Tues, Mar 6, 2012 - Media Lab
Warm-up for Day #1 of research in the Media Center was
Mon, Mar 5, 2012
Warm-up for studen was to
Fri, Mar 2, 2012
Warm-up for students was to define plagiarism.
Thurs, Mar 1, 2012
Warm-up for students was to take out the homework
SPECIAL NOTE: Mrs. Williams has been in and out due to medical emergency.
Please check agenda books for assignments and due dates during this timeframe. I apologize for any inconvenience this may cause.
Fri, Feb 3, 2012
Warm-up for students was to take out paperwork related to the new unit for Night (Unit overview/advanced organizer & Oprah Interview Questions). After doing so, we briefly discussed the historical context (setting) of The Holocaust and viewed the remaining segment of The Oprah Interview. Some classes finished the viewing, while others did not. Today, however, is the last day of viewing. Pds 1, 3, and 4 were assigned books, began reading Chapter 1, and were instructed to complete the reading and answer the accompanying active reading questions for homework. Pd 7 received books, but have not yet begun their reading.
Thurs, Feb 2, 2012
Warm-up was to study for 5 mins in preparation for the Tone test #1-40. After studying and sitting for the test, students continued viewing the Oprah Winfrey Interview On location in Poland with Elie Wiesel. Afterward, students answered their viewing questions. Homework was to return Holocaust field trip permission slips and money by tomorrow's deadline.
Wed, Feb 1, 2012
No School - Professional Development
Tues, Jan 31, 2012
Most Academy students attended a field trip to the Baltimore Aquarium; therefore, the few students who remained viewed the first segment of the Oprah Winfrey Interview on location with author and Holocaust survivor Elie Wiesel. Afterward, they answered viewing questions. Homework was to return Holocaust field trip permission slips and money. Also, study for the Tone test. For extra credit, students could complete the tone crossword.
Mon, Jan 30, 2012
For warm-up students defined the terms HOLOCAUST and GENOCIDE and distinguished between the two. After this brief time, some students finished midterm exams while others began introductory material for the Holocaust and Night. As a class, we viewed a prezi (new web 2.0 software) presentation on Elie Wiesel, the Holocaust experience, and the book Night. Homework was to return Holocaust field trip permisson slips and money by the Thursday due date. Students are anxiously anticipating our class visit to the U.S. Holocaust Memorial Museum in Washington, DC. next week.
Fri, Jan 27, 2012
For warm-up, most classes finished evaluating/justifying their answers from the Midterm Review packet. Pd 7 chose not to do so. In any case, I am grading the review packet for the accuracy of answers and for their justifications (students knew this in advance & we went over the answers). Afterward, students completed Part II of their English midterm exam: the 27 multiple choice questions. There was no homework!
Thurs, Jan 26, 2012
For warm-up, all classes reviewed the requirements for a phenomenal BCR response and recalled the rubric traits by which their writing will be evaluated. After this, students completed Part I of their English midterm exam: cold read a text and respond in writing to a BCR prompt. Homework was to study/complete the midterm review packet. Since the multiple choice part will not be given until tomorrow, students were allowed to take the review home one more night. In addition, a reminder was issued to get Holocaust field trip permission slips signed and returned with the $15 fee.
Wed, Jan 25, 2012
For warm-up, students were given 5 mins to review their tone words. Then they quizzed on Tone words #36-40, the last in the series. In transition, clause quezzes were returned to students for feedback. Afterward, the were asked to take out their War ("Cavalry Crossing a Ford" and "Where Have You Gone, Charming Billy") BCR materials. We read the text together and noted close reading strategies. Then students were asked to finish their BCR responses in a timed mock testing situation. Homework was to study/complete the midterm review packet and get the Holocaust field trip permission slips signed and returned with the $15 fee.
Tues, Jan 24, 2012
For warm-up, students wrote a special Superbowl story using all 5 recent tone words (complete with context clues) in preparation for tomorrow's tone quiz. Some of these got very creative! After sharing stories, students completed a brief quiz on dependent and independent clauses. With the time remaining, we looked the third and final practice BCR prompt, raising the stakes to paired stimuli (comparing/analyzing TWO texts). We embedded test-taking strategies into our discussion about the prompt, acknowledging that it is the hardest prompt they have seen this year. If students can tackle this, the midterm will be a cinch! Homework was to study/complete the midterm review packet and to get Holocaust field trip permission slips signed and returned with the $15 fee.
