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Date
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Assignments
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H.W. & Reminders
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3/9
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Early Dismissal Schedule
Went over upcoming due dates. See ------à
Imitated a passage from The Odyssey and shared some.
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Tomorrow: meet in the Career Center.
Read through p. 144 by Friday.
Each student bring in: 1 granola bar, 1 bottle of water,
and 1 glow stick – for emergency prep.
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3/8
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Presentation: Jason and the Argonauts.
Handed out the official
assignment for the Personal Odyssey.
We have been and will continue to work on this before it is due.
Began our first style imitation of The Odyssey
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Read through p. 144 in I am the Cheese by Friday.
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3/5
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3 more presentations: Aries, Hephaestus, Artemis.
Finished going over Books 6-8.
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3/4
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Cheese reading
check.
Presentations: Aphrodite and Eros.
Went over study guide.
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Read Cheese
through p. 101 for Monday.
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3/3
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Books 6-8 of The
Odyssey. Read and answered
reading guide questions.
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3/2
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New seats.
Big Odyssey
day. Read and wrote reactions to
Books 3-5.
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Cheese reading
now due Thursday.
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3/1
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Presentations: Hermes and Cronus.
Finished Book 1 of The
Odyssey and wrote about a mentor in our own lives.
Finished Book 2 – wrote about how we are alike/different
from our parent(s).
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2/26
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Second place in the drive against Leukemia – nice job!
Presentations – The Muses, The Fates, Demeter,
Persephone.
Began reading The
Odyssey. Noted the key conflicts
presented in Book 1.
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2/25
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Wrote a paragraph responding to Adam – the bike rider –
using only our Bicycle Maps and brains.
2 more presentations (Hades and Hera)
Concluded watching and notes for Great Books The Odyssey.
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Read through p. 85 in Cheese by Tuesday.
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2/24
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Handed back “Scarlet Ibis” essays and a feedback sheet
with model paragraphs on it. We
identified key parts on the models and then located or added them to our
own papers.
One presentation – Poseidon.
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Cheese reading
due tomorrow – through p. 65
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2/23
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Minimum day.
Listened to the first three presentations and filled in
charts.
Watched some more of Great Books and took notes.
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2/22
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Shared entries on Bicycle Maps for last week’s reading
while Mr. E. checked.
Began watching and taking notes on Great Books: The Odyssey.
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God Project presentations begin tomorrow – be ready.
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2/19
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Chose topics for the God
Search Project. Explained
project and showed a sample for Zeus.
Demonstrated proper citing.
Read through p. 49 in Cheese and added to Bicycle Map.
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Finish reading and adding to map.
God Search Project presentations will begin Tuesday.
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2/18
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Began reading I am
the Cheese. Noted questions and the
unusual structure of the book.
Started our “Bicycle Map” in order to keep track of bike vs. tape
sections of the story.
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Essays due tomorrow – final on top, draft on the bottom.
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2/17
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Worked as a class to review the parts of an essay and to
check our drafts to see if we had them.
Used a couple of student papers as models for introductions. Used a sample paragraph to identify the
parts of a body paragraph.
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Final drafts due Friday.
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2/16
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Students gave told Mr.E. their nonfiction book titles.
Finished looking at how to answer the prompt for “The
Scarlet Ibis.” We ended up with a
possible thesis “James Hurst uses setting to show how the brothers feel
about each other.” Students used the
rest of the period to begin writing this paper. Tomorrow we will look at how to organize
and finish.
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Bring I am the
Cheese tomorrow.
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2/12
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Discussed the Socratic, handed papers back, and showed a
10 paper.
Began discussing how to answer the question “How does
setting contribute to ‘The Scarlet Ibis’”
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Bring brown book Monday.
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2/11
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Obtained copies of I
am the Cheese.
Socratic Seminar for “The Scarlet Ibis.”
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Bring brown book tomorrow.
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2/10
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Handed out report cards.
Handed back reading checks.
Brainstormed criteria for a good relationship, then took
notes in preparation for a Socratic Seminar. The essential question is “Did the
narrator and Doodle have a good or bad relationship?”
Briefly began finding other examples of figurative
language in “The Scarlet Ibis.”
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Find a nonfiction book by next Tuesday – or there will
be a penalty.
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2/9
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Handed back reading checks and took another one.
Handed back “Lady or the Tiger?” mini-papers and
discussed.
Worked on handout on setting – identifying what setting
is doing in selected quotes (close reading).
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2/5
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Reading check.
Found additional setting quotes in last night’s reading
and tried to link them to mood, conflict or revealing character. Shared some examples and modeled how to
write about them.
Finished reading the story.
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Finish “The Scarlet Ibis”
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2/4
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Recorded outside book titles from those that had them.
Shared yesterday’s response to mood in the beginning of
“The Scarlet Ibis.” Used a template
to write a response to the opening of this story. Template: The ______mood is created through ______. (or created through _____ and ______).
OR
________
creates a mood of ________.
One
result looked like this: The
depressing mood is created through mentioning a “dead” summer and that “the
last graveyard flowers were blooming and speaking softly the names of our
dead.”
Continued
reading.
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“The Scarlet Ibis” is in the brown book. Read from where we left off up to the big
red O on p. 420. The last words to
read are “yes, yes.”
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2/3
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Turned in revised papers.
Mini-lecture and notes taken on setting – 3 things that
it can do.
Read the first 2 paragraphs of “The Scarlet Letter” and
wrote about how the setting was used to create mood.
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Continue bringing brown book.
Find non-fiction book.
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2/2
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Feedback on yesterday’s writing. Broke down the prompt and what needed to
be addressed in it. Looked at many
parts of student papers that did things well.
