English 9
Period 1 - The warm today was a look at the song Alphabet Aerobics by the hip hop group Blackalicious. The song is full of examples of alliteration and the point of listening to the song is to show students how literary devices can be used in fun an entertaining ways. The song also included some words that the students thought were racist - the main offender was the "n" word. This led to a teachable moment about the history of the word, it's original meaning and the relatively recent attempt for those who have long been hurt by the word to take ownership of it's meaning and use. While this word is offensive to many, it is really a powerful example of the power of words and how even just one word can create such passionate debate.
After the warm-up, students had to put their nose to the grindstone and work through the notes for Act 2.2 and Act 2.3. Up until this point, I have modeled how students can complete their dialectical journal and they have worked hard to take good notes. In Act 2.4 students will now be expected to work both independently and with their peers to complete the journal. Expect to see students have more homework as they may need to complete their journals at home.
Period 2 followed the same agenda but they are ahead one scene in the play.
Period 2 students have homework: finish reading Act 2.4 in Romeo and Juliet and complete the dialectical journal for that scene as well.
English 10
Period 4 - Class began with some peer examples of concrete detail integration. This is a skill we have worked on this week and one we will continue to refine. The examples were from a quiz students took on chapters 1-9 of The Catcher in the Rye. We worked together to make sure the context (or lead-in) to the passage quoted contained relevant information and that the passage was integrated into the writing correctly. We will continue working on this for a warm-up everyday.
Committee Presentations - After the warm-up, we finished presenting the posters for our chapter presentations. Grades for these presentations are posted on Aeries.
After the presentations, we had about 20 minutes to read Catcher and work on the dialectical journals. After some persuading, the class really focused and completed their work.
Homework: Students need to complete the reading and their journal through chapter 18 in The Catcher in the Rye. There is a journal check tomorrow.
Period 1 - The warm today was a look at the song Alphabet Aerobics by the hip hop group Blackalicious. The song is full of examples of alliteration and the point of listening to the song is to show students how literary devices can be used in fun an entertaining ways. The song also included some words that the students thought were racist - the main offender was the "n" word. This led to a teachable moment about the history of the word, it's original meaning and the relatively recent attempt for those who have long been hurt by the word to take ownership of it's meaning and use. While this word is offensive to many, it is really a powerful example of the power of words and how even just one word can create such passionate debate.
After the warm-up, students had to put their nose to the grindstone and work through the notes for Act 2.2 and Act 2.3. Up until this point, I have modeled how students can complete their dialectical journal and they have worked hard to take good notes. In Act 2.4 students will now be expected to work both independently and with their peers to complete the journal. Expect to see students have more homework as they may need to complete their journals at home.
Period 2 followed the same agenda but they are ahead one scene in the play.
Period 2 students have homework: finish reading Act 2.4 in Romeo and Juliet and complete the dialectical journal for that scene as well.
English 10
Period 4 - Class began with some peer examples of concrete detail integration. This is a skill we have worked on this week and one we will continue to refine. The examples were from a quiz students took on chapters 1-9 of The Catcher in the Rye. We worked together to make sure the context (or lead-in) to the passage quoted contained relevant information and that the passage was integrated into the writing correctly. We will continue working on this for a warm-up everyday.
Committee Presentations - After the warm-up, we finished presenting the posters for our chapter presentations. Grades for these presentations are posted on Aeries.
After the presentations, we had about 20 minutes to read Catcher and work on the dialectical journals. After some persuading, the class really focused and completed their work.
Homework: Students need to complete the reading and their journal through chapter 18 in The Catcher in the Rye. There is a journal check tomorrow.