There is no official homework for Spring Break.
It is, however, a great time to catch up on missing work, study your vocab, read a great book, or read ahead in Romeo and Juliet.
Enjoy your break!
Friday, March 30, 2012
Journal #19
You're one of the characters from Romeo and Juliet. Rap about your situation.
* At least 10 lines
* Rhyming
* Demonstrates your understanding of one of the conflicts in Act I
* Shakespearean language is OPTIONAL
* Partner up if you want to
Samson vs. Gregory
Prince vs. Feuding Families
Tybalt vs. Benvolio
Benvolio vs. Romeo
Paris vs. Capulet
Nurse and Lady Capulet vs. Juliet
Mercutio vs. Romeo
Tybalt vs. Capulet
Romeo vs. Juliet
* At least 10 lines
* Rhyming
* Demonstrates your understanding of one of the conflicts in Act I
* Shakespearean language is OPTIONAL
* Partner up if you want to
Samson vs. Gregory
Prince vs. Feuding Families
Tybalt vs. Benvolio
Benvolio vs. Romeo
Paris vs. Capulet
Nurse and Lady Capulet vs. Juliet
Mercutio vs. Romeo
Tybalt vs. Capulet
Romeo vs. Juliet
Tuesday, March 27, 2012
Journal #17
Concerning today's group work using Rich Picture Graphic Organizers...
How well did your group work together?
How well did your drawing show the events of Act 1 scene 1?
How might this activity help you in other areas of study?
How well did your group work together?
How well did your drawing show the events of Act 1 scene 1?
How might this activity help you in other areas of study?
agendas, Mar. 26-30
Monday, 3/26
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J
Tasks:
0. Book checkout
1. Intro to the 3-day lesson
2. Intro / review: rich picture graphic organizers and summarizing
3. Group formation
4. Creating organizers
5. Presentations
6. Preparation for tomorrow
7. Journal #17: Reflection
Tuesday, 3/27
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J
Tasks:
1. Receive instructions
2. Join groups
3. Read Act 1, scenes 2-3
4. Whole class discussion
Wednesday, 3/28
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J
Tasks:
1. Recap / instructions
2. Join groups
3. Choose jobs
4. Write summary
5. Create a Rich Picture Graphic Organizer
6. Report out
7. Reflection
Thursday, 3/29
Goals:
* To understand a rich and complicated text
* To understand the themes of the play
Tasks:
1. Journal #18
2. Film, Act 1 Scene 4
3. Discussion / Reflection; quotes page
4. Film, Act 1 Scene 5 (as time permits)
Friday 3/30
Goals:
* To understand a rich and complicated text
* To understand the themes of the play
Tasks:
1. Act 1 recap; finishing quote sheets
2. Journal #19: The Rap Battle / Poetry Slam
3. The Battle / Slam
4. Collecting quote sheets
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J
Tasks:
0. Book checkout
1. Intro to the 3-day lesson
2. Intro / review: rich picture graphic organizers and summarizing
3. Group formation
4. Creating organizers
5. Presentations
6. Preparation for tomorrow
7. Journal #17: Reflection
Tuesday, 3/27
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J
Tasks:
1. Receive instructions
2. Join groups
3. Read Act 1, scenes 2-3
4. Whole class discussion
Wednesday, 3/28
Goals:
* To understand a rich and complicated text
* To use "rich picture graphic organizers" to enhance comprehension of R&J
Tasks:
1. Recap / instructions
2. Join groups
3. Choose jobs
4. Write summary
5. Create a Rich Picture Graphic Organizer
6. Report out
7. Reflection
Thursday, 3/29
Goals:
* To understand a rich and complicated text
* To understand the themes of the play
Tasks:
1. Journal #18
2. Film, Act 1 Scene 4
3. Discussion / Reflection; quotes page
4. Film, Act 1 Scene 5 (as time permits)
Friday 3/30
Goals:
* To understand a rich and complicated text
* To understand the themes of the play
Tasks:
1. Act 1 recap; finishing quote sheets
2. Journal #19: The Rap Battle / Poetry Slam
3. The Battle / Slam
4. Collecting quote sheets
Monday, March 26, 2012
Journal #16
1. Your pop-culture question (related to relationships)
2. What does that film / song / TV show / whatever teach you about relationships?
2. What does that film / song / TV show / whatever teach you about relationships?
Wednesday, March 21, 2012
Journal #15
Choices from today's reading / work time.
