9th Grade - Both these days were reserved for working on the Antigone essay. On Thursday, we reviewed the components to a well-written and complete essay. Basically, students were asked to come up with all the necessary pieces to create a piece of writing that could stand alone (the expectation is that a student could give his/her essay to another adult, and that adult could make perfect sense of what the argument being proven is without having read Antigone).
The assignment sheet is attached on this blog under "Assignments and Projects." However, the basic format is a five paragraph essay, which would look like -
1) Intro - Hook, background information, thesis
2) Body paragraphs - Topic sentence, Concrete Details/Direct Evidence from the text, Commentary/Analysis and Warrant (why does your evidence connect?), transition
3) Conclusion - Wraps up the argument, provides a "so what" for the reader, potentially expands the topic beyond Antigone.
We worked on a MODEL body paragraph outline in class on Thursday, and spent all of Friday developing a full outline and starting the rough draft.
HOMEWORK - FULL OUTLINE DUE MONDAY, FULL DRAFT TO BE WRITTEN BEFORE TUESDAY.
FINAL ESSAY DUE WEDNESDAY, REGARDLESS OF ATTENDANCE.
S.S.R. PROJECTS DUE BEFORE 3/25!
10th Grade - Both these days were reserved for working on the TKAM Creative Writing Projects. On Thursday, students had time to both work in class and in the library to gather resources that could be connected to the novel, and to begin working on the written components.
On Friday, I started class by providing a MODEL analysis for connecting a song to TKAM. Using the song "Modern Man's Hustle," by Atmosphere, I demonstrated to students that there were about 16 different ways in which the song could complement the novel. Obviously using all 16 connections would go beyond the scope of what is requested (2 paragraph minimum, using every connecting piece would turn out to be 3-5 pages overall), but this was meant to show students HOW MUCH is possible.
The rest of the class was dedicated to getting actually writing done; by the end of class on Monday EVERY student needs to have a rough draft of the ENTIRE WRITTEN COMPONENT completed.
PROJECT IS DUE WEDNESDAY, REGARDLESS OF ATTENDANCE.
HOMEWORK - Project ready to hit Monday's checkpoint - all media collected and ready to go, full draft of written component.
S.S.R. PROJECTS DUE BEFORE 3/25!
Friday, March 11, 2011
Wednesday, March 9, 2011
March 9th Daily Plan
9th Grade - We finished reading Antigone in class today, and we discussed the merits of this story as an actual tragedy for a brief period. The majority of class today was focused on setting up the final essay assignment for Antigone. I explained to the class that
1) This is the first "real" literary response essay they have had to do for me, and
2) This is the largest graded assignment I've given thus far - it is a very significant component of their grade for the quarter.
The assignment sheet is uploaded onto this site as well.
After reviewing the assignment, the class worked together to analyze both Antigone and Creon, so that everyone has a good amount of information to begin with.
10th Grade - Sophomores had a vocabulary quiz to start off with, going over the last set of nine words (dilligent, infalliable, decree, devoid, begrudge, commence, tact, pejorative, altercation).
We then divided the rest of class into two portions -
1) Developing a full list of themes, motifs, ideas, charactes, and events from TKAM to everyone has a large list of resources to start their projects.
2) Writing the proposals for the creative writing project. We discussed the purpose of a project proposal, and the application of this step outside of school. The proposals written in class need to have a clear goal, and a written process for achieving that goal.
Homework - Prepping for in-class project work - this means getting images/songs/background information needed so we are able to work efficiently in class.
1) This is the first "real" literary response essay they have had to do for me, and
2) This is the largest graded assignment I've given thus far - it is a very significant component of their grade for the quarter.
The assignment sheet is uploaded onto this site as well.
After reviewing the assignment, the class worked together to analyze both Antigone and Creon, so that everyone has a good amount of information to begin with.
10th Grade - Sophomores had a vocabulary quiz to start off with, going over the last set of nine words (dilligent, infalliable, decree, devoid, begrudge, commence, tact, pejorative, altercation).
