December 18, 2015

Only 1st and 2nd period classes met today due to early release.

We explored the ideas of friendship, betrayal, conspiracy, and paranoia from Julius Caesar in a different interpretation of the play.

Second period started class with the district-mandated suicide prevention lesson.

Remember to get your reading list together! We'll be working with that when you return in January.

Wishing you all a wonderful and restful holiday break!

Baxter and Boomer are ready for some snow! (They're going to be disappointed when it's 65 on Christmas day...)

December 17, 2015

We reviewed the Argument and Persuasion test from yesterday. Students who scored below 70% may retake the test.

We read independently for 15 minutes. Don't forget to gather a list of books you've read since 8/24!

For our Writer's Notebook entry, I asked students to go back to an entry that they felt they could improve, share the date of the entry, and then rewrite the entry with their improvements.

We watched Act III of the 1970 version of Julius Caesar so students could see the two speeches that we studied on Tuesday. We considered the ideas of conspiracy, paranoia, friendship, and betrayal as we viewed the scene.

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December 16, 2015

We started class with the Argument and Persuasion test. When all students were finished, we did our Writer's Notebook entry. I asked students to look back at the vocab words they've been tracking throughout the semester and choose one word that they thought they could represent visually. The idea is to make the word look like the definition or draw a picture that illustrates the word. The vocab word is the only word that should appear on the visual.

Test grades will be in Skyward before the end of the day!

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December 15, 2015

We used the first 15 minutes of class for the Writer's Notebook and independent reading. Today's notebook topic: There is never, ever a good reason to betray a friend.

We recapped yesterday's discussions on abolishing the penny and weapons and technology. Then, I shared some background information on Julius Caesar, the leader and the Shakespearean play.

We listened to Brutus' speech to the citizens in Act III, Scene 2 (page 1249-1250). Students evaluated the speech for persuasive techniques and rhetorical devices.

We listened to Antony's speech to the citizens in Act III, Scene 2 (pages 1250-1255). Students evaluated the speech for persuasive techniques and rhetorical devices.

We then discussed the two speeches to determine which man had the most effective speech. We also talked about which speech could be considered a sound argument.

Argument and Persuasion test tomorrow!

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December 14, 2015

We started class with 25 minutes to read, annotate, and respond to (1/2 page) today's Article of the Week for our Writer's Notebook and used remaining time reading our independent reading books.

One thing that will be on Wednesday's test is inductive and deductive reasoning, so today we read two essays that employ these two different techniques. The first essay, "Abolishing the Penny Makes Good Sense," uses deductive reasoning to argue why the penny should be removed from circulation. The second essay, "On Nuclear Disarmament," uses inductive reasoning to argue why countries should drop out of the arms race and work on building better relationships.

We listened to "Abolishing the Penny Makes Good Sense" and created a chart to track the general principle, specific situation, reasons and evidence, and conclusion that the author uses in his deductive argument. We also talked about whether the reasons and evidence were relevant and sufficient.

We listened to "On Nuclear Disarmament" and created two charts to track specific evidence and the conclusions they lead to that the author uses in his inductive argument. We also found examples of repetition and parallel structures used for effect in the essay.

These two activities will help students with many questions on the test. Students should also study the terms and their definitions and be prepared to identify devices used in examples. The Argument and Persuasion notes have been moved to the top of the Classroom page, so you shouldn't have trouble finding them.

Absent students: See the About section on Classroom for instructions on "How To Access the Online Textbook." The essays we read are in Unit 6. Under the "Student Resources" tab, you can see the charts we worked with: "Reading Skill: Analyze Deductive Reasoning" for "Abolishing the Penny" and "Reading  Skill: Analyze Inductive Reasoning" for "On Nuclear Disarmament."

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December 11, 2015

We revisited the Speech Analysis assignment from yesterday, and students completed a sentence-starter sheet to evaluate the speech further. Students turned in both pages.

Today's Writer's Notebook entry is a free entry: students may write or draw whatever they like. When they finished their entry, students completed the Writer's Notebook Check #5 form (also posted on Classroom). They used the remaining time to read.

One of our previous notebook entries asked students to write about an object or device that has outlived its usefulness. I made a list of their responses and read them to the class, and then we listened to a podcast from NPR about the penny. While Americans tend to love the penny and want to keep it, there are many people who believe that the penny is no longer useful. We explored other articles about this topic: one from Forbes, the list near the middle of this page on Money Crashers, and another from NPR. (Here's an article we didn't have time for in class that talks about penny hoarders. Listen to it if you can!)

At the end of class, I asked students to consider the things they said had outlived their usefulness and decide as a group on one object/device. We'll be working with that topic next week.

The Argument and Persuasion test is Wednesday, 12/16. I'll be talking more about the test on Monday.

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December 10, 2015

A substitute covered my classes today so I could help with testing. Students started with 20 minutes of independent reading time then added a new vocab word to their Writer's Notebooks. I'll be checking notebooks tomorrow.

Students completed a speech analysis assignment (now posted on Classroom--sorry I forgot to post it this morning!). Students who didn't finish the assignment should complete it for homework and turn it in first thing Friday.

Remember to bring your iPad and headphones tomorrow!

Argument and persuasion test coming up Wednesday, 12/16!

December 9, 2015

Today was the STAAR English II EOC Test! I hope you did your best!

