Comp/Lit 9: 3/30/2011

Night: Section 3

• I used the following Night Power Point to lead the entire period.
• The quiz went very well and created a great discussion
• After the quiz, I explain the Search for Meaning assignment.  The students will document what they WITNESS as they read Night.  In the end, they will put all of their 'artifacts' into a scrapbook as a way to present their testimony.  **The students should get a small binder as soon as possible as a way to begin organizing and keeping track of all of their assignments, reflections and notes.
• We then reviewed and discussed Elie's 'vow'.  What got him to this place, and why is this vow important?  Why was it important to not forget?  Are some of the questions we considered.
• We then ended the period with a discussion about Separation & Terror.
• Third period had time to create an image about Elie's use of 'Night' or and image of Terror.
• Homework:  Study Vocabulary & Spelling #23-24, bring your OR Book; finish TKAMB Chapters 16-23; bring a small binder for the Searching for Meaning SCRAPBOOK;  Research Rough Draft must be completed no later than Friday April 1.  Schedule meeting with me during tutorial or send me the RD in an email.  A meeting with me OR Email = Credit for your RD.

Comp/Lit 10: 3/30/2011

Vocabulary & Spelling #23-24 and Poetry (Feminism)

• Because the Guidance Counselors will be leading class on Friday, the Vocabulary & Spelling #23-24 QUIZ took place today.
• After the quiz, the students had a very brief time to read silently (because most of the class did not have a book).
• We then got into our poetry lesson.  I started by introducing the concept of explication.  I connected it to informal explications that they've already done-with their lyrics & "Introduction of Poetry".
• We then discussed the idea that it is important to know when/why the author was writing.  Often times the time period or region of a writer influences the content of their work.  With that, I introduced the Feminist Movement because today we read poems by Sylvia Plath & Adrienne Rich-both self-proclaimed Feminists.
• We read the background of Sylvia Plath, then explicated "Mirror".  We also briefly discussed "Metaphors" long enough to figure out the answer.
• I then transitioned to homework.  We ended the period by reviewing the Found Poem assignment.
• Homework: Read Adrienne Rich's "Aunt Jennifer's Tigers" and answer the questions.  Meet in the English Computer Lab on Friday. 

Comp/Lit 9: 3/28/2011

Night & Guidance Counselors

• The Guidance Counselors started the period with a 30 minute presentation.  During that time, I checked/collected homework: VFA #23-24 and the Prejudice Packet
• The students were then called out of the room one-by-one to meet with their guidance counselor.
• When they were in the room, they had a few Night assignments to work on.
•  The students followed a power point for the assignments in class.  See the attached document for the prompts.  Night Power Point.  Respond to the prompts in the journal section of the Night Packet.
• Once the students completed the prompts on the power point, they were expected to work on the homework for Night.
• Homework:  
• Finish Reading Night pages 27-43
• Complete the Section 2, 3 Graffiti Journal
• Write 2 quote responses after your graffiti journal (2 paragraphs for each response!!)
• Complete the Journal Responses for Section 2, 3 on page 1 of the Night packet
• NOTE: All Section 2, 3 Night work needs to be completed by Wed March 30
• Finish Reading TKAMB Chapters 16-23-DUE Friday April 1
• Complete Reading Response Journal for TKAMB Chapters 16-23-DUE Friday April 1
• Research Rough Draft must be completed no later than Friday April 1.  Schedule meeting with me during tutorial or after school to review your RD.  A meeting with me = Credit for your RD or email it to me by Friday April 1.

Comp/Lit 10: 3/28/2011

Poetry

• We started the period with a verbs quiz
• After the quiz, the students read "Introduction to Poetry" by Billy Collins to themselves.  They also read the Found Poem assignment to themselves.
• I then asked if students wanted to share their lyrics with the class, but none wanted to, so we moved on.
• We read "Introduction to Poetry" together and I asked them how the poem was different and/or similar to the lyrics they analyzed last week.  I used this as a way to assess what they knew about the various poetic terms and devices.  We finished up the poem by deciding on a general message and the main device that contributed to the theme/message.
• I then introduced the Found Poem assignment.  The students will use 10 sources to create a poem using lines from other poems.  The poem must be 20 lines long.  See the assignment sheet at the back of the Poetry Packet for more details.
• We then read "What is Poetry?" by Lawrence Ferlinghetti in the round robin style.
• After that the students worked in groups to create a 10 line poem about poetry. One person from each group then read the poem to the class.
• Homework: Write your own 10 line poem about poetry.  Bring a NEW OR Book.  Study Vocabulary & Spelling #23-24-QUIZ on WEDNESDAY

Comp/Lit 9: 3/24/2011

Night-Section Two

I was out again today, so there was a sub in class.  Below is the lesson plan I left for him.

