Daily Agendas & Homework
6/05/17 - 6/09/17
- Students present Animal Farm review games
- Tests and assignments returned
- Watch Animal Farm movie (period 4 started 6/08, period 5 starts 6/09)
- Homework: Be sure to bring any supplies that you need to present your game to the class. Periods 4 & 5: write one page about what you learned while reading Animal Farm. what was the theme or message and what did you learn personally (about yourself, the world, human nature etc) - due 6/08 for period 4 & 6/09 for Period 5.
- Students present Animal Farm review games
- Tests and assignments returned
- Watch Animal Farm movie (period 4 started 6/08, period 5 starts 6/09)
- Homework: Be sure to bring any supplies that you need to present your game to the class. Periods 4 & 5: write one page about what you learned while reading Animal Farm. what was the theme or message and what did you learn personally (about yourself, the world, human nature etc) - due 6/08 for period 4 & 6/09 for Period 5.
6/02/17
- Students continue to work in computer lab 22 to create an Animal Farm game in Google Classroom
- Homework: Finish Animal Farm game and bring in all props, supplies on Monday for presentation/game!
6/01/17
- Test Make-up's
- Trimester Benchmark make-up's at lunch
- Students worked in computer lab in groups to create a review game based on Animal Farm.
- Homework: work on Animal Farm game in Google classroom - due Monday!
5/31/17
- Animal Farm Unit Test
5/30/17
- Went over test format and students given back all work & given time to study/review for test.
- Students stapled together assignments & created a study packet: Ch. 1-2, 3-4, 5-6, 7-8, 9-10, movie questions & Animal Farm character chart to use to study tonight.
- Ms. Eneriz also met with students missing work.
- Homework: Study study packet & novel for Animal Farm Test Tomorrow! Bring in books tomorrow as well.
5/29/17
- NO SCHOOL - MEMORIAL DAY
5/26/17
- Finish correcting Ch. 9-10 and discuss
- Return all papers
- Homework: study reading questions and character chart for test next Wednesday, 5/31/17.
5/25/17
- Watched "Animal Farm Rap" and discussed what is an allegory
- Corrected Animal Farm movie question handout and added three more questions to the back (from the video):
- Animal Farm Test moved to Wednesday 5/31/17
- Homework: Extra Credit may be turned in tomorrow. Students given supplemental reading questions will find the document attached below - Do #1-7 (*Note: please do not do these questions unless Ms. Eneriz assigned them to you).
6/02/17
- Students continue to work in computer lab 22 to create an Animal Farm game in Google Classroom
- Homework: Finish Animal Farm game and bring in all props, supplies on Monday for presentation/game!
6/01/17
- Test Make-up's
- Trimester Benchmark make-up's at lunch
- Students worked in computer lab in groups to create a review game based on Animal Farm.
- Homework: work on Animal Farm game in Google classroom - due Monday!
5/31/17
- Animal Farm Unit Test
5/30/17
- Went over test format and students given back all work & given time to study/review for test.
- Students stapled together assignments & created a study packet: Ch. 1-2, 3-4, 5-6, 7-8, 9-10, movie questions & Animal Farm character chart to use to study tonight.
- Ms. Eneriz also met with students missing work.
- Homework: Study study packet & novel for Animal Farm Test Tomorrow! Bring in books tomorrow as well.
5/29/17
- NO SCHOOL - MEMORIAL DAY
5/26/17
- Finish correcting Ch. 9-10 and discuss
- Return all papers
- Homework: study reading questions and character chart for test next Wednesday, 5/31/17.
5/25/17
- Watched "Animal Farm Rap" and discussed what is an allegory
- Corrected Animal Farm movie question handout and added three more questions to the back (from the video):
- An allegory is: a story told in more than one way, the literal on the surface and the symbolic below.
- Mollie represents: the middle class
- The windmill represents: plans for industrialization
- The dogs represent: the secret police
- Animal Farm Test moved to Wednesday 5/31/17
- Homework: Extra Credit may be turned in tomorrow. Students given supplemental reading questions will find the document attached below - Do #1-7 (*Note: please do not do these questions unless Ms. Eneriz assigned them to you).
supplemental_animal_farm_reading_questions_1-12.pdf | |
File Size: | 61 kb |
File Type: |
5/24/17
- Students watched three short Animal Farm movie clips (below) and answered the Animal Farm Movie Questions handout (collected at end of period)
animal_farm_movie_questions.pdf | |
File Size: | 40 kb |
File Type: |
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5/23/17
- Trimester 3 Benchmark
- Students who didn't finish could finish at lunch
5/22/17
- Worked on Chapter 9 & 10 study guide questions.
- Watched short film
- Homework: Ch. 9-10 study questions due Wednesday.
- Trimester 3 Benchmark
- Students who didn't finish could finish at lunch
5/22/17
- Worked on Chapter 9 & 10 study guide questions.
- Watched short film
- Homework: Ch. 9-10 study questions due Wednesday.
animal_farm_ch.9_10_reading_questions.pdf | |
File Size: | 71 kb |
File Type: |
5/19/17
- Groups created posters on dramatic irony in each chapter and presented (presentations continue on Monday for periods 3 & 4)
- Reminders: Trimester 3 Benchmark on Monday.
- Animal Farm Unit Test on Friday, May 26th.
Homework: Ch. 7-8 Study Guide questions due Monday. Extra Credit due Tuesday, May 23rd!
- Groups created posters on dramatic irony in each chapter and presented (presentations continue on Monday for periods 3 & 4)
- Reminders: Trimester 3 Benchmark on Monday.
- Animal Farm Unit Test on Friday, May 26th.
Homework: Ch. 7-8 Study Guide questions due Monday. Extra Credit due Tuesday, May 23rd!
animal_farm_ch.7_8_reading_questions.pdf | |
File Size: | 106 kb |
File Type: |
5/18/17
- Periods 3 & 5 correct Ch.3-4 study guide questions
- All periods correct Ch. 5-6 study guide questions & work on Ch. 5 Activity
- Return assignments
- Animal Farm Unit Test on Friday, May 26th.
- Homework: Finish Ch. 5 Dramatic Irony activity/handout - due Friday. Extra Credit due Tuesday, May 23rd!
5/17/17
- Students at VASA Park
5/16/17
- Regular Day Schedule
- Period 4 only: corrected Ch. 3-4 reading questions & reviewed/discussed. Periods 3 & 5 will do this on Thursday.
- Returned assignments
- **Animal Farm Unit Test (whole book) has been rescheduled for Friday, May 26th.**
- Homework: Finish Ch. 5 & 6 study questions - due Thursday
**EXTRA CREDIT OPPORTUNITY: Work individually or with friends to create your own rendition of the "Beasts of England" song or The Seven Commandments from Animal Farm. You may play an instrument, dance, sing, rap, act, put it to other music or create a music video. Record your performance and email Ms. Eneriz or save it on a flash-drive. If you cannot record, please speak to Ms. Eneriz to schedule a performance. Due Tuesday, May 23rd!
chapter_5-6_reading_questions___activity.pdf | |
File Size: | 111 kb |
File Type: |
5/15/17
- Period 4 only - Block schedule
- Corrected Ch. 1-2 reading questions
-"Beasts of England" group activity
- Returned assignments
- Homework: Finish Ch. 3 & 4 study questions - due tomorrow!
- Period 4 only - Block schedule
- Corrected Ch. 1-2 reading questions
-"Beasts of England" group activity
- Returned assignments
- Homework: Finish Ch. 3 & 4 study questions - due tomorrow!
chapter_3-4_reading_questions.pdf | |
File Size: | 86 kb |
File Type: |
5/12/17
BLOCK SCHEDULE - PERIODS 3 & 5
- Corrected and reviewed Ch. 1-2 reading questions
- Returned papers/assignments
- Students worked in animal groups to create their own rendition of "Beasts of England" - presented to class
- Students may begin working on Chapter 3 & 4 reading questions: due Wednesday.
Homework: Finish reading Animal Farm by Monday (Period 4) & Tuesday (Periods 3 & 5)!
BLOCK SCHEDULE - PERIODS 3 & 5
- Corrected and reviewed Ch. 1-2 reading questions
- Returned papers/assignments
- Students worked in animal groups to create their own rendition of "Beasts of England" - presented to class
- Students may begin working on Chapter 3 & 4 reading questions: due Wednesday.
Homework: Finish reading Animal Farm by Monday (Period 4) & Tuesday (Periods 3 & 5)!
chapter_3-4_reading_questions.pdf | |
File Size: | 86 kb |
File Type: |
5/11/17
- PERIOD 4 TESTING IN LAB 30 - Students who finish may continue reading Animal Farm and should complete the character chart
- Homework: (Periods 3 & 5) In Google Classroom, complete the Ch. 1-2 Reading Questions (see 5/10/17). Type and print document with your answers. You may neatly write your answers if you do not have access to a computer - DUE FRIDAY FOR PERIODS 3 & 5 only (Due Monday for Period 4 only****). Students must finish reading the entire novel Animal Farm by Monday for periods 3, 4, 5.