December 8, 2015

We started class with 20 minutes of independent reading time. Students should start compiling a list of the titles and authors of books they've read since August 24 (start of school). They'll need this information for the week of final exams (Jan. 11-15).

For our Writer's Notebook entry, students chose one of these quotes to respond to. I asked for a full page response today.

"Time stands still for no man." - Leonard Reiss

"Be who you are and say what you feel because those who mind don't matter and those who matter don't mind." - Dr. Seuss

One error I've seen in students' writing is in punctuation with a conjunctive adverb. We looked at the Chomp Chomp site to help us recognize and punctuate conjunctive adverbs in sentences. Students then worked in groups to find online quizzes to help us with other frequent errors: commas, subject/verb agreement, pronouns, and commonly confused words. They shared their quizzes on Classroom and spent time exploring sites that other students found.

I returned the STAAR practice essay from yesterday and asked students to proofread their writing, looking for errors like the ones we just discussed. I also asked them to circle and improve three words. This is a skill they can apply when they take the test tomorrow.

Speaking of tomorrow, here's how the schedule will look. You'll report to your testing room by 8:15am. Remember, you don't need to bring anything other than a book to read when you finish. At 12:45pm, students who are finished will be released to go to lunch in the cafeteria then report to their 3rd period class by 1:20pm. Students who are not finished will be relocated to another classroom to complete the test.

Coming up: Writer's Notebook Check Friday, 12/11, and Argument and Persuasion test Wednesday, 12/16!

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December 7, 2015

We began class with 15 minutes of independent reading time. I used that time to finish Dave Burgess' Teach Like a Pirate. I don't read professional books as often as I should, but this one was pretty good--especially Part 3! Now I'm reading Miss Peregrine's Home for Peculiar Children by Ransom Riggs.

Today is National Letter Writing Day, so I asked students to write a letter to a character from their book for their Writer's Notebook entry today. I'll be checking notebooks on Friday.

We used the remaining class time to review openings and closings, then students used all of the knowledge we've gathered over the last week to write a full essay in response to a STAAR-style prompt. Students who didn't finish in class today will have time tomorrow.

Don't forget to turn in the "Messages" essay revision to Classroom today! Turn in your rubric by tomorrow.

First and 2nd periods will meet in room 2500 tomorrow.

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December 4, 2015

We visited the library at the beginning of class, and Mrs. Harrison showed us how to access eBooks on our iPads. Now if you need something to read over a weekend or on a break, you can download a new book instantly!

Our Writer's Notebook was a free entry today; students who needed a topic were asked to tell about their favorite childhood memory. (Third period also wrote the entry for Tuesday, December 1. Go to that day's blog entry for the topic.)

We looked at the Embedding Quotes handout. Then we watched a video about quote bombs (on Classroom). I hope these lessons have helped students become more confident in embedding quotes in their writing.

Working in groups, students chose a prompt from the 501 Prompts packet (on Classroom) and composed an opening paragraph with a strong claim. Then we shared our openings and predicted what the next paragraph would include. If we couldn't predict the next paragraph, you might need to improve your claim. (Absent students should complete this individually and have it ready for Monday.)

New books are now unlocked for check out! Also, don't forget to vote for Hebron's Teacher of the Year! (Must be logged in to LISD account to vote. Voting closes tonight at 11:59pm!)

"Messages" essay due Monday, 12/7!

Enter the Dr. Martin Luther King, Jr., Essay Contest!

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December 3, 2015

We started class with 15 minutes of independent reading time. For our Writer's Notebook today, we examined a political cartoon from the LA Times. Students responded to the following questions in their notebooks.

1. What are your first thoughts about the cartoon?
2. What is the symbol in the cartoon? What does it mean?
3. What words are used in the cartoon? Why are they significant?
4. What political event or idea is the cartoon referring to?
5. What conclusions can you draw about the cartoonist's opinion? What specific details in the cartoon led you to this conclusion?
6. What special interest groups would agree/disagree with the cartoon's message? Why?
7. How is the cartoon effective (or not effective) in your opinion?

We discussed opening and closing examples for a persuasive essay. We noticed that each opening ended with a clear claim/thesis. (Some of our examples could use improved claims!) At their tables, each student picked a different opening style and wrote an opening for the prompt "Would you rather have the super power of flight or invisibility?" They shared their openings, then we followed the same process to write a closing.

We looked at a sample STAAR essay prompt and wrote an opening paragraph. We will do more with this tomorrow.

All but 2 of the books missing from the classroom library have been located! I'll make the new titles available Friday after school!

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A Plea

I started the school year with about 30 books in the classroom library, books that I purchased or received through grant programs. I asked students to complete a form to let me know when they borrowed a book and to tell me when they return a book so I can keep track of the inventory.

The shelf has grown a little thin over the course of the semester, and several books are missing and unaccounted for. There are no fines or penalties for missing books--I really just want the books back so other students can have an opportunity to read them.

If you happen to see one of these books floating around or stashed under your bed, will you please return it to me? I marked my copies with a small orange "M" on the bottom edge of the book. (It might look like a "W" if it's flipped over. Ha!) (Evolution, Me & Other Freaks of Nature has been located as of this posting.)

These classroom books are missing.

Once I track the missing books down, I'll feel better about adding these new titles to the shelves!

