All grades on Pinnacle are currently up to date with respect to work handed in in class and through Google Drive.
You can check your grades on Web2School using information that the school sent home.
Sunday, December 22, 2013
Thursday, December 19, 2013
12.19 - Sanctions in Lisbon
Today in class we began looking at the sanctions teenagers experience in their everyday lives. We began this process by having everyone take ten minutes (in teams of 2 - 3) to walk around the school and look for sanctions that exist as part of our school environment using the 24 hours of sanctions sheet.
For the rest of the day, everyone should continue to keep an eye out for and record sanctions that they observe in their classes, the halls, extracurricular activities, and at home. We will then be using these everyday sanctions to look at how realistically the sanctions in a book like Speak are represented.
For the rest of the class, everyone was working on completing the following assignments:
Principal Principal (no need to track other teachers here)
For the rest of the day, everyone should continue to keep an eye out for and record sanctions that they observe in their classes, the halls, extracurricular activities, and at home. We will then be using these everyday sanctions to look at how realistically the sanctions in a book like Speak are represented.
For the rest of the class, everyone was working on completing the following assignments:
Finish the Poetry Out Loud theme prompt.
Finish responding to the "fitting in" Speak prompt.
Read "Marking Period 4" of Speak and take note of sanctions experienced by Melinda in the character group you are tracking.
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise any other assignments as necessary.
Homework:
Complete any assignments that you did not complete today.
Revise all other assignments as necessary.
Wednesday, December 18, 2013
12.18 - Return to Sanctions in Speak
We started today's class with a review of the sanctions in Speak for marking periods 2 and 3 in the book. Partners worked together to record the sanctions they observed in the book for these marking periods.
Everyone then had the rest of the period to respond to the prompt below in their writer's journals.
During this time, individuals also took turns going online to fill out the Endicott Research survey about their perceptions of our school.
Speak prompt:
Everyone then had the rest of the period to respond to the prompt below in their writer's journals.
During this time, individuals also took turns going online to fill out the Endicott Research survey about their perceptions of our school.
Speak prompt:
(click image to enlarge)
Homework:
If you did not do so today in class, finish responding to the Speak -Fitting In prompt.
Finish the Poetry Out Loud theme prompt.
For Thursday, read "Marking Period 4" of Speak and take note of sanctions experienced by Melinda in the character group you are tracking.
For Thursday, read "Marking Period 4" of Speak and take note of sanctions experienced by Melinda in the character group you are tracking.
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise assignments as necessary.
Tuesday, December 17, 2013
12.17 - Poems and Themes
In today's class we were looking at the themes and significance of the poems that people selected to recite for Poetry Out Loud. To prepare for this, we took a look at a poem together and how to successfully use quotes from a poem with our writing prompt. The writing prompt is included below. The poem we were looking at was "Under One Small Star" by Wislawa Szymbroska.
Homework:
Finish the Poetry Out Loud theme prompt if you did not do so today in class.
For Thursday, read "Marking Period 3" of Speak and take note of sanctions experienced by Melinda in the character group you are tracking.
Finish the “Poetry and Language” sheet if you have not yet done so.
Complete or revise assignments as necessary.
(click image to enlarge)
Text in blue shows how I set up the quote by paraphrasing part of the line before using the parts of the quote on which I wanted the reader to focus.
After everyone had a chance to respond to this prompt, everyone shared their response with someone near them. We then went around and shared out which lines people had selected to write about (results below):
(click image to enlarge)
Everyone then had the rest of the period to work on their response to the Poetry Out Loud theme prompt. I was on hand to answer questions.
Homework:
Finish the Poetry Out Loud theme prompt if you did not do so today in class.
For Thursday, read "Marking Period 3" of Speak and take note of sanctions experienced by Melinda in the character group you are tracking.
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Finish the “Poetry and Language” sheet if you have not yet done so.
Complete or revise assignments as necessary.
Monday, December 16, 2013
12.16 - Poetry Out Loud Recitations
We started today's class with some discussion about metaphor (using a comparison between one familiar object to describe another familiar object so that we appreciate both in a new way). Then, everyone wrote an "I am..." metaphor poem in their writers journal (prompt and example below).
Next, we had a review of the Poetry Out Loud rubric. In reviewing the rubric, we got familiar with the poem "Litany" by Billy Collins. We then used the Poetry Out Loud performance rubric to assess a recitation of the poem by a three-year-old fan. Below are the videos we watched in class.
After everyone had a chance to evaluate the three-year-old's performance, we discussed the rubric. Students then had a few moments to review their poems and we used the rest of the class to deliver recitations.
We will have time tomorrow to complete the last few recitations and have follow-up recitations for anyone who feels their recitation today did not represent their best form.
Homework:
Finish the “Poetry and Language” sheet if you have not yet done so.
Read "Marking Period 3" of Speak and take note of sanctions experienced by Melinda in the character group you are tracking.
Complete or revise assignments as necessary.
Next, we had a review of the Poetry Out Loud rubric. In reviewing the rubric, we got familiar with the poem "Litany" by Billy Collins. We then used the Poetry Out Loud performance rubric to assess a recitation of the poem by a three-year-old fan. Below are the videos we watched in class.
After everyone had a chance to evaluate the three-year-old's performance, we discussed the rubric. Students then had a few moments to review their poems and we used the rest of the class to deliver recitations.
We will have time tomorrow to complete the last few recitations and have follow-up recitations for anyone who feels their recitation today did not represent their best form.
Homework:
Finish the “Poetry and Language” sheet if you have not yet done so.
Read "Marking Period 3" of Speak and take note of sanctions experienced by Melinda in the character group you are tracking.
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise assignments as necessary.
Friday, December 13, 2013
12.13 - Poetry Out Loud
We started class today by reviewing the “Poetry and Language” sheet that everyone worked on yesterday with the substitute. To review this sheet, I shared a copy which I had completed for my poem (Poetry and Language exemplar). In looking at this example we covered the following two main points for unfamiliar words and familiar words.
1 - Unfamiliar Words - If there are words that you don't know, look the words up in the dictionary. Then explain what that part of the poem means accounting for your new understanding of the word.
2 - Familiar Words - For words that you do know, look up their meaning in the dictionary to get a sense for how they are different from other similar words (e.g. how is "terrible" different from "bad"). Then discuss how that word relates to the meaning of the poem (why did the author say "terrible" when they could have said "bad"? How does "terrible" affect the meaning of the poem).
Everyone had about fifteen minutes to revise previous responses if necessary or complete the assignment. Further revisions or work on the assignment should be completed for homework if it was not completed in class.
We then took a look at the Poetry Out Loud competition scoring rubric that we will be using to assess students' performances. I went over the rubric with everyone and then we watched a sample Poetry Out Loud performance for the poem "The Song of Powers."
We then created a presentation order on a volunteer basis. I ended up presenting my poem, "To a Mouse". Recitations are being recorded so that I can assess the overall performance in class and then go back and assess the accuracy of the recitation later. This is also helpful if anyone has a question about why they received a particular score. People will be able to recite their poem another time if they wish to improve their score.
