Blog Archives

November 25-29, 2019

11/25/2019

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Enjoy your Thanksgiving Break!

Remember to be reading Frankenstein, Jane Eyre, or Pride and Prejudice; you need to be 1/2 way through the book by December 13th.
Your poetry poster is due the Monday we get back! This will not be accepted late.
November 25: Parent-Teacher Conferences from 11:30-7:00 p.m.
November 26: Parent-Teacher Conferences from 9:00-11:30

Please stop by or email me for an appointment if you would like to meet to discuss your student's progress

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November 22, 2019

11/22/2019

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Objective: I can peruse poetry and find poems that appeal to me to be able to identify poetic elements and share my preferred poem with the class (L11-12.5).
Agenda:

Entry Task: Grab your Chromebook then get out annotated Multiple Choice and answer the next question. Be prepared to be called on and give your reasoning for your answer.
See the directions for the poetry homework
Be introduced to Billy Collins, former poet laureate, and sign up for Poetry 180
Use the class time provided to look for poems that are appealing to you
- Identify and print at least 3--put copies in notebook and identify different poetic techniques for each
- Narrow down to your top choice and create poster for this poem using construction paper provided

Exit Task: If not completed in class today, poem poster is due Monday at the beginning of the period after break to be shared with your classmates. This assignment will not be accepted late.

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November 21, 2019

11/21/2019

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Objective: I can explain the difference between satire and parody by reading popular poetry and parodies of it.
Agenda:

Entry Task: We will do MC #7 tomorrow! Take one of the post-its to the hallway. Read the Satirical Comments for each of the posters.
- Write your own Satirical Comment for one of the posters and leave it on the poster. Try to write as if you would be writing an essay on the topic.
- In your notebook, on the other post-it; create a way to remember the 4 characteristics of satire.
  - What's the major difference between satire and parody?
Be introduced to William Carlos Williams in the Satire & Parody prezi
Read his "This is Just to Say"
- Identify and annotate poetic devices in the poem as directed in the prezi
Then look at “Variations on a Theme” by Kenneth Koch
- Create a Venn Diagram comparing the poems identifying both what makes it a parody and any common devices (“Literary Parodies: Exploring a Writer’s Style through Imitation”)
Begin poetry homework assignment

Exit Task: Make sure all of your poetry is organized into your notebook.

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Objective: I can be (re)introduced to satire and cite evidence of exaggeration, incongruity, reversal, and parody to support analysis of what the text says explicitly as well as inferences I make from the reading (RL11-12.1).
Agenda:

Entry Task: Sit with your group from our last class at a station you have not read yet.
- Get out annotated Multiple Choice and answer the next question. Be prepared to be called on and give your reasoning for your answer.
30 min.: Finish the 3 readings you did not get to from yesterday's stations
- After you read, you should identify a quotation from the reading for each of the 4 components of a satire.
10 min. Complete the poster for the station that you finish at as a group
- Include:
  - Title, Exaggeration, Incongruity, Reversal, and Parody
  - Add: Social Commentary
  - Hang your poster on the wall next to the station
10 min. Check your own chart with the posters created for each reading
- Identify any differences and consider whether or not your work or the poster work should be revised
- Make revisions where applicable

Exit Task: Post-it~What is a way you can remember the four traits to look for when identifying a satire? Class share out--leave the post-it on your chart for quick reference.

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November 19, 2019

11/19/2019

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Entry Task: Sit with your 5 o’clock partner. Get out annotated Multiple Choice and answer the next question. Be prepared to be called on and give your reasoning for your answer.
Group up with another 5 o’clock pair, so you have a small group; we should have no more than 7 groups.
Review the titles that are in your chart and the reading you are nearest. This is where your group will begin.
- You can read aloud or silently as a group, but you will have about 10 min. at each station (some readings will be more complex than others--if you have extra time at one station, you can catch up on a more difficult on by taking a picture of the reading before you leave).
- After you read, you should identify a quotation from the reading for each of the 4 components of a satire.

Exit Task: Make sure the readings are returned to the file folder. Keep track of where you are, so you know where to begin tomorrow.