We then divided the rest of class into two portions -
1) Developing a full list of themes, motifs, ideas, charactes, and events from TKAM to everyone has a large list of resources to start their projects.
2) Writing the proposals for the creative writing project. We discussed the purpose of a project proposal, and the application of this step outside of school. The proposals written in class need to have a clear goal, and a written process for achieving that goal.
Homework - Prepping for in-class project work - this means getting images/songs/background information needed so we are able to work efficiently in class.
March 8th Daily Plan
9th Grade - We continued reading in Antigone, with the whole class working together to read and decipher Scene 4 and Ode 4. With this day's reading, the focus was on making sure that everyone is able to interpret the text on their own, and developing strategies to understand the reading without someone helping.
The biggest concern for students has been vocabulary - i.e. how to read when you don't know all of the words. We practiced figuring out meaning and approximate meaning from context - look at what is around the word you don't know, and work to make it fit into the sentence in a way that makes sense. Even if your definition isn't exactly on, if you can make the sentence at least make sense, the whole section of reading becomes easier.
Students then had to read through Scene 5 and complete the study guide on their own.
HOMEWORK - Complete reading Scene 5 and finish the study guide.
10th Grade - Students finished watching the To Kill a Mockingbird film, and then we discussed the final project for this unit. The outline for the assignment is available on this site.
HOMEWORK - Think of ideas for what you would want to do with this project.
The biggest concern for students has been vocabulary - i.e. how to read when you don't know all of the words. We practiced figuring out meaning and approximate meaning from context - look at what is around the word you don't know, and work to make it fit into the sentence in a way that makes sense. Even if your definition isn't exactly on, if you can make the sentence at least make sense, the whole section of reading becomes easier.
Students then had to read through Scene 5 and complete the study guide on their own.
HOMEWORK - Complete reading Scene 5 and finish the study guide.
10th Grade - Students finished watching the To Kill a Mockingbird film, and then we discussed the final project for this unit. The outline for the assignment is available on this site.
HOMEWORK - Think of ideas for what you would want to do with this project.
Tuesday, March 8, 2011
March 7th Daily Plan
Apologies for getting this on a day late.
All classes had shortened periods yesterday, to allow time for a school wide survey.
9th Grade - We discussed the idea of the death penalty and capital punishment in current society, since this is a major topic in Antigone. Students were asked to write for five minutes first about what crimes they believed were fitting of a death sentence, and had to explain their logic.
Between the two classes, some of the ideas - terrorism, murder, rape, child molestation.
The general rationale for these -
1) Murder - killing a murderer is an "eye for an eye," and therefore fair.
2) Child molestation/rape - this is taking away the innocence and scarring someone for life
3) Terrorism - it is acting against the country
Of these, we can most closely link terrorism to Antigone. Students were asked to compare her actions, which go against the state/government, to the idea of terrorism in today's society. The question students need to focus on is whether or not they consider her actions punishable or not.
HOMEWORK - Finish Scene 3 Ode 3 study guide if not completed.
10th Grade - Sophomores had another three vocabulary words - commence, altercation, decree.
There will be a vocab quiz over the last nine words Wednesday, 3/9.
We spent the majority of this class period working through the TKAM film, and will have in finished on Tuesday, 3/8. At that time, I will also present students with the final assignment for the To Kill a Mockingbird unit.
Homework - Review the end of the book, COMPLETE JOURNAL ENTRIES IF LATE.
All classes had shortened periods yesterday, to allow time for a school wide survey.
9th Grade - We discussed the idea of the death penalty and capital punishment in current society, since this is a major topic in Antigone. Students were asked to write for five minutes first about what crimes they believed were fitting of a death sentence, and had to explain their logic.
Between the two classes, some of the ideas - terrorism, murder, rape, child molestation.
The general rationale for these -
1) Murder - killing a murderer is an "eye for an eye," and therefore fair.
2) Child molestation/rape - this is taking away the innocence and scarring someone for life
3) Terrorism - it is acting against the country
Of these, we can most closely link terrorism to Antigone. Students were asked to compare her actions, which go against the state/government, to the idea of terrorism in today's society. The question students need to focus on is whether or not they consider her actions punishable or not.
