Monday's set up for Seminar on Tuesday

My goal is to have you work on this on Monday for class Tuesday: Socratic Seminar for Of Mice and Men

Friday's class: Studying Text specific questions

Today in class students will get into groups of 3-4 people based on their passage from Of Mice and Men ( 1,2, or 3).

They will share their TEXT SPECIFIC QUESTIONS from yesterday.  They will fill out the form for three questions, looking for details that help answer their question.  The goal is to study the connections to look for a GOOD INSIGHT into the story and Steinbeck's purpose or perspective.

Here is the link for the document today: https://docs.google.com/document/d/1mTefqjH_A2FH3vY8CKYDpzSQiQ4fhNQkJFAXOx6b_oA/edit

You will need to make a copy of this if you are on a computer today.

Here is my copy as a sample

REREADING for close analysis: Your passage

Thursday's class:  PREPARATION for the FINAL EXAM!

Students will receive a passage when they enter class today.

They will use these two questions to guide their rereading:

What is Steinbeck's attitude toward the working poor?  

How does Steinbeck's language show his perspective?

Students will highlight key details that relate to the topic and/or theme they have chosen.

THEN, students will write a text-specific question down, based on a key detail that they have highlighted or marked.

In groups of three or four, students will share their questions and record the best three on the handout to answer tomorrow.

Tuesday and Wednesday's class

These two days were devoted to finishing Of Mice and Men and discussing the reading, using your questions.

Tomorrow we will begin a close analysis of three key passages from the novel.

Chapter 4: Crooks' chapter

Today as we read chapter 4, and I asked students to read closely, looking for details that reveal Crooks' character to us.

Students are to finish reading Chapter 4 in class tonight.

Tomorrow we will start class with everyone presenting an inference that they made about Crooks to the class: POLL EVERYWHERE

Chapter 3 Of Mice and Men

Questions to think about this weekend as you read Chapter 3:

1. Candy is upset when Carlson suggests that it is time to put Candy's old dog to sleep.  How might Candy's feelings about his dog be a reflection of his feelings about himself?

2. What is Susy's place?  How does that show the men's loneliness?

3. Why does Curley attack Lennie?

4. Several times in the first three chapters, George retells his vision of the future for Lennie and himself.  In your opinion, how realistic is George's vision?  Why is is so appealing to him and to Lennie?  In what ways is George's vision flawed or imperfect?  Consider key details that support this answer.  

Wednesday: Chapter 2 Of Mice and Men

Questions to guide our reading:

1. Describe the ranch-hands.  What are they like?  How do they live? How do they get along together?  How do they react to George and Lennie?

2. What do you learn about Curley and Curley's wife?

3. Of the new people in this chapter, which one do you like best and why? Which one do you dislike and why?


Your exit ticket today is to answer one of them and give it to me on the way out. 

Tuesday: Chapter 1 Of Mice and Men

Today our learning target is to get good at using guiding questions and text-specific questions to understand a text better.

After we finish reading Chapter 1, get into your groups of 4 and discuss your answers to the

GUIDING QUESTIONS:  What ideas are presented?  
                                         What stands out to me?

Record your answers on one piece of binder paper with all your names on it.  Looking closely at them, create a text-specific question about an important detail from chapter one.  Write it down underneath your answers to the guiding questions.

THEN wait for instructions about where to deliver your paper.

Discuss the answer to the text-specific question you are given.  FIND ONE DETAIL that you think helps you answer the question.  Write it down and then write the commentary on that detail that explains how it answers the question.

Text-specific question:


DETAIL from chapter one:                                             COMMENTARY on that detail:

Monday: "Smile or Die" by Barbara Ehrenreich

Today we will start class with this video.

Use the following guiding question to respond to it:  What words or phrases stand out to me?  

Last week we read Steinbeck's essay "The Harvest Gypsies."  Many of you asked this question after reading it:

Why has this family given up?  

With your partner, reread the text, looking for evidence that suggests why the family Steinbeck describes seems to have lost all hope.  Then, see if you can note a connection between the essay and the video.

Starting the book:

Today we will read as much as we can of Chapter 1 in Of Mice and Men.  Your task today is to gather details in the text that tell you important information about the two main characters George Milton and Lennie Smalls.

