I met with just 2nd period today due to the early release schedule. We wrapped up our work with To Kill a Mockingbird and watched the film version.
I hope everyone has a restful break! Be careful out there, and I'll see you next year!
Thursday, December 21, 2017
Wednesday, December 20, 2017
December 20
IRT: ~20 minutes
WNB: Outside entry
We discussed the theme and questions for Chapter 10 of To Kill a Mockingbird. I recapped the book leading up to Chapter 20, then we read Chapter 20 and answered questions.
WNB: Outside entry
We discussed the theme and questions for Chapter 10 of To Kill a Mockingbird. I recapped the book leading up to Chapter 20, then we read Chapter 20 and answered questions.
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| Today's Board |
Tuesday, December 19, 2017
December 19
IRT: ~20 minutes
WNB: Yesterday, we learned a little about Scout's neighborhood (pages 5-6). Write about your neighborhood. Who can you count on to be in the front yard every Saturday morning? Who is always at the mailboxes when you check your mail? What dogs do you meet when you're out for a walk?
We reviewed the SAT Writing multiple choice from yesterday and read more passages (from chapters 8 & 10) from To Kill a Mockingbird.
WNB: Yesterday, we learned a little about Scout's neighborhood (pages 5-6). Write about your neighborhood. Who can you count on to be in the front yard every Saturday morning? Who is always at the mailboxes when you check your mail? What dogs do you meet when you're out for a walk?
We reviewed the SAT Writing multiple choice from yesterday and read more passages (from chapters 8 & 10) from To Kill a Mockingbird.
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| (I forgot to take a picture of the board before I erased it, so here's a picture of my dogs with Santa instead.) |
Monday, December 18, 2017
December 18
IRT: ~20 minutes
WNB:
We discussed some important dates and themes relating to To Kill a Mockingbird and began reading passages and answering AP-style multiple choice questions. We also discussed which themes are covered in the passages. We'll use this book for the rest of the week.
WNB:
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| today's notebook entry |
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| Today's Board |
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| Week at a Glance |
Friday, December 15, 2017
December 15
We visited the library today so students could find books to read over the holiday.
We checked our answers for the last passages from Lord of the Flies and read passages from Life of Pi and answered questions.
We checked our answers for the last passages from Lord of the Flies and read passages from Life of Pi and answered questions.
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| Today's Board |
Thursday, December 14, 2017
December 14
Students had the first 30 minutes of class to complete the work for today's Writer's Notebook check. Today's entry: This entry is just 1 word long. What 1 word sums up the year 2017 for you? Students had time to read when they finished the notebook check.
We checked answers for the last passage from Oedipus Rex. We read passages from Lord of the Flies and completed practice AP multiple choice questions.
We checked answers for the last passage from Oedipus Rex. We read passages from Lord of the Flies and completed practice AP multiple choice questions.
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| Today's Board |
Wednesday, December 13, 2017
December 13
IRT: ~20 minutes
WNB: Imagine it's 100 years in the future and an archeologist has somehow discovered the entire contents of your digital life. What does your "digital footprint" reveal about you? If you think of your online presence as a historical artifact, what will future historians know and think about you? And how do you think the contents of your digital life match up with what you would want to be known about you? After thinking about a future person discovering your entire digital life, are there any changes you would want to make to what you do and share online?
We continued looking at AP-style multiple choice questions, reading excerpts from Oedipus Rex today. I reminded students not to be discouraged if they're not getting every question right--the work we're doing right now is just practice for when it will count next year if they take AP and in the future when they take the PSAT, SAT, or ACT.
WNB: Imagine it's 100 years in the future and an archeologist has somehow discovered the entire contents of your digital life. What does your "digital footprint" reveal about you? If you think of your online presence as a historical artifact, what will future historians know and think about you? And how do you think the contents of your digital life match up with what you would want to be known about you? After thinking about a future person discovering your entire digital life, are there any changes you would want to make to what you do and share online?
We continued looking at AP-style multiple choice questions, reading excerpts from Oedipus Rex today. I reminded students not to be discouraged if they're not getting every question right--the work we're doing right now is just practice for when it will count next year if they take AP and in the future when they take the PSAT, SAT, or ACT.