We will finish presenting poems on Monday.
Homework:
Be prepared to present your Poetry Out Loud recitation for Monday if you did not present today.
Finish the “Poetry and Language” sheet if you did not do so today in class.
Read "Marking Period 3" in Speak for Monday. Track sanctions between Melinda and your character group:
Complete or revise assignments as necessary.
1 - Unfamiliar Words - If there are words that you don't know, look the words up in the dictionary. Then explain what that part of the poem means accounting for your new understanding of the word.
2 - Familiar Words - For words that you do know, look up their meaning in the dictionary to get a sense for how they are different from other similar words (e.g. how is "terrible" different from "bad"). Then discuss how that word relates to the meaning of the poem (why did the author say "terrible" when they could have said "bad"? How does "terrible" affect the meaning of the poem).
Everyone had about fifteen minutes to revise previous responses if necessary or complete the assignment. Further revisions or work on the assignment should be completed for homework if it was not completed in class.
We then took a look at the Poetry Out Loud competition scoring rubric that we will be using to assess students' performances. I went over the rubric with everyone and then we watched a sample Poetry Out Loud performance for the poem "The Song of Powers."
We then created a presentation order on a volunteer basis. I ended up presenting my poem, "To a Mouse". Recitations are being recorded so that I can assess the overall performance in class and then go back and assess the accuracy of the recitation later. This is also helpful if anyone has a question about why they received a particular score. People will be able to recite their poem another time if they wish to improve their score.
We will finish presenting poems on Monday.
Homework:
Be prepared to present your Poetry Out Loud recitation for Monday if you did not present today.
Finish the “Poetry and Language” sheet if you did not do so today in class.
Read "Marking Period 3" in Speak for Monday. Track sanctions between Melinda and your character group:
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise assignments as necessary.
Thursday, December 12, 2013
12.12 - Poetry and Language (Substitute)
I was out sick from class today so a substitute was covering the class today. The directions for the substitute were as follows:
Students can then complete the “Poetry and Language” sheet using their Poetry Out Loud poem.
They should have a copy of their poem. There are some black and yellow books behind the teacher’s desk if they don’t have their poem. They can also print the poem from the Poetry Out Loud site.
When students are done with this, they can do any of the following:
Finish reading “Marking Period 2” of Speak and noting sanctions.
Begin reading “Marking Period 3” of Speak and noting sanctions.
complete the “Poem Tones” worksheet
quietly work at memorizing their Poetry Out Loud Poem
other work that can be completed independently
Homework:
Finish the “Poetry and Language” sheet if you did not do so today in class.
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 3" in Speak for Monday. Track sanctions between Melinda and your character group:
Complete or revise assignments as necessary.
Students can then complete the “Poetry and Language” sheet using their Poetry Out Loud poem.
They should have a copy of their poem. There are some black and yellow books behind the teacher’s desk if they don’t have their poem. They can also print the poem from the Poetry Out Loud site.
When students are done with this, they can do any of the following:
Finish reading “Marking Period 2” of Speak and noting sanctions.
Begin reading “Marking Period 3” of Speak and noting sanctions.
complete the “Poem Tones” worksheet
quietly work at memorizing their Poetry Out Loud Poem
other work that can be completed independently
Homework:
Finish the “Poetry and Language” sheet if you did not do so today in class.
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 3" in Speak for Monday. Track sanctions between Melinda and your character group:
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise assignments as necessary.
Wednesday, December 11, 2013
12.11 - Poem Practice and Marking Period 1 Sanctions
We started today's class with 15 minutes for everyone to work on their Poetry and Tone sheet.
If this was not finished today in class, it should be finished for homework.
This sheet should help give people an idea of the tones present in their poem and what emotion they should use in presenting it.
Next, we returned to practicing our poem recitations. We reviewed the warrior I option from yesterday and today I introduced the warrior II variation. People were free to recite their poem with a partner or use the warrior competition variations as a way to challenge themselves in the recitation process (instructions for warrior II are below).
In the second half of class, we focused on the sanctions experienced by Melinda in the first marking period section of the book. Working in pairs, groups wrote down the sanctions that they had recorded. If they did not have sanctions to write down groups took note of questions to discuss and questions to clear up. These sheets were handed in to me at the end of the class. We will work with the sanction sheets tomorrow in class.
Homework:
If you did not do so today in class, finish the Poetry and Tone sheet.
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 2" in Speak for Thursday. Track sanctions between Melinda and your character group:
Complete or revise assignments as necessary.
If this was not finished today in class, it should be finished for homework.
This sheet should help give people an idea of the tones present in their poem and what emotion they should use in presenting it.
Next, we returned to practicing our poem recitations. We reviewed the warrior I option from yesterday and today I introduced the warrior II variation. People were free to recite their poem with a partner or use the warrior competition variations as a way to challenge themselves in the recitation process (instructions for warrior II are below).
(Click Image to Enlarge)
(click image to enlarge)
In the second half of class, we focused on the sanctions experienced by Melinda in the first marking period section of the book. Working in pairs, groups wrote down the sanctions that they had recorded. If they did not have sanctions to write down groups took note of questions to discuss and questions to clear up. These sheets were handed in to me at the end of the class. We will work with the sanction sheets tomorrow in class.
Homework:
If you did not do so today in class, finish the Poetry and Tone sheet.
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 2" in Speak for Thursday. Track sanctions between Melinda and your character group:
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise assignments as necessary.
Tuesday, December 10, 2013
12.10 - Poet Warrior
We started today's class by watching two Poetry Out Loud performances from Poetry Out Loud's competitions. In watching these presentations everyone took note of the following two elements in their writer's journals:
1 - What tones do you see the performers using in their recitations? How do they communicate these tones to their audience?
2 - These performances are in a recitation style. Based on what you observe, what are some of the characteristics of the recitation style?
After everyone had a chance to respond to these questions, we discussed everyone's answers. Significant points that people noticed were:
Performers communicate their tone via expression in their voice, facial expression, how quickly or slowly they speak, how quietly or loudly they speak, and using pauses in their recitation.
Characteristics of the recitation style are delivering the poem while standing in one place, communicating emotion through the use of voice and facial expressions, and using dramatic hand gestures. While hand gestures are dramatic, we also noted how they were not over done. Gestures are used at very specific moments to make certain parts of the poem stand out.
We then returned to working with the Poetry and Tone sheet from last class. Everyone had time to finish copying out their poem onto this sheet and begin to analyzing tone. After 10 minutes, we took a break to practice reciting our poems. Everyone first practiced reciting their poem with a partner. I then introduced a recitation game called "Poet Warrior" that people could play with their partner as sort of a challenge and way to help keep the continued repetition engaging.
Details of this game are as follows:
We practiced our poems until the last ten minutes of class. In the last ten minutes of class, everyone returned to working on their Poetry and Tone sheet (now hopefully with a better understanding of their poem through the additional practice in reciting and working with it).
Homework:
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 2" in Speak for Thursday. Track sanctions between Melinda and your character group:
Complete or revise assignments as necessary.
1 - What tones do you see the performers using in their recitations? How do they communicate these tones to their audience?
