Third and 4th periods completed their midterm exams today!
All grades have been entered. Students who were absent for the midterm should plan to stay after school on Monday to take the test.
Have a great weekend!
Thursday, March 29, 2018
Wednesday, March 28, 2018
March 28
First period completed their midterm exam today.
Third and 4th periods received their essay scores and had time to revise and resubmit to improve their grades.
Third and 4th periods received their essay scores and had time to revise and resubmit to improve their grades.
 |
| Nothing really interesting on the board today, so here's a cartoon by my favorite artist. |
Tuesday, March 27, 2018
March 27
First period received their essays and rubrics and had time to revise if needed.
We completed a review of persuasive techniques and logical fallacies.
They will take their midterm exam tomorrow!
Third and 4th periods had a substitute today. They started with independent reading time and then completed a review of persuasive techniques and logical fallacies. They'll get their essays back tomorrow and have time to revise if necessary. Their midterm exams are Thursday.
(I had to leave for an appointment this afternoon, and I forgot to take a picture of today's board before I left. Sorry!)
We completed a review of persuasive techniques and logical fallacies.
They will take their midterm exam tomorrow!
Third and 4th periods had a substitute today. They started with independent reading time and then completed a review of persuasive techniques and logical fallacies. They'll get their essays back tomorrow and have time to revise if necessary. Their midterm exams are Thursday.
(I had to leave for an appointment this afternoon, and I forgot to take a picture of today's board before I left. Sorry!)
Monday, March 26, 2018
March 26
IRT: ~20 minutes
Students worked through the SOAPSTone analysis process with two pieces. This prepared them for a short section of the midterm exam where they will answer similar questions.
This Week:
Tuesday: persuasion and logical fallacies review
Wednesday: 1st period midterm exam; 3rd & 4th review time
Thursday: 3rd & 4th period midterm exams; early release
Friday: No School!
Students worked through the SOAPSTone analysis process with two pieces. This prepared them for a short section of the midterm exam where they will answer similar questions.
This Week:
Tuesday: persuasion and logical fallacies review
Wednesday: 1st period midterm exam; 3rd & 4th review time
Thursday: 3rd & 4th period midterm exams; early release
Friday: No School!
 |
| Today's Board |
 |
| Week-at-a-Glance |
Friday, March 23, 2018
March 23
Students completed a notebook check form on Classroom and handed in their notebooks before the end of class.
Students typed the piece they planned yesterday and turned it in on Classroom. They handed in the planning sheet/rubric.
Next week:
Monday - SOAPSTone practice; A block tutorials for essay make up
Tuesday - persuasion and logical fallacies review
Wednesday - 1st period midterm exam; 3rd & 4th review time
Thursday - 3rd & 4th period midterm exams; early release
Friday - No school!
Students typed the piece they planned yesterday and turned it in on Classroom. They handed in the planning sheet/rubric.
Next week:
Monday - SOAPSTone practice; A block tutorials for essay make up
Tuesday - persuasion and logical fallacies review
Wednesday - 1st period midterm exam; 3rd & 4th review time
Thursday - 3rd & 4th period midterm exams; early release
Friday - No school!
 |
| Today's Board |
Thursday, March 22, 2018
March 22
IRT: ~20 minutes
WNB: Some people believe there is no such thing as a truly unselfish act, that even when we do something to help others, we're seeking glory and satisfaction for ourselves. What do you think?
Students received a copy of the midterm review (also posted on Classroom). We'll look at this again on Monday and Tuesday next week.
Students began planning an essay inspired by their writer's notebook entries (also posted on Classroom). We will type the essay in class tomorrow. Students who are absent Friday should plan to attend A block tutorials on Monday to make up this assignment. Please do not type it over the weekend--I'm requiring it to be typed in class.
Notebook check tomorrow--be sure your entries and currently reading page are up to date!
WNB: Some people believe there is no such thing as a truly unselfish act, that even when we do something to help others, we're seeking glory and satisfaction for ourselves. What do you think?
Students received a copy of the midterm review (also posted on Classroom). We'll look at this again on Monday and Tuesday next week.
Students began planning an essay inspired by their writer's notebook entries (also posted on Classroom). We will type the essay in class tomorrow. Students who are absent Friday should plan to attend A block tutorials on Monday to make up this assignment. Please do not type it over the weekend--I'm requiring it to be typed in class.
Notebook check tomorrow--be sure your entries and currently reading page are up to date!
 |
| Today's Board |
Wednesday, March 21, 2018
March 21
IRT: ~20 minutes
WNB: What is more important: what a person thinks or what a person does?
