First and sixth periods went over the PASS writing exam. It’s in a few weeks, and we’ll be dedicating every Friday to PASS preparation. Second and fourth continued with Romeo and Juliet, and seventh period took a quiz on Hatchet vocabulary and continued with the book.
First and sixth periods began (some students might add “finally” to that) acting out The Diary of Anne Frank. We went over the first scene in class, looking at all the little things that students will have to incorporate into their own performances, which we will begin preparing for next week.
Second and fourth periods finished act three today. We also worked in groups to determine which quotes might appear on the act three quiz (Monday and/or Tuesday).
Seventh period students continued with Hatchet, looking at Paulsen’s use of figurative language in the book.
First and sixth periods went over homework before taking a look at the portion of the diary in which Anne describes the Secret Annex. We used a virtual tour available at annefrank.org to see what the Annex looked like in photographs.
Second and fourth periods presented their cut versions of 3.2-3.5. Much of the play was left intact, but a couple of groups cut some critical portions that we went over quickly as a class.
Seventh period worked on Hatchet, using their Effective Readers’ Skills to work a Think Aloud with a partner.
First and sixth periods looked at an article about rising antisemitism in Germany to explore non-textual elements of online sources and practice effective readers’ skills again. I actually provided an altered version of the article (available here) that incorporated a review of the skills we used yesterday.
Second and fourth periods worked on redacting their selected scenes from Romeo and Juliet. “Mr. Scott, this is hard!” was the common refrain, to which I replied, “Well good — I don’t want anything in here to be easy because you wouldn’t improve!”
Seventh period looked at the steps of solving a problem and looked at how Brian, the protagonist of Hatchet, applied the steps.
First and sixth continued with the Think Aloud from Friday. We’ll begin the play tomorrow.
Second and fourth began a redaction project, working to reduce 3.2-3.5 into a one-period production, with groups taking individual scenes and determining what can be safely cut. It’s an extreme reading comprehension check: students really have to read closely and discuss each line in the scene to determine what’s truly necessary.
Seventh period finished up the Think Aloud from Friday as well. We’re nearing the end of Hatchet and will soon begin a research project based on the material from the book.
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.
None.
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.
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