2 - These performances are in a recitation style. Based on what you observe, what are some of the characteristics of the recitation style?
After everyone had a chance to respond to these questions, we discussed everyone's answers. Significant points that people noticed were:
Performers communicate their tone via expression in their voice, facial expression, how quickly or slowly they speak, how quietly or loudly they speak, and using pauses in their recitation.
Characteristics of the recitation style are delivering the poem while standing in one place, communicating emotion through the use of voice and facial expressions, and using dramatic hand gestures. While hand gestures are dramatic, we also noted how they were not over done. Gestures are used at very specific moments to make certain parts of the poem stand out.
We then returned to working with the Poetry and Tone sheet from last class. Everyone had time to finish copying out their poem onto this sheet and begin to analyzing tone. After 10 minutes, we took a break to practice reciting our poems. Everyone first practiced reciting their poem with a partner. I then introduced a recitation game called "Poet Warrior" that people could play with their partner as sort of a challenge and way to help keep the continued repetition engaging.
Details of this game are as follows:
(Click Images to Enlarge)
We practiced our poems until the last ten minutes of class. In the last ten minutes of class, everyone returned to working on their Poetry and Tone sheet (now hopefully with a better understanding of their poem through the additional practice in reciting and working with it).
Homework:
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 2" in Speak for Thursday. Track sanctions between Melinda and your character group:
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise assignments as necessary.
Monday, December 9, 2013
12.09 - Sanctions in Speak / Tone in Poetry
At the beginning of class today, everyone responded to the following writing prompt:
Based on the sanctions you observed between Melinda and your character(s), what do you think about Melinda's relationship with these people/this person.
After everyone responded to this prompt, we discussed the different relationships that people observed with the different groups of people. Everyone then had time to meet with their partner and check in on the sanctions that they observed.
We then spent some time looking at the proper adjective order for the pairings positive/negative, formal/informal, and psychological/physical. We will discuss the common use of this tomorrow.
We then began looking at the use of tones in poem. We talked about tone as being the emotion with which an idea is expressed. In class, I modeled a variety of different sentences using various tones and we discussed how people interpreted those tones.
I then handed out copies of the Poetry and Tone sheet. Everyone had the remaining time in class to begin copying their poem on to this sheet. We will be presenting poems in class on Friday.
Homework:
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 2" in Speak for Thursday. Track sanctions between Melinda and your character group:
Complete or revise assignments as necessary.
Based on the sanctions you observed between Melinda and your character(s), what do you think about Melinda's relationship with these people/this person.
After everyone responded to this prompt, we discussed the different relationships that people observed with the different groups of people. Everyone then had time to meet with their partner and check in on the sanctions that they observed.
We then spent some time looking at the proper adjective order for the pairings positive/negative, formal/informal, and psychological/physical. We will discuss the common use of this tomorrow.
We then began looking at the use of tones in poem. We talked about tone as being the emotion with which an idea is expressed. In class, I modeled a variety of different sentences using various tones and we discussed how people interpreted those tones.
I then handed out copies of the Poetry and Tone sheet. Everyone had the remaining time in class to begin copying their poem on to this sheet. We will be presenting poems in class on Friday.
Homework:
Practice your Poetry Out Loud poem in preparation for our presentations on Friday.
Read "Marking Period 2" in Speak for Thursday. Track sanctions between Melinda and your character group:
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Complete or revise assignments as necessary.
Friday, December 6, 2013
12.06 - Sanction Mad Libs and Sanctions in Speak
We started today's class with some sanction scenarios that we approached mad-lib style. Everyone had two minutes to analyze each scenario identifying and describing which sanctions were present. The scenarios we looked at in class were as follows:
(click image to enlarge)
(click image to enlarge)
(click image to enlarge)
(click image to enlarge)
(click image to enlarge)
I then handed out our reading schedule for Speak:
While reading this book, everyone will be tracking sanctions that occur between Melinda and another person or other people. We will use one tracking sheet for each section (or "marking period") in the book. The sections that we will be looking at are:
Principal Principal (no need to track other teachers here)
Various Teachers (not Mr. Freeman)
Everyone then had the remaining ten minutes in the period to start their reading and taking note of sanctions. The best format for this will be to write in the appropriate box "So-and-So sanctions So-and-So when she/he..."
Reminder: The point is to record sanctions as they occur. If there are eight instances of one type of sanction that is fine; just record them as they come. If one type of sanction does not occur, that is fine too.
Homework:
Read the "Marking Period 1" section in Speak for Monday while tracking sanctions that occur between Melinda and your assigned person/people.
Practice your Poetry Out Loud poem (the class competition is next Friday, 12/13).
Complete or revise any other work for the course as necessary.
Thursday, December 5, 2013
12.05 - Social Sanctions
We started today's class by looking at a quote by Jack Kerouac and then responding to a series of questions designed to help us start looking at the way society encourages and discourages certain behaviors (see slides below).
(click image to enlarge)
(click image to enlarge)
After everyone had a chance to respond to each question we discussed the different answers that people had. This transitioned us into talking about social sanctions which help to describe the ways in which people encourage and discourage certain behaviors in others. To help outline the range of possible sanctions we looked at and discussed the following chart:
(click image to enlarge)
After discussing these sanctions and getting a sense for how they worked, everyone filled out a chart identifying sanctions that they had experienced within the last week. Next, everyone got copies of Speak and signed them out.
Homework:
Practice your Poetry Out Loud poem (the class competition is next Friday, 12/13)
Complete or revise any other work for the course as necessary.
12.04 - Book Pass and Discussion
Today we finished the book pass we started yesterday with everyone having three minutes to look at and take notes on each remaining book using the book pass note sheet. We then got together and discussed the books with each person identifying which book they would like to read next and which book they felt we should follow that with when we are done. For each of the books, each person gave an explanation for their choice.
The book the class decided on for our next read was Speak by Laurie Anderson. We will reassess what our next book should be after reading this book (the current leaders are Of Mice and Men and Summer of my German Soldier).
Homework:
Practice your Poetry Out Loud poem (the class competition is next Friday, 12/13)
Complete or revise any other work for the course as necessary.
Wednesday, December 4, 2013
12.03 - Poem Meaning and Imagery / Book Pass
At the beginning of class today we returned to working with the illustrated stanza sheet
for the Poetry Out Loud poems people have selected. Today, we focused on the question on the back at the bottom of the sheet:
Identify some key images from the poem that you feel are important to the overall meaning of the poem.
Describe how these images enhance the overall meaning of the poem.
Describe how these images enhance the overall meaning of the poem.
In class we discussed how these responses should contain the following pieces of information:
1- Identify and explain the theme/message of the poem (using examples from the poem).
2 - Two images/moments that are key to understanding/appreciating this theme.
3 - Discussion of why these images/moments are key to understanding this theme.
Everyone had about 20 minutes to respond to this question.
Next, everyone practiced reading their poem out loud for three minutes. In doing this, everyone was encouraged to read the poem once through and then repeat reading it until time was up or repeat specific sections until the end of the 3 minutes.