You might write about anything (a 30-min freewrite).
You might write about what you read.
You might write about what you accomplished today / what you've learned recently.
You might write about anything (a 30-min freewrite).
You might write about what you read.
You might write about what you accomplished today / what you've learned recently.
Journal #13
Spelling bee! Try to spell championship words from National Spelling Bees past.
Or, write about your own experiences as a speller.
Or, write about your own experiences as a speller.
agendas, March 19-23
Monday, 3/19
Goals:
* To learn new roots
* To appreciate the complexity of English
Tasks:
1. Journal #13: Spelling Bee!
2. New roots
3. ?
Tuesday, 3/20
Goals:
* To understand the intricacies of irony
* To learn the various types of irony
Tasks:
1. Journal #14: notes on Irony
2. Group task: irony skits
Wednesday, 3/21
Goals:
* To read or write for focus and fluency
Tasks:
0. Skits (as needed)
1. Reading and/or Writing Time
2. Journal #15 (which you might have already started for writing time)
Root drawings are due today.
Work expectations:
1. No talking
2. Working on English
Goals:
* To learn new roots
* To appreciate the complexity of English
Tasks:
1. Journal #13: Spelling Bee!
2. New roots
3. ?
Tuesday, 3/20
Goals:
* To understand the intricacies of irony
* To learn the various types of irony
Tasks:
1. Journal #14: notes on Irony
2. Group task: irony skits
Wednesday, 3/21
Goals:
* To read or write for focus and fluency
Tasks:
0. Skits (as needed)
1. Reading and/or Writing Time
2. Journal #15 (which you might have already started for writing time)
Root drawings are due today.
Work expectations:
1. No talking
2. Working on English
Monday, March 19, 2012
Friday, March 16, 2012
Journal #12
a. What is irony? What does it mean when something is "ironic?"
b. List at least 2 things that are ironic from the Twilight Zone episode "Time Enough at Last."
b. List at least 2 things that are ironic from the Twilight Zone episode "Time Enough at Last."
Wednesday, March 14, 2012
Journal #11
For 5th period:
What’s one thing you would change in the education system? Why? How would it work better? (Be prepared to share your thoughts.)
For 2nd / 6th period:
Think of an interesting location here at CHS. (Inside the building)
* About why that place is important
* The history of that location
* A story--real or imagined--involving that location
What’s one thing you would change in the education system? Why? How would it work better? (Be prepared to share your thoughts.)
For 2nd / 6th period:
Think of an interesting location here at CHS. (Inside the building)
* About why that place is important
* The history of that location
* A story--real or imagined--involving that location
agendas, Mar. 12-16
Monday, 3/12
Goals:
* To widen our vocabulary
Tasks:
1. New roots (notes in back of journal)
2. Games
3. Blogging assignment: roots stories
Tuesday, 3/13 [5th period only]
Tasks:
1. Journal #11
2. Public Speaking Practice
3. Computer assignment in E-1 computer lab (using 6 rhetorical devices)
Wednesday, 3/14 [2nd and 6th only]
Goals:
* To learn effective impromptu techniques
* To practice engaging delivery
* To practice speaking fluency
Tasks:
1. Journal #11
2. Prep for the CHS Tour
3. The CHS Tour
4. Reflection discussion
Thursday, 3/15
Goals:
* To demonstrate our initial understanding of irony
Tasks:
1. Journal #12a
2. Twilight Zone: "Time Enough at Last"
3. Journal #12b
Friday, 3/16
Goals:
* To read for focus and fluency
* To show how we've learned various roots
Tasks:
1. Reading Time
2. Reading Records / Calculating WPM
3. Roots Quiz
4. ?
