Monday - Friday 4/16-4/21
Worked on projects all week!
Monday - Friday 4/9-4/13
Monday - Discussed examples of Social Injustices in our community and abroad - watched video examples
Tuesday - Received "Social Injustice Project Packet", took notes on Source Credability, watched a student video example,
worked in the lab
Wednesday - Continue our work on Research
Thursday - Continue our work on Research
Friday - 3 Sources and information written in packet are due for review during class, students silent read
Tuesday - Received "Social Injustice Project Packet", took notes on Source Credability, watched a student video example,
worked in the lab
Wednesday - Continue our work on Research
Thursday - Continue our work on Research
Friday - 3 Sources and information written in packet are due for review during class, students silent read
Monday - Friday 3/26-3/29
Monday - Checked in 1st Rough Drafts of Essay, took notes on "Introductions", went to computer labto revise intro paragraphs. INTRO PARAGRAPH WITH 4 ELEMENTS DUE TOMORROW.
Tuesday - Checked in Intro Paragraphs, took notes on MLA Formatting, watched announcements, took notes on Conclusions
Wednesday - Spent day in computer lab revising papers. Need to have 2nd Rough Draft PRINTED for tomorrow's peer-editing
Thursday - Peer Editing papers, after checked by Ms. Miller students went to computers to work on Final Drafts (DUE TUESDAY, APRIL 10th - along with rough drafts & peeredit sheets)
Friday - Silent Read
Tuesday - Checked in Intro Paragraphs, took notes on MLA Formatting, watched announcements, took notes on Conclusions
Wednesday - Spent day in computer lab revising papers. Need to have 2nd Rough Draft PRINTED for tomorrow's peer-editing
Thursday - Peer Editing papers, after checked by Ms. Miller students went to computers to work on Final Drafts (DUE TUESDAY, APRIL 10th - along with rough drafts & peeredit sheets)
Friday - Silent Read
Monday - Friday 3/17 - 3/23
Monday - guest teacher. Worked on narrowing down themes and quotes that support - analyze what the author THINKS of each theme. If not finished, it is due tomorrow for homework.
Tuesday - Checked in theme packet from Monday, took notes on Thesis Statements and Topic Sentences. Assigned thesis statement and topic sentences for check-in tomorrow.
Wednesday - Introduced Graphic Organizer to organize essay outline. Reviewed sample as class, started graphic organizer in class. Must have this check in by tomorrow in order to start typing. FIRST DRAFT DUE MONDAY.
Thursday - Went to lab. finished working on graphic organizer, if necessary. Started typing draft, if student was prepared.
Friday - Silent Reading
Tuesday - Checked in theme packet from Monday, took notes on Thesis Statements and Topic Sentences. Assigned thesis statement and topic sentences for check-in tomorrow.
Wednesday - Introduced Graphic Organizer to organize essay outline. Reviewed sample as class, started graphic organizer in class. Must have this check in by tomorrow in order to start typing. FIRST DRAFT DUE MONDAY.
Thursday - Went to lab. finished working on graphic organizer, if necessary. Started typing draft, if student was prepared.
Friday - Silent Reading
Monday - Friday 3/12-3/16
Monday - finish movie, Circle Discussion group A
Tuesday - Circle Discussion groups B & C
Wednesday - review day
Thursday - TKM Final Assessment Test
Friday - reading
Tuesday - Circle Discussion groups B & C
Wednesday - review day
Thursday - TKM Final Assessment Test
Friday - reading
Monday - Friday 2/27-3/2
Monday - Quiz 11-15, finished TKM lit term notes
Tuesday - Applying Lit Terms activity sheet - due at end of hour
Wednesday - Quiz 15-18, started brainstorming topics for Social Injustice Photostory Project
Thursday - Lab work - Social Injustice topics sharing and deciding
Friday - Quiz 18-21, Silent Reading
NEXT WEEK:
Quiz 22-25 MONDAY
Quiz 25-31(end) WEDNESDAY
Circle Discussion on book THURSDAY & FRIDAY
Tuesday - Applying Lit Terms activity sheet - due at end of hour
Wednesday - Quiz 15-18, started brainstorming topics for Social Injustice Photostory Project
Thursday - Lab work - Social Injustice topics sharing and deciding
Friday - Quiz 18-21, Silent Reading
NEXT WEEK:
Quiz 22-25 MONDAY
Quiz 25-31(end) WEDNESDAY
Circle Discussion on book THURSDAY & FRIDAY
Tuesday - Friday 2/21 - 2/24
Tuesday - In class activity - mock trial "Guilty as Charged"
Wednesday - Checked in Perspectives Paper Rough Draft, Checked in theme packets, Assigned take home quiz for TKM 9-11 (Due tomorrow!)
