October 30, 2019

Periods 1 and 2:
Objective: Write an analytical paragraph comparing/contrasting "The New Colossus" and "Shut the Door."
Learning Outcomes:
I can…

1. Write a strong thesis statement
2. Use evidence to support my thinking
3. Properly cite/introduce evidence

We started the period by reviewing the thesis statements you drafted (or should have) on Monday. They are all found here. Your statement is one sentence, maybe two sentences, that articulately and academically sums up what you seek to address in your writing; your claim. It is DEBATABLE  -  DEFENSIBLE  -  COMPELLING.

Next, we reviewed the prompt: Does the central message of Senator Smith’s speech align with the theme of “The New Colossus”?

Your paragraph must:

• Identify two ways in which these texts agree or disagree with one another
• Include a clear thesis statement
• Include strong evidence from both texts
• Include clear analysis linking the evidence you have selected back to your thesis

I introduced the concept of the TEPAC Model using the Slides found here.

After, I modeled the process, thinking aloud, using the TEPAC Chart template (here's my model).

Your task is to complete a draft of your paragraph and turn it on on Google Classroom (it's posted as an assignment). Copy/paste your finished paragraph into your notebook as well and add it to the table of contents.

______________________________________________________

Periods 3 and 4:

Text: Fahrenheit 451, pages 48-63

Objective: Analyze Beatty’s lecture, identifying the three reasons he gives for the 

government turning to censorship.

Learning Outcomes:

I can annotate what the author is saying.

I can ask questions while reading for meaning. 

I can identify and analyze literary devices. (Pay close attention to what Bradbury does) 

Our primary focus today was reading and annotating the section. Although there were no notebook prompts, I did ask you to consider asking questions ("In My Head") using this document as a guide.

If you are absent, you need to read through page 63 or you will be very lost if you return tomorrow.

______________________________________________________

Period 6:

Objective: Write an analytical paragraph analyzing how Steinbeck using literary devices to imply a theme in The Pearl.

Learning Outcomes:

I can…

1. Write a strong thesis statement
2. Use evidence to support my thinking
3. Properly cite/introduce evidence

We started the period by unpacking the prompt. What does it mean? What do I have to know?

Then, we made a thesis statement together. Your statement is one sentence, maybe two sentences, that articulately and academically sums up what you seek to address in your writing; your claim. It is DEBATABLE  -  DEFENSIBLE  -  COMPELLING.

Next, we reviewed the prompt: Write an analytical paragraph analyzing how Steinbeck using literary devices to imply a theme in The Pearl.

Your paragraph must:

• Identify two ways in which these texts agree or disagree with one another
• Include a clear thesis statement
• Include strong evidence from both texts
• Include clear analysis linking the evidence you have selected back to your thesis

I introduced the concept of the TEPAC Model using the Slides found here.

After, I modeled the process, thinking aloud, using the TEPAC Chart template (here's my model).

Your task is to complete a draft of your paragraph and turn it on on Google Classroom (it's posted as an assignment). Copy/paste your finished paragraph into your notebook as well and add it to the table of contents.

October 28, 2019

Periods 1 and 2:
"Shut the Door" speech
Objective: Compare/contrast this speech with "The New Colossus" by Emma Lazarus
This assignment is linked as an assignment in Google Classroom. You must go there and complete it if you are absent BY WEDNESDAY.

The assignment will have you log onto "CommonLit" using your school Google account and the assignment is linked there.

Tomorrow you will be working on JMUN nation guides. Check your Google Drive's "SHARED WITH ME"; it's there.

Periods 3 and 4:
John Locke, "Political Society"
Objective: Analyze Locke's view of individual freedom versus order and apply it to Fahrenheit 451.

In class, we read, discussed, and responded to these prompts. 


Period 6:
Today: reading and annotating chapter four.
As you read:
- Plot chart
- Think: is a theme that was discussed last week developing?

- Pay attention to: the pearl dealers

Audio link is here. >>> 

October 25, 2019

Periods 1 and 2:
Text: "America and I" (see Classroom OR yesterday's blog for the PDF)
Objective: Analyze central ideas within a text.

Notes: Click here to access Notebook tasks. (Below)

Directions:

1. Read the remainder of the text (paragraph 50 on.
2. Note paragraphs or sections where the following topics seem relevant. (You can place your notes in the box below)
3. You will find four partners (when prompted) and write their names. You should have each other’s names in the same color box.
4. Meet and discuss.
5. Rotate as prompted.
6. Reflect

Importance of Setting	Bias / Stereotypes
Partner:	Partner:
Expectations Vs. Reality	Speaker Changes Over Time
Partner:	Partner:

What can be learned from Yezierska’s experience? (3-5 sentences)

If you are absent, you can complete this task independently.

