ENGLISH 2
After letting students know that I may be a little "off" for a bit because of some personal events, we began reading part two of Things Fall Apart (chapters 14 and 15). We listened to the audio version and occasionally paused the text to discuss. FRESHMAN LEADERSHIP To start the period, we took a short, seven-prompt survey online. We began watching the Disney/Pixar movie "Finding Dory" to identify how popular films help highlight and endorse strong leadership traits. While we have not yet finished the curriculum, we can begin looking at how several strengths of an influential leader can be found in everyday popular culture elements. For the focus and link to the worksheet, click HERE.
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My apologies for the lack of explanation below. A few things came-up today and I am working on several things at once. All of the information is provided in the slides provided below, but if you have any questions, comments, or concerns, please feel free to contact me.
ENGLISH 2 We took our second reading quiz and finished SYNTAX/DICTION V from last week. LEADERSHIP Here are all of the VIDEOS AND DISCUSSION prompts from today's lesson. ENGLISH 2
Each class worked on reading and/or listening to part of the Things Fall Apart. After some time to finish-up on the chapters we were working on, students got the next extended write. Today's EXTENDED WRITE deals with looking at character in our current class book, Things Fall Apart. Students are to explain how a character helps us understand what is important to the people in the Ibo society. Here is an IMAGE of the different traits/concepts that my classes have identified as important to this society. In the extended write, I am specifically looking for students to correctly use a quote from the book and explain how it shows us that the trait they choose is important. I did write an EXAMPLE using a character that they are not allowed to focus on (this character dies and would not work in the end analysis, but is a great example of how to complete this assignment). The color coding and additional writing on the bottom portion of the document identifies what to make sure students have in their writing. This looks slightly different than the version I showed in-class because I did remove a few things and corrected some of the errors and "extra fluff" that we discussed together. LEADERSHIP Since it was Service Thursday, there were a couple of different things going on. Four students went to Ms. Warden's class for game day with her students. The remaining students made posters for Link Crew processes, worked on academics, or planned a freshman social event to take place at the end of the school year. ENGLISH 2
Today, we focused really hard on chapter seen of Things Fall Apart. Students were supposed to have it read before class today (some class time was provided yesterday with the substitute) in order to know what took place. I kept different slides for each class because we created our own collection of events and traits. I will admit, there were many similar traits and elements that we gathered due to the focus on this chapter. PERIOD 1 SLIDES PERIOD 2 SLIDES PERIOD 4 SLIDES PERIOD 6 SLIDES LEADERSHIP We finished-up with the conversation/information about patience today. We had some SLIDES with videos and discussion questions. After this, students were assigned groups to hang-up Link Crew posters and remove old posters from the halls. ENGLISH 2
Students, start the period by taking FORESHADOWING NOTES. Discuss instances where you have seen this in Things Fall Apart or other books you have read. After finishing the notes, continue reading TFA, starting at chapter 7. This chapter has been foreshadowed a lot through the first few chapters. LEADERSHIP I am having some trouble accessing the notes for our class, so if this is note updated by the time class starts, students should use this period for academics. There are only eight weeks of school left (I believe only 41 days of school). This is the time to make sure that you are set-up for success in all your classes! ENGLISH 2
After our reading quiz from Things Fall Apart and syntax/diction IV quiz, we started SYNTAX/DICTION V. LEADERSHIP We discussed the guest speaker from earlier this week, then continued the work on patience. ENGLISH 2
We refreshed our memory on the requirements of EMBEDDING QUOTATIONS in our writing. Along with the refresher, we also identified what specifics are different between a synthesis and a literary analysis. After taking these notes and reviewing the requirements, we received this week's EXTENDED WRITE in which we were to focus-in on a valuable/significant trait to the Ibo people. With the class, I worked through the significance of presenting a kola nut to ones guests. Although it is not explicitly stated, we can infer what role this action plays in the culture highlighted in this novel. Here is my COMPLETED SAMPLE. After working through this extended write, students had the remainder of the period to complete their extended write and continue reading Things Fall Apart. Periods 1 and 6 will be quizzing over chapters 1-5 on Friday, and periods 2 and 4 will be quizzing over chapters 1-6. LEADERSHIP All of today's directions and documents are provided in our SLIDES. We recapped yesterday's guest speaker, finished our notes on the eight essentials of leadership, then watched the short film "The Butterfly Circus." ENGLISH 2
There were several elements of today's lesson. In each class, we looked at the characteristics of Okonkwo and Unoka as we discussed yesterday, re-referenced several elements that are valuable/highly regarded by the Ibo people, and discussed an overview chapter one of Things Fall Apart. I also directed all classes to the ENGLISH 2 portion of this website where students can find audio versions of the novel. All classes also saw my PLOT ORGANIZER, and had the opportunity to get a copy of this. Students are not required to outline the plot for this novel, but we WILL be outlining it for our next unit of study when we look at how stories are built and prepared. Periods 2 and 4 also took notes on PROVERBS. The additional requirement was explained that at least one of our selected quotes from the text needs to be a proverb that helps us understand something important to the Ibo tribe. All classes should have at least through chapter two read before class tomorrow. LEADERSHIP We were originally going to continue our work from yesterday, but there was a pleasant surprise with openings at a guest speaker in the library today! We heard from a South American native public speaker, with the help of Ms. Montalvo-Lopez translating, about a tale of nature and warnings about how to better our earth. While some students did not see the connection to our class, I took notes and we will debrief tomorrow! ENGLISH 2
We started Things Fall Apart today. After reviewing the UNIT OVERVIEW and outlining the specifics elements that are to be analyzed for our final formal register essay of the year, we took a look at the READING SCHEDULE. There are differences between the two sides of this document because periods 2 and 4 are expected to read the entirety of the story while periods 1 and 6 will have chapter overviews for several chapters next week. Honors classes will see several differences in the postings for this unit and next. After looking over these documents, we began reading chapter 1 with a focus on what is considered to hold significance/value for both the Ibo tribe overall and Okonkwo individually. Click through TODAY'S SLIDES to see how to set-up your notebook as well as for directions on what to look for when reading. LEADERSHIP There were MANY processes to today's lesson. We reviewed the four different types of love that we covered last Wednesday, ENGLISH 2
We went over SYNTAX/DICTION IV to understand the elements of pronoun-antecedent agreement. LEADERSHIP We finished our Link Crew posters and focused on our academics today. |