June 2, 2016 - Farewell!

As of this posting, all grades are entered and final. 

I appreciate you for your willingness to take risks and share your thoughts. 

I hope you will continue to blog over the summer and tweet me (@k8mayo) or email me (mayok@lisd.net) when you publish something new. 

I wish you all the happiness and success that you deserve!

Thank you for a great semester! 

Ms. Mayo

Boomer and Baxter wish you a happy summer!

June 1, 2016

First and second periods took their final exams today! Final grades should be entered before 4th period tomorrow.

Fourth period will take their final exams tomorrow! Final grades should be entered before 3pm tomorrow.

No board photo today!

May 31, 2016

I shared the updated review for the final exam. Students have a copy of the review, and it is available on Classroom. Students may use their literary terms packet on the exam, so if you've misplaced yours, print off a copy from Classroom.

We revisited our discussion from Friday about philosophy and dug into our own deep questions. On a notecard, students shared questions anonymously that give them pause. They then chose one of their questions (or one of Needleman's 9 questions) and applied it to a book they've read, explaining how the book attempts to answer the question.

With the remaining class time, students completed a character analysis, part three of the Reading Recap activities. Students also had time to finish the other activities and complete an end-of-course survey. All were due before the end of the period.

Coming Up:
Wednesday, 6/1: 1st and 2nd period Final Exams; all classes pick up notebooks
Thursday, 6/2: 3rd and 4th period Final Exams; early release

Today's Board

May 27, 2016

IRT: ~15 minutes

Students who revised the Messages essay turned them in for a second look.

We started a discussion on philosophy with the idea of kindness. We watched the "Daily Affirmations with Stuart Smalley" skit from Saturday Night Live. I shared the quote, "Never underestimate the power of a kind word," then students worked in groups to list as many motivational messages they could think of, from posters to greeting cards. After they created a list, I asked students to choose which of those messages they would like to receive when they were having a bad day. Students then anonymously wrote a message or two on an index card and turned them in. These will turn up again soon!

Students took time to discuss the word "philosophy" in their groups, determining what the word meant and what people are famous for it. We learned that "philosophy" comes from the Greek words "philo" and "sophia," meaning "loving" and "wisdom or knowledge." While most philosophers we're familiar with are dead Greek guys like Plato, Aristotle, and Socrates, students also mentioned Confucius, Marx, and Nietzsche. Since wisdom and knowledge are derived from questions, students created a list of universal questions that we seek answers to. After about 4 minutes, I shared Dr. Jacob Needleman's list of 9 great philosophical questions. Many lists contained variations of most of the questions!

Needleman's Nine Questions

I also gave students a quote to ponder over the long weekend. We will start with this on Tuesday.

Students used the remaining class time to work on the reading ladder and IRT questions and assessments, two parts of the Reading Recap assignment. They'll receive the last part on Tuesday.

Coming Up:
Thursday-Tuesday, 5/26-31: Independent Reading Activities (minor grade)
Wednesday, 6/1: 1st and 2nd period Final Exams
Thursday, 6/2: 3rd and 4th period Final Exams; early release

May 26, 2016

IRT: 20 minutes
WNB: You're almost finished with your sophomore year of high school! Share your thoughts on how the year has gone, and predict what's to come for your junior year.

We went over yesterday's argument and persuasion test. Students who scored below a 70 may come in to retest during A block Friday or A block Tuesday.

Students received a copy of the final review (also posted on Classroom). Students will be allowed to use their lit terms packet on the test.

Students completed a form, flagged two of their favorite entries, and turned in their notebooks to be checked. (minor grade)

Students reflected on their reading for the semester, ranking their books from the most difficult to the least difficult. This is the first of three activities students will complete for the reading recap (a minor grade).

Coming Up:Friday, 5/27: Messages essay revision due
Thursday-Tuesday, 5/26-31: Independent Reading Activities (minor grade)
Wednesday, 6/1: 1st and 2nd period Final Exams
Thursday, 6/2: 3rd and 4th period Final Exams; early release

Today's Board

May 25, 2016

Students completed the argument and persuasion test today. Grades will be entered before I leave for the day.