__________________________________________________________________

Periods 3 and 4:
Text: Fahrenheit 451, pages 31-41
Objective: Identify emerging themes, discuss the importance of significant events on the development of a character.

To begin class, you were asked to come up with ONE word/idea that is important in Fahrenheit 451 (for example, power). Then, your group/table passed that along to the next table who sought to answer the question: "What does this story say about ________ (power)?" or "What do you think Bradbury is trying to tell us about ________ (power)?"

Discussing the emerging themes will help us track the development of them as we read on.


After, we read/discussed pages 31-41.

There is NO TASK for your notebook today, but you should read and pay attention to these questions. Also, make sure you are taking notes / catching up if you are absent.
__________________________________________________________________

Period 6:
Text: The Pearl, Chapter 3
Objective: Analyze personification / make inferences

Did you read? Quiz on chapter three first thing this period!

After...

Review the following Slides.
Choose ONE of the activities to complete - either the personification of the town OR the doctor's visit (inferences). Do NOT do both. Make sure ONLY ONE is in your notebook and table of contents. See my changes to the table of contents HERE. Notice October 23.

October 24, 2019

Periods 1 and 2:
Text: "America and I" by Anzie Yezierska [Paragraphs 1-49]
Objectives: Identify examples of literary devices used in “America and I” and explain the figurative meaning and impact of these devices.

In Class: Again, today's focus is only on the first 49 paragraphs (numbered on the PDF above).
Review these Slides.
1. For the first ten minutes, you were asked to read as much of the first 49 paragraphs as possible, paying attention to the use of figurative language.
2. Each seat color was assigned a section of 12 paragraphs to focus on, pulling our the figurative language, determining what it means and why it matters.
3. Table groups shared their observations.
4. Going to your notebooks, these notes. Note: in the blue-shadowed boxes, you should pick two or the three to respond to. The yellow box was Mr. Ferro's example on the Slides. 
- Modeling my response, the important take away is: noting what the text says, explaining what it means, and nothing why it matters in the context of the text.

Homework: None.

___________________________________________________________________

Periods 3 and 4:
Text: Fahrenheit 451 excerpt, "The Mechanical Hound"
Objectives: Explain the importance of the mechanical hound.

In Class:
We conducted THREE readings of the excerpt:
1. Listen as Mr. Ferro read. Circle important words. Underline things that catch your attention / you want to come back to. Write nothing (but questions).
2. Read again. For each paragraph or section, WRITE what is happening. What’s literally there? DON'T INFER.
3. For each annotation, answer: WHY is this significant? How does this contribute to a deeper connection to character, theme, conflict, etc? What does it matter?

Notes accessible here to be placed in your notebook and table of contents. Homework: ONLY COMPLETE THE BLUE BOXES by tomorrow. 

__________________________________

Period 6:

Today you had the whole period to work on your notes for chapter 3. This should be completed by tomorrow.

The audio is here (again) to use if needed.

October 23, 2019

Periods 1 and 2:
Here is the JMUN country / committee spread.
JMUN Released the AGENDA today. Click to learn more.

Periods 1 and 2:
Text: "The New Colossus" by Emma Lazarus
Objective: Determine the impact of specific words, phrases, and literary devices in the poem

“The New Colossus.”

We started by reviewing literary terms:
Alliteration: the repetition of sounds at the beginning of adjacent or nearby words.
Juxtaposition: close placement of two different things/ideas in order to emphasize the difference between each.
Personification: giving non-human entities human characteristics or qualities.

1. Read the poem once to see how it sounds. Track the rhyme scheme.
2. Reread, focusing on "literal" meaning. Annotate the left side of the text. What is LITERALLY going on in each section/stanza?
3. For the THIRD READ: Think more deeply. How could the poem have a deeper meaning? What is the significance of ________ ? Try to locate and explain the terms that are listed above.

At the end of the period, we turned to our notebook to respond to the prompts HERE.

_______________________________________________

Periods 3 and 4:

Objective: Compare/contrast what is normal and abnormal in the society to Fahrenheit 451 to that of our own.

Montag, after talking to Clarisse.