Materials:

·      ”Eyes of the Holocaust”

·      Audio CD of Night

·      Extra Copies of the Night packet

·      Power Point presentation with journal prompts

Procedures:

1.     Take roll

2.     Put the daily lesson & homework card under the document camera.

3.     Once they have their homework card filled out, put up the first journal prompt. (Slide 1)àUsing the power point on the laptop

4.     They should begin writing silently. Give them about 5 minutes to respond to the 1st prompt.

5.     Then give them about 3 minutes to respond to the second prompt.

6.     While they respond, please check their homework.  You will check (stamp) pages 28-29 in the Project Packet.  They need to have nearly the entire pages complete.  If they do, stamp the pages and stamp their homework card.

7.     Put up the 3rd prompt as the instructions for the video.  Show the first 35 minutes of the ”Eyes of the Holocaust” section of the Broken Silence video.  As the prompt instructs, they need to take notes during the video.

8.     Show the 4th prompt: After viewing the video, allow them to take some time (10-15 minutes) to create an image based on what they witnessed.  Pass out plain white paper for them to create an image.

9.     Show the 5th prompt before turning on the audio. 

10.   With the time remaining, begin the audio of Night.   Start @ about 42 minutes 

11.   Homework:  Remind the students of the following:

·      VFA #23-24

·      Finish Reading Night, p 23-28 & Complete Journal Response à See page 1 of the Night packet.

·      Finish Reading TKAMB Chapters 16-23-DUE Friday April 1

·      Complete Reading Response Journal for TKAMB Chapters 16-23-DUE Friday April 1

·      Research Rough Draft must be completed no later than Friday April 1.  Schedule meeting with me during tutorial or after school to review your RD.  A meeting with me = Credit for your RD.

Comp/Lit 10: 3/24/2011

Songwriting & Lyrics

• I was out again today, so Mr. Leal lead class.
• He took the students through a songwriting lesson and introduce poetry terms.  
• The students got the opportunity to share their lyrics with the class.
• Homework: Study for the verbs quiz, complete VFA #23-24, pick a new OR Book

Comp/Lit 9: 3/22/2011

To Kill a Mockingbird-Chapters 8-15

I was out today, so the sub plan is listed below.

Materials:

·      To Kill A Mockibird, Chapters 8-15 QUIZ & Answer Key

·      Teacher Copy of Reading Response Journal

·      Several pieces of butcher paper (on the floor in front of my desk)

·      Pens

Procedures:

1.     Take roll

2.     Pass out the TKAMB Chapters 8-15 QUIZ.  They can have as much time as needed to complete the quiz.

3.     When they finish, have them turn it in to you, and check their Reading Response Jounal.  Stamp each page that they complete (Title, quote, summary/analysis, journal/quickwrite) for chapters 8-15

4.     The students may/should read silently in their book while they wait for all students to complete the quiz.  They may read To Kill a Mockingbird, Night, or their Outside Reading book.

5.     Next, number the students off by 8 (in order to create eight groups-one per chapter).

6.     Each group will create a chapter poster. The poster will need to inlcude the chapter #, a title, 2 quotes with citation, a bullet point summary of events, characters introduced, and an image. They did this a week and a half ago and did a great job, so they should do very well with it for you.

7.     Give them about 30 minutes to complete the poster.

8.     Have each group present their poster to the class.  Students will be expected to add notes/information to their Reading Response Journal during the presentations.  Remind them that they should be taking notes not only on the chapter details, but they need to be adding information to the character pages as well.