Thursday - Collected TKM 9-11 Take Home Quiz, went to computer lab to type up Perspectives paper (due at end of hour)
Friday - Silent Reading
Wednesday - Checked in Perspectives Paper Rough Draft, Checked in theme packets, Assigned take home quiz for TKM 9-11 (Due tomorrow!)
Thursday - Collected TKM 9-11 Take Home Quiz, went to computer lab to type up Perspectives paper (due at end of hour)
Friday - Silent Reading
Monday - Friday 2/13 - 2/17
Link to free TKM Audio: http://www.sanjuan.edu/webpages/arisantillanes/english_2.cfm?subpage=85026
Monday - To Kill a Mockingbird Quiz Chapters 1-6
(WHICH MOST STUDENTS FAILED. I sent an e-mail to all parents in skyward. Please make sure your student is
keeping up on their reading - ask them to summarize!)
Tuesday - Lit Term definitions for Point of View, Tone, Diction, and Dialect
Assigned Point of View Writing Assignment (Rough Draft due next Tuesday, Peer Editing Wed, Final copy due
Thursday at end of the hour)
Wednesday - Grammar notes and practice - review, prepositions, appositives
Thursday - To Kill a Mockingbird Quiz Chapters 1-8
"A problematic situation" acting/theme game
Friday - Silent Reading
Monday - To Kill a Mockingbird Quiz Chapters 1-6
(WHICH MOST STUDENTS FAILED. I sent an e-mail to all parents in skyward. Please make sure your student is
keeping up on their reading - ask them to summarize!)
Tuesday - Lit Term definitions for Point of View, Tone, Diction, and Dialect
Assigned Point of View Writing Assignment (Rough Draft due next Tuesday, Peer Editing Wed, Final copy due
Thursday at end of the hour)
Wednesday - Grammar notes and practice - review, prepositions, appositives
Thursday - To Kill a Mockingbird Quiz Chapters 1-8
"A problematic situation" acting/theme game
Friday - Silent Reading
Monday - Friday 2/6- 2/10
Monday - Media lab to work on WHO AM I projects
Tuesday - Media lab to finish/e-mail WHO AM I projects
"What is Social Injustice" definition and intro
Overview "To Kill a Mocking Bird"
Wednesday - Lit Term definitions
Pass out TKM books
"Eye on the Prize" movie
Thursday - "Eye on the Prize" viewing guide due
Timeline 1930's
Themes in TKM
Review Annotations
Read Ch 1 together
Friday - Silent Read!
Tuesday - Media lab to finish/e-mail WHO AM I projects
"What is Social Injustice" definition and intro
Overview "To Kill a Mocking Bird"
Wednesday - Lit Term definitions
Pass out TKM books
"Eye on the Prize" movie
Thursday - "Eye on the Prize" viewing guide due
Timeline 1930's
Themes in TKM
Review Annotations
Read Ch 1 together
Friday - Silent Read!
Monday - Friday 1/30 - 2/3
Monday - passed out Syllabus, drew names and symbols on popsicle sticks, wrote Ms. Miller a letter
Tuesday - Assign "Who Am I?" Project -- see Documents for Assignment sheet
Wednesday - Demonstrated for class how to email a photograph and an mp3 file, create a folder, do a Google image search,
save a photo by right-clicking on a full-sized image.
Went to Media Lab to work on Photostory Project
Thursday - Overview Independent Reading for Friday - check out book, if necessary!
Worked on Photostory Project
Friday - Silent Reading!
Tuesday - Assign "Who Am I?" Project -- see Documents for Assignment sheet
Wednesday - Demonstrated for class how to email a photograph and an mp3 file, create a folder, do a Google image search,
save a photo by right-clicking on a full-sized image.
Went to Media Lab to work on Photostory Project
Thursday - Overview Independent Reading for Friday - check out book, if necessary!
Worked on Photostory Project
Friday - Silent Reading!
Monday - Friday 12/5-12/9
Monday - Students Peer Edited their Personal Narrative Essays **Final Copy due Thursday
Tuesday - Students continued book talks
Also given a Binder Check for Binder check on Friday
Wednesday - Intro slides/notes on "Night"
Read "Terrible Things" as a class -- AN ALLEGORY FOR THE HOLOCAUST
Completed Journal #1
Thursday - Turned in Personal Narrative Essays
2 New Vocab words (Empathy and Apathy - in previous slideshow)
Added "How did you find Empathy in 'Terrible Things'? Apathy?" to Journal #1
Checked out "Night" novels
Received "Theme and Motif" packet
Friday - Read and worked on packet. READ TO PAGE 65 BY MONDAY.