Goals:
* To widen our vocabulary
Tasks:
1. New roots (notes in back of journal)
2. Games
3. Blogging assignment: roots stories
Tuesday, 3/13 [5th period only]
Tasks:
1. Journal #11
2. Public Speaking Practice
3. Computer assignment in E-1 computer lab (using 6 rhetorical devices)
Wednesday, 3/14 [2nd and 6th only]
Goals:
* To learn effective impromptu techniques
* To practice engaging delivery
* To practice speaking fluency
Tasks:
1. Journal #11
2. Prep for the CHS Tour
3. The CHS Tour
4. Reflection discussion
Thursday, 3/15
Goals:
* To demonstrate our initial understanding of irony
Tasks:
1. Journal #12a
2. Twilight Zone: "Time Enough at Last"
3. Journal #12b
Friday, 3/16
Goals:
* To read for focus and fluency
* To show how we've learned various roots
Tasks:
1. Reading Time
2. Reading Records / Calculating WPM
3. Roots Quiz
4. ?
digital freewrite, Friday, March 9
As part of our continued emphasis on writing, and, specifically, to bolster your writing fluency, today's task is to write at least 1000 words. How will you accomplish this? By writing uninterrupted for 30 solid minutes.
Here's how.
Create a new Google Doc. Get started writing, and don't stop.
The sub will keep track of time. Your goal is to continue writing; not stopping, not correcting, not obsessing over the details. It's the same as when we write in our journals. Stay focused, and let others stay focused: NO TALKING. (If you have a question for the sub, raise your hand.)
Need a topic to get you started?
* Your favorite sport or athlete
* A time you solved a tricky problem.
* A time you had to persuade others to change their minds.
* Drama
* Relationships
* Once upon a time...
* In a galaxy far away...
* If I were President...
* It's time for change...
Don't worry if your writing leads you in different directions, though. That's the nature of a freewrite.
The sub will inform you when 30 minutes have passed. Then, at that point, I want you to find the best written (or otherwise most interesting) passage from your freewrite, highlight it, and then briefly write about why you chose it.
Title your document like so: [First] [Last] freewrite [period]. For example:
DON'T FORGET TO SHARE IT WITH ME!
Here's how.
Create a new Google Doc. Get started writing, and don't stop.
The sub will keep track of time. Your goal is to continue writing; not stopping, not correcting, not obsessing over the details. It's the same as when we write in our journals. Stay focused, and let others stay focused: NO TALKING. (If you have a question for the sub, raise your hand.)
Need a topic to get you started?
* Your favorite sport or athlete
* A time you solved a tricky problem.
* A time you had to persuade others to change their minds.
* Drama
* Relationships
* Once upon a time...
* In a galaxy far away...
* If I were President...
* It's time for change...
Don't worry if your writing leads you in different directions, though. That's the nature of a freewrite.
The sub will inform you when 30 minutes have passed. Then, at that point, I want you to find the best written (or otherwise most interesting) passage from your freewrite, highlight it, and then briefly write about why you chose it.
Title your document like so: [First] [Last] freewrite [period]. For example:
Marvin Martian freewrite 5thThen share it with me.
DON'T FORGET TO SHARE IT WITH ME!
Thursday, March 8, 2012
Journal #10
Part A: Tips for giving an effective impromptu speech.
* Gather your thoughts
* Have a framework / approach
* Be a contrarian / aim to surprise
* Be yourself (i.e., don't try too hard to be clever, funny, cute, or likable)
Part B: Reflection
Regarding your public speaking skills, what’s one thing you’re going to focus on this semester? What can I help you with? What questions or concerns do you have?
* Gather your thoughts
* Have a framework / approach
* Be a contrarian / aim to surprise
* Be yourself (i.e., don't try too hard to be clever, funny, cute, or likable)
Part B: Reflection
Regarding your public speaking skills, what’s one thing you’re going to focus on this semester? What can I help you with? What questions or concerns do you have?
Journal #9
Choose a passage from your independent reading book to read dramatically to a partner.
Your partner writes in your journal!
Give feedback on your partner's dramatic reading.
