September 30

IRT: ~20 minutes
WNB: In your own words, define the word "tragedy" and give examples. Why are movies, books, the news, etc. concerned with tragedies? How are they used as a form of entertainment in our society?

Students wrapped up revising and editing their final draft of Performance Task #1 and submitted it on Canvas. Students began working on the reflection assignment which is due tomorrow.

Today's Board

Week-at-a-Glance

Overview of next 2 weeks

September 27

IRT: ~20 minutes
WNB: Is there such a thing as too much ambition? Explain.

Students took some time to look over the comments and suggestions from the peer review activity. We also made sure to format our paper in MLA style. Students continued revising and should submit the final draft of the essay before the end of class Monday.

Today's Board

September 26

Students used the first 30 minutes to read, annotate, and respond in their writer's notebooks to the article of the week then read independently.

Today's article: "Why We Shouldn't Shield Children from Darkness"

Some students needed more time to finish and submit their rough drafts so we could begin the peer review process, so they did that during the first 30 minutes.

Students evaluated other students' essays for elements of persuasion. Students then used this information to revise their rough drafts. We will continue this work tomorrow as students polish the final draft and submit for grading.

Today's Board

September 25

IRT: ~20 minutes
WNB: Outside Entry

We discussed how to evaluate sources for credibility. Students are encouraged to check their sources before using that information in their essays.

Students had the remaining time to complete and submit their rough drafts on Canvas. We will do a peer review activity tomorrow.

Today's Board

September 24

IRT: ~20 minutes
WNB: We watched a short film about Fahrenheit 451 then responded to this prompt: "There must be something in books, something we can't imagine, to make a woman stay in a burning house; there must be something there. You don't stay for nothing." - Ray Bradbury, Fahrenheit 451 /// Why do you think so many banned/challenged books have gone on to become curriculum-required reading (like Of Mice and Men, To Kill a Mockingbird, Fahrenheit 451, etc.)?

Students handed in the circle of viewpoints for their topic of choice with the possible claim for their paper written on the back. Students began working on the rough draft of the Performance Task 1 assignment. This should be turned in on Canvas before the end of class Wednesday.

Today's Board

September 23

IRT: ~20 minutes
WNB: In honor of Banned Books Week, students responded to this quote from the American Library Association: "Censorship leaves us in the dark."

I recapped the Performance Task 1 assignment and due dates, and students began planning and prewriting their rough drafts, which are due at the end of class Wednesday.

Today's Board

Week-at-a-Glance

September 20

IRT: ~20 minutes
WNB: What is more important: what a person thinks or what a person does?

We completed a practice PSAT reading passage.

Students worked in groups to review logical fallacies. This was the section of the test that most students had difficulty with.

Fourth period students discussed articles with their groups and shared 1 on the Canvas discussion assignment.

I introduced the next major grade, Performance Task 1. Students will have plenty of class time to work on this next week, and the final draft will be due at the end of class Friday, 9/27. Please check Canvas for other due dates.

Today's Board

September 19

Students took the argument and persuasion test today. Students had the opportunity to add points to this test by turning in one scored article of the week. Students had time to read independently when they finished the test.

I reminded 4th period to bring their health issues articles for the Canvas discussion tomorrow.

Today's Board

September 18

IRT: ~20 minutes
WNB: Write down 5 things to remember when preparing to take a test.

In groups, students discussed articles about health issues that they found. Groups selected one article to share in a discussion on Canvas then worked independently to read and comment on other articles. This will be our starting point on Friday. (The internet went out in the middle of 3rd period, so 4th period did not get to share and discuss articles today. We will complete this on Friday.)

We looked at a few more sample arguments and examined them for claims, reasons, and evidence. This is good practice for the test that students will take tomorrow. I've posted a logical fallacies review on the Argument and Persuasion page under the Unit 1 Module on Canvas.

Today's Board

September 17

Students used the first 30 minutes of class to read, annotate, and respond to today's article of the week in their writer's notebook. They used the remaining time to read independently.

Today's Article: "Video Games and Violence, Explained"

We selected our next topic for discussion: health. Students should bring an article to share with their groups tomorrow.

We discussed the upcoming test and reviewed important terms. The test is Thursday. Students should bring a scored article tomorrow to add points to the test.

We recalled the student essays from yesterday and made a list of qualities of an effective persuasive essay. This transferred into a great discussion about how to organize an essay. We will continue this work tomorrow.

Today's Board

September 16

IRT: ~20 minutes
WNB: Students received a sample STAAR essay prompt for today's notebook entry. Write an essay stating your opinion on whether a person can choose to be happy. Students free-wrote a response or created a T chart.

We went over the PSAT writing skills practice passage from Friday. We'll look at a few reading passages in the coming weeks.

We read sample student STAAR essays about choosing to be happy. Students worked with their groups to determine what score the essays would receive using the STAAR rubric. We discussed what students noticed about high-scoring essays. We will use this information to create an anchor chart tomorrow.