Tuesday - Students continued book talks
Also given a Binder Check for Binder check on Friday
Wednesday - Intro slides/notes on "Night"
Read "Terrible Things" as a class -- AN ALLEGORY FOR THE HOLOCAUST
Completed Journal #1
Thursday - Turned in Personal Narrative Essays
2 New Vocab words (Empathy and Apathy - in previous slideshow)
Added "How did you find Empathy in 'Terrible Things'? Apathy?" to Journal #1
Checked out "Night" novels
Received "Theme and Motif" packet
Friday - Read and worked on packet. READ TO PAGE 65 BY MONDAY.
Monday - Friday 11/14-11/18
Monday - Students took a set of Narrative Notes ("Narrative Non-Fiction Notes")
Students then worked in small groups writing a story that implemented all of the elements discussed in notes
Tuesday - Students took Tuesdays with Morrie quiz on pgs 73-123
Finished working on group stories and turned in
Wednesday- Ms. Miller presented a sample "aphorisms" book to the class
Students worked a "life map" in class - pictures chronologically depicting big events in their life thus far
Thursday- Checked in "life map" for credit.
Ms. Miller spoke more about the Personal Narrative Essay that students will begin writing in the next few weeks.
She also read three different narratives to the class, after each one students had a "free write" to get ideas flowing
Friday- "Aphorism" books were due.
Students read for 20 minutes.
Ms. Miller introduced Circle Discussion Protocol, passed out questions for Monday, and asked students to work on their timeline for their Personal Narratives.
CIRCLE DISCUSSION GROUPS FOR MONDAY'S CLASS:
2ND HOUR 3RD HOUR
A B C A B C
TRENA COLBY JOSH ANDY KATIE MADDIE
CHRISTIE STEPHEN KAYLA AMANDA LAURA MORGAN
MARIA SHELBY HANNAH BLAKE ZACH JEFF
VINCE STEVEN RYKER KARL BEN EMMA
SCOTT NICOLE JORDAN JOSH O NATE JAKE
COURTNEY CASSIDY ALYSSA BRANDON ANDREW JOSH R
CELIA DEVIN MARISA JULIA CODY SYDNEY
BRYCE RICKY JOHN ALEX DANI JON
ALEX JACOB JAMES HEATHER ADRIANA
KALI KRISTIANA TAYLORE
KRISTEN RYAN KENNY
Students then worked in small groups writing a story that implemented all of the elements discussed in notes
Tuesday - Students took Tuesdays with Morrie quiz on pgs 73-123
Finished working on group stories and turned in
Wednesday- Ms. Miller presented a sample "aphorisms" book to the class
Students worked a "life map" in class - pictures chronologically depicting big events in their life thus far
Thursday- Checked in "life map" for credit.
Ms. Miller spoke more about the Personal Narrative Essay that students will begin writing in the next few weeks.
She also read three different narratives to the class, after each one students had a "free write" to get ideas flowing
Friday- "Aphorism" books were due.
Students read for 20 minutes.
Ms. Miller introduced Circle Discussion Protocol, passed out questions for Monday, and asked students to work on their timeline for their Personal Narratives.
CIRCLE DISCUSSION GROUPS FOR MONDAY'S CLASS:
2ND HOUR 3RD HOUR
A B C A B C
TRENA COLBY JOSH ANDY KATIE MADDIE
CHRISTIE STEPHEN KAYLA AMANDA LAURA MORGAN
MARIA SHELBY HANNAH BLAKE ZACH JEFF
VINCE STEVEN RYKER KARL BEN EMMA
SCOTT NICOLE JORDAN JOSH O NATE JAKE
COURTNEY CASSIDY ALYSSA BRANDON ANDREW JOSH R
CELIA DEVIN MARISA JULIA CODY SYDNEY
BRYCE RICKY JOHN ALEX DANI JON
ALEX JACOB JAMES HEATHER ADRIANA
KALI KRISTIANA TAYLORE
KRISTEN RYAN KENNY
Monday - Friday 11/7-11/11
Monday - students watched Mitch Albom speak on Tuesdays with Morrie and the original airing of the Ted Koppel program with Morrie.
Tuesday - no school
Wednesday - TWM Quiz #2, Vocab Bingo
Thursday - Vocab Quiz #1, Introduced next project Quotes/Aphorisms Book due Friday 11/18 ("Life lesson guidebook project")
Friday - Introduced Book Talk Assignment -- presentations start 11/28 ("book talk requirements")
Tuesday - no school
Wednesday - TWM Quiz #2, Vocab Bingo
Thursday - Vocab Quiz #1, Introduced next project Quotes/Aphorisms Book due Friday 11/18 ("Life lesson guidebook project")
Friday - Introduced Book Talk Assignment -- presentations start 11/28 ("book talk requirements")
Thursday, November 3
Students turned in their MONSTER STORIES.
