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"
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| Today's Board |
Friday, February 28, 2020
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"
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"
Thursday, February 27, 2020
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).
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).
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| Today's Board |
Wednesday, February 26, 2020
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!)
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!)
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| Today's Board |
Tuesday, February 25, 2020
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).
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).
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| Today's Board |
Monday, February 24, 2020
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.
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.
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| Today's Board |
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| Week-at-a-Glance |
Friday, February 21, 2020
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.
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.
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| Today's Board |
Thursday, February 20, 2020
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.
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| Today's Board |
Wednesday, February 19, 2020
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 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.
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| Today's Board |
Tuesday, February 18, 2020
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.
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.
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| Today's Board |
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| Week-at-a-Glance |
Friday, February 14, 2020
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.
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.
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| Today's Board |
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| Happy Valentine's Day! |
Thursday, February 13, 2020
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.
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.
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| Today's Board |
Wednesday, February 12, 2020
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.
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.
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| Today's Board |
Tuesday, February 11, 2020
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 Article: "2 Big Teachers Unions Call for Rethinking on Student Involvement in Lockdown Drills"
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| Today's Agenda |
Monday, February 10, 2020
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.
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.
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| Today's Board |
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| Week-at-a-Glance |
Friday, February 7, 2020
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.
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| Today's Board |
Thursday, February 6, 2020
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.
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.
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| Today's Board |
Wednesday, February 5, 2020
February 5
Second period had a substitute today, so 3rd and 4th period just followed the same instructions.
Tuesday, February 4, 2020
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.
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.
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| Today's Board |
Monday, February 3, 2020
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 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.
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| Today's Board |
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| Week-at-a-Glance |
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