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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