Then, students were given a Vocab #1 Crossword. They were asked to complete this crossword puzzle AND to create 5 unique sentences THAT SHOWS MEANING on the back of the sheet. One vocabulary word per sentence with the THEME OF MUSICAL ARTISTS (bands or singers). Students showed these to Ms. Miller to check for their accuracy and for credit.
Then, students were given a Rubus Puzzle to complete and place in their Current Unit tab for the next Binder Check.
Then, students were given a Vocab #1 Crossword. They were asked to complete this crossword puzzle AND to create 5 unique sentences THAT SHOWS MEANING on the back of the sheet. One vocabulary word per sentence with the THEME OF MUSICAL ARTISTS (bands or singers). Students showed these to Ms. Miller to check for their accuracy and for credit.
Then, students were given a Rubus Puzzle to complete and place in their Current Unit tab for the next Binder Check.
Wednesday, November 2
(all of the following work can be found in the PowerPoint "Activity #2 - Describe a Monster")
Students wrote their first journal entry (half a page in length and in the journal section on binder) to the following prompt: What were you scared of as a child? What scares you today?
We looked at a picture of the Monster Frankenstein and listened to Ms. Miller read an excerpt from Mary Shelly's Frankenstein where she describes the creature.
Students then were told their objective: to write a one page paper describing a monster of their choice using DESCRIPTIVE LANGUAGE.
Students needed to answer a few questions before beginning. Then, write about their creature during a single event (a shorter story - one without major plot, think single event. ex: a snake catching and eating a mouse) while describing their monster's attributes. THEY MAY NOT USE THE NAME OF THE CREATURE DURING THE WRITING. TRY TO STUMP ME!
STORY DUE TOMORROW
Students wrote their first journal entry (half a page in length and in the journal section on binder) to the following prompt: What were you scared of as a child? What scares you today?
We looked at a picture of the Monster Frankenstein and listened to Ms. Miller read an excerpt from Mary Shelly's Frankenstein where she describes the creature.
Students then were told their objective: to write a one page paper describing a monster of their choice using DESCRIPTIVE LANGUAGE.
Students needed to answer a few questions before beginning. Then, write about their creature during a single event (a shorter story - one without major plot, think single event. ex: a snake catching and eating a mouse) while describing their monster's attributes. THEY MAY NOT USE THE NAME OF THE CREATURE DURING THE WRITING. TRY TO STUMP ME!
STORY DUE TOMORROW
Tuesday, November 1
Students turned in their Study Guide Pages 1-41 and took their first Tuesdays With Morrie Quiz.
Students were given their next Study Guide Pages 42-73. Quiz Next Wednesday.
Students were given their next Study Guide Pages 42-73. Quiz Next Wednesday.
Monday, October 31
Our class had a writing competition.
Students were asked to write a one page INTRO to a creative short story (use descriptive language, foreshadowing, suspense in the exposition). Students then shared their work with their peers in mini groups, voting the best story to move on to the next round. When there were 3 or 4 top winners, Ms. Miller read these to the class and a final winner was decided. A King Size candy bar was awarded to the winner!
Assignments were turned in for credit.
REMINDER: Quiz on TUESDAYS WITH MORRIE pg. 1-41 tomorrow!
Study Guide also due!
Students were asked to write a one page INTRO to a creative short story (use descriptive language, foreshadowing, suspense in the exposition). Students then shared their work with their peers in mini groups, voting the best story to move on to the next round. When there were 3 or 4 top winners, Ms. Miller read these to the class and a final winner was decided. A King Size candy bar was awarded to the winner!
Assignments were turned in for credit.
REMINDER: Quiz on TUESDAYS WITH MORRIE pg. 1-41 tomorrow!
Study Guide also due!
Friday, October 28
We had Reading Friday in class.
Thursday, October 27
Students were handed a random picture (of landscape or people doing an event).
Students were asked to decide the Dominant Impression (mood or atmosphere) of the picture.
Then, write a one page (front AND back) creative story that focuses on using DECRIPTIVE language and SENSORY DETAILS. The writer could choose to use a character in their story BUT cannot use dialogue (speaking). If students need their character to communicate something, DESCRIBE what they said/how they said it.
Most students finished in class, but those that did not were allowed to work on this at home.
Students were asked to decide the Dominant Impression (mood or atmosphere) of the picture.
