January 31

IRT: ~20 minutes
WNB: Outside entry - Students may write about whatever topic they choose.

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

Students received a copy of the test review for the Argument and Persuasion test that is scheduled for Friday, February 7.

We discussed the SPACECAT strategy for analyzing rhetoric, and students worked in their groups to select a speech to analyze. (See the speeches section on the Argument and Persuasion page on Canvas.)

Today's Board

January 30

IRT: 20 minutes
WNB: Students checked their reading rates today and discussed the different elements that influence that rate.

We took a short pre-assessment over tone and purpose.

Students handed in the Circle of Viewpoints handouts for the education and health topics from this week.

We wrapped up the argument and persuasion notes with information on logical fallacies and persuasive techniques. This information will appear on the test next week.

We revisited "On Nuclear Disarmament" and looked for rhetorical devices and elements of argument.

Students should find a current article (within the last 3 months) about an issue in the justice system to share with their groups tomorrow. The article does not need to be printed out--just be ready with the link on your phone or iPad.

Today's Board

January 29

IRT: ~20 minutes
WNB: The newspapers are 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?

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

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

We read "On Nuclear Disarmament" by Carl Sagan and discussed the author's use of rhetorical devices. We will continue working with this speech in the coming days.

Well, it happened. I erased the board before I took a picture of it. Here's a cartoon instead.

January 28

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

Today's Article: "What Is the Coronavirus and How Worried Should We Be?"

In their groups, students discussed the articles about health 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 the starting point for class tomorrow.

Students continued taking notes over argument and persuasion (notes are linked on the Argument and Persuasion page on Canvas, slides 13-27). We looked at examples of logos, ethos, and pathos in action.

Today's Board

January 27

IRT: ~20 minutes
WNB:

Today's Notebook Entry

I passed back the windows and mirrors writing assignment. Students who have questions should come in A block tomorrow.

Students participated in a fishbowl discussion about educational issues. Students considered which issues were most pressing, which issues would be easiest to solve, and what steps we can take to make those issues better. Students selected one issue and completed a "Circle of Viewpoints" activity.

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

We did not have time to continue notes over argument and persuasion today.

Today's Board

Week-at-a-Glance

January 24

IRT: ~20 minutes
WNB: Today's notebook entry is a two-parter. Part 1: Think about the article about advisory that I shared with you. Do you agree with the claim? Why or why not? How would you fix advisory? Part 2: Think about the article that you chose for today's discussion about educational issues. Why did you pick it? What line stands out most to you?

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

Future Topics

• Health
• Justice System
• Environment

We did not have time to continue taking notes, so we will get back to those on Monday.

Today's Board

January 23

IRT: ~20 minutes
WNB:

Today's Writer's Notebook Prompt

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

Students reviewed the scenarios from yesterday and looked for the claim, evidence, and appeals in each one. This was a nice starting point for our notes over argument and persuasion. (There's a link to the "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.

We experimented with storing our phones during class today. At the end of class, I asked students to reflect on the experience. The information they shared was eye-opening! Next time, I'll add questions about how many notifications they missed.

Today's Board

January 22

IRT: ~20 minutes
WNB: What bothers you right now? What problems do you see in your school, city, state, country, world? Divide your paper into 3 columns, and make a list of issues that concern you locally, nationally, and globally.

Students discussed their lists with their groups and created one list for the group to share with the class. We will revisit these lists tomorrow.

Students worked in groups to create speeches for different scenarios. We'll use this work as we learn more about argument and persuasion in the coming days.

Today's Board

Updated Week-at-a-Glance

January 21

Only 4th period had independent reading time today because of course selection in 2nd period and a fire drill in 3rd period. That happens sometimes.

WNB: Outside entry - Students may write about any topic. Check Canvas for ideas if needed.

We watched an episode of The Simpsons and analyzed the satire. Students explained the argument and techniques the writers used in the episode. (Satire page on Canvas has the script and a link to the playlist for the episode.)

Students took some time to fill in the "L" column of the KWL chart with things they learned about satire and handed it in before the end of class.

Today's Board

Week-at-a-Glance (added later: no PM tutoring Tues. or Wed.; no AM or PM tutoring Fri.)