After practicing our poems, we transitioned to picking the next book for our class to read. I had copies of books on hand and everyone had three minutes to look at each book and take notes on it using our book pass note sheet.
We will finish this activity next class.
Homework:
If you did not do so in class, finish responding to the processing question on the illustrated stanza sheet.
Practice your Poetry Out Loud poem.
Complete or revise any other work for the course as necessary.
Tuesday, December 3, 2013
12.02 - Illustrated Stanzas & People and Society Revisions
We started today's class by talking about memorization and how a key to
memorization is connecting with what you are memorizing in different
ways. One way that people have found helpful in connecting to something
they have to memorize is to clearly visualize what they are saying.
To engage this memorization technique I provided students with an illustrated stanza sheet for their poem. I described how to go about completing this sheet. It is important for drawings to be detailed so that each person is very clearly developing clear visual imagery to go with their poem. This does not mean someone has to be a good artist, they just have to have a drawing with plenty of detail. I used the first stanza of my poem "To a Mouse" as an example in class (see below).
Everyone then had 25 minutes to work on illustrating the stanzas (or visual sections) of their poem.
If you did not finish illustrating your poem in class, do so for homework.
We then reviewed class performance on the People and Society in Lord of the Flies writing. Overall feedback on class performance and specific information regarding how to approach the assignments is available below.
To engage this memorization technique I provided students with an illustrated stanza sheet for their poem. I described how to go about completing this sheet. It is important for drawings to be detailed so that each person is very clearly developing clear visual imagery to go with their poem. This does not mean someone has to be a good artist, they just have to have a drawing with plenty of detail. I used the first stanza of my poem "To a Mouse" as an example in class (see below).
(Click image to enlarge)
Illustrations should have more detail (be much fancier) than this illustration.
Due to time constraints, I sketched out the first few ideas for my illustration.
Due to time constraints, I sketched out the first few ideas for my illustration.
Everyone then had 25 minutes to work on illustrating the stanzas (or visual sections) of their poem.
If you did not finish illustrating your poem in class, do so for homework.
We then reviewed class performance on the People and Society in Lord of the Flies writing. Overall feedback on class performance and specific information regarding how to approach the assignments is available below.
(Click image to enlarge)
(Click image to enlarge)
Homework:
If you did not do so in class, finish your illustrated stanza sheet for your poem.
Complete or revise your written response to the People and Society in Lord of the Flies prompt as necessary.
Complete or revise any other work for the course as necessary.
Wednesday, November 27, 2013
11.27 - Poetry Out Loud - Poem Selection
We started today's class with twenty-five minutes of poem reading. Everyone had access to the Poetry Out Loud site and a physical copy of the Poetry Out Loud anthology. People could bookmark or write down the titles of poems that they felt they would like to save for reciting.
For the first twenty minutes of this time, everyone was asked to just read poems, write down any that seem appealing, and then keep reading other poems. In the last five minutes of this time, everyone determined which poem they would like to work with (or, if they had not found a good one yet, kept looking).
Everyone then responded to the following prompt in their writer's journal:
What is your poem about?
What speaks to you in this poem?
After everyone had a chance to respond to this prompt, we discussed students' answers.
Homework:
Start becoming familiar with and memorizing your poem.
If you have not yet found a poem, find one using the Poetry Out Loud site.
Choose a poem that you like and that you would like to work with more.
(choosing a random poem or one that just looks easy will not be as fun to work with)
For the first twenty minutes of this time, everyone was asked to just read poems, write down any that seem appealing, and then keep reading other poems. In the last five minutes of this time, everyone determined which poem they would like to work with (or, if they had not found a good one yet, kept looking).
Everyone then responded to the following prompt in their writer's journal:
What is your poem about?
What speaks to you in this poem?
After everyone had a chance to respond to this prompt, we discussed students' answers.
Homework:
Start becoming familiar with and memorizing your poem.
If you have not yet found a poem, find one using the Poetry Out Loud site.
Choose a poem that you like and that you would like to work with more.
(choosing a random poem or one that just looks easy will not be as fun to work with)
Tuesday, November 26, 2013
11.26 - Poetry Out Loud
At the beginning of class today, everyone responded to the following writing prompt:
Do you think that authors intentionally put symbolism in their work? Why/why not?
After everyone had a chance to respond to this prompt, we discussed students answers. I then handed out copies of the article "Famous Novelists on Symbolism in their Work and Whether it was Intentional." Everyone was then asked to read the article and respond to the following two questions:
1 - How did this article inform your response to the question about whether or not author's put symbolism in their work intentionally.
2 - Choose one of the four questions from the survey and respond to it as though you are William Golding. Use examples from Lord of the Flies to explain your response.
Once everyone had responded to these questions, we reviewed answers as a class.
Next, we started working with Poetry Out Loud. I read the poem I am going to memorize ("To a Mouse") to the class. We then reviewed the guidelines and practice tips for Poetry Out Loud.
Everyone then had the rest of the period to read poems and identify poems they may be interested in reading. The approach for reading poetry today was to be a lot like looking at a restaurant at a menu where you review a lot of the items and keep in mind what sounds best before making a final decision.
The Poetry Out Loud poem finder page is a great resource in looking for poems.
Homework:
Read through a variety of poems for Poetry Out Loud and find a poem that you would like to memorize and recite (choose a poem you want to explore and would like to work more with).
Revise or complete any assignments from class as necessary.
Do you think that authors intentionally put symbolism in their work? Why/why not?
After everyone had a chance to respond to this prompt, we discussed students answers. I then handed out copies of the article "Famous Novelists on Symbolism in their Work and Whether it was Intentional." Everyone was then asked to read the article and respond to the following two questions:
1 - How did this article inform your response to the question about whether or not author's put symbolism in their work intentionally.
2 - Choose one of the four questions from the survey and respond to it as though you are William Golding. Use examples from Lord of the Flies to explain your response.
Once everyone had responded to these questions, we reviewed answers as a class.
Next, we started working with Poetry Out Loud. I read the poem I am going to memorize ("To a Mouse") to the class. We then reviewed the guidelines and practice tips for Poetry Out Loud.
Everyone then had the rest of the period to read poems and identify poems they may be interested in reading. The approach for reading poetry today was to be a lot like looking at a restaurant at a menu where you review a lot of the items and keep in mind what sounds best before making a final decision.
The Poetry Out Loud poem finder page is a great resource in looking for poems.
Homework:
Read through a variety of poems for Poetry Out Loud and find a poem that you would like to memorize and recite (choose a poem you want to explore and would like to work more with).
Revise or complete any assignments from class as necessary.
Monday, November 25, 2013
11.25 - Roots and Prefixes Set 6 Quiz / Revisions
At the beginning of class today, everyone had a few minutes to review their roots and prefixes from set 6. We then played language ninja for ten minutes as a means of review. After the game, we had the set 6 quiz which we corrected together when everyone was done.
In the remaining half of the period, we reviewed class performance on recent assignments and talked about what worked well and what needed improvement on these assignments generally (slides below).
Several students then helped me to return work and I handed out grade report sheets. Everyone had the remaining time in period to complete any missing work and revise any assignments scoring below a 3.
