Comp/Lit 9: 8/30/10

Welcome to LGHS Class of 2014!

• Each student was introduced to the class then assigned his/her own seat.
• Once everyone was seated, we got the class started. We used a power point presentation to take us through the entire class.  
• The first order of business was the Ender's Game test.  The summer read test is 20 questions and is meant to check to see if each student read or not.
• Following the test, the students picked up the "Job Application" handout and the Course Expectations handout and the Ender's Game Paragraph Packet.  The students were expected to work on the Job Application handout and begin to read through the Course Expectations.
• Once each student had completed his/her test, we reviewed the test as a class.  We introduced the scoring protocols (since we will scores several tests in class), then the students returned the test to the owner.
• We discussed taking ownership of the student's work.  We had them check to make sure that the test had been accurately corrected, then we collected the corrected test.
• I then passed out the calendar for the next two weeks.  I used the calendar to discuss the homework assignments: Complete the Job Application, bring $30.00 for the Vocabulary & Grammar Workbooks, bring your students ID, complete the Ender's Game Character Chart for the one assigned character (on page 1 in the packet), and get the Course Expectations signed.
• At this point we began to move through the power point.  The purpose of the power point was to take the class through the highlights of the Course Expectations.
• In the end, I introduced two long-term assignments: The Personal Museum (due Wednesday September 8), and the Time Capsule that is due at the end of the 6-week grading period.

Comp/Lit 10: 8/30/10

Welcome Back Class of 2013!

• We started the class period by getting each student into his/her assigned seat.
• Once everyone was seated, Mr Leal & myself started the class and introductions.
• We used a power point presentation to take us through the entire class.  
• The first order of business was the Animal Farm test.  The summer read test is 20 questions and is meant to check to see if each student read or not.
• Following the test, the students picked up the "Let's Get Acquainted" handout and the Course Expectations handout.  The students were expected to complete the "Let's Get Acquainted" handout and begin to read through the Course Expectations.
• Once each student had completed his/her test, we reviewed the test as a class.  We introduced the scoring protocols (since we will scores several tests in class), then the students returned the test to the owner.
• We discussed taking ownership of the student's work.  We had them check to make sure that the test had been accurately corrected, then we collected the corrected test.
• At this point we began to move through the power point.  The purpose of the power point was to take the class through the highlights of the Course Expectations.
• In the end, we reviewed the homework:  Read the the entire Course Expectations, sign them and have a parent/guardian sign them; bring $25.00 for the grammar and vocabulary workbooks; read through the reading list and bring up to two books for extra credit.
• We finished the period by playing an ice breaker.  Each student took as many M&M's from a bowl as they'd like.  Based on the colors they chose, each student had to share something about themselves.

Transitions-Day 8

• We started the day by finishing the Born to be a Wildcat packet.  Hopefully, at this point. the students have acquired some good basic knowledge about LGHS and the expectations here.
• To review chapters 11 & 12. we utilized the Battle Chart.  We have four groups. each group was assigned a battle, and each student within the group was given a task.  The tasks were: summarize the battle, state what Ender learned from the battle, and find a quote that shows what Ender learned from the battle.  The students were given about 15 minutes to complete this, then we shared out.  We talked about the fact that if their own battle chart is not complete, now is the time to take notes. 
• We then listened to chapter 13.
• For homework, the students will complete Lessons 1 & 2 of the Vocabulary for Achievement book.  This will give them a head start on the school year.  

Transitions-Day 7

• We started the day with a review of chapter 10.  There were 4 questions on the board.  The students needed to respond to only one question.  The needed to use MLA format and respond to the question is complete sentences and with the restatement of the question.
• We then took the time to review chapter 9 (the chapter we listened to yesterday), and chapter 10.  Once most students seemed comfortable with the events in both chapters, we moved on.
• We ended the period by listening to chapter 11.
• The students need to complete chapter 12 for homework.

Transitions-Day 6

• We immediately had to alter our plans at the beginning of the period.  It was very clear that the students had not read over the weekend, so we had to back-track.  The students were supposed to have been through chapter 10, but we ended up going back to the beginning of chapter 8.
• While we brainstormed, we had the students play catch-up on the following: Character Analysis Chart and the Battle Analysis Chart, or just reading.
• We then turned on the audio version of Ender's Game, and we listened to chapter 8.
• The students took a break for about 6 minutes.
• We then listened to the majority of chapter 9.
• The students will need to finish chapters 9 and 10 for homework.  It is also recommended that the students update the character analysis chart and the battle chart.

