February 26, 2016

We used the first 35 minutes of class to complete the Writer's Notebook Check form and turn in notebooks and work on our next blog entry (due by 11pm Friday, 3/4).

We recapped the work from Thursday, "Classical Definition of Tragedy" and "Role of the Chorus" handouts, and watched the rest of the Oedipus Crash Course video to get more insight into the play.

We will begin Antigone on Monday, reading as quickly as we can to finish before spring break.

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February 25, 2016

Classes had a substitute today.

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February 24, 2016

Independent Reading Time: 20 minutes
Writer's Notebook: Vocab - Find a word from your reading and share it with the definition in your notebook.

Students had an opportunity to present their stichomythic dialogue to the class for candy. A few groups shared very good dialogues!

We finished reading Oedipus Rex (Ode 4 and Exodos). Students took time to complete questions in their packets.

Classes will have a substitute tomorrow while I attend a meeting.

Coming up:
Notebook Check on Friday, 2/26
Blog Entry #3 due Friday, 3/4 (See Blog Notes below for tips)

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Blog Notes

February 23, 2016

Independent Reading Time: 15 minutes
Writer's Notebook: Which is better: knowing your fate or being oblivious to what the future holds?

We reviewed stichomythia, and students had time to revise their dialogue to include any techniques that might be missing. Students may choose to present their dialogue in class tomorrow.

We read Scene 3, Ode 3, and Scene 4 of Oedipus Rex and discussed questions in the packet.

Coming up:
Writer's Notebook Check Friday, 2/26
Blog Entry #3 due Friday, 3/4

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February 22, 2016

Independent Reading Time: ~15 min.
Writer's Notebook: Article of the Week - Justice Antonin Scalia's death shifts balance of high court, creates major election issue - Students read and annotated the article, then wrote a 1/2 page response in their writer's notebook.

We looked at the definition of stichomythia (ignore "Assignment" part) and found examples from Oedipus Rex that use the technique effectively. Students worked in pairs to create their own stichomythic dialogue.

We took some time to review questions from Ode 1 and Scene 2. We read Ode 2 and answered questions together. At this point in the tragedy, our fear for Oedipus is increasing as he draws closer and closer to his true identity.

Coming up:
Friday, 2/26 - Writer's Notebook check

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February 19, 2016

Remembering Harper Lee

We started class with 30 minutes to work on our blog. Working on the blog can look like many things: Students may read their books, begin drafting their entries, or look through other students' blogs for inspiration.

We recapped Oedipus Rex (Prologue - Scene 1). Today we read Ode 1 and Scene 2 and followed along in horror as Oedipus inched closer and closer to the truth about who killed King Laios, which will ultimately lead Oedipus to discovering his true identity.

Blog entry #2 is due by 11pm Sunday, 2/21! You're following the "Book Blogging" protocol. See Classroom for details.

Today's Board (On the right in green is the answer to question #6 on the Parados worksheet.)

February 18, 2016

Independent Reading Time: 15 minutes
Writer's Notebook: We worked with a mentor sentence today to see how to use a colon properly. Students copied the sentence into their notebooks, then revised a previous idea in an attempt to use a colon in their own sentence.

We picked up where we left off with Oedipus Rex. First period read Scene 1, and 2nd and 4th periods read the Parados and Scene 1. All classes had time to work on the questions packet. If you have difficulty with any questions, mark them with a star, and we can discuss them next time.

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February 17, 2016

Independent Reading Time: 15 minutes
Writer's Notebook: Vocabulary - Find a word from your book to add to the vocab section of your notebook. Share the sentence where the word is used, and write the appropriate definition for that word.

We spent about 15 minutes completing yesterday's Greek drama notes, comparing them to my notes to be sure we have the proper information (intro to Greek drama notes PDF on Classroom). Students shared their notes with me to be printed for future use. We also watched the first 5:30 of John Green's Crash Course Literature episode about Oedipus Rex. He gives even more insight into Greek drama.

Students received a packet of questions to complete as we read Oedipus Rex. The questions are optional; however, students may use them on any quizzes and tests. First period read the Prologue and Parados today (pages 3-12). Second and 4th periods read only the Prologue (pages 3-10). Those two classes will get caught up tomorrow.

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February 16, 2016

Independent Reading Time: 20 min (in library)
Writer's Notebook: Of these five values (loyalty to family, obedience to local and national laws, observance of religious beliefs and customs, following your own conscience, achieving respect and recognition), which do you believe is most important? Which do you believe is least important? Please explain your choices.

We reviewed the Literature Analysis test from Friday. Students who have specific questions about their test should plan to attend tutorials for answers.

Students worked in groups to compile notes for the Intro to Greek Drama notes outline (on Classroom). We will compare notes tomorrow to make sure students have the correct information.

