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.

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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