Then, write a one page (front AND back) creative story that focuses on using DECRIPTIVE language and SENSORY DETAILS. The writer could choose to use a character in their story BUT cannot use dialogue (speaking). If students need their character to communicate something, DESCRIBE what they said/how they said it.
Most students finished in class, but those that did not were allowed to work on this at home.
Wednesday, October 26
Students took notes on Descriptive Writing ("Descriptive Writing Notes")
We then read a short story "Subway Station" and answers 4 questions on this story. This work was turned in for credit.
We then read a short story "Subway Station" and answers 4 questions on this story. This work was turned in for credit.
Tuesday, October 25
Students started Tuesdays with Morrie.
Students were given the following items:
1. A TWM book assigned to them.
2. A Reading Schedule that outlines pages and quiz dates ("TWM Reading Guide")
3. A Study Guide for the first section ("1-30 Study Guide").
Study guide due next TUESDAY (same day as quiz).
Students were given the following items:
1. A TWM book assigned to them.
2. A Reading Schedule that outlines pages and quiz dates ("TWM Reading Guide")
3. A Study Guide for the first section ("1-30 Study Guide").
Study guide due next TUESDAY (same day as quiz).
Monday, October 24
Final Drafts of Essays were due (2nd hour).
Freshman had their first Vocabular work today.
Our words: Cacophony, palpable, fickle, obscure, and reiterate.
Students needed to do the following with each word:
1. Write the word
2. Definition IN OWN WORDS (what does it MEAN; not straight from the dictionary)
3. 3 Synonyms (similar words)
4. Use it in a sentence with the THEME of AUTUMN.
This work was shown to Ms. Miller for points.
Freshman had their first Vocabular work today.
Our words: Cacophony, palpable, fickle, obscure, and reiterate.
Students needed to do the following with each word:
1. Write the word
2. Definition IN OWN WORDS (what does it MEAN; not straight from the dictionary)
3. 3 Synonyms (similar words)
4. Use it in a sentence with the THEME of AUTUMN.
This work was shown to Ms. Miller for points.
Monday, October 17, 2011
Ms. Miller checked in all Essay Outlines for points. IF Ms. Miller was ever-so-kind and discussed an extended deadline with you, please have your Outline tomorrow -- no exceptions!
Students started typing their first rough draft. Printed Rough Drafts are due at the beginning of the hour tomorrow!
REMINDER: Final Draft due THIS FRIDAY!
Students started typing their first rough draft. Printed Rough Drafts are due at the beginning of the hour tomorrow!
REMINDER: Final Draft due THIS FRIDAY!
Saturday
STORIES FOR YOUR OUTLINES:
The Most Dangerous Game -- availabe in my documents tab
The Gift of the Magi
American History
The Necklace
The Most Dangerous Game -- availabe in my documents tab
The Gift of the Magi
American History
The Necklace
Friday, October 14, 2011
Students turned in their BINDERS for Binder Check.
Then, they had two choices: Read Silently or Work on their Essay Outlines.
REMINDER: ESSAY OUTLINES DUE MONDAY AT BEGINNING OF CLASS.
GRADEBOOK HAS BEEN FULLY UPDATED.
Then, they had two choices: Read Silently or Work on their Essay Outlines.
REMINDER: ESSAY OUTLINES DUE MONDAY AT BEGINNING OF CLASS.
GRADEBOOK HAS BEEN FULLY UPDATED.
Thursday, October 13, 2011
Students went down to the media center to continue working on their Compare/Contrast Essay Outline. This Essay Outline will be due Monday, 10/17.
Monday will give students a chance to type their paper. Rough Drafts are due Tuesday, 10/18.
**Side note: Skyward might appear to be strange. I am in the midst of entering a few assignments. Please check back later tonight/tomorrow to know when I have finished entering.
Monday will give students a chance to type their paper. Rough Drafts are due Tuesday, 10/18.
**Side note: Skyward might appear to be strange. I am in the midst of entering a few assignments. Please check back later tonight/tomorrow to know when I have finished entering.
Wednesday, October 12, 2011
Graphs/3 Main Points/Thesis Statements were checked in. Although Ms. Miller has not assigned homework very often in class, many students still "didn't have time" to complete a 10 minute or so homework assignment... IF these students did NOT have all 3 things in class, they are to complete it for tomorrow.
Students were given two items in class today: A Binder Checklist for Friday's Binder Check and A Compare/Contrast Essay Outline. This Essay Outline will be due Monday, 10/17
Students then went to the Media Center and started to create their own MLA Format Template using my "Sample MLA Format Paper" as a guide.