HOMEWORK - Finish Scene 3 Ode 3 study guide if not completed.
10th Grade - Sophomores had another three vocabulary words - commence, altercation, decree.
There will be a vocab quiz over the last nine words Wednesday, 3/9.
We spent the majority of this class period working through the TKAM film, and will have in finished on Tuesday, 3/8. At that time, I will also present students with the final assignment for the To Kill a Mockingbird unit.
Homework - Review the end of the book, COMPLETE JOURNAL ENTRIES IF LATE.
Thursday, March 3, 2011
March 3rd Daily Plan
9th Grade - Freshmen continued in their reading of Antigone by working through Scene 3 and Ode 3 in small groups. Each member of each group was responsible for knowing the details of the scene, and we had a small competition based on which group could answer my questions about the scene fastest/most accurately.
Students were also expected to be filling out the outline for Scene 3 and Ode 3, since it will be very helpful with the Antigone essay that we will start next week.
Finally, I gave students the guidelines for the S.S.R. Book Assignment. As students have been expected to be reading a book for personal enjoyment over the semester, I expect them to know their books pretty well. To both demonstrate this knowledge and to share it with the class, students must create a pamphlet that advertises their S.S.R. book to the rest of the class. Students were provided specific guidelines for what is expected with this assignment.
S.S.R. Book Pamphlets are to be turned in ANYTIME BEFORE SPRING BREAK. The absolute last day to turn a pamplet in is the Friday before Spring Break, so students need to plan ahead and work accordingly.
10th Grade - Sophomores continued watching the film version of TKAM in class, looking at differences between the film and the novel. Students were asked to pay particular attention to certain scenes that highlight the main themes of the novel.
Students also had 10 minutes to complete another journal entry; the prompt options I provided were -
1) What do you think the strongest themes are in TKAM? What leads you to these beliefs?
2) What changes do you see between the novel and the film? Why do you think the filmmaker would make these changes?
Finally, I gave students the guidelines for the S.S.R. Book Assignment. As students have been expected to be reading a book for personal enjoyment over the semester, I expect them to know their books pretty well. To both demonstrate this knowledge and to share it with the class, students must create a pamphlet that advertises their S.S.R. book to the rest of the class. Students were provided specific guidelines for what is expected with this assignment.
S.S.R. Book Pamphlets are to be turned in ANYTIME BEFORE SPRING BREAK. The absolute last day to turn a pamplet in is the Friday before Spring Break, so students need to plan ahead and work accordingly.
HOMEWORK - Finish TKAM, create and respond to your own journal prompt (should complete a set of 5 for Part 2)
10th Grade Credit Recovery - For students that did not turn in the initial set of journal entries, I will allow any additional entries that are combined with the set due Monday.
Students were also expected to be filling out the outline for Scene 3 and Ode 3, since it will be very helpful with the Antigone essay that we will start next week.
Finally, I gave students the guidelines for the S.S.R. Book Assignment. As students have been expected to be reading a book for personal enjoyment over the semester, I expect them to know their books pretty well. To both demonstrate this knowledge and to share it with the class, students must create a pamphlet that advertises their S.S.R. book to the rest of the class. Students were provided specific guidelines for what is expected with this assignment.
S.S.R. Book Pamphlets are to be turned in ANYTIME BEFORE SPRING BREAK. The absolute last day to turn a pamplet in is the Friday before Spring Break, so students need to plan ahead and work accordingly.
10th Grade - Sophomores continued watching the film version of TKAM in class, looking at differences between the film and the novel. Students were asked to pay particular attention to certain scenes that highlight the main themes of the novel.
Students also had 10 minutes to complete another journal entry; the prompt options I provided were -
1) What do you think the strongest themes are in TKAM? What leads you to these beliefs?
2) What changes do you see between the novel and the film? Why do you think the filmmaker would make these changes?
Finally, I gave students the guidelines for the S.S.R. Book Assignment. As students have been expected to be reading a book for personal enjoyment over the semester, I expect them to know their books pretty well. To both demonstrate this knowledge and to share it with the class, students must create a pamphlet that advertises their S.S.R. book to the rest of the class. Students were provided specific guidelines for what is expected with this assignment.