These new classroom books are currently in hiding.

December 2, 2015

We started class with 15 minutes of independent reading time. Students were encouraged to watch for new and interesting words to use for their Writer's Notebook entry today. My word today was ostracizing, which means excluding; however, in this case, it means something more like ignoring. In The Catcher in the Rye, when Holden is trying to talk to his sister, he says, "She was ostracizing the [blank] out of me" (Salinger 166). I'm not a big fan of this character, and I'm only finishing the book because I'm almost done with it. The kids told me it would get better, but I haven't seen it yet!

We did a little analysis of the reading practice, working in groups to challenge the questions and uncover the answers in each text. This is a good activity because it makes students really consider the text as they answer questions. (Third period will do this tomorrow--we're still playing catch-up from Monday.)

We looked at the short answer responses we wrote and highlighted the different parts of the response in different colors: one color for the answer, one color for the text evidence, and one color for the explanation. If students were unable to highlight one of these parts, they should recognize that their response needs improvement. (Third period will do this tomorrow.)

I returned the "Messages" essay to students. Students who would like to revise for points back should do so before the end of the day Monday, 12/7, and turn it in on Classroom. I'm available for tutorials before and after school Thursday, Friday, and Monday and during B block on Friday.

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December 1, 2015

In 1st and 2nd periods, we took 15 minutes to read independently. Here is today's Writer's Notebook prompt:

We will discuss this idea further next week.

We returned to the reading practice, and students had the remaining class time to complete the readings and questions. Students who did not finish will have some time in class tomorrow.

Since we missed 3rd period yesterday because of the evacuation, our agenda was a little different. Instead of independent reading time, students read and responded to the article from yesterday, "College students confront subtler forms of bias: slights and snubs." We used the remaining class time to begin the reading practice. Students will have time in class tomorrow to complete this.

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November 30, 2015

I hope everyone had a restful break! I certainly did!

We started class with 10-15 minutes of independent reading/catch up time. Then we moved to our Writer's Notebooks where we responded to an article titled "College students confront subtler forms of bias: slights and snubs." Many students felt that the best way to deal with situations addressed in the article is to tell the person who made the offensive comment that what they've said isn't okay.

We began a STAAR practice reading test. We will finish this in class tomorrow.

**Third period didn't meet today because of the evacuation. We'll get caught up tomorrow.

November 20, 2015

We started with 15 minutes of time for students to read independently and write in their Writer's Notebooks. Students could write about whatever they chose; if they needed a topic, I suggested making a list of things to be thankful for.

We picked up where we left off with the Susan B. Anthony speech, answering questions in groups.

We examined more speeches for examples of logos, ethos, and pathos, using Ashton Kutcher, Elle Woods, and William Wallace as models. We also looked at how advertisers can use visual effects (like lighting and camera angles) to persuade us. Notes and links to the speeches and ads are available on the "Argument and Persuasion Blend" slides on Classroom.

Homework for the break: Read!

Enjoy your Thanksgiving break!

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November 19, 2015

We started class with 15 minutes of independent reading time. I asked students to pay close attention as they read because they would be doing something with their reading for their Writer's Notebook entry. When time was up, students wrote the title of their book and the chapters/pages they read during the 15 minutes. Then, using their Notes app on their iPads or phones, students retold their chapter using only emojis. This was a little harder than I thought it would be! Oxford Classics tweeted some good examples.

We revisited the Quindlen speech through the essential questions: Is Quindlen's speech effective? How does she influence others to agree with her opinions and ideas? Is Quindlen's argument sound? We also looked at the conclusion of her speech and determined that it is a call to action. In our notes, we added information about call to action and logical fallacies. These notes have been added to the end of the "Argument and Persuasion" slides available on Classroom.

We read Susan B. Anthony's speech, "On Women's Right To Vote" and started working on some analysis questions. We will pick up here tomorrow!

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November 18, 2015

We started with 20 minutes of independent reading time. While reading, we kept an eye out for new words or words used in interesting ways. My word was moron, which means a stupid person. in The Catcher in the Rye, Holden says, "All morons hate it when you call them a moron" (Salinger 44). I already knew what the word meant, but I couldn't figure out why he kept using it! For whatever reason, it's the character's favorite insult.

Students had about 10-15 minutes to discuss the Anna Quindlen Commencement Speech in their groups, then we examined the speech as a class, sharing examples of parallelism, repetition, analogy, and allusion. We analyzed the different rhetorical devices in the speech, discovering how parallel structures and repetition of words can lead to a better understanding of a speech's message.

Before you leave for the break, turn in your Retellings notebook!

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November 17, 2015

We started the day with a visit to the library for our 15 minutes of independent reading time. After that, students responded to this question in their Writer's Notebooks: If the technology existed to upload your brain and live indefinitely, would you have any ethical concerns about doing it?

We revisited the ads that we found yesterday that employed different persuasive techniques. Groups replied to two of the ads on Classroom and explained how that ad used the selected technique.

We finished up the argument and persuasion notes (page 632) and put our understanding into practice. I displayed several print ads, and students evaluated them for the use of logos, ethos, and pathos.

I distributed copies of Anna Quindlen's commencement speech, and students will examine the speech for parallelism, repetition, analogy, and allusion. We'll also look for logos, ethos, and pathos and dissect the structure of the speech. This where we'll begin tomorrow!