Students were given two items in class today: A Binder Checklist for Friday's Binder Check and A Compare/Contrast Essay Outline. This Essay Outline will be due Monday, 10/17
Students then went to the Media Center and started to create their own MLA Format Template using my "Sample MLA Format Paper" as a guide.
Tuesday, October 11, 2011
Students were introduced to their last assignment in our Narrative Fiction Unit, the Compare/Contrast essay.
A brief overview of high school expectations in English class was given: sophomore year students are expected to receive a prompt and complete a five-paragraph essay in 45 minutes, junior year students will be expected to do the same in 30 minutes.
As freshman, we break down the process step by step and prepare students for clarity and efficency in their work.
The assignment sheet was given ("Compare and Contrast Essay") and expectations were reviewed. DUE DATES: 10/18 Rough Draft, 10/21 Final Typed Draft
In class students read an example essay and started brainstorming their own work. On a piece of paper, students drew a graphic organizer used for compare/contrast (venn diagram, tchart, table, etc.) and selected two characters from their readings to focus on. After filling in their chart, students used the back side of their sheet to narrow their choices down to 3 main topics they can compare or contrast. Using these three topics, students created a thesis statement for their essay.
IF STUDENTS DID NOT FINISH, the chart/topics/thesis statement is due at the beginning of the hour tomorrow.
A brief overview of high school expectations in English class was given: sophomore year students are expected to receive a prompt and complete a five-paragraph essay in 45 minutes, junior year students will be expected to do the same in 30 minutes.
As freshman, we break down the process step by step and prepare students for clarity and efficency in their work.
The assignment sheet was given ("Compare and Contrast Essay") and expectations were reviewed. DUE DATES: 10/18 Rough Draft, 10/21 Final Typed Draft
In class students read an example essay and started brainstorming their own work. On a piece of paper, students drew a graphic organizer used for compare/contrast (venn diagram, tchart, table, etc.) and selected two characters from their readings to focus on. After filling in their chart, students used the back side of their sheet to narrow their choices down to 3 main topics they can compare or contrast. Using these three topics, students created a thesis statement for their essay.
IF STUDENTS DID NOT FINISH, the chart/topics/thesis statement is due at the beginning of the hour tomorrow.
Monday, October 10, 2011
Students took our Color Personality Test and reflected on what they did/did not identify with in their color.
Friday, October 7, 2011
Anyone absent yesterday has the chance to make up their UNIT TEST during class.
Everyone else had Relax and Read Friday!
Everyone else had Relax and Read Friday!
Thursday, October 6, 2011
UNIT TEST was today in class.
Anyone absent has the opportunity to make it up tomorrow during SSR.
Anyone absent has the opportunity to make it up tomorrow during SSR.
Wednesday, October 5, 2011
"Literary Analysis Charts" were due at the beginning of the hour.
We then played a review game where students had the opportunity to earn extra credit on their unit test tomorrow.
REMINDER: UNIT TEST TOMORROW
We then played a review game where students had the opportunity to earn extra credit on their unit test tomorrow.
REMINDER: UNIT TEST TOMORROW
Tuesday, October 4, 2011
We read "American History" in our textbooks and filled out a chart with lit terms ("Literary Analysis Chart"). If students didn't finish in class, the assignment is homework and will be due at the beginning of the hour tomorrow.
Monday, October 3, 2011
Students received a study guide ("test study guide") for their UNIT TEST ON THURSDAY. I also announced I would scan in all stories thus far and post them on my website for temporary use while studying.
The rest of the hour was given to students to finish their project which is due tomorrow.
All grades for "Creative Story with lit terms" have been entered.
The rest of the hour was given to students to finish their project which is due tomorrow.
All grades for "Creative Story with lit terms" have been entered.
Friday, September 30, 2011
Due to our firedrill and adjusted schedule, students were not able to read in class today.
Reminder: We will have 1/2 the class time to finish on Monday, and the assignment is due on TUESDAY.
Reminder: We will have 1/2 the class time to finish on Monday, and the assignment is due on TUESDAY.
Thursday, September 29, 2011
Students worked on their Most Dangerous Game projects in class today.
Reminder: We will have 1/2 the class time to finish on Monday, and the assignment is due on TUESDAY.
Reminder: We will have 1/2 the class time to finish on Monday, and the assignment is due on TUESDAY.
Wednesday, September 28, 2011
Students continued to read and annotate The Most Dangerous Game. If students were unable to finish within the hour, the rest was assigned as homework and students checked out textbooks.
At the end of class, I introduced our unit project. The assignment sheet can be found under "MDG Projects." The only partner project available is the Sports Cast - students will probably have to meet outside of school if they select this prokect.
We will work on these projects tomorrow during class and for half the class on Monday.
