Last day before Winter Break! Thank you to the students that came today.
All Classes - TURN IN YOUR FINAL ESSAYS (10th GRADE) and PROJECTS (9th GRADE).
If it hasn't yet been turned in to me, I will accept some late essays/projects by e-mail.
If I do not have a project from you AT ALL, it will SEVERELY affect your grade for the semester. SEVERELY. (repetion to make things clearer).
Have a good break -
paz.
Wednesday, December 22, 2010
Tuesday, December 21, 2010
Dec. 21st Daily Plan
All Classes -
Today was the official roll out of the new student e-mail system. 1/2 of each class period was dedicated to going to a computer lab and having students log in and learn about the new system.
9th Grade -
Two main points for today.
1) Projects due - This means I need to have the writing components turned in directly to me, as well as any CDs/posters/etc that you have created. If it is not with me today, it is considered late (minus one letter grade/day). Regardless, this needs to get turned in - if you do not receive credit for this project, it will severely affect your grade for the semester.
Students whose projects were complete and ready to go presented today; each group has five minutes to introduce their project, and choose a specific aspect of it to discuss in greater depth.
2) Student survey - I provided students a short 5-minute written survey requesting some information about how class has worked for the past month. Like always, the more honest the feedback, the more useful it is for me in designing the next several units. Appreciated.
10th Grade -
1) Essay due - final draft, as well as any work preceding it. Like the freshmen projects, this needed to be in to me by today; if it was not, then it is considered late (minus one letter grade/day). Regardless, this needs to get turned in - if you do not receive credit for this essay, it will severely affect your grade for the semester.
2) Student survey - I provided students a short 5-minute written survey requesting some information about how class has worked for the past month. Like always, the more honest the feedback, the more useful it is for me in designing the next several units. Appreciated.
3) We finished the film version of The Crucible.
paz.
Today was the official roll out of the new student e-mail system. 1/2 of each class period was dedicated to going to a computer lab and having students log in and learn about the new system.
9th Grade -
Two main points for today.
1) Projects due - This means I need to have the writing components turned in directly to me, as well as any CDs/posters/etc that you have created. If it is not with me today, it is considered late (minus one letter grade/day). Regardless, this needs to get turned in - if you do not receive credit for this project, it will severely affect your grade for the semester.
Students whose projects were complete and ready to go presented today; each group has five minutes to introduce their project, and choose a specific aspect of it to discuss in greater depth.
2) Student survey - I provided students a short 5-minute written survey requesting some information about how class has worked for the past month. Like always, the more honest the feedback, the more useful it is for me in designing the next several units. Appreciated.
10th Grade -
1) Essay due - final draft, as well as any work preceding it. Like the freshmen projects, this needed to be in to me by today; if it was not, then it is considered late (minus one letter grade/day). Regardless, this needs to get turned in - if you do not receive credit for this essay, it will severely affect your grade for the semester.
2) Student survey - I provided students a short 5-minute written survey requesting some information about how class has worked for the past month. Like always, the more honest the feedback, the more useful it is for me in designing the next several units. Appreciated.
3) We finished the film version of The Crucible.
paz.
Monday, December 20, 2010
Dec. 20th Daily Plan
9th Grade -
Today was an in-class work day for several different assignments. First, students who need to retake the Narrative Essay B.O.E. were provided with their alternate prompt, and have two days to complete this assignment - it needs to be in to me by the beginning of class on Wednesday, 12/22.
Students who do not need to retake the B.O.E. were given today to add finishing touches to their projects, peer edit the written components and work on polishing the typed final drafts.
In class writing prompt - What theme/idea from Fahrenheit 451 do you feel was the most important to learn about? How does this theme connect to you personally?
I also gave students time to complete missing writing assingments (check PowerSchool if you think you are missing anything).
All students were provided this information - THE FINAL PROJECT IS DUE AT THE BEGINNING OF CLASS TOMORROW, 12/21.
As I have explained to the class, if you have been having problems with the project, you need to see me early on. If you have been having a hard time with the project but do not bring it up until five minutes before the bell, it is near impossible to provide you with adequate feedback and time before the due date - I expect students to be ready and completed by this time.
No excuses, explanations, or rationalizations if it is not turned in.
This means make a hard-copy, e-mail a copy to yourself, etc. I expect this turned in at the beginning of class. If you are not in class, I'm expecting a copy of the written component e-mailed to me.
10th Grade -
Today was relatively simple. Students who needed to retake the literary term B.O.E. were given the class period to do so, using the same literary terms from the previous test matched with The Crucible.
Students who did not need to retake the B.O.E. were given time to peer-review their essays, and work on typing final drafts in the library.
All students were provided this information - THE FINAL DRAFT IS DUE AT THE BEGINNING OF CLASS TOMORROW, 12/21.
As I have explained to the class, if you have been having problems with the essay, you need to see me early on. If you have been having a hard time with the essay but do not bring it up until five minutes before the bell, it is near impossible to provide you with adequate feedback and time before the due date - I expect students to be ready and completed by this time.
No excuses, explanations, or rationalizations if it is not turned in.
This means make a hard-copy, e-mail a copy to yourself, etc. I expect this turned in at the beginning of class. If you are not in class, I'm expecting a copy e-mailed to me.
Today was an in-class work day for several different assignments. First, students who need to retake the Narrative Essay B.O.E. were provided with their alternate prompt, and have two days to complete this assignment - it needs to be in to me by the beginning of class on Wednesday, 12/22.
Students who do not need to retake the B.O.E. were given today to add finishing touches to their projects, peer edit the written components and work on polishing the typed final drafts.
In class writing prompt - What theme/idea from Fahrenheit 451 do you feel was the most important to learn about? How does this theme connect to you personally?
I also gave students time to complete missing writing assingments (check PowerSchool if you think you are missing anything).
All students were provided this information - THE FINAL PROJECT IS DUE AT THE BEGINNING OF CLASS TOMORROW, 12/21.
As I have explained to the class, if you have been having problems with the project, you need to see me early on. If you have been having a hard time with the project but do not bring it up until five minutes before the bell, it is near impossible to provide you with adequate feedback and time before the due date - I expect students to be ready and completed by this time.
No excuses, explanations, or rationalizations if it is not turned in.
This means make a hard-copy, e-mail a copy to yourself, etc. I expect this turned in at the beginning of class. If you are not in class, I'm expecting a copy of the written component e-mailed to me.