Coming Up:
Thursday, 5/26: Writer's Notebook check (minor grade) - Absences don't excuse you from notebook entries. Check the blog for entries on days you were absent.
Thursday-Tuesday, 5/26-31: Independent Reading Activities (minor grade)
Wednesday, 6/1: 1st and 2nd period Final Exams
Thursday, 6/2: 3rd and 4th period Final Exams; early release

Today's Board

May 24, 2016

IRT: 15 minutes
WNB: Look back at your Tuesday entries (most are "This I Believe" starters). Has your opinion on any of the topics changed? (Maybe you believe more or less strongly about the topic.) Which topic is the most interesting to you? Why? Which topic is the least interesting to you? Why?

We finished up Julius Caesar with a 3-2-1 activity for Act III Scene 2. Working independently, students wrote 3 summary statements, chose 2 significant quotes and explained them, and developed 1 genuine question and answer.

We read Antigone's speech to Creon and Dr. Martin Luther King Jr.'s "Letter from Birmingham Jail" and looked for the claim and rhetorical devices. We then compared and contrasted their messages and audiences. This was good preparation for the argument and persuasion test that we will take tomorrow. Students may use the lit terms packet and their copy of "On Nuclear Disarmament" on the test.

Coming Up:
Wednesday, 5/25: Argument and Persuasion Test - notes and review on Classroom
Thursday, 5/26: Writer's Notebook check - Absences don't excuse you from notebook entries. Check the blog for entries on days you were absent.
Wednesday, 6/1: 1st and 2nd period Final Exams
Thursday, 6/2: 3rd and 4th period Final Exams; early release

Today's Board

May 23, 2016

IRT: 15 minutes
WNB: Article of the Week - "How to rig elections, the legal way" (Here's an image that helps explain the concept of gerrymandering.)

I returned the scored rubrics for the messages essay assignment. Students may revise this essay for up to half of the points back. Students who choose to revise should hand in a printed copy of the paper by Friday, 5/27.

We finished reading Act III of Julius Caesar. We analyzed Antony's speech for rhetorical devices and discussed which of the speeches was more effective. We also talked about the mob mentality that sets in at the end of Act III when the crowd kills a man who happens to have the same name as one of the conspirators.

Coming Up:
Wednesday, 5/25: Argument and Persuasion Test - notes and review on Classroom
Thursday, 5/26: Writer's Notebook check - Absences don't excuse you from notebook entries. Check the blog for entries on days you were absent.
Wednesday, 6/1: 1st and 2nd period Final Exams
Thursday, 6/2: 3rd and 4th period Final Exams; early release

Today's Board

May 20, 2016

IRT: 15 minutes
WNB: Retell the part of your book that you just read using only emojis. Be sure to include the title of your book!

We examined Marullus' speech from Julius Caesar Act I scene 1 for rhetorical devices. We then read the assassination scene in Act III scene 1 and Brutus' speech in Act III scene 2. Brutus' speech serves as a perfect example of an argument, so we looked for those details.

Coming Up:
Monday, 5/23: Antony's speech analysis
Wednesday, 5/25: Argument and Persuasion Test - notes and review on Classroom
Thursday, 5/26: Writer's Notebook check - Absences don't excuse you from notebook entries. Check the blog for entries on days you were absent.
Wednesday, 6/1: 1st and 2nd period Final Exams
Thursday, 6/2: 3rd and 4th period Final Exams; early release

Today's Board

Here's the link to ALA's 2016 Top Reads

May 19, 2016

Students had the first 30 minutes of class to work on their blogs. The last entry is due before 11pm tonight.

We finished watching To Kill a Mockingbird.

I posted the review for next week's argument and persuasion test on Classroom. Students should use their notes (also posted on Classroom) to study for the test which is Wednesday, May 25.

I introduced Shakespeare's Julius Caesar (intro video & summary video), and we read Act I scene 1 and looked for persuasive techniques in Marullus' speech. We will continue this work tomorrow.

Today's Board

May 18, 2016

IRT: 15 minutes (#nowreading The Selection by Kiera Cass)
WNB: Students shared their top 5 books of the semester on a Google form and wrote about the one they picked as their best read.

We examined Atticus Finch's speech for logos, ethos, pathos, repetition, and parallelism. We then compared the text version to the film version.

Sorry, no board photo today. My computer is still broken.

May 17, 2016

IRT: 15 minutes
WNB: Would you rather win $10 million in the lottery or live forever?