Mon, Jan 23, 2012
2nd Qtr Report Cards Distributed TODAY!
Tone Word #40 was facetious. After reviewing the word and its context clues, we began a review of clauses by working in groups to classify sentences and sentence parts taken from The Outsiders. The group with 100% accuracy who finished first got a prize! Students were given the remaining time to complete rewrites of their "Architecture of a Soul" BCR from last week. Homework was to study for dependent/independent Clauses Quiz tomorrow, complete the Midterm Review packet, and return Holocaust field trip permission slips with the $15 fee.
Tone Word #40 was facetious. After reviewing the word and its context clues, we began a review of clauses by working in groups to classify sentences and sentence parts taken from The Outsiders. The group with 100% accuracy who finished first got a prize! Students were given the remaining time to complete rewrites of their "Architecture of a Soul" BCR from last week. Homework was to study for dependent/independent Clauses Quiz tomorrow, complete the Midterm Review packet, and return Holocaust field trip permission slips with the $15 fee.
Fri, Jan 20, 2012
The Tone Word #39 was solemn. After discussing the word and its implications, students transitioned to classwork: working on their BCR writing assignment.
Thurs, Jan 19, 2012
The Tone Word #38 was bantering. After discussing this word with its accompanying picture, students then transitioned to classwork.
Wed, Jan 18, 2012
The Tone Word #37 was patronizing. After discussing this with students, they provided other scenarios where this word would apply.
Tues, Jan 17, 2012
Tone Word #36 was ceremonial. Befitting of Homecoming or Prom, we made certain students could connect images to meaning.
Thurs, Jan 12, 2012 - - No School TOMORROW or MONDAY!
For warm-up, students took out their Island of the Blue Dolphin text excerpts and a pen. After being given their evaluations back and the BCR of the student they evaluated, students then met with one another for debriefing. Armed with fresh feedback, students then went to work rewriting/revising their BCRs to incorporate the feedback and improve their scores. No homework!
Wed, Jan 11, 2012
For Warm-up, students quizzed each other on their tone words #31-35, afterwhich they each completed an independent 5-item written quiz. For classwork, students completed a peer evaluation of the Rontu prompt using a BCR Peer Review sheet. They evaluated and scored only one BCR to prepare for tomorrow's discussion with the student-writer. Pds 3 & 4 also used whiteboards to correctly identify independent and dependent clauses in review. There was no homework for Pds 1 & 7. Pds 3 & 4 completed a Clause worksheet.
Tues, Jan 10, 2012
Warm-up is to review your last 5 words, then select one tone word from those to write a great "teacher-made" quiz sentence. Warning! You cannot use the tone word in the sentence. The class will then hear all sentences and try to guess the answer using the context clues you provide! Great fun! For classwork, students used what they know about how to write an effective English BCR to unscrambled an unknown student's BCR response to the Rontu excerpt from Island of the Blue Dolphins. Students who correctly unscrambled the BCR received CANE Cash for Achievement! There was no homework for Pds 1 & 7. Pds 3 & 4 had to complete a Clauses worksheet.
Mon, Jan 9, 2012
Warm-up Tone Word #35 is authoritative. After reviewing this, students read an Excerpt from Island of the Blue Dolphins about an Indian girl who was stranded on an island for 18 years with only her pet dog. Then, students responded to the writing prompt in a mock testing situation.
Fri, Jan 6, 2012
Warm-up Tone Word #34 is awe. After reviewing the warm-up, we read the poem "Douglas Atherton." In an activity, students identified expressed and implied information from the poem and classified as such on the chart provided. During the last part of class, students read an excerpt from Island of the Blue Dolphins by Scott O'Dell. Given a sample BCR writing prompt, students were tasked with explaining how the speaker feels about Rontu, her dog. As we read the excerpt, students highlighted expressed information from the text that showed how the speaker feels about Rontu. Pds 3 & 4 also began notes on clauses: independent and dependent (subordinate). For homework, they practiced identifying clauses on pg. 71. Pds 1 & 7 did not have homework.
Thurs, Jan 5, 2012
Warm-up Tone Word #33 is urgently. After reviewing the warm-up, students reviewed homework from the prior night. Then, students finished their BCR rubric translations. Students who still didn't finish, were to complete it for homework. Pds 3 & 4 did not have homework.