10th Grade -
Today was relatively simple. Students who needed to retake the literary term B.O.E. were given the class period to do so, using the same literary terms from the previous test matched with The Crucible.
Students who did not need to retake the B.O.E. were given time to peer-review their essays, and work on typing final drafts in the library.
All students were provided this information - THE FINAL DRAFT IS DUE AT THE BEGINNING OF CLASS TOMORROW, 12/21.
As I have explained to the class, if you have been having problems with the essay, you need to see me early on. If you have been having a hard time with the essay but do not bring it up until five minutes before the bell, it is near impossible to provide you with adequate feedback and time before the due date - I expect students to be ready and completed by this time.
No excuses, explanations, or rationalizations if it is not turned in.
This means make a hard-copy, e-mail a copy to yourself, etc. I expect this turned in at the beginning of class. If you are not in class, I'm expecting a copy e-mailed to me.
Friday, December 17, 2010
Dec. 17th Daily Plan
9th Grade -
Today was the last day that students have in-class to work on their Fahrenheit 451 projects. We continued to discuss what my expectations are for the final product - namely, there needs to be a strong written component to accompany any music/imagery that students are providing.
Remember, do not get caught up in the media portion if the writing still needs works. This is an English class, and I am expecting a high-level of written analysis on anything you use for your project.
Students who had a complete (or near complete) written component also performed a peer review in class today, to get another student's opinion on what could be done better. The peer review is useful because it allows someone to evaluate your work before me; since once I am evaluating it, you are getting graded!
10th Grade -
We finished up working on the essays in-class today, and a completed draft ready-to-be-typed is expected for monday. What we discussed in class -
Necessary Components for an Introduction -
paz.
Today was the last day that students have in-class to work on their Fahrenheit 451 projects. We continued to discuss what my expectations are for the final product - namely, there needs to be a strong written component to accompany any music/imagery that students are providing.
Remember, do not get caught up in the media portion if the writing still needs works. This is an English class, and I am expecting a high-level of written analysis on anything you use for your project.
Students who had a complete (or near complete) written component also performed a peer review in class today, to get another student's opinion on what could be done better. The peer review is useful because it allows someone to evaluate your work before me; since once I am evaluating it, you are getting graded!
10th Grade -
We finished up working on the essays in-class today, and a completed draft ready-to-be-typed is expected for monday. What we discussed in class -
Necessary Components for an Introduction -
- Hook - a sentence to grab the reader's attention.
- Background Information - Author, Title, Setting. What does a reader need to know for your paper to make any sense?
- THESIS - One sentence that summarizes what the entire paper is about.
- "Wrap It Up" - some sentence that provides closure to the essay.
- Restate Thesis - you may want to redirect attention back to your thesis at the end of an essay.
- "So What?" - Why was this worth reading? Your conclusion should have some aspect of "why" the essay was written, and why what you chose to write about made the most sense of the possible options.
paz.
Thursday, December 16, 2010
Dec. 15th Daily Plan
9th and 10th Grade -
Both classes had a very similar structure today, as both classes are in similar stages with their essays/projects in class. Basically, today focused on the proper usage of quotations and evidence from a text in relationship to writing.
Generally, the format is as follows. Every body paragraph of an essay needs the following components.
Topic Sentence - a sentence explaining what the paragraph will be about.
Concrete Details/Evidence - Taken directly from the text, generally in the form of quotes. These are generally facts, but do not stand alone without . . .
Commentary/Opinion - Every concrete detail needs some analaysis and opinion attached to it. Basically, the commentary is a sentence explaining why your evidence is useful.
Warrant/Connection - It is not enough to just state a fact and your opinion using it. The warrant is a connection between the concrete detail and the commentary, an explanation of WHY your evidence works well for your opinion.
Concluding Sentence/Transition - A sentence that either sums up your paragraph or moves the reader into the next paragraph.
HOMEWORK - 10th GRADE - FULL DRAFT OF BODY PARAGRAPHS FOR THE CRUCIBLE ESSAY!
HOMEWORK - 9th GRADE - FULL DRAFT OF ALL WRITTEN COMPONENTS FOR PROJECT!
Both classes had a very similar structure today, as both classes are in similar stages with their essays/projects in class. Basically, today focused on the proper usage of quotations and evidence from a text in relationship to writing.
Generally, the format is as follows. Every body paragraph of an essay needs the following components.
Topic Sentence - a sentence explaining what the paragraph will be about.
Concrete Details/Evidence - Taken directly from the text, generally in the form of quotes. These are generally facts, but do not stand alone without . . .
Commentary/Opinion - Every concrete detail needs some analaysis and opinion attached to it. Basically, the commentary is a sentence explaining why your evidence is useful.
Warrant/Connection - It is not enough to just state a fact and your opinion using it. The warrant is a connection between the concrete detail and the commentary, an explanation of WHY your evidence works well for your opinion.
Concluding Sentence/Transition - A sentence that either sums up your paragraph or moves the reader into the next paragraph.
HOMEWORK - 10th GRADE - FULL DRAFT OF BODY PARAGRAPHS FOR THE CRUCIBLE ESSAY!
HOMEWORK - 9th GRADE - FULL DRAFT OF ALL WRITTEN COMPONENTS FOR PROJECT!
Wednesday, December 15, 2010
Reel Rock Film Tour
Tomorrow night at 7:30 the JHHS Mountaineering program will be presenting the Reel Rock Film Tour. This is a fundraising effort for the Teton Boulder Project.
The films are all amazingly well done, and there is going to be a raffle with some good prizes for the outdoor-inclined. Climbing shoes, a climbing rope, some ski passes . . .
Tickets are $10 at the door. Hope to see some students there!
http://www.tetonboulders.org/ - Teton Boulder Project Website.
http://www.youtube.com/watch?v=UVRDb1CBh58 - Reel Rock Film Tour Trailer
The films are all amazingly well done, and there is going to be a raffle with some good prizes for the outdoor-inclined. Climbing shoes, a climbing rope, some ski passes . . .
Tickets are $10 at the door. Hope to see some students there!
http://www.tetonboulders.org/ - Teton Boulder Project Website.
http://www.youtube.com/watch?v=UVRDb1CBh58 - Reel Rock Film Tour Trailer
Dec. 15th Daily Plan
9th Grade -
We worked on our Fahrenheit 451 projects in class today, with a very specific focus on certain areas.
