Rubrics both for English I’s propaganda business letter and eighth grade English’s persuasive essay have been updated. (I will upload the eighth grade rubric tomorrow from school.)
Tag Archives: project
Schaffer Organization, Game Play, and Foldables
First and sixth periods did some work with the Schaffer model of organization. Together we wrote an example Schaffer model paragraph; I’ve put one of the paragraphs online as an example for others.
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.
Homework
- 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?) - Seventh period:
- 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.
Tired Friday
We’ll stick with homework alone today.
Homework
- First and sixth periods: none.
- Second and fourth periods:
- work on Odyssey project;
- study for phrase test on Monday.
- Seventh period: questions 1-5 on pg. 228.
Donaldson, Research, and Plot
First and second periods were spent at the Donaldson Career Center. Students had an opportunity to see some of the courses offered and talk with current students.
Fourth period worked on the Odyssey project.
Sixth period completed the source evaluation practice and began researching for their persuasive writing assignment.
Homework
- Second and fourth periods:
- work on project;
- study for test on Monday.
- First, sixth, and seventh periods: none.
Appositives, Evaluating Sources, and the Plot
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.
Homework
- 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.”
Presuasion, Narratives, and a Project
First and sixth periods learned about persuasive techniques.
Second and sixth periods continued working on the Odyssey project. Today was one of the final days of full in-class preparation. The project will likely be due 21 October (but no earlier).
Seventh period read “Papa’s Parrot” as we continue working on context clues for words and narrative structure.
Homework
- First and sixth periods: find an opinion piece (either online or in a newspaper) and find one example of one persuasive technique. Copy the sentence, identify the technique, and bring it to class tomorrow.
- Second and fourth periods: read “Odysseus’s Bed” (in other words, complete the Odyssey).
- Seventh period: answer questions 1-5 on page 31.
First Period Exam and End of a Project
3
First period had their exam — all exams are now complete. Fourth period completed the Great Expectations research project.
World War II Research Resources
Steps for today’s World War II research project. Before you begin, make sure you read all the steps and understand them.
- Find ten facts about World War II. Record them in a numbered list on a sheet of notebook paper as you find them. Each fact has to be different: do not include three facts about Anne Frank, for example.
- As you are recording your facts, keep in mind that you will have to record the five most interesting facts on this site. Notice that you have to record the address of the site on which you found them. So as you are searching, I suggest opening web sites in new tabs or new windows. (To do this, right-click on the link and then choose “Open in New Tab” or “Open in New Window.”) Alternatively, use the history pane of the browser (You can usually access this by pressing “Ctrl-h.”) to review the sites.
- Once you have finished finding and recording your facts, take the chart Mr. Scott gave you, go to this web site, and follow the lesson on narrowing search results using Google’s Advanced Search.
- Finally, take one of your facts and use the NETS process to narrow your search results. Record your search terms and the results at the bottom of the chart Mr. Scott gave you. (You might not complete this today. If not, you’ll finish this next week in the library as we do research there.)
https://spreadsheets.google.com/viewform?hl=en&formkey=dG9qQmF4NVktZHVUcVpibFA0TnE5aEE6MQ#gid=0
Article Upload
Fourth Period Alert!
I’ve created a new database for you to upload your articles. It should allow you access to everyone’s article.
Research, Writing, and Skills
It was a long day. I’m exhausted. Pardon me for merely sharing the fact that the only homework for anyone is fourth period’s project, due Monday.
Additionally, here’s the updated rubric for the project.
Mockingbird Start and Writing
Second and sixth periods continued with their writing portfolios for The Diary of Anne Frank. We’ll be doing research the last two days of class for the minor research element required in the project.
Fourth period spent a few minutes at the end of class going over the final details of the project after beginning a lightening-quick unit on To Kill a Mockingbird.
Presentations, Preparations, and the Play
First period had a day to prepare their second act presentations. The first group goes tomorrow.
Second and sixth periods presented act two scene two. We’ll be finishing up this week.
Fourth period continued with Romeo + Juliet and the viewing guide.
The fourth-period project’s due date has been moved back to Monday 28 February. Additionally, the updated rubric and template are available here.
Homework
- First period: practice for presentation.
- Second and sixth periods: double-sided journal entries for The Diary of Anne Frank act 2, scenes 1 and 2.
- Fourth period: project.
Rehearsal, the Double-Sided Journal, Project Sample
First period was introduced to the Double-Sided Journal. Using skills similar to those used in the students read through two more sections of Anne Frank: Diary of a Young Girl.
Second and sixth periods worked on their Anne Frank projects. Groups will begin presenting next week.
Second Period
Second Period
Second Period
Sixth Period
Sixth Period
Sixth Period
Sixth Period
Fourth period spent the day working on the project. I gave them the opportunity to discover connections between songs I provided and the text of the play — essentially what they’re doing for their project. I’d already provided one example; today I provided several more.
Homework
- First period:
- final draft due next Thursday;
- read 10 and 11 July 1942 entries;
- complete five Double-Entry Journal entries using three skills for the reading.
- Fourth period: work on soundtrack project.
- Second and sixth periods: practice lines for Anne Frank project.
Final Preparation
First period finished up the rubric for their project, and we worked on the project just a bit. We had a little relaxation at the end of the period.
Second and sixth periods spent a final day of preparing for Monday’s project turn in. The rubric for second and sixth periods is available here: English Strategies Persuasion Rubric.
Fourth period continued working with their sonnets. We also had a bit of relaxation at the end of the period, returning briefly to the persuasion unit with some video examples of extreme persuasion.
Homework
- First, second, and sixth periods: complete project.
- Fourth period:
- complete second quatrain of sonnet;
- work on rubric for sonnet;
- begin creating the semester exam study guide (see courses site).
Defining and Planning
- Image via Wikipedia
First and fourth period were both engaged in inductive reasoning to come up definitions. First period has been defining propaganda. After looking at specific examples of Nazi propaganda yesterday, we came up with a class list of characteristics of propaganda, then worked to create a definition from those characteristics. First, individuals created definitions. Then pairs consulted and created new definitions. Next, pairs of pairs shared, and we continued until we got to two groups. Tomorrow we’ll combine the two definitions into a class definition and use that to make determinations about our cumulative project.
Fourth period did something similar with the ballad form, continuing from yesterday’s lesson. We finished up “Spanish Boots of Spanish Leather” and also read “Ballad of Birmingham.” Homework will entail a further examination of the ballad form.
Second and sixth periods began planning their final project for the persuasion unit. We’ve decided to have two options (which comes as a surprise for second period):
- Poster “advertising” something by using persuasive techniques.
- A re-do of the first presentation that began the unit (“Why we should get the prize!”)
We’ll spend Wednesday and Thursday working on it, then present on Friday. The rubric is available here.
Homework
- First period: none.
- Second and sixth periods: begin planning project.
- Fourth period:
- Look at the following ballads (you’ll have to Google them):
- Ballad of Jesse James
- Barbara Allen
- Scarborough Fair
- Ballad of the Green Berets
- Fill out the ballad graphic organizer for the traits and characteristics of the given ballads.
- Look at the following ballads (you’ll have to Google them):