S.S.R. Book Pamphlets are to be turned in ANYTIME BEFORE SPRING BREAK. The absolute last day to turn a pamplet in is the Friday before Spring Break, so students need to plan ahead and work accordingly.
HOMEWORK - Finish TKAM, create and respond to your own journal prompt (should complete a set of 5 for Part 2)
10th Grade Credit Recovery - For students that did not turn in the initial set of journal entries, I will allow any additional entries that are combined with the set due Monday.
Wednesday, March 2, 2011
March 2nd Daily Plan
9th and 10th Grade - All periods had a sub today as I was in meetings.
9th Grade - Freshmen should have gotten through another Scene and Ode in Antigone (scene 2/ode 2) and completed the Reading Log for that page.
Just to be sure that students completed the needed work in class, there will be a quiz tomorrow over Scene 2 and Ode 2.
10th Grade - Sophomores started the film version of TKAM and completed another journal entry.
HOMEWORK - Read CH 27-29.
9th Grade - Freshmen should have gotten through another Scene and Ode in Antigone (scene 2/ode 2) and completed the Reading Log for that page.
Just to be sure that students completed the needed work in class, there will be a quiz tomorrow over Scene 2 and Ode 2.
10th Grade - Sophomores started the film version of TKAM and completed another journal entry.
HOMEWORK - Read CH 27-29.
Tuesday, March 1, 2011
March 1st Daily Plan
9th Grade - The majority of this class period was focused on reading and analyzing Antigone. Both classes read Scene 1 and Ode 1, and were given an Antigone Reading Log to help organize the events and characters in the story.
The final assignment for Antigone will involve a literary response essay, and these reading logs serve as a very useful outline when it comes time to develop an actual draft.
We worked through Scene 1 and Ode 1 relatively slowly, to make sure that everyone is understanding the events of the story clearly. Hint - students should read this play primarily as a STORY first, and not looking at it primarily for analysis. It will be much easier to analyze later if you are able to get into the plot line - remember, this was written to be performed as an audience, with an emphasis on being able to entertain an audience.
10th Grade - We reviewed the events of Chapters 22 and 23 briefly, and it did not appear that all three periods had read as thoroughly. So for the next reading (CH 24,25,26) periods 1 and 5 should expect a summary quiz.
The majority of class today was spent discussing the idea of capital punishment, since this is a major factor in the Trial of Tom Robinson, and an important aspect of TKAM. Students were given different scenarios and factual data about capital punishment, and then shared their viewpoints and discussed the efficacy and purpose of capital punishment as a class.
The last 15 minutes were devoted to another journal entry. Students could either use some of the potential prompts that I developed, or write on any subject related to capital punishment of CH22-23.
HOMEWORK - Read Chapters 24-26 in TKAM.
The final assignment for Antigone will involve a literary response essay, and these reading logs serve as a very useful outline when it comes time to develop an actual draft.
We worked through Scene 1 and Ode 1 relatively slowly, to make sure that everyone is understanding the events of the story clearly. Hint - students should read this play primarily as a STORY first, and not looking at it primarily for analysis. It will be much easier to analyze later if you are able to get into the plot line - remember, this was written to be performed as an audience, with an emphasis on being able to entertain an audience.
10th Grade - We reviewed the events of Chapters 22 and 23 briefly, and it did not appear that all three periods had read as thoroughly. So for the next reading (CH 24,25,26) periods 1 and 5 should expect a summary quiz.
The majority of class today was spent discussing the idea of capital punishment, since this is a major factor in the Trial of Tom Robinson, and an important aspect of TKAM. Students were given different scenarios and factual data about capital punishment, and then shared their viewpoints and discussed the efficacy and purpose of capital punishment as a class.
The last 15 minutes were devoted to another journal entry. Students could either use some of the potential prompts that I developed, or write on any subject related to capital punishment of CH22-23.
HOMEWORK - Read Chapters 24-26 in TKAM.
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