First, I provided an example of a piece of media that I felt connected well to the novel. It is the song "The Thing About It" by Sweatshop Union. If you missed class, you can find the song on Youtube. We spent a short amount of time as a class finding which themes, scenes, ideas, etc. that the song could be connected to (its possible in many, many different ways).
I also provided the class with two example paragraphs for what I am expecting for the writing component. Students had to choose which of the example paragraphs did a better job connecting the song to the novel, and explain why. It is from these models that we set guidelines for what I am expecting from student's work.
1) Words that you DO NOT USE in academic writing - first, no vague words.
10th Grade -
Part of today was focused on getting all three 10th grade classes segued back on track to finish The Crucible essay at the same point. I have extended the due date to Tuesday, Dec. 21st to make up for the day students were taking the PLAN-ACT.
All three sophomore classes should now be absolutely finished reading the play, and have the characterization guide filled out to outline their essays.
I explained to the class there are two simple ways to organize the paragraphs in this assignment.
1) Organization by Act - ex. Proctor in Act 1 would be a paragraph, Proctor in Act 2 would be a paragraph, and so on.
2 Organization by Trait - ex. Proctor-Pride would be paragraph 1, Proctor-Compassion could be paragraph 2, and so on.
However you choose to organize your essay, it needs to be clear. As long as there is a logical progression of logic, other forms of organization can work.
HOMEWORK - Full draft of body paragraphs, several quotes ready for use in-class tomorrow. We will revise the body paragraphs in class tomorrow and then start on the intro/conclusion work.
paz.
We worked on our Fahrenheit 451 projects in class today, with a very specific focus on certain areas.
First, I provided an example of a piece of media that I felt connected well to the novel. It is the song "The Thing About It" by Sweatshop Union. If you missed class, you can find the song on Youtube. We spent a short amount of time as a class finding which themes, scenes, ideas, etc. that the song could be connected to (its possible in many, many different ways).
I also provided the class with two example paragraphs for what I am expecting for the writing component. Students had to choose which of the example paragraphs did a better job connecting the song to the novel, and explain why. It is from these models that we set guidelines for what I am expecting from student's work.
1) Words that you DO NOT USE in academic writing - first, no vague words.
- ex - thing, stuff
- ex - do not say "its" "theirs" "his" unless you are very clear WHO or WHAT you are referencing!
- It is required that students use some quotations from the book. In order to use these quotes well, you must explain HOW/WHY they connect to your argument.
10th Grade -
Part of today was focused on getting all three 10th grade classes segued back on track to finish The Crucible essay at the same point. I have extended the due date to Tuesday, Dec. 21st to make up for the day students were taking the PLAN-ACT.
All three sophomore classes should now be absolutely finished reading the play, and have the characterization guide filled out to outline their essays.
I explained to the class there are two simple ways to organize the paragraphs in this assignment.
1) Organization by Act - ex. Proctor in Act 1 would be a paragraph, Proctor in Act 2 would be a paragraph, and so on.
2 Organization by Trait - ex. Proctor-Pride would be paragraph 1, Proctor-Compassion could be paragraph 2, and so on.
However you choose to organize your essay, it needs to be clear. As long as there is a logical progression of logic, other forms of organization can work.
HOMEWORK - Full draft of body paragraphs, several quotes ready for use in-class tomorrow. We will revise the body paragraphs in class tomorrow and then start on the intro/conclusion work.
paz.
Tuesday, December 14, 2010
Dec. 14th Daily Plan
9th Grade -
The majority of the class period today was spent working on the proposals and gathering evidence for the project related to Fahrenheit 451. Students are all now paired, and each group has given me a proposal of what they intend to create over the next several days.
In small groups, we developed some evidence for three of the major themes in the novel - censorship, media, and freedom. These are most definitely not the only themes available to be used, and students can use any other idea (or character, or symbol) provided they can make a clear and logical argument for why it should be used.
For students who missed the quiz yesterday - see me for an alternate writing assignment.
HOMEWORK - Bring in your project's evidence (pictures for collage; song lyrics; script)
The option I have given students - if EVERYONE has brought evidence to work on in-class and time is spent wisely, we WILL NOT have a final on Fahrenheit 451.
However, if it is clear to me that students are not using their time wisely in class and have not been working on creating a high-quality final project, we will have a final.
10th Grade -
Unfortunately, 1st and 4th period missed class entirely due to the PLAN-ACT, losing some time for our in-class essay. In light of this, I have pushed the due date to Tuesday, Dec. 21st.
In 5th period, we read Act 4 and started looking at how characters change thoughout the play. For students that missed class because of the PLAN-ACT - READ ACT 4. We will spend tomorrow in class gathering evidence for characters to begin writing the essay, and will have a writing workshop focused on evidence+explanation on Thursday.
But for it to work and be useful, it requires that students have developed a rough first draft. So here's an early hint that an outline/early draft will be needed on Thursday.
For students thta missed the vocab quiz yesterday - See me for an alternate quiz.
The majority of the class period today was spent working on the proposals and gathering evidence for the project related to Fahrenheit 451. Students are all now paired, and each group has given me a proposal of what they intend to create over the next several days.
In small groups, we developed some evidence for three of the major themes in the novel - censorship, media, and freedom. These are most definitely not the only themes available to be used, and students can use any other idea (or character, or symbol) provided they can make a clear and logical argument for why it should be used.
For students who missed the quiz yesterday - see me for an alternate writing assignment.
HOMEWORK - Bring in your project's evidence (pictures for collage; song lyrics; script)
The option I have given students - if EVERYONE has brought evidence to work on in-class and time is spent wisely, we WILL NOT have a final on Fahrenheit 451.
However, if it is clear to me that students are not using their time wisely in class and have not been working on creating a high-quality final project, we will have a final.
10th Grade -
Unfortunately, 1st and 4th period missed class entirely due to the PLAN-ACT, losing some time for our in-class essay. In light of this, I have pushed the due date to Tuesday, Dec. 21st.
In 5th period, we read Act 4 and started looking at how characters change thoughout the play. For students that missed class because of the PLAN-ACT - READ ACT 4. We will spend tomorrow in class gathering evidence for characters to begin writing the essay, and will have a writing workshop focused on evidence+explanation on Thursday.
But for it to work and be useful, it requires that students have developed a rough first draft. So here's an early hint that an outline/early draft will be needed on Thursday.