5/10/17
- Block periods 3 & 5 - No testing
- Students worked in groups to create a group poster for their animal group
- Reviewed & listened to Ch. 1-2 of Animal Farm
- Homework: In Google Classroom, complete the Ch. 1-2 Reading Questions (below). Type and print document with your answers. You may neatly write your answers if you do not have access to a computer - DUE FRIDAY. Students must finish reading the entire novel Animal Farm by Monday.
Animal Farm Reading Questions:
Chapter 1
- According to Old Major there is something wrong with the way animals live. What is it?
- How do the other animals feel about Old Major? Be specific.
- Who is blamed for the misfortune of the animals? Describe some of the ways this person is at fault.
- How does the Beasts of England song affect the animals? Why do you think they have this reaction?
- In your own words, describe what Old Major wants. Do you think it will work, why or why not?
Chapter 2
- What group of animals was considered the cleverest?
- If this group is considered the cleverest, doesn’t that suggest that they are better? If they are better than the others, does this truly represent an equal society? Explain your answer.
- Describe Sugarcandy Mountain.
- How did every meeting of the animals end?
- Why were the animals hungry?
- Describe the takeover of Manor Farm.
- What did the animals get rid of and why?
- Minimum Day Schedule
- Students given time to continue reading Animal Farm and to complete their character chart handouts.
- Homework: Character Charts due 5/10 for periods 3&5. Students must finish reading the entire novel Animal Farm by Monday.
5/08/17
- PERIOD 4 TESTING IN LAB 30
- Students who finish may read Ch. 1-5 of Animal Farm
5/05/17
- PERIODS 3 & 5 TESTING IN LAB 30
- Students who finish may read Ch. 1-5 of Animal Farm
- Homework: Periods 3 & 5 only - finish reading Ch. 1-5 and complete the Animal Farm character chart by Tuesday, 5/09. **Add 3 more boxes to your character chart for 1. Bluebell, Pincher & Jessie (1 box), 2. Mr. Pilkington & 3. Mr. Whymper.
5/04/17
- PERIOD 4 TESTING IN LAB 30
- Students who finish may read Ch. 1-5 of Animal Farm
5/03/17
- PERIODS 3 & 5 TESTING IN LAB 30
- Students who finish may read Ch. 1-5 of Animal Farm
5/02/17
- Periods 3 & 5: Socratic Seminar (see 5/01/17)
- Manifestos and Utopian paragraphs collected
- Period 4: Finish reading Chapter 2
- Chapter 1-2 Reading Questions
5/01/17
Period 4: Shared Manifestos in a Socratic Seminar format (students shared what they had created and took notes, adding more to their manifestos if they liked something that they heard)
- Manifestos and Utopian paragraphs collected
- Animal Groups were selected
- Students listened and read along to Animal Farm Ch. 1 & 2 (audio below)
4/28/17
- SCHOOL TESTING
- Manifesto homework due next week (Monday - P. 4 & Tuesday - P. 3 & 5)
4/27/17
- Make-up tests - students who needed extra time could finish at lunch
- Two new vocabulary words:
- Reviewed the following project:
Using the United States, create a manifesto of rules or laws that you would add or change to improve society or the government and how it functions. For example, you could create a law that limits/lowers class sizes. Your manifesto must cover the following areas:
- Homework: type your Manifesto in Google Classroom. A document has been created for you to fill in with some examples (you may delete the examples). Type at least three bullet points per category but you can include more - due 5/01 -5/02/17. Utopian paragraphs due 4/28/17.
4/26/17
- Anne Frank Unit Test (Acts 1 & 2)
- Students who needed extra time could finish at lunch
4/25/17
- Ms. Eneriz & students reviewed & took notes on the Anne Frank Study Guide in preparation for tomorrow's test.
Study Guide for Unit Test (Act 1 & 2) (the following topics or questions will be on the Anne Frank Test):
1. Identify the quote: determine the speaker of the quote, what is happening in the passage & why it is significant to the story i.e. say, mean, matter.
2. Know how each character deals with trauma and how they comfort themselves i.e. Peter & his cat
3. Know how Anne changes and matures in the annex. How does she think about life? What are her hopes & dreams? Despite the war, what does Anne think about people (study/read p. 184)?
4. Timeline of major events i.e. Mr. Frank meets with Miep; Dussel moves in; Anne's nightmare; the Hanukkah celebration & thief; Miep's cake; Mrs. Van Daan's coat; Peter's cat runs away; Anne & Peter's relationship; stealing bread; the invasion; the phone call and their capture.
5. Identify characters - use your Character Chart handout (that was returned Monday) to study
6. Relationships - use your relationship chart (that was returned Monday) to study how each character interacts with others in the annex.
Homework: Study study guide notes, Character & Relationship chart handout for tomorrow's Unit Test on Anne Frank!
4/24/17
- Collected diaries
- Returned all papers/assignments
- Showed book diary example
- Wrote index cards with quotes for Act 1 & 2
- Reviewed Act 1 & 2
Homework: Anne Frank Unit Test on Act 1 & 2 on Wednesday!
4/20/17-4/21/17
- Review Act II of The Diary of Anne Frank
- Anne Frank Unit Test (Acts 1 & 2) Tuesday
- Extra Credit: act out or record a scene from The Diary of Anne Frank (due Wednesday)
- Homework: Completed diaries due Monday, Unit Test Tuesday
4/19/17
- Shared Miep 1st person narratives
- Watched documentary on Miep Giles and discussed differences between the play and diary and why the playwrights made these changes.
- SCHOOL TESTING
- Manifesto homework due next week (Monday - P. 4 & Tuesday - P. 3 & 5)
4/27/17
- Make-up tests - students who needed extra time could finish at lunch
- Two new vocabulary words:
- manifesto - public declaration of policy & aims
- utopia - a perfect world or society
- Reviewed the following project:
Using the United States, create a manifesto of rules or laws that you would add or change to improve society or the government and how it functions. For example, you could create a law that limits/lowers class sizes. Your manifesto must cover the following areas:
- education
- housing
- agriculture
- technology & social media
- government/law enforcement/judicial system
- water/power/waste removal (utilities)
- National Parks & recreation
- Space/NASA
- Military
- Health/Medical
- Animals (Extra Credit)
- Homework: type your Manifesto in Google Classroom. A document has been created for you to fill in with some examples (you may delete the examples). Type at least three bullet points per category but you can include more - due 5/01 -5/02/17. Utopian paragraphs due 4/28/17.
4/26/17
- Anne Frank Unit Test (Acts 1 & 2)
- Students who needed extra time could finish at lunch
4/25/17
- Ms. Eneriz & students reviewed & took notes on the Anne Frank Study Guide in preparation for tomorrow's test.
Study Guide for Unit Test (Act 1 & 2) (the following topics or questions will be on the Anne Frank Test):
1. Identify the quote: determine the speaker of the quote, what is happening in the passage & why it is significant to the story i.e. say, mean, matter.
2. Know how each character deals with trauma and how they comfort themselves i.e. Peter & his cat
3. Know how Anne changes and matures in the annex. How does she think about life? What are her hopes & dreams? Despite the war, what does Anne think about people (study/read p. 184)?
4. Timeline of major events i.e. Mr. Frank meets with Miep; Dussel moves in; Anne's nightmare; the Hanukkah celebration & thief; Miep's cake; Mrs. Van Daan's coat; Peter's cat runs away; Anne & Peter's relationship; stealing bread; the invasion; the phone call and their capture.
5. Identify characters - use your Character Chart handout (that was returned Monday) to study
6. Relationships - use your relationship chart (that was returned Monday) to study how each character interacts with others in the annex.
Homework: Study study guide notes, Character & Relationship chart handout for tomorrow's Unit Test on Anne Frank!
4/24/17
- Collected diaries
- Returned all papers/assignments
- Showed book diary example
- Wrote index cards with quotes for Act 1 & 2
- Reviewed Act 1 & 2
Homework: Anne Frank Unit Test on Act 1 & 2 on Wednesday!
4/20/17-4/21/17
- Review Act II of The Diary of Anne Frank
- Anne Frank Unit Test (Acts 1 & 2) Tuesday
- Extra Credit: act out or record a scene from The Diary of Anne Frank (due Wednesday)
- Homework: Completed diaries due Monday, Unit Test Tuesday
4/19/17
- Shared Miep 1st person narratives
- Watched documentary on Miep Giles and discussed differences between the play and diary and why the playwrights made these changes.
4/18/17
- Write a first person narrative from the perspective of Miep. Describe what she feels like to go about her daily tasks of providing for the Franks while maintaining a job. Include a conversation between her and her fiance Dirk. How does he feel about what she is doing? Include a second conversation with Mr. Kraler. how do they divide tasks and keep everything secret? Narratives will be collected at the end of the period.
4/10/17 - 4/17/17
NO SCHOOL - SPRING BREAK
4/07/17
- Finished discussing Character Charts
- Share Timeline posters for Act 1
- Homework: Have a restful spring break!