We ran out of time, so we didn't get to choose the next topic for discussion. We will do that tomorrow.

Today's Board

Week-at-a-Glance

September 13

Friday the 13th...
Pep Rally Day...
Full Moon...

Seems like a great day to have a substitute!

Today's Agenda

September 12

IRT: ~20 minutes
WNB: Students looked for interesting sentences as they read. We then used iPads and Apple Pencils to create a "book snap"--combining a picture of the page with their explanation of what makes the sentence interesting.

Students revisited the Canvas discussion from yesterday and replied to other students' comments on the articles. Students then worked with their groups to complete a circle of viewpoints chart. We will choose our 4th and final topic for discussion on Monday.

We went over the SOAPSTone strategy for analyzing rhetoric and applied it to "On Women's Right To Vote."

Students will have a substitute tomorrow.

Today's Board

September 11

IRT: ~20 minutes
WNB: I shared my story of where I was on 9/11/01 and of my visit to the memorial a few years ago. I asked students to freewrite--why is it important to remember events like this?

From the 9/11 Memorial & Museum in NYC

We completed a 12-minute drill to cover PSAT writing skills. All sophomores will take the PSAT on Wednesday, October 16.

We wrapped up notes on logical fallacies, and students received a review for the argument and persuasion test that we will have next Thursday, 9/19.

In their groups, students discussed articles about immigration that they found. Groups selected 1 or 2 articles to share in a Canvas discussion and then worked independently to read and comment on 2 articles. This will be the starting point for class tomorrow.

Today's Board (We still didn't get to the reading passage! Maybe tomorrow....)

September 10

IRT: ~20 minutes
WNB: Students responded to this editorial cartoon.

Today's Writer's Notebook Entry

We wrapped up our second topic, education, with a fishbowl discussion. Students considered which issue was most pressing, which issue would be easiest to solve, and what steps we can take to make the issue better. Students selected one issue and completed a "Circle of Viewpoints" activity.

The next topic for discussion is immigration. Students should bring an article to share with their groups tomorrow.

Fourth period took notes on logical fallacies. We will finish these tomorrow.

Today's Board (We did not get to "On Women's Right To Vote"--we'll start with that tomorrow.)

September 9

IRT: ~20 minutes
WNB: "The most valuable thing you have is your attention." - Lynda Barry

In their groups, students discussed articles about education that they found. Groups selected one article to share in a discussion on Canvas and then worked independently to read and comment on other articles. This will be the starting point for class tomorrow.

We completed a rhetorical analysis practice with "On Nuclear Disarmament." Third period added logical fallacies to our argument and persuasion notes--we'll finish these tomorrow. Fourth period ran out of time, so we'll start these notes tomorrow. Students will have a test over argument and persuasion on Friday, September 20.

Today's Board

Week-at-a-Glance

September 6

Students used the first 30 minutes to read, annotate, and respond to today's article of the week in their writer's notebooks and read independently.

Today's article: "The Destruction of the Amazon, Explained"

We wrapped up our first topic, the environment, with a fishbowl discussion. Students considered which issue was most pressing, which issue would be easiest to solve, and what steps we can take to make the issue better. Students selected one issue and completed a "Circle of Viewpoints" activity.

The next topic for discussion is education. Students should bring an article to share with their groups on Monday.

We discussed the rhetorical devices in "On Nuclear Disarmament" and determined which ones were most effective.

Today's Board

September 5

IRT: ~20 minutes
WNB: The news is full of reports about war, epidemics, terrorism, and environmental crises. Some problems are so serious that they may threaten civilization. What can be done to make the world safer?

In their groups, students discussed the articles about the environment that they found. Groups selected one article to share in a discussion on Canvas and then worked independently to read and comment on other articles. This will be the starting point for class tomorrow. (4th period began with this activity because some students needed to leave early for the football game.)

We read "On Nuclear Disarmament" and discovered rhetorical devices the author used. We will continue working with this speech tomorrow.

Today's Board

September 4

Students used the first 30 minutes of class to complete and submit the Choice Revision assignment, read independently, and write today's notebook entry (student choice).

We revisited the topics students brainstormed yesterday and decided to work with environment as our first topic. Students should search for an article about an environmental issue and have it ready to share with their groups when class begins tomorrow.

We continued taking notes over argument and persuasion (see Canvas for slides 14-32 today). We will continue this work tomorrow.

Today's Board

September 3

IRT: We visited the library during independent reading time today so students could renew and check out books.
WNB: What bothers you right now? Divide your paper into 3 columns, and make a list of issues that concern you locally, nationally, and globally.

Students discussed their lists of concerns and created one list for the group to share with the class.

Students reviewed the scenarios from Friday and looked for the claim, evidence, and appeals. This was a nice starting point for our notes over argument and persuasion. (See "Argument & Persuasion notes on the Argument & Persuasion page under Unit 1 on Canvas. We covered slides 1-12 today.) We will continue these discussions over the next few weeks.

Today's Board

Week-at-a-Glance