I post here daily about what we accomplished in class each day, including handouts and links available to students on my CANVAS site.
We started off with 15 minutes of reading (in lit circle books). Next, we reviewed the concept of active sentences by watching a video and revising the five sentences at the end of the video for practice in creating clearer, stronger, active writing. Then, I showed students a typical EOC prompt for writing analysis of a poem. We used that prompt to create claim statements for one of the Holocaust poems we've been studying this week, and students continued by writing an ACES paragraph to prove the claim. I collected the paragraphs at the end of class to provide some feedback in preparation for the EOC.
Homework: Continue completing reading and written assignments for the literature circle book. All written work is due on Monday, 5/22.
We were able to extend our reading time today to 15-20 minutes to allow students more time reading their Lit Circle book. Groups then identified main characters in these early chapters and assigned certain characters to each group member for analysis (on the chart provided in the packet for the first section of the book). After reading, we completed our final parallelism exercises and then moved back into poetry analysis. Students worked in their groups to observe and analyze details of the poem and to infer the central insight of poems in our Holocaust comparative literature unit.
We started with time for reading, specifically in the Lit Circle text. After 10 minutes of reading, I gave students about 15 minutes to write their first journal response to the text. They must write three of these journal responses for the first 100 pages of so of the book by next Monday. Next, students took the 10-point quiz on the rules for Parallel Structure: Coordinating conjunctions, Series, Linking Verbs, Comparisons, and Correlative Conjunctions. After grading the quiz, we discussed the parallelism practice they did for homework last night. We only had 10 minutes or so of time left at the end of class, so I checked groups poetry analysis from yesterday, but we did not start analyzing any new poems in class today.
Homework: Spend time working on Lit Circle First Third assignments: reading, writing a journal entry, identifying vocabulary, or marking passages and taking notes for discussion topics.
Independent Reading Time this week and through the end of the month should be spent reading the literature circle book! Students who don't yet have a copy of the book should read the free samples available in iBooks or Kindle for tomorrow's class. The first third of the book must be read and corresponding assignments completed by next Monday, 5/22. After our reading time in class today, I went over those assignments with students as they are outlined in our "First Third" packet (available on Canvas). Next, we practiced parallel structure with 5 sentences (on a Google slide here). I reminded students to memorize the 5 rules of parallel structure with their mnemonic device for a 10-point quiz tomorrow. Finally, students worked in their groups to analyze a new poem from our Holocaust poetry packet.
Homework: 1. Memorize parallel structure rules and complete practice on homework handout. 2. Finish Observe/Analyze sections of notes for poem you worked on in class today if necessary. 3. Read in literature circle book and work on this week's assignments (vocabulary, character chart, notes for discussion group).
At the beginning of class, I showed students their Literature Circle book assignments (they can see the assignments themselves on the Collaborative Document stored in Canvas). For today's 10 minutes of reading, I encouraged them to download a free sample of the book from Kindle or IBooks to start reading; in any case, they will need to get a copy of this book right away for classes next week. Remember, they can use an electronic copy, a used copy, a library copy, or purchase their own copy for this particular unit.
Next, we started our final Grammar unit on Style with a review of parallelism and how to create it in sentences. Students worked in groups to come up with a mnemonic to remember to 5 parallelism rules; they will take a 10-point quiz on those rules sometime next week. To learn about parallelism and the rules, I provided them with text to read on Canvas and a handout, also posted on Canvas.
Finally, we worked on our next poem analysis for the third poem in our packet, "Heritage."
Homework: Get a copy of assigned literature circle book and begin reading. Memorize your parallelism mnemonic and the rules it stands for.
At the beginning of class, students worked one last time with their groups to fine tune the research paper and then turn it in online. EVERY GROUP turned in a paper on time today!!! I'm exhausted and proud, a bit like a new mother. I'm sure the writers feel the same way. :-)
Then, students rotated around to different stations to explore their book choices for our literature circle unit that begins next week. They submitted their top three choices to our collaborative document on Canvas, and I will let them know by tomorrow their assigned books.
We started with 10 minutes of reading and then switched to working on the research papers. Our revision focus today was integration and introduction of quotes into student sentences. We referred to page 8 in the Writer's Reference guide, noted which method worked best with certain quote "situations," modeled some revisions, and then students worked on their own revisions with teacher guidance and group input. We also ran a quick demo to learn how to use the SAS Writing Reviser as a final revision "check" tonight for homework. The instructions are posted on Canvas in the Research Project module. Last, we did return to poetry analysis -- briefly. I shared a handout with students listing poetic, rhetorical, and literary devices that they should "observe" in the poems that we analyze, and we practiced those as a whole class using the "Butterfly" poem as a model.
Homework: 1. Finish revising quote introductions in your 2 body paragraphs.
2. Use the SAS Writing Reviser and complete a final "check" of your BPs.
3. Finalize the Works Cited page.
We started class with 10 minutes of reading and then moved into a review of transition words and phrases and where to use them in the body paragraphs of the research paper. After practicing some of those writing revisions in class, students will complete them for homework. Next, we began our poetry analysis unit with a group of paired paintings/poems that are also about the Holocaust. We will work with these works of art all week, practicing analysis using the Observe/Analyze/Infer process and reviewing poetic and literary devices along the way. Students will ultimately connect the content of the poems to Night, write a poetry analysis paragraph, and write a response poem using some of the poetic and literary devices we discuss this week. Finally, I introduced students to the list of books available for them to choose from for our final literature unit of Holocaust/WWII literature from a multicultural perspective. Student have book previews on a handout, and a combination of previews and video book trailers available on Canvas to help them learn about the books. By Wednesday, students will need to inform me of their preferences so that I can assign book circle groups. Students will need to get some version of the book (library copy, used book copy, ebook copy) by the beginning of next week.
Homework: Add summary/transition sentence to 2nd body paragraph that transitions to the next trickster/claim. Add/revise transitions at each level of the body paragraphs that you wrote over the weekend. Continue to finalize the Works Cited page.
At the beginning of class today, research groups added a Works Cited page to the shared document and learned how to organize and format the page correctly. As individuals add body paragraphs to the paper over the weekend, they will need to complete the entries started on the Works Cited page as well. Next, we watched the conclusion of our Holocaust trickster movie, Life is Beautiful. Students completed the notes on the comparison of the movie to Night as well.
Homework: Write out two complete body paragraphs for the research paper IN THE SHARED DOCUMENT. Follow the order created in the thesis statement in the introduction and place the paragraphs correctly between the introduction and conclusion.
"I am one with the Force; the Force is with me." -- Happy May the 4th!
We started class by setting up the shared document for the research paper and then I gave the students notes on introduction and conclusion requirements (presentation is posted on Canvas). Research groups divided up the content of the intro and conclusion among group members, who will need to work on adding that information to the shared document for homework tonight. Next, we continued watching Life is Beautiful and moved into Part II, where students took notes on comparisons between the setting of Sighet, Romania (from Night) and the Italian village that is the setting of the movie. We will continue watching the movie in class tomorrow.
Homework: Write introduction/conclusion for research paper in the shared document.
Allison Houck, MAT