Homework:
Complete or revise assignments as needed.
In the remaining half of the period, we reviewed class performance on recent assignments and talked about what worked well and what needed improvement on these assignments generally (slides below).
(click image to enlarge)
(click image to enlarge)
Several students then helped me to return work and I handed out grade report sheets. Everyone had the remaining time in period to complete any missing work and revise any assignments scoring below a 3.
Homework:
Complete or revise assignments as needed.
Friday, November 22, 2013
11.22 - People in Society
Today in class we went over the prompt and rubric for the final piece of writing associated with Lord of the Flies. This information can be found in the following document:
People in Society and Lord of the Flies
I also handed out assessments of individuals' notes on the person, place, and object that they were tracking. If people need to revise their notes (add more detail or find more notes in certain parts of the book), they can work on that this weekend.
Everyone then had the rest of the period to work on their final response (as well as their letter to Percival if that was note done at this point).
Homework:
Finish your essay on
People in Society and Lord of the Flies
People in Society and Lord of the Flies
I also handed out assessments of individuals' notes on the person, place, and object that they were tracking. If people need to revise their notes (add more detail or find more notes in certain parts of the book), they can work on that this weekend.
Everyone then had the rest of the period to work on their final response (as well as their letter to Percival if that was note done at this point).
Homework:
Finish your essay on
People in Society and Lord of the Flies
11.21 - Letter to Percival / People in Society
For today's class, everyone had time to finish their response letter to Percival regarding what the beast really was. The link below connects you to the prompt and rubric.
Letter from Percival Madison
Next, we began our final look at Lord of the Flies which is to focus on one of the boys (or the little 'uns) and a place on the island and determine what Golding was trying to say about human nature through his presentations of these elements.
To help everyone in beginning to analyze this character and place we had the People in Society and Lord of the Flies note sheet (which also includes the final writing prompt and rubric).
Person, Place, and Object Tracking Responses.
Homework:
If you did not finish your response to Percival about the beast in class, do so for homework.
Finish your notes on a place and a person in Lord of the Flies using the note sheet included with the People in Society and Lord of the Flies document.
Letter from Percival Madison
Next, we began our final look at Lord of the Flies which is to focus on one of the boys (or the little 'uns) and a place on the island and determine what Golding was trying to say about human nature through his presentations of these elements.
To help everyone in beginning to analyze this character and place we had the People in Society and Lord of the Flies note sheet (which also includes the final writing prompt and rubric).
Person, Place, and Object Tracking Responses.
Homework:
If you did not finish your response to Percival about the beast in class, do so for homework.
Finish your notes on a place and a person in Lord of the Flies using the note sheet included with the People in Society and Lord of the Flies document.
Thursday, November 21, 2013
11.20 - Letter to Percival
At the beginning of class today, we looked at the portrayal of the jungle in Lord of the Flies since this is one of the places where the beast lives and a place where Simon spends a lot of time in connection with the beast. To look at the portrayal of the jungle we compared it to the portrayal of the jungle as it is represented in the Guns n' Roses song "Welcome to the Jungle."After everyone had a chance to listen to the song, we looked at what jungles represent in this song and the book with the following handout: Welcome to the Jungle(s).
Next, we returned to our work with the beast. Last class, we finished looking at the different representations of the beast in the novel. Today, we were focused on bringing those representations together into one solid explanation by responding to a letter from a little 'un thirty years after the childrens' rescue from the island. To read the letter and see the rubric for the response see:
Letter from Percival Madison
Everyone had the rest of the period to work on writing this response.
Homework:
If you did not finish your response to Percival about the beast in class, do so for homework.
Next, we returned to our work with the beast. Last class, we finished looking at the different representations of the beast in the novel. Today, we were focused on bringing those representations together into one solid explanation by responding to a letter from a little 'un thirty years after the childrens' rescue from the island. To read the letter and see the rubric for the response see:
Letter from Percival Madison
Everyone had the rest of the period to work on writing this response.
Homework:
If you did not finish your response to Percival about the beast in class, do so for homework.
Tuesday, November 19, 2013
11.19 - Beasts in the Jungle and on the Beach
At the beginning of class today, I handed out the root/prefix list for our set 6 words. Everyone then had fifteen minutes to work on this sheet (what isn't completed in class should be completed for homework).
Set 6 Roots and Prefixes
We then returned to looking at the representation of the beast in Lord of the Flies. We reviewed our discussion around the beast from water and the beast from air. Working with partners, everyone then looked at the beast in the jungle and the beast on the beach. Analysis of these different perspectives on the beast were tracked on the representations of the beast sheet.
Upon looking at each of these four scenes that feature the beast, everyone responded to the final question on this sheet:
Set 6 Roots and Prefixes
We then returned to looking at the representation of the beast in Lord of the Flies. We reviewed our discussion around the beast from water and the beast from air. Working with partners, everyone then looked at the beast in the jungle and the beast on the beach. Analysis of these different perspectives on the beast were tracked on the representations of the beast sheet.
Upon looking at each of these four scenes that feature the beast, everyone responded to the final question on this sheet:
Based on your understanding of the three representations of the beast, what does the beast represent in the story?
Explain your response by referring to the different representations of the beast.
Explain your response by referring to the different representations of the beast.
Homework:
If you did not do so in class, complete the set 6 roots and prefixes sheet (we'll have the quiz over these words on Friday)
Finish responding to the question about what the beast represents in Lord of the Flies.
Monday, November 18, 2013
11.18 - Unit 1 Roots and Prefixes Quiz
At the beginning of class, everyone had a few minutes to review their unit 1 roots and prefixes.
We then played a round of Language Ninja in preparation for the unit 1
review quiz. The rules for this game and extra roles are below. For the unit review version of this game, we focused on defining the roots and prefixes only. We were not accepting answers of words that contained the root or prefix.
(click image to enlarge)
(click image to enlarge)
We then had the unit 1 roots and prefixes quiz which we corrected immediately after everyone had completed it.
Tomorrow, we will return to our analysis of the beast in Lord of the Flies (everyone should have their representations of the beast filled out for the "Beast from Water" and "Beast from Air" chapters completed).
Homework:
Make sure that your "Beast from Water" and "Beast from Air" sections are complete on the beast tracking sheet.
Make sure that your person, place, and object tracking information is up to date on the Google Drive spreadsheet (email Mr. Collins if you need to be granted access to this document).
Saturday, November 16, 2013
11.15 - Different Beasts
We started today's class by taking a look at the official definition of the word "beast" in the Oxford English Dictionary. We read through different uses of the word and looked at how use of the word grew and changed over time. After discussing the official and historical use of the term, everyone responded to the following writing prompt in their writer's journals:
How does the official definition of the word "beast" compare to our discussion of the term from yesterday? What does the official definition add to our understanding of the term?
After everyone responded to this prompt, we returned to looking at different representations of the beast in Lord of the Flies. We reviewed everyone's analysis of the beast in the chapter "Beast From Water" and then I read a selection from the chapter "Beast from Air." Everyone then spent some time responding to the analysis questions on the beast for this chapter.