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November 16, 2015

We began class with 15 minutes of independent reading time. I passed A Connecticut Yankee in King Arthur's Court on to a student who wanted to read Mark Twain and switched to The Catcher in the Rye by J.D. Salinger.

For our Writer's Notebook entry, we read and annotated "How To Get Students To Stop Using Their Cellphones in Class" and wrote a 1/2 page response to the article.

We finished/reviewed our Persuasive Techniques notes (p 634) from Friday and searched for and shared commercials that employ the techniques we discussed. We continued taking notes on persuasion from page 636. Then we went back to the beginning of the unit to take notes over argument, starting on page 632. (Absent students can access the online textbook using the instructions on Classroom under "About." Check your notes with mine or another student's when you return!)

Don't forget your "Messages" essay is due tomorrow!

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November 13, 2015

We started class with 15 minutes to write in our Writer's Notebooks and read independently. Fridays are free write days; today's suggested topic was Friday the 13th and other superstitions.

We returned to the Bright Room to wrap up our retellings discovery activity. I gave students about 10 minutes to wrap up any loose ends in their presentations, and then they shared with the class.

Back in the classroom, we started our Argument and Persuasion unit. In groups, students discussed different kinds of persuasive messages they encounter on a daily basis, from billboards to ads on social media (textbook p 630). We took notes over some of the most common persuasive techniques that advertisers use and came up with examples for each (textbook p 634). We then evaluated a segment of a speech for those techniques (textbook p 635).

Homework for the weekend: Spend a total of 60 minutes reading! Don't forget your "Messages" essay is due Tuesday. Please don't use 1st or 2nd person in your essay. If you begin a sentence with "I think," just remove it and the sentence should still work.

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November 12, 2015

We started class with 15 minutes of independent reading. Students kept an eye out for new and interesting words as they read then added the word to their Writer's Notebook. My word was "bosh," which means absurd or foolish talk; nonsense. It comes from Mark Twain's A Connecticut Yankee in King Arthur's Court: "He spoke of me all the time, in the blandest way, as 'this prodigious giant,' and 'this horrible sky-towering monster,' and 'this tusked and taloned man-devouring ogre;' and everybody took in all this bosh in the naivest way, never smiled or seemed to notice that there was any discrepancy between these watered statistics and me" (20).

We've spent the past 2 1/2 weeks studying one set of stories that share a common thread. Today, I challenged students to find their own set of retellings. We visited the Bright Room where students worked with a partner to find a short story, a poem, and a song or artwork that all tell the same story. They then shared their findings with the class (not all groups presented today, so we'll return to the lab to finish up tomorrow). Students discovered retellings of Peter Pan, Sleeping Beauty, Little Red Riding Hood, and many more!

Students collaborate in the Bright Room.

These young men are finding retellings of Pygmalion.

November 11, 2015

Students completed a one-pager for their Writer's Notebook entry and a notebook check form before turning in their notebooks.

Students discussed their interpretations of Jackson's "The Daemon Lover" and shared the most probable situations. We added this information to the class interpretations chart on Classroom.

To conclude the retellings unit, students will write a two-part paper. They started by talking in their groups about the messages in each text, how they are conveyed, and the similarities and differences of the messages across texts. Then I distributed the assignment sheet. We will have a little time in class on Thursday, Friday, and Monday to work on the assignment, and students will turn it in on Classroom on Tuesday, 11/17.

(No board photo today--I erased it too quickly! Sorry.)

November 10, 2015

We started class with 15 minutes of independent reading time. For the Writer's Notebook entry today, students chose one of the following quotes to respond to. Responses should be at least a page long.

"A stumble may prevent a fall." - English Proverb

"It is better to light a candle than curse the darkness." - Chinese Proverb

Students participated in a fishbowl discussion about perceptions in Shirley Jackson's "The Daemon Lover." We focused on the following questions:

• What is the narrator like? How does she view herself?
• What do others think of her? How do they treat her? Why?
• How are the narrator and Kathleen/Mrs. Drover similar? How are they different?
• How did your understandings of the narrator change from your first reading of the text? What accounts for that change?

Following the fishbowl discussion, students wrote a one- to two-page interpretation of Jackson's "The Daemon Lover." Students who did not complete the work in class should finish before class tomorrow. Be prepared to share your responses with your classmates!

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November 9, 2015

Unfortunately, I couldn't be at school today. Students are still working through the Retellings unit, though! Here are the plans I left with the substitute. Be ready to discuss when I return on Tuesday! And since I don't have a picture of my board for the day, I'm sharing a picture of my dogs. :)

Baxter and Boomer

November 6, 2015

Students had 20 minutes at the beginning of class to read independently and write in their Writer's Notebooks. Today's entry was a free entry--students could draw or write whatever they chose. I provided a quote if they needed a starting point: "We must become the change we want to see." - Ghandi

We continued our discussion of Shirley Jackson's retelling of "The Daemon Lover" (see yesterday's post for a link to the story). Students worked in groups to answer questions and analyze the narrator's view of herself and others' views of the narrator. This Notes for 11/6 document has all of the questions we worked on today (your resource if you were absent or if you want to review).

