Everyone on the eighth-grade hall took the reading MAP test today, which resulted in shorted class periods — thirty minutes to be exact. All classes went over the first article of the week that they received back.
English I Honors students looked at their first analytic Schaffer paragraph and the assessment thereof.
English 8 students used Moodle for comprehension questions about an informational text we read in class. We had short periods, so we had short focused work.
English 8 Studies: none.
English I Honors: have TS and CDs completed for the piece on “Thank You, Ma’am.”
English 8 students worked on their first Socratic Seminar today. We’ll be trying it later in the quarter for real, but today was simply a chance for everyone to get used to the protocol.
English I Honors students worked on their first analytic paragraphs. These paragraphs are for “The Most Dangerous Game” or “Harrison Bergeron,” stories which are available on the Moodle site or easily searchable on the internet. They are due tomorrow.
English 8 students went to the library to pick out a book for their first one pager, which will be due in several weeks. We also worked on replying to each others’ posts in Moodle forums and using the quiz module.
English I Honors students began their analytic Schaffer paragraph, working with the story “The Sniper” and the importance of setting. (The stories are available at the Moodle web site.
English 8 Studies: none.
English I Honors: complete the planning of the paragraph begun in class.
Any English I students who have not yet turned in the first Schaffer paragraph assignment (there are eleven of you) need to do so by the end of school tomorrow (8/25). Afterward, I will not accept the work for credit. ∞
All students got introduced to the Article of the Week assignment that was such a success last year. It’s time-consuming to explain it all, but since it’s a year-long assignment, I wanted to get started ASAP
For the second portion of class, English I Honors students finished their first solo Schaffer paragraphs. English 8 received an introduction to Moodle and accessed their accounts for the first time.
English 8 Studies: If you did not finish your homework (the story “Thank You, Ma’am,”) finish it tonight.
English I Honors tried working on their first full solo Schaffer model paragraph today. The topic sentence was the same for everyone: X is Y, where X is someone the students know and Y is some characteristic of that person.
English 8 students continued working on a model text annotation for later reference, finishing up also our kindness ROCK unit.
English 8 Studies: complete the text marking from today (the whole story).
English I Honors:
complete the Schaffer planning begun in school;
begin working on the benchmark test on the Moodle site.
English 8 students began creating a model of text annotation that will serve as the goal for the rest of the year, combining the work with our kindness review for the ROCK mini-unit we’re working through this week.
English I students worked with the Schaffer model for the first time, seeing that it is, in fact, not all that difficult at all. Students created the following examples:
Schaffer will make it much easier to write.
Helps with planning
Focus on ideas not organization
Can freely move about paragraph while planning
Helps with organization
(Has a job)
Each ____has own spot
Tells you what to write next
Each sentence has job
Know job = know what next
Schaffer will make it easier to write.
Help with planning
Separates content from organization
Can move freely between ideas
The model contains order of sentences
(Know what the order is)
Help you know what to write
Each sentence = job
Know what job it has to do
Afterward, students began working on their first Schaffer paragraphs with a partner.
English 8 Studies: none.
English I Honors: complete one whole chunk from today’s planning by yourself. (If you and your partner completed everything in class, create another chunk — CD/CM/CM — for additional practice.)
Fourth period (English Strategies) students worked on marking their texts using Google Docs’ comment feature that we learned and practiced yesterday. We’ll be putting this to good use in the next few weeks.
Fifth period students (English Studies) began Nightjohn, the anchor text we’ll be using for this first unit.
English I Honors students continued working on their first short story analysis, looking at the relationship between plot and setting.
English 8 students continued with their introductory work with Nightjohn and their initial work with Chromebooks. English I Honors students began planning their first Schaffer model paragraph examining short stories.
English 8 students continued with their effective readers’ skills work. We’ll finish it up tomorrow and begin our first novel of the year Monday.
English I Honors students finished up yesterday’s work, taking the initial planning and creating two model Schaffer paragraphs about “The Sniper.”
Sixth period’s paragraph:
In “The Sniper,” the setting of the civil war is critical to the surprise ending of the brother unknowingly killing the other brother. To begin with, because it was a civil war between the Republicans and Free states, he clearly didn’t know whom he was shooting at because he “decided [the sniper] was a good shot, whoever he was.” This shows that he didn’t know whom he was shooting at. This is really only logical in a civil war, where one nation is divided against itself and brothers could end up fighting each other. As a result of the confusion, when the sniper went to check the identity of his foe, he “turned over the dead body and looked in his brother’s face.” This proves he didn’t know his enemy’s identity. Because it was a civil war, this could very easily happen. Clearly, the surprise ending of the short story depends on it being set in a civil war.
Seventh period’s paragraph:
The setting of “The Sniper” in the Irish Civil War is critical to the plot twist of a brother unknowingly killing his brother. To begin with, since it was during a civil war, the sniper didn’t know his enemy’s identity even though he admired “whoever he was.” This shows that it has to be a civil war because it’s the only way to have two brothers fighting on opposite sides. Situations like this happen often in civil wars but rarely in other conflicts. As a result, when the sniper goes to determine his victim’s identity, he “[turns] over the dead body and [looks] into his brother’s face.” This illustrates how civil war can cause a brother to kill another brother. A soldier in a civil war really never knows whom he’s shooting at. It’s clear that the setting of “The Sniper” affects the plot.
Tomorrow we start working on group and individual paragraphs for two stories.
Journalism students practiced note-taking and interviewing skills before their big interviews, coming up soon.
English 8 Strategies: (fourth period students) complete six and seven from our work today.
English 8 Studies: (fifth period students) complete through fourteen from the work today.