Homework:
If you did not do so in class, finish your analysis of the representation of the beast in the chapter "Beast from Air."
Prepare for the unit 1 roots and prefixes review quiz on Monday.
How does the official definition of the word "beast" compare to our discussion of the term from yesterday? What does the official definition add to our understanding of the term?
After everyone responded to this prompt, we returned to looking at different representations of the beast in Lord of the Flies. We reviewed everyone's analysis of the beast in the chapter "Beast From Water" and then I read a selection from the chapter "Beast from Air." Everyone then spent some time responding to the analysis questions on the beast for this chapter.
Homework:
If you did not do so in class, finish your analysis of the representation of the beast in the chapter "Beast from Air."
Prepare for the unit 1 roots and prefixes review quiz on Monday.
11.14 - Beasts
Today, we started class with the question "What is the beast in Lord of the Flies" to answer this, we looked at the question more broadly as "What is a beast." We looked at several images of beasts that turned up in a Google image search and then everyone responded to the "What is a beast?" question in their writer's journal. We then shared out these responses and came up with:
an animal
hairy
aggressive
a predator
has sharp teeth/tusks
stays hidden most of the time
mean
like a werewolf
With this idea of a beast in mind, we then took a look at the Rolling Stones' song "Sympathy for the Devil" and looked at the qualities exhibited by the speaker of the song. After responding to and discussing these questions (questions I & II) we talked about similarities that exist between the speaker of the song in "Sympathy for the Devil" and the beast in Lord of the Flies.
We then started taking a look at representations of the beast in Lord of the Flies. Today we focused on the beast as it is addressed in the chapter "Beast from Water."
In class, I had hand outs of photocopied sections from the book.
If you are making this up from home, simply refer to the "Beast from Water" chapter.
Homework:
If you did not do so in class, finish analyzing the representation of the beast in the chapter "Beast from Water."
an animal
hairy
aggressive
a predator
has sharp teeth/tusks
stays hidden most of the time
mean
like a werewolf
With this idea of a beast in mind, we then took a look at the Rolling Stones' song "Sympathy for the Devil" and looked at the qualities exhibited by the speaker of the song. After responding to and discussing these questions (questions I & II) we talked about similarities that exist between the speaker of the song in "Sympathy for the Devil" and the beast in Lord of the Flies.
We then started taking a look at representations of the beast in Lord of the Flies. Today we focused on the beast as it is addressed in the chapter "Beast from Water."
In class, I had hand outs of photocopied sections from the book.
If you are making this up from home, simply refer to the "Beast from Water" chapter.
Homework:
If you did not do so in class, finish analyzing the representation of the beast in the chapter "Beast from Water."
Wednesday, November 13, 2013
11.13 - Place Tracking and Character Analysis
We started today's class with a review of the set 1 - 5 roots and prefixes. Everyone did their best to identify which roots and prefixes they could still remember and then we reviewed responses to check the actual meaning of each root/prefix (results are pictured below).
Next, everyone met with their place partner to complete tracking references to their assigned place in the Lord of the Flies story.
In the last fifteen minutes of class, we returned to the character analysis work that we had been doing looking at the principal characters of the book as Golding presents them in the first eight chapters.
At the end of class, I explained the level 4 assignment: Lords of Hogwarts that combines our discussion of personality and character analysis.
Homework:
Prepare for the unit 1 roots and prefixes quiz next Monday (reviewing sets 1 - 5)
If you did not finish it in class, complete the the character analysis work for chapters 1 - 8.
If you have elected to do so, complete the Lords of Hogwarts assignment.
(click image to enlarge)
Next, everyone met with their place partner to complete tracking references to their assigned place in the Lord of the Flies story.
In the last fifteen minutes of class, we returned to the character analysis work that we had been doing looking at the principal characters of the book as Golding presents them in the first eight chapters.
At the end of class, I explained the level 4 assignment: Lords of Hogwarts that combines our discussion of personality and character analysis.
Homework:
Prepare for the unit 1 roots and prefixes quiz next Monday (reviewing sets 1 - 5)
If you did not finish it in class, complete the the character analysis work for chapters 1 - 8.
If you have elected to do so, complete the Lords of Hogwarts assignment.
Tuesday, November 12, 2013
11.12 - Zodiac Signs and Object Tracking
At the beginning of class today, everyone looked at the response they
wrote on Friday describing their personality. With this description in
mind, everyone read up on what their personality should be like according to their zodiac sign and then responded to the following prompt:
How well does your description of your personality match the prescribed description of your zodiac sign personality?
Overall, do you believe this is a credible way to describe someone's personality? Why or why not?
After everyone had a chance to respond to this prompt, we discussed individuals' answers. Our discussion addressed how there is no scientific basis for these descriptions being correct, what is meaningful is the discussion that comes out regarding how people see themselves and what evidence they use to describe themselves.
We then returned to working with our object tracking in Lord of the Flies. Everyone met with their object partner and got their list of references to their object kept up to date through chapter 11 in Lord of the Flies.
Homework:
Finish reading Lord of the Flies.
Keep track of references to your character, place, and object with your sticky notes.
How well does your description of your personality match the prescribed description of your zodiac sign personality?
Overall, do you believe this is a credible way to describe someone's personality? Why or why not?
After everyone had a chance to respond to this prompt, we discussed individuals' answers. Our discussion addressed how there is no scientific basis for these descriptions being correct, what is meaningful is the discussion that comes out regarding how people see themselves and what evidence they use to describe themselves.
We then returned to working with our object tracking in Lord of the Flies. Everyone met with their object partner and got their list of references to their object kept up to date through chapter 11 in Lord of the Flies.
Homework:
Finish reading Lord of the Flies.
Keep track of references to your character, place, and object with your sticky notes.
Friday, November 8, 2013
11.08 - Character Analysis Cont'd / Roots and Prefixes Quiz Set 5
We started today's class with everyone responding to the following prompt:
Describe your personality in terms of your strengths and your particularities. Provide specific examples of actions/moments that illustrate these traits.
We will be using responses to this prompt next week in looking more at personality characterizations.
After responding to this prompt, we played a round of Language Ninja based on the unit 1, set 5 roots and prefixes. The rules for this game, extra roles (aside from that of player), and the class generated responses are below.
Describe your personality in terms of your strengths and your particularities. Provide specific examples of actions/moments that illustrate these traits.
We will be using responses to this prompt next week in looking more at personality characterizations.
After responding to this prompt, we played a round of Language Ninja based on the unit 1, set 5 roots and prefixes. The rules for this game, extra roles (aside from that of player), and the class generated responses are below.
(click image to enlarge)
(click image to enlarge)
(click image to enlarge)
We then had the set five roots and prefixes quiz which we corrected immediately after everyone had completed it.
Next, everyone returned to working with the data on Lord of the Flies characters that we began reviewing yesterday. Today, everyone looked over the notes they had taken and began formally assessing each of the characters using the Lord of the Flies Character Analysis sheet. We will continue working with this next class.
Homework:
Read through chapter 11 in Lord of the Flies. Continue taking notes on your character, object, and place.