Wed, Jan 4, 2012
Warm-up Tone Word #32 is taunting. After reviewing the warm-up, we reviewed the interactive notes from yesterday's class. Students then continued the BCR rubric translations they began yesterday in class. In addition, we reviewed fragments (pds 3&4 went over pg. 85 from homework) and the directions for homework tonight. For homework, pds 3 & 4 must complete the Fragments wksht, pg. 86 (back) and pds 1 & 7 must complete the Fragments wksht, pg. 85 (front). For an extra copy of the homework, see yesterday's post and scroll the file once you load it.
Tues, Jan 3, 2012
Warm-up Tone Word #31 is wrathful. After making connections to this particular term, students transitioned to classwork. In preparation for the English midterm later this month, students are receiving more direct instruction on and practice composing and evaluating BCRs (brief constructed responses). Students completed interactive BCR notes and translated the rubric for the midterm evaluation. With a partner, students interpreted the teacher language used in the rubric elements and re-wrote the rubric in their own words. No homework for pds 1 and 7. For homework, pds 3 &4 completed the front of the Fragments wksht, pg. 85.
Mon, Dec 19, 2011
Some students finished their benchmark testing today, while others were able to view the film version of The Outsiders covering the class reading, Chapts 7-9. Homework is to study for the Outsiders quiz Chapts 10-12. Unit test Wed, 12/21.
Fri, Dec 16, 2011
Today is the day! Students took their time to shine by completing the English Benchmark #2. With a little healthy competition, classes are striving to beat one another for the top average and the greatest percentage of increase. We'll see the results next week, so stay tuned for the outcome. No homework!
Thurs, Dec 15, 2011
After reviewing tone, students reviewed the skills and concepts on the Jeckyll/Hyde worksheet. Afterward, students formed groups of 3 or 4 to compete in a game review of Who Wants to be a Millionaire. Team results for winners will be posted asap. Homework was to complete the green Benchmark Skills review sheet for submission at the time fo the exam tomorrow.
Wed, Dec 14, 2011
Tone Word #30 is . After tone, students worked in cooperative groups to complete "Dr. Jeckyll and Mr. Hyde," our mock testing excerpt which provides the background knowledge students will need to complete certain portions of their benchmark. Homework was to finish their Jeckyll/Hyde worksheet and read Chapt. 11 of the Outsiders (answering all questions). Chapt. 11 is a brief five pages, so it should not take very much to complete. Beware! You may not want to STOP reading at the end of the chapter.
Tues, Dec 13, 2011
Tone Word #29 is . After tone, students drilled for 52 prepositions. The reinforcement daily should yield positive results over the long term. Once drills were done, students took notes on test taking strategies with grammar items. Click here to find the grammar notes. Homework was to finish reading Outsiders Chapt. 10 and answering active reading questions.
Mon, Dec 12, 2011
Tone word #28 is pessimistic. After tone, students drilled for 52 prepositions. These are critical in attacking grammar questions on the CCE's (Calvert County Exams). After drills, students took their quiz on the Outsiders Chapts. 7-9. When done, students completed a grammar exercise, labeling subjects, verbs, and prepositional phrases. Homework was to read Chapt. 10 of the Outsiders and answer all active reading questions.
Fri, Dec 9, 2011
Tone Word #27 is optimistic. After tone, students corrected their Everyday Edits and discussed their changes. Drilling for all 52 prepositions followed.
Thurs, Dec 8, 2011
Tone Word #26 is critical. After tone, students corrected thier Every Day Edits and discussed their editorial choices. Drilling for 39 prepositions folllowed. Tomorrow, students must know all 52 prepositions from the chart! Let's show what we know!
Wed, Dec 7, 2011
Tone Word #25 is pretentious. After tone, students made corrections to their Every Day Edit and discussed their justifications. Drilling for 26 prepositions followed. Tomorrow, students must know a total of 39 prepositions (first 3 columns)! You can do it!
Tues, Dec 6, 2011
Tone Word #24 is flippant. After tone, students corrected their Every Day Edit and discussed why they made the changes. Drilling for prepositions began right away. Students had to recall/record the 13 prepositions in the first column of the study chart. Tomorrow, students must know a total of 26 prepositions (first and second columns)!
