First, sixth, and seventh periods all worked with a reading strategy called the Think Aloud. First period completed the teacher modelling and whole-class work but didn’t have time to transition to the pair work; sixth period completed the teacher modelling and whole-class work, and they had time to practice in pairs. Seventh period only completed the teacher modelling.
Second and sixth periods took a quiz on act two and watched a performance of 3.1 from Romeo and Juliet.
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First and sixth periods finished up the intro to Anne Frank, working in groups of four to have a discussion based on the “Written Conversation” best practice. We’ll begin the diary proper tomorrow.
First period working on "Written Discussion."
Second and fourth periods used the Schaffer model to help organize the first part of their Romeo and Juliet soundtrack project.
Second period planning Romeo and Juliet project.
Seventh period completed chapter thirteen of Hatchet, using the “Say Something” engagement.
First and sixth periods (see below) had a final bit of research time for the Holocaust. We’ll go over what we learned tomorrow, then begin the diary Friday.
First Period at Work
Students from Sixth Period Researching
More images in the gallery.
Second and sixth periods began working on the Romeo and Juliet soundtrack project, looking at a song as a class and determining how it could be connected to the play.
Seventh period looked at the question of how Brian has changed in the novel Hatchet. We used the “Written Discussion” engagement to have a very effective class discussion.
First and sixth periods began a short day-and-a-half research project about the Holocaust before reading about Anne Frank. We’ll be presenting the results in groups, practicing the “Written Conversation” engagement.
Second and fourth periods acted out and discussed 3.1 from Romeo and Juliet. Tybalt and Mercutio are now dead, Romeo banished. What a disastrous situation!
Seventh period returned the the “Written Conversation” introduction we had Friday.
First and sixth periods began The Diary of Anne Frank. We did a role play that put students in the role of an oppressed minority, followed by a brief review of the Holocaust and the rise of the Nazi power. We’ll begin digging into the diary tomorrow.
Second and fourth periods finished act two from Romeo and Juliet. We’ll review a bit tomorrow (the quiz is Friday) before beginning act three.
Seventh period had a vocabulary quiz followed by an online discussion about Hatchet.
We’ll do a quick homework update today — it’s Friday and we’re all tired.
First and sixth periods worked on the introduction to their ballad essay. We’ll be finishing up the project tomorrow, with the final draft due January 30.
Second period went over 2.2 — the famous balcony scene. We had written conversations to prepare us for group discussions about Romeo and Juliet as people — would we like to be friends with them? What type of people do they seem to be?
Seventh period continued with Hatchet.
First and sixth periods looked at the introductions of several novels to discover the qualities of a compelling introduction. After a presentation of introduction strategies, we worked on determining which types of introductions would be most effective in our ballad essay.
Second and fourth periods acted out the most famous scene in theater: 2.2 from Romeo and Juliet, the famous balcony scene.
In doing so, students learned a bit about Romeo’s character and Juliet’s reasonableness.
Seventh period practiced using sensory details in descriptive writing, describing the picture below, a scene very much like the location Brian finds himself in Hatchet.
Afterward, we reviewed chapters 7-9 with a quick quiz bowl-type activity.
First and sixth periods worked on transitions in the Schaffer model, specifically the use of transitions with concrete details. We examined the role transitions play — they show relationships — and use that information to help us determine appropriate transitions for the ballad essay we’re completing.
Second and fourth periods finished act one from Romeo and Juliet, looking at the use of imagery of light and darkness to describe things in scene five. The act one quiz will be Friday.
Seventh period began putting to practice what we’ve been seeing Gary Paulsen use in Hatchet, namely the use of sensory details.
The midterm is now available for your perusal. Additionally, the R&J act one quiz is set for Friday.
Today’s main focus for first, sixth, and seventh periods was a participation self-evaluation. Second and fourth periods looked at the meeting of Romeo and Juliet and discovered what a show-off Shakespeare can be.
First, second, fourth, and sixth periods went over the midterms we took yesterday. Afterward, first and sixth periods looked at the use of transition words in the Schaffer model. Second and fourth periods went over the semester participation evaluation that will be due on Friday, and we looked briefly at Queen Mab from last night’s reading.
Seventh period practiced picturing the text by drawing a now-incomplete map of the area in which Brian finds himself stranded. The map is below.
English I students, please click on this link to access and complete the semester participation evaluation. This needs to be completed by Friday morning.
If you did not complete this, I simply gave you a grade based on how I evaluate your effort. My evaluation might not be the same as yours, but I suppose that’s better than a zero, right?
First, second, fourth, and sixth periods all had mid-term exams today. We’ll be going over the exams tomorrow in class.
Seventh period went through chapter five from Hatchet. We’ll complete chapter six tomorrow.
First and sixth periods continued working on their Schaffer model essay on ballads. We’ll finish them up on Wednesday. Second and fourth periods finished 1.3, looking at various ways in which characters view love. Seventh period reviewed chapters 1-4 of Hatchet by looking at cause and effect in the text before moving on to chapter five.
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