To begin, at your tables, we thought about what was normal. In this story, a work of sci-fi, there are elements that may appear normal, even though it is sci-fi. What do people say, do, or think, that is normal when compared to our society now? (Concrete Details)

Compared to or society at another point in history? (To the best of your knowledge)

You made a list of things with people at your table, then add to the whiteboard.

We repeated the process for what is abnormal.

After, you had time to finish work on pages 10-21 (in Notebooks).

For homework, read up to page 31 and respond on the Google Form.

_______________________________________________

Period 6:

We began the period, discussing the following Spreadsheet of Questions at our tables. If you didn't submit your questions by the beginning of class, you can use someone else's, but you receive no credit.

After, we went through these Slides, focusing on the personification of the town. 

You can follow along with the Slides above and take notes here. 

October 22, 2019

Periods 1 and 2:
Objective: Determine the meaning of unfamiliar words and phrases, through the use of context clues, and check the meaning of inferred definitions against dictionary definitions.

Text: “Trends in Migration to the US” by Phillip Martin (Chair of the UC Comparative Immigration and Integration Program)


In your notebook, follow along with the prompts as you read the text, paying particular attention to the key terms notes.

Periods 3 and 4:
Reading, Fahrenheit 451 (pages 10-21)

Objective: Identify the main values of the society and justify selections using Vonnegut’s descriptions in this section of text. AND Analyze the relationships the Montag has with Clarisse and Mildred.

Make sure to continue to take notes as you read and add this note chart to your Notebook and table of contents.


Period 6:
Complete Chapter 2 work and Doctor STEAL Chart.

October 21, 2019

Periods 1 and 2:
Goal: Determine trends within a topic and build background for our new unit of study.

We started the period with five minutes of a quick write addressin the prompt: What does it mean to be American?

As an entry to the new unit of study, this hopefully made us all consider what it means to live in this country, and you are completely free to write what comes to mind.

For the majority of the class, we explored and responded to others' reactions to this prompt. Browsing the responses in this article from the New York Times, you had an opportunity to read and think about the different perspectives and answers to the question. For the second round, you were asked to respond to three to five of the reactions. Then, with a partner for the final round, we discussed trends between answers and compared/contrasted the responses of immigrants to American natives.

Please note as we move through this unit: immigration is one of the most controversial issues facing our country today. You enter the conversation with thoughts and opinions shaped by background and experiences. For some of you, this may feel personal. 

We will discuss and share in this safe space.

Don't forget to do the Google Form (on JMUN) in Classroom TONIGHT. Your webquest is due on Friday.

Periods 3 and 4:

Goals: Read and review pages 3 through 7 of Fahrenheit 41 by Ray Bradbury.

For the first ten minutes, you were asked to read/review pages 3 through 7. In doing so, you were asked to consider how you will take notes during reading this text. 

As a start to our conversation, we talked about the roles of Montag, Clarisse, fire, and the firemen, looking at how Bradbury uses figurative language to describe them.

For the remainder of class, you worked on the responses for this section, found here.

Period Six:

Finish all chapter two work for The Pearl.

Homework: Read Chapter 3 by Wednesday. Take notes using sticky notes OR in your own way.

October 17, 2019

Hello everyone. It looks like I will be out a couple more days for jury duty - and it's certainly not ideal, but I appreciate your patience and respectful, diligent behaviors while I am gone.

Today:
Periods 1 and 2:

ConverStations.
If you missed it, you missed it. 

Periods 3 and 4:
This link will walk you through a reading of "The Pedestrian" by Ray Bradbury.
You should also be working on the notes here and also posted in Google Classroom. You will continue in class tomorrow, so don't finish tonight. Remember to copy/paste them into your notebook and to add to your table of contents.

I looked through your notebooks today and found that some of you hadn't even done that! They should be complete tomorrow. Your Notebook Check is coming...

Period 6:
Character Slides - The Pearl
You had today's class to use template slides to do an analysis of either Kino, Juana, or the Doctor. The Slides are assigned in Google Classroom, so you must go there. Please remember to turn them in by the end of the day. I may not be there, but I can monitor your work.

October 15, 2019

Periods 1 and 2:
Together we have viewed multiple sources on gender-based toys and discussed them.
Independently
Find, read, and make notes on ONE article related to gender-based toy

Article must be:

• From a reputable publication;
• Informational or argumentative in nature;
• From the past five years.

Accountability
Complete the Google Form. Submit:

• Link to article;
• A discussion question;
• Your current claim.