For students thta missed the vocab quiz yesterday - See me for an alternate quiz.
Monday, December 13, 2010
Dec. 13th Daily Plan
9th Grade -
We started with a brief quiz over the readings from last week (up to pg. 150 in Fahrenheit 451). If you missed this day in class, I will provide an alternate writing prompt assignment and post it tomorrow.
The bulk of class today was focused on clarifying the final assignment project, which I will also link as a page on this site. Basically, the final project for Fahrenheit 451 is a creative piece that requires students use outside resources to demonstrate understanding of the themes and ideas in Bradbury's writings.
Options that I provided (project is not limited to these) - creating a CD and explaining how the songs relate to the novel, developing a collage (same, must have written component connecting to Fahrenheit 451), or writing poetry based on the novel. Other ideas are welcome, but all ideas must be turned in as a proposal before beginning work in earnest.
We also spent some time as a class listing the various themes and ideas available to be used.
Some ideas - censorship, freedom, media, technology vs. nature, truth vs. secrets
Some symbols - fire, books, television.
HOMEWORK - Finish the Novel (pg 150-165), write a 1-2 paragraph proposal for your final project.
10th Grade -
Sophomore's took a vocab quiz over the words from last week; if you missed this quiz come see me to take it outside of class - either during lunch or after school.
We also began discussion of the final paper assignment for The Crucible. The assignment and rubric is also available on the "pages" of this website.
The final paper assignment is a literary response, with students focusing on a single character and tracking the ways in which they change throughout the story. There is a strong emphasis on the proper use of evidence (concrete details taken directly from the text) to develop an argument.
HOMEWORK - Think about which character you would like to write about; we will work on Act 4 in class tomorrow. (except for Period 1, as they are taking the PLAN-ACT).
We started with a brief quiz over the readings from last week (up to pg. 150 in Fahrenheit 451). If you missed this day in class, I will provide an alternate writing prompt assignment and post it tomorrow.
The bulk of class today was focused on clarifying the final assignment project, which I will also link as a page on this site. Basically, the final project for Fahrenheit 451 is a creative piece that requires students use outside resources to demonstrate understanding of the themes and ideas in Bradbury's writings.
Options that I provided (project is not limited to these) - creating a CD and explaining how the songs relate to the novel, developing a collage (same, must have written component connecting to Fahrenheit 451), or writing poetry based on the novel. Other ideas are welcome, but all ideas must be turned in as a proposal before beginning work in earnest.
We also spent some time as a class listing the various themes and ideas available to be used.
Some ideas - censorship, freedom, media, technology vs. nature, truth vs. secrets
Some symbols - fire, books, television.
HOMEWORK - Finish the Novel (pg 150-165), write a 1-2 paragraph proposal for your final project.
10th Grade -
Sophomore's took a vocab quiz over the words from last week; if you missed this quiz come see me to take it outside of class - either during lunch or after school.
We also began discussion of the final paper assignment for The Crucible. The assignment and rubric is also available on the "pages" of this website.
The final paper assignment is a literary response, with students focusing on a single character and tracking the ways in which they change throughout the story. There is a strong emphasis on the proper use of evidence (concrete details taken directly from the text) to develop an argument.
HOMEWORK - Think about which character you would like to write about; we will work on Act 4 in class tomorrow. (except for Period 1, as they are taking the PLAN-ACT).
Friday, December 10, 2010
Dec. 10th Daily Plan
9th Grade -
We discussed the results of yesterday's addiction research; looking for similarities and differences between the different topics that were assigned yesterday. Common themes were found that run through all addictions, though the physiological effects my vary. We connected this to the character of Mildred in Fahrenheit 451, and looked at the conception of addiction in society.
We also touched back on the idea of socialization and agency, and the in-class writing prompt reflected this question.
In-Class Prompt - What obligations does a person have as a member of a society, if any? Does the media have any obligation to society?
WRITING GOAL - PERSUASION. Students should be writing to convince someone that they have the correct answer. In order to do this well, think of what counter-arguments you may face, and how you would respond.
The class also reviewed the characters in Fahrenheit 451, to better understand the novel as we move into the last major section of reading.
HOMEWORK - Read to page 150. Only open doors with your left hand.
And FRESHMEN PERIODS 3 AND 7 - COMMENT ON THIS POST FOR HOMEWORK CREDIT.
10th Grade -
Several aspects to today's lesson -
1) Additional vocabulary words; yeomen and succubus. There will be a vocab quiz on monday over all the words we have added this week. Expect questions that ask students to either define the word, use it in a sentence, or draw a picture that demonstrates comprehension.
2) We had a quiz over Act 3. If you missed this in-class quiz, answer the following writing prompt as a make-up assignment.
Expect the final assessment for The Crucible to be assigned at the beginning of next week, as well as posted to this site.
We discussed the results of yesterday's addiction research; looking for similarities and differences between the different topics that were assigned yesterday. Common themes were found that run through all addictions, though the physiological effects my vary. We connected this to the character of Mildred in Fahrenheit 451, and looked at the conception of addiction in society.
We also touched back on the idea of socialization and agency, and the in-class writing prompt reflected this question.
In-Class Prompt - What obligations does a person have as a member of a society, if any? Does the media have any obligation to society?
WRITING GOAL - PERSUASION. Students should be writing to convince someone that they have the correct answer. In order to do this well, think of what counter-arguments you may face, and how you would respond.
The class also reviewed the characters in Fahrenheit 451, to better understand the novel as we move into the last major section of reading.
HOMEWORK - Read to page 150. Only open doors with your left hand.
And FRESHMEN PERIODS 3 AND 7 - COMMENT ON THIS POST FOR HOMEWORK CREDIT.
10th Grade -
Several aspects to today's lesson -
1) Additional vocabulary words; yeomen and succubus. There will be a vocab quiz on monday over all the words we have added this week. Expect questions that ask students to either define the word, use it in a sentence, or draw a picture that demonstrates comprehension.
2) We had a quiz over Act 3. If you missed this in-class quiz, answer the following writing prompt as a make-up assignment.
- Part 1 - In a paragraph, explain the reasons for Mary Warren's actions in the courtroom. Provide evidence from the text.
- Part 2 - Write your opinion about Mary Warren's actions. Is her course of action understandable? Or do you think she acted wrongly? Explain.
Expect the final assessment for The Crucible to be assigned at the beginning of next week, as well as posted to this site.