We revisited the "Cat Bill" from yesterday and looked for reasons, evidence, and a counterargument. We watched the trial scene from To Kill a Mockingbird. Students should read and analyze Atticus' closing argument for logos, ethos, pathos, repetition, and parallelism. We will discuss the handout in class tomorrow and compare it to the film version of the speech.

No board picture today. My computer is currently out of commission.

May 16, 2016

IRT: 15 minutes
WNB: Article of the Week - "Should Parents Be Allowed To Choose the Sex of Their Baby?"

We finished up the argument and persuasion notes from Friday, covering persuasive techniques in advertising and logical fallacies. We began analyzing Adlai Stevenson's Cat Bill Veto for elements of argument and persuasion. We will wrap this up tomorrow.

Final blog entry is due before 11pm Thursday, 5/19! Students will have time in class on Thursday to work on the blog.

Today's Board

May 13, 2016

We used the first 30 minutes of class for blog time. I reminded students of the book blogging procedures and gave them an update on their previous entries. This final entry is due before 11pm Thursday, 5/19. Students will have blog time on that day.

We began learning about argument and persuasion. Students took notes over argument analysis, purpose, audience, and logos, ethos, and pathos. We will wrap up these notes on Monday and begin examining speeches and essays for these elements.

Today's Board

May 12, 2016

We have completed the Retellings unit, and we're ready to start talking about argument and persuasion. About half of the students took the AP world history test this morning, so the rest of us began watching To Kill a Mockingbird. This is one of my all-time favorite books (and movies)! We will finish watching the movie Monday to examine Atticus' closing argument in the Tom Robinson trial for elements of argument and persuasion.

Today's Board

May 11, 2016

Students used the entire class period to work on their retellings essay which should be turned in on Classroom before 11:59 pm today.

Students who have completed the essay were encouraged to read or work on their blogs. The next (and last) blog entry is due before 11 pm Thursday, 5/19.

Today's Board - The info in black demonstrates how to embed, use brackets in, and cite a quote.

May 10, 2016

IRT: 15 minutes
WNB:


One of the most frequent errors in student writing involves comma usage, so today we completed lessons on commas on noredink.com.

Students used the remaining class time to work on their retellings essays, due Wednesday, 5/11.

I returned rubrics for the humanity project. Overall, the state of humanity makes students cynical, hopeful, and concerned.

Today's Board

May 9, 2016

IRT: ~10 minutes
WNB: Article of the Week - Students read, annotated, and responded to the article "Half of teens think they're addicted to their smartphones."

We recapped all of our notes and charts from The Demon Lover stories. Students began working on the culminating essay for this unit: Messages from the Demon Lover Tales, to be completed and turned in on Classroom by Wednesday, May 11.

I've adjusted the due date for the final blog entry--it's now due by 11pm Thursday, May 19.

Today's Board

May 6, 2016

Students used the first 30 minutes of class to work on their final blog entry which is due by 11pm Sunday, May 15. If you haven't blogged about one of your AP books yet, you need to do so on this entry. See the "Book Blogging" procedures posted on Classroom for details.

I shared the four most widely held interpretations of Bowen's "The Demon Lover." We continued working with the ballad and looked at other versions for similarities and differences, concentrating on time, place, and culture. 

One of the titles of the original ballad was "A Warning to Married Women." Students 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. We discussed different interpretations and added them to our "Interpretations" Google Doc (available on Classroom). 

Today's Board

May 5, 2016

IRT: 20 minutes
WNB:

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." 

Students had the remaining class time to complete and hand in their interpretation revision. Students who did not finish should turn this in first thing tomorrow.

Today's Board

May 4, 2016

IRT: 20 minutes
WNB: Vocab - select 3 new or interesting words from your reading to add to the vocab section of your notebook. 

We challenged the structure of Elizabeth Bowen's "The Demon Lover" and considered how the story would have been different if told in chronological order rather than with flashbacks. Most students believe the mystery and suspense 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. Then we collected all of the interpretations and proof on a chart (available on Classroom), and students wrote another draft of their interpretation. We will have a little time to work on this tomorrow before it is due.

Today's Board

May 3, 2016

IRT: ~15 minutes
WNB: Article of the Week - "Chaos in Cleveland?"

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 also created a list of questions that we have about the story. Session 1 notes are available on Classroom.

We began Session 2 of the 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. Session 2 notes are available on Classroom.