4/06/17
- Socratic Seminar discussion of Relationship chart
- Charts collected
4/05/17
- Finish Relationship Character Charts
- Laminating Book Covers using packing tape demo
- Period 5 Extra Credit option: Continue the relationship chart by analyzing the relationships below. Due 4/06/17
Relationship Chart contiued:
9. Anne & Mr. Van Daan
10. Mr. Frank & Mrs. Frank
11. Peter & Mr. Frank
12. Mrs. Van Daan & Peter
Homework: Finish Relationship character chart & turn in tomorrow with Character Chart!
4/04/17
- Students used their Anne Frank Character Charts to help them brainstorm their Relationship Character Charts on the following relationships:
4/03/17
- Students worked on Anne Frank Character Charts
- Homework: Complete character chart if you did not finish.
- Write a first person narrative from the perspective of Miep. Describe what she feels like to go about her daily tasks of providing for the Franks while maintaining a job. Include a conversation between her and her fiance Dirk. How does he feel about what she is doing? Include a second conversation with Mr. Kraler. how do they divide tasks and keep everything secret? Narratives will be collected at the end of the period.
4/10/17 - 4/17/17
NO SCHOOL - SPRING BREAK
4/07/17
- Finished discussing Character Charts
- Share Timeline posters for Act 1
- Homework: Have a restful spring break!
4/06/17
- Socratic Seminar discussion of Relationship chart
- Charts collected
4/05/17
- Finish Relationship Character Charts
- Laminating Book Covers using packing tape demo
- Period 5 Extra Credit option: Continue the relationship chart by analyzing the relationships below. Due 4/06/17
Relationship Chart contiued:
9. Anne & Mr. Van Daan
10. Mr. Frank & Mrs. Frank
11. Peter & Mr. Frank
12. Mrs. Van Daan & Peter
Homework: Finish Relationship character chart & turn in tomorrow with Character Chart!
4/04/17
- Students used their Anne Frank Character Charts to help them brainstorm their Relationship Character Charts on the following relationships:
- Peter & Mr. Van Daan
- Mr. Frank & Mrs. Van Daan
- Mrs. Frank & Anne
- Anne & Margot
- Peter & Anne
- Mr. Dussel & Anne
- Mr. Frank & Anne
- Mrs. Van Daan & Mrs. Frank
4/03/17
- Students worked on Anne Frank Character Charts
- Homework: Complete character chart if you did not finish.
anne_frank_character_chart.docx | |
File Size: | 13 kb |
File Type: | docx |
3/31/17
- Warm-up: Write diary entry 3/31/17
- Students answered documentary questions - due at end of period.
3/30/17
- Warm-up: Write in diary for 3/30/17
- Groups complete timelines
3/29/17
- Warm-up: Write in diary for 3/29/17
- Groups work on creating Anne Frank timeline for Act 1&2
3/28/17
- Warm-up: Write in diary for 3/28/17
- Continued Media Literacy discussion on Holocaust survivor interview
- Divided into groups and began discussing Anne Frank timeline poster
3/27/17
- Warm-up: Write in diary for 3/27/17
- Distributed "Visual Literacy" & "Media Literacy" handouts & added to spirals/table of contents
- Discussed photo & watched CNN10 media clip about 100-year-old Holocaust survivor: http://www.cnn.com/2017/03/23/cnn10/ten-content-fri/index.html
- Period 5 created C.A.M.E. posters on CNN10 media clip
- Warm-up: Write diary entry 3/31/17
- Students answered documentary questions - due at end of period.
3/30/17
- Warm-up: Write in diary for 3/30/17
- Groups complete timelines
3/29/17
- Warm-up: Write in diary for 3/29/17
- Groups work on creating Anne Frank timeline for Act 1&2
3/28/17
- Warm-up: Write in diary for 3/28/17
- Continued Media Literacy discussion on Holocaust survivor interview
- Divided into groups and began discussing Anne Frank timeline poster
3/27/17
- Warm-up: Write in diary for 3/27/17
- Distributed "Visual Literacy" & "Media Literacy" handouts & added to spirals/table of contents
- Discussed photo & watched CNN10 media clip about 100-year-old Holocaust survivor: http://www.cnn.com/2017/03/23/cnn10/ten-content-fri/index.html
- Period 5 created C.A.M.E. posters on CNN10 media clip
media_literacy_handout.pdf | |
File Size: | 56 kb |
File Type: |
visual_literacy_handout.docx | |
File Size: | 242 kb |
File Type: | docx |
3/24/17
- Warm-up: Write in diary for 3/24/17
- Socratic Seminar
3/23/17
- Final presentations
- Students picked up free library books for their Anne Frank Diary project: find an old book and create a daily journal entry by highlighting or crossing out words to create a poem or express how you feel each day. Embellish your diary with drawings, collages/magazine cutouts or stencil sprays. Create a new cover and label it with your name. This will be a daily warm-up activity. Please bring your book to class daily.
- Students shown how to create stencils & spray books
- Homework: Do one diary entry in your library book
3/22/17
- Students presenting One Act Plays
- Briefly discussed the Anne Frank diary project
3/21/17
- Students watch the documentary "The Short Life of Anne Frank" (below).
- Homework: Students who didn't present their One Act Play on Monday should be prepared to present Wednesday i.e. email film to Ms. Eneriz or save film to flashdrive, bring props/scripts etc.
3/20/17
- Students act out or present their One Act Play for the class
- If you are having technical difficulties sending your film from your phone because the size is too large you may:
- Airdrop from your phone to your Apple computer if you have Apple products
- Download the free Google Drive App. Select your movie from your camera roll or videos, select the three vertical dots on the right and select "add people." Add Ms. Eneriz's email and share. Ms. Eneriz should receive an email with your film that she can open up.
3/14/17 - 3/17/17
- Students work in groups to create their One Act Play - Due Monday, 3/20!
- Ms. Eneriz checks Anne Frank notes & questions
- Homework: email a "test" film clip to Ms. Eneriz on Thursday if you are filming your play. Continue working on your script and bring in any props that you might need. Final play or film due Monday! Save film to flash-drive & email it to Ms. Eneriz
3/13/17
- Ms. Eneriz continued to conference with students about their grades
- Trimester 2 Benchmark grades/rubrics returned
- Students divided into groups of three to work on the One Act Play:
- The One Act Play:
- Directions: Anne Frank (from The Diary of Anne Frank), Charlie Gordon (from "Flowers for Algernon") & Santiago (from The Alchemist) meet at a __________________ (you choose). Create a one act play in which you describe what they do and what they have to say to one another. Include some words of wisdom and a complete story arc (rising action, climax etc). Create a title for your play. You may not change the personalities and histories of the characters but you may change the setting, time period, etc. Be creative! You may act out your play, use props, puppets, create a movie, etc. Due Friday, 3/17/17
one_act_play.docx | |
File Size: | 16 kb |
File Type: | docx |
3/07/17 - 3/10/17
- Students must finish reading Act 2 of The Diary of Anne Frank by Friday, 3/10/17.
- Answer p. 151 #1-5 (due Friday)
- Answer #1-4 on p. 152 (Analyze the Text) on the blank pages in the back of your book after pg. R79 (due Friday)
- Alchemist/FFA essays returned
- Tuesday-Friday Ms. Eneriz conferences with every student to discuss their grades & review their essays with them
- Students who completed all of the above assignments could work on the following:
3/06/17
- Benchmark Essay Make-up Day
- Students continued reading The Diary of Anne Frank, Act 1
- Answer questions on p. 151 if you finish
- Answer #1-4 on p. 152 (Analyze the Text) on the blank pages in the back of your book after pg. R79
- Homework: Finish reading Act 1 of The Diary of Anne Frank, p. 101-150 if you haven't already finished. Highlight and take notes.
- Students must finish reading Act 2 of The Diary of Anne Frank by Friday, 3/10/17.
- Answer p. 151 #1-5 (due Friday)
- Answer #1-4 on p. 152 (Analyze the Text) on the blank pages in the back of your book after pg. R79 (due Friday)
- Alchemist/FFA essays returned
- Tuesday-Friday Ms. Eneriz conferences with every student to discuss their grades & review their essays with them
- Students who completed all of the above assignments could work on the following:
- Questions on p. 187 #1-5 (answer in the back of your book)
- Read p. 195-197
- Answer Questions on p. 198 #1-5
- Read p. 213-216
- p. 217 #1-4
- Read p. 223-225
- Start "Maus" p. 231 (finish if you have time)
3/06/17
- Benchmark Essay Make-up Day
- Students continued reading The Diary of Anne Frank, Act 1
- Answer questions on p. 151 if you finish
- Answer #1-4 on p. 152 (Analyze the Text) on the blank pages in the back of your book after pg. R79
- Homework: Finish reading Act 1 of The Diary of Anne Frank, p. 101-150 if you haven't already finished. Highlight and take notes.
3/02/17-3/03/17
- Write Trimester 2 Benchmark Essay
- Collect word search extra credit Friday (Period 5)
- Pop-up Book extra credit due Monday!