When we finish tomorrow, you and your partner will try to come up with a good text-specific question to ask about any detail in Chapter 1.

Day Two: The Harvest Gypsies

Thursday's class:

Today we will be reading an excerpt from The Harvest Gypsies,  John Steinbeck's nonfiction report of migrant farmers from 1936.  

1. Questioning Texts (we will fill out handouts in groups):

PURPOSE:  to use guiding and text-specific questions to help us find key details and understand a text better.

Here is a link to the form so we can VOTE on the best questions and use them for class discussion: Harvest Gypsies Form.

Link to RESPONSES:  RESPONSES

2. THEN, choosing one of the text-specific questions that you like, make a new copy of this document and be sure to share it with me.  Then fill it in with details from the Harvest Gypsies and commentary from your group. 

Of Mice and Men: "I coulda made something of myself"

Day One: Two Pictures and Chapter 1

1. Two Pictures

Examine the images below. What stands out to you as you examine the image? 

Use the Guiding Questions handout to ask and answer other questions about the image.

Create at least one text-specific question about each image.  This should come from looking closer at the text and should help us get a better understanding and awareness of key details.

Two Pictures

Discussion: What did you notice about the text and what questions did you have? 

What are the three key details in each image? 

Create a caption that summarizes what you think the image is about.

Here is a sample picture and caption to help you: Hope Returns to Phillipines

2. Library check-out of book Of Mice and Men.

3. How to Begin at the Beginning....chapter 1!

Monday's class

Today students worked on their final paragraphs for the Brain Gain unit.  The goal was to compose a paragraph that uses details to help you define your understanding of a big idea in Text #9 and how it develops across the text.

Two reminders:  Your topic sentence is YOUR IDEA.
The EVIDENCE should come from two distinct places in the essay (like the middle and the end).
See the post from last week for sentence starters, if you need them!

If students did not finish, they had the night to complete the assignment to turn in tomorrow.

Thursday: Vocabulary Lesson 7 and Analyzing Details

Today students took notes on Lesson 7 vocabulary words.

After 30 minutes, students then worked on finding details to support a text-specific question on TEXT #9 from the BRAIN GAIN unit.  One example I gave that might make this assignment more accessible for you is

What details support Arne Duncan's belief that I should go to college?

DON'T FORGET to write down line numbers after you have found a good quotation.

You are ready for the final assessment if you have completed the Analyzing Details chart today.

Writing your Final Assessment Paragraph: A little help?

Here is a template with sentence frames for writing your final assessment: Final Paragraph Assessment Template

For those of you in first period, you will need to work on your Analyzing Details chart first on Thursday, before you can begin writing on Friday.  I hope that you will make good use of your time in first and third while I am at Napa High School tomorrow.

Paragraphs are due on Monday.

WEDNESDAY and THURSDAY: Analyzing Details

Choose from the following text-specific questions and write it at the top of your Analyzing Details chart:

-What details does Duncan give to support his assertion that, "Closing the achievement gap and closing the opportunity gap is the civil rights issue of our generation"?  What does he mean by achievement gap and opportunity gap?

--Duncan describes "a paradox at the heart of America's efforts to bolster international competitiveness."  What is the paradox and what does he argue is the best path for education in the United States?

--At the end of the passage, Duncan states that these "new partnerships must also inspire students to take a bigger and deeper view of their civic obligations..." What does this suggest about how Duncan wants the United States to think about global competitivenss in terms of education?

What details does Duncan use to support the idea that "education is still the key to...reducing poverty?"

What details support why it is so important that the United States have the highest proportion of college graduates by 2020?  (AND?OR "What details support how we will reach the goal of having the highest proportion of college graduates by 2020?")

What details support the claim that "education is the most powerful weapon which you can use to change the world?"

Then, find details from the speech that help you to answer that question.  

Start working on your commentary by filling in the "what I think" boxes.

Tuesday's class: 3rd period

Today we, too, started with a really energetic DOL!  Then we went to the library to check out The Pearl.  The assignment is to read chapters 1 and 2 and complete a triple entry journal by Friday.  DON'T FORGET your GOLDEN LINE!