Mon, Dec 5, 2011
Tone Word #23 is ribald. Students were introduced to Every Day Edits, where they must proofread and correct 10 errors in a brief factual paragraph covering a number of topics. Today's was Basketball's Beginnings. They then answered questions related to the text in a mock testing situtation. This will prepare students for Benchmark #2 next week. Finally, students defined the term "modifier" and took notes on the parts of speech/grammatical structures that qualify and modifiers. Click here for a link to the blabberize website for the preposition song to help you study. Each day students will be drilled on 13 prepositions taken from the list provided, and each day the the requirement for the drill will build (Day 1=13, Day 2=26, etc). If students would like to practice at home, click here for a blank prepositions bank. Homework is to visit the blabberize site (first link) and study prepositions for the drill! The first 13 prepositions do tomorrow! Also remember to read Chapt 7 and answer the questions.
Fri, Dec 2, 2011
Tone word #22 is elated. After completing the warm-up, pds 1 and 7 finished their viewing of the segment covering Chaots 4-6 in the book. Then, they quizzed on The Outsiders Chapts 4-6. Pds 1 and 7 have to complete journals for homework. After warm-up, pds 3 and 4 quizzed on the Chapts 4-6, then viewed the film and submitted their completed journals. No homework for pds 3 &4!
Thurs, Dec 1, 2011
Tone Word #21 is choleric. After tackling this difficult word, students in Pds 1 and 7 viewed The Outsiders film version covering the chapters read. In Pds 3 and 4, students worked in their groups to make corrections to figurative language mixed practice and to complete their Double Entry journals/Reading Topic #3 writing assignments. For homework, students were to be sure Chapts 4-6 were read and all questions were answered. Pds 3 and 4 were to complete the journal writing assignments to submit tomorrow in class. Outsiders Chapts 4-6 Quiz is tomorrow!
Wed, Nov 30
Today for warm-up, students studied the tone words and tested on words #1-20. After the test, students reviewed figurative language homework from last night. With the remaining time, we began reading Chapt 6 of The Outsiders. For homework, students were to complete the reading and answer the active reading questions. In addition, they were to complete the Mixed Review Figurative Language sheet.
Tues, Nov 29, 2011
Today in review for the upcoming tone test, students quizzed each other in pairs using the tone words (1-20) from their journals. Afterward, a quick confidence assessment was taken as students stood on the side of the room that indicated how ready they were to take the tone quiz. The test is tomorrow! For classwork, students reviewed figurative language and began reading Chapt 6. Homework was to complete the reading and questions for Chapt 6.
Mon, Nov 28, 2011
Tone Warm-up #20 is . After reviewing warm-up, students began reading Chapt. 5 and answering active reading questions. Homework is to finish reading the rest of the chapter. Tone test #1-20 Wednesday.
Tues, Nov 22, 2011
Tone Warm-up #19 is . After reviewing the warm-up, students began their reading of Chapt 4 and answered active reading questions. No homework! Enjoy the Thanksgiving Break:)
Revised schedule - 9th Academy Reward Pds 6 & 7 (these classes did not meet today). Students with eligibility participated in a field activitiy/film festival.
Revised schedule - 9th Academy Reward Pds 6 & 7 (these classes did not meet today). Students with eligibility participated in a field activitiy/film festival.
Mon, Nov 21, 2011
Tone Warm-up #18 is frivolous. After reviewing the warm-up, students demonstrated their knowledge of Chapts 1-3 by completing a quiz. Students submitted all assignments for credit and watched the Francis Coppola film version of Chapts 1-3 (20 mins run time).
Fri, Nov 18, 2011
Tone Warm-up #17 is accepting. After reviewing the warm-up, students completed their journals in groups and discussed their responses. We then listened to several prominent musical artists of the 1950's and 60's and made connections to the text based on Ponyboy's perception about Greasers and Socs. For homework, students must make sure all active reading and journal work is completed. The quiz has been postponed until Monday.
Thurs, Nov 17, 2011
Warm-up Tone Word #16 is mocking. After reviewing the warm-up, students received their Journal packets. Double-Entry Journals were introduced, and we did one or two of them together. Students were to finish Chapts 1 -2 double entry journals for homework and respond to reading journal prompt #1. We then began reading Chapt. 3. Students must complete the reading and answer the active reading questions, in addition to finishing the journals.
Wed, Nov 16, 2011
For warm-up, students demonstrated their knowledge of Tone words #11-15 in a quiz. We then jumped right into a discussion about Chapter 1 and the characters with whom the reader is introduced. Students completed a chart to track character traits; this will be kept for future reference as we read. After the discussion, we began reading Chapt. 2. Homework was to finish reading Chapt. 2 and answer active reading questions. There will be a quiz on Chapts. 1-3 Friday, 11/18.