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November 5, 2015

Students are encouraged to keep an eye out for new/interesting words as they read their independent reading books. Today, they shared a word for their Writer's Notebook entry. My word was palimpsest which means "a parchment or the like from which writing has been partially or completely erased to make room for another text." It comes from A Connecticut Yankee in King Arthur's Court by Mark Twain: "I scanned a leaf particularly and saw that it was a palimpsest" (Twain 6).

We read the last story in the Retellings unit, "The Daemon Lover" by Shirley Jackson (full text here and audio here). As they read, students tracked the major events and characters in the story. This is a pretty long story, so we only had time to read and recap the events today. We'll go more in depth with it tomorrow.

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(We actually did Session 6 today, not Session 7. Got a little ahead of myself.)

November 4, 2015

Ms. Scott from the counseling office visited us today and guided us through the Career Cruising site. Students completed quizzes to help them realize their strengths and interests and explored colleges and careers that they're interested in. They chose 3 colleges and shared information about cost, requirements, and location.

We usually do vocabulary in our Writer's Notebooks on Wednesdays, but today I asked students to reflect on the Career Cruising activity. Many students are still unsure of what they want to be when they grow up, and looking at the requirements and cost of college may have been unsettling for them. As sophomores, this is the perfect time to start thinking about those things and to discover the path necessary to reach those goals!

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November 3, 2015

We started the period with 25 minutes to read independently and write in our Writer's Notebooks. Today's notebook entry was inspired by last Tuesday's list of awesome things. I asked students to choose one item from their list and expand on it in the style of the entries on the 1000 Awesome Things blog.

We used Kahoot! to review a STAAR revising passage. Students did really well on this activity!

We returned to "The Demon Lover" retellings. Students read several variations of the ballad and then looked at the original ballad through a different lens. Here are the questions that were posed today:

Consider the variations of the ballad that you read.

• What's the same across all the ballads? What's different? 

• How do the differences alter your ideas about the characters or events?

• What, if anything, do the differences tell you about the time, place, or culture? 

One of the titles of the original ballad was "A Warning to Married Women." Please reread "The Daemon Lover" ballad to come up with a response to this question: "What is the warning to married women?" Be sure to support your interpretation with evidence from across the text.

Reflect

• Consider the variations that you read that are the most different from the Scottish ballad we've read and discussed. Do these ballads suggest a different warning to married women? If so, what's the warning and how is it conveyed? 

• How did reading Bowen's text and studying multiple versions of the Scottish ballad influence your thinking about the warning to married women?

• What can you say about how texts make meaning from other texts? 

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 Remember to bring your charged iPad tomorrow for Career Cruising!

 

November 2, 2015

The drive to work this morning reminded me of Carl Sandburg's poem "Fog."

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We started class with 15 minutes of independent reading time. I'm still working through Brave New World. Science fiction always fascinates me because I wonder how the author knew where we were headed.

We read "Too Much Sitting Is Killing You" for our Writer's Notebook entry. Students responded to the article with more ways people can increase their activity levels. It was good to see many students challenge what the article was saying--they felt the author left some information out. Here are some videos on the topic.

• Why Sitting Too Much Can Kill You!
• Are You Sitting Too Much?
• 9 Tips To Save Your Life

We continued our journey through retellings, looking at the original source for "The Demon Lover." Students read the ballad, concentrating on what is actually happening in the story and who the characters are. In groups, they discussed how the ballad altered or enhanced their understanding of Bowen's "The Demon Lover," the story we worked with last week, and they recalled familiar retellings like the stories of Romeo and Juliet and Beauty and the Beast. We finished the period by studying other versions of "The Daemon Lover" ballad (243F is the version most like the one in our book), including Bob Dylan's "The House Carpenter."

October 30, 2015

Students had 25 minutes at the beginning of class to read their independent reading books and complete today's Writer's Notebook entry. Since it's Friday, students may write/draw whatever they choose for their notebook entry; however, I shared an article about a change in Snapchat's privacy terms that they could respond to. Many kids were shocked by the update!

We spent about 20 minutes in a whole class discussion about our interpretations of "The Demon Lover." Most students believe the fiance (either in reality or ghost form) took Mrs. Drover away at the end of the story. The majority of students were able to base their interpretations on details from the story, so that was great! Students can find a recap of the discussion on Classroom under "Interpretations: 'The Demon Lover.'" A link to a PDF version of the story is also there in case students need access to it over the weekend.

With the remaining class time, students revised their initial interpretation which should be turned in on Classroom before class begins Monday.

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October 29, 2015

Independent reading and Writer's Notebook collided today in the form of a one-page activity. Students had 25 minutes to complete the activity and read independently.

We challenged the structure of Elizabeth Bowen's "The Demon Lover," considering how the story would have been different if told in chronological order rather than with flashbacks. Most students believe the mystery would be lost if the story started in 1916 when Kathleen met the soldier.

We finally got to interpret the story! Students have probably been thinking about what the story means on a deeper level since we started reading on Monday. Today, they put those ideas on paper. Students were asked "Who--or what--takes Mrs. Drover away at the end of the story?" Students considered language and events to support their responses.

After writing, they shared their response with a partner to be sure the interpretation could be supported by the text. We closed out our session by updating the events and questions that we have been tracking and thinking about the group discussion that will happen tomorrow.