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| Today's Board |
Tuesday, December 12, 2017
December 12
IRT: ~20 minutes
WNB: Today's entry was inspired by the 1000 Awesome Things blog. Students had 3 minutes to make a list of things they think are awesome. They then selected one thing from the list and wrote about why it's so awesome.
We revisited Antigone and completed AP-style multiple choice questions. We checked our answers using Socrative and discussed questions that we had difficulty with.
WNB: Today's entry was inspired by the 1000 Awesome Things blog. Students had 3 minutes to make a list of things they think are awesome. They then selected one thing from the list and wrote about why it's so awesome.
We revisited Antigone and completed AP-style multiple choice questions. We checked our answers using Socrative and discussed questions that we had difficulty with.
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| Today's Board |
Monday, December 11, 2017
December 11
IRT: ~20 minutes
WNB: "Power tends to corrupt, and absolute power corrupts absolutely." - John Dalberg-Acton
I passed back the persuasive essay that students submitted for a major grade and the Socratic packets from Friday. I'll have the minor grade essays complete by the end of the week. Students will have a notebook check on Thursday.
We revisited Julius Caesar and completed some practice SAT questions.
WNB: "Power tends to corrupt, and absolute power corrupts absolutely." - John Dalberg-Acton
I passed back the persuasive essay that students submitted for a major grade and the Socratic packets from Friday. I'll have the minor grade essays complete by the end of the week. Students will have a notebook check on Thursday.
We revisited Julius Caesar and completed some practice SAT questions.
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| Today's Board |
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| Week-at-a-Glance |
Friday, December 8, 2017
December 8
IRT: ~20 minutes
WNB: Outside entry -- Next notebook check is Thursday, 12/14.
Students participated in a Socratic Seminar and discussed our essential question for this unit: How do texts connect the human experience across time and culture? We had great discussions about family, fear, and how we connect with books.
Next week, we'll begin reviewing some of the major works from this term and studying sections of new pieces.
WNB: Outside entry -- Next notebook check is Thursday, 12/14.
Students participated in a Socratic Seminar and discussed our essential question for this unit: How do texts connect the human experience across time and culture? We had great discussions about family, fear, and how we connect with books.
Next week, we'll begin reviewing some of the major works from this term and studying sections of new pieces.
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| Today's Board |
Thursday, December 7, 2017
December 7
IRT: ~20 minutes
WNB: If you were not scared, how would you live your life? (from https://www.theodysseyonline.com/9-questions-for-humanity)
Students read/listened to three more short essays ("Roll Away the Stone," "Our Lives are Ephemeral," and an excerpt from an interview with Cheryl Strayed) in preparation for tomorrow's Socratic seminar. We discussed the process and how it will be graded and began writing questions and statements for tomorrow's discussion. The prep sheet and rubric are posted on Classroom.
WNB: If you were not scared, how would you live your life? (from https://www.theodysseyonline.com/9-questions-for-humanity)
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| Today's Notebook Entry |
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| Today's Board |
Wednesday, December 6, 2017
Tuesday, December 5, 2017
December 5
IRT: ~20 minutes
WNB: What does it mean to be human?
We reviewed the reading section of the STAAR practice test from last week and discussed different strategies for answering questions.
WNB: What does it mean to be human?
We reviewed the reading section of the STAAR practice test from last week and discussed different strategies for answering questions.
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| Today's Board |
Monday, December 4, 2017
December 4
IRT: ~20 minutes
WNB: Horror movie or comedy movie? Create an argument!
We discussed the notebook entry and built an outline for both sides. We reviewed the revising and editing section of the STAAR test from last week and discussed different skills. We completed a few activities on Chomp Chomp over word choice as part of this review. Check out the Grammar Quizzes site for more practice on commonly confused words.
WNB: Horror movie or comedy movie? Create an argument!
We discussed the notebook entry and built an outline for both sides. We reviewed the revising and editing section of the STAAR test from last week and discussed different skills. We completed a few activities on Chomp Chomp over word choice as part of this review. Check out the Grammar Quizzes site for more practice on commonly confused words.
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| Today's Board |
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| Week-at-a-Glance |
Friday, December 1, 2017
December 1
IRT: ~20 minutes
WNB: What kind of traditions do you and your family have during the holidays?
