May 20

What a long, strange 60-ish days it's been.

I closed out my classroom last week. That's something I normally do at the end of the year anyway, but this time was different because none of my hallway buddies were there. I guess that kept me a little more on task.

My students submitted their last assignments on Sunday. I tried to be encouraging as I offered feedback, and I received so many kind messages in response. While the current grading system seems a bit flawed to me, I've come to realize that maybe the grade doesn't matter. If my students leave my class as a better version of themselves, then mark that as a success.

And with that, I'm closing the book (or laptop, rather) on this school year. My plans for the summer have all been cancelled. I have no idea what the fall will bring, and I really can't even make a prediction. As a person who loves to plan ahead, I have to keep reminding myself to breathe and know that everything will be okay.

April 15

Started my day with a trip to the grocery store, and I found paper towels!!! I guess it's true that the early bird gets the worm. Or the paper towels, in this case.

Met with my English team before lunch for updates on general school stuff.

Began reading through student work. I'm finding lots of new titles to add to my to-read-next list thanks to the discussion board!

Don't be like this alligator. Go for at least 8 steps each day.

April 14

I changed my office hours for this week, and I guess that threw me off enough to forget to post something yesterday. I spent a lot of time giving feedback to students yesterday--many waited until Saturday and Sunday to submit work.

I started my day today meeting with my PSAT team and figuring out how to get the information we need out to parents and students. 

This afternoon, I held my first live tutorial session. Eleven students showed up! It was great to see some faces and hear some voices. It was going pretty well until my computer froze up and I had to restart the entire thing. I also repeated myself a lot, so I think I'll create a mini-lesson to use next week instead of just a drop-in tutorial thing. 

Yeah, it's a little like that.

April 9

Started my day with a meeting on WebEx with Mr. McCoo and the most excellent English department in the universe.

Another meeting followed that meeting, this one with my English II PreAP team to hash out details for next week's work. We're moving into new content beginning April 13, and this work will be graded. Each week will focus on a different skill.

I spent time getting next week's work built in Canvas, recording videos and adding pages. I also gave feedback to students in the independent reading discussion on Canvas.

Feeling this way about the whole week, tbh. We can do it!

April 8

Not much of an update to share today. I graded some submissions and answered a few questions via email. I sent a challenge to my advisory kids--only 1 has responded so far.

This post is a bit of a letdown after yesterday's revelation. Oh well. Not all days can be awesome, but you can find something awesome in every day. Maybe today's cartoon will be that something awesome.

I'm the rhino.

April 7

A discovery for today--more like a reminder because I've heard it before: we all have different learning curves and methods. Some people get it right away and shift and jump right in to a new idea and try to figure it out along the way. Others (like me) take their time and wait until all of the information is in before starting something new. I'm okay with trying to build the plane while it's flying, as long as the major components of the plane are functioning and the whole thing won't crash along the way. As this "new normal" persists, it's going to be really important that we remember that not everyone is at the same level or can be at the same level because we all have different planes to fly.

It does not benefit me in any way to compare the work I'm doing with my students with the work other teachers are doing with their students. And the same goes for my students. This is the first time for all of us in this strange situation, and we're all coping the best way we know how.

And with that, I'm going for a walk. (Baxter is still sore, so we'll try a walk tomorrow.)

Super high stakes poker game

April 6

Just realized I didn't post a blog today. Not sure why...

Today was a little more packed than usual with getting new content loaded and grading work from last week (or Sunday night in many cases).

I met with my English team at lunch today to celebrate Ms. Perkins's birthday.

Baxter didn't get a walk today because he hurt himself while jumping out of the car after a trip to Petco Sunday morning. He's on some pain meds that make him sleep a lot, so hopefully we'll get back to our walks on Wednesday.

In the meantime, hope you're all doing well!

WebEx Meeting with English teachers (not everyone had showed up yet)

April 3

Fridays don't really mean much when you don't leave your house... Baxter didn't get a walk again today because it's rainy and cold. He might be a little mad about it.

Lots of time giving feedback and following up with kids today.

