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.

Today's Board

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.

Today's Board

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.

Today's Board

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.

Today's Board

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.).