I thought about trying to make this a prank post, but I’m too tired.
First, second, and seventh periods practiced their parts from Anne Frank. First and seventh periods also worked on using context to determine a word’s meaning.
Fourth period completed work with tone. After writing a description of walking a dog with a prescribed tone, students read their work to the class and the audience had to identify the tone. We wrapped everything up by looking at the specific details that indicated the writer’s tone.
Fourth period continued working on mood and tone. We watched a few trailers for films in which the genre had been switched through skillful editing.
After examining the elements of tone and mood in the trailers (music, sound effects, lighting, scene sequence), we tried our hand at writing the same thing (an account of taking a dog for a walk) with different examples of tone and mood.
All other classes worked on Diary of Anne Frank.
First, second, and seventh periods spend the day preparing for the in-class performance/reading of Diary of Anne Frank.
Seventh Period
Second Period
Seventh Period
Second Period
Seventh Period
Each group had a chance to practice as a group and discuss the text. I also shared with students the grading criteria:
Fourth period completed the presentations/class discussions for “Cub Pilot on the Mississippi” that we began yesterday.
Fourth Period
It was an informal practice for the coming poetry unit, during which students will be teaching small mini-lessons on topics and/or poems.
Additional pictures are available at the gallery.
First, second, and seventh periods finished the anticipatory lesson for a unit on The Diary of Anne Frank. As such, we had an today, drawing on students’ prior knowledge of the Holocaust and making it personal through a series of reflective writing exercises. To do this, we looked at a slide show I created about the Holocaust, starting from the rise of the Nazis and ending with some photos I took in 2005 during my own visit to Auschwitz.
Walling up the Ghetto
Working
Leaving the Ghetto
Electrified Barbed Wire
Fourth period went over “Cub Pilot on the Mississippi”, paying close attention to how Twain uses formal diction to create a playful mood in the memoir. We simply prepared in groups today for the main presentation and discussion tomorrow.
Fourth period worked on three elements of an author’s (and individual selection’s) style:
We looked at an example selection to see how the author manipulated words and phrases to create a specific mood and tone.
First, second, and seventh periods began a couple of days of lessons dealing with the Holocaust in preparation for reading the Diary of Anne Frank.
All periods turned in the final draft of one or another projects.
Fourth period: read “Cub Pilot on the Mississippi”
First and seventh periods had a final day of work on the memoir final draft. It is due tomorrow, along with several other documents:
Fourth period worked on the nonfiction form and will continue tomorrow. We’ve begun a short unit on the memoir and we will be focusing on the relationship tone, mood, and diction have with author’s purpose and audience.
Second period began Diary of Anne Frank by looking at the Holocaust and setting the stage for the Frank’s dramatic hideout in Amsterdam.
First period had a quick review of nominative and objective case personal pronounse.
Second period finished up the dialogues combining characters from Journey Home and I Know Why the Caged Bird Sings. Some students took grammar handbooks for the self-study parts of speech review.
Fourth and sixth periods finished up reading the excerpt from An American Childhood. They also had a quiz on the vocabulary.
First period continued looking at mood and author’s purpose with the selection from A. Dillard’s An American Childhood.
Second period continued working on their dialogues.
Fourth and sixth periods began reading the selection from An American Childhood and started looking at how Dillard creates a mood of fear in the piece.
First, fourth, and sixth periods began a new selection that will focus on mood. Our first task: determine what mood is and how writers create it. And to do that, we … listened to music and watched movie trailers. We did this to see what mood is: an atmosphere created by a work of art. We watched a trailer for a romantic comedy, then watched a re-cut version of the trailer that made the film appear to be a horror film. We then transitioned to mood in writing, looking at three ways writers create mood.
Second period continued I Know Why the Caged Bird Sings. We looked at the continuing theme of displacement and how that theme is manifested in the dentist episode and Bailey’s encounter with a dead body.
First, fourth, and sixth periods had a selection test on “Cub Pilot,” conflict, and prediction. Hopefully everyone did well. After the test, we began the next selection by talking about mood, which is the feeling that a piece of writing creates in a reader.
Second period had something of a catch-up day. We went over indirect objects and in doing so, determined we needed to have a general parts of speech review. We’re going to have an individualized review, starting tomorrow. Students will review at home on their own, and we’ll devote a little class time to questions they might have. Hopefully, before the end of the month, we’ll have a good understanding of the parts of speech.
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