Tues, Nov 15, 2011
Today, students reviewed the last five tone words for warm-up in preparation for the warm-up quiz tomorrow. The words are apathetic, bitter, benevolent, objective, and somber. After this review, students practiced subjects and verbs identification on pgs. 38-39 in the Language Network book. For more practice, students began the Subjects and Predicates wksht pg. 25. Then, we began our reading of Chapter 1 of The Outsiders and students answered active reading questions. For homework, students were to finish Chapt 1, answer The Outsiders active reading questions, and finish the Subject and Predicate wksht (front only pg. 25).
Mon, Nov 14, 2011
We are beginning a new unit! It is based on SE Hinton's The Outsiders. Students received an advanced organizer noting the objectives and expectations for the unit. After Tone Word #15 - somber, students compared/contrasted their responses to their adult counterparts using the "Kids These Days" worksheet. They recognized that despite the predominant thought, teens TODAY face some of the SAME things teen did decades ago. Then, students stood in the middle of the room indicating their responses to a series of pre-reading questions by stepping ON THE LINE. Finally, students worked on grammar (identifying subjects and verbs). Each student was assigned a book; they wrote their names in the inside cover to officially check it out of the class library. This text is to be brought to class every day wth their notebook and other English materials. During this unit, students will NOT need their orange workbooks. Homework was to have the The Outsiders Advanced Organizer and Movie Permission slip signed by a parent.
If you would like the audio support while you are reading The Outsiders, visit the public library's website or check out the cd pack from a local branch.
If you would like the audio support while you are reading The Outsiders, visit the public library's website or check out the cd pack from a local branch.
Thurs, Nov 10, 2011 - Mandatory Tutoring Day Flex Lunch A & B
Warm-up Tone Word #14 is objective. After discussing warm-up, students unscrambled the a chronological list of the actual events of Wasps' Nest according to the important details we learn at the end of the story. Then, students tested on the story including literary analysis, vocabulary, figurative language, and grammar. Next week, we begin a classic - - The Outsiders by S. E. Hinton. For homework, all periods were to complete "Kids These Days" worksheet with an adult as we anticipate the start of another unit.
Wed, Nov 9, 2011
Warm-up Tone Word #13 is bitter. After we reviewed warm-up, students finished their review of Wasps' Nest on pg. 768 and submitted it for grading. They did, however, have the option of taking it home to study. We further reviewed verbs, as needed. Students received a green Wasps' Nest review sheet to take home; it outlines the format and content of the test Thursday. A verbs practice sheet was also provided, so that students could work on action, linking, and helping verb identification. Students must create, take, and print out their Quizlet Test on Wasps' Nest Vocab of Words to Know. It is due tomorow before the test! If you've hunted all over and still cannot find it, here is the Wasps' Nest quizlet link.
Tues, Nov 8, 2011 - Mandatory Tutoring Day Flex Lunch A & B
Warm-up Tone Word #12 is benevolent. We reviewed warm-up and clarified our understanding of the ending of Wasps' Nest. We also reviewed verbs (action, linking, and helping. Homework was to create and take the online Quiz for Wasps' Nest Vocab of Words to Know using Quizlet.com. Students should have Matching, True/False, and Multiple choice questions. This is due by Thursday. Students should also study verbs and figurative language. A test on Wasps' Nest will be given Friday.
We Won! We did it! Mrs. A. Williams 1st Period Class brought the most food for End Hunger in Calvert!
Our 1st period class rallied together to bring nearly 78 pounds of food toward the effort to End Hunger in Calvert! The HHS Key Club sponsored the effort as one of their annual service projects. Congratulations to the Key Club and to my 1st period class. You should feel gratified that not only did we win the competition, more than that, we also are doing our part to end hunger and starvation in our community.
Doughnuts are on the way...our breakfast date is Mon, Nov 14th! Put your order in now:)
Doughnuts are on the way...our breakfast date is Mon, Nov 14th! Put your order in now:)
Mon, Nov 7, 2011
Tone Word #11 is apathetic. We reviewed the warm-up. Then students broke into 2 groups to work in stations on verbs quiz corrections and Wasps' Nest. Homework was to study Wasps Nest Vocab of Words to Know on Quizlet.