Tuesday: 1st and 5th period

Today we began with a spirited correction of a DOL that lasted at least 15 minutes!  Then, we started thinking about "education as a weapon."  We watched the spoken word poem by Denice Frohman (see below--Tuesday's post) and then filled out the "Approaching the Text" questions for the Questioning Texts handout for Text #9.

Tomorrow we will do our first read and brainstorm Text-Specific Questions.

FRIDAY's class

Today we took the Vocabulary Test on Lesson 6 and then students in FIRST and FIFTH period had time to work on finishing their 3 paragraphs on The Pearl. (see the assignment posted in previous posts.  It is also in our shared folder.)

ATTENTION all 1st and 5th period students!  You will need to find an outside reading book of your choice by next FRIDAY.  I am planning a quick trip to the library by Friday--hopefully.  See if you can work in a visit ON YOUR OWN before Friday, so that you give yourself time to chose the right book for you.

3rd period:  We start The Pearl Tuesday!

Here is the post that almost made me lose it today. Thanks for your patience, third period.

Choose from the following text-specific questions and write it at the top of your Analyzing Details chart:

-What details does Duncan give to support his assertion that, "Closing the achievement gap and closing the opportunity gap is the civil rights issue of our generation"?  What does he mean by achievement gap and opportunity gap?

--Duncan describes "a paradox at the heart of America's efforts to bolster international competitiveness."  What is the paradox and what does he argue is the best path for education in the United States?

--At the end of the passage, Duncan states that these "new partnerships must also inspire students to take a bigger and deeper view of their civic obligations..." What does this suggest about how Duncan wants the United States to think about global competitivenss in terms of education?

What details does Duncan use to support the idea that "education is still the key to...reducing poverty?"

What details support why it is so important that the United States have the highest proportion of college graduates by 2020?  (AND?OR "What details support how we will reach the goal of having the highest proportion of college graduates by 2020?")

What details support the claim that "education is the most powerful weapon which you can use to change the world?"

My goal is to have you finish the Analyzing Details chart by the middle of class Tuesday, and then begin to write your Assessment paragraph (using the details to support your answer to one of these questions--that answer will be your claim). 

That Assessment paragraph will be due at the end of class Wednesday.  If you do not finish in class, then it will be homework.  

Thursday's class: The Pearl Topic Sentences and Supporting Details

1. Today in class, we are going to help each other find details to use to support our topic sentence conclusions.

For example,

Kino's journey towards prosperity (wealth) actually robs him of everything important to him.  

Kino's journey is a hero's journey.

START by writing your topic sentences at the top of three sheets of binder paper.

Highlight the key words that demand SHOWING details.

Brainstorm a few places where you might be able to find a quotation or paraphrase to use.

Pass the papers clockwise and, looking very carefully at the highlighted words, suggest a few places where he/she might look for examples or details to use.

2. After you have found key details to use in your paragraph, you will need to pay careful attention to how you will use them to support your topic sentence.

For example,

Kino's journey towards prosperity actually robs him of everything important to him.  In the beginning, a poor native finds himself with a beautiful object; it's a pearl, one that seems of great wealth, yet he becomes an beserk animal out of greed and fear. "greedy fingers went through his clothes, frantic fingers searched him, and the pearl, knocked from his hand" (59). 

Do you see how the above quotation is abruptly stuck into in the paragraph and is a bit confusing?
This writer needs to transition from his topic sentence to the quote.  Here is how you fix it:

Kino's journey towards prosperity actually robs him of everything important to him.  In the beginning, a poor native finds himself with a beautiful object; it's a pearl, one that seems of great wealth, yet he becomes an beserk animal out of greed and fear. After Kino rejects the pearl merchants fraudulent offers for the pearl,"greedy fingers went through his clothes, frantic fingers searched him, and the pearl, knocked from his hand" (59). This quotation shows......


That part before the quotation is called CONTEXT.  Always introduce who is speaking or who is acting or place your quote in the plot arc for your reader.

Don't forget to add COMMENTARY after the quotation.  This is where you tell me what is important about your quotation and what it shows (hopefully your highlighted word in your topic sentence.)

