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.
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Friday, April 29, 2016
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.
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.
Thursday, April 28, 2016
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.
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.
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Wednesday, April 27, 2016
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.
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.
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Tuesday, April 26, 2016
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:
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.
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Monday, April 25, 2016
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!
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!
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Thursday, April 21, 2016
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:
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.
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Wednesday, April 20, 2016
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:
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.
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Tuesday, April 19, 2016
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.
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.
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Monday, April 18, 2016
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.
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.
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Friday, April 15, 2016
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.
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Thursday, April 14, 2016
April 14, 2016
Assignment for Thursday, 4/14
- Be kind!
- 15 minutes - independent reading time (This is READING time. Not “game” or “movie” or “catch up on other work” time.)
- 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.)
- 15 minutes - Complete “Improving Paragraphs 2” and “Practice Multiple Choice Questions 14-18” handouts independently.
- 7-10 minutes - Discuss answers with your group. Keep these handouts, and we’ll go over them on Friday.
- Lord of the Flies: Chapter 8 handout - Complete this work independently. Turn in to the appropriate tray when finished. (Also posted on Classroom)
- “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)
- If there’s still time remaining, you may work with your group on the hero’s journey assignment from yesterday.
- Be kind!
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Wednesday, April 13, 2016
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.
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.
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.
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Tuesday, April 12, 2016
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!
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!
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Monday, April 11, 2016
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.
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.
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| Use "Guide to Archetypes" packet to complete |
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Friday, April 8, 2016
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.
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.
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Thursday, April 7, 2016
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.
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.
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Wednesday, April 6, 2016
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.)
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.
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.)
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| 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.
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Tuesday, April 5, 2016
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.
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.
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Monday, April 4, 2016
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'?"
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'?"
Friday, April 1, 2016
April 1, 2016
First and 2nd periods met today. Students had time to complete and hand in the Midterm Reading Ladder. They also had time to make up any missing blog entries to get points back.
Be sure to bring Lord of the Flies on Monday! I'm looking forward to hearing your thoughts about the book!
Be sure to bring Lord of the Flies on Monday! I'm looking forward to hearing your thoughts about the book!
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