Fri, Nov 4, 2011 (Pep Rally - modified schedule)
For warm-up, students quizzed for Tone Words #6-10. Then, students quizzed on action and linking verbs. Any student who performed below a 70/C was assigned mandatory tutoring for next week. Homework was to work online at www.quizlet.com with the flashcards for Wasps' Nest. The Vocab of Words to Know are listed below:
1) Absurd 6) Languorous
2) Fathom 7) Lull
3) Foreboding 8) Resolutely
4) Hospitable 9) Slacken
5) Impersonally 10) Suitor
1) Absurd 6) Languorous
2) Fathom 7) Lull
3) Foreboding 8) Resolutely
4) Hospitable 9) Slacken
5) Impersonally 10) Suitor
Mon, Oct 31- Thurs, Nov 3, 2011
Tone Words #8-10 (Mon - Wed). Mrs. Williams was out sick Monday and Tuesday. We revied verbs, then reviewed tone words. No Homework for this timeframe!
Fri, Oct 28, 2011
Tone Word # 7 is malicious. Today, our schedule was adjusted for a 2hr early dismissal. With roughly 30 minutes in each class, students reviewed the warm-up and quizzed on the station skills for the week (see prior entries). There was no homework.
Thurs, Oct 27, 2011
Tone Word #6 is lighthearted. Today, students reviewed the skills practiced in station work this week and evaluated their work, making changes where necessary. Tomorrow, there is a quiz on the skills: Parts of Speech, Verbs Identification, and Figurative language. Students also had to finish the back of the Verbs worksheet for homework.
Wed, Oct 26, 2011
For warm-up, we quizzed on the first 5 tone words! For classwork, we continued station work building from yesterday's foundation. The stations were: 1) Verbs where students viewed a hyperlinked video , 2) Independent Figurative Language Ex. 21 & 22, and 3) Sentence Composing - Unscrambling.
Tues, Oct 25, 2011
As a review for our first 5 tone words, students wrote silly stories about the topic of their choice using ALL the tone words appropriately to show their understanding. Some shared their stories with the class. Today, we conducted 3 station: 1) working independently on Figurative Language Ex. 19 & 20; 2) Grammar Intro to the Parts of Speech; and 3) Sentence Composing in chunking. Homework was to study for the Tone Quiz #1-5 TOMORROW! Meet today during Lunch A or B for tutoring or reteach/retesting. 1st qtr ends TOMORROW!
Mon, Oct 24, 2011
Tone Word #5 was incisive, the hardest of those we have seen so far. Today, we evaluated our Benchmark #1 performance individually and as a class using the Data-Feedback Strategy Method. In this way, students reflected on their learning and their test-taking strategies and formulated action plans for future learning. Homework was to study for the Tone Quiz #1-5 Wed, 10/26. Remember, the 1st Qtr ends Wednesday!
Thurs, Oct 20, 2011
Tone Word #4 was factual. Today we reflected and evaluated our activity with Officer Mercer yesterday. We then engaged in an in-depth discussion about the value of human life and whether we are "doing enough" to demonstrate our belief in the purity and unsurpassed value of human life - ours and all those around us. Such topics as cyberbullying, posting/watching violent YouTube videos of assaults, playing violent video games, and watching violent television programs/movies were discussed. Do we know where to draw the line between reality and fiction? Are we being desensitized to violence so that we are more dismissive or condoning of violence when it occurs in our presence? There was no homework.
Wed, Oct 19, 2011
Tone Word #3 Warm-up was on confident. Today, we were visited by an officer from the PG Community Development Division which serves the entire county. She shared information about pertinent homicide cases, statistics, and displayed police equipment for student evaluation. Homework was to write a one-page reflection from ONE of two different perspectives (the police officer or the witnesses who observe the crimes).
QUARTER ONE CLOSES Wed, Oct 26th!
QUARTER ONE CLOSES Wed, Oct 26th!
Tues, Oct 18, 2011
Tone Word #2 Warm-up was on candid. In class we read, "38 Who Saw Murder and Didn't Call the Police," the sobering article about Kitty Genovese of New York. We completed an active reading sheet and had a great discussion about why bystanders/witnesses do not want to become involved. We further discussed a teenager who met a terrible fate because her fellow classmates not only refused to intervene during her attack, but chose instead to film it on their cell phones. What does this say about our morality? What does this say about our value of human life? These are questions we'll continue to discuss in class during the unit. No homework! If you plan to RETAKE pictures tomorrow, BRING THE OLD ORDER PACK and/or the MONEY FOR ORIGINAL PURCHASE.
