play; however, students should continue to work on their reader responses as we read- 5 entries per day. As of today they should have 20 entries for 4 day's reading. We also completed the DLP, copied vocabulary, and finished the review sheet for the parts of sentence unit. Students will take the test tomorrow.
Today's class was low key. As usual, we began with the DLP. Then I collected vocabulary definitions and worksheets before handing out the unit 7 test. I also gave classes a grammar worksheet to complete once they were finished with the test. In first period, they worked on absolute phrases. In second and fourth periods they completed the first half of a review for the second parts of sentence test coming up. We briefly discussed the end of Antigone in first period as they have finished reading the play and will begin work on notebooks on Monday. In second and fourth periods we did not discuss Antigone or read.
Next week we will be wrapping up grammar units in both classes with review and tests. First period will begin working on assignments for Antigone while second and fourth periods work to complete the reading.