ENGLISH 2
Students had the chance to read chapters one and two of Night and write character sketches for three characters. All directions, including the entry task and clearer details are provided in TODAY'S SLIDES. LEADERSHIP We talked about our selfishness and how we impact others! HERE are the slides with all directions and links.
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Periods 5 and 6:
This letter is written to these classes overall. While I understand that several students were not rude or disrespectful, I have heard that the vast majority were. I am very disappointed in the report I got from Miss Croft last night. We (the classes and I) talked about the element of respect and acting appropriately for substitutes, and I even set time aside to prepare you for me to be gone for three days with Miss Croft standing in for me. What was supposed to be an easy day for all turned in to an overview of rude and disrespectful behavior for a large portion of each 5th and 6th periods.. I told Miss Croft that if anyone behaves today as they did yesterday to call me right then and there. If you do not follow a class policy or expectation, I will talk to you in that moment and also assign a detention or lunch duty for the disruption to the class due to your choices and behavior. I have already reinforced with Miss Croft that I believe that she should never have to deal with this, but no one should ever have to be put in the position like that to have to call the teacher while s/he is away. Everyone is responsible for their own actions. Unfortunately for those of you who were responsible and respectful yesterday, sometimes the actions of others also impact those who act appropriately. Any questions, comments, or concerns should be emailed to me and I will address them when I can. Just know that, as a former substitute, I am bias in this situation and very frustrated and hurt at the fact that so many students in these two class periods treated Miss Croft, or any teacher, in this way. Having now hear/read this letter, each of you should think back to yesterday's class and think about what actions were taken that led to such a rude environment. Think about WHY those actions were taken: what was the motivation and benefit of the students acting out of expectations? How might we self- or peer- correct this in a future situation so that it does not happen again? I hope that each of you actually considers the impact that you have. No one goes unnoticed, even if you think you do. Your actions speak so loudly about the type of person you are choosing to be. Always strive to be better. Otherwise you will only bring downfall upon yourself and those around you. -Miss Clark ENGLISH 2
We will be continuing our overview of context building for Night. Students have notes to take on Elie Wiesel's background as well as what a memoir is. After this, the class will read the first portion of Night starting on page 3 of the book we checked-out from the library last Wednesday (if you still have not checked this out, you MUST have it by tomorrow). As you read, use your notebook to record anything you find interesting, significant, or shocking. This information will be discussed toward the end of class as well as throughout the next several weeks. Here are the NOTES AND DIRECTIONS for today's lesson. LEADERSHIP Based on yesterday's conversation with Miss Croft, the period started off pretty rough. Students have an opportunity today to respond to the information I share with them in the above letter. After that, there is the opportunity to GROWTH as we look at growth mindset, fixed mindset, and the concept of grit. These strange words that tells A LOT about your character. There are two videos to watch and respond to today. You were expected to record information in your notebooks on these two different videos as well as contribute to the class conversation. I have provided all steps and required writings here in the LESSON OUTLINE. ENGLISH 2
Welcome to the next unit of study! Today, we began getting some background information on the time period that provides the setting of the novel Night (which we will start reading tomorrow). Here are the NOTES AND RESPONSES for today's work. Please keep in mind that the material covered in this text is pretty intense and might bring about quite a few emotions. We are covering this text for several purposes, including historical context and understanding of the impacts that significant events have on each of our lives. LEADERSHIP You didn't know it before today, but we had a practice assessment on Personality vs. Character! After that, we watched a video on a father/son team who highlighted wonderful character traits. Here are all of the DIRECTIONS, including the link to the video and responses to record. Hey all, here is the CREON ANALYSIS OUTLINE document that we went over on Thursday. Please remember that you will be turning in your outline this week for evidence of preparation and processing. The questions in this document are intended to help you provide a THOROUGH analysis of Creon's character development and how a foil character helped highlight the elements that prove he is a tragic hero.