Mon, Oct 17, 2011
NEW Warm-up series on TONE WORDS! This extensive effort is intended to familiarize you with tone words used on benchmarks, midterm/finals, and HSAs. Students were trained on how to approach completing these types of warm-ups by using context clues and inferring meaning. Tone Word # 1 was amusing. For Classwork, students read an editorial about the book, Who Killed My Daughter?, written by Lois Duncan. We reviewed purpose for writing, target audience, discussed real world connections, and made connections to "Full Circle," a short story by Sue Grafton. No homework (except Pd 4 - Each had to complete the Venn Diagram they should have completed in class!
Fri, Oct 14, 2011
Warm-up was to prepare for the Benchmark by getting 2 pencils out and submitting the TWO review sheets assigned that were homework (GREEN and WHITE) in color. Students completed the test for the duration of class. No homework!
Wed and Thurs, Oct 12 - 13, 2011
On an irregular schedule, ninth graders (along with many others) sat for the PSAT during pds 1-4. The only class to convene was 7th period. Warm-up was to journal a paragraph of at least ONE positive and ONE negative experience regarding their PSAT Test experience. Then, students played a review game "Are Your Smarter Than a 5th Grader" to prepare them for the English Benchmark scheduled for Thurs - Fri. The highest scoring class gets either a donut breakfast or pizza party lunch! Winners = PD 4 with $175,000 in the bank! Homework was to study for the Benchmark by completing the review sheet!
Tues, Oct 11, 2011
For Warm-up students completed a Case File on Caroline Spurrier, the homicide victim in "Full Circle". Recalling the information helped students prepare for the "Full Circle" Test they took immediately following warm-up. For homework, students had to study the WHITE Benchmark Review sheet.
Fri, Oct 7, 2011
PSAT Warm-up #5 completed using our knowledge of test-taking strategies. Students then met in groups to complete their "investigation" into the witnesses/suspects of "Full Circle". In whole group, we discuss any questions students may have. Then, students complete a brief short answer quiz on the story alone. Homework is to study the Full Circle vocab Quizlet and complete the Case File for the story. A review sheet for the Full Circle test was distributed.
Thurs, Oct 6, 2011
Who is the driver of this TRUCK?!!! What does this pick-up have to do with the tragic death of fictional character Caroline Spurrier in Sue Grafton's "Full Circle?" Well, we need to find out!
Today, students completed PSAT Warm-up #4, fixing awkward phrasing and ensuring clarity in our sentences. We then met in groups to transition into our remaining reading of the story (accompanied by CD). What information have we gathered so far? Who are the possible witnesses, and who are the suspects? Students recorded this on the worksheet provided. Homework was to study Vocab WTK "Full Circle" Quizlet and study for a brief quiz on the story tomorrow (Characters & plot only). A note was added so students bring their own CALCULATORS to the PSAT testing site Wed, 10/12.
Today, students completed PSAT Warm-up #4, fixing awkward phrasing and ensuring clarity in our sentences. We then met in groups to transition into our remaining reading of the story (accompanied by CD). What information have we gathered so far? Who are the possible witnesses, and who are the suspects? Students recorded this on the worksheet provided. Homework was to study Vocab WTK "Full Circle" Quizlet and study for a brief quiz on the story tomorrow (Characters & plot only). A note was added so students bring their own CALCULATORS to the PSAT testing site Wed, 10/12.
Wed, Oct 5, 2011
PSAT Warm-up #3 completed using what we know about types of sentences and required punctuation (mechanics). Students then formed groups and played detective, scouring the text for clues/details about their assigned character in the story. Who is a witness and who is a suspect?! Homework was to study "Full Circle" WTK vocabulary on Quizlet and be sure to let parents know to come out for Interim Night from 5-7pm in the Media Center. The Full Circle Quiz will be Fri, 10/7.
Tues, Oct 4, 2011
PSAT Warm-up #2 completed using test-taking strategies. Students made predictions based on the full-page picture on 743 that begins the short story, "Full Circle." We read together from 744-749, writing pertinent information about the story on post-it notes. Homework was to study "Full Circle" WTK vocabulary on Quizlet.
Mon, Oct 3, 2011
Students were introduced to the Improving Sentences portion of the PSAT as we prepare for the test scheduled for Wed, Oct 12, 2011. For the next week, warm-ups will be covering PSAT English skills and concepts. Then, we applied pre-reading strategies for a new short story, "Full Circle," creating a cluster web about the appeal of mysteries. Homework was to study "Full Circle" WTK vocabulary on Quizlet.