I made a quick video to share with students to remind them how to punctuate titles properly.

WebEx seems to be working better today. I hope it keeps up!

Have a great weekend!

April 2

One cool thing about teaching online is that I get to listen to music and podcasts in the background while I work. A couple of podcasts that I've really enjoyed are Unlocking Us with Brene Brown and Dolly Parton's America.

I wrapped up my mail project during AM office hours today and gave feedback on a few more assignments on Canvas.

I met with my colleagues to stay up-to-date on what's happening with school and gave more feedback during my PM office hours.

Baxter didn't get a walk today because it looked like rain for most of the day, and neither of us enjoy walking in the rain.

I'm not much of a greenthumb, but this jasmine plant has lasted 2 years in my yard. Can't wait for it to bloom!

April 1

It's difficult to acknowledge April Fool's Day when the entire world feels like one big joke right now.

I spent some time during AM office hours giving feedback on work that students have already submitted.

Baxter has been bored on his usual walks through the neighborhood, so we went for a walk in a nearby park so he could have new things to sniff.

During PM office hours, I started a new project. I'm going to send a surprise to students who read more than 1000 pages during the 3rd 9 weeks, so keep your eye on your mailbox!

You're going to get lots of pictures of Baxter; I hope you don't mind.

March 31

I set up the WebX Teams spaces for each of my classes and helped troubleshoot some issues for my colleagues today during AM office hours.

I left the house to pick up some prescriptions for my mom and a few other essentials. Took Baxter for a walk when I got home. Some of you may know that I was fostering a puppy from DFW Humane Society. She was adopted over the weekend, so things are really quiet at my house right now, and Baxter is very happy about that. He likes other dogs, but he's 12 now, and he just doesn't have the patience for the younger ones.

Nothing too exciting to report from PM office hours except for the governor's announcement that schools will be closed until at least May 4. Haven't decided how I feel about that yet; Baxter, however, is thrilled!

It was a beautiful day for a walk with Baxter!

March 30

Welcome to the "new normal"!

I wasn't sure if I'd continue to post a recap blog now that everything is virtual. At first, it didn't seem necessary since everything is right there in Canvas. However, the blog was also a way for me to reflect on the day, so I think I'll continue to use it in that way.

Today was the first official virtual day. Students accessed a weekly plan on Canvas that directs them to choose 3 different "experiences" to complete throughout the week. Additionally, students are expected to keep up with their independent reading. I figure you've watched everything on Netflix, Hulu, Amazon, and Disney by now, so time to read should be easy to come by!

I held office hours from 9-11:30 and 2:30-4. Today, I spent time calling students in my advisory class to check in and see if I could answer any questions. I also answered a few emails from my English II PreAP students who were getting a good start on the lessons in Canvas. Many students have submitted work already, and I'm really impressed by what they've produced!

Since it's #MissYouMonday, I have to let you know that I really miss you! Most of you know that I taught online for a year or so, and the main reason I returned to the classroom was because I missed the face-to-face interaction that you just don't get online. It's weird to be back in the virtual world, but the skills I learned are definitely useful, and I've been able to support my colleagues along the way. Hoping to see you all again soon!

Here's my work-from-home situation (coffee not pictured)

March 13

Third and 4th periods took their midterm exam today. All grades will be finalized before I leave this afternoon.

Have a great spring break!

March 12

Second period completed their midterm exam today. Grades will be posted before the end of the day Friday.

Third and 4th periods reviewed for the exam, completing a STAAR revising and editing practice and a Kahoot over satire terms.

Today's Board

March 11

IRT: ~20 minutes

Second period students completed a revising and editing practice, which had examples of the types of questions they'll answer on that part of the midterm exam. We also completed a satire terms review on Kahoot.

We were having network issues yesterday afternoon. Since many students in 3rd and 4th periods weren't able to complete the assignments, we took time in class today to do that. We'll do the review activities tomorrow.

Today's Board

March 10

WNB: Reflect on your sophomore year so far. What has gone well? What would you change?