Students completed a reflection activity over the last two essays and determined which one they would like to submit for a major grade.
Students who had not completed the STAAR practice had time to do so. We'll go over this in class beginning Monday.
WNB: What kind of traditions do you and your family have during the holidays?
Students completed a reflection activity over the last two essays and determined which one they would like to submit for a major grade.
Students who had not completed the STAAR practice had time to do so. We'll go over this in class beginning Monday.
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| Today's Board |
Thursday, November 30, 2017
November 30
We reviewed the structure of a persuasive essay, and students wrote their last persuasive essay before the STAAR test next week. Tomorrow, students will decide which essay (between this essay and the one from before Thanksgiving break) they would like to submit as a major grade.
Students who finished before the end of class had time to complete the STAAR practice from yesterday or read.
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| essay structure & prewriting options |
Students who finished before the end of class had time to complete the STAAR practice from yesterday or read.
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| Today's Board |
Tuesday, November 28, 2017
November 28
IRT: ~20 minutes
WNB: Article of the Week - "Attention, Students: Put Your Laptops Away" (Bonus - A professor's perspective)
Students reread Antigone's speech from Scene 2 and Martin Luther King, Jr.'s, "Letter from Birmingham Jail" and completed a SOAPSTone analysis.
I will be out tomorrow, so students will be completing a practice STAAR test. We'll go over this when I return and look at commonly missed questions.
WNB: Article of the Week - "Attention, Students: Put Your Laptops Away" (Bonus - A professor's perspective)
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| Cartoon from The New York Times |
Students reread Antigone's speech from Scene 2 and Martin Luther King, Jr.'s, "Letter from Birmingham Jail" and completed a SOAPSTone analysis.
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| Today's Board |
Monday, November 27, 2017
November 27
IRT: ~20 minutes
WNB: What if your government declared you the enemy? Read page 952 and write a response in your notebook.
Students read an excerpt from Farewell to Manzanar and tracked cultural characteristics. We discussed how the story is similar to Antigone.
WNB: What if your government declared you the enemy? Read page 952 and write a response in your notebook.
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| page 952 |
Students read an excerpt from Farewell to Manzanar and tracked cultural characteristics. We discussed how the story is similar to Antigone.
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| Today's Board |
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| Week-at-a-Glance |
Friday, November 17, 2017
November 17
We had a few groups who needed to present their Antigone scenes. Students did a really good job on this project!
We continued watching Bend It Like Beckham, looking for similar conflicts as we saw in Antigone.
Homework: READ! And have a great Thanksgiving break!
We continued watching Bend It Like Beckham, looking for similar conflicts as we saw in Antigone.
Homework: READ! And have a great Thanksgiving break!
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| Not much on the board today, so here's a cartoon from one of my favorites, Liz Climo. |
Thursday, November 16, 2017
November 16
Students wrote a persuasive essay inspired by Antigone. Absent students should plan to attend tutorials A block Tuesday, 11/28, to complete this assignment.
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| Today's Board |
Wednesday, November 15, 2017
November 15
Students had 20 minutes at the beginning of class to practice their scenes before presenting to the class. Second period has 2 groups that will present on Friday, and 4th period has a few groups who still need to present, also.
Tomorrow, students will write a persuasive essay inspired by Antigone. We reviewed the outline for a persuasive essay. Students will be allowed to use their notes and writer's notebooks as they write.
Our big question this semester is "How do texts connect the human experience across time and culture?" We discussed 4 conflicts in Antigone (conflicts caused by society's expectations, conflicts caused by youth, conflicts caused by gender, and conflicts caused by family). We began watching Bend It Like Beckham to compare and contrast the same conflicts. We will finish the film on Friday.
Tomorrow, students will write a persuasive essay inspired by Antigone. We reviewed the outline for a persuasive essay. Students will be allowed to use their notes and writer's notebooks as they write.
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| Outline review |
Our big question this semester is "How do texts connect the human experience across time and culture?" We discussed 4 conflicts in Antigone (conflicts caused by society's expectations, conflicts caused by youth, conflicts caused by gender, and conflicts caused by family). We began watching Bend It Like Beckham to compare and contrast the same conflicts. We will finish the film on Friday.