Tomorrow, we will add more details to our character descriptions, eliminate questions that we uncovered the answers to, examine the story's structure, and get into some interpretations of our own.

Today's Board (Names are students who need to turn in LotF books)

May 2, 2016

All triptych projects and humanity essays were due before class began. This assignment is now 1 day late (20 point deduction).

Students used the first 30 minutes of class to work on their blogs. This entry is due before 11pm tonight. Remember, at least one of the two entries this 9 weeks must be about one of your AP list choices.

"Books always speak of other books, and every story tells a story that has already been told." - Umberto Eco

We began our unit on retellings by searching for alternate versions of our favorite fairy tales, myths, and legends. Students discovered short stories, poems, and songs or artwork that retell the same story.

Over the next few weeks, we will read and work with two texts that share the same title: "The Demon Lover." One text is a Scottish ballad that has more than 200 variations; the other is a twentieth-century retelling of this ballad. We will read and discuss each of the texts separately and as a set. Today, students read Elizabeth Bowen's 1945 retelling of "The Demon Lover." As they read, they annotated in their notebooks (see format below) 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.

annotation format

Today's Board

April 29, 2016

Students used the entire class period to work on their humanity triptych project. Both the project and the essay are due before class begins on Monday, 5/2. Students will not have class time to work on the project.

The book blog due date has been moved to 11pm Monday, 5/2, and students will have class time on Monday to work on the blog entry.

Today's Board

April 28, 2016

IRT: 15 minutes
WNB: What is your favorite fairy tale, myth, or legend? Why is it your favorite?

We discussed the format for the essay: typed in Google Doc with MLA formatted heading (name, instructor, class, date), normal font, spacing, and margins. The digital project should be more visual than textual, and links should be provided for all resources.

Students used the remaining class time to work on the humanity triptych project which is due before class begins on Monday, May 2. See the April 26 blog entry for other reminders.

Today's Board

April 27, 2016

We completed the district-mandated Nelson-Denny Reading test today. This test is not for a grade; however, students did receive a daily grade for their participation. The district will use the data to measure student growth from the beginning of their freshman year to the end of their sophomore year. If you have any questions about the test, please email me!

Students worked on the humanity triptych project during the remaining class time. This project is due at the beginning of class on Monday, May 2. See the April 26 blog entry for reminders.

Today's Board

April 26, 2016

IRT: 20 minutes
WNB:
 

Students continued working on the humanity triptych project, due at the beginning of class Monday, May 2. Reminders:

• Each panel/section should present 1 vision of humanity supported by multiple pieces.
• You may use the alternate piece from the pairings as a second source (3rd bullet).
• Consider creating a document to keep track of links to materials (images, videos, music, articles). 
• Yes, you need to provide links to your materials. 
• You'll email me the link to your finished project or share the Google Slides with me.
• You'll turn in the independent essay on Classroom.

Today's Board

April 25, 2016

IRT: ~10 min.
WNB: Article of the Week: STAAR glitches in Lewisville may be just the start of the mess

I reminded students that Golding wrote Lord of the Flies as a parody of R.M. Ballantyne's The Coral Island. (Read "Higher Bitesize" for more information about the connections between these two pieces.) We then examined an episode from "The Simpsons" as a parody of Lord of the Flies.

With the remaining class time, students worked on the humanity triptych project. I polled each class at the end of the period to see what they thought would be a fair due date; they overwhelmingly chose the beginning of class Monday, May 2. That means students will not have class time on Monday to work on the project--it's due when they walk in!

Today's Board

April 21, 2016

Students had 30 minutes to read or work on their next blog entry (due 5/1).

Students worked through a packet of SAT-style questions. They discussed with their groups to come to a consensus on the correct answers, then we went over them as a class.

Students discussed the two articles from yesterday and attempted to discover what each author was trying to say about humanity. Students received two more articles ("The Lowest Animal" by Mark Twain and "On Nuclear Disarmament" by Carl Sagan) and looked for the same ideas as they read:

• images
• songs/music
• times when you've witnessed something similar
• "center of gravity"

Students received the details for the Lord of the Flies major project. The due date for this project will be determined on Monday. 

Today's Board

April 20, 2016

IRT: 20 minutes
WNB: Students defined the following words from this week's "Polls" article in the vocab section of their notebooks: egregiously, referendum, short shrift, and ideological.