2/28/17 - 3/01/17
- Brainstorm and work on Trimester benchmark outline
- Homework: work on Pop-up book (Due Monday, 3/06) or Word Search (Due Friday, 3/03) extra credit. You may finish your outline if you want to start writing your essay on Wednesday.
- Write Trimester 2 Benchmark Essay
- Collect word search extra credit Friday (Period 5)
- Pop-up Book extra credit due Monday!
2/28/17 - 3/01/17
- Brainstorm and work on Trimester benchmark outline
- Homework: work on Pop-up book (Due Monday, 3/06) or Word Search (Due Friday, 3/03) extra credit. You may finish your outline if you want to start writing your essay on Wednesday.
benchmark_outline.pdf | |
File Size: | 259 kb |
File Type: |
2/27/17
- Period 3: Helen gives pop-up book tips
- Period 5: Molly shows maze & crossword puzzle how-to: www.discoveryeducation.com/free-puzzlemaker/
Extra Credit Word Searches must have at least 10 words, an answer key, and must be about either "Flowers for Algernon" or The Alchemist - Due Friday!
- All periods: review Trimester 2 Benchmark essay topic & read/annotate articles
- Watch video on Graffiti: Art or Vandalism?
- Homework: work on Pop-up book extra credit
2/24/17
- CAASPP Interim Testing
- Period 5: homework and extra credit returned
Homework: work on extra credit pop-up books
2/23/17
- CAASPP testing practice - day 2
- Distributed Trimester 2 Benchmark essay topic and articles - students annotated and took notes when done with CAASPP testing
- Periods 3 & 4: homework & extra credit returned
2/22/17
- CAASPP testing practice - day 1
- Collected final essay & word cloud/Wordle handout
- Extra Credit Pop-up book due date extended to Monday, March 6th.
2/21/17
- Reviewed Computer Lab rules:
- No food or drinks
- Leave all supplies in cubby holes/shelves
- Students must use restrooms or drink water before entering computer lab
- Champs Level 0 - No talking please
- Sit in alphabetical order by your book #.
- Students went onto Wordle.net (must use Internet Explorer in computer lab): http://www.wordle.net/create.
- Directions: copy & paste your completed essay into the Wordle text box and select "Go." Choose the word cloud design that you like best and select the printer within the computer lab to print out your word cloud. Please do not select black or dark word clouds to conserve printer ink. Once you have printed your word cloud, use it to complete the Wordle handout/essay self-evaluation.
- Homework: print word cloud and complete wordle handout - staple to essay packet. Due tomorrow!
2/17/17 & 2/20/17
- NO SCHOOL: LINCOLN'S & WASHINGTON'S B-DAY/PRESIDENTS DAY
2/16/17
- Students continued reading "The Diary of Anne Frank" - Act 1
- Essay rough drafts returned
- MLA format & Google Classroom was shown & discussed
- **Students must type their essay on Google Classroom (If you used Word, copy and paste your essay onto your google doc). You will need to type it in Google Classroom for next week's Wordle activity.
- Homework: TYPE FINAL ESSAY on Google classroom - DUE TUESDAY! You must print your essay and staple your outline, rough draft and rubric to your essay for full credit! Staple essay packet in the following order:
- Essay
- Outline
- Rough Draft
- Rubric
- 2/15/17
- Students continued reading "The Diary of Anne Frank" - Act 1, p. 101-150
- Students must take notes and annotate while they read
- Students who finish must answer questions on p. 151
- Some students continued to work on finishing their essay rough draft.
- Ms. Eneriz met individually with students to discuss their FFA/Alchemist essay rough drafts
2/14/17
- Happy Valentine's Day!
- Students who didn't finish their essay rough draft where given additional time to write in class.
- Students read p. 98-99 on The Holocaust and started "The Diary of Anne Frank" - Act 1, p. 101-150
- Students must annotate and take notes while they read.
- Ms. Eneriz met individually with students to discuss their FFA/Alchemist essay rough drafts
2/13/17
- Rough drafts and homework returned
- MONDAY - students have extra day to work on in class essay rough draft. Ms. Eneriz checks:
- Thesis
- Topic Sentences
- Evidence/Quotes
- Introduce extra credit opportunity: Pop-up books (see handouts below)
- Discussed Wordle activity for next week in the computer lab. Directions:
- Students go to Wordle.net (use Internet Explorer in computer lab): http://www.wordle.net/create.
- Wordle/Word Cloud Directions: copy & paste your completed essay into the Wordle text box and select "Go." Choose the word cloud design that you like best and select the printer within the computer lab to print out your word cloud. Please do not select black or dark word clouds to conserve printer ink. Once you have printed your word cloud, use it to complete the Wordle handout/essay self-evaluation.
- **Extra Credit Opportunity: Create a pop-up book for The Alchemist or "Flowers for Algernon" using at least 3 pop-ups/3-dimensional elements and 5 significant events/quotes from the book. You may also do a pop-up book on the "How Deep Can You Go?" handout, including the body parts, vocabulary words and their definitions. Pop-up book examples, directions & a video are posted below for your reference. You do not have to create a book exactly like the directions or examples below but you may use these as a jumping off point. Due: February 23rd.
pop-up_book_examples.pdf | |
File Size: | 161 kb |
File Type: |
pop-up_book_directions.pdf | |
File Size: | 1458 kb |
File Type: |
2/10/17
- Timed In-class essay (rough draft) on The Alchemist and "Flowers for Algernon." Students may use outlines and their novel/textbooks to write their rough drafts - due at the end of class.
2/09/17
- Students worked on Essay Outline for The Alchemist and "Flowers for Algernon."
- Students may take textbooks home.
- Socratic Seminar handouts were collected.
- Homework: finish essay outline, due tomorrow!
2/08/17
- Students work on Essay Outline for The Alchemist and "Flowers for Algernon."
- Students may take textbooks home.
- Homework: finish essay outline, due Thursday. Socratic Seminar handouts will also be collected Thursday.
- Students work on Essay Outline for The Alchemist and "Flowers for Algernon."
- Students may take textbooks home.
- Homework: finish essay outline, due Thursday. Socratic Seminar handouts will also be collected Thursday.
the_alchemist___flowers_for_algernon_essay_outline.pdf | |
File Size: | 356 kb |
File Type: |
2/07/17
- Period 3 only: shared "Two Drops of Oil" lessons
- Period 3-4: Socratic Seminar on the theme: "What is the collective theme of The Alchemist and "Flowers for Algernon?" - students filled out the Socratic Seminar Reflection handout
- Homework: Finish writing the Socratic Seminar Reflection - due tomorrow. Bring the novel The Alchemist daily for essay this week.
- Period 3 only: shared "Two Drops of Oil" lessons
- Period 3-4: Socratic Seminar on the theme: "What is the collective theme of The Alchemist and "Flowers for Algernon?" - students filled out the Socratic Seminar Reflection handout
- Homework: Finish writing the Socratic Seminar Reflection - due tomorrow. Bring the novel The Alchemist daily for essay this week.
socratic_seminar_reflection.pdf | |
File Size: | 29 kb |
File Type: |
2/06/17
- Periods 3-4: Students shared their Personal Legend PBL's & did a "just like me" activity - PBL's collected
- Periods 3-4: The "Two Drops of Oil" homework was collected
- Period 3 only: students worked in groups to student teach and share Venn diagram (continued 2/07)
- Period 4 only: students reviewed Venn Diagrams and discussed which were the strongest
2/03/17
-Students worked on the "Two Drops of Oil" handout - Period 5 handouts collected
- Homework: Periods 3 & 4, finish "Two Drops of Oil" handout and Personal Legend PBL's due Monday
drops_of_oil_close_read_and_response.pdf | |
File Size: | 93 kb |
File Type: |
2/02/17
- Students finished the handout: "Map Santiago's Journey"
2/01/17
- Students worked on the handout "Map Santiago's Journey" - Due Friday
- Introduced Personal Legend PBL & How Deep Can You Go handout - Due Monday
- Helpful website with different locations from The Alchemist: http://www.bookdrum.com/books/the-alchemist/9780722532935/setting.html
map_santiagos_journey.pdf | |
File Size: | 94 kb |
File Type: |
personal_legend_pbl__use_with_maktub_video_.pdf | |
File Size: | 115 kb |
File Type: |
1/31/17
- Period 5: Finished The Alchemist & FFA Venn Diagram and Say/Mean/Matter handout
- Took notes on two short video clips of Will Smith & Pharrell Williams (see link & video below) discussing The Alchemist - shared & discussed
- Pharrell William discusses The Alchemist: http://www.sacbee.com/entertainment/ent-columns-blogs/video-break/article2595818.html
- Period 5: Finished The Alchemist & FFA Venn Diagram and Say/Mean/Matter handout
- Took notes on two short video clips of Will Smith & Pharrell Williams (see link & video below) discussing The Alchemist - shared & discussed
- Pharrell William discusses The Alchemist: http://www.sacbee.com/entertainment/ent-columns-blogs/video-break/article2595818.html
1/30/17
- The Alchemist & FFA Venn Diagram and Say/Mean/Matter handout (group activity)
- The Alchemist makeup tests (5th period)
- Homework: If you were absent, print and complete the handout below.