Transitions-Day 5

• We gave the students a few minutes to work on the Battle Analysis Chart while we waited for the stragglers to arrive.  At this point the students should have read through Chapter 8 and they should have completed the first four battles on the Battle Analysis Chart.
• We took the students to their respective houses to get them signed up with an Aeries account.
• After the Aeries accounts were set up, we took the class to the library computer lab to introduce Aeries, Turnitin.com. LGHS.net, and MLA Format.
• Unfortunately, Aeries was not set up yet, so they could not see their accounts, but I showed them mine, and explained what they would see (and what their parents could see) on theirs.
• We got them signed up on Turnitin.com, and explained the uses of the website.
• I them took them through the MLA Format Set-up Power Point Presentation.  They took notes on the MLA Format Notes handout.
• I then passed out the MLA Format Page Set-up Instructions and had them set up a word document in the correct format.
• We then (hurriedly) took them through the format for a paragraph.  We asked them write a very brief paragraph about Ender using one of the three thesis statements provided in the Paragraph Handout.
• At the end of the period, we showed the students how to upload a document to Turnitin.com.  They uploaded the Ender paragraph, and they were excused for the weekend.
• During the weekend they will need to read Ender's Game Chapters 9-10 and work on the Battle Analysis Chart.

Transitions-Day 4

• Today started with the students writing down the question they came up with based on Chapter 6.  While I went through the questions and wrote them on the board, Ms. Hamm, reviewed the second page of the Born to be a Wildcat packet.
• The students then responded to two of the questions from the board.  We reviewed how to respond completely: restate the novel, author and question in the response, and don't forget to provide support from the text.
• We discussed the questions specific to the giant in chapter 6.
• The students received the Battle Analysis Chart.  The first battles take place in chapter 7, so they were required to take notes on the two battles.  
• We listened to chapter 7 until the end of the period.
• For homework, the students will continue to work on the Battle Analysis Chart and read chapter 8.

Transitions-Day 3

• We started today with the Born to Be a Wildcat handout.  We wanted to see what the students had picked up from the scavenger hunt.  Many of the students were able to complete more of the handout today.  We then reviewed and discussed the first page.
• The students were then given a question to respond to based on the reading from yesterday's class and last night.  Each group worked together to respond to the question and find evidence for their response.  They then put the information onto a poster.  After the posters were complete, each group presented to the class.  We not only discussed the details of the novel, we made connections to real life, and we also pointed out expectations for posters and presentations.
• We had just enough time to finish the presentations; therefore, the students will read Ender's Game chapter 6 for homework.

Transitions-Day 2

• The Born to Be a Wildcat packet was distributed.  The students had about 4 minutes to read through the packet and answer any questions they could.  Most students could only answer just a few questions.  The goal is for the students to be able to complete the packet by the end of the two-week session.
• We then put them into teams of 4-5 and sent them off on a photo-scavenger hunt.  They ended in my room (30), which is where we held the rest of class.
• Upon their return, they worked with their group to complete the Study Questions for Chapter 1.
• Individually, they wrote down one major/interesting/important event from Chapter 2.
• The students wrote their ideas about Chapter 2 on the board.
• We used these two things as a springboard for our discussion about Chapters 1 & 2 of Ender's Game.
• During the discussion, we discussed what good discussion participation looks like.  If you give a response, be prepared to defend it, and question the text.
• We distributed a Character Analysis Chart for the students to use to take notes about the developing characters.
• We ended the class by listening to chapter 3 and most of chapter 4.
• The students must finish chapters 4 & 5 by tomorrow.

Transitions-Day 1

• We started today's session with a brief "Getting to Know You" handout.  After the students completed it, we had various students share their responses.  Not only does this help us to get to know each student, it helps the students to get to know each other.
• The last question on the form asked the students about what is important in a classroom (ie Respect). We used this list to develop classroom Norms.
• After the Norms, we took the group on a campus tour.
• Once we returned to the classroom, (@ 10am), the students completed a 16 sentence fill-in the blank activity for Chapter 1 of Ender's Game.  This pre-reading activity is meant to get the students thinking about the topics and events that they will read about in Chapter 1.  It is also set up so that they most likely can complete the entire thing even without having read the story. 
• We then introduced note-taking.   When a teacher tells you to take notes on a chapter, what does that mean?  We decided that you should look for main characters, setting, major changes, key ideas/words.
• We then listened to Chapter 1 of Ender's Game.
• Follow-up:  The students will read Chapter 2 tonight.