Using their completed allegory and names charts, students added information to a Google Slides presentation to build a notes collective. We then discussed Lord of the Flies as a political, religious, and philosophical allegory. Students did a really great job on this activity!

We reviewed the AP multiple choice packet and discussed different answer choices.

Students received two articles to read in preparation for the Lord of the Flies major project: "Josh Bishop Obituary" (read more about Bishop) and "The Unknown Rebel." Students should consider the following as they read the articles:

• images 
• songs/music
• times you've witnessed something similar
• "center of gravity"

Tomorrow, we will look at SAT questions for LotF and discuss two more articles for the project. Students will also receive specific project details tomorrow.

Today's Board

April 19, 2016

IRT: 20 minutes
WNB: What's something someone said (or something you've read) that forever changed your way of thinking?

Students used the first part of class to finish up the allegory and names handout from yesterday. With the remaining class time, students began working on an AP multiple choice packet. Students will answer the questions independently then discuss them with their table groups to come to a consensus on which answer they believe to be correct. We will finish this work tomorrow.

Today's Board

April 18, 2016

IRT: ~15 minutes
WNB: Article of the Week - "The Problem with Polls." Students read, annotated, and responded to the article in their notebooks.

Students revisited the two articles from Thursday ("Why Boys Become Vicious" and "The Compact of Civil Society") and wrote down three questions or "a-ha" moments from the pieces. They then moved around the room and shared their ideas with other students, switching notes as they changed partners. We then connected the ideas from the articles to Lord of the Flies.

Students recalled the symbols game from last week and chose one symbol and interpretation to explain using evidence from the novel. This activity segued into a discussion on allegory. After learning the definition, students gave examples of allegories that they're familiar with, then we talked about a few other stories as allegories: Adam and Eve, "A Rose for Emily,"Animal Farm, and Aesop's fables. Students read Terrible Things and considered which group of Holocaust victims was represented by the animals in the story. All of this led to an activity that examines the characters from and the story of Lord of the Flies as allegory. We will finish this work tomorrow.

Today's Board

April 15, 2016

If you were absent today (Friday, 4/15), please plan to come to tutorials during A block Tuesday, 4/19, to make up the hero's journey discussion!

Blog time: 30 minutes - Students will write 2 entries this 9 weeks. At least one should be about one of their AP list choices. Refer to the "Book Blogging" file in the About section on Classroom.

Students who did not turn in the Chapter 8 questions in class yesterday handed those in first thing today. We discussed the answers to the SAT Writing Improving Paragraphs 2 and AP Multiple Choice 14-18 handouts.

Students worked in groups to argue which character (Ralph or Jack) exhibits the best hero's journey in Lord of the Flies.

On Monday, we will discuss the two articles from Thursday and dig in to symbols and allegory.

Today's Board

April 14, 2016

Assignment for Thursday, 4/14

1. Be kind!
2. 15 minutes - independent reading time (This is READING time. Not “game” or “movie” or “catch up on other work” time.)
3. Writer’s Notebook – At its core, Lord of the Flies is a simple work of dystopian fiction not unlike the Hunger Games and Divergent trilogies. What is it about the dystopian setting that is so appealing to young adult readers? (It’s possible to write about this even if you’re not a fan of the genre.)
4. 15 minutes - Complete “Improving Paragraphs 2” and “Practice Multiple Choice Questions 14-18” handouts independently.
5. 7-10 minutes - Discuss answers with your group. Keep these handouts, and we’ll go over them on Friday.
6. Lord of the Flies: Chapter 8 handout - Complete this work independently. Turn in to the appropriate tray when finished. (Also posted on Classroom)
7. “Why Boys Become Vicious” and “American Thinker” handouts - Read and annotate these in preparation for a class discussion Friday. Keep to go over in class on Friday. (Also posted on Classroom)
8. If there’s still time remaining, you may work with your group on the hero’s journey assignment from yesterday.
9. Be kind!

Today's Board

April 13, 2016

We visited the library for the Reading Rodeo! Hebron is so lucky to have an awesome librarian like Mrs. Harrison. You can see how passionate she is about her work! Check out my Twitter feed for pix of the day.

When we returned to the classroom, we played a symbols/interpretations matching game. This information will show up again on Friday.

Students used the remaining class time to work on the hero's journey assignment from yesterday. We'll be starting with this on Friday, and there will not be much class time to work on it tomorrow.

