February 24, 2020

Periods 1 and 2:
Today, we began our next unit of study. If you were absent, please follow the directions below.

By the end of this unit, you will:

• Write arguments containing evidence and reasoning (infographic)
• Select evidence to support a claim
• Purposefully structure an argument
• Engage in civil conversation about a controversial topic

Watch the video containing the perspectives of Ryan McMahon, Dakshana Bascaramurty, Hannah Sung, and Robyn Doolittle. Consider: Understanding of and opposition to cultural appropriation

• Who does it?
• Who is affected by it?
• What makes the issue relevant?

Here is the link to the video.

Also, there is a note template on Google Classroom assigned to you. Please take notes as you watch the video.

Periods 3 and 4:
Today, we met this week's mentor, Rick Reilly, and explored the text, "Weighed Down By Too Much Cash."

If you were absent, click HERE to get the text. Read it, and annotate it. Consider how you can use the text and write like Reilly. By tomorrow, you need to have a topic to write about, and will draft in class.

Period 6:
Viewing The Night of the Hunter
Today, Tuesday, and Wednesday we are watching the hauntingly suspenseful film The Night of the Hunter. Be sure to take good notes about the cinematic techniques that the director used to create the chilling mood and theme of the film. If you were absent (or just want to review the film), it is available for immediate rental on Amazon instant video. It is NOT available on YouTube.

February 18, 2020

Periods 1 and 2:
This week, you have time to work on your ATDPTI essays, projects (one due on 2/19, the other on 2/24), or JMUN resolution (due Friday).

Periods 3 and 4:
FOR THE NEXT THREE WEEKS...
We are committing ourselves to writer’s workshop
Each week, you will explore and publish one piece of writing.
Using mentor texts for inspiration, you will analyze texts prior to drafting.

THE ROUTINE:

Read, analyze, and annotate the text. Determine how the mentor is useful. As yourself: how can I write like this?

Using the mentor text(s) as an anchor, draft your “inspired-by” piece of writing.

Workshop your writing using writing response groups.

Revise with purpose and guidance..

Publish and share your writing.

EXPECTATIONS:

Everybody writes. This is an opportunity to try something, low-stakes, and use your VOICE.

You work EVERYDAY. This is classwork - don’t waste time. There’s no room to procrastinate.

Revise your draft. You can’t just submit a first, untouched draft.

Oh - and no computers.

Today in class:

You will be given one of a set of mentor texts. (Click here to access the texts. Note: we discussed This is Five, Six, Ten, and 38).

Read it once. (3 minutes)

Read it a second time with pen, pencil, and/or a highlighter in hand (5-7 minutes)

Annotate: what do you notice the author doing? Name the move. (in the same 5-7 minutes)

You will be grouped with people with the same mentor to discuss your observations. 

Come to class tomorrow, ready to write, knowing which age you will write about (either one from your past, or your present age).

Period 6:

Today, we are going to switch gears to a different type of text... film!

You will be watching an EdPuzzle about the language of film. Be prepared to answer some questions along the way. (This is found on Google Classroom).

Then, you will put your new knowledge of film to use by creating a storyboard for "The Cask of Amontillado" (either alone or with a partner). Use what you learned in the video, along with the notes I will pass out.

February 11, 2020

Periods 1 and 2:
We finished The Absolutely True Diary... today!
Here is the final assignment for the novel.

Periods 3 and 4:
Complete reading chapters 21-23 by tomorrow. Here is the final assignment for Things Fall Apart.



Period 6:
Today we will begin by reviewing some brief notes about some of the literary elements in "The Cask of Amontillado." Most of these terms should be a review, but a few may be new.


Now that you have a better understanding of the story, you are going to read it again, this time pausing to interact with and answer the margin questions in Google Classroom.

February 10, 2020

Periods 1 and 2:
Absolutely True Diary... Chapter 25: "In Like a Lion" 


After reading this chapter together, you are responsible for completing the chapter text-based questions in Google Classroom. It is an assignment you will turn in by Wednesday.


Read the next three chapters for homework.