- The Alchemist & FFA Venn Diagram and Say/Mean/Matter handout (group activity)
- The Alchemist makeup tests (5th period)
- Homework: If you were absent, print and complete the handout below.
ffa___the_alchemist_venn_diagram-2.pdf | |
File Size: | 92 kb |
File Type: |
1/27/17
- The Alchemist makeup tests (5th period)
- Finish sharing posters (5th period)
- Finish watching "Flowers for Algernon"
1/26/17
- Watch "Flowers for Algernon" movie
1/25/17
- The Alchemist Reading Test: Part 2
1/24/17
- The Alchemist test moved to Wed.
- Groups presented FFA & Say/Mean/Matter posters
1/23/17
No School - Teacher prep day
1/20/17
- Groups finish Say/Mean/Matter & Timeline posters
- Continue book/notes check
- Periods 3-4 answer questions on p. 379; Period 5 correct questions on p. 379 (if time permits)
- Homework: Finish reading The Alchemist by Tuesday, 1/24!! Reading Test 1/24/17!!
- Attached is the Getty extra credit form below. You may fill out this form or type a 1/2 page review (see 1/13/17 for guidelines). If you carpool with other classmates, receive additional extra credit points.
- The Alchemist Reading Test: Part 2
1/24/17
- The Alchemist test moved to Wed.
- Groups presented FFA & Say/Mean/Matter posters
1/23/17
No School - Teacher prep day
1/20/17
- Groups finish Say/Mean/Matter & Timeline posters
- Continue book/notes check
- Periods 3-4 answer questions on p. 379; Period 5 correct questions on p. 379 (if time permits)
- Homework: Finish reading The Alchemist by Tuesday, 1/24!! Reading Test 1/24/17!!
- Attached is the Getty extra credit form below. You may fill out this form or type a 1/2 page review (see 1/13/17 for guidelines). If you carpool with other classmates, receive additional extra credit points.
getty_extra_credit_form.docx | |
File Size: | 11 kb |
File Type: | docx |
1/19/17
- Students work to finish the Timeline Activity & Say/Mean/Matter posters
- Book/notes check
- Homework: The Alchemist due 1/24; the Getty Extra Credit due Feb. 13th
1/18/17
- Finished reading "Flowers for Algernon"
- Period 5 - answered questions on p. 379
- Timeline Activity
- Homework: Book/notes check tomorrow & The Alchemist due 1/24
1/17/17
- Continued reading "Flowers for Algernon."
- Homework: Finish reading The Alchemist by Tues, Jan. 24th; Getty Extra Credit due Feb. 13th
1/16/17
- No School - Martin Luther King Day
EXTRA CREDIT OPPORTUNITY:
http://www.getty.edu/visit/cal/events/ev_1292.html The Art of Alchemy GETTY CENTER Daily, through February 12 Research Institute Galleries I and II Free | No ticket required Alchemy, a subject that has long been shrouded in secrecy, was a mysterious mix of science and spirituality. Today, alchemy is regarded as the ancestor of modern chemistry, but throughout history, the practice of alchemy was considered an art. In medieval Europe, it was known as The Great Art. Over time, alchemy greatly influenced the shifting interpretations of the relationship among art, science, and natural philosophy. Drawing primarily from the collections of the Getty Research Institute and the J. Paul Getty Museum, The Art of Alchemy will display the critical impact of this arcane subject on artistic practice and expression from Greco-Egyptian antiquity to medieval Central Asia, and from the Islamic world to Europe during the Enlightenment and beyond. |
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1/13/17
- Last makeup tests
- Discuss The Getty extra credit opportunity: http://www.getty.edu/visit/cal/events/ev_1292.html
**Extra Credit Guidelines: take a selfie/picture of your favorite piece in the show or at the Getty. Type a 1/2-1 page review of your favorite works in the show and at the Getty. What did you like about your visit or learn? You may also fill out the extra credit form above. If you carpool with other classmates, receive additional extra credit points. Due Feb. 13th.
- Part 2 of The Alchemist is due by Tuesday, Jan. 24th - the Part 2 Reading Test is also on 1/24/17
- Homework: read Part 2 of The Alchemist
1/12/17
- Beat Algernon game
1/11/17
- Corrected reading questions for p. 358-363 (see 1/10/17 below)
- Makeup tests
1/10/17
- The Alchemist Reading Test Part 1
- Students who finished read p. 358-363 of "Flowers for Algernon" and used the blank page after R79 to answer the following reading questions:
- What is the difference between the subconscious and conscious mind?
- Why does Charlie have to listen to a "TV" while he sleeps?
- What special event happens on April 6th?
- Why is Charlie black and blue at the end of April 3rd? What happened to him?
- On April 9th, what is Charlie now able to do?
- If you finish, do the "Closed Read" (Annotate, Question, Question) on p. 360 & p. 363 (answer in the notes section)
1/09/17
- Read "Flowers for Algernon" (Period 3 p. 355-357 & answered reading questions (see 1/06/17 below); Period 4 answered reading questions below; Period 5 read p. 358-363 and started the second set of reading questions - answers on the back of pg R79)
- Part 1 Alchemist reading quiz moved to Tuesday
Homework: Finish reading Part One of The Alchemist, reading test tomorrow!
1/06/17
- Read "Flowers for Algernon" (Period 3 p. 351-355; Periods 4 & 5: p. 351-357) - annotate & take notes while you read
- Period 5 answered the following reading questions on p. 346
- What is Charlie's "motor-vation"/what is his greatest ambition?
- Who is Algernon and how does Charlie feel about him?
- Who are Dr. Straus and Dr. Nemur and what do they want to do to Charlie?
- Why do Dr. Straus and Dr. Nemur decide to use Charlie?
- Who is Miss Kinnian?
1/05/17
- QuickWrite on p. 347: "In what different ways can people be intelligent?"
- Return papers
- Share group brain activity & discuss notes
- Begin reading "Flowers for Algernon" p. 351 in textbook
- Homework: Read Part One of The Alchemist by Monday. Reading test on Part One Monday!
1/04/17
- Go to library to checkout copies of The Alchemist
- Group Brain activity based on notes from "The Human Brain" p. 344-355
- Homework: bring your copy of The Alchemist from home
1/03/17
- New seating chart
- Distributed new Perspectives textbooks
- Read p. 344-345 "The Human Brain", annotated, took notes & work network for Human Intelligence
- Homework: Bring your copy of "The Alchemist" if you have a copy at home
12/19/16 - 1/02/17
HOLIDAY BREAK - NO SCHOOL
12/16/16
- Holiday trivia challenge
- Have a wonderful break!!
12/15/16
- "Oh Captain! My Captain!" group presentations
- No homework
12/14/16
- Worked in groups to practice "Oh Captain! My Captain!"
- Watched YouTube clip of "Oh Captain! My Captain!" as an example for recital
- Homework: memorize poem for recital tomorrow!
12/13/16
- Collected Adjective Poem homework
- Read "Oh Captain! My Captain!" by Walt Whitman
- Homework: begin to memorize your part of "Oh Captain! My Captain!" and print both adjective poems and bring tomorrow if you forgot to turn them in today
ohcaptain_mycaptain_.pdf | |
File Size: | 378 kb |
File Type: |
12/12/16
- Periods 3-5 report to Computer Lab 22
Period 3:
- Adjective Poem handout: create a winter or holiday themed adjective poems at least 8 lines line. Every line must start with an adjective except the final line. Be creative with the title and include a picture that represents your poem.
- Students type their favorite haiku & tanka including black & white clip art to represent their poem
- Homework: type and print both poems and bring tomorrow
Period 4 & 5:
- Adjective Poem handout: create a winter or holiday themed adjective poems at least 8 lines line. Every line must start with an adjective except the final line. Be creative with the title and include a picture that represents your poem.
- Students type a second adjective poem based on themself. They must also include an image and attach it to the same google document as the winter poem.
- Homework: type and print both poems and bring tomorrow
- Periods 3-5 report to Computer Lab 22
Period 3:
- Adjective Poem handout: create a winter or holiday themed adjective poems at least 8 lines line. Every line must start with an adjective except the final line. Be creative with the title and include a picture that represents your poem.
- Students type their favorite haiku & tanka including black & white clip art to represent their poem
- Homework: type and print both poems and bring tomorrow
Period 4 & 5:
- Adjective Poem handout: create a winter or holiday themed adjective poems at least 8 lines line. Every line must start with an adjective except the final line. Be creative with the title and include a picture that represents your poem.
- Students type a second adjective poem based on themself. They must also include an image and attach it to the same google document as the winter poem.