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November 18, 2019

11/18/2019

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Objective: I can be (re)introduced to satire and understand its components of exaggeration, incongruity, reversal, and parody to be able to identify them in various types of reading.
Agenda:

Entry Task: Sit with your 4 o'clock partner. Get out annotated Multiple Choice and answer question 1. Be prepared to be called on and give your reasoning for your answer.
- While you are answering #1, I will be coming around to write down your book selection.
Follow along to take notes from Satire & Parody prezi
- Jot down what you think makes up a fairy tale
- Write your ideas in the circle on the board
Compare class ideas of fairy tale to components shown in prezi
- Watch popular fairy tale satire clip looking for fairy tale elements
Identify how fairy tale elements are satirized
Copy definitions of Exaggeration, Incongruity, Reversal, and Parody
- Examine how each are used in the clip
Write your own Social Commentary based on the clip (share out)

Exit Task: Create satire chart for readings to be completed in class as groups

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November 15, 2019

11/15/2019

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Objective: I can participate effectively in a large group to investigate evidence and determine categories for that evidence; we will follow the directions and be prepared to share our findings (SL11-12.1).
Agenda:

Entry Task: Sit at a poster in groups of 7-10 depending on class size; do not open the envelope.
- While you wait for other students, begin to read the new Multiple Choice Entry Task set. We will begin with #1 on Monday.
In each group, each student should select one picture and one reading. Take about 5-10 min. to look at/read and hypothesize about what you are looking at in your notebook. If you finish early, and there are other pieces left, take them and do the same.
- After reading time, share out in your group what you think you have.
- As a group, create categories for the pieces you have and attach them to the poster provided. Label the categories you create. Hang your poster when you are done.
- When all groups are finished, as a class, point out our categories and discuss what we have.
By the end of the period, select which book you will read next.

Exit Task: Write down selection and how/where you will get it as well as when you need to read 1/2 of the book by and what from today's activity helped you select this option. Get your reading comprehension questions.

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November 14, 2019

11/14/2019

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Objective: I can practice my AP analysis writing skills and show my understanding of Hamlet's meaning of the work as a whole through writing on an open choice prompt in a timed atmosphere (W11-12.4).
Agenda:

Notice! You have to register for my class in order to take the test. Please do this AFTER you complete your essay. It must be done by Nov. 15th. There is an assignment in Google Classroom with the link and Join Code: X2RPY2.
Entry Task: Grab your writing folder and the prompt you prefer. Sit where you are comfortable to write and get out your My Essential Literature.
You may use any of your My Essential Literature to help you during your writing time
- Don't forget your note to yourself on your post-it!
You have the class period to write your essay

Exit Task: Put your essay in your writing folder with the prompt you selected. Remember from our friend Hamlet, “There is nothing either good or bad, but thinking makes it so.” Join Code: X2RPY2

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November 13, 2019

11/13/2019

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Objective: I can identify negative self talk, differentiate between growth mindset and fixed mindset, and jumpstart my brain growth by changing the voice in my head and my actions.
Entry Task:

Please grab a sheet of paper off the front table and take a moment to think of something you feel you are bad at or have even failed at;
- Consider certain sports, activities, classes, or even concepts within classes (dividing fractions, writing essays, class presentations, basketball, balancing equations, etc.).
- Write this on your sheet-- no one will see this sheet, so be honest with yourself.

Agenda:

Today we will discuss the difference between a Growth and a Fixed Mindset.
We will follow along with this presentation to guide our discussion and to play a game with the knowledge presented!

Exit Task: After our game, you will be given a goal sheet. Part of having a growth mindset is setting clear goals for yourself and learning to make a new goal each time you reach an accomplishment!

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November 12, 2019

11/12/2019

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Objective: We can highlight for plot, specific scene, and analysis in an example and our own essays to understand the importance of writing beyond the plot (W11-12.5).
Agenda:

Entry Task: Sit with your writing group; leave your folder in your file for now, please.
- Follow directions in the Essay Analysis Slideshow
- Analyze the essay for what it does then compare it to your own.

Exit Task: On the post-it provided, write yourself a reminder for what you want to remember to do for our next essay. Leave the post-it in your essay folder as a reminder of what to do when you write your Hamlet essay!

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