Students should review chapters 6 and 8 for tomorrow.

Today's Board

I'm attending a workshop tomorrow, so students will have a substitute. Class assignments will be posted here and on Classroom first thing in the morning.

April 12, 2016

IRT: 20 minutes
WNB: Consider your entry from Thursday, 4/7. What happens when children realize that people do bad things? What is the impact of that realization and experience on children and their process of maturation?

Students took about 20 minutes to finish up the archetypes activity from yesterday and shared their findings with the class. We looked at the elements of the hero's journey and applied them to Ralph and Jack. We will continue this activity tomorrow after we visit the library for the Reading Rodeo!

Today's Board

April 11, 2016

IRT: ~15 minutes
WNB: Students read, annotated, and responded to the Article of the Week - The New SAT

Students had 15 minutes to finish up the figurative language handout from Friday before turning it in. We then went on a "walk in the woods," and students noted different things they encountered along the walk. This activity tied in with an introduction to archetypes, which we applied to situations and characters in Lord of the Flies. In pairs or trios, students worked to find a quote to support different archetypes in the novel using the "Guide to Archetypes" packet (class set, also available on Classroom--> About --> Class Docs). We will complete this tomorrow and look at the hero's journey archetype from both Ralph's and Jack's perspective.

Use "Guide to Archetypes" packet to complete

Today's Board

April 8, 2016

IRT / WNB: ~30 minutes for blog time. Reading goals reset entry due by 11pm Sunday, 4/10.

Students worked in groups to complete the figurative language discovery handout. We will take 10 minutes on Monday to finish this up before we move on to archetypes.

Please review chapter 6 to prepare for Monday's work.

Today's Board

April 7, 2016

IRT: ~30 minutes to read / work on blog (Reading goals reset blog entry is due by 11pm Sunday, 4/10)
WNB: "We know a lot of things we shouldn't know." Should children be protected from witnessing bad or evil actions? Write a half page in response.

We reviewed the chapter 3 AP multiple choice handout from yesterday. Students completed SAT and AP style questions for chapter 4, then discussed answers with their groups.

Tomorrow, we will work on the figurative language chart and discuss characters as archetypes. Students should read the "Hero's Journey" document that I posted on Classroom to prepare for the archetypes work.

Today's Board

April 6, 2016

IRT: 20 minutes (Some students used the time to complete the 3-2-1 assignment due yesterday.)
WNB: In the vocab section, students copied a passage from page 38 of Lord of the Flies and defined the three underlined words. In the Writer's Notebook section, they explained how the passage could be an example of foreshadowing. (See picture below for specifics.)

Writer's Notebook entry

We reviewed the SAT Improving Paragraphs Practice 1 handout from yesterday. Students then completed SAT Reading practice and AP Multiple Choice practice questions for chapter 3. After working independently, they discussed answers with their groups to come to a consensus on which was correct.

Students should review chapter 4 in preparation for tomorrow's work.

Today's Board

April 5, 2016

Independent Reading Time: 15 minutes
Writer's Notebook: "My idea of paradise is..." Complete the statement in a half-page response.

We discussed chapters 1 and 2 in terms of literary devices, and students shared their thoughts on why this section might be subtitled "Paradise."

Students completed a "3-2-1" assignment on Classroom (due today) and an SAT-style grammar activity (to be discussed tomorrow). Students should review chapter 3 in preparation for tomorrow's discussions.

Reading Goals Reset blog entry is due by 11pm Sunday, April 10.

Today's Board

April 4, 2016

Writer's Notebook: "The Psychology and Neuroscience of Terrorism" - Students read, annotated, and responded to the article in their notebooks.

We discussed expectations for the 4th 9 weeks. Students took time to explore new reads and add to their "To Read" lists. Students will read two novels from the AP lists provided on Classroom and will blog about at least one of the novels. Blog entry due dates are posted on the "Readers Blog" document on Classroom.

I introduced Lord of the Flies with a game called "I'm going to a party and bringing..." Three students served as leaders and discovered conflict when they each had different ideas of who should come to the party. The game was intended to mimic the social conditions of the island in the book.

We read an introduction to the author and book and prepared a survival kit. Students worked with their groups to determine which items were most essential.

Students should review chapters 1 & 2 before tomorrow and consider the question "How might this section of the book be considered 'paradise'?"