- Homework: type and print both poems and bring tomorrow
adjective_poem_handout.pdf | |
File Size: | 52 kb |
File Type: |
12/09/16
- Share Haiku & Tankas for Tom Sawyer Whitewashing the Fence & "The Monkey's Paw" - peer checked
- Watch Tom Sawyer YouTube video clip
- Discuss Tom Sawyer reading questions
- Socratic Seminar on "from The Adventures of Tom Sawyer" by Mark Twain
- No homework
12/08/16
- Shared prepositon horror poems & Tom Sayer poems
- Haiku & Tankas handout - students created haikus and tankas based on two paintings of Tom Sawyer Whitewashing the Fence and "The Monkey's Paw" (see attached document)
- Homework - finish haiku & tanka handout
pics_for_haiku___tankas.pdf | |
File Size: | 350 kb |
File Type: |
haiku_tankashandout.pdf | |
File Size: | 126 kb |
File Type: |
12/07/16
- Students had to write two poems based on "from The Adventures of Tom Sawyer" by Mark Twain:
- Poem #1: Should be from the perspective of Tom Sawyer in the story
- Poem #2: Should be from the perspective of the boys he tricked to paint he fence (how did they feel during or after?).
- Poems no not need to rhyme be should be at least 10 lines long and be descriptive (use figurative language like similes or metaphors etc.).
12/06/16
- Students read "from The Adventures of Tom Sawyer" by Mark Twain and answered the following reading questions:
1. How does Tom complete the task of whitewashing/painting the fence?
2. In your opinion is Tom clever or lazy? Give evidence from the story to support your claim.
3. Think of a time when you used your intelligence to get out of a task or solve a problem. What was the dilemma and how did you solve the problem?
-Reading questions were collected at the end of class
12/05/16
- Read p. 125 - 128, "What is the Horror Genre" in textbooks
- Write a horror story in the form of a preposition poem. Each line must start with a prepostion except the final line of the poem. Use the attached preposition list for reference.
- Here is an example preposition poem inspired by the painting below entitled "American Gothic":
"American Gothic" by Grant Wood
With pitchfork in hand
Beside a woman
With a cameo
On her dress
In front of a Victorian house
Beneath a pale blue sky
Stands a farmer in overalls.
Homework: Type (or neatly write if no printer/computer available) your preposition poem - Due Tuesday, 12/06/16.
- Students had to write two poems based on "from The Adventures of Tom Sawyer" by Mark Twain:
- Poem #1: Should be from the perspective of Tom Sawyer in the story
- Poem #2: Should be from the perspective of the boys he tricked to paint he fence (how did they feel during or after?).
- Poems no not need to rhyme be should be at least 10 lines long and be descriptive (use figurative language like similes or metaphors etc.).
12/06/16
- Students read "from The Adventures of Tom Sawyer" by Mark Twain and answered the following reading questions:
1. How does Tom complete the task of whitewashing/painting the fence?
2. In your opinion is Tom clever or lazy? Give evidence from the story to support your claim.
3. Think of a time when you used your intelligence to get out of a task or solve a problem. What was the dilemma and how did you solve the problem?
-Reading questions were collected at the end of class
12/05/16
- Read p. 125 - 128, "What is the Horror Genre" in textbooks
- Write a horror story in the form of a preposition poem. Each line must start with a prepostion except the final line of the poem. Use the attached preposition list for reference.
- Here is an example preposition poem inspired by the painting below entitled "American Gothic":
"American Gothic" by Grant Wood
With pitchfork in hand
Beside a woman
With a cameo
On her dress
In front of a Victorian house
Beneath a pale blue sky
Stands a farmer in overalls.
Homework: Type (or neatly write if no printer/computer available) your preposition poem - Due Tuesday, 12/06/16.
prepositionlist.png | |
File Size: | 31 kb |
File Type: | png |
12/02/16
- Watched "The Monkey's Paw" video
- Students worked in groups to write down four differences between the film and short story and shared.
- Watched short Simpson's clip on "The Monkey's Paw"
- H.W. - Donations of tissue boxes or hand sanitizer are much appreciated - thank you!
- Watched "The Monkey's Paw" video
- Students worked in groups to write down four differences between the film and short story and shared.
- Watched short Simpson's clip on "The Monkey's Paw"
- H.W. - Donations of tissue boxes or hand sanitizer are much appreciated - thank you!
12/01/16
- Students shared reactions to their gratitude letter assignment
- Students worked in groups to create a collaborative art poster based on "The Monkey's Paw" for Art Appreciation Day.
11/30/16
- Students given additional time to finish "The Monkey's Paw" reading questions. Students who were finished needed to following alternate assignment to write on the back of their handout: "If you had a magical monkey's paw, what three wishes would you make?"
- Students shared wishes
- Corrected "The Monkey's Paw" reading questions
- H.W. - Donations of tissue boxes or hand sanitizer for the cold season are much appreciated - thank you!
11/29/16
Periods 3/4/5
- Students read “The Monkey’s Paw” by W.W. Jacobs, p. 105-116 in California Collections textbook & answer reading questions handout
- Homework: Students may listen to the audio recording of "The Monkey's Paw" below and continue answering the reading questions handout if they did not finish. Donations of tissue boxes or hand sanitizer for the cold season are much appreciated - thank you!
the_monkeys_paw_reading_questions.pdf | |
File Size: | 73 kb |
File Type: |
11/28/16
Periods 3/4/5
- Welcome back: Gratitude writing activity after Thanksgiving break
- Homework: Donations of tissue or hand sanitizer appreciated - thank you!
11/22/16 - 11/25/16
NO SCHOOL - THANKSGIVING BREAK!
11/18/16
Period 3 & 4
- Finish National Novel Writing Month activity
Period 5
- Finish discussing The Tell-Tale Heart
- Scenes (if time permits)
11/17/16
Periods 3 & 4
- National Novel Writing Month activity
- Last day for benchmark make-ups
- Return papers
Period 5
- Finish reading & listening to The Tell-Tale Heart
- Take notes on Point of View PowerPoint
11/16/16
Periods 3 & 4
- Finish argumentative benchmark essay (makeup day for absent students)
- Cyber-bullying Socratic Seminar
Period 5
- Finish argumentative benchmark essay (makeup day for absent students)
- Cyber-bullying Socratic Seminar
11/14/16 - 11/15/16
Periods 3/4/5
- Write argumentative benchmark essay
11/11/16
- NO SCHOOL: Veterans Day
11/10/16
Periods 3/4/5
- Wrote argumentative benchmark essay
11/08/16 - 11/09/16
Periods 3/4/5
- Created essay outline for benchmark
- Homework: finish working on outline
11/07/16
Periods 3/4/5
- Read articles for benchmark
- Period 3 finished last scenes
11/03 - 11/04/16
Periods 3 & 4
- Presented Tell-Tale Heart scenes
Period 5
- Groups presented Edgar Allan Poe Slide presentations
- On 11/04/16 started reading The Tell-Tale Heart
11/02/16
Periods 3 & 4
- Finished writing short scenes
- Groups took turns practicing their scenes
Period 5
- Students finished their Edgar Allan Poe PowerPoint presentations in Computer Lab 30
- Last chance to turn in Wordle projects
11/01/16
Periods 3 & 4
- Returned papers/essays
- Finished listening to The Tell-Tale Heart audio
- Started writing a short scene for The Tell-Tale Heart
Period 5
- Took notes on Class Rules
- Started reading The Tell-Tale Heart p.89-94
- In Computer Lab 30 tomorrow
- Homework: Work on Edgar Allan Poe Slide Presentation
NO SCHOOL - THANKSGIVING BREAK!
11/18/16
Period 3 & 4
- Finish National Novel Writing Month activity
Period 5
- Finish discussing The Tell-Tale Heart
- Scenes (if time permits)
11/17/16
Periods 3 & 4
- National Novel Writing Month activity
- Last day for benchmark make-ups
- Return papers
Period 5
- Finish reading & listening to The Tell-Tale Heart
- Take notes on Point of View PowerPoint
11/16/16
Periods 3 & 4
- Finish argumentative benchmark essay (makeup day for absent students)
- Cyber-bullying Socratic Seminar
Period 5
- Finish argumentative benchmark essay (makeup day for absent students)
- Cyber-bullying Socratic Seminar
11/14/16 - 11/15/16
Periods 3/4/5
- Write argumentative benchmark essay
11/11/16
- NO SCHOOL: Veterans Day
11/10/16
Periods 3/4/5
- Wrote argumentative benchmark essay
11/08/16 - 11/09/16
Periods 3/4/5
- Created essay outline for benchmark
- Homework: finish working on outline
11/07/16
Periods 3/4/5
- Read articles for benchmark
- Period 3 finished last scenes
11/03 - 11/04/16
Periods 3 & 4
- Presented Tell-Tale Heart scenes
Period 5
- Groups presented Edgar Allan Poe Slide presentations
- On 11/04/16 started reading The Tell-Tale Heart
11/02/16
Periods 3 & 4
- Finished writing short scenes
- Groups took turns practicing their scenes
Period 5
- Students finished their Edgar Allan Poe PowerPoint presentations in Computer Lab 30
- Last chance to turn in Wordle projects
11/01/16
Periods 3 & 4
- Returned papers/essays
- Finished listening to The Tell-Tale Heart audio
- Started writing a short scene for The Tell-Tale Heart
Period 5
- Took notes on Class Rules
- Started reading The Tell-Tale Heart p.89-94
- In Computer Lab 30 tomorrow
- Homework: Work on Edgar Allan Poe Slide Presentation
10/31/16
Periods 3 & 4
- HAPPY HALLOWEEN! - Share some Halloween extra credit projects
- Discuss Poe Documentary
- Listen to "The Tell-Tale Heart" Audio
- Watch The Simpson's Tell Tale Heart video clip
Period 5
- Watch the YouTube video clip: "Tips on Giving Oral Presentations" by teacher Mr. Brewer and take notes on how to make a great PowerPoint presentation (volume, pace, expression, body language & eye contact). See 10/24/16 below for video clip**
- Watch the student created video clip "Presentation Good/Bad Examples" and discuss its pros & cons. What could this student have done to improve his video and what did you learn? - See 10/24/16 below for video clip**
- Groups practice presenting their Edgar Allan Poe Slide Presentations using the tips they learned.
