I post here daily about what we accomplished in class each day, including handouts and links available to students on my CANVAS site.
In today's class, we spent the first ten minutes in our "reading" zen/zone and then students worked individually on their body paragraph outlines for the research paper. I made sure to walk around and give feedback on everyone's outline so that they would feel confident about completing the outline for homework. During the last 40 minutes of class, we began watching our Holocaust trickster tale, Life is Beautiful, and taking notes on the archetypal attributes of the trickster character (handout). This Oscar award winning movie provides us a great intersection between our trickster research and our independent study of the Holocaust memoir Night. While students watched the movie, I checked annotations in chapters 8-9 and collected the Night analysis packet (minor assessment grade).
Homework: Complete outline of body paragraphs with information from both informational sources (C1-E1) and trickster stories (C2-E2).
Finally! We got back to independent reading today with 10 minutes set aside at the beginning of class. Many students used this time to read/annotate chapters 8-9 of Night, which are due tomorrow.
Next, I had students take notes while I went over the basic rules of MLA parenthetical documentation for the research paper. They also completed a practice exercise by adding the correct information inside parentheses for sample research paragraphs and figuring out where to place the period/end punctuation for each set of documented material.
Lastly, they worked within their research group to "claim the claims" they will use for each of the two body paragraphs they will write for the group research paper using the claims we developed together on the Collaborative Document saved in Canvas. Once they had established their individual claims (must be distinct from claims used by other group members), they were ready to begin outlining what to include within each paragraph from both the informational and literary sources. I will be checking body paragraph outlines during class over the next couple of days. While outlining is NOT homework, they need to be very efficient/productive in class to meet this deadline.
Homework: Finish annotation for chapters 8-9 in Night using guiding questions on Canvas.
Complete analysis packet for Night to turn in tomorrow.
Today was a workday because we had so many students missing class for one of the AP exams testing today. Students in class had time to work on Night annotation and analysis as well as get caught up on research work if needed. I did check chapter 6-7 annotation for those who were in attendance.
Homework: Chapters 8-9 annotation due Wednesday (5/3).
Night analysis packet due Wednesday (5/3).
Apologies for the delayed post! All classes worked in the Media Center today, finding a trickster tale to use for the research paper, reading it, and taking notes on it. I checked completed notes for a 4th (and final) student engagement grade for this project. Students who did not finish in class should finish and shared the note card with me via Google Drive over the weekend. Only absent students can earn this grade past the Friday, 4/28 due date.
Homework: Night Chapters 6-7 annotation due Monday, 5/1.
Night Chapters 8-9 annotation due Wednesday, 5/3.
Night analysis packet due Wednesday, 5/3.
We started class with review of vocabulary and then took the vocabulary quiz. After the quiz, students worked in groups based on their assigned research partners to develop claims about tricksters in a collaborative document (on Canvas). I also encouraged them to discuss preferences about their choices of tricksters to research for the paper. Tomorrow we will return to the Media Center to find trickster tales to use in the paper.
Homework: Work on Night annotation for chapters 6-7 and analysis for chapters included in the packet. Annotation check for 6-7 is on Monday, 5/1 and analysis packet is due Wed., 5/3.
Today was Day 3 of research for the Trickster paper. Students used the computers in the media center or the classroom to select a third informational source to read and then took notes on the Informational Note Card (see Canvas>Research Project). Those who finished before the end of class had time to work on Night vocabulary, reading, annotation, or analysis work.
Homework: Night vocabulary quiz tomorrow. (Quizlet for review)
Annotation check for chapters 4-5 tomorrow
Coming up: Annotation check for chapters 6-7 on Monday, 5/1
Annotation check for chapters 8-9 on Wednesday, 5/3.
Analysis packet for Night due on Wednesday, 5/3.
Revision for +10 on Things Fall Apart Journal assignment due 5/5
Today was Day 2 of research for our Trickster paper. Students worked in the Media Center taking notes on a second article about the trickster archetype. Those who finished before the end of class worked on Night vocabulary, annotations, or analysis.
Homework: Next annotation check for Night (chapters 4-5) is on Thursday, 4/27.
Vocab. quiz on Night list 1 is also on Thursday, 4/27.
We started class with a quick review of Friday's work/information. I showed students examples of annotation in Chapter 1 of Night and then explained the research process we would be using to learn about the trickster archetype. Afterwards, we moved to the Media Center (in 1st and 4th periods) and accessed the article of the day and the notes organizer in Canvas. We will follow this same process for the next two days as well, taking notes from three different articles all together.
Homework: Continue reading/annotating Night chapters 1-3 (annotation check tomorrow). Chapter 3 has an analysis assignment in the packet as well. Also, focus on words 1-5 in Night vocabulary list 1 (quiz Thursday).
Apologies for the late post; I was out sick this day.
Class started with the grammar quiz on punctuation and capitalization. Students who finished quickly had some time to read in IRT book or Night. Next, students had 25 minutes in class to read and annotate Night using the annotation questions on Canvas for Chapter 1 of Night (those who finished quickly also continued in chapters 2-3). After some time reading Night, the substitute gave each table a set of books containing trickster tales. These tales were in the form of children's stories, folk tales, mythology, and novels. I wanted students to browse the books and get a sense of trickster stories and trickster characters because that is the topic of the research project we'll be working on in class next week. I asked the substitute to give them time to read and share the books at their own table and time to move around to other tables to see other books. Finally, the substitute gave each student a copy of the research project assignment packet. Students were to read the packet and take it home for parents to read and sign this weekend.
Homework: Reading/annotation in Night. Chapter 1-3 annotation check on Tuesday in class. Night vocabulary work. Get research packet signed by parent.
After 10 minutes of independent reading, we reviewed comma rules that applied to sentences in Exercise 4. Each table of students had to identify the rules in action in a select number of students. Next, we quickly reviewed capitalization rules, with a focus on ones I've noticed as errors in student writing so far this semester. NOTE: I consider most capitalization errors to be a matter of proofreading and the result of texting. Students can access the full Power point presentation of all capitalization rules on Canvas. Then we turned our attention to our independent study unit for the Holocaust memoir Night. I gave students some background information on the author, Elie Wiesel and then I started modeling for them how to annotate the book using the questions posted on Canvas. We will continue with that process tomorrow. Students should annotate the first three chapters by Tuesday, 4/25 for a homework check.
Homework: Review as needed for punctuation quiz tomorrow (semicolons, colons, commas, titles, and capitalization). Begin reading/annotating Night chapter 1, using the questions on Canvas for chapter 1 as a guide.
FYI: I talked in class today about how Holocaust denial is increasing around the world. Here is where I found the information that I showed students in class today:
Allison Houck, MAT