Thursday, November 7, 2013
11.07 - Hogwarts Houses and LotF Characters
We started today's class with a review of the different houses at Hogwarts in the Harry Potter series by J.K. Rowling. We talked about how sorting people into houses is really a type of character analysis as it argues for what elements of their character are the most significant and requires evidence for those judgements. With this in mind, everyone then had ten minutes to respond to the prompt below:
Which Hogwarts House would you be? Identify characteristics associated with the house you feel represents you and provide specific examples of when you have exhibited those traits.
While everyone responded to this prompt, I tried to guess which house each person would be. At the end of the ten minutes, everyone shared out which house they said they were and why. I then shared out whether my guesses were right or wrong. The class then sorted me into Hufflepuff.
Next, we took a look at doing some character analysis of characters in Lord of the Flies. I printed out the summary sheets that everyone had produced for their characters so far in the book. Working with a partner, everyone then began looking through this data and taking notes on important elements. Directions for this part of the activity are below.
We will turn these notes into a formal analysis of character next class.
Homework:
Read chapter nine of Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Continue to study the set 5 roots and prefixes.
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
Which Hogwarts House would you be? Identify characteristics associated with the house you feel represents you and provide specific examples of when you have exhibited those traits.
While everyone responded to this prompt, I tried to guess which house each person would be. At the end of the ten minutes, everyone shared out which house they said they were and why. I then shared out whether my guesses were right or wrong. The class then sorted me into Hufflepuff.
Next, we took a look at doing some character analysis of characters in Lord of the Flies. I printed out the summary sheets that everyone had produced for their characters so far in the book. Working with a partner, everyone then began looking through this data and taking notes on important elements. Directions for this part of the activity are below.
(click image to enlarge)
We will turn these notes into a formal analysis of character next class.
Homework:
Read chapter nine of Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Continue to study the set 5 roots and prefixes.
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
Wednesday, November 6, 2013
11.06 - Object Tracking and Armageddon Character Analysis
We started today's class by having people meet with their object partners for The Lord of the Flies. Partner groups had 20 minutes to look through their sticky notes and add information about their object to the Google Drive spreadsheet. We will be using this sheet to look at all of the collected information on characters, objects, and places (email Mr. Collins if you need to be granted access to this document).
Next, we took a look at a scene from the 1998 movie Armageddon in which we are introduced to five important secondary characters. Each character is introduced through a short vignette in which the FBI attempts to round them up to help NASA destroy a large asteroid that is on a collision course with Earth.
In the scene, the men do not know that their help is wanted, they just know the FBI has arrived. In these vignettes, we were looking at where the men are, what they are doing, who they are with, how they are dressed, how they respond to the presence of the FBI. To achieve this, we watched the scene four times. Everyone took notes on four the characters' actions and then we began discussing the observations that people made. We will continue with this activity next class (and then look at applying this sort of character analysis to The Lord of the Flies).
Armageddon Character Analysis Sheet
Homework:
Read chapter nine of Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Continue to study the set 5 roots and prefixes.
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
Next, we took a look at a scene from the 1998 movie Armageddon in which we are introduced to five important secondary characters. Each character is introduced through a short vignette in which the FBI attempts to round them up to help NASA destroy a large asteroid that is on a collision course with Earth.
In the scene, the men do not know that their help is wanted, they just know the FBI has arrived. In these vignettes, we were looking at where the men are, what they are doing, who they are with, how they are dressed, how they respond to the presence of the FBI. To achieve this, we watched the scene four times. Everyone took notes on four the characters' actions and then we began discussing the observations that people made. We will continue with this activity next class (and then look at applying this sort of character analysis to The Lord of the Flies).
Armageddon Character Analysis Sheet
Homework:
Read chapter nine of Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Continue to study the set 5 roots and prefixes.
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
11.05 - Set 5 Words / Person Notes
At the beginning of class today, everyone worked with a partner to look at the set 5 roots and prefixes. Looking at these roots and prefixes, everyone identified several words that make use of these roots and prefixes. Each partner group shared out the words they found with other groups so that by the end, we had all of the words for the set covered.
Next, everyone met with their partner(s) for the character tracking in Lord of the Flies. Today, groups were entering the information that they had on sticky notes into a Google Drive spreadsheet that we will be able to use to look at all of the collected information on characters, objects, and places (email Mr. Collins if you need to be granted access to this document). We will be working with this more next class.
Homework:
Read chapter eight of Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Continue to study the set 5 roots and prefixes.
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
Next, everyone met with their partner(s) for the character tracking in Lord of the Flies. Today, groups were entering the information that they had on sticky notes into a Google Drive spreadsheet that we will be able to use to look at all of the collected information on characters, objects, and places (email Mr. Collins if you need to be granted access to this document). We will be working with this more next class.
Homework:
Read chapter eight of Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Continue to study the set 5 roots and prefixes.
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
Monday, November 4, 2013
11.04 - Character, Object, and Place tracking
We started today's class by looking at the set five roots and prefixes. Today, we were only concerned with drawing initial pictures and identifying any words that people already knew that use these roots/prefixes.
Extra copies of these sheets are available here:
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
Next, we made book covers for our Lord of the Flies books on which everyone wrote the book title, their name, and the three things they are tracking in the story. Along with writing the person, object, and place being tracked, everyone could draw their character in the place they are focused on with the object they are tracking.
Everyone then had time to meet with each partner with whom they are working on this.
Homework:
Read chapter seven in The Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Extra copies of these sheets are available here:
Roots and Prefix Set 5 list
Roots and Prefix Set 5 practice
Next, we made book covers for our Lord of the Flies books on which everyone wrote the book title, their name, and the three things they are tracking in the story. Along with writing the person, object, and place being tracked, everyone could draw their character in the place they are focused on with the object they are tracking.
Everyone then had time to meet with each partner with whom they are working on this.
Homework:
Read chapter seven in The Lord of the Flies. Continue to put down sticky notes when your person, place, or object is mentioned (one sticky note per page, per element is fine).
Friday, November 1, 2013
11.01 - Language Ninja
We started today's class with a review activity for the set 4 roots and prefixes. This activity is based on the group game "Ninja."
We first went over how to play Ninja and then I introduced the modified
rules to play "Language Ninja." These rules were as follows:
(click image to enlarge)
(click image to enlarge)
During Language Ninja, I kept track of root/prefix definitions and words used.
After playing Language Ninja, we had the set 4 roots and prefixes quiz along with the formal diction quiz.
See Mr. Collins if you were absent and need to make either of these quizzes up.
Homework:
Read chapter six (6) in The Lord of the Flies.
While you read, put a summary on a sticky note on any page in which your character, object, or place is mentioned.
Thursday, October 31, 2013
10.31 - Characters and Places
We started today's class with the following writing prompt which everyone responded to in their writer's journals:
Draw a detail specific picture of the character you are tracking in The Lord of the Flies.
Discuss what this character would be like if they were part of our everyday world. Some questions to consider include:
Would you want to be friends with this person? Why/why not?
What sort of student would this person be? What would their favorite subject be?
Where would this character sit at lunch? What types of things would they do after school?