Periods 3 & 4
- HAPPY HALLOWEEN! - Share some Halloween extra credit projects
- Discuss Poe Documentary
- Listen to "The Tell-Tale Heart" Audio
- Watch The Simpson's Tell Tale Heart video clip
Period 5
- Watch the YouTube video clip: "Tips on Giving Oral Presentations" by teacher Mr. Brewer and take notes on how to make a great PowerPoint presentation (volume, pace, expression, body language & eye contact). See 10/24/16 below for video clip**
- Watch the student created video clip "Presentation Good/Bad Examples" and discuss its pros & cons. What could this student have done to improve his video and what did you learn? - See 10/24/16 below for video clip**
- Groups practice presenting their Edgar Allan Poe Slide Presentations using the tips they learned.
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10/28/16
- Period 3 & 4: Watch Edgar Allan Poe documentary: https://www.youtube.com/watch?v=W70cinvFKko.
- Period 5: Finish working on Edgar Allan Poe Group Presentation
- Homework: finish working on Edgar Allan Poe Group Presentation - Due Monday, 10/31/16.
10/25/16 - 10/27/16
- Period 3: Groups present Edgar Allan Poe Slide Presentations
- Return papers
- Introduce the No Name Tray
- Read The Tell Tale Heart
- Tell Tale Heart audio: https://www.youtube.com/watch?v=2KvbJtGDx-E
- Homework: Halloween History extra credit projects due Monday, October 31st.
- Period 4: Groups present Edgar Allan Poe Slide Presentations
- Read The Tell Tale Heart by Edgar Allan Poe
- Introduce the No Name Tray
- Homework: Halloween History extra credit projects due Monday, October 31st.
- Period 5: Meet in computer lab/Room 30 to finish typing Perspective Argumentative Essay.
- Essays due by Wed, 10/26/16 - staple outline and rough draft to the back of the final copy when done.
- Thur, 10/27/16 - begin working on Edgar Allan Poe group slide presentation in google classroom if you haven't already done so.
Edgar Allan Poe Slide Presentation
Create a group Slide presentation on the life and work of Edgar Allen Poe. What is he considered the father of (what genres of writing)? Explain how he influenced each of the writers/filmmakers below and create a slide for each. Be sure to also give some information about Poe's life and major works.
Quotes:
Slide 2 - Poe's bio
Slide 3 - Poe's major works & what is he the father of?
Slide 4 - Bio on Arthur Conan Doyle. Show how was he influenced by Poe/what they have in common.
Slide 5 - Bio on Alfred Hitchcock. Show how was he influenced by Poe/what they have in common.
Slide 6 - Bio on Stephen King. Show how was he influenced by Poe/what they have in common.
Slide 7 - Works Cited page - use easybib.com
- Period 3: Groups present Edgar Allan Poe Slide Presentations
- Return papers
- Introduce the No Name Tray
- Read The Tell Tale Heart
- Tell Tale Heart audio: https://www.youtube.com/watch?v=2KvbJtGDx-E
- Homework: Halloween History extra credit projects due Monday, October 31st.
- Period 4: Groups present Edgar Allan Poe Slide Presentations
- Read The Tell Tale Heart by Edgar Allan Poe
- Introduce the No Name Tray
- Homework: Halloween History extra credit projects due Monday, October 31st.
- Period 5: Meet in computer lab/Room 30 to finish typing Perspective Argumentative Essay.
- Essays due by Wed, 10/26/16 - staple outline and rough draft to the back of the final copy when done.
- Thur, 10/27/16 - begin working on Edgar Allan Poe group slide presentation in google classroom if you haven't already done so.
Edgar Allan Poe Slide Presentation
Create a group Slide presentation on the life and work of Edgar Allen Poe. What is he considered the father of (what genres of writing)? Explain how he influenced each of the writers/filmmakers below and create a slide for each. Be sure to also give some information about Poe's life and major works.
Quotes:
- "Where was the detective story until Poe breathed the breath of life into it?" - Arthur Conan Doyle
- "It's because I liked Edgar Allan Poe's stories so much that I began to make suspense films" - Alfred Hitchcock
- "Poe was the first writer to write about main characters who were bad guys or mad guys and those are some of my favorite stories." - Stephen King
Slide 2 - Poe's bio
Slide 3 - Poe's major works & what is he the father of?
Slide 4 - Bio on Arthur Conan Doyle. Show how was he influenced by Poe/what they have in common.
Slide 5 - Bio on Alfred Hitchcock. Show how was he influenced by Poe/what they have in common.
Slide 6 - Bio on Stephen King. Show how was he influenced by Poe/what they have in common.
Slide 7 - Works Cited page - use easybib.com
10/24/16
- Period 3 & 4: Review attached Group Slide Presentation Rubric
- Watch the YouTube video clip: "Tips on Giving Oral Presentations" by teacher Mr. Brewer and take notes on how to make a great PowerPoint presentation (volume, pace, expression, body language & eye contact).
- Watch the student created video clip "Presentation Good/Bad Examples" and discuss its pros & cons. What could this student have done to improve his video and what did you learn?
- Groups practice presenting their Edgar Allan Poe Slide Presentations using the tips they learned.
- Period 5: Meet in computer lab/Room 30 to finish typing Perspective Argumentative Essay.
- Staple outline and rough draft to the back of the final copy when done.
- Students who finish may begin the Edgar Allan Poe group slide presentation in google classroom.
group_slide_presentation.pdf | |
File Size: | 79 kb |
File Type: |
argumentative_essay_rubric.pdf | |
File Size: | 100 kb |
File Type: |
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10/21/15
- Periods 3 & 4: finished Edgar Allan Poe Group Slide Presentations and started Halloween History extra credit projects. Met in Computer Lab/Room 30
- Period 5: Met in Computer Lab/Room 30 to finish writing rough draft for Perspective Argumentative Essay
10/20/15
Period 5
- Welcome! Attendance & seating chart
- Introductions: website & rules
- Ice-breaker/Getting to Know You Activity
- Finish writing rough draft
- In Computer Lab/Room 30: Oct. 21-27
10/21 - 10/25: Type BTL essay
10/26 -10/27: Poe Presentation
Period 5
- Welcome! Attendance & seating chart
- Introductions: website & rules
- Ice-breaker/Getting to Know You Activity
- Finish writing rough draft
- In Computer Lab/Room 30: Oct. 21-27
10/21 - 10/25: Type BTL essay
10/26 -10/27: Poe Presentation
10/18 - 10/21
Period 3:
- Meet in computer lab/Rm 30
- Groups have T-W to finish Edgar Allan Poe Slide Presentations
- Groups present Th & F
Period 4:
- Meet in computer lab/Rm 30
- Last day to finish typing essay - essays due at the end of class
- Groups have T-Th to finish Edgar Allan Poe Slide Presentations
- Groups present on F & M
Period 3:
- Meet in computer lab/Rm 30
- Groups have T-W to finish Edgar Allan Poe Slide Presentations
- Groups present Th & F
Period 4:
- Meet in computer lab/Rm 30
- Last day to finish typing essay - essays due at the end of class
- Groups have T-Th to finish Edgar Allan Poe Slide Presentations
- Groups present on F & M
10/17/16
Period 3:
- Met in computer lab/Rm 30
- Collected BTL Final essay
- Students divided into groups to work on Edgar Allan Poe Slide Presentation:
Edgar Allan Poe Slide Presentation
Create a group Slide presentation on the life and work of Edgar Allen Poe. What is he considered the father of (what genres of writing)? Explain how he influenced each of the writers/filmmakers below and create a slide for each. Be sure to also give some information about Poe's life and major works.
Quotes:
- "Where was the detective story until Poe breathed the breath of life into it?" - Arthur Conan Doyle
- "It's because I liked Edgar Allan Poe's stories so much that I began to make suspense films" - Alfred Hitchcock
- "Poe was the first writer to write about main characters who were bad guys or mad guys and those are some of my favorite stories." - Stephen King
Period 4:
- Met in computer lab/Rm 30
- Reviewed example conclusion
- Returned rough drafts and corrected remaining drafts
- Typed essay in google docs/google classroom
- Introduced Edgar Allan Poe Slide Presentation Project (see Period 3).