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| Today's Board (we did not have IRT or a notebook entry today) |
Tuesday, November 14, 2017
November 14
IRT: ~20 minutes
WNB: What is the difference between what is right and what is fair?
Students used the remaining class time to plan their scenes, write their scripts, and practice their presentations. We will begin presenting tomorrow!
WNB: What is the difference between what is right and what is fair?
Students used the remaining class time to plan their scenes, write their scripts, and practice their presentations. We will begin presenting tomorrow!
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| Today's Board |
Monday, November 13, 2017
November 13
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 worked in groups to create a scene to add to Antigone. I hope to start these presentations on Wednesday! (Mrs. Nickerson stayed with 4th period today so I could leave early for an appointment.)
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 worked in groups to create a scene to add to Antigone. I hope to start these presentations on Wednesday! (Mrs. Nickerson stayed with 4th period today so I could leave early for an appointment.)
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| Today's Board |
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| Week-at-a-Glance |
Friday, November 10, 2017
Thursday, November 9, 2017
November 9
IRT: ~20 minutes
WNB: Outside Entry
We recapped our reading of Antigone yesterday and finished the literary devices page in the packet. Students then worked with their groups to find allusions in Scene 4 and Ode 4 and to apply elements of the tragic hero to Creon and Antigone. Students handed in the packet before the end of class.
Students will spend the next few days creating a scene to add to the play. They will present their scenes to the class on Wednesday.
Students will have a substitute tomorrow, and we're on a weird schedule because of the Veteran's Day assembly during 2nd period and pep rally at the end of the day. I'll still post a recap of the day.
WNB: Outside Entry
We recapped our reading of Antigone yesterday and finished the literary devices page in the packet. Students then worked with their groups to find allusions in Scene 4 and Ode 4 and to apply elements of the tragic hero to Creon and Antigone. Students handed in the packet before the end of class.
Students will spend the next few days creating a scene to add to the play. They will present their scenes to the class on Wednesday.
Students will have a substitute tomorrow, and we're on a weird schedule because of the Veteran's Day assembly during 2nd period and pep rally at the end of the day. I'll still post a recap of the day.
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| Today's Board |
Wednesday, November 8, 2017
November 8
IRT: ~20 minutes
WNB: Some people believe that 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?
We finished reading Antigone (Scene 4, Scene 5, Paean, and Exodos) today! We will complete the packet tomorrow before handing it in.
Students will begin working on a group project tomorrow, so they spent some time deciding whom they would like to work with.
WNB: Some people believe that 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?
We finished reading Antigone (Scene 4, Scene 5, Paean, and Exodos) today! We will complete the packet tomorrow before handing it in.
Students will begin working on a group project tomorrow, so they spent some time deciding whom they would like to work with.
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| Today's Board |
November 7
IRT: ~20 minutes
WNB: "If I am young, and right, what does my age matter?" - Haemon // Discuss this question in your entry today. You may choose to apply it to your own life instead of what Haemon is experiencing.
Students completed a Greek roots quiz today.
We recapped and analyzed Scene 3 of Antigone then read Ode 3. We *will* finish reading tomorrow!
WNB: "If I am young, and right, what does my age matter?" - Haemon // Discuss this question in your entry today. You may choose to apply it to your own life instead of what Haemon is experiencing.
Students completed a Greek roots quiz today.
We recapped and analyzed Scene 3 of Antigone then read Ode 3. We *will* finish reading tomorrow!
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| Today's Board |
Monday, November 6, 2017
November 6
IRT: ~20 minutes
WNB: Choice--Reflect on / respond to news about yesterday's shooting in Sutherland Springs, Texas; or write about whatever is on your mind.
We calculated our reading rate for the book we're currently reading. Here's the formula (the numbers in color represent my book and rate; students should use their own information to calculate).
Students received notes about stichomythia and looked for more examples in our reading. We recapped Scene 2 of Antigone and filled in literary devices. We read Scene 3--we'll begin this analysis tomorrow.
I shared a few more words with Greek roots to remind students about tomorrow's quiz. Don't forget your iPad!
WNB: Choice--Reflect on / respond to news about yesterday's shooting in Sutherland Springs, Texas; or write about whatever is on your mind.
We calculated our reading rate for the book we're currently reading. Here's the formula (the numbers in color represent my book and rate; students should use their own information to calculate).