We finished up the 5 conflicts work from yesterday. I shared a sample claim frame for students who had difficulty coming up with two reasons for their thesis (posted on Classroom). Students met with others who wrote about the same conflict, shared their outlines, and collaborated on examples and conclusions. This was definitely a challenging prompt, but students did excellent work!
We looked at a sample STAAR prompt (posted on Classroom). Students worked with their tables to create a T chart of reasons for both sides of the prompt, then they wrote the claim. They also came up with at least 2 academic examples that would work as evidence for a possible essay.
WNB: What is more important: what a person thinks or what a person does?
We finished up the 5 conflicts work from yesterday. I shared a sample claim frame for students who had difficulty coming up with two reasons for their thesis (posted on Classroom). Students met with others who wrote about the same conflict, shared their outlines, and collaborated on examples and conclusions. This was definitely a challenging prompt, but students did excellent work!
We looked at a sample STAAR prompt (posted on Classroom). Students worked with their tables to create a T chart of reasons for both sides of the prompt, then they wrote the claim. They also came up with at least 2 academic examples that would work as evidence for a possible essay.
 |
| Today's Board |
March 20
IRT: ~20 minutes
WNB: Are there present-day rules or laws that you feel are unjust? What laws would you like to see changed and why? What are some ways to protest an unjust law?
Students handed in the Antigone analysis packet at the beginning of class.
We continued working through the "How To Persuade" slides (see video on Classroom). Students worked with a partner to come up with examples to support 2 of the 5 principal conflicts on the "Steiner 5 Conflicts" handout (on Classroom). Each partner then created an outline for one of the conflicts. We will continue this work tomorrow.
WNB: Are there present-day rules or laws that you feel are unjust? What laws would you like to see changed and why? What are some ways to protest an unjust law?
Students handed in the Antigone analysis packet at the beginning of class.
We continued working through the "How To Persuade" slides (see video on Classroom). Students worked with a partner to come up with examples to support 2 of the 5 principal conflicts on the "Steiner 5 Conflicts" handout (on Classroom). Each partner then created an outline for one of the conflicts. We will continue this work tomorrow.
 |
| Today's Board |
Monday, March 19, 2018
March 19
Welcome back!
IRT: ~20 minutes
WNB: Netflix or YouTube?
We worked through the first part of the "How To Persuade" slides (see video on Classroom). We will continue this work tomorrow.
Students had the last 20-ish minutes of class to finish up the Antigone packet--this is due at the beginning of class tomorrow. If you need a recap of the play, watch this video!
IRT: ~20 minutes
WNB: Netflix or YouTube?
We worked through the first part of the "How To Persuade" slides (see video on Classroom). We will continue this work tomorrow.
Students had the last 20-ish minutes of class to finish up the Antigone packet--this is due at the beginning of class tomorrow. If you need a recap of the play, watch this video!
 |
| Today's Board |
 |
| Week-at-a-Glance |
Friday, March 9, 2018
March 9
We finished reading Antigone today! This took up the majority of our class time. With the remaining time, students continued working on the analysis packet. We will have about 20 minutes of class time on Monday to work on the packet when we return from spring break, and the whole packet is due Tuesday, March 20.
Students' only homework for spring break is to read!!! Don't forget about your nonfiction book--you'll write about it on your midterm exam.
Students' only homework for spring break is to read!!! Don't forget about your nonfiction book--you'll write about it on your midterm exam.
 |
| Today's Board |
Thursday, March 8, 2018
March 8
Students used the first 30 minutes of class to read, annotate, and respond to today's article of the week and read independently when they finished. Classes voted on which article they wanted to read this week, so 1st read "As Gun Debate Roils On, Teachers at This Texas School Are Already Armed," 3rd read "Seven Reasons We Are Facing a Global Water Crisis," and 4th period chose between the two.
We recapped Scene 2 and read Scene 3 of Antigone. See Classroom for specific details about today's work. We will finish reading the play tomorrow!
We recapped Scene 2 and read Scene 3 of Antigone. See Classroom for specific details about today's work. We will finish reading the play tomorrow!
 |
| Today's Board |
Wednesday, March 7, 2018
March 7
IRT: ~15 minutes
WNB: Outside entry
We started class with the Greek roots quiz. Grades have been entered in Skyward.
We recapped Scene 1 from yesterday and read Ode 1 and Scene 2 of Antigone. See Classroom for specific details about today's work.
