Homework
Periods 1 and 2 English 9 - Read chapters 22, 23, and 24 in I Know Why the Caged Bird Sings. Complete one reading guide for this assignment.
Period 4 English 10 - Read chapters 18 and 19 in Things Fall Apart. Complete the dialectical journal for each chapter. Journal check tomorrow for chapters 14-19.
Periods 1 and 2 English 9 - Read chapters 22, 23, and 24 in I Know Why the Caged Bird Sings. Complete one reading guide for this assignment.
Period 4 English 10 - Read chapters 18 and 19 in Things Fall Apart. Complete the dialectical journal for each chapter. Journal check tomorrow for chapters 14-19.
Classwork
English 9
Periods 1 and 2
We began class by sharing some stories about what our classmates did over the 4 day weekend. We then jumped back into the normal routine with a quick write. This one was two parts. Students had 2.5 minutes to write a list response for each part:
Quick Write
Part 1 - What qualities define a human being? This can be a list. Examples include intelligence, sympathy, etc.
Part 2 - What do you think is needed in order to protect, enhance, and fully develop these qualities of a human being? List your answers: education, friendship, loving family, etc.
After sharing each list with their peers, the class read an opinion article that addressed the same idea as our quick write. As we read the article students added to their quick write. The article can be found here: http://www.psychologytoday.com/blog/hide-and-seek/201208/the-seven-things-only-human-beings-can-do
Finally, after the article, we watched a short video from the History Channel. Again, students added to their quick write lists while watching. The video can be found here
English 9
Periods 1 and 2
We began class by sharing some stories about what our classmates did over the 4 day weekend. We then jumped back into the normal routine with a quick write. This one was two parts. Students had 2.5 minutes to write a list response for each part:
Quick Write
Part 1 - What qualities define a human being? This can be a list. Examples include intelligence, sympathy, etc.
Part 2 - What do you think is needed in order to protect, enhance, and fully develop these qualities of a human being? List your answers: education, friendship, loving family, etc.
After sharing each list with their peers, the class read an opinion article that addressed the same idea as our quick write. As we read the article students added to their quick write. The article can be found here: http://www.psychologytoday.com/blog/hide-and-seek/201208/the-seven-things-only-human-beings-can-do
Finally, after the article, we watched a short video from the History Channel. Again, students added to their quick write lists while watching. The video can be found here
Students finished up this activity by working with their table groups to create a chart titled HUMAN RIGHTS. Students drew a circle in the center of chart paper and added the qualities that they believed to be unique to humans. This part of the chart represents human dignity. Next, students added the words from part 2 of their quick write outside the circle on the chart paper. These words represented what is necessary to protect, enhance, and fully develop the unique characteristics that all humans share. These charts represent powerful statements about human rights by following this sentence frame: Every human has the right to (insert word from outside of the circle) to fully develop his/her (insert word from inside the circle). For example: Every human has the right to education to fully develop his/her intelligence.
To end class, students received new directions for their I Know Why the Caged Bird Sings chapter study guide assignment. While much of the study guide remains the same, students only have to complete one study guide for each reading assignment, not one study guide for each chapter. Students still need to summarize the previous reading assignment and make predictions before and during their current reading assignment. The two passages they select from the text should be examples that relate to human rights - a uniquely human characteristic and/or an example of something that is protecting, enhancing, and further developing that characteristic. Additionally, students need to find vocabulary words (a minimum of two) for the reading section that need to be defined as well as actions, events, or entire passages that need to be clarified. If students feel like nothing needs to be clarified then they need to choose important words and passages and be ready to clarify to the class why those words and passages are important. Next, students need to summarize the current reading passage and then write two or more questions that can be used to try to stump their classmates. Simple questions that only require a one word answer will not be accepted for credit.
English 10
Period 4
Students were assigned to new seats today. This was done to encourage a more focused learning environment. After a quick review of the events the resulted from the arrival of the man on the iron horse we went straight into reading chapter 16. We listened to the audio which is available on youtube - just search for Things Fall Apart audiobook and include the chapter number you want to listen to. While the reading is slow, it allows students the time to complete their journals as they listen. They can also pause the recording to write down passages and their responses. Remember, for Part 2, students should be looking for the impact the arrival of the Europeans has on the Ibo people. Our focus is Political Impacts, Economic Impacts, Religious Impacts, and Ideological Impacts. Most information can be found on the bookmarks I provided students. Here is a copy just in case:
To end class, students received new directions for their I Know Why the Caged Bird Sings chapter study guide assignment. While much of the study guide remains the same, students only have to complete one study guide for each reading assignment, not one study guide for each chapter. Students still need to summarize the previous reading assignment and make predictions before and during their current reading assignment. The two passages they select from the text should be examples that relate to human rights - a uniquely human characteristic and/or an example of something that is protecting, enhancing, and further developing that characteristic. Additionally, students need to find vocabulary words (a minimum of two) for the reading section that need to be defined as well as actions, events, or entire passages that need to be clarified. If students feel like nothing needs to be clarified then they need to choose important words and passages and be ready to clarify to the class why those words and passages are important. Next, students need to summarize the current reading passage and then write two or more questions that can be used to try to stump their classmates. Simple questions that only require a one word answer will not be accepted for credit.
English 10
Period 4
Students were assigned to new seats today. This was done to encourage a more focused learning environment. After a quick review of the events the resulted from the arrival of the man on the iron horse we went straight into reading chapter 16. We listened to the audio which is available on youtube - just search for Things Fall Apart audiobook and include the chapter number you want to listen to. While the reading is slow, it allows students the time to complete their journals as they listen. They can also pause the recording to write down passages and their responses. Remember, for Part 2, students should be looking for the impact the arrival of the Europeans has on the Ibo people. Our focus is Political Impacts, Economic Impacts, Religious Impacts, and Ideological Impacts. Most information can be found on the bookmarks I provided students. Here is a copy just in case:
tfa_p2_bm.pdf |
We finished reading chapter 17 in class so students need to read chapter 18 and 19 for homework. Chapters 14-19 of the dialectical journal will be checked tomorrow as well. Lastly, do not put off working on the Cultures and Customs project. Get this done before Thanksgiving Break so you can enjoy the vacation! Here are the requirements, just in case!
cultures_and_customs_project_-_things_fall_apart.pdf |