9.     If there is time remaining, show the Oprah MLK, Jr. Video.  Start at the time indicated for each period.

10.   Homework:  Remind the students of the following:

·      Finish Reading TKAMB Chapters 16-23-DUE Friday April 1

·      Complete Reading Response Journal for TKAMB Chapters 16-23-DUE Friday April 1

·      Research More & Work on Essay Organizer, pages 28-29-DUE Thursday March 24

Comp/Lit 10: 3/22/2011

Debate Final & Poetry Intro

• I was out today, so Mr. Leal lead the entire period.
• Mr. Leal collected the Outside Reading Logs/Socratic Seminar Packets.
• The students took a Debate Unit Exam
• Following the exam, they worked on a Verbs Review.
• Once all of the exams were turned in, Mr. Leal began an introduction to poetry.
• Homework:  FInish the Verbs Review Packet and bring your favorite lyrics to class.

Comp/Lit 9: 3/18/2011

Vocabulary & Spelling #21-22 QUIZ & Night Review

• We started the period with the QUIZ: Vocabulary & Spelling #21-22.
• After the quiz, the students read silently for about 15 minutes.
• During that time, I checked homework.  Pages 16, 17-20 and 46 in the Night Packet.
• I then passed out a blank piece of paper to everyone in the room.  They picked one quote from the Graffiti journal time write on the paper.  The quote needed to be written largely and boldly.  
• The students then put themselves in chronological order based on when their quote appeared in the book.  
• We then went around the room and each student shared his/her quote with the class, and someone else had to comment on it.  This was a great way to review the content of the first section of the book.
• We ended the period by the students answering several plot based questions.  They had to turn in their questions by the end of the period.
• Homework:  Finish reading TKAMB Chapters 8-15 and complete the Reading Response Journal. Work on the Essay Organizer, pages 28-29 DUE Thursday March 24.  Updated/Improve your Night Entries that were due today. 

Comp/Lit 10: 3/18/2011

Final Day of Debates

• We started the period with our regular QUIZ: Vocabulary & Spelling #21-22.
• We quickly moved into the live team debates.  We had the final two team debates today.  Both went very well.
• Homework:  Finish the OR Log #4 OR Complete the Evaluation of the Socratic Seminar.  Both are DUE on Tuesday March 22.

Comp/Lit 9: 3/16/2011

Introduction to Night

• Today was a very powerful day.  I introduced Night through a variety of videos, a slideshow and journal prompts.
• Monday I had passed out a new calendar.  Here is the Calendar Link.
• See below for the plan that I followed:
• I passed out the "Sneetches" Packet and I showed the “The Sneetches”(12 min + 2 minutes to write) first and then the Freedom Writers clip (10 minutes + 2 minutes to write)… and then The Launch ppt. (28 minutes)
• I passed out the Night packet and have them begin their first journal reactions…
  
  
  1. Journal Entry/Do Now: Describe a time when someone told you a story so outrageous that you had a hard time believing it was true.  Did you end up believing it?  What made you believe it or not?  What makes a story believable? (5 minutes)
  2. Discuss HW responses/
  3. Listen to on tape ‘Section One’ together (3-22, 41 minutes).  Write questions and reactions in journal/notebook
• Homework:  Study Vocabulary & Spelling #21-22, Bring Outside Reading Book to class for SSR,  Read TKAMB Chapters 8-15 (pg. 63-155)-DUE Tuesday March 22, Complete Reading Response Journal for TKAMB Chapters 8-15-DUE Tuesday March 22,  Complete Night Journal Response & Graffiti Journal Entry (see Night packet page 1 for details or see below), Research More & Work on Essay Organizer, pages 28-29-DUE Thursday March 24

*Homework Due Next Class: In your journal/notebook:

Journal Entry: Describe a time when you witnessed a parent/guardian feeling scared.  What were they scared of?  How did it make you feel?  How did you react?

1.    Select THREE passages (quotes) from the reading

2.    Respond to TWO of these passages in-depth (1-2 paragraphs each)

3.    Be sure to select passages that really ‘jump off the page’ for you and allow you to think deeply.  Here are some questions to consider when responding to each of the three passages/section:

§  If you were in his situation, what would you have done?

§  What would have been going through your heart and your mind?

§  What questions would you have?  What answers?

§  What does this event/choice/occurrence make you think about?  How does it make you feel?

§  What connections can you make to your life and/or our life today about this event?

§  What about this passage stands out to you?