Students completed the midterm writer's notebook check assignment.

Students used the remaining class time to complete the midterm reading reflection.

Today's Board

March 9

IRT: ~20 minutes
WNB: Outside Entry

We completed a practice AP-style multiple choice passage over Julius Caesar and discussed the responses.

Students began working on the midterm reading reflection. This is a major grade, and it is due at the end of class tomorrow.

Students have the opportunity to add points to the reading reflection, notebook check, and midterm exam by handing in scored articles of the week. All points should be handed in by Wednesday.

Today's Board

Week-at-a-Glance

March 6

IRT: ~20 minutes
WNB: "The more you get into someone else's stories, the less they become an 'other.'" - Glynn Washington

I passed back scored rubrics for the Performance Task 1 assignment. Students can find comments on Canvas. Those who have questions should plan to come to tutorials anytime before or after school or A block Tuesday.

Students received a copy of the midterm review.

We finished reading Julius Caesar, focusing on Antony's speech in Act III Scene 2 and the violence in Act III Scene 3. We completed the comparison chart from yesterday and discussed slide 17 from "Speaker Situation Significance."

Coming Up
Monday, 3/9 - Midterm Reading Reflection, due end of class Tuesday (major grade)
Tuesday, 3/10 - Midterm Writer's Notebook check (minor grade)
Thursday, 3/12 - 2nd period midterm exam
Friday, 3/13 - 3rd & 4th periods midterm exams, early release

Today's Board

March 5

IRT: ~20 minutes
WNB: Choose 1 and respond. "A stumble may prevent a fall." // "Better to light a candle than curse the darkness."

I reminded students to keep up with the currently reading pages in their writer's notebooks. This will be important when we begin the reading reflection assignment on Monday.

We recapped Act III Scene 1. We watched and discussed Brutus' speech in Act III Scene 2 (lines 1-56). Students completed a comparison chart to analyze Brutus' speech and responded to slide 27 from "Reading Julius Caesar." We will continue this work tomorrow.

Coming Up
Monday, 3/9 - Midterm Reading Reflection, due end of class Tuesday (major grade)
Tuesday, 3/10 - Midterm Notebook Check (minor grade)
Thursday, 3/12 - 2nd period Midterm Exam
Friday, 3/13 - 3rd & 4th periods Midterm Exam // Early Release

Today's Board

March 4

Students had the first 30 minutes of class to respond to a brief assignment on Canvas about Act II of Julius Caesar then read, annotate, and respond to today's article of the week in their writer's notebooks.

Today's Article: "What Would Happen if US Schools Close Because of Coronavirus?"

We read and watched Act III Scene 1 of Julius Caesar and discussed slides 20-23 from "Reading Julius Caesar" and slide 15 from "Speaker Situation Significance," adding our responses to our notes. We will continue this work tomorrow.

Today's Board

March 3

IRT: ~20 minutes
WNB: What message or lesson is the author of your independent reading book trying to get across? How do you know? Be sure to include the title and author of your book.

We finished reading Act II today, discussing and taking notes over slides 13-18 from "Reading Julius Caesar" and slides 12-13 from "Speaker Situation Significance." Students worked with their groups to  read and answer questions about Scenes 3 and 4 and complete a storyboard for an assigned scene.

Today's Board

March 2

IRT: ~20 minutes
WNB: On paper

We recapped our reading of Act I of Julius Caesar. Students shared their scene storyboards and responded to slide 9 on the "Reading Julius Caesar" slides.

We began reading Act II, discussing and taking notes over the first two parts of Scene 1 (slides 10-12 on "Reading Julius Caesar" and slides 10-11 on "Speaker Situation Significance"). We will finish reading Act II tomorrow.

Today's Board

Week-at-a-Glance

February 28

We inverted our work today. We finished reading and taking notes over Act I of Julius Caesar and completing slides 6-8 on "Reading Julius Caesar" and slides 6-8 on "Speaker Situation Significance" (all on Canvas). Students worked with their groups to recap an assigned scene, following the "Scene Recap Instructions" on Canvas.