The Pearl: Topic Sentence Samples/Frames

Today we spent most of class reviewing the vocab words for the test Friday (Lesson 6).

Then, in first and fifth period we worked on composing the TOPIC SENTENCES for paragraphs on The Pearl. The first sentence of your paragraph is vital.  If you write a specific and clear sentence, it will help you narrow your focus and find just the right details from the text more easily.

Here are samples/frames for the three questions:

1. Kino's journey is a heartbreaking example of a hero's journey.

OR

Kino's journey breaks him and makes him wiser.

2. This story is important to me because the message I get from it is ______________________.

3. Juana is the most important character because without her, Kino would have very little reason to stay a good, responsible human being with a conscience.  

OR

Coyotito is important because he represents innocence lost in the story.  

Once you have created satisfactory topic sentences, you are ready to find key details from the text to show me the truth of that sentence.  

Tomorrow we will spend some time doing a group detail search to help you.  

Text #9: Arne Duncan

Denice Frohman spoken word poem

Our last text in the Brain Gain unit is a speech given by Secretary of Education Arne Duncan.

What does his speech make you see or feel?

Let's try out this guiding question with the above poem performance.

Tuesday's class

Today we corrected the Pearl quiz in periods 1st and 5th.  In 3rd period, we got a head start on the Arne Duncan (Text #9) speech.  Tomorrow is vocabulary games and more speech analysis.

First and Fifth Period:  Here is the link to the Pearl writing assignment.The Pearl: 3 paragraphs
Third Period:  Finish your books!  Read Read Read!

Tuesday: Vocabulary and Malala's speech at the United Nations

I will be at the district office on Tuesday.  Here are your two tasks:

1. Take notes on your new set of vocabulary words from Lesson 6. Lesson 6 quizlet

2. Malala Yousafzai, the Pakistani girl who was shot in the head by the Taliban in 2012 for demanding education for girls, gave a speech at the United Nations on her 16th birthday in July, 2013 where she spoke about the importance of education. 

Watch the video below and write a response, attempting to answer the following questions:  What words or phrases stand out to me as I listen?  What is her attitude about education?

Here is the full text of her speech:Malala's speech (video and text)

Please turn it in to the substitute when you are finished.

Monday: Eleanor Roosevelt and the Purpose of Education

Today I described the last part of the Brain Gain unit: a written assessment and a class discussion on the last three texts (#7, #8, and #9).  *remember that there are copies of these texts in our shared google doc folder.

Then, we read alound Text #7 "Good Citizenship: The Purpose of Education" by Eleanor Roosevelt.

Our guiding question is: What is Eleanor Roosevelt's attitude toward education/learning?

and

Wbat information/ideas are described in detail?
What do the author's words cause me to see or feel?

We highlighted/underlined any strong opinions or CLAIMS in the essay, and circled any keywords that we thought were important or that we didn't know.  We also tried writing notes in the margins, putting brackets around multiple sentences that worked together as evidence or example.

THIRD PERIOD FRIDAY

After taking the Vocabulary Test, we had time to work on our triple entry journals that are due today.

Many of you are struggling with finding a golden line. 

Here is an example from Miles.  His book is titled The Prince.

"I haven't saved anything.  All a soldier can do is buy time.  I haven't saved Hadley.  You have to do that.  God help you if you don't" (286). -Colonel Falkenburg

Miles notices the humility in this character. This quote STANDS OUT to him (like it is naturally high-lighted or golden).  He can use this quote to reflect on a big idea and wonder about the nature of heroism and glory.  He can use it to make a prediction about what is going to happen in the text.  Or it might make him notice something about what has happened earlier in the story and see it in a new light.

For full credit, you need to have your partner complete the THIRD COLUMN of your journal.  He/she should write questions and opinions about the summary and the golden line and any answers he or she might have to the journal author's questions.  Then the partner signs his/her comments and passes it back.  Then it is turned in to me.

The Pearl chapters 3 and 4

Today we started class with a vocabulary test on Lesson 5.

You have 20 minutes to read silently in The Pearl to be sure you have read through chapter 4.  You can also use this time to complete your Triple Entry Journal.

