I post here daily about what we accomplished in class each day, including handouts and links available to students on my CANVAS site.
Day 30 of Semester 2
After 10 minutes of reading, we spent time in class reviewing the components of each sentence in an ACES paragraph so that students could begin creating their own plan for the modern-day tragic hero ACES paragraph. We also discussed how to choose two of the six characteristics of the tragic hero for the ACES' claim and how to incorporate other useful characteristics into the paragraph (HINT: ADJECTIVE CLAUSES). Lastly, we reviewed the students' comprehension of the important revelations from Scene II which they read yesterday (in 1st and 3rd period; 4th period will read/discuss in class today).
Homework: Write out the full plan for the modern-day tragic hero ACES by writing a claim, choosing/writing out evidence, making notes on the explanations, and making notes on significance.
Tuesday, March 6, 2018
After 10 minutes of reading (again, no time for IRT in 4th period today as we try to catch up from loss of class time last week), we reviewed the concepts of Rhetoric and the three rhetorical appeals (ethos, logos, and pathos). With those clearly established, each group read aloud Scene II (pp. 221-227 until Creon exits) and noted at least 2 examples of each type of appeal used by either Oedipus or Creon to turn in. Then, they agreed as a group to continue reading aloud or to read silently until everyone finished Scene II (pp. 227-233). Finally, they found strong and thorough textual evidence to include on row 3 of the Tracking Evidence chart for each of the claims in the 5 columns (Hint: Thebes as a ship appears again in Choragos' lines on page 228). 4th period needed some class time to learn about the modern-day tragic hero ACES assignment and select an article or brainstorm a person to find an article about and will have to finish reading Scene II at home tonight.
Homework: Make sure Part I tracking evidence chart is complete with strong and thorough evidence for every square. Finish reading and writing out evidence of the 6 tragic hero characteristics for the modern-day hero article. We will start planning the ACES in class tomorrow and write the draft by Friday.
Semester 2, Day 28
(Only 1st period had independent reading time at the beginning of class because 3rd and 4th are playing catch up for time lost last week to ACT testing, etc.)
Today, we evaluated the arguments between Oedipus and Teiresias in Scene I of Oedipus Rex. First, students conducted a silent debate to summarize the arguments between the two men (1st period finished the silent debate last week). Then, they evaluated the relative strengths and weaknesses of the points made. I then introduced the concepts of rhetoric, rhetorical appeals, and the three main appeals of ethos, logos, and pathos (more from Aristotle). The class watched a short video (see above), about the use of these appeals in persuasive speech, took notes on the three appeals, and then applied those to the argument in Scene I. Tomorrow when they read Scene II, they will repeat this process to evaluate the argument between Oedipus and Creon.
Finally, I introduced the topic of our final ACES paragraph by asking them to read and annotate (using a graphic organizer) an article about a modern day tragic hero. I had three articles about Joe Paterno, Lance Armstrong, and Oscar Pistorius available for them to choose from, but they could also research and find their own article about a different example (some they mentioned were Bernie Madoff, Bill Cosby, Harvey Weinstein, and Robin Williams). Tonight, they should read the article and complete the graphic organizer with examples of each of the tragic hero characteristics they find.
Semester 2, Day 27
We started with our grammar quiz, so students could work as long as necessary and read independently after. Some students needed the entire period (short classes today for early release) for the quiz, so I have nothing else to report.
HW: Finish making revisions to Hero ACES in Google Portfolio doc. This doc is already shared with me, so there is no other action needed to submit by the deadline (tonight 11:59 PM).
Semester 2, Day 26
Today's classes were short so that our Sophomore Class Academic Counselor, Mr. Gross, could come in to talk to students about registration for next year's classes. With the time we had, students read for 10 minutes (except for 4th period), reviewed types of sentences for tomorrow's quiz, and conducted a silent debate on which speaker, Oedipus or Teiresias, was more credible in Scene I.
HW: Study for Grammar quiz tomorrow. Finish revisions to Hero ACES in Google portfolio document by end of day Friday.
Apologies for not posting an update yesterday. Because of the ACT testing schedule, I did not have any time during the day to post!
Let's start