ENGLISH 2
We were in the library for a book tasting today! Students had the period to sample five different books and write reviews as well checked-out the novel Things Fall Apart for our next unit of study. LEADERSHIP We
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ENGLISH 2
In the spirit of thinking ahead, all English 2 and English 2 Honors classes took a practice SBA with a focus on reading literature. While the assessment is not for another month and a half, the sooner we get the feedback about the strengths and struggles on this portion of the assessment, the more time we have to focus on these skills in-class. LEADERSHIP We reviewed the Law of the Harvest from yesterday and held a quick discussion about what it truly means. We then looked at a video about selfishly positive elements of forgiveness. The slides in the PRESENTATION concerning writing a letter to someone we feel compelled to forgive are not required, but I encourage each student (or other viewers) to consider the prompts and think about why we really hold that grudge and if it is worth the anger and frustration that we carry around with us. Remember: forgiveness could be given for completely selfish reasons! After that, we completed a 'SURVEY' to identify our strengths and struggles as influential leaders. ENGLISH 2
Today, we conducted a whole-class research session to gain some background context for the novel Things Fall Apart. We will be checking-out the book on Wednesday, and beginning it later this week. To gain a full understanding of the significant pieces of this book, looking at different pieces of Nigerian culture and history is key to understanding how the story continues. Here are the research documents that came about from each class. We will use this throughout the reading of the text as well as in a Kahoot quiz later this week! Period 1 Period 2 Period 4 Period 6 LEADERSHIP Today we looked at the Law of the Harvest: You reap what you sow. We also thought about how our actions can be the sowing of influence and that if we help/influence others, they will be more likely to want to help us when we need assistance. Additionally, we watched a video and filled-in a worksheet about a young man named Terry Fox. All directions and documents are provided in our DAILY SLIDES. ENGLISH 2
It's crunch time! Memoirs were due by 2:05pm today. Students had the entirity of the period after completing their syntax/diction III quiz to work on their memoir, IRB project, Night storyboard, and/or any missing assignments from this unit. Once 2:05pm hits, no work from this unit will be accepted and the only way to get credit for a late summative assessment is by using your *oopsie* for the semester. LEADERSHIP To wrap-up the unit, students were to write a letter of appreciation to someone who has had a positive impact on their life. The letter should inform the recipient about:
Students do not need to send these letters to their recipients, but may do so it they choose. If they do not send it, I request that they put the letter in their binder for later reference. ENGLISH 2
Seeing as the memoirs and storyboards are due tomorrow, and two classes have Independent Reading Projects due on Sunday, the whole class period was dedicated to working on assignments. Students were provided the entirety of the period to work on their memoirs, storyboards, independent reading, and/or any other work they may have for this class or others. LEADERSHIP It was Service Thursday! Five students went to Ms. Warden's Life Skills Class to work with her students on communication skills. The rest of us wrote notes of appreciation to the custodial and secretarial staffs. They were to be colorful and express the importance of each staff member. every student in the class will be signing the letters tomorrow and *hopefully* delivering them to the secretarial staff during 5th period tomorrow. ENGLISH 2
I reminded students of all upcoming deadlines at the start of class. Those deadlines are listed below. After reviewing these dates, students had class time to work on their memoirs and other school work. All English Classes:
LEADERSHIP We looked at the difference between power and influence leadership styles. There was a brainstorming session on the individuals who have had a large impact on the world. HERE are the notes and directions for the work we did in class today. ENGLISH 2
Today's class started out looking at the proper way to format our English work. We discussed the elements of MLA formatting and each student was to get their memoir set up with the following details:
After that, students had the remainder of the period to work on their memoirs. LEADERSHIP We continued our discussion on movements and having positive, kind interactions with people. We watched a couple of videos and had several discussions. There was very little writing today, but there were many opportunities to share our understanding of the videos and concepts discussed. Click HERE for the steps we took and links to the videos. ENGLISH 2
Today was a very quiet, independent, and focused day. First, students took their final reading quiz for Night. There were ten multiple-choice questions like usual, but there was also a second assessment tied-in to this quiz in the form of two prompts in which students were to write a 2:1 paragraph response while explaining a theme and symbol. If students finished their quiz with time to spare, they had the opportunity to work on their personal memoir. LEADERSHIP We looked at a lot of difference scenarios today dealing with the Leader's Law of Influence. We discussed and pondered how impactfull we are without our even knowing it. Hey all! If you have a few minutes to take a QUICK SURVEY for a JHS student's research project, it would be greatly appreciated. This survey is 100% voluntary, but she is looking for a variety of students to gather these thoughts from.
ENGLISH 2 Today, we finished SYNTAX/DICTION III from last Friday. Some classes were at different places in the information, but if we have enough time once we finish the slides, we will work on our memoir. ENGLISH 2
We began to actually break-down what specific memories/experiences we will write about in our memoir. Each student was provided with a MEMOIR OUTLINE. This must be completed prior to using class time to type our memoirs. Some pieces of this can be very tough to identify and explain thoroughly, and that is okay. We will be working with these outlines to type our memoirs between now and next Friday, March 30. Here is my example of a COMPLETED MEMOIR OUTLINE. I identified what my story is generally about (my car accident), what the major portions of this story will cover (Aunt Monica, traveling to South Dakota, night of the accident, and the recovery process), as well as some of the key details I will hit in each of those portions. After those steps, I went back and filled-in the symbols. What was an object that takes me back to this experience every time I see it? For me, I have two symbols that relate to this experience: blue Dodge Grand Caravans and a sweatshirt I got from my aunt. I spent the first 10-15 minutes working through the specific of this document and WHY each step was key. The required elements for this memoir are that it be written using English 2 level grammar and syntax, be at least two full pages long, the student highlights his/her skills at using imagery, and the students highlights his/her skills at using and explaining symbolism through this specific experience. These are the only elements that will be taken into consideration with the grade. The specific content and emotions of the student are not being graded. LEADERSHIP Two students went to play board games with Ms. Warden's class today. The rest of us worked on some organization and processing elements. Everyone who stayed in the room was instructed to sort through all documents in his/her backpack and recycle any papers they no longer need, and sort current documents by class period/subject. We will continue to work on our organization skills throughout the remainder of the semester, especially after Spring Break when we hit our STUDENT Leadership skills hard. |