Thursday, December 9, 2010
Dec. 9th Daily Plan
9th Grade -
Today's class was another library research day, focused on a topic that is also a recurrent theme in Fahrenheit 451 - addiction. Students were assigned a given subject, and were also assigned specific research questions to discover wheter or not the subject could quaify as an addiction.
Terms to know - physiological, psychological, dependency.
Something to focus on with this assignment was identifying which websites are legitimate options for good research (ex. wikipedia is generally not allowed as a source, because it is allowed to be edited by users. However, some of the references from wikipedia may come from legitimate sources, and can be researched further).
This was a one-day research assignment and students should have finished within the classtime.
If you missed this day, see me and I can provide you with the worksheet; you can do the research outside of class as make-up.
HOMEWORK - Read to Page 110.
10th Grade -
Today's class was Day 1 of a Mock Witch Trial in the classroom. We will continue the trials tomorrow.
Students were assigned specific roles (Judge, Prosecuting Lawyers, Defense Lawyers, Prosecuting Witnesses, Defense Witnesses, Defendant, Scribe, Jury Foreman, Jurors). For larger classes (per 1 and 5; the jurors will be playing the various roles tomorrow. For per. 4, we have a trial-by-judge).
The trial is focused on the innocence/guilt of a single character from the play, and all testimony and arguments are required to come directly from the text. As it was clear to me today that many students did not know the text well enough to make a case, we will have a quiz over ACT 3 at the start of tomorrow, 12/10.
HOMEWORK - READ (OR RE-READ) ACT 3!
If you missed these two days, I will post a make-up writing assignment tomorrow afternoon.
I have also pushed back our vocab quiz to monday.
paz.
Today's class was another library research day, focused on a topic that is also a recurrent theme in Fahrenheit 451 - addiction. Students were assigned a given subject, and were also assigned specific research questions to discover wheter or not the subject could quaify as an addiction.
Terms to know - physiological, psychological, dependency.
Something to focus on with this assignment was identifying which websites are legitimate options for good research (ex. wikipedia is generally not allowed as a source, because it is allowed to be edited by users. However, some of the references from wikipedia may come from legitimate sources, and can be researched further).
This was a one-day research assignment and students should have finished within the classtime.
If you missed this day, see me and I can provide you with the worksheet; you can do the research outside of class as make-up.
HOMEWORK - Read to Page 110.
10th Grade -
Today's class was Day 1 of a Mock Witch Trial in the classroom. We will continue the trials tomorrow.
Students were assigned specific roles (Judge, Prosecuting Lawyers, Defense Lawyers, Prosecuting Witnesses, Defense Witnesses, Defendant, Scribe, Jury Foreman, Jurors). For larger classes (per 1 and 5; the jurors will be playing the various roles tomorrow. For per. 4, we have a trial-by-judge).
The trial is focused on the innocence/guilt of a single character from the play, and all testimony and arguments are required to come directly from the text. As it was clear to me today that many students did not know the text well enough to make a case, we will have a quiz over ACT 3 at the start of tomorrow, 12/10.
HOMEWORK - READ (OR RE-READ) ACT 3!
If you missed these two days, I will post a make-up writing assignment tomorrow afternoon.
I have also pushed back our vocab quiz to monday.
paz.
Wednesday, December 8, 2010
Dec. 8th Daily Plan
9th Grade -
We examined another prominent theme in Fahrenheit 451 - the idea of nature vs. nurture, and what effects the current environment might have on us as people.
For those that missed class - the basic question is whether or not people's personal characteristics are based more in nature (genetics) or in nuture (environment, how and where you are brought up). As an example, eye and hair color are genetic. The language that you speak is environment (any infant could grow up to be fluent in a given language if that is what they are taught).
The in-class writing prompt reflects this idea -
Writing Prompt - Nature Vs. Nurture
Are people's worldviews and personalities something that they are born with, or is it influenced by how you are raised?
Does technology have an effect on personality, or does your personality affect how you use technology?
WRITING PROMPT GOAL - QUANTITY. The response to this question has a minimum length of two pages. There is no correct answer; the goal is to get as many ideas down on paper as you can in one sitting.
We also discussed the beginning of Chapter 2 in Fahrenheit 451.
10th Grade -
We discussed (and wrote about) the idea of reputation in society, as it is closely related thematically to several sections of The Crucible. There are several nuances to how people's repuations are perceived by others, and we talked about this as a class. An important concept to know is social capital. The short version - social capital is currency for society; how a good name (reputation) can provide one with more social benefits.
The quick example I gave in class - if I developed an amazing new method for teaching English grammar, I might be able to convince other people to use it. If I developed an amazing new method for teaching English grammar, and had three of the most well-known English teachers in the U.S. endorsing me, I would be gaining from their social capital. People would be more likely to use my method because of the names attached to it.
Writing Prompt - Reputation and social role was an important aspect of Puritan society. Do you think reputation is more or less important today's society? What about in the society of a high school?
WRITING PROMPT GOAL - QUANTITY. The response to this question has a minimum length of two pages. There is no correct answer; the goal is to get as many ideas down on paper as you can in one sitting.
Homework - READ ACT 3. In class tomorrow, we will be holding a "witch trial" which requires that students have enough knowledge of the play to use as evidence.
paz.
We examined another prominent theme in Fahrenheit 451 - the idea of nature vs. nurture, and what effects the current environment might have on us as people.
For those that missed class - the basic question is whether or not people's personal characteristics are based more in nature (genetics) or in nuture (environment, how and where you are brought up). As an example, eye and hair color are genetic. The language that you speak is environment (any infant could grow up to be fluent in a given language if that is what they are taught).
The in-class writing prompt reflects this idea -
Writing Prompt - Nature Vs. Nurture
Are people's worldviews and personalities something that they are born with, or is it influenced by how you are raised?
Does technology have an effect on personality, or does your personality affect how you use technology?
WRITING PROMPT GOAL - QUANTITY. The response to this question has a minimum length of two pages. There is no correct answer; the goal is to get as many ideas down on paper as you can in one sitting.
We also discussed the beginning of Chapter 2 in Fahrenheit 451.
10th Grade -
We discussed (and wrote about) the idea of reputation in society, as it is closely related thematically to several sections of The Crucible. There are several nuances to how people's repuations are perceived by others, and we talked about this as a class. An important concept to know is social capital. The short version - social capital is currency for society; how a good name (reputation) can provide one with more social benefits.