No Form by entry tomorrow = no grade. (I know it is a weird day, but the Form timestamps your response).

Periods 3 and 4:

If you were absent today: go to the library by Friday and checkout Fahrenheit 451.
We spent the first part of class reviewing "I Am Very Real," the letter you read yesterday, penned by Kurt Vonnegut.

Afterward, we began "Why Science Fiction" by Ray Bradbury. You will need a copy of the text from me if you are absent. The notes attached here are to be completed by FRIDAY.

Period 6:
We began the period wrapping up chapter one of The Pearl. Next, we reviewed our Cornell Notes, considering how to best respond. I demonstrated how to select a passage and respond to it using the dialectal journal strategies. You were also given time to finish your summaries. DO NOT FALL BEHIND IN THE READING. 

After, we created a plot mound talk about the events in the story and why they mattered. I have a copy of the handout for absent students.

Lastly, we reviewed these Slides on the importance of music. Follow along with these notes and complete them by Friday.  This should be copied/pasted into your notebook and added to your table of contents.

October 11, 2019

Periods 1 and 2:

Objective: understand multiple stances and entry points to an issue AND learn to engage in conversation with a text

Using NY Times: Room for Debate, you received one of FIVE texts. Your job was to become an expert on YOUR text.  I asked you to read the text once, quickly, on your own. UNDERLINE lightly anything that catches your attention because it:
supports… [believe];
challenges… [doubt];
extends… [transforms];
your thinking about gender-based toys.

1. How Did Toys Get Stereotyped by Sex?:

2. Toy Makers are Listening to Consumers About Gender Options

3. Start with the Male-Dominated Management of Toy Companies

4. Parents Should Stand by what Their Child Really Wants

5. Girls Want to Save the Day, Too

Next, you moved to a larger, expert grouping with people who have the same article for another reading of the text. In your discussion there, you:

- Considered SOAPSTone;

- What is the argument made? How is it supported?;

- Where does credibility come from?

In the end, you used this note chart (copied/pasted into your notebook) to learn from each other at your tables.

Periods 3 and 4:
Today, we held a "Fake Meat Symposium". Everyone prepared and participated from their assigned role.

Present or not, please respond to the exit slip on the Classroom ASAP.

Period 6:
Objective: Read, understand, and note-take on chapter one, The Pearl.

To begin class, we had ten minutes to turn in homework (the Family Crest) and to review the rest of yesterday's introduction to Mexican culture. You should have already compared the two perspectives of the Spanish conquest.

Make sure you copy and paste the note chart HERE. You will need this for CHAPTER 1 of The Pearl.

To the left, you will find the audio for Chapter 1 for you if you are absent. YOU ARE EXPECTED TO HAVE READ THIS BY TUESDAY OF NEXT WEEK.

October 10, 2019

Periods 1 and 2:
We started with fluency writing, working on narrative and descriptive skills.
Here are the Slides from today.
By the end of the period, you should have finished reading this article and annotating it (adding notes to the note chart). We didn't have time to reflect within our notes, but we will at the beginning of our next period. 




Here's the link to Ellen's Bic Pens for Women clip. 




Periods 3 and 4:
Today received a role (assigned) of someone or some group that has an interest in the fake meat industry.
You had he period to research that role.
You will research the topic using the Patterns of Development to generate questions.

Pattern of Development	Question
Problem Solution	What problem does this role want to see addressed? How would he/she/they want to see it handled?
Narration	How has my role been involved?
Classification	What kinds or types of things has my role done?

Consider: how would your role respond to these questions?
Your job is to become an expert on YOUR position and hold a conversation from that perspective tomorrow.


Oh, and you got a partner...

Period 6:
Last day of building background for Steinbeck's The Pearl.
1. Review the Slides posted yesterday and complete everything from "The Wretched Stone" until the end of the Slides in your notes from yesterday.

2. Background on Mexican culture, significant to understanding the context of the story.

Today's Slides are linked here, and the notes for your notebook, copied and pasted in, and added to your table of contents, is available here.

October 9, 2019

Periods 1 and 2:
Here are the two videos we watched in class today. 
1. Goldieblox and Rube Goldberg 

2. Change the Game


They are also embedded in these Slides.

We viewed the commercials, took notes, and discussed them in terms of how they related to the concept of gender-based toys.

If you haven't done so, take some time to reflect on your thinking about this topic now that you have watched these commercials. Add your reflection to your notes.


