ENGLISH 2
Today was our typical Thursday schedule for periods 2 and 4, but periods 1 and 6 had a trip to the library. For the extended write today, I provided my sample paragraph for students to see the level of analysis that we are aiming for at this point in the unit. Since there are two questions to respond to this week, the responses should be a little lengthier and more connective. HERE are the steps and prompts followed today. Periods 1 and 6 - Be sure to have a new independent reading book in the next few days! We have just about seven and a half weeks until the next IRB Journal is due and I want you to have enough time to work on the project. FRESHMAN LEADERSHIP We finished student presentations on influential leaders and then dove-in to the class' big influential project for the semester: the Martin Luther King Jr. Assembly. Students were instructed to look through some provided links and record at least two ideas for what to include in the assembly.
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ENGLISH 2
Today was all about putting the embedded quotation skills to use! We got into groups (whomever we wanted to work with) and mimicked one of the embedded quotation structures using David Tran's TEXT FROM YESTERDAY. To go through the steps and processes for today's work, please see THIS PRESENTATION. FRESHMAN LEADERSHIP We had a few minutes to complete our influential leader projects before presenting. Students then completed a handout as they followed-along with their peers' presentations. ENGLISH 2
We wrapped-up the notes from yesterday and discussed how the different styles of embedding quotations have different impacts on your writing. Each of the four methods of using quotes that we looked at are appropriate and correct, but they each serve different purposes. The conversation in fourth period added a couple of elements to the notations of our embedded quotation method options page, so their work is highlighted here: OPTION 1 OPTION 2 OPTION 3 OPTION 4 After completing the discussion on embedded quotations, we began a new text that deals with the negative implications of a societal bias concerning poverty and economic situations. HERE is the presentation with today's focused quotation slides as well as the focuses to keep when reading the ASSIGNED TEXT. FRESHMAN LEADERSHIP I started the class with a sample presentation on my influential leader: SIDDHARTHA I began each class period over-viewing the information in this PRESENTATION concerning a note left for me last week referencing intimidation and bullying. For more information or if you have any questions or concerns, please feel free to reach out and email me.
ENGLISH 2 HERE is the outline for today's notes and the prompts that we began to mark-up. Additionally, I have images of my notebook provided for you (PAGE 1 and PAGE 2). FRESHMAN LEADERSHIP We began a research project for looking into influential leaders from around the world as well as throughout history. Each student is responsible for looking into their selected leader and explaining how that individual left (or is leaving) a positive influence. For the outline and requirements for this project, click HERE. Happy Thanksgiving, everyone! I hope that the seasonal slow-down and visits with loved ones is relaxing and rejuvenating!
ENGLISH 2
We worked on this week's EXTENDED WRITE. Since we only had 30 minute periods, students were given nearly the entire period to respond to this week's prompt. Additionally, periods 1 and 6 were urged to work on their independent reading project. The IRB Project #1 is due for these two classes this upcoming Sunday night. FRESHMAN LEADERSHIP Today was the academic success day for the week. I provided folders, markers, pencil pouches, and other school supplies for organization. Students were also instructed to take everything out of their backpacks to organize papers and recycle anything they no longer needed. ENGLISH 2
Today was the first day of collaborating to write a portion of our group essay. All groups created a draft of their introductory paragraph, performed a quick revision on another group's introduction, then rewrote their own introduction taking others' feedback into consideration. Here are all of the STEPS and requirements for today's class. All paragraphs were to be turned-in prior to leaving for the day. FRESHMAN LEADERSHIP We identified which essentials of leadership we needed the most work on for improvement, then we set goals for ourselves in groups based on this area of growth. After the goal setting, we began to create posters for canning at stores for the 56th annual CHS Food Drive! ENGLISH 2
We took just a few notes on the concepts of what it means to be subjective, implicit, and explicit. We then we watched a TEDx Talk. All notes and needed links can be found in the SLIDES. FRESHMAN LEADERSHIP We went to classes and distributed invitations to every freshman in the school. After the distribution, we went over some guided notes and made sure that we all knew what each of the EIGHT ESSENTIALS OF LEADERSHIP meant. ENGLISH 2
We conducted our first set of syntax elements today instead of expanding our diction! Our NOTES SLIDES include information on three correct ways to use a colon, three correct ways to use a semicolon (my favorite punctuation mark), and four correct ways to use an em dash. We didn't write down every single thing on the slides, but much of this information was discussed and shared audibly, so I wanted to make sure that all students have access to it. Students were then assigned a PRACTICE WORKSHEET for these three concepts. FRESHMAN LEADERSHIP Today was our first academic focus day. As I met with students one-on-one, others in the class were to focus on work for other classes or organize their materials. ENGLISH 2
We wrapped-up our conversation on the WHITE PRIVILEGE text from yesterday. We needed both this and the WIFE text for our conversation and writing tasks today. Before working on the writing prompts, I provided some data to highlight the presence of white privilege in our society. While I would prefer more holistic data that look at the statistics for all people of color, the data in the DAILY PRESENTATION highlight the inequality of solely black and white individuals. The writing prompts today asked students to consider not only how the authors would treat individuals (based on their expressed viewpoint on the biases), but also how some people can have a negative impact on others, even if it is not intentional. FRESHMAN LEADERSHIP Today was about the Law of the Harvest and applying it to us as leaders! We completed the quick notes on THE LAW OF THE HARVEST and then watched a VIDEO and completed a HANDOUT about Terry Fox. Terry Fox served and sacrificed in multiple ways and, in the end, the Law of the Harvest came through for him in how others treated and reacted to him. Finally, we worked on the STUDENT LEADERSHIP SURVEY to identify which of the eight essentials of leadership we already show strengths in as well as which ones we could grow in the most. |