January 17

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

Today's article: "Taking the Beef out of Burgers"

We watched a few satirical Saturday Night Live skits ("President Barbie" and "Plagiarism") and practiced the IFCAT analysis strategy. Students then worked independently to read "Advice to Youth" by Mark Twain and fill in an IFCAT chart (on the Satire page on Canvas). Students who did not finish before the end of class should complete it at home and hand it in on Tuesday. Students also added details to the KWL chart--they'll hand this in on Tuesday.

Today's Board

January 16

IRT: ~20 minutes
WNB: What's the biggest misconception about teenagers today? When you hear people say "Kids today," what do they usually follow it up with?

We discussed the notebook entry for a bit. Most kids said a misconception is that they're lazy but really they're just tired.

We took some time to finish the satire notes from yesterday (see Satire page under the Unit 1 Module on Canvas). Students explored different satirical websites and chose one story to analyze. We will continue working with satire tomorrow.

Today's Board

January 15

WNB: Students viewed a commercial and discussed what aspects made it humorous. (This entry can be a list instead of a half page response.)

We took the district-mandated Nelson Denny test today, so we did not have independent reading time.

We began taking notes over satire (available on the Satire page under the Unit 1 Module on Canvas). We will continue this work tomorrow.

Today's Board

January 14

IRT: ~20 minutes
WNB: "You may live in the world as it is, but you can still work to create the world as it should be." - Barack Obama

Students completed a windows and mirrors writing assignment about their summer reading book. Absent students should plan to come to tutorials during A block Thursday to make up this work.

Students should bring their iPads tomorrow.

Today's Board

January 13

IRT: ~20 minutes
WNB: Article of the Week - "Drop the SAT and ACT as a Requirement for Admission, Top UC Officials Say"

Students handed in the Personal One Pager assignment at the beginning of class.

We discussed the procedures for the article of the week (also available on the My Resources page on Canvas). Students read and annotate the article with questions and connections then respond in their writer's notebooks.

We used the remaining class time to work on the windows and mirrors writing with "The Man in the Water." Students will follow this structure for tomorrow's writing about their summer reading.

Today's Board

Week-at-a-Glance

January 10

IRT (Independent Reading Time): ~20 minutes
WNB (Writer's Notebook): How can ordinary people be heroic? What could motivate them?

Students took some time to finish up the "Elements of an Autobiographical Poem" writing from yesterday and submitted their work on Canvas (daily grade).

We read "The Man in the Water" and discussed the essay as a window into someone else's life and a mirror of our own. We will continue this on Monday. This work will prepare students for the work we will do next week with their chosen summer reading book.

Students will hand in the Personal One Pager assignment at the beginning of class Monday.

Today's Board

January 9

We went to the library today. Starting tomorrow, students will need a book each day for independent reading time.

We set up our writer's notebooks. Absent students should plan to come to tutorials A block Tuesday to complete this process. The first entry is below.

Writer's Notebook entry for Thursday, January 9

We set up Apple Classroom on student iPads and used Apple Pencils to write beside a poem. Students will turn this in on Canvas for a daily grade.

January 8

We spent some time discussing the course syllabus and filling in important dates on the calendar.

Students completed a notecard activity focusing on positive identities.

Students received the Personal One Pager assignment and had some time to plan and work. This is due at the beginning of class on Monday.

Be sure to bring a notebook so we can set up our Writer's Notebooks tomorrow.

Students will also need to be prepared with the summer reading work on Friday. Students who didn't read should choose one of the stories on the "Stories for Summer Reading" page on Canvas.

Today's Board

January 7

Welcome to English II PreAP!

We spent some time getting to know each other and the classroom today. Students completed an info form, discussed summer reading, and played with poetry. Students should bring their chosen summer reading book on Monday. Students who did not complete summer reading should choose one of the stories on the "Stories for Summer Reading" page on Canvas and read it by Monday.

Students should bring a notebook for the writer's notebook on Thursday. This can be a recycled notebook from another class, a composition notebook, or any notebook that can be used for this purpose only.

Each day, I'll post a photo of the agenda from the board.

At the beginning of each week, I'll share the week-at-a-glance (always subject to change).