I introduced students to Oedipus, the tragic Greek hero that we will be discussing for the next few weeks. We will start reading Oedipus Rex tomorrow.

Coming up:
Blog Entry #2 due before 10:45pm Sunday, 2/21. This entry will follow the "book blogging" parameters outlined on the "Reader's Blog" notes on Classroom.

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February 12, 2016

I shared a few Blogger tips with students as they prepare to write their second entry (due 2/21). This entry will be about whatever they are currently reading or have just finished reading.

Students took the Literature Analysis test. Grades will be entered before I leave today.

After the test, students worked towards completing their second blog entry: some read their books, some read other blogs, and some started writing the entry. I also met with a few students regarding their summer reading essay revisions (due 2/16).

Next week, we'll begin the ridiculousness that is Greek drama!

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February 11, 2016

Independent Reading Time: 15 minutes
Writer's Notebook Entry: Image-Inspired -- Write about a person you love. What makes this person so special? (In honor of Valentine's Day, of course!) Students challenged this prompt, so we decided we could write about a person, place, or thing--lots of kids wanted to write about their dogs. :)

In groups, students used TPCASTT to analyze a poem of their choice. This analysis will help them prepare for the Literature Analysis test that they'll take tomorrow. Remember to bring your Literary Terms packet--you can use it on the test!

At the end of class, we listened to each poem to see if we could get more understanding from hearing it. Poetry is meant to be heard, after all.

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February 10, 2016

Independent Reading Time: 15 min.
Writer's Notebook: Choose a new or interesting word from your reading and add it to the vocabulary section of your notebook. Share the sentence where the word appears with proper citation. Be sure to use the precise definition.

We talked about embedding quotes and formatting citations (posted on Classroom). As a table, students corrected passages that had improperly embedded quotes and formatted citations. We will look at one more example tomorrow. Students can use these new skills as they revise their summer reading essays (revisions due Tuesday, 2/16).

We reviewed poetry concepts using Plickers, a low-tech sort of assessment tool. Students will apply this to their chosen poem tomorrow. These concepts will also be tested on the Literature Analysis test Friday, 2/12.

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February 9, 2016

Independent Reading Time: 15 min.
Writer's Notebook: How do you feel about poetry? What kind of poetry do you like? What do you dislike about poetry?

I passed back the summer reading essays. Common errors like embedding quotes and formatting citations will be reviewed in class tomorrow. Students should plan to attend tutorials if they have questions about their essay, and they may revise the essay for up to half the points back. Revisions must be turned in on Classroom by Tuesday, 2/16. Remember to hand in the original essay and rubric!

We recapped the literary elements activities from last week, and students discussed how they came to their decisions about each element. It was interesting to see how differently each class processed the stories and elements.

We reviewed poetry elements and devices (blue book pages 770-775). Students worked in groups to examine rhythm, rhyme, imagery, and figurative language in two poems (pages 776-777). They picked a third poem that they will analyze tomorrow.

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February 8, 2016

Happy Lunar New Year!

It's good to be back in the classroom. I learned so much at the TCEA convention last week, but I really missed my kids! Looking forward to sharing my new-found knowledge with them later this semester!

Ms. Scott guided us through Career Cruising today. Students explored interests, skills, colleges, and careers.

After that, students read and annotated the article of the week and responded to it in their Writer's Notebooks. Today's article was about the Flint water crisis. Students used the remaining class time to read independently.

Coming Up:
Tuesday: Return summer reading essays; students will have an opportunity to revise the essay for a higher score. Revisit the element tracking activity and dig into some poetry.
Wednesday-Thursday: More poetry analysis
Friday: Literary Analysis test

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February 2, 2016

Happy Groundhog Day! Phil didn't see his shadow, so Texas may not even have a winter at this point!

For today's Writer's Notebook entry, students wrote a reaction in the form of a tweet (140 characters or less, emojis are okay) to a book that they're reading or have recently finished.

We continued our literary element tracking with "The Interlopers." Specific instructions are on Classroom.

Coming up:
Sunday, 2/7, 11pm - Blog Entry #1 due
Friday, 2/12 - Literature Analysis test

I will be attending the TCEA conference in Austin Wednesday-Friday, so students will have a substitute. Assignments and notebook prompts will be posted to Classroom for those days.

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February 1, 2016

For the Writer's Notebook entry today, students read, annotated, and responded to the article "New Harvard report proposes major changes to college admissions."

Over the next four days, students will be tracking a particular literary element in four different stories. Students will ultimately determine which of the four stories does the best job of utilizing that element. Specific instructions for this activity are posted on Classroom and will be updated each day.

Don't forget to blog! The first entry is due before 11pm on Sunday, 2/7. See the "Readers Blog" document under the About section on Classroom for more information.

Open House is tonight! Looking forward to seeing everyone!

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