Many of you seemed to be unclear about the golden line.  Here is an example of one you could have chosen from Chapter 4:

"Kino," she said huskily, "I am afraid. A man can be killed.  Let us throw the pearl back into the sea" (57).

For starters, I can think of many questions that this quotation inspires:  

             Why is she so afraid?

              What does she mean that "a man can be killed"?

             Why would she want to throw this great fortune back into the sea?  Why is this the best solution?
               Would I feel the same way as Juana if I were in her position?

Also, I can see many BIG IDEAS here:

            Sometimes getting what you want can be a kind of curse.

            Having wealth doesn't necessarily solve your problems; often it creates bigger ones. 

THIRD COLUMN:  Students in class will switch journals so they can respond in the THIRD COLUMN to the golden line or answer any of the student questions from the SECOND COLUMN.

HOMEWORK:  Chapters 5 & 6 (and another triple entry journal) are due next Friday, the 1st.  

Thursday's class: Paragraph review

Today you are going to assess your group's success in writing a paragraph comparing details from two texts.

Use the following rubric to score your group:

1. There is a clear and specific topic sentence.
                                                                    (How many in your group have one?) _____

2. There are two carefully chosen quotations or paraphrases in the paragraph, one from each text.
                                                                    (How many in your group do this?)_____

3. Each quotation or paraphrase has a correct citation at the end of the sentence.
                                                                     (How many in your group do this?) _______

4. There is insightful analysis after EVERY quotation from the text(s).
                                                                       (How many in your group do this?) _______

5. The writer uses a transition to move from one writer to the next.
                                                                 (How many in your group have one?) ______

6. There is a concluding sentence which brings the paragraph to a close.
                                                                   (How many in your group have one?)_______

7. The writer has clearly proofread, so that there are very few grammatical errors.
                                                                   (How many in your group did this?) ______

What is your group's total score? _________

To earn extra credit today, help EVERYONE in your group earn a "YES" for each of the above questions, then turn your paragraphs into me with the checklist attached. 

OUTSIDE READING REMINDER for the week

OUTSIDE READING ASSIGNMENT FOR THE WEEK:

first and fifth periods:  Read chapters 3 and 4 in The Pearl

third period: your self-assigned pages in your choice book

FOR BOTH:  a Triple Entry Journal.  If you lost the assignment, you can find it here: Triple Entry Journals


DUE FRIDAY, October 25.

Tuesday's class: Revising your paragraph

Today we started class by watching a video by Catlyn Tucker.  I have attached it above.

along with a format chart you can use for almost any informative/analytical paragraph you will be asked to write in this class: Informative Paragraph Format

I have put all those SENTENCE FRAMES together in one place to help you in a google doc:
Sentence Frames all together

FOR Thursday's class: Introduction to the Culiminating Activity/Final Assessment

In the last part of the Brain Gain unit, you will take part in a two-stage culminating activity:

                  1. You will analyze and write about one of three related texts (#7, #8, or #9).

                AND

                 2. You will lead a comparative discussion about the three texts.


Tuesday and Wednesday will be devoted to reading the last three texts together, using Guiding Questions to help us share and explore our first impressions.

Here are the links to the three texts if you lose your copies:

Eleanor Roosevelt: text #7     Who was Eleanor Roosevelt?  Click here: http://www.biography.com/people/eleanor-roosevelt-9463366

Thomas Jefferson text #8  Who was Thomas Jefferson? Click here: http://www.biography.com/people/thomas-jefferson-9353715

Arne Duncan text #9  Who is Arne Duncan? Click here: http://en.wikipedia.org/wiki/Arne_Duncan

Also, you will need a copy of the Questioning Texts Questioning Texts linkand the Analyzing Texts handoutAnalyzing Details handout.

Monday: Finishing your Paragraphs

Today we will work on finishing your paragraphs comparing two texts (#5) and (#6).

Be sure that you are using the frames from Thursday's class (posted below).

Also, here are some more to help you introduce your commentary after you have cited a direct quotation or a paraphrase from the text(s).  Choose from this list:

What Powell (or Montessori) is saying here is that _____________________________________.

What this means is that ___________________________________________________________.  

