Today, students were at home due to the possible effects of hurricane Ian. English 8 students worked on their Nightjohn paragraphs after a quick Kahoot session for fragments. English I students had a Kahoot session for parts of speech before working on extra credit....
English I students worked on “Do Not Go Gentle Into That Good Night” by presenting their analysis and summaries (see notes below). We also set the date for the parts of speech test (next Thursday) and the due date for the extra credit options (next...
English I students began working on the next poem, Dylan Thomas’s “Do Not Go Gentle Into That Good Night.” We spent the day making our way through the very challenging poem, with each group focusing on one single stanza of the poem: Do not go gentle...
English I students took the common assessment that most other students took last Friday before spending some time comparing “My Papa’s Waltz” and “Those Winter Sundays.” We came up with a number of similarities, which students have the...
On Friday, all students worked with relatively new material; today, we worked on applying it. English I students (fourth and fifth periods) worked on analyzing a poem in terms of the connotations of certain words to see if there is a somewhat different meaning hidden...
English I students began with a bit more practice on parts of speech identification before turning to our poetry unit. We completed their work on connotations with “Those Winter Sundays.” English 8 students took their second formative common assessment and...
English I (fourth and fifth period) continued working on poetry; today we added the importance of connotation. We went over what connotation is: Afterward, we did some practice with connotation before moving on to the next poem, a selection in which connotation plays...
English I students began with a bit of analysis of our challenging article of the week, looking to determine what “flummery” might mean. Afterward, we continued with our new poetry unit, finishing up (mostly) our first analysis of a poem. As we worked, we...
English I students worked in class on their final Schaffer paragraphs for the short story unit. They’re writing on symbolism and irony in “The Gift of the Magi” or “The Necklace.” Students have until the end of advisory tomorrow to...
English I students finished the in-class instruction/overview for the parts of speech work we’ve been doing. We’ll have a test on the material some time in the next couple of weeks after a bit of in-class practice. We also had a quick group discussion on...
English I students went over linking verbs and phrasal verbs before working on the paragraph for their model selection for our last short story analytic writing assignment. (Complete notes below.) English 8 students began their new unit on the novel Nightjohn....
English I students continued their parts of speech overview, looking today at indefinite and demonstrative pronouns and how they can sometimes be adjectives. Common indefinite pronouns include: all, any, anyone, anything, each, everybody, everyone, everything, few,...
All students took their first common assessment today on standard RL-5.1: “Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.” Students worked on seven questions about a...
All classes finished (or nearly finished) their first major writing assignment, which was a Schaffer paragraph analyzing a short story. Fourth- and fifth-period students completed their paragraphs on “The Cask of Amontillado” after doing a little work on...
English I students began by looking at their article of the week to get some more practice on what exactly I expect students to do for the required context-clue words. We worked to determine context clues for “depleted.” Afterward, we embarked on a short...
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