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!)
Tuesday, March 27, 2018
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!
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| Today's Board |
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| 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!
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| 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!
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| 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.
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| 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.
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| 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!
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| Today's Board |
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| Week-at-a-Glance |
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