This is important because _________________________________________________________.

This shows the emphasis on structure (or freedom) because ______________________________.


ONE LAST NOTE:  Proofread your paragraph for punctuation, spelling and grammar errors before you turn it in!  Make sure you have correct citation format for each detail/example from the two writers.  

Friday's class: Week 1 in 2nd outside reading cycle

Today we started class with silent reading of The Pearl, or choice books (3rd period only).  Then students worked in partners to come up with a summary statement for the week of reading to add to the end of their journals.  Then they were turned in.

  FOR MY PEARL READERS: KEEP IN MIND THAT  the assignments are by CHAPTER, not pages.  Please read to chapter 4 by next Friday!

3rd period students shared out a summary statement for each of their books.  It seems like many of you are reading some really fantastic books!

BRAIN GAIN: Students also briefly worked on their practice paragraphs on text #5 and text #6  (using the frames from Thursday's post) that are to be completed in class on Monday.

Thursday's class: Sentence Frames to help you with your paragraphs

Today we started with Intervention or Enrichment for Vocabulary Lesson 4.

Then, we continued work on "Analyzing Across Texts."  Students decided on a comparative question to use to focus their paragraph, then began filling out the chart, looking for key details that either show a difference or a similarity between the two writers (Powell and Montessori).

Once students were ready to write, I gave them a few frames for support:

1.  BEGINNING YOUR PARAGRAPH:

The difference (or similarity) between Powell and Montessori is_____________________________.

OR

The examples Powell and Montessori use demonstrate one big difference in their perspective on childhood development: ________________________________________________________________________.



2.   Using details.  You have a choice here.  

   You can Paraphrase:
                            According to Montessori, adults push children into behaviors without paying any attention to their desires, interests, or capabilities (30-31).  

OR

Use a Direct Quotation:
                           According to Montessori, "we try to force them to follow us without regard to their special needs"(30-31).

Don't forget to include analysis (another word for this is commentary) about the details you have chosen. 


3. Transitioning between writers/ texts:      

Powell is clearly saying here _____________________________. In contrast, Montessori is _________________________________.                                                                                                        
            
Paragraphs are due at the end of the period on Friday.

Don't forget to bring your OUTSIDE READING books to class tomorrow, along with your 4 night journal sheet!  

Tuesday and Wednesday's class

Yesterday I was gone at the District Office.  You were supposed to use the first half of class to take notes on Vocabulary Lesson 5.  Flashcards have been posted on my quizlet page (to the right of the posts).

The second half was used to start your next task, which is to compare or contrast the last two Odell texts we have read together (Powell v.s Montessori).  The link to the handout is here: Analyzing Details Across Texts

Today we reviewed Lesson 5 and vocabulary test 4.
We also reviewed student answers to the front side of the Analyzing Details handout.  You should be ready to write your paragraph about the two texts tomorrow after the Intervention of Lesson 4 folks.

Monday's class: Montessori's perspective

Today we completed an Analyzing Details chart for Text #6.  You were supposed to do this in partners.  Everyone tried to get to that "connecting sentence" at the bottom and we voted for the best one at the end of class.


Tomorrow you will begin comparing Text #5 and Text #6, ultimately writing a paragraph about a similarity or difference that you notice between them.  Here is a link to the assignment: Powell vs. Montessori

Lesson #5 words are also introduced tomorrow!

Friday's class: A new outside reading assignment

If you would like to get emails from Remind 101 as well or instead of texts, check out this link: Email Remind 101

FIRST AND FIFTH PERIOD: Today we took the Vocabulary test on Lesson 4. 

Journal:  What would you do if you became the possessor of an instant fortune?  How do you think you would react?  

Then, everyone checked out a copy of The Pearl by John Steinbeck.  

The homework for the week is for everyone to read Chapters 1 and 2, and write a log using a different sentence stem for each night, using DETAILS from the text to support and extend your writing.  It works out to 5 pages every night, although you may read it all at once or in bigger chunks.  The journal page is in our google docs folder.  Here is the link: Sentence Stems for each night of reading

THIRD PERIOD:  Today we took the Vocabulary Test on Lesson 4.