With the remaining class time, students read, annotated, and responded to today's article of the week, then read independently.

Today's Article: "You Might Just Be Addicted: Smartphone Use Physically Affects Your Brain, Study Says"

Today's Board

February 27

IRT: ~20 minutes
WNB: Choose 1 statement that you strongly agree or disagree with and explain. Too much ambition inevitably leads to disaster. // Politicians are more concerned with power than with issues affecting people's lives. // Violence leads to more violence. // Crowds can be easily manipulated and moved to violence.

Students participated in a four corners activity to discuss their thoughts on the notebook prompts before writing.

We began reading Julius Caesar, covering Act I Scene 1 and the first part of Scene 2 (from lines 1-177). We discussed and took notes from "Reading Julius Caesar" slides 4-5 and "Speaker Situation Significance" slides 1-5 (all on Canvas).

Today's Board

February 26

IRT: ~20 minutes
WNB: Choose one statement you strongly agree or disagree with and explain: There is never, ever a good reason to betray a friend. // Advice from family members is more valuable than advice from friends. // People are 100% responsible for their own fate.

Students participated in a four corners activity to discuss their thoughts on the notebook prompts before writing.

Students completed the first 2 columns of a KWL chart about Julius Caesar. We watched a short video to introduce Caesar, then read an essay ("About the Real Julius Caesar" on Canvas). We discussed the life of Caesar and then discussed the play. Students completed the last column of the KWL chart.

We will begin reading the play tomorrow. Students have a few options as to how they want to track their reading and notes: they may read and annotate the play on their iPads, they may read the play on their iPads and take notes on paper, or they may read the play in the book and take notes on paper. Students who need an annotation app should consider PDF Expert 7. (It's free!)

Today's Board

February 25

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 handed in the rough draft of the performance task assignment. The final draft and reflection were due yesterday.

Students read introductory material for Shakespeare and drama and took notes (see "Shakespeare's World" and "Shakespearean Drama" on the Julius Caesar page on Canvas).

Today's Board

February 24

IRT: ~20 minutes

Students received their Performance Task 1 rough draft and peer reviews from last week. We set up the document, and students began revising their essays. Students also began working on the reflection for this task. All work is due by 11:59 tonight.

Today's Board

Week-at-a-Glance

February 21

IRT: ~20 minutes
WNB: Outside entry

Students took some time to review other students' persuasive essays. This feedback will be useful as we revise our essays on Monday.

Students should bring their charged iPads on Monday.

Today's Board

February 20

Students wrote the rough draft for Performance Task #1 today. We will complete a peer review process tomorrow, and students will revise and type the final draft in class Monday.

Today's Board

February 19

Students had the first 30 minutes of class to read, annotate, and respond to today's article of the week, then read independently.

Today's Article: "Common Exercise Mistakes You Are Probably Making Right Now"

Fourth period completed yesterday's PSAT reading practice.

We examined different ways to write an introduction, and I gave students a few reminders to consider as they continued researching and planning for their rough drafts tomorrow.

Today's Board

February 18

IRT: ~20 minutes
WNB: Think about the topic you've selected for your persuasive essay. Write down all of the counterarguments you can think of for your topic.

Students completed a PSAT Reading practice. We discussed answers as a class. (Fourth period did not get to this activity because we evacuated the building when the fire alarms went off.)

Students used the remaining class time to research and plan for the Performance Task 1 writing assignment coming up on Thursday. Students completed the Performance Task 1 Topic Choice on Canvas before the end of the period.

Tomorrow, 2nd period students will meet with their counselors to discuss scheduling for next year.

Today's Board

Week-at-a-Glance

February 14

IRT: ~20 minutes
WNB: Book Snap - Students selected an interesting line or passage in their independent reading book, took a picture of it with their iPads, then annotated it with an Apple Pencil. We shared a few on the projector.

Students continued working with their groups to draft an outline for their chosen prompt from yesterday.

Students received the Performance Task 1 assignment sheet and began researching and planning. Students should have a topic selected by Tuesday to continue researching.