Comp/Lit 10: 3/16/2011

Live Team Debates

• Class ended 15 minutes early due to an all sophomore assembly; therefore, all we have time for, was 2 team debates.
• Homework:  Study Vocabulary & Spelling #21-22, read OR Book, prepare for the Freakonomics Socratic Seminar OR Work on the OR Log #4

Comp/Lit 9: 3/14/2011

Catch-up & Review Day

• We started the day by reviewing Direct and Indirect Objects, grammar workbook pages 101-104.
• We then reviewed the answers to the To Kill a Mockingbird Chapter 1-7 QUIZ.
• We spent the second half of the period in the Library Computer Lab working on the research assignment.  The students needed to complete a new Pre-Writing Planner as a way to organize their essay ideas now that they have done a bit of research.
• Homework: Research More & Work on Essay Organizer, pages 28-29àDUE Thursday March 24; Read Outside Reading Book; Read TKAMB Chapters 8-15 (pg. 63-155)àDUE Tuesday March 22; Complete Reading Response Journal for TKAMB Chapters 8-15àDUE Tuesday March 22; Bring your Night Book to Class

Comp/Lit 10: 3/14/2011

Live Team Debates #1 & 2

• We had our first two team debates today.  We had little time for anything else.  
• Homework: Work on preparing for your debate.  Read your OR Book; Work on OR Log #4 (Grammar: compound sentence w/ a colon & sentence in passive voice) OR Finish Freakonomics & Write 2 Questions for Each Chapter for the Socratic Seminar on Friday March 18

Comp/Lit 9: 3/10/2011

To Kill A Mockingbird, Chapters 1-7


I was at Challenge Day.  Below are the notes I left for the substitute:

Today’s Plan:

1.    QUIZ: To Kill a Mockingbird, Chapters 1-7

2.    Grammar: Direct Objects, pages 57-58

3.    Review To Kill a Mockingbird Chapters 1-7 by creating a chapter poster.  Using your Reading Response Journal create a poster that is neat and includes the following elements: A title,  2 quotes with citation,  a bullet-point summary of events,   characters introduced, an image

Homework:

·      VFA #21-22

·      Continue to Research & Take Notes

·      Complete 2/3 of the Notes & Resources (pgs 16-24)

·      Read TKAMB Chapters 8-15 & Complete Reading Response JournalàDUE Tuesday March 22

Comp/Lit 10: 3/10/2011

Presenting Your Debate 

I was at Challenge Day, so Mr. Leal taught the class.  The general elements reviewed are:

1.    Remember your NEW SEATS!

2.    Grammar - Review Verbs

3.    Notification of Side & Day for debate

4.    Work on Evidence Organization, Rebuttals & Visuals

5.    Timed Rehearsal

       Homework:

·      Finish Affirmative & Negative ConstructiveàFinal Drafts DUE @ Monday March 14

·      Upload BOTH Constructives to Turnitin.com by Sunday March 13 @ 11:59

·      Work on Visual, Organize Source Cards, & Prepare for Live Team Debate

·      VFA #21-22

·      Get Homework Card Signed

Comp/Lit 9: 3/8/2011

Library Research Day

• Today we met in the library.
• I reviewed the note taking and resources pages in the Project Packet.  I stamped the Pre-Writing Planner and collected the Formal Business Letter Redo.
• The students then had the entire period to work on their research.
• Homework: Finish TKAMB Chapters 1-7 & Reading Response Journal; Continue to research, 2/3 of the research notes are due Monday March 14, Check grades online & submit grade corrections by Thursday March 10, Complete the Business Letter Redo as soon as possible.

Comp/Lit 10: 3/8/2011

Presenting Your Debate

• Mr. Leal & I were observed today, so below is the plan that was submitted prior to our observation.  It outline exactly what we did in class
• Student Outcomes for Lesson:
  ·      TSWBAT demonstrate an understanding of the overall team debate format (to be evaluated during the live debate).
  ·      TSWBAT effective manage time during the team debate.
  ·      TSWBAT write effective and probing cross examination questions.
  ·      TSWBAT write an effective and persuasive rebuttal.
  