Thurs, Sept 29, 2011
Today is our FRIDAY! We briefly reviewed our notes on "The Most Dangerous Game" and tested. There was NO HOMEWORK! Have a great weekend:)
Wed, Sept 28, 2011
Students reviewed "The Most Dangerous Game" and related concepts in English (i.e., figurative language, words to know vocabulary, plot structure, etc.) by playing Trashketball using student-made and teacher-made questions. For homework, students had to study for the test tomorrow.
Tues, Sept 27, 2011
Students completed a review of figurative language. For homework, students should study all material related to MDG including vocabulary and literary terms. They should additionally write 3 review questions (1-1 pointer, 1-2 pointer, and 1 - 3 pointer) in preparation for the Trashketball Review.
Mon, Sept 26, 2011
Students reviewed the plot structure and conflict in "MDG". Afterward, students viewed a videoclip teaching figurative language and took notes on the definitions and examples of each. Using these notes, students completed the "MDG" Figurative Language Scavenger hunt. For homework, some students had to finish the scavenger hunt. Additionally, students should clip or print a news article related to "MDG". Analyze the article using the 5W method.
Mon - Thurs, Sept 19 - 22, 2011
Mon - Group debate about Rainsford's use of Instinct or Reason!
Tues - Class Website Intro & MDG Webquest Intro (lab)
Wed - Writing Your Essay in class (lab)
Thurs - Writing Your Essay in class (lab)
Fri - All Products due! After submission, students mapped "The Lion King" and "MDG" using the elements of plot structure in two versions of Freytag's pyramid. Click here for the second option.
Most Dangerous Game Webquest
We hope you enjoyed the story! Adventure, suspense, and a surprise ending! Well, the adventure doesn't stop here. Click on the link below to begin your week-long assignment, a webquest related to "The Most Dangerous Game." Be sure you read each post on the webquest and submit all assignments on time. You have some time in the lab for 3 days, so use it wisely!
"The Most Dangerous Game" Webquest
All parts of this webquest are due in class Friday, Sept 23, 2011. If you do not have access to a computer at home, the expectation is for you to avail yourself of the Media Center during FLEX Lunch or the student computers in the classrooms and labs.
"The Most Dangerous Game" Webquest
All parts of this webquest are due in class Friday, Sept 23, 2011. If you do not have access to a computer at home, the expectation is for you to avail yourself of the Media Center during FLEX Lunch or the student computers in the classrooms and labs.
Fri, Sept 16, 2011
In last night's reading assignment you finished the text to discover WHO WON THE GAME! Today, you reviewed your marginal notes, major events and details of the text, and took a reading quiz on pgs. 37-42. For the second half of class, you created your own Conflict Cartoon depicting each of the 5 types of conflict. For homework this weekend, complete the Conflict Chart (pg. 44) and the Vocabulary of Words to Know (pg. 45). Remember, you can find the Words to know at the bottom of the text pages in which they occur in the story. In the actual text, they are underlined so you can easily find them. Match the correct term to the clues or definitions (Parts A & B). In Part C, write a character sketch of General Zaroff using your choice of 5 words from the Vocabulary of Words to Know list.
Thurs, Sept 15, 2011
Today, you took a reading quiz on last night's reading assignment (MDG, pgs. 26-33). You then read pgs. 33-36 and answered all questions, including marginal reading check and reader strategy exercises. For homework you must read pgs. 37-42 to finish the text and do the same. You have another reading quiz tomorrow.
Wed, Sept 14, 2011
After reading the beginning of the story, you needed to determine which of your predictions were true. You read pgs. 23-26, answering all questions in detail with complete sentences. For homework you must read pgs. 27-33 and answer the accompanying active reading questions. Remember, you can listen as you read to the audio cd stored in the back flap of your workbook.
Tues, Sept, 13, 2011
As you entered the "jungle" today, you experienced the sights and sounds of our setting in "The Most Dangerous Game." You made 3 predictions and read from pg. 19-22, answering all questions in detail with complete sentences. For homework, you must write a 5-7 sentence paragraph telling the characters, conflict, and plot events thus far in the story. To spice things up, give me the setting and tone, too!
Mon, Sept 12, 2011
Today, period 1 needed to take the Media Center Quiz. All classes began pre-reading strategies in preparation for our reading of the short story, "The Most Dangerous Game" by Richard Connell. You completed Connect to Your Life during class and the Key Ideas section, completing the Game word web for homework (pg. 18).