1. One thing they can work on
2. Two things they did well
Consider...
* Vocal work (accents, dynamics, etc.)
* Distinguishing the narrator from the characters
* Getting into the spirit of the story
* Enunciation / clarity
Your partner writes in your journal!
Give feedback on your partner's dramatic reading.
1. One thing they can work on
2. Two things they did well
Consider...
* Vocal work (accents, dynamics, etc.)
* Distinguishing the narrator from the characters
* Getting into the spirit of the story
* Enunciation / clarity
Journal #8
Five-minute freewrite.
Need a topic?
Career plans.
Scary movies.
Elections.
When you're finished, feel free to calculate your WPM.
Need a topic?
Career plans.
Scary movies.
Elections.
When you're finished, feel free to calculate your WPM.
Tuesday, March 6, 2012
Monday, March 5, 2012
agendas, March 5-9
Monday, 3/5
Goals:
* To learn new Greek roots / prefixes
* To practice dramatic presentation
Tasks:
1. New roots
2. Visual notes
3. Dramatic practice
4. ???
Tuesday, 3/6
Goals:
* To learn new rhetorical devices
* To practice identifying rhetoric in action
* To practice our blogging skills
Tasks:
1. Journal #8
2. New rhetorical devices
3. Lab time
Wednesday, 3/7
Goals:
* To read for focus and enjoyment
* To practice our dramatic presentation skills
Tasks:
1. Reading Time
2. Reading Records
3. Dramatic Reading
4. Journal #9
Thursday, 3/8
Goals:
* To learn effective impromptu techniques
* To practice engaging delivery
* To practice speaking fluency
Tasks:
1. Journal #10a
2. Impromptu Speaking Practice
Friday, 3/9
Tasks:
1. Journal #10b
2. Practice roots quiz (online)
3. Digital Freewrite (on Google Docs)
Goals:
* To learn new Greek roots / prefixes
* To practice dramatic presentation
Tasks:
1. New roots
2. Visual notes
3. Dramatic practice
4. ???
Tuesday, 3/6
Goals:
* To learn new rhetorical devices
* To practice identifying rhetoric in action
* To practice our blogging skills
Tasks:
1. Journal #8
2. New rhetorical devices
3. Lab time
Wednesday, 3/7
Goals:
* To read for focus and enjoyment
* To practice our dramatic presentation skills
Tasks:
1. Reading Time
2. Reading Records
3. Dramatic Reading
4. Journal #9
Thursday, 3/8
Goals:
* To learn effective impromptu techniques
* To practice engaging delivery
* To practice speaking fluency
Tasks:
1. Journal #10a
2. Impromptu Speaking Practice
Friday, 3/9
Tasks:
1. Journal #10b
2. Practice roots quiz (online)
3. Digital Freewrite (on Google Docs)
Tuesday, February 28, 2012
Journal #7
A. Reflect on rhetoric. What have you learned so far about rhetorical devices? What are you confused about? What's helping you learn? What's not helping? Any questions?
B. Stump Mr. Anderson
Word or Movie Trivia! (4-answer multiple choice, whichever you choose.)
B. Stump Mr. Anderson
Word or Movie Trivia! (4-answer multiple choice, whichever you choose.)
agendas, Feb. 27-Mar. 1
Monday, 2/27
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding
Tasks:
1. The best speech from last night's Oscars?
2. Three more rhetorical devices
3. Practice: "I'd like to thank..."
4. If time permits: Stump Mr. Anderson, movie edition
Did you finish the persuasive letter--and share it with me?
Tuesday, 2/28
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding
Tasks:
1. More rhetoric in action
2. Roots!
Week 1 list; visual notes
Wednesday, 2/29
Goals:
* To read for focus and fluency
Tasks:
1. Reading Time
2. Calculating WPM
3. Reading Records
4. Journal #5 (for 5th and 6th periods)
Did you finish the persuasive letter--and share it with me?
Do you have the five roots from yesterday?