After everyone had a chance to respond to this prompt, everyone shared out their reactions and we discussed characters using the conversation web discussion format (format structure details below). In this format, everyone gets one turn to talk in which they answer a question posed to them by somebody else, share their perspective, and then ask another person a question as they finish their turn.
In unwinding this web, everyone shared out a question they have about their character that they are hoping will be answered in the book.
Next, we paired people up with a new partner and partners were assigned a place to keep track of while reading The Lord of the Flies. Now that everyone has a person, object, and place to pay attention to as they read the book we will begin sharing the information we collect and discussing it as a class.
Homework:
Read chapter five (5) of The Lord of the Flies.
Prepare for the set 4 roots and prefixes quiz tomorrow.
Draw a detail specific picture of the character you are tracking in The Lord of the Flies.
Discuss what this character would be like if they were part of our everyday world. Some questions to consider include:
Would you want to be friends with this person? Why/why not?
What sort of student would this person be? What would their favorite subject be?
Where would this character sit at lunch? What types of things would they do after school?
After everyone had a chance to respond to this prompt, everyone shared out their reactions and we discussed characters using the conversation web discussion format (format structure details below). In this format, everyone gets one turn to talk in which they answer a question posed to them by somebody else, share their perspective, and then ask another person a question as they finish their turn.
(click image to enlarge)
In unwinding this web, everyone shared out a question they have about their character that they are hoping will be answered in the book.
Next, we paired people up with a new partner and partners were assigned a place to keep track of while reading The Lord of the Flies. Now that everyone has a person, object, and place to pay attention to as they read the book we will begin sharing the information we collect and discussing it as a class.
Homework:
Read chapter five (5) of The Lord of the Flies.
Prepare for the set 4 roots and prefixes quiz tomorrow.
Wednesday, October 30, 2013
10.30 - Noun Maps, Characters, and Objects
We started today's class with everyone sharing the noun maps that they created in class. In looking at these maps, we talked about how they helped to draw out significant elements of the story that we might not have otherwise paid attention to (the conch shell, pigs, the beach, the plane, the idea of rescue, etc.). Our work with characters and objects (introduced today) will continue to help us with this focus.
In looking at the beginning of The Lord of the Flies, everyone then responded to the following prompt:
How well have the kids in The Lord of the Flies done on their own after the airplane crash?
How does this compare to how well everyone in our class did with our paper airplane crash?
After everyone had a chance to respond to this prompt, we discussed students' answers.
Next, everyone got together with their character partner for The Lord of the Flies and took a look at chapter three to compare notes on what they found for their character's actions or mentions of their character in this activity.
We then did a short mix and meet activity that paired people up with a new partner. Partners were then assigned an object to keep track of in the book (the conch, Piggy's glasses, pigs, fire, The Beast). Working with this partner, everyone then looked through chapters 1 through 3 of The Lord of the Flies putting a sticky note in the book whenever this object was mentioned. On the sticky note, each person wrote a brief summary of what was being said about the object or how it was used.
We will continue with this work next class.
Homework:
Read chapter 4 of The Lord of the Flies keeping track of when your character or object comes up in the story (put a sticky note in the book for any mention summarizing what was said/done).
Continue working with the set 4 roots and prefixes in preparation for the quiz on Friday.
Root/Prefix List
Root/Prefix Practice sheet
In looking at the beginning of The Lord of the Flies, everyone then responded to the following prompt:
How well have the kids in The Lord of the Flies done on their own after the airplane crash?
How does this compare to how well everyone in our class did with our paper airplane crash?
After everyone had a chance to respond to this prompt, we discussed students' answers.
Next, everyone got together with their character partner for The Lord of the Flies and took a look at chapter three to compare notes on what they found for their character's actions or mentions of their character in this activity.
We then did a short mix and meet activity that paired people up with a new partner. Partners were then assigned an object to keep track of in the book (the conch, Piggy's glasses, pigs, fire, The Beast). Working with this partner, everyone then looked through chapters 1 through 3 of The Lord of the Flies putting a sticky note in the book whenever this object was mentioned. On the sticky note, each person wrote a brief summary of what was being said about the object or how it was used.
We will continue with this work next class.
Homework:
Read chapter 4 of The Lord of the Flies keeping track of when your character or object comes up in the story (put a sticky note in the book for any mention summarizing what was said/done).
Continue working with the set 4 roots and prefixes in preparation for the quiz on Friday.
Root/Prefix List
Root/Prefix Practice sheet
10.29 - Essay Revisions & Character Tracking
At the beginning of class today, I returned students' assessed essay for the WWII / Holocaust Theme essays. As a class, we went over the most significant points that each essay should focus on. These points were as follows:
1 - Come up with a specific (rather than a general) theme.
Most frequently, people had come up with one word for a theme they saw as being important in the pieces we looked at, like "leaders." The idea with this assignment is to be more specific about the theme (what message we get about leadership). A specific theme focused on leadership could be "leaders are only as powerful as their followers."
An essay on this theme would then look at the different ways each of the pieces we looked at (Night, Blindspot, articles on Japanese internment camps, etc.) addresses this theme.
2 - Identify what we should learn from this theme today.
A number of essays simply failed to explain how the theme they identified relates to us today. Strong responses were ones that identified how this theme could help us to better understand current issues/problems.
Everyone then had about 20 minutes to work on revising their essay.
Next, we returned to working with The Lord of the Flies and started looking more specifically at some of the noun elements that were identified on people's noun maps.
Everyone got a partner and a character from The Lord of the Flies and began looking for where that character showed up in the first two chapters of the book. Upon finding a place where the character was doing something or being talked about by other characters, people would insert a sticky note summarizing what was happening with that character (there need only be one sticky note per page).
Homework:
Read chapter 3 from The Lord of the Flies continue to track the character you were working with today.
Continue working with the set 4 roots and prefixes in preparation for the quiz on Friday.
Root/Prefix List
Root/Prefix Practice sheet
1 - Come up with a specific (rather than a general) theme.
Most frequently, people had come up with one word for a theme they saw as being important in the pieces we looked at, like "leaders." The idea with this assignment is to be more specific about the theme (what message we get about leadership). A specific theme focused on leadership could be "leaders are only as powerful as their followers."
An essay on this theme would then look at the different ways each of the pieces we looked at (Night, Blindspot, articles on Japanese internment camps, etc.) addresses this theme.
2 - Identify what we should learn from this theme today.
A number of essays simply failed to explain how the theme they identified relates to us today. Strong responses were ones that identified how this theme could help us to better understand current issues/problems.
Everyone then had about 20 minutes to work on revising their essay.
Next, we returned to working with The Lord of the Flies and started looking more specifically at some of the noun elements that were identified on people's noun maps.
Everyone got a partner and a character from The Lord of the Flies and began looking for where that character showed up in the first two chapters of the book. Upon finding a place where the character was doing something or being talked about by other characters, people would insert a sticky note summarizing what was happening with that character (there need only be one sticky note per page).
Homework:
Read chapter 3 from The Lord of the Flies continue to track the character you were working with today.
Continue working with the set 4 roots and prefixes in preparation for the quiz on Friday.
Root/Prefix List
Root/Prefix Practice sheet
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