Then, each person read for about 5-10 minutes from a book off of Mrs. LaMonte's shelf.  If they liked the book, they filled out this half sheet: Half Sheet Check out/ Weekly Page Assignments

Students then had a opportunity to go the library and find a book to read for the next month.  Everyone was asked to turn in the Half Sheet by the end of the period.  They will be returned on Monday.

Thursday's class: Text #6

Today we read a new text by Dr. Maria Montessori about childhood education.  We filled out a Questioning Texts handout with all the text info ("Dr. Maria Montessor's Own Handbook" by Dr. Maria Montessori, Publisher Frederick A. Stokes Co, 1914) and talked about our expectations for this text, based on that information.

Then we read it aloud, looking for places in the text to mark based on these guiding questions:

What is the author's attitude toward the topic?  How does the author's language show her perspective?

In the last remaining minutes of class, students worked in partners to compose a TEXT-SPECIFIC question, using their highlighted marks.

Vocabulary Lesson 4 test tomorrow!

Wednesday's class

SIGN UP FOR REMIND 101...will take the place of edmodo for reminders.


What details does Powell provide in paragraph 3 that describe how the military places young men "in an environment of structure?"

As you reread Paragraph 3, highlight and mark details in this paragraph that might help you answer this question.

Write those details in the "Selecting Details" part of the chart.  Share them with your partner.

In partners, discuss what those details mean and then fill in "What I think about..." for each detail. (This is your COMMENTARY).

Then compose a sentence that links the commentary together and ANSWERS the text-specific question.

We will vote on which group did the best job here.

ROUND TWO:  with your partner compose your own TEXT-SPECIFIC QUESTION and fill out the chart together.  The class will share and vote on these as well.

Text #5: Text-specific Questions

Today we are going to practice using text-specific questions to further understand a text.

FIRST, it is essential that you reread Text #5, highlighting and marking details that relate to your GUIDING QUESTIONS (the ones you already have written in your Questioning Texts handout).

SECOND, take a detail that you have highlighted and put it in a TEXT-SPECIFIC QUESTION that forces you to focus your analysis and deepen your understanding.

THIRDLY, here is the question for us to practice together that I would like you to add to the top of your Analyzing Details chart:

What details does Powell provide in paragraph 3 that describe how the military places young men "in an environment of structure?"

As you reread Paragraph 3, highlight and mark details in this paragraph that might help you answer this question.

Write those details in the "Selecting Details" part of the chart.  Share them with your partner.

In partners, discuss what those details mean and then fill in "What I think about..." for each detail. (This is your COMMENTARY).

Then compose a sentence that links the commentary together and ANSWERS the text-specific question.

We will vote on which group did the best job here.

ROUND TWO:  with your partner compose your own TEXT-SPECIFIC QUESTION and fill out the chart together.  The class will share and vote on these as well.

Text #5: Kids Need Structure by Colin Powell, 2012

FOR CLASS on THURSDAY.

This text is another speech, this time by our former U.S. Secretary of State Colin Powell.

Kids Need Structure by Colin Powell: link to video

We are going to focus only on the first 8 minutes (our text officially ends at 8minutes and 10 seconds).

You are going to be filling out a QUESTIONING TEXTS WORKSHEET.  Questioning Texts Worksheet

Here are some sample GUIDING QUESTIONS for your first reading:

•  What do the author's words cause me to see or feel?
• What ideas stand out to me as I read?
• How do the ideas relate to what I already know?

After viewing, look for details related to those questions and record them in the "questioning texts" handout.

2nd read: Work with your partner to come up with TEXT-SPECIFIC QUESTIONS to put in the final row of the Questioning Texts Worksheet.  

Share with the class and turn them in to Mrs. LaMonte.

BRAIN GAIN homework for Monday, September 30!

View this website tonight: http://www.pbs.org/kcet/publicschool/

and answer the following questions on this google form:

https://docs.google.com/forms/d/15oaoUVKIjJ-QX1g-Uo8EKGw3T2htwhNYylS0BmaCwqU/viewform

Here is the link to your responses:  RESPONSES TO FORM

Brain Gain: Activity 4 Ken Robinson's "Changing Paradigms"

Activity 4: Attending to Details in Multi-Media

In this activity, you will look closely for details in a multi-media text and write a few sentences explaining something you have learned.