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| Reading Rate Formula |
I shared a few more words with Greek roots to remind students about tomorrow's quiz. Don't forget your iPad!
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| Today's Board |
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| Week-at-a-Glance |
Friday, November 3, 2017
November 3
IRT: ~20 minutes
WNB: Outside entry
We continued reading and analyzing Antigone, concentrating on Ode 1 and Scene 2 today.
Greek roots quiz on Tuesday! Bring your iPad!
WNB: Outside entry
We continued reading and analyzing Antigone, concentrating on Ode 1 and Scene 2 today.
Greek roots quiz on Tuesday! Bring your iPad!
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| Today's Board |
Thursday, November 2, 2017
November 2
IRT: ~20 minutes
WNB: Recall your most and least important values from the last two entries. How could those two ideas come into conflict with one another?
We reviewed the Greek roots handout and looked at some sample quiz questions.
We recapped Scene 1 and took some time to finish up the analysis charts for the Prologue and Parados and began the Scene 1 chart.
WNB: Recall your most and least important values from the last two entries. How could those two ideas come into conflict with one another?
We reviewed the Greek roots handout and looked at some sample quiz questions.
We recapped Scene 1 and took some time to finish up the analysis charts for the Prologue and Parados and began the Scene 1 chart.
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| Today's Board (We did not read Ode 1 today.) |
Wednesday, November 1, 2017
November 1
IRT: 20 minutes
WNB: Of these five values (loyalty to family, obedience to local and national laws, observance of religious beliefs and customs, following your own conscience, achieving respect and recognition), which one do you believe is least important? Explain your response.
Antigone: We recapped the Prologue and analysis from yesterday. We read and analyzed tone in the Parados. We read Scene 1 and will begin the analysis tomorrow.
Students will have a quiz over Greek roots on Tuesday, 11/7.
WNB: Of these five values (loyalty to family, obedience to local and national laws, observance of religious beliefs and customs, following your own conscience, achieving respect and recognition), which one do you believe is least important? Explain your response.
Antigone: We recapped the Prologue and analysis from yesterday. We read and analyzed tone in the Parados. We read Scene 1 and will begin the analysis tomorrow.
Students will have a quiz over Greek roots on Tuesday, 11/7.
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| Today's Board |
Tuesday, October 31, 2017
October 31
Happy Halloween!
IRT: ~20 minutes
WNB: Of these five values (loyalty to family, obedience to local and national laws, observance of religious beliefs and customs, following your own conscience, achieving respect and recognition), which one do you believe is most important? Explain your response.
Students should read a book from the AP list this 9 weeks. I've shared a highlighted list on Classroom to help them narrow down their choices. I also have copies available of many of the options.
Students began studying Greek roots. We will have a quiz next Tuesday (11/17).
Students received an analysis packet that we will complete as we read Antigone. The first two pages are notes about Greek drama that students need to fill in using the Slides on Classroom.
We read the Prologue and completed the character comparison chart in the packet.
I totally forgot to take a picture of the board before preparing it for tomorrow, so here's a festive picture instead! Be careful out there tonight!
IRT: ~20 minutes
WNB: Of these five values (loyalty to family, obedience to local and national laws, observance of religious beliefs and customs, following your own conscience, achieving respect and recognition), which one do you believe is most important? Explain your response.
Students should read a book from the AP list this 9 weeks. I've shared a highlighted list on Classroom to help them narrow down their choices. I also have copies available of many of the options.
Students began studying Greek roots. We will have a quiz next Tuesday (11/17).
Students received an analysis packet that we will complete as we read Antigone. The first two pages are notes about Greek drama that students need to fill in using the Slides on Classroom.
We read the Prologue and completed the character comparison chart in the packet.
I totally forgot to take a picture of the board before preparing it for tomorrow, so here's a festive picture instead! Be careful out there tonight!
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| Happy Halloween! |
Monday, October 30, 2017
October 30
IRT: We visited the library during our reading time today.
WNB: In your own words, define the word "tragedy" and give examples. Why are movies, books, the news, etc. so concerned with tragedies? How are they used as a form of entertainment in our society?
Students read and filled in an outline about Greek drama and checked their notes with their tablemates. We filled in more notes about the story of Oedipus Rex so we'll be prepared to begin reading Antigone tomorrow.