THIS PROJECT IS DUE TUESDAY, 10/4 at the beginning of class.
"THE GIFT OF THE MAGI" Annotations have been entered in Skyward
At the end of class, I introduced our unit project. The assignment sheet can be found under "MDG Projects." The only partner project available is the Sports Cast - students will probably have to meet outside of school if they select this prokect.
We will work on these projects tomorrow during class and for half the class on Monday.
THIS PROJECT IS DUE TUESDAY, 10/4 at the beginning of class.
"THE GIFT OF THE MAGI" Annotations have been entered in Skyward
Tuesday, September 27, 2011
We continued reading The Most Dangerous Game and taking notes focusing on identifying the literary terms we have learned so far. We will continue this tomorrow in class for 25 minutes. If students were ACTIVELY working and still unable to finish, I will let them sign out a book to use for homework without the paper graded as late. If students were unfocused during class and unable to finish, they will need to turn in whatever they have complete.
NOTE: We will have our Narrative Fiction Unit Test next Thursday, 10/6. This test will contain comprehension questions about all of our reading so far as well as the application of our literary terms to these stories.
NOTE: We will have our Narrative Fiction Unit Test next Thursday, 10/6. This test will contain comprehension questions about all of our reading so far as well as the application of our literary terms to these stories.
Monday, September 26, 2011
Class took notes using "Literary Terms Pt 3". We then watched a clip from 5 People You Meet in Heaven, wrote a brief paragraph applying our new lit terms to that movie clip (it was a grade).
We then began reading The Most Dangerous Game and annotating with a Double Entry Journal. Students could work with a partner or by themselves. We will continue reading this story tomorrow.
Grades for "'The Necklace' Essay Outline" have been entered in Skyward.
We then began reading The Most Dangerous Game and annotating with a Double Entry Journal. Students could work with a partner or by themselves. We will continue reading this story tomorrow.
Grades for "'The Necklace' Essay Outline" have been entered in Skyward.
Friday, September 23, 2011
In class we had Reading Friday.
DONT FORGET TO DRESS UP NEXT WEEK!
MONDAY - PJ DAY
TUESDAY - ALIEN GREEN
WEDNESDAY - MISMATCH
THURSDAY - CLASS COLOR (Freshman are ORANGE)
FRIDAY - LAKELAND BLUE
DONT FORGET TO DRESS UP NEXT WEEK!
MONDAY - PJ DAY
TUESDAY - ALIEN GREEN
WEDNESDAY - MISMATCH
THURSDAY - CLASS COLOR (Freshman are ORANGE)
FRIDAY - LAKELAND BLUE
Thursday, September 22, 2011
Students finished their Double Entry Journals for "Gift of the Magi" and turned them into my bin.
IMPORTANT NOTE: After students were done with this task, I allowed them to listen to their MP3 Players until the rest of their classmates were done. THIS ALLOWANCE WAS ABUSED AND STUDENTS WERE CAUGHT TEXTING. Therefore, my 9th grade students will NOT be allowed to listen to their MP3 Players in class at ANY time.
IMPORTANT NOTE: After students were done with this task, I allowed them to listen to their MP3 Players until the rest of their classmates were done. THIS ALLOWANCE WAS ABUSED AND STUDENTS WERE CAUGHT TEXTING. Therefore, my 9th grade students will NOT be allowed to listen to their MP3 Players in class at ANY time.
Wednesday, September 21, 2011
Students were given back their "Literary Analysis #1" and "Reading Quiz 'The Necklace'" in class. We discussed problem areas ( Internal Conflict vs. External Conflict).
Students then started their very first Double Entry Journal (instructions for which can be found in "Double Entry Journal Protocol") for the short story "Gift of the Magi". Students were given the remainder of the hour to read and annotate this story using their Double Entry Journal.
Students will work on finishing and annotating this story tomorrow in class. If any class time is left, students were instructed to bring other productive, silent work to finish during the hour.
REMINDER: BRING A NOVEL FOR FRIDAY READING.....POINTS START THIS WEEK!
Students then started their very first Double Entry Journal (instructions for which can be found in "Double Entry Journal Protocol") for the short story "Gift of the Magi". Students were given the remainder of the hour to read and annotate this story using their Double Entry Journal.
Students will work on finishing and annotating this story tomorrow in class. If any class time is left, students were instructed to bring other productive, silent work to finish during the hour.
REMINDER: BRING A NOVEL FOR FRIDAY READING.....POINTS START THIS WEEK!
Tuesday, September 20, 2011
We reviewed lit terms from yesterday and collected any stories that needed to be turned in.
Then, we reviewed the short story "The Necklace" from last week along with the given thesis statements.