After you have watched the video the first time, think about these GUIDING QUESTIONS:

What ideas stand out to me as I view this video?

What is the author saying about the topic?


Second Viewing:  Use this Text-Specific GUIDING QUESTION:

What details does Robinson use to support his belief that schools are "...trying to meet the future by doing what they did in the past and on the way they are alienating millions of children who don't see any purpose in going to school..."?

Using a two-column notes (or "T" notes) format:
        ---record the key details from the passage,
        ---highlight key words
       --- explain in the 2nd column why these details are important

In partners, discuss the details you selected and share why you thought they were important.
THEN, write a few sentences explaining something you learned from the video, referring to key details that have led to your understanding.  Write it neatly....it's going on the ladybug!!!

Vocabulary Tip

Please note that I have added a page in the column to the right that contains all the flashcards to vocabulary words we have learned so far.

"Brain Gain": Reading Closely for Textual Details Day One

The Wire: All the Pieces Matter

On Thursday, we will begin our next unit titled "Brain Gain" in order to help you READ CLOSELY FOR DETAILS.  This video clip from the TV show "The Wire" will help demonstrate the importance of asking questions and paying attention to details in order to make informed conclusions.

Guiding Questions Handout

We will also be viewing two pictures in order to practice looking closely for details.

In your Socratic Groups, answer the following questions in writing and then write a caption for each photo:

Guiding Questions:

1-What is the text (photo) mainly about?
2-What stands out to me as I examine this text?

Text-specific Questions:

1-What do you notice about the people in each picture?
2-What is significant about the way students are dressed?

Paragraph Writing Workshop

How to Write a Body Paragraph

3rd week reflection

This week we watched Star Wars, Episode 4 (the original) in order to learn the separate stages of the Hero's Journey.  We watched Luke Skywalker accept his Call, cross the Threshold into the unknown, and go through many challenges before we saw the childish part of himself die and a new, more mature Luke emerge.  Obviously, Luke will be called to more journeys, but his first journey has gone full cycle, so that he can progress and grow as a person.

Next week, we will be completing our note-taking and you will be using your notes to complete an in class 20 minute writing sample.

We took our first Vocabulary test this week.  Interventions for those who got below a "C" will be on Thursday.

Second week Reflection

This week we learned about THE RITE OF PASSAGE and its 3 stages:  1. Separation  2. Initiation & Transformation 3. Return

We also learned about the qualities of a hero, both before and after the journey.

Next week we will be viewing STAR WARS and use it to learn the HERO'S JOURNEY ARCHETYPE, which is, at it's core, a RITE OF PASSAGE.  

Vocabulary!

VOCABULARY:  I am attaching the link to the Power Plus flashcards for the words we will be learning this year.  Your first exam on Lesson One is Friday, August 30th.  We will be playing Pictionary and Vocabulary Volleyball next week on Wednesday.  I am also attaching a really cool website that will let you easily find antonyms and synonyms for our vocabulary words and any others.  http://quizlet.com/2782191/power-plus-book-one-lesson-one-flash-cards/      http://www.visuwords.com/

There will be class competitions with other freshman classes and with all three of my periods.  I hope we can make this fun and learn at the same time!  Our goal is for everyone to get a "C" or higher on these tests!

First Week Reflection

I have really enjoyed meeting all of you this week!  In every class, the Socratic Seminars were spirited and fun and even at times thoughtful.  We are off to a great start.

No homework this weekend.

View The Fantastic Flying Books of Mr. Morris Lessmore, a 2011 American animated short film directed by William Joyce and Brandon Oldenburg.  It is about 15 minutes long.

First Day!

Welcome to Day One of English 9!  Tonight you have two tasks to complete:

First is this survey so I can figure out which of you might need more support from me in terms of technology.Opening Survey

The next is to sign up for EDMODO, a really important tool we will use in this class.  Watch the video and use the code I gave you in class today to join our specific class.  Be sure to sign up for email or text updates (under "settings"), so you will be sent helpful reminders of homework, important due dates, and tests/quizzes.