9th Grade - We started back up in reading "Romeo and Juliet" in class, focusing on Act 2 Scene 1+2. We read through both scenes as a class, and while I aided students in understanding the plot in Scene 1, students had to fill out a summary sheet for Scene 2.
This is in part to make students work on translating this story more independently, rather than relying on myself and the class to help them along. I am not grading the summary sheet on accuracy, but more on effort - I want to be able to guage how students are comprehending the story, and what strategies they are using to try to interpret the Shakespearean English. Students who finished in class turned the summary sheet in.
Homework - Finish summary sheet and list off lines that are particularly confusing.
10th Grade - Sophomores moved on to another section of our "Critical Thinking" unit, looking at the psychology of learning and memory. We briefly reviewed what we have done thus far in this unit, looking at -
1) "How to Recognize a Poem" - the purpose of this reading is to identify how much a given situation and context contribute to meaning. In this example, the poem I made up was absolute nonsense, but students all developed themes and meaning for it. This does not mean that their meanings are incorrect, but the fact that they were expecting to find meaning created it. We discussed how in a class this would work with a poem, but this happens in life in many different scenarios.
2) "Pedagogy of the Oppressed" - the purpose of these reading is to compare the goals of individual students with that of the entire education system, and to realize that both do not always have goals that line up.
Today - we started looking at the psychology of learning by looking at a very simple memory experiment online. We will discuss the results of this tomorrow.
Homework - Write a short reflection on the psych experiments we discussed. The main question - do you agree with the results of the tests that you took? Why/why not?
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