As a reminder, here are the four parts that are required for this analysis:
ENGLISH 2
Essay typing day! Students were given the period to log-in to their turnitin.com accounts and make sure that they could easily access the submission page. They then had the remainder of the period to finish organizing and typing their Creon Analysis Essays. Students were instructed to submit whatever they had completed by the end of the period, regardless of if they were finishes or not. They have until MIDNIGHT ON SUNDAY to resubmit any adjustments to their writing that may come over the weekend. Here is a suggested structure for the essay: Intro: Explain who Creon is and what drives his actions throughout the play. Body: Explain how we see Creon develop of stay the same through his interactions with a foil character. Also explain how Creon fits the definition of a tragic hero. Conclusion: Explain how all of this information expresses a theme OR drives the plot. LEADERSHIP We finished-up with the Circle of Life survey activity by holding conversations with classmates of like-personality types as well as different personality "colors." The purpose of this work is to figure out how to best work with different types of people as well as more clearly identify how we might be able to express our needs in an assertive and concise way. After this work, students were sent to different locations throughout the school to clean-up the hall walls and remove old posters, fliers, and/or advertisements. Since yesterday was a catawampus schedule, we did not have time for Service Thursday, so we moved it to today. There was a two-hour delay today, so things got a little hectic. We have adjusted, though, so everything will work out and hold to deadlines.
ENGLISH 2 Today, students got their Extended Writes back from two weeks ago. I held on to these so that students could have a base for their essay. They were assigned to use those extended writes, their scripts, and any entries in their notebooks to complete an ESSAY OUTLINE for our analysis of Creon. We will have tomorrow's class period to conduct an in-class write on the development and motivations of Creon and how those helped us either understand the story better or a theme presented in the play. These outlines DO NOT need to be completed in full sentences. They DO need to be stamped by Miss Clark prior to beginning the essay tomorrow, so anyone who did not complete it in-class today has been assigned to do so as homework. The essay will be typed tomorrow in class AND SUBMITTED by midnight on Sunday. There IS an opportunity for extra support for students who put in the extra effort and attend Saturday Academy this weekend. If a students comes to the library (breakfast is provided) for any amount of time from 8-11am on Saturday, they will be able to get focused help and guidance beyond the classroom. If there are any questions about this, please feel free to reach-out to me. I will be available during this time to help clarify anything not addressed in class as well as any questions that still linger. LEADERSHIP We finished the "Circle of Life" survey that we started yesterday and got our personality colors identified. Students were assigned four questions to respond to in relation to what was covered and/or revealed through the process of the survey. We will be working more toward understanding what these personality colors and types represent as well as how knowing this can help us in group and leadership roles. ENGLISH 2
It is time for our quiz on last week's five terms. After everyone finished the quiz and we went over the correct answers, we read as much of "Tragic Hero" as we could get through. Each class is at a slightly different place within the scene, but all groups will finish the play on Wednesday. LEADERSHIP Name test! We reviewed everyone's name AND the proper spelling of each name. Upon completion of the test, we went over the correct names and spelling again. After that, we worked in partners to go back over the concept of assertive communication behaviors. Students were placed into partnerships and each partnership received a scenario. They then had to respond to those scenarios in an assertive and productive manor. I am out side yet again today. Apparently, when things hit me, they hit hard. I plan on being back tomorrow, but might not do much talking. Please do your best to follow the directions of the guest teachers today. If there are confusions or frustrations, write me a note and drop it in the basket on your way out for the day.
ENGLISH 2 Read "Odes to Love and Death" starting on page 359 or your Springbaord script. After getting through the scene, work with a partner to translate the strophes and antistrophes by the chorus. Write those translations/paraphrases either in the margins of your script or in your notebooks. After completing this, update your plot outline for both "An Epic Foil" and "Odes to Love and Death." LEADERSHIP We are working on building RELATIONSHIPS still! Today you will be creating a Name Poem. Start by picking adjectives that describe you. There should be an adjective for every letter in your name. Write this creatively and legibly so that it can easily be read from across the room. I will be posting today's work, the paper plate interview, and your growth mindset pages over the long weekend, so we will end up getting to see each other's personality very clearly! You MAY use your phones to look up adjectives and/or listen to music, but if you misuse that privilege, you must chuck it in the bucket. There are dictionaries and thesauruses on the shelf in the back of the room that you may use if you chuck it. There are some examples of what this should look like below. Also, here is my example for my name: Caring Loves to learn Adventurous Rambunctious Knowledgeable ENGLISH 2
Counselors were in ALL of the English 2 classes throughout the building today. ALL STUDENTS worked through their class options for next year and LEADERSHIP |