WNB: Outside entry
We started class with the Greek roots quiz. Grades have been entered in Skyward.
We recapped Scene 1 from yesterday and read Ode 1 and Scene 2 of Antigone. See Classroom for specific details about today's work.
 |
| Today's Board |
Tuesday, March 6, 2018
March 6
IRT: ~20 minutes
WNB: Recall your most and least important values from your last two entries. How could those two values come into conflict with one another?
I checked the elements of Greek tragedy notes. Students who did not receive a "check" should complete the notes to earn those points back when they hand in the entire packet after we finish reading Antigone.
On Classroom, students completed a form quiz over tone and purpose and voted for the article they'd like to read for tomorrow's notebook entry.
We recapped the Prologue and Parados from yesterday and read Scene 1 of Antigone. Check Classroom for specific details about today's work.
WNB: Recall your most and least important values from your last two entries. How could those two values come into conflict with one another?
I checked the elements of Greek tragedy notes. Students who did not receive a "check" should complete the notes to earn those points back when they hand in the entire packet after we finish reading Antigone.
On Classroom, students completed a form quiz over tone and purpose and voted for the article they'd like to read for tomorrow's notebook entry.
We recapped the Prologue and Parados from yesterday and read Scene 1 of Antigone. Check Classroom for specific details about today's work.
 |
| Today's Board |
Monday, March 5, 2018
March 5
IRT: ~20 minutes
WNB: On Friday, students wrote about which value they believe is most important. Today's entry asks about which value is least important (loyalty to family, obedience of local and national laws, observance of religious beliefs and customs, following your own conscience, or achieving respect and recognition).
We began reading Antigone. Today, we read and discussed the Prologue and Parados and began working through our analysis packet. Specific details about today's work are on Classroom.
I'll be checking the Elements of Greek Tragedy notes tomorrow, and students will have a quiz over Greek roots on Wednesday. There's a poll on Classroom right now where students can vote for the article they'd like to read this week--the poll closes tomorrow night.
WNB: On Friday, students wrote about which value they believe is most important. Today's entry asks about which value is least important (loyalty to family, obedience of local and national laws, observance of religious beliefs and customs, following your own conscience, or achieving respect and recognition).
We began reading Antigone. Today, we read and discussed the Prologue and Parados and began working through our analysis packet. Specific details about today's work are on Classroom.
I'll be checking the Elements of Greek Tragedy notes tomorrow, and students will have a quiz over Greek roots on Wednesday. There's a poll on Classroom right now where students can vote for the article they'd like to read this week--the poll closes tomorrow night.
 |
| Today's Board |
 |
| Week-at-a-Glance |
Friday, March 2, 2018
March 2
IRT: ~20 minutes
WNB: On handout--handed in
Students received a list of Greek roots and searched for familiar words that include each root. We'll have a quiz over these on Wednesday, 3/7.
We wrapped up yesterday's intro to Greek drama notes with the story of Oedipus.
Students used the remaining time to begin working on the elements of Greek tragedy notes that are posted on Classroom. I'll check these on Tuesday, 3/6. We'll begin reading Antigone on Monday!
WNB: On handout--handed in
Students received a list of Greek roots and searched for familiar words that include each root. We'll have a quiz over these on Wednesday, 3/7.
We wrapped up yesterday's intro to Greek drama notes with the story of Oedipus.
Students used the remaining time to begin working on the elements of Greek tragedy notes that are posted on Classroom. I'll check these on Tuesday, 3/6. We'll begin reading Antigone on Monday!
 |
| Today's Board Happy birthday, Dr. Seuss! |
Thursday, March 1, 2018
March 1
IRT: ~20 minutes
WNB: In your own words, define the word "tragedy" and give examples. Why are movies, books, the news, etc. concerned with tragedies? How are they used as a form of entertainment in our society?
Students took a few notes over the origins of Greek drama, and we watched a clip about one of Dionysus's theaters that is still standing in Greece.
With the remaining class time, students worked on their reading reflection assignment. This should be turned in on Classroom before 11:59pm tonight.
WNB: In your own words, define the word "tragedy" and give examples. Why are movies, books, the news, etc. concerned with tragedies? How are they used as a form of entertainment in our society?
Students took a few notes over the origins of Greek drama, and we watched a clip about one of Dionysus's theaters that is still standing in Greece.
With the remaining class time, students worked on their reading reflection assignment. This should be turned in on Classroom before 11:59pm tonight.
 |
| Today's Board |
Subscribe to:
Posts (Atom)