The quick example I gave in class - if I developed an amazing new method for teaching English grammar, I might be able to convince other people to use it. If I developed an amazing new method for teaching English grammar, and had three of the most well-known English teachers in the U.S. endorsing me, I would be gaining from their social capital. People would be more likely to use my method because of the names attached to it.
Writing Prompt - Reputation and social role was an important aspect of Puritan society. Do you think reputation is more or less important today's society? What about in the society of a high school?
WRITING PROMPT GOAL - QUANTITY. The response to this question has a minimum length of two pages. There is no correct answer; the goal is to get as many ideas down on paper as you can in one sitting.
Homework - READ ACT 3. In class tomorrow, we will be holding a "witch trial" which requires that students have enough knowledge of the play to use as evidence.
paz.
Tuesday, December 7, 2010
Dec. 7th Daily Plan
9th Grade -
First, I provided a brief example of several recent television commercials to reinforce a discussion point yesterday regarding attention span. We discussed the speed and frequency of camera angle changes used to maintain the viewer's attention, and how both have increased in the past 10 years.
Second, we had a quiz over the first chapter (pg 1-68) of Fahrenheit 451. After the quiz, students wrote down questions they had about the events of the first section of the book, and we talked as a class to answer these questions. I spoke to clarify major points of Bradbury's writing, and we aimed at making sure that everyone is on the same page before moving on.
HOMEWORK - Read to Page 90.
10th Grade -
We had two major components to the class today - 1) Finishing the character posters and 2) watching The Crucible Film.
I also added another two vocabulary words - malevolence, benevolence.
The character posters are a small-group project, providing an image of a given character, background information, important quotes, and the relationship said character has with others in the play. These posters will be completed in the first half of class tomorrow.
In the film; we are a little behind where we finished reading yesterday (meaning we are about halfway through Act 2 in the film). We will be doing an activity on Thursday and Friday which will require that students know the text well through Act 3.
Which means . . . HOMEWORK - Read through Act 3 by Thursday, Dec. 9th.
First, I provided a brief example of several recent television commercials to reinforce a discussion point yesterday regarding attention span. We discussed the speed and frequency of camera angle changes used to maintain the viewer's attention, and how both have increased in the past 10 years.
Second, we had a quiz over the first chapter (pg 1-68) of Fahrenheit 451. After the quiz, students wrote down questions they had about the events of the first section of the book, and we talked as a class to answer these questions. I spoke to clarify major points of Bradbury's writing, and we aimed at making sure that everyone is on the same page before moving on.
HOMEWORK - Read to Page 90.
10th Grade -
We had two major components to the class today - 1) Finishing the character posters and 2) watching The Crucible Film.
I also added another two vocabulary words - malevolence, benevolence.
The character posters are a small-group project, providing an image of a given character, background information, important quotes, and the relationship said character has with others in the play. These posters will be completed in the first half of class tomorrow.
In the film; we are a little behind where we finished reading yesterday (meaning we are about halfway through Act 2 in the film). We will be doing an activity on Thursday and Friday which will require that students know the text well through Act 3.
Which means . . . HOMEWORK - Read through Act 3 by Thursday, Dec. 9th.
Monday, December 6, 2010
Dec. 6th Daily Plan
9th Grade -
We reviewed some of the work from last week, as well as reviewed the first 24 pages of Fahrenheit 451. Student's should know some details about each of the characters thus far in the novel.
The in-class writing prompt for today -
Writing Prompt - Entertainment
How important is entertainment and media to you on a daily basis? How closely linked are entertainment and technology? (examples of entertainment - media, listening to music, surfing the internet).
I graded last week's writing prompts over the weekends, and there are some aspects of the writing that need to be worked on with the whole class. The biggest fixes -
HOMEWORK - read to page 68; expect a quiz tomorrow.
10th Grade -
We continued reading through Act 2 of The Crucible in class, focusing on looking at how we learn about characters' personalities through the dialogue.
Regarding the writing prompts; I returned the ones I had graded over the weekend. There are some general improvements the entire class can make -
There are two more vocabulary words for the day - hypocrisy, enthrall.
Finally, students started a in-class group project, creating posters for the major characters in the play. Each poster must include a drawing of the character, background information, important quotes from each act, and the relationships the character has to others in the play.
The posters will be finished in-class tomorrow, and we will also watch Act 2.
Homework - finish reading Act 2.
We reviewed some of the work from last week, as well as reviewed the first 24 pages of Fahrenheit 451. Student's should know some details about each of the characters thus far in the novel.
The in-class writing prompt for today -
Writing Prompt - Entertainment
How important is entertainment and media to you on a daily basis? How closely linked are entertainment and technology? (examples of entertainment - media, listening to music, surfing the internet).
I graded last week's writing prompts over the weekends, and there are some aspects of the writing that need to be worked on with the whole class. The biggest fixes -
- Provide concrete details and examples; I received too many responses that were along the lines of "I think it is not good because it is not good." This doesn't explain anything to me!
- Not enough depth - 2-3 lines is incomplete.
- We had not started Fahrenheit 451 with the first two responses, so I did not expect them to connect to the novel yet. The rest of the journal entries SHOULD have at least a couple of sentences connected to what we are reading.
HOMEWORK - read to page 68; expect a quiz tomorrow.
10th Grade -
We continued reading through Act 2 of The Crucible in class, focusing on looking at how we learn about characters' personalities through the dialogue.
Regarding the writing prompts; I returned the ones I had graded over the weekend. There are some general improvements the entire class can make -
- Make a connection between your writing and The Crucible
- Provide concrete details and examples; I received too many responses that were along the lines of "I think it is not good because it is not good." This doesn't explain anything to me!
- Not enough depth - 2-3 lines is incomplete.
There are two more vocabulary words for the day - hypocrisy, enthrall.
Finally, students started a in-class group project, creating posters for the major characters in the play. Each poster must include a drawing of the character, background information, important quotes from each act, and the relationships the character has to others in the play.
The posters will be finished in-class tomorrow, and we will also watch Act 2.
Homework - finish reading Act 2.
Friday, December 3, 2010
Dec. 3rd Daily Plan
9th Grade -
We began reading the novel Fahrenheit 451 in class today. The weekend's homework is to read to page 24 in the book, and to be ready to discuss and continue on Monday. Pay close attention to what you learn about the main characters in the first 20 pages. Also - there are two terms used at the beginning, Phoenix and Salamander. Search for the mythical meaning of these two terms.