WNB: In your own words, define the word "tragedy" and give examples. Why are movies, books, the news, etc. so concerned with tragedies? How are they used as a form of entertainment in our society?
Students read and filled in an outline about Greek drama and checked their notes with their tablemates. We filled in more notes about the story of Oedipus Rex so we'll be prepared to begin reading Antigone tomorrow.
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| Today's Board |
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| Week-at-a-Glance |
Friday, October 27, 2017
October 27
Fourth period students took their midterm exam today.
I intended to have all grades finalized before I left today, but a few meetings got in the way of that plan. All grades will be finalized by Sunday evening. Sorry for any inconvenience!
I intended to have all grades finalized before I left today, but a few meetings got in the way of that plan. All grades will be finalized by Sunday evening. Sorry for any inconvenience!
Thursday, October 26, 2017
October 26
2nd
Students handed in their revised persuasive essays before we began the midterm exam. Students who needed more time to complete the test stayed during A block to finish.
4th
IRT: ~20 minutes
We reviewed items for the midterm exam. These slides are also available on classroom.
Students handed in their revised persuasive essays.
Our exam is tomorrow!
Students handed in their revised persuasive essays before we began the midterm exam. Students who needed more time to complete the test stayed during A block to finish.
4th
IRT: ~20 minutes
We reviewed items for the midterm exam. These slides are also available on classroom.
Students handed in their revised persuasive essays.
Our exam is tomorrow!
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| Today's Board (I just noticed that I forgot to change the date...sorry!) |
Wednesday, October 25, 2017
October 25
IRT: ~20 minutes
WNB: How can ordinary people be heroic? What could motivate them?
I advised students to draw a line on their currently reading page to indicate the beginning of the new 9 weeks. This will be helpful when we get to the end of the semester.
2nd
We reviewed items for the midterm exam. These slides are also available on Classroom.
Students had time to work on their revisions of their persuasive essays. Those who chose to revise handed them in before the end of class.
Our midterm exam is tomorrow!
4th
Students received their persuasive essays and began working on revisions. Students who choose to revise should hand those in tomorrow.
We watched another version of Julius Caesar and looked for similarities and differences.
We will do an in-class midterm review tomorrow.
WNB: How can ordinary people be heroic? What could motivate them?
I advised students to draw a line on their currently reading page to indicate the beginning of the new 9 weeks. This will be helpful when we get to the end of the semester.
2nd
We reviewed items for the midterm exam. These slides are also available on Classroom.
Students had time to work on their revisions of their persuasive essays. Those who chose to revise handed them in before the end of class.
Our midterm exam is tomorrow!
4th
Students received their persuasive essays and began working on revisions. Students who choose to revise should hand those in tomorrow.
We watched another version of Julius Caesar and looked for similarities and differences.
We will do an in-class midterm review tomorrow.
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| Today's Board |
Tuesday, October 24, 2017
October 24
IRT: ~20 minutes
WNB: Outside entry
We finished up our analysis of the persuasive speeches in Act III of Julius Caesar.
Students began working on the midterm reading reflection on Google Classroom. This is due today (before 11:59pm).
I returned the persuasive essay to 2nd period students today. We will take time in class tomorrow to work on revision. Band students who will be absent may hand in their revisions on Thursday.
WNB: Outside entry
We finished up our analysis of the persuasive speeches in Act III of Julius Caesar.
Students began working on the midterm reading reflection on Google Classroom. This is due today (before 11:59pm).
I returned the persuasive essay to 2nd period students today. We will take time in class tomorrow to work on revision. Band students who will be absent may hand in their revisions on Thursday.
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| Today's Board |
Monday, October 23, 2017
October 23
IRT: ~20 minutes
WNB: Outside entry
After reviewing the literary terms test, we continued reading Julius Caesar and watched the funeral speeches in Act III, Scene 2. We will continue this work tomorrow.
Students received a copy of the midterm review (also available on Classroom).
WNB: Outside entry
After reviewing the literary terms test, we continued reading Julius Caesar and watched the funeral speeches in Act III, Scene 2. We will continue this work tomorrow.
Students received a copy of the midterm review (also available on Classroom).
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| Today's Board |
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| Week-at-a-Glance |
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