In the future (in this class as well as throughout their high school career) students will compose Timed Essays. However, since this was our first attempt at an essay in this class, students used an essay outline to build the pieces of their paper. This document can be found under "The Necklace Essay Outline." Students used details and examples they looked up with their group to craft the outline of an essay they would have written.
If students were unable to finish in class, they could take this outline home for homework.
GRADES FOR "LITERARY ANALYSIS #1" and "READING 'THE NECKLACE'" HAVE ALL BEEN UPDATED.
Then, we reviewed the short story "The Necklace" from last week along with the given thesis statements.
In the future (in this class as well as throughout their high school career) students will compose Timed Essays. However, since this was our first attempt at an essay in this class, students used an essay outline to build the pieces of their paper. This document can be found under "The Necklace Essay Outline." Students used details and examples they looked up with their group to craft the outline of an essay they would have written.
If students were unable to finish in class, they could take this outline home for homework.
GRADES FOR "LITERARY ANALYSIS #1" and "READING 'THE NECKLACE'" HAVE ALL BEEN UPDATED.
Monday, September 19, 2011
I was absent, but a guest teacher lead the class in the following activities:
Students took notes with PowerPoint "Literary Term Notes, Pt 2"
Students then showcased their creative writing skill by writing a short story (1-2 pages) using the 4 literary terms discussed in class.
If students were unable to finish within the hour, they could finish their story for homework.
Students took notes with PowerPoint "Literary Term Notes, Pt 2"
Students then showcased their creative writing skill by writing a short story (1-2 pages) using the 4 literary terms discussed in class.
If students were unable to finish within the hour, they could finish their story for homework.
Friday, September 16, 2011
Students were given the protocol for Independent Reading/Double Entry Journals. They also a READING LOG to keep in their binders and fill out every time they independently read. Note: I purposely DO NOT upload this document, as students should keep the original log I give them.
Students then began Relax and Read Friday.
Students then began Relax and Read Friday.
Thursday, September 15, 2011
Students logged on to school computers with new access information. They then accessed this weebly page along with other school resources (databanks, search engines). An orange instruction sheet for this was given out. Note: I do not have this document scanned in, but I do have extra copies if needed.
Students then had the opportunity to check out books from the library for our Reading Fridays (and eventually Book Talks).
Students then had the opportunity to check out books from the library for our Reading Fridays (and eventually Book Talks).
Wednesday, September 14, 2011
As promised, students were given a short reading quiz on the story "The Necklace."
Students were introduced to the idea of Timed Writing -- where students will have exactly one class period (55 mins) to craft a 5 paragraph essay. The first Timed Writing will be next week. In order to prepare for this, students were given 3 options as thesis statements for their essay. Students decided which thesis they would like to support and split up into groups with students pursuing the same thesis. Groups were assigned to look through the text and come up with examples to use in essay next week.
These examples were written on butcher paper and will be hanging up during the first Timed Writing.
Students were introduced to the idea of Timed Writing -- where students will have exactly one class period (55 mins) to craft a 5 paragraph essay. The first Timed Writing will be next week. In order to prepare for this, students were given 3 options as thesis statements for their essay. Students decided which thesis they would like to support and split up into groups with students pursuing the same thesis. Groups were assigned to look through the text and come up with examples to use in essay next week.
These examples were written on butcher paper and will be hanging up during the first Timed Writing.
Tuesday, September 13, 2011
Students silently read a story titled "The Necklace" by Guy de Maupassant. Using this short story, students took an open note quiz on the 9 literary terms learned last week ("Literary Terms Pt 1").
This assesment was multifaceted. It allowed Ms. Miller to gage aproximate reading speed, comprehension, and attention span in a classroom.
Students were warned to actually READ the story and to simply fill out the assigned sheet. In order to ensure this, a short reading quiz will be given tomorrow.
This assesment was multifaceted. It allowed Ms. Miller to gage aproximate reading speed, comprehension, and attention span in a classroom.
Students were warned to actually READ the story and to simply fill out the assigned sheet. In order to ensure this, a short reading quiz will be given tomorrow.
Monday, September 12, 2011
In class we took notes using the "Reading Strategies" PowerPoint.
Students then implimented these reading strategies by listening to Ms. Miller read a story outloud, stopping every once in a while to have students respond to reading strategy questions. These questions were placed in the Current Unit tab in binders.
Answers were reviewed and discussed in class.
Students then implimented these reading strategies by listening to Ms. Miller read a story outloud, stopping every once in a while to have students respond to reading strategy questions. These questions were placed in the Current Unit tab in binders.
Answers were reviewed and discussed in class.