10/14/16
Period 3:
- Ms. Eneriz returned rough draft (Intro, 1st & 2nd body paragraphs)
- Took notes on How to Write a Conclusion
- Students wrote conclusion in class
- Homework: Type or neatly write essay and turn in on Monday!
Essay format: 12 point font, Times New Roman, 1 inch margins, double spaced
Period 4:
- Took notes on How to Write a Conclusion
- Students wrote conclusion in class
- Ms. Eneriz met with students individually about their rough drafts
- Homework: If you took your rough draft home, please type and return on Monday
Essay format: 12 point font, Times New Roman, 1 inch margins, double spaced
Period 3:
- Ms. Eneriz returned rough draft (Intro, 1st & 2nd body paragraphs)
- Took notes on How to Write a Conclusion
- Students wrote conclusion in class
- Homework: Type or neatly write essay and turn in on Monday!
Essay format: 12 point font, Times New Roman, 1 inch margins, double spaced
Period 4:
- Took notes on How to Write a Conclusion
- Students wrote conclusion in class
- Ms. Eneriz met with students individually about their rough drafts
- Homework: If you took your rough draft home, please type and return on Monday
Essay format: 12 point font, Times New Roman, 1 inch margins, double spaced
10-14-16_how_to_write_a_conclusion_board_notes.jpg | |
File Size: | 116 kb |
File Type: | jpg |
example_conclusion.pdf | |
File Size: | 65 kb |
File Type: |
10/13/16
- Reviewed example body paragraph
- Finished writing 2nd body paragraph in class
- Ms. Eneriz collected Introductions and 1st & 2nd body paragraphs (she will return tomorrow)
- Homework: Start conclusion if you want to get a head start
example_body_paragraph.pdf | |
File Size: | 73 kb |
File Type: |
10/12/16
- NO SCHOOL TODAY!
10/11/16
- Took notes on How to Write a Body Paragraph & the Essay Big Mac
- Wrote example 1st body paragraph in class & took notes
- Started 1st body paragraph in class
- Reminder: NO SCHOOL WEDNESDAY
- Homework: Finish 1st body paragraph. Include at least 3 or more quotes per paragraph with 9 or more sentences per paragraph. Find quotes and begin 2nd body paragraph (due Thursday).
- Took notes on How to Write a Body Paragraph & the Essay Big Mac
- Wrote example 1st body paragraph in class & took notes
- Started 1st body paragraph in class
- Reminder: NO SCHOOL WEDNESDAY
- Homework: Finish 1st body paragraph. Include at least 3 or more quotes per paragraph with 9 or more sentences per paragraph. Find quotes and begin 2nd body paragraph (due Thursday).
10-11-16_how_to_write_a_body_paragraph_notes.jpg | |
File Size: | 515 kb |
File Type: | jpg |
10-11-16_example_body_paragraph.jpg | |
File Size: | 541 kb |
File Type: | jpg |
10/10/16
- Collect Fairy tale ending final projects
- Introduce argumentative essay topic. Read attached BTL essay topic PDF below.
- Write example introduction in class & take notes
- Write introduction
Homework: Finish Introduction and find quotes for body paragraph #1
- Collect Fairy tale ending final projects
- Introduce argumentative essay topic. Read attached BTL essay topic PDF below.
- Write example introduction in class & take notes
- Write introduction
Homework: Finish Introduction and find quotes for body paragraph #1
btlessaytopic.pdf | |
File Size: | 38 kb |
File Type: |
10-10-16_introduction_class_notes.jpg | |
File Size: | 573 kb |
File Type: | jpg |
10/07/16
- Worked on alternate ending design
- Returned papers: students made corrections and returned
- Homework: Final 2 page alternate ending book spread is due Monday! Bring BTL for essay next week!
- Worked on alternate ending design
- Returned papers: students made corrections and returned
- Homework: Final 2 page alternate ending book spread is due Monday! Bring BTL for essay next week!
10/06/16
- BTL Makeup quizzes
- Shared alternate fairy tale endings
- Discussed thumbnail sketches for fairy tale
- Homework: Draw, print or bring images that you will use for your alternate fairy tale assignment. Do four thumbnail sketches for your design layout. See attached images below for examples:
- BTL Makeup quizzes
- Shared alternate fairy tale endings
- Discussed thumbnail sketches for fairy tale
- Homework: Draw, print or bring images that you will use for your alternate fairy tale assignment. Do four thumbnail sketches for your design layout. See attached images below for examples:
10/05/16
- BTL Quiz #2
- Started rough draft for an alternate ending to your favorite fairy tale
- DO NOOOOOOOOOOT RETURN BTL BOOKS (we will need them for the next two weeks)
Homework: Write a new/alternate ending to your favorite fairy tale. See PDF attachment for guidelines and a list of fairy tales:
- BTL Quiz #2
- Started rough draft for an alternate ending to your favorite fairy tale
- DO NOOOOOOOOOOT RETURN BTL BOOKS (we will need them for the next two weeks)
Homework: Write a new/alternate ending to your favorite fairy tale. See PDF attachment for guidelines and a list of fairy tales:
alternate_fairy_tale_ending.pdf | |
File Size: | 179 kb |
File Type: |
10/04/16
-Discussed BTL short answer Do's & Don'ts (tables looked at three example short responses examples and graded)
- Checked for missing work
- Reading Quiz #2 moved to tomorrow
Homework: Finish and Study for BTL Reading Quiz #2 tomorrow
9/30/16
- Students worked in table pairs to create yellow BTL character theme posters
- Students shared posters
- English notebooks, BTL Theme Charts & posters collected
Nightly Reading Homework:
Fr: p. 253-267
Sat: p. 269-303
Sun: p.305-319
Mon: p.321-352
- Reading Quiz Tuesday!
-No School Monday
9/29/16
- Finished BTL theme Chart with Partner - Shared
- Review p. 186-218
- Collected: Chapter Summaries, Character Chart & Character Pictures
- Tomorrow I will collect your English notebooks
Nightly Reading Homework:
Th: p. 219-251
Fr: p. 253-267
Sat: p. 269-303
Sun: p.305-319
Mon: p.321-352
- Reading Quiz Tuesday!
-No School Monday
- Finished BTL theme Chart with Partner - Shared
- Review p. 186-218
- Collected: Chapter Summaries, Character Chart & Character Pictures
- Tomorrow I will collect your English notebooks
Nightly Reading Homework:
Th: p. 219-251
Fr: p. 253-267
Sat: p. 269-303
Sun: p.305-319
Mon: p.321-352
- Reading Quiz Tuesday!
-No School Monday
9/28/16
- Makeup quizzes (BTL Reading Quiz #1)
- Table partners worked on completing the BTL Theme Character Chart
- Homework: Finish the Chapter Summaries Chart & Character Chart for p. 186-218 (these are due tomorrow along with the Character Pics).
**STUDENTS MUST FINISH READING BTW BY TUESDAY, OCT. 4TH!
** NO SCHOOL MONDAY
- Makeup quizzes (BTL Reading Quiz #1)
- Table partners worked on completing the BTL Theme Character Chart
- Homework: Finish the Chapter Summaries Chart & Character Chart for p. 186-218 (these are due tomorrow along with the Character Pics).
**STUDENTS MUST FINISH READING BTW BY TUESDAY, OCT. 4TH!
** NO SCHOOL MONDAY
btl_theme_character_chart.pdf | |
File Size: | 35 kb |
File Type: |
9/27/16
- Creative Writing Free write - Delilah's mom
- Makeup quizzes (BTL Reading Quiz #1)
- Students shared their Chapter Summaries Chart for p. 1-82
- Homework: Read p. 186-218 in BTL. Fill out the Chapter Summaries & Character Charts for p. 186-218.
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- 9/26 Homework: Complete the Chapter Summaries Chart & add to the Character Chart for p. 83-186 in BTL
- 9/23 - Weekend Homework: Read p. 119-186 in BTL. READING QUIZ ON MONDAY.
- 9/22 - Homework: Read p. 83-118 in BTL
- 9/21 Homework: Finish character chart & attach character pics (yesterday's homework) to the back.
- Period 4: 9/20 Homework: Finish character list (include ALL characters) & find a picture or draw an illustration of how you envision each character to look. Do this for 8 characters from BTL. Finish reading up to p. 82.
- Period 3: 9/20 Homework: Find a picture or draw an illustration of how you envision each character to look. Do this for 8 characters from BTL. Finish reading up to p. 82.
- 9/19 Homework: Read p. 58-82 of BTL
- 9/16 Homework: Read p. 26-57 of BTL
- 9/14/16 Homework: Read p. 1-25 in the novel Between the Lines.
- 9/13/16 Homework: Study for Academic Vocab Quiz #1 (first 20 words plus simile & mnemonic)
- 9/12/16 Homework: Book Selfie & get a copy of Between the Lines
- 9/09/16 Homework: Get a copy of Between the Lines
academic_vocabulary.pdf | |
File Size: | 113 kb |
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