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Revise your paper, type it, and bring it tomorrow.
Continue bringing brown textbook.
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2/1
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Read and discussed Tom Wayman’s poem “Did I Miss
Anything?” and discussed the value of attendance.
Storytime – “The Lady or the Tiger?”
Read and then wrote a response so Mr.E. will have a
writing sample.
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Bring brown textbook tomorrow!
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1/25
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Reviewed for the final – filled out a study guide.
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For the final on Wed. bring: study guide, To Kill a Mockingbird book (if not already turned in), a
reading book, foreshadowing worksheet, character chart.
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1/22
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Shared Memory Boxes.
Discussed final and things to review.
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1/21
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Turn in papers.
Reading of an excerpt from Angelou’s I Know Why The Caged Bird Sings.
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1/20
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Check rough drafts.
Peer edit
Study TKAM and
finish character charts.
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Complete Memory Box by 1/22
Final drafts due tomorrow.
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1/19
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Checked outlines.
Notes on Introductions and incorporating quotes
Rough draft started.
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Complete Memory Box by 1/21
Rough draft due tomorrow.
Self Evaluation due tomorrow.
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1/15
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Review essay notes
Check thesis
Make outline
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Bring completed outline Tuesday
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1/14
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Checked Memory Box item.
Overviewed essay process.
Brainstormed thesis statements.
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Complete memory box by 1/21
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1/13
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Quiz ch. 31
Ch. 31 journal/notes
Turning topic into theme
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Item #8 due tomorrow
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1/12
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Collaboration schedule
Quiz ch. 28-29
Check item homework
Start ch. 30-31
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Finish 30-31
Item #8 due Thurs.
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1/11
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Quiz ch. 27
Foreshadowing discussion
Start chs. 28-29
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Finish chs. 28-29
Item #7 due tomorrow
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1/8
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Quiz – in class commentary. Students were given some possible quotes
to help them get started.
Group discussion – racism.
Start ch. 27
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Finish ch. 27
Item #7 due Tuesday
Item #8 due Thursday
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1/7
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Quiz chs. 23-24
Group commentary for ch. 24
Start chs. 25-26
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H.W. read chs. 25-26
Item #6 due tomorrow
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1/6
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Quiz ch. 22
Start ch. 23
Check item #5
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Finish ch. 23
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1/5
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Reviewed dates for Memory Box items.
Quiz on chs. 20-21
TKAM review
game.
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Read ch. 22
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12/18
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Quiz on ch. 18 – students allowed to use whatever notes
they took yesterday (take notes when you can!)
Press conference reporting/review.
Ch.
19 & 20
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Ch.
19 & 20
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12/17
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Quiz on reading.
Court reporting for chs. 17 & 18
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Finish reading and reporting on chs. 17 & 18.
Item #4 due tomorrow.
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12/16
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Quiz on 14 & 15
Discussion groups
Start ch. 16
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Item #4 due Friday
Finish ch. 16
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12/15
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Quiz on ch. 12
Started chs. 14-15.
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Item #3 is due tomorrow.
Item #4 due Friday
Read ch. 15
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12/14
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New seats.
Journal.
Discussion of Socratic.
Started ch. 12
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Commentary for ch. 12.
Extra Credit – read ch. 13 and write a commentary.
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12/11
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Socratic Seminar on fear. Prepped notes, discussed in seminar,
reflected.
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Finish reflections.
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12/10
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Test on part I.
Introduced Socratic Seminar.
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Finish Socratic notes
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12/8
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Collaboration schedule
Reading
check on ch. 10
Writer’s workshop – imitating two passages from Lee.
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Read ch. 11
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12/7
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Reading
check for ch. 9
Commentary for ch. 9.
Wrote and groups marked and shared.
Started ch. 10.
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Finish ch. 10
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12/4
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Shared examples of the first item for the memory box.
Journal on physical vs. emotional hurt (name calling).
Started ch. 9.
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Finish ch. 9
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12/3
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Compared movie clip to book – sneaking on to the Radley
property.
Wrote a commentary for 7/8.
Gave character names for memory box project.
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Item and description #1 for memory box – due tomorrow.
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12/2
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Shared examples of some commentaries that displayed good
thinking.
Reading
check on ch 6.
Started chs. 7 & 8
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Finish reading chs. 7 & 8.
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12/1
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Wrote a commentary for ch. 5 as a reading check.
Discussed reading.
Handed out information for the memory box project.
Began reading ch. 6.
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Finish ch. 6
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11/30
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Quiz on ch. 4 and discussion of chapter. Practice writing commentaries.
Started ch. 5
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Finish ch. 5
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11/24
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Report cards distributed.
Shared homework answers.
Journal – games you played when you were young.
Read ch. 4
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Finish ch. 4
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11/23
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Journal – describe Walter Cunningham in one sentence
using exactly 12 words.
Read ch. 3 and added to the other half of the chart –
this time describing Burris Ewell.
Wrote 4-5 sentences comparing and contrasting Walter
Cunningham and Burris Ewell.
Defined “evaluating” and “analyzing”. Added evaluations and analysis to the comparison/contrast
of Cunningham and Ewell
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Finish classwork (ch.3 and responses).
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11/20
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Reading check.
Groups presented.
Began a chart listing the characteristics of the
Cunninghams based on Walter.
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Complete quotes for Walter Cunningham on the back of
your character chart.
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11/19
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Groups worked on re-reading sections of ch. 1 in order
to present.
Started ch. 2
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Finish reading ch. 2
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11/18
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Obtained books.
Took notes on the “n-word” and it’s history in America. Started reading.
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Finish ch. 1 for tomorrow.
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