Thursday, 3/1
Goals:
* To apply new knowledge
* To demonstrate understanding of rhetoric
Tasks:
1. Computer Lab (2nd and 6th)
1. CHS Tour (5th)
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding
Tasks:
1. The best speech from last night's Oscars?
2. Three more rhetorical devices
3. Practice: "I'd like to thank..."
4. If time permits: Stump Mr. Anderson, movie edition
Did you finish the persuasive letter--and share it with me?
Tuesday, 2/28
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
* To demonstrate our understanding
Tasks:
1. More rhetoric in action
2. Roots!
Week 1 list; visual notes
Wednesday, 2/29
Goals:
* To read for focus and fluency
Tasks:
1. Reading Time
2. Calculating WPM
3. Reading Records
4. Journal #5 (for 5th and 6th periods)
Did you finish the persuasive letter--and share it with me?
Do you have the five roots from yesterday?
Thursday, 3/1
Goals:
* To apply new knowledge
* To demonstrate understanding of rhetoric
Tasks:
1. Computer Lab (2nd and 6th)
1. CHS Tour (5th)
Friday, February 24, 2012
sample persuasive letter
Improve the letter at the following link. Carefully follow the instructions!
rhetorical devices
Have these listed in the back of your journal. (Give yourself about 4 pages for all of them.)
For each, write a definition and provide an example.
1. Anaphora
2. Epistrophe
3. Polysyndeton
4. Asyndeton
5. Anadiplosis
6. Epanalepsis
7. Expletive
For each, write a definition and provide an example.
1. Anaphora
2. Epistrophe
3. Polysyndeton
4. Asyndeton
5. Anadiplosis
6. Epanalepsis
7. Expletive
Journal #6
Part A
As you watch and listen to Dr. King's most famous speech, jot down...
* Things you notice about the words he uses
* Things you notice about the way he speaks
* Any memorable phrases
Part B
Write a persuasive speechlet that uses 3 of the 4 techniques we've learned. (Anaphora, Epistrophe, Asyndeton, Polysyndeton)
As you watch and listen to Dr. King's most famous speech, jot down...
* Things you notice about the words he uses
* Things you notice about the way he speaks
* Any memorable phrases
Part B
Write a persuasive speechlet that uses 3 of the 4 techniques we've learned. (Anaphora, Epistrophe, Asyndeton, Polysyndeton)
Journal #5
For exactly 5 minutes, mindfully imitate: copy an interesting passage from the book you're reading. As you copy, think about the author's style--the rhythm of the words, especially.
When you're done, consider: what does it feel like to write as that author?
When you're done, consider: what does it feel like to write as that author?
Tuesday, February 21, 2012
poetic terms
Meter
Poetic rhythm. Measured in "feet."
Metrical Foot
A measure in poetry. Usually two or three syllables.
Stressed
Accented or emphasized syllable in a word. For instance, in the word "neighbor," "NEIGH" carries the stress. (Opposite: Unstressed)
Iamb
A two-syllable metrical foot, unstressed/stressed (like "aBOUT")
Anapest
A 3-syllable foot, un/un/stressed (like "sevenTEEN")
Iambic Pentameter
5 iambs in a line, for a total of 10 syllables. "aROUND the ROCKS the RUGged RAScal RAN"
Poetic rhythm. Measured in "feet."
Metrical Foot
A measure in poetry. Usually two or three syllables.
Stressed
Accented or emphasized syllable in a word. For instance, in the word "neighbor," "NEIGH" carries the stress. (Opposite: Unstressed)
Iamb
A two-syllable metrical foot, unstressed/stressed (like "aBOUT")
Anapest
A 3-syllable foot, un/un/stressed (like "sevenTEEN")
Iambic Pentameter
5 iambs in a line, for a total of 10 syllables. "aROUND the ROCKS the RUGged RAScal RAN"
Journal #4
A. Five-minute freewrite.
Write and don't stop. (Don't go back. Don't correct.)
If you get stuck, keep writing the same thing until you get unstuck.
Need a topic?
Neighbors.
When finished, record your WPM.