  
  Teaching Strategies:
  •      Teacher Lecture
  •      Informal Assessment
  •      Teacher Demonstration
  •      Partner Activity
  
  
  Procedures:
  1.     The students will be assigned new seats
  2.     Pass out the “Presenting Your Debate” Packet (10 minutes)
  3.     The students will silently read pages 1-2 of the “Presenting Your Debate Packet”
  4.     Leal & Minyard will collect/check homework: Negative Constructives with Source Cards.  Check Vocabulary for Achievement #19-20.
  5.     Minyard: Read through page 1-Emphasize the management of time throughout the live debate process. Also, point out the opportunities to develop your position and/or rebuild your argument.  (10 minutes)
  6.     Leal: Introduce the Cross-Examination Questions.  Discuss the purpose of Cross-Examination(5-10 min)
  a.     Get clarification on a tag, source, quote, etc.
  b.     Question the validity, date, reliability of evidence.
  c.     Use manipulative tactics (ie have the opposing team restate a faulty piece of evidence for the purpose of drawing attention to it)
  7.     Time Management & Cross Examination Demo (20 minutes)
  a.     Mr. Leal will read a sample First Affirmative Constructive in four minutes
  b.     The students will be asked to write potential Cross Examination questions during his presentation.
  c.     The class will then have two minutes to question him.
  d.     Debrief the activity.
  8.     Cross-Examination practice:  The students will working with their partner to develop 10 potential cross-examination questions specific to their topic (five for the negative side and five for the affirmative side) (10 minutes)
  Minyard: How to Develop a Rebuttal: We will end the period by reviewing the elements of a Final Rebuttal.  Various students will read each part of the rebuttal and example.  I will then walk them through the rebuttal template and have the partnerships fill in their resolution statement. 
• To review the homework, I passed out a New Course Calendar. 
• Homework: Work on the Revising your debate constructives.  Read your outside reading book. 

Comp/Lit 9: 3/4/2011

Introduction of Research Paper

• We started the period with the Vocabulary & Spelling #19-20 QUIZ
• The students then worked on grammar pages 36-37-Compound Direct Objects
• The students then had the opportunity to read silently in their outside reading book for about 15 minutes.  They also sign-up for their outside reading book (they wrote the title on the letter of intent).
• After silent reading, I introduced the Research Paper for the Culminating Service Project.
• We read through pages 12-27 in the Project Packet.  This included: introducing the steps to the research and writing process; deciding on a focused research topic; writing three research questions; the pages where the students will take notes and write down their sources; and introducing the pre-writing planner (to be completed for homework)
• Homework: Complete Pre-Writing Planner A; Read TKAMB Chapters 1-7 & Complete the Reading Response Journal for CHapters 1-7 by Thursday March 10.

Comp/Lit 10: 3/4/2011

Last Day in the Lab

• We started the period with the Spelling & Vocabulary #19-20 QUIZ.
• When the students completed the quiz, they were able to start working on their Negative Constructive.
• The students had the reaming part of the period to work with their partner on their Debate Constructives.
• Homework: Finish the Negative Constructive & Upload it to Turnitin.com by Monday March 7, Meet in the classroom on Tuesday March 8

Comp/Lit 9: 3/2/2011

To Kill a Mockingbird Introduction

• At the beginning of the period, the students picked up TKAMB and Night from the textbook office.
• We completed pages 34-35 in the grammar workbook-Direct Objects.
• I passed out a new Course Calendar
• Then we got into the TKAMB Introduction.  We read an intro piece about Harper Lee, which includes an introduction to the setting, plot and some of the main characters. We located some key places on a map of Alabama, and then I introduced the Reading Response Journal.  The students are expected the complete an entry into the journal for each chapter of the book.
• We ended the period by watching the first 20 minutes of the Oprah MLK, Jr. video.
• Homework: Study Vocabulary & Spelling #19-20; Complete the Superstitions Activity, bring your OR Book, Read TKAMB Chapters 1-7 & Complete the Reading Response Journal by Thursday March 10.

Comp/Lit 10: 3/2/2011

Oops!  No Place to Go!

• So, today we had a bit of a scheduling issue...we had no lab to work in, so we improved.
• We worked in the classroom.  The students took notes on the remaining debate terms and we discussed the example visuals posted around the room.
• We spent the rest of the period watching Hercules (of all things!)
• Homework:  Study Vocabulary & Spelling #19-20, work on the Negative Constructive, Meet in the Library Computer Lab.