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October 28, 2015

We started the day with 20 minutes of independent reading time. Students then chose a word from their reading to define in their Writer's Notebooks. My word today was "truculently," which means a state of being cruel, harsh, or belligerent. It comes from the book Brave New World by Aldous Huxley: "'No, there hasn't been any one else," she answered almost truculently" (Huxley 40).

We began session 2 of our Retellings unit. Students reread Bowen's "The Demon Lover" and focused on moments that seem significant to understanding young Kathleen and her relationship with the soldier. Students then discussed their findings and constructed an oral portrait of young Kathleen, examining her relationship with the soldier and what attracts her to him. We added more details to our character descriptions and eliminated questions that we uncovered the answers to.

Tomorrow we will examine the story's structure and get into some interpretations of our own.

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October 27, 2015

We went to the library today to search for our next independent reading book. Students should read at least 2 books from the AP lists by the end of the 9 weeks. Lists are available on Classroom.

For our Writer's Notebook entry today, I read an entry from the 1000 Awesome Things blog, and students created their own lists of awesome things. We'll revisit those lists next week and develop that idea further.

We completed Session 1 of our Retellings unit. Students finished reading Bowen's "The Demon Lover" and discussed the characters and sequence of events with a partner. Then we created a document with the sequence of events from the story and information about the characters. We finished the session by creating a list of questions that we have about the story.

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October 26, 2015

We spent the first few minutes of class reviewing the midterm exam, then students had 15 minutes of reading time with their independent reading books. Students should read 2 books from the AP reading lists that I shared on the blog Friday (the lists are also available in Classroom). We'll go to the library tomorrow.

For our Writer's Notebook entry today, we read and wrote a half page response on "The $750 Pill." Students may not think this topic is relevant to them now, but if they talk to their grandparents, they'll understand how much of an impact drug prices make on our lives. Since that article was published, another company has begun offering the drug for just $1 a pill. (Most frequent reaction: This is ridiculous!)

We began a new unit on retellings, introduced with a quote from Umberto Eco: "Books always speak of other books, and every story tells a story that has already been told." Over the next few weeks, we will read and work with three texts that share the same title: "The Demon Lover." One text is a Scottish ballad that has more than 200 variations; the other two are twentieth-century retellings of this ballad. We will read and discuss each of the texts separately and as a set. Today, students read Elizabeth Bowen's 1946 retelling of "The Demon Lover." As they read, they annotated in a notebook and considered these questions: What is literally happening in this story? and Who are the characters? What do we know about them? Most students were able to complete the reading and some annotations today. Tomorrow, we'll pick up where we left off and have discussions at our tables.

Today's Board

Carrollton Public Library is holding a Teen Read Week contest. Students are encouraged to write a book review and enter to win prizes!

October 23, 2015

Third period completed their midterm exams today. All grades have been entered and are final unless I've spoken with (or emailed) a student individually.

Reflections on the 1st 9 weeks:

• Writer's Notebook entries are still a little thin. Students are challenged to write at least 1/2 a page on Mondays and Tuesdays when we respond to articles and share our own opinions. Be sure you're telling the whole story in your entries!
• Often, when we think of a protagonist, our minds automatically go to "good guy." That's not always the case. The protagonist is the character who drives the action and usually undergoes a change. Same goes for the antagonist: he/she isn't always a bad guy. The antagonist is the character who is in conflict with the protagonist.
• When you read a passage and become confused, that doesn't mean the author's intention was to confuse the reader. 

Goals for the 2nd 9 weeks:

• Write every day!
• Read every day! (2 independent choices from the AP lists provided on classroom: List 1 List 2)
• Use proper MLA format on everything!

We'll begin the 2nd 9 weeks on Monday with an Inquiry By Design unit about retellings.

October 22, 2015

First and 2nd periods took their midterms this morning. Grades will be entered by Friday afternoon.

Third period will take their midterm tomorrow morning at 8:15. We'll meet in 1410 (because desks).

I can't believe the 2nd 9 weeks begins on Monday!

October 21, 2015

Our entry for the Writer's Notebook today was "synecdoche," a literary term in which a part of something represents the whole or it may use a whole to represent a part. Students turned in their notebooks today and completed a form where they shared favorite sentences and ideas.

Students who were off-prompt for the Oedipus 1 Page Essay turned in revised versions today. Grades for the Greek Drama test are in. If students have specific questions about their results, they should see me before or after school or during tutorials.

We looked at the midterm review on Google Classroom, and students worked in groups to find useful websites about logos, ethos, and pathos and the three different kinds of irony, then one person in the group shared the site as a comment on the review in Classroom. Students should review these sites to prepare for the midterm.

Students revisited the poem, "A Blessing," to be sure they had all of the notes they wanted to help them on the midterm. Students read a nonfiction piece, an excerpt from Prairyerth, and annotated it for specific items. Students will be allowed to use these two annotated pieces on the midterm. 

Today's Board

October 20, 2015

Today is the National Day on Writing! We celebrated by sharing our thoughts on writing in our Writer's Notebooks. Students are encouraged to contribute to the nationwide conversation on Twitter, #WhyIWrite.

As I was grading the Greek drama test, I noticed that many students neglected to use specific terminology in their short responses. I created a sheet of notes along with a new answer sheet and allowed students another opportunity to attempt these questions. Students who are successful in their second attempt will earn partial points back.