B. Turn your prose into a poem.
Take a significant part of your freewrite and rewrite it as 6-8 lines of blank verse (unrhymed iambic pentameter)
You might have to change words / change the order of words to make it fit the rhythm of iambic pentameter
Write and don't stop. (Don't go back. Don't correct.)
If you get stuck, keep writing the same thing until you get unstuck.
Need a topic?
Neighbors.
When finished, record your WPM.
B. Turn your prose into a poem.
Take a significant part of your freewrite and rewrite it as 6-8 lines of blank verse (unrhymed iambic pentameter)
You might have to change words / change the order of words to make it fit the rhythm of iambic pentameter
agendas, Feb. 21-24
Tuesday, 2/21
Goals:
* To learn about "blank verse"
* To write rhythmically
* To have fun
Tasks:
1. Journal #4A: 5-minute freewrite
2. Journal #4B: turning prose into poetry
3. Computer Lab: publishing a poem
Wednesday: Reading Day
Thursday: Introduction to Rhetoric
Friday: Rhetoric, Part II
"Style is all rhythm. Once you get that you can't use the wrong words." -- Virginia Woolf
Wednesday, 2/22
Reading Day
Journal #5
Thursday, 2/23
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
Tasks:
1. Video / Journal #6A
2. Discussion
3. Rhetoric and Rhetorical Devices
4. Facilitated Practice (Journal #6B)
Goals:
* To learn about "blank verse"
* To write rhythmically
* To have fun
Tasks:
1. Journal #4A: 5-minute freewrite
2. Journal #4B: turning prose into poetry
3. Computer Lab: publishing a poem
Wednesday: Reading Day
Thursday: Introduction to Rhetoric
Friday: Rhetoric, Part II
"Style is all rhythm. Once you get that you can't use the wrong words." -- Virginia Woolf
Wednesday, 2/22
Reading Day
Journal #5
Thursday, 2/23
Goals:
* To discover the power of rhetoric
* To add to our writing toolkit
Tasks:
1. Video / Journal #6A
2. Discussion
3. Rhetoric and Rhetorical Devices
4. Facilitated Practice (Journal #6B)
Thursday, February 16, 2012
Journal #2
Part A: Write two lines of iambic pentameter.
Part B: Write a four-line rhyming poem in iambic pentameter.
Part B: Write a four-line rhyming poem in iambic pentameter.
Monday, February 13, 2012
agendas, Feb. 13-16
Monday, 2/13
Goals:
* To write with a focus on action
Tasks:
1. The Plot Twist Exercise (Journal #1)
2. Reflection
Tuesday, 2/14
Goals:
* To write with a focus on rhythm
* To understand the structure of a sonnet
* To understand iambic pentameter
* To work on our Scottish accents
Tasks:
1. Sonnets
2. Journal #2
Wednesday, 2/15
Goals:
* To read for focus and comprehension
* To write with rhythm
Tasks:
1. Reading Time (30 min)
2. Journal #2 part B
3. Sharing
Thursday, 2/16
Goals:
* To learn another metrical foot: the anapest!
* To write rhythmically
* To have fun
Tasks:
1. The Anapest (Journal #3)
2. A Terrifying Glimpse into the Mind of a Child: "It's a Good Life," from The Twilight Zone
Goals:
* To write with a focus on action
Tasks:
1. The Plot Twist Exercise (Journal #1)
2. Reflection
Tuesday, 2/14
Goals:
* To write with a focus on rhythm
* To understand the structure of a sonnet
* To understand iambic pentameter
* To work on our Scottish accents
Tasks:
1. Sonnets
2. Journal #2
Wednesday, 2/15
Goals:
* To read for focus and comprehension
* To write with rhythm
Tasks:
1. Reading Time (30 min)
2. Journal #2 part B
3. Sharing
Thursday, 2/16
Goals:
* To learn another metrical foot: the anapest!
* To write rhythmically
* To have fun
Tasks:
1. The Anapest (Journal #3)
2. A Terrifying Glimpse into the Mind of a Child: "It's a Good Life," from The Twilight Zone
Tuesday, February 7, 2012
agendas, Feb. 6-10
Monday, 2/6
Goals:
* To provide information about our vocab knowledge
* To understand the role of pop culture in our lives
* To discuss the nature of "generation gaps"
Tasks:
1. Brief vocabulary pre-assessment
2. The Pop Culture Challenge
3. Discussion / Reflection
4. Have you turned in your journal?
Tomorrow: work / reading day, + lit circles!