Periods 3 and 4:
Source #6: “The Gruesome Truth About Lab-Grown Meat”
Nick Thieme, Technology, www.slate.com

Based on the title, what may we learn (SOAPSTone)?

In fifteen minutes, we read/annotated and added to our note charts. After this time, we reflected and discussed how this text is different from the ones we have previously examined.

For homework: 
1. Fill out this Form. Create ONE open-ended, debatable question on the topic of lab-grown meat. 
2. As a second task, make a list of 10 stakeholders who would engage in conversation about lab-grown meat. Review all of the sources from the unit and consider any that may be left out of the conversation.

Period 6:
Review these Slides and this note chart (cut/paste into your Notebook, added to your table of contents).

Today is our second day building a strong background for our reading of The Pearl. 


Complete all the assigned tasks for homework (if you do not finish in class). Bring your books to class tomorrow.

October 8, 2019

Periods 1 and 2:

Here are today's Slides. Within the Slides, you will find the text we read.

It is important that your read/annotate the text and add notes to the reading side of your notes template. 

SOAPSTone was introduced today as well (found on the Slides). This helps us better understand what we are reading in class and at home. It makes us more aware of the sources we access and we should always think about this as we read. We applied this strategy to the reading of today's text.

Complete reading / annotating and taking notes for homework if you did not finish in class.

Periods 3 and 4:

You know the drill.

Read this and annotate it. Add to your notes, take five minutes to reflect.

Pay particular attention to :

1. Tone

2. New information

3. Repeated information

Period 6:

Introduction to The Pearl

1. Check out books from the library. If you're absent, go get it ASAP on your own time.

2. Introduction Slides here.

You should copy/paste the note chart into your Notebook (and it is also in Classroom).

You should complete the introduction FOR HOMEWORK if you do not finish.

October 7, 2019

Periods 1 and 2:
We started with a Quick Write using the note template provided in Classroom. Copy/paste it at the top.

Your response is the first reaction to what you think about your favorite toy. It can be about your interaction with it, how you feel about it now, or what you remember most about playing with it…

After our quick write, we observed two images. (See the Slides HERE) and added our observations to our reading notes (the left side of the note chart).

At the end of the period, we reflected on our thinking after the quick write and notes using the reflections stems. If you're absent, I will explain all this.

Periods 3 and 4:
Today, we read Designing Tomorrow's Burger.
It is a longer text, so we broke it up at the table and annotated it considering SOAPSTone and the patterns of development (from last week). After sharing our thoughts, we added to our reading notes, then reflected using the reflection stems. This should be pretty routine by now, and that's a good thing.

Period 6:
First 15 minutes: wrap up visual memoirs. Complete the visual memoir self-assessment.

After...
Goal: Getting started on our reading the novel unit. 

Reading the Novel:
Today we start a new unit called "Reading the Novel" and you should copy/paste the note chart from today (here) to your notebook and add it to your table of contents. (It's also in Classroom).

I also shared this inforgraphic.

Bring your ID tomorrow, please.

October 4, 2019

Attention all classes:
Your independent reading projects are due Monday by the time you get to class. All late assignments will be considered at 50%, then minus an additional 10% per additional day it is late. They will be entered by the end of the grading period. If you still are unsure of your options, check here. 

Periods 1 and 2:
The final day of Anglo-Saxon research project presentations is today. We will be moving on to a new unit on Monday. You may return Beowulf to the library at your convenience.

Periods 3 and 4:
We will start the period with five minutes to reflect on yesterday's TED Talk. 

After, I have the privilege of introducing you to the rhetorical patterns of developments (modes) which, I believe, is one of the most important concepts for you to understand and own as a reader and writer because it will allow you to break from writing formulaicly and think strategically.

After introducing you with these Slides, we use Bruno Mars' song "When I Was Your Man" to identify the multiple modes Mars uses in the song (in order to understand that, although we may attempt to write for a purpose using one "mode," they really overlap.

If absent, view Slides and attempt to annotate the Bruno Mars piece here. 

Period 6:
Visual Memoir Evaluation:
Even if you are not done yet, please complete the VISUAL MEMOIR EVALUATION FORM on the Classroom.

MONDAY: (Don't read this yet!)
On Monday we will be going on an adventure. You will need your student ID. 
Under no circumstances can you beg, or even bribe me to tell you where we are going. 
Even if you bring us cookies we still won't tell.
What do you need to bring?

Reminders: 
The grading period ends next week.
Book project due Monday.

If you are presenting your memoir next week be sure to practice.