We also discussed the ideas of censorship and the rule of law in class. We touched back on the "wikileaks" issue in the news currently, and how the ideas of censorship and law applies today.
There is another in-class writing prompt - Write about what you do in a typical morning, and write how many laws you think affect your daily routine.
(for example - if I wake up and drive to school, there are laws governing the speed at which I can drive, seatbelt laws, etc.)
Finally, the class spent a short time in the library to finish the Banned Books project and turn it in.
10th Grade - We added in some vocabulary to our unit on The Crucible, did another writing prompts, and continued to read in the play. If you missed this class, here are the details.
Vocab - I will be adding two words per day, and each week we will take a quiz over the words we have studied. I expect students to know the definitions, be able to use the words in a sentence, and draw an image that demonstrates understanding of the concept.
Vocab words - ideology, theocracy.
Writing Prompt - "Lies" - Are there times when lying is justified? In what situations? Are there times when lying is not justified? Why?
The biggest focus on this writing prompt is developing examples that demonstrate your logic. We talked about how everyone has experienced a situation in which they argued against someone who did not provide any evidence, and would refuse to listen. The goal with this writing assignment is to not argue like that - examples, examples, examples!
Reading in The Crucible - the beginning of Act 2. To page 58 in the blue copies of the book (other copies; it is where the text reads "Pause" in the conversation between Proctor, Elizabeth, and Mary Warren)
We began reading the novel Fahrenheit 451 in class today. The weekend's homework is to read to page 24 in the book, and to be ready to discuss and continue on Monday. Pay close attention to what you learn about the main characters in the first 20 pages. Also - there are two terms used at the beginning, Phoenix and Salamander. Search for the mythical meaning of these two terms.
We also discussed the ideas of censorship and the rule of law in class. We touched back on the "wikileaks" issue in the news currently, and how the ideas of censorship and law applies today.
There is another in-class writing prompt - Write about what you do in a typical morning, and write how many laws you think affect your daily routine.
(for example - if I wake up and drive to school, there are laws governing the speed at which I can drive, seatbelt laws, etc.)
Finally, the class spent a short time in the library to finish the Banned Books project and turn it in.
10th Grade - We added in some vocabulary to our unit on The Crucible, did another writing prompts, and continued to read in the play. If you missed this class, here are the details.
Vocab - I will be adding two words per day, and each week we will take a quiz over the words we have studied. I expect students to know the definitions, be able to use the words in a sentence, and draw an image that demonstrates understanding of the concept.
Vocab words - ideology, theocracy.
Writing Prompt - "Lies" - Are there times when lying is justified? In what situations? Are there times when lying is not justified? Why?
The biggest focus on this writing prompt is developing examples that demonstrate your logic. We talked about how everyone has experienced a situation in which they argued against someone who did not provide any evidence, and would refuse to listen. The goal with this writing assignment is to not argue like that - examples, examples, examples!
Reading in The Crucible - the beginning of Act 2. To page 58 in the blue copies of the book (other copies; it is where the text reads "Pause" in the conversation between Proctor, Elizabeth, and Mary Warren)
Thursday, December 2, 2010
Dec. 2nd Daily Plan
9th Grade -
The day was spent in the library to complete the Banned Books Project started yesterday. Students had the full class period to research the information, and then compile it into a word document following the template designed by Mr. Clark-Erickson.
If you missed this day - the finished project should be a two-page document done on Word. The first page includes -
10th Grade -
We continued on our unit on The Crucible, and have added in some writing assignments to connect to the play as we read.
The first assignment is the Connections Writing Prompt. There will be several in-class writing prompts per week. Each prompt is to be 1-2 pages, double-spaced and handwritten. Each response should have clear examples, explanations, and connections to The Crucible.
Prompt #1 - What superstitions do you see in present-day society? What superstitions do you hold? Why do you think people believe in them?
We also completed a worksheet and had an in-class discussion; if you missed class and need this worksheet, e-mail me and I can send you a copy.
HOMEWORK - Finish Act 1 if not completed in class.
paz.
The day was spent in the library to complete the Banned Books Project started yesterday. Students had the full class period to research the information, and then compile it into a word document following the template designed by Mr. Clark-Erickson.
If you missed this day - the finished project should be a two-page document done on Word. The first page includes -
- Book Summary, author information
- Why it was banned
- Where it was banned, and the driving force behind the challenge.
10th Grade -
We continued on our unit on The Crucible, and have added in some writing assignments to connect to the play as we read.
The first assignment is the Connections Writing Prompt. There will be several in-class writing prompts per week. Each prompt is to be 1-2 pages, double-spaced and handwritten. Each response should have clear examples, explanations, and connections to The Crucible.
Prompt #1 - What superstitions do you see in present-day society? What superstitions do you hold? Why do you think people believe in them?
We also completed a worksheet and had an in-class discussion; if you missed class and need this worksheet, e-mail me and I can send you a copy.
HOMEWORK - Finish Act 1 if not completed in class.
paz.
Wednesday, December 1, 2010
Dec. 1st Daily Lesson Plan
9th Grade -
We continued our discussion on censorship, and had Lori Clark-Erickson (the school librarian) work with us on starting a mini-research project on banned books. The focus of the project requires that students choose a book from the ALA (American Library Association) list of the 100 Most Banned/Challenged Books 2000-2009, and find specific information on their given books for a presentation.
The information to be presented -
Background of the author
Summary of the book
Explanation of why it was banned, who/what was the driving force behind the challenge, and when the ban occurred.
10th Grade -
We restarted the unit on The Crucible that the students had started before I arrived on 11/15. We reviewed information about Puritanism, The 1950s, Arthur Miller, McCarthyism, and Communism. If you missed class, search these terms and review some basic background information on each term to get caught up.
Basically, the goal is to elaborate that The Crucible is not just a story about witch-hunts in Colonial America, but is very purposefully written as an allegory for 1950s America. The themes found in the novel are still relatable to contemporary society, and one of the goals of the unit is to look for connections between the novel and present-day America.
5th Period - Comment on this post as homework; initials are fine.
We continued our discussion on censorship, and had Lori Clark-Erickson (the school librarian) work with us on starting a mini-research project on banned books. The focus of the project requires that students choose a book from the ALA (American Library Association) list of the 100 Most Banned/Challenged Books 2000-2009, and find specific information on their given books for a presentation.