Tuesday, 2/7
Goals:
* To read for focus and comprehension
* To prepare for the final
Tasks:
1. Reading time / work time
2. Literature Circles (the last of the semester!)
3. Final Lit Circle reflection
Tomorrow: the Final!
Wednesday, 2/8
2nd period final
Friday, 2/10
5th and 6th period finals
Goals:
* To provide information about our vocab knowledge
* To understand the role of pop culture in our lives
* To discuss the nature of "generation gaps"
Tasks:
1. Brief vocabulary pre-assessment
2. The Pop Culture Challenge
3. Discussion / Reflection
4. Have you turned in your journal?
Tomorrow: work / reading day, + lit circles!
Tuesday, 2/7
Goals:
* To read for focus and comprehension
* To prepare for the final
Tasks:
1. Reading time / work time
2. Literature Circles (the last of the semester!)
3. Final Lit Circle reflection
Tomorrow: the Final!
Wednesday, 2/8
2nd period final
Friday, 2/10
5th and 6th period finals
Friday, February 3, 2012
preparing for the final Literature Circle art project
9th English Final Project, Winter 2012
Your task is to artistically or creatively represent your experience as a reader and thinker during this literature circle project—and, on the day of the final, to share that learning with your classmates in an informal conversation, as you proudly share your work.
What are some ways you might achieve this?
You might…
• Create a poster-sized collage of the most memorable characters from your book
• Create a poster-sized timeline of your reading experience (what you thought about, connections you made, etc.)
• Create an abstract artwork that expresses themes from the book
• Write a series of poems that are inspired by the book
• Write a short story based on a character from your book, sharing an excerpt with us
• Draw a fantastic comic strip based on your book (at least 20 panels)
• Do something else that works, approved by Mr. Anderson
You must include a 1-page written explanation of your piece (i.e., 200-300 words explaining your thought process, your artistic choices, etc.)
The kind of project you choose will determine the materials you’ll need. Start your initial planning below:
Things I’ve Learned or Experienced as a Reader
Favorite Moments / Thoughts About the Book
Preferred Project Type
Materials Needed (Poster paper, markers, etc.)
Your task is to artistically or creatively represent your experience as a reader and thinker during this literature circle project—and, on the day of the final, to share that learning with your classmates in an informal conversation, as you proudly share your work.
What are some ways you might achieve this?
You might…
• Create a poster-sized collage of the most memorable characters from your book
• Create a poster-sized timeline of your reading experience (what you thought about, connections you made, etc.)
• Create an abstract artwork that expresses themes from the book
• Write a series of poems that are inspired by the book
• Write a short story based on a character from your book, sharing an excerpt with us
• Draw a fantastic comic strip based on your book (at least 20 panels)
• Do something else that works, approved by Mr. Anderson
You must include a 1-page written explanation of your piece (i.e., 200-300 words explaining your thought process, your artistic choices, etc.)
The kind of project you choose will determine the materials you’ll need. Start your initial planning below:
Things I’ve Learned or Experienced as a Reader
Favorite Moments / Thoughts About the Book
Preferred Project Type
Materials Needed (Poster paper, markers, etc.)
Journal #55
After today's lit circles:
* How's your group going?
* How are you progressing through your book? Are you enjoying it?
* Any obstacles or challenges?
* Any suggestions?
Write a solid paragraph (75-100 words)
* How's your group going?
* How are you progressing through your book? Are you enjoying it?
* Any obstacles or challenges?
* Any suggestions?
Write a solid paragraph (75-100 words)
Journal #54
What's one thing you wish adults understood about teenagers?
OR
What's the weirdest part of the high school experience?
Write a solid paragraph - 75-100 words.
OR
What's the weirdest part of the high school experience?
Write a solid paragraph - 75-100 words.
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