The revising and editing practice we did yesterday wasn't really helpful in preparing us for questions that will be on the midterm. So today, students completed page 171 in groups. This is a much better example of what they can expect on the test.

We finished the period analyzing "A Blessing" by James Wright, which will appear on the midterm. Students created a TPCASTT chart on the back of the poem. Then they looked up some vocabulary words that may appear in the questions: philosophical, frivolous, complacent, synecdoche, lethargic, and haughty. I'll allow more time for this analysis tomorrow, and we will also be looking at the non-fiction piece that will be on the midterm. 

Today's Board

October 19, 2015

I returned the Oedipus 1 Page Essay today. Students who were off prompt may revise the essay and submit it by Wednesday, 10/21, for partial points back.

For our writer's notebook entry today, we read 10 Benefits of Reading: Why You Should Read Every Day. Students responded to the article in a full page entry about their reading habits or their favorite benefit of reading. The benefit I found most important was "Vocabulary Expansion." I'll be checking notebooks on Wednesday, so be sure your entries are up to date!

Students presented their Add-a-Scene projects. Good use of props and visual effects, just really great work overall!

We began preparing for the midterm. We worked in small groups to read two nonfiction pieces and answer questions. We also looked at a sample revising and editing section. We'll examine specific terms tomorrow that students will need to know for the test.

Here's today's board with specifics. (I think I'll start adding this to each blog entry. If I take the picture at the end of the day, all of the notes I've made over the course of the day should be there.)

From the guidance office: HOBY applications are now available. The Hugh O'Brian Youth Leadership Foundation is a state leadership seminar is designed to empower 10th grade students to recognize their leadership talents and apply them to become effective, ethical leaders in their home, school, and community. The seminar is 3 – 4 days, and students will have a life-changing experience and develop leadership skills which will serve them long into the future!

October 16, 2015

We wrapped up our study of Greek drama with a test over Oedipus Rex and Antigone today.

I don't know why, but I forgot all about the writer's notebook today, so there's no entry. Hopefully, we'll get back in a routine on Monday.

We finished the day with a few Add-a-Scene performances and clips from the 1957 production of Oedipus Rex.

Midterms are next week! Hard to believe 9 weeks have already passed! I'll have a review ready for students on Monday. Here's one question that will definitely be on the test:

This 9 weeks, you were to read a non-fiction book for your independent reading. Tell me about the book you read. Be sure to include the title and author, the author's purpose, and the overall impression the book left on you.

Midterms for 1st and 2nd periods will take place on Thursday, 10/22, during normal class time. Midterms for 3rd and 4th periods will take place on Friday, 10/23, in the morning. Students will have early release on Friday.

October 15, 2015

Since we didn't have a writer's notebook entry yesterday, we moved the vocab entry to today. Students read for 15 minutes and selected a word for their writer's notebook. My word was glistened: "Her eyes glistened up" (Quinn 5). Glistened means shined or glittered.

We gathered our notes to use on the Greek Drama test tomorrow. Students may use Greek Drama notes, Oedipus Rex questions, Classical Tragedy handout, and Antigone questions and analysis along with the book on their test. We talked about some important terms and ideas we should remember for the test, including Greek tragedy, tragic hero, stichomythic dialogue, theme, hamartia, foil and parallel characters, tone, and imagery.

Students had 20-30 minutes to finish up preparations for their Add-a-Scene presentations. We will present these in class on Friday and Monday. (A few groups were ready to present today, so they're off the hook!)

October 14, 2015

All sophomores took the PSAT this morning, so I didn't see 1st and 2nd periods. Third period worked on their Add-a-Scene assignment. Students will begin presenting their scenes in class tomorrow.

No entry for the writer's notebook today since we had the PSAT. Greek Drama test is still on for Friday. We'll be discussing more of what to expect in class tomorrow.

October 13, 2015

We started the day with an overview of what students can expect tomorrow as we take the PSAT test. Mr. O'Brien sent some great reminders:

1.  Bring your own calculator.

2.  Answer EVERY question even if you have to guess (there is no penalty for incorrect answers anymore).

3.  The top scoring 10th graders will be invited to Hebron’s FREE PSAT prep course 

Here is the format:

Section 1:  Critical Reading, 60 minutes, 47 questions

Section 2:  Writing and Language, 35 minutes, 44 questions

Section 3:  Math (no calculator), 25 minutes, 17 questions

Section 4:  Math (calculator), 45 minutes, 31 questions

Math is scored out of 760 and reading/writing is combined to be scored out of 760 for a maximum of 1520. We have no idea what the cutoff scores will be.

Students will report to their testing rooms by 8:15. Testing should be complete by noon, and B block lunch will begin at 12:20. Third and 4th period classes will be a little shorter to accommodate the day's schedule.

For our writer's notebook entry, we listened to a young man share his thoughts in an essay titled, "Accomplishing Big Things in Small Pieces." I asked students to consider this: What might be your Rubik's Cube? What’s something constant in your life that you can rely on to help you overcome obstacles? It doesn’t have to be a physical object--maybe it’s a phrase or a goal.

We looked over the Antigone Analysis packet. Students will be able to use this packet along with their Oedipus and Antigone questions and Greek drama notes on Friday's test. We used the remaining class time to prepare and practice the Add-a-Scene activity. Students will present these in class Thursday, Friday, and Monday.