The information to be presented -
Background of the author
Summary of the book
Explanation of why it was banned, who/what was the driving force behind the challenge, and when the ban occurred.
10th Grade -
We restarted the unit on The Crucible that the students had started before I arrived on 11/15. We reviewed information about Puritanism, The 1950s, Arthur Miller, McCarthyism, and Communism. If you missed class, search these terms and review some basic background information on each term to get caught up.
Basically, the goal is to elaborate that The Crucible is not just a story about witch-hunts in Colonial America, but is very purposefully written as an allegory for 1950s America. The themes found in the novel are still relatable to contemporary society, and one of the goals of the unit is to look for connections between the novel and present-day America.
5th Period - Comment on this post as homework; initials are fine.
Tuesday, November 30, 2010
Nov. 30th Daily Schedule
9th Grade -
We worked on developing background information for Fahrenheit 451. I did a short lecture on the context of when the book was written, and we went over some of the major themes and elements that students should be looking for while reading.
Either copy the notes from someone else in the class, or come see me to look over my lecture notes.
We also had the 1st writing prompt for the unit - What should be censored, why, and who should have the capability to censor? (For example, video games are often censored due to violent content).
Response must be 1-2 pages, handwritten, double-spaced. If you do this at home and not in your in-class writing journal, staple it or paperclip into your notebook.
10th Grade -
We took the Literary Term B.O.E. exam today.
I also suggest that students now start checking their grades on-line, since everything has been set up from when I started teaching. Any missing assignments (in-class writing, personal book check) need to get brought into me by Dec. 1st for credit.
If you missed today (or missed the 22nd/23rd and were excused) - you must make up the B.O.E. exam by Dec 1st (or Dec 2nd, for those who has both days excused) during lunch or after school.
We worked on developing background information for Fahrenheit 451. I did a short lecture on the context of when the book was written, and we went over some of the major themes and elements that students should be looking for while reading.
Either copy the notes from someone else in the class, or come see me to look over my lecture notes.
We also had the 1st writing prompt for the unit - What should be censored, why, and who should have the capability to censor? (For example, video games are often censored due to violent content).
Response must be 1-2 pages, handwritten, double-spaced. If you do this at home and not in your in-class writing journal, staple it or paperclip into your notebook.
10th Grade -
We took the Literary Term B.O.E. exam today.
I also suggest that students now start checking their grades on-line, since everything has been set up from when I started teaching. Any missing assignments (in-class writing, personal book check) need to get brought into me by Dec. 1st for credit.
If you missed today (or missed the 22nd/23rd and were excused) - you must make up the B.O.E. exam by Dec 1st (or Dec 2nd, for those who has both days excused) during lunch or after school.
Monday, November 29, 2010
Nov. 29th Daily Schedule
9th Grade -
We are starting up a new unit based around a single work of literature, Fahrenheit 451. The assignment for today was to complete an anticipation guide/worksheet related to some of the themes in the book, and as in-class writing assignment going into greater depth over one of the questions.
B.O.E.'s from last week are graded, but I will not distribute them until everyone has turned the assignment in (many students were absent last Tuesday). If you have not turned in your Narrative BOE due to an absense, you have until Wednesday, Dec. 1st as the absolute last day to turn it in. Come see me if you have any questions.
10th Grade -
We continued on our unit discussing literary terms and applying them to short stories.
The three short stories in this unit are -
Harrison Bergeron (9/18)
The Euphio Question (9/23)
All the Kings Horses (9/29)
All by Kurt Vonnegut. Last week I distributed a literary term study guide, and a short story worksheet for what we have read in class. Tomorrow we are taking the Literary Term BOE in class.
If you missed last week for an excused absense, you will have an extra day (or two, depending) to take an alternate test. It is important that you come in and talk to me if this is the case.
paz.
We are starting up a new unit based around a single work of literature, Fahrenheit 451. The assignment for today was to complete an anticipation guide/worksheet related to some of the themes in the book, and as in-class writing assignment going into greater depth over one of the questions.
B.O.E.'s from last week are graded, but I will not distribute them until everyone has turned the assignment in (many students were absent last Tuesday). If you have not turned in your Narrative BOE due to an absense, you have until Wednesday, Dec. 1st as the absolute last day to turn it in. Come see me if you have any questions.
10th Grade -
We continued on our unit discussing literary terms and applying them to short stories.
The three short stories in this unit are -
Harrison Bergeron (9/18)
The Euphio Question (9/23)
All the Kings Horses (9/29)
All by Kurt Vonnegut. Last week I distributed a literary term study guide, and a short story worksheet for what we have read in class. Tomorrow we are taking the Literary Term BOE in class.
If you missed last week for an excused absense, you will have an extra day (or two, depending) to take an alternate test. It is important that you come in and talk to me if this is the case.
paz.
Wednesday, November 24, 2010
Nov 22-23 Daily Schedule - 9th and 10th Grade
9th Grade -
This week was focused on finishing the Narrative Writing B.O.E. If you missed this week, you will have to come in outside of class to complete the assignment.
What was turned in on Tuesday, Nov. 22nd -
Pre-writing
Rough Draft
Peer Edit Sheet
Final Typed Draft
10th Grade -
This week was focused on reviewing the literature terms that will be appearing on the B.O.E. that sophomores will be taking on Tuesday, Nov. 30th.
If you missed class this week, look up "literature terms" in Google, and this should provide you with the basic idea of what terms I'm expecting everyone to know.
We reviewed them in-class on Monday, applied them to Harrison Bergeron, and I assigned a second story on Tuesday. We will be reviewing the terms with a 3rd story Monday.
paz.
This week was focused on finishing the Narrative Writing B.O.E. If you missed this week, you will have to come in outside of class to complete the assignment.
What was turned in on Tuesday, Nov. 22nd -
Pre-writing
Rough Draft
Peer Edit Sheet
Final Typed Draft
10th Grade -
This week was focused on reviewing the literature terms that will be appearing on the B.O.E. that sophomores will be taking on Tuesday, Nov. 30th.
If you missed class this week, look up "literature terms" in Google, and this should provide you with the basic idea of what terms I'm expecting everyone to know.
We reviewed them in-class on Monday, applied them to Harrison Bergeron, and I assigned a second story on Tuesday. We will be reviewing the terms with a 3rd story Monday.
paz.
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