Periods 3 and 4:

Things Fall Apart Chapters 18-19

After readings these two chapters, you have been assigned an Idea Exploration in Google Classroom. This document will be important for helping you get a sense of what you will write about for your final essay for the novel.

Read Chapter 20 for homework.





Period 6:

You've now read Poe's dark tale of revenge, "The Cask of Amontillado." You may still be a little confused, and that's ok! Today we are going to read more closely in order to make meaning of what we read.

1. Quick Write: In your English Journal, copy, paste, and respond to the following prompt:

• What happens to Fortunado at the end of the story? Describe the setting where Fortunado meets his final fate. Use as much imagery and sensory details as you can in your description.

2. Close reading. Close your computers for a guided close read of the first page of the story. I'll be giving you a hard copy of the text.


Were you absent today? Bummer! You missed a great lesson that helped us to better understand "The Cask of Amontillado." I encourage you to check out the Slides you missed and answer the accompanying questions.

February 5, 2020

Today counselors are speaking to our class about course selections for next year.

You got a LIGHT BLUE card like the one in this picture>>

• Take it home, review it with your parents, circle the classes you need to take, get it signed, and bring it back to Mrs. Roberts.
• Return the LIGHT BLUE card to Mr. Ferro before February 19th!
• Choose your course selections for next year very carefully. 
• Choose courses that are right for you. 
• Get advice from your current teachers.
• If you are absent see Mrs. R for an articulation card.

February 4, 2020

Periods 1 and 2:
1. We completed our expert groupings from yesterday by discussing some reflection questions and "graffiti-ing" the classroom whiteboards.

2. Following a review of chapters 21-22, you added to your style analysis chart to prep for your final writing task.

Read chapters 23-24 for homework (by Thursday).

Periods 3 and 4:
1. We started by reviewing chapter 14 and then doing the Circle of Viewpoints.

2. When completed, we read chapter 15.

Homework: Read chapters 16 and 17 of Things Fall Apart.

Period 6:
We spent the period completing the Cask of Amontillado Probable Passage and Anticipatory Guide.

Complete the Probable Passage section through the gist statement. The rest will be completed on Thursday.

February 3, 2020

Periods 1 and 2:
If you are absent today, go to the Classroom and read ONE of the four articles posted. Please take light notes. You will need this for tomorrow.

Periods 3 and 4:
Here is what we worked on today. It was a collaborative practice on passage analysis. The passage used is available here.


Period 6:
The return of the FAST assessment
Today, we are going to take a brief district reading assessment. This is the same assessment you took back in October. Your scores today will show any growth you've made. You'll need your headphones.

We will go over the instructions in class. Please don't forge ahead on your own.
CLICK HERE to access the assessment.

Finish early?

Read your book 
Catch up on any missing or incomplete assignments
See below about revising your response to "The Possibility of Evil".

__________________________

Today I will return the response paragraphs that you wrote about "The Possibility of Evil." 

Below is a strong student example. If you choose to revise your response, you may use the model below for guidance. 

In the story, “The Possibility of Evil,” Shirley Jackson uses irony to reveal the deception and wickedness of a woman who appears to be kind but is really a devious troublemaker. For example, the author writes, “She had thought of writing one more letter, to the head of the school board, asking how chemistry teachers like Billy Moore could afford a new convertible” (lines 204-206). This situational irony reveals how nosy and rude Mrs. Strangeworth is, despite her charming and friendly façade. It proves how wicked she really is, though no one expects it. Another example occurs when Mrs. Strangeworth discusses the letters she writes, “If she had been asked, she would have said that her name, Adela Strangeworth, a name honored in the town for so many years, did not belong on such trash” (lines 211-212). This is ironic because Mrs. Strangeworth sees herself as so much better than the townspeople, yet she is writing them nasty letters. She has an “honored” place in the town, yet the townspeople don’t know her true character. Through this evidence, the author uses irony to reveal that looks can be deceiving and everyone may be capable of evil actions.

Need more support? 
Use the slides from yesterday
Check out this writing frame