answer the following question about today’s Socratic Seminar by leaving a comment on this post. (Do NOT put your full name. Use only your first name and last initial.)
What did you think of today’s discussion activity? What were two things you thought were effective about it? What was one thing you would like to have changed?
First and sixth periods worked on “Raymond’s Run” and exposition, looking for the moment the story’s conflict becomes clear. We’ll finish up the story tomorrow.
Second and sixth periods did a Write Around dealing chapter twenty-four from To Kill a Mockingbird. It’s a chapter that seems initially to be out of place, having very little to do with the rest of the book.
Seventh period worked on poetry, going over concrete poetry and haikus.
First and sixth periods: make three predictions about “Raymond’s Run” about the following topics (For each prediction, write at least two sentences explaining what in the text might back up such a prediction):
The relationship between Squeaky and Gretche
Second and fourth periods: read through chapter 28.
Seventh period: choose one of the haikus we read in class and draw a single picture to illustrate it.
For second and fourth periods, it was the big day: students turned in and played the Odyssey board games they’ve been working on. Pictures are available here.
Seventh period had a split day: those students who didn’t do the homework went to one side of the room to do yesterday’s homework. The remaining students did group work, reviewing plot organization and analyzing the plot from “The Amigo Brothers.” We finished up by creating foldables of the major elements of the plot.
First and sixth periods:
begin planning your persuasive essay;
complete any additional research as necessary. (You can come in early and use the library’s computers for this.)
Second and fourth periods: wait for it… no homework.
The second time this year. (Are you feeling okay, Mr. Scott?)
students who didn’t complete the homework yesterday (those reading in class today) are to complete the questions for “The Amigo Brothers;”
students who did homework yesterday are to finish their illustrated foldables.
First and sixth periods worked on evaluating web sources as we move the the research phase of our unit on persuasive writing. We’ll be spending a bit more time in the lab this week, researching our topics.
Second and fourth periods went over appositives and appositive phrases in a flash before spending the rest of the period working on the Odyssey project. We’ll be having a small test on phrases next Monday.
Seventh period used Freytag diagrams to examine the plot of a couple of short stories.
First and sixth periods: none.
Second and fourth period:
continue working on project;
study for phrase test next Monday.
Seventh period:complete a Freytag plot diagram for “The Three Little Pigs.”
First, second, and sixth periods are all nearing tests at the end of next week. Everything then is to that end.
First period had something of a catch-up day: so many students were out on field trips that it made little sense to move ahead. Students worked on reading they hadn’t completed or worked ahead with the homework.
Second and sixth finished up with the short story, “An Hour with Abuelo.” We looked at plot structure once again.
Fourth period began examining all the characters of Great Expectations.
First period started their first draft for their literacy memoir today. I’m excited about a number of the topics, and I look forward to reading them.
Second and sixth periods completed the plot chart for Nightjohn thus far. We also read through the climax. Some gut-wrenching violence, but it leads to one of the most shining moments of heroism in all of YA literature.
Fourth period read “The Test of the Great Bow” in class after we went over the homework. Students looked for examples of sensory details, and we discussed how that improves the quality of the writing and is particularly useful in oral histories.
First period: complete first page of first draft.
Second and sixth periods: none.
Fourth period: finish reading “The Test of the Great Bow.”
First and seventh periods reviewed some vocabulary words, and we began looking at how we’ve used our reader’s journals over the weekend to summarize our reading. First period also began working on a review of the structure of a plot.
Fourth period worked on complex sentences.
First and seventh periods: by class tomorrow, read through 171.