Today's Board

Happy Valentine's Day!

February 13

IRT: ~20 minutes
WNB: On paper--handed in.

We continued discussing the How To Persuade notes. Students worked with their groups to dissect two sample essays and create outlines for them. Students then worked with their groups to create an outline for a new prompt. We will finish this work tomorrow.

Today's Board

February 12

IRT: ~20 minutes
WNB: Outside entry--suggested topic: Choose an Abraham Lincoln quote and respond to it.

We went over the argument and persuasion test from last week. Students who need to retake the test should come in A block tomorrow.

We checked the PSAT writing practice from Monday. We will do more of these as the semester goes on.

We began taking notes on how to write persuasively (see "How To Persuade" notes on the Argument and Persuasion page on Canvas, slides 1-16). We will continue this work tomorrow.

Today's Board

February 11

Second period had a substitute today, so 3rd and 4th periods just followed the same instructions.

Today's Article: "2 Big Teachers Unions Call for Rethinking on Student Involvement in Lockdown Drills"

Today's Agenda

February 10

IRT: ~20 minutes
WNB: Write an essay stating your opinion on whether it's better to succeed individually or as a team.

I checked in with students as they read to ensure that they're keeping up with the currently reading pages in their notebooks. This will be important in a few weeks when we complete our reading reflections.

In their groups, students revisited the editorials they read last week and discussed the qualities of good persuasive writing. As a class, we built an anchor chart of things we should include in our own writing.

We explored the STAAR writing rubric and discussed the differences between score point 3 and score point 4 essays. We then looked at student sample score point 4 essays about today's notebook topic and found more characteristics of good writing to add to our chart.

We finished class with a practice PSAT writing passage. We will go over this on Wednesday.

Today's Board

Week-at-a-Glance

February 7

Students took the Argument and Persuasion test today. Grades will be posted before I leave for the day.

• Absent students should plan to stay after school Monday or Tuesday to make up the test.
• Students who scored below 70% should plan to attend tutorials on Thursday, 2/13, to retake the test. 

Today's Board

February 6

IRT: ~20 minutes
WNB:

Students participated in a fishbowl discussion about the environment. Students considered which issues were most pressing, which issues would be easiest to solve, and what steps can be made to make those issues better. Students selected one issue and completed a circle of viewpoints activity. Students will hand in the justice system and environment circle handouts tomorrow.

We reviewed logical fallacies in preparation for tomorrow's Argument and Persuasion test. Students also handed in a scored article of the week to add points to the test.

Today's Board

February 5

Second period had a substitute today, so 3rd and 4th period just followed the same instructions.

February 4

IRT: ~20 minutes
WNB: Imitating the Grammar of the Greats - Students completed a handout and wrote sentences modeling the style of different authors. (Absent students should come to tutorials to make up this one.)

In their groups, students discussed articles about the environment that they found. Groups selected one article to share in a discussion on Canvas, then students worked independently to read and comment on 2 other articles. This will be our starting point for class on Thursday.

Students revisited their selected speeches from Friday and continued the analysis. We made a list of qualities of effective speeches based on their work. This will be important as we begin writing our own persuasive essays in the coming weeks.

Today's Board

February 3

Students had the first 30 minutes of class to read, annotate, and respond to today's article of the week, then read independently.

Today's Article: "Senate Rejects Witnesses in Trump Impeachment Trial"

Students participated in a fishbowl discussion about issues in the justice system. Students considered which issues were the most pressing, which issues would be easiest to solve, and what steps can be taken to make those issues better. Students selected one issue and completed a circle of viewpoints activity.

The next topic for discussion is the environment. Students should find a current article (within the last 3 months) about an issue in the environment to share with their groups tomorrow. The article does not need to be printed out--just be prepared with the link on your phone or iPad.

Students worked with their groups to finish the analysis of their chosen speeches from Friday.  Fishbowl discussions went a little long, so we'll revisit the speeches tomorrow.

Today's Board

Week-at-a-Glance