October 6, 2015

Today's writer's notebook entry: Haimon says, "it is not right if I am wrong, But if I am young, and right, what does my age matter?" Defend or challenge Haimon's statement about age versus youth.

We finished reading Antigone. Students had time to work on the analysis and questions packets. I introduced the Add-a-Scene assignment that students will begin tomorrow.

I will be attending a workshop on Wednesday and Thursday, so students will be working on the Add-a-Scene assignment with a substitute. Email me with any questions you have as you work! Be prepared to present as soon as Thursday (PSAT testing on Wednesday means I won't see 1st or 2nd periods that day).

October 5, 2015

We reviewed the Literary Analysis test from Friday. In the coming days, we'll be talking about some of the most commonly missed questions: characterization, tone, imagery, and inference.

We read and annotated "College Kids Have Too Much Privacy" and responded to it in our writer's notebooks.

We read Ode 2, Scene 3, and Ode 3 from Antigone and discussed logos, ethos, and pathos as persuasive appeals in Haimon's speech to Creon. Students will practice using their own appeals by writing a letter to one of the characters in Antigone (due Thursday, 10/8).

October 2, 2015

We started class with the Literary Analysis Assessment. Grades will be entered by Sunday.

We read Scene 2 of Antigone. We're on track to finish reading the play on Tuesday.

Don't forget to complete your weekly reading form! You can also find the link in Classroom under the About section.

October 1, 2015

For today's writer's notebook, we switched things up. I moved Free Fridays to today so I could check their notebooks quickly. Students also completed a form where they shared the idea they're most interested in and the sentence they're most proud of. Then they placed a post-it on the one entry that they want me to read. Reminder: absences don't excuse you from completing the entries. You're still responsible for all of the work you missed.

We looked at writing samples from a released STAAR test to discern the difference between what makes a 3 and what makes a 4. Students are hard graders! Papers that scored a 4 were really scrutinized! We noticed that papers that scored a 4 have really great word choice, details, and sentence fluency.

We finished the Ode 1 analysis and returned to Scene 1 of Antigone to look at tone. We're focusing more on analysis with this play, so the questions packet (which students will get tomorrow) will be optional.

Tomorrow's test will have 30 multiple choice questions about a short story and two poems. Some basic literary terms will also be included (plot, setting, character, tone, etc.).

September 30, 2015

We started class with 20 minutes of independent reading time. Since it's Wednesday, we found a word from our reading to share in our writer's notebooks. My word was "sententiously" from Antigone: "Money!" Creon said sententiously. "There's nothing in the world so demoralizing as money" (Sophocles 201). As used in this passage, the word means "in a pompous, moralizing manner; self-righteously." Using this word to describe Creon's tone gives more insight into the kind of person he is.

We returned to the Ode 1 analysis that we began yesterday. Now that students have paraphrased one of the translations, they will evaluate all four translations for effectiveness of language, specifically sentence structure and word choice. Ultimately, students will decide which translation is the most effective.

Students turned in their "Truth" essays today. Because it is a major grade, an essay turned in one day late will suffer a 20 point penalty.

September 29, 2015

Today's entry in our writer's notebooks focused on the idea of selflessness: Some people believe there is no such thing as a truly unselfish act, that even when we do something to help others, we’re seeking glory and satisfaction for ourselves. Students were asked to write an "I believe" statement in response to the passage.

We compared Oedipus Rex to Aristotle's definition of tragedy. We're now moving from Oedipus to Antigone!

We started reading Antigone in our books. Today we read the Prologue, Parados, Scene 1, and Ode 1 (pages 189-204). Students are working in groups to paraphrase different translations of Ode 1, and tomorrow we'll complete a style analysis of the 4 different translations.

The "Truth" essay is due tomorrow at the beginning of class. The poetry/short story test is scheduled for Friday, 10/2. 

September 28, 2015

We looked at two articles about concussions and football to respond to in our writer's notebooks: "NFL Brain Study" and "Should You Let Your Kids Play Football?"

We completed our discussion of Oedipus Rex, going over the last set of questions and comparing the play to Aristotle's definition of tragedy.

Students are writing their first persuasive essay this week, and it is due on Wednesday. The essay should be no more than 1 page. Students may type the essay, but it must be 12pt font, double-spaced, and there is still a 1 page limit. Students do not have to reference Oedipus Rex in the essay.

They will have a test on Friday over poetry and short stories--two genres we tackled in this first 6 weeks. The test will have two poems and one short story and 25(ish) multiple choice questions.

September 25, 2015

After independent reading time (20 minutes) and writer's notebook time (topic: free Fridays), we journeyed upstairs to the new Learning Lounge to complete a gallery walk. Students moved in groups from topic to topic and shared their ideas.

Three posters focused on themes from Oedipus Rex: sight vs. blindness, fate vs. free will, and search for truth. Students provided text evidence and commentary to support the topic.

Three other posters examined possible tragic flaws that may have led to Oedipus' demise: pride, arrogance, and ambition. Students shared examples from history, literature, politics, and sports and entertainment for each trait. We talked about how some examples belong on one poster more than on another (like Dez Bryant--he fits the "arrogance" category more than the "ambition" or "pride" category). It was interesting to see some people show up on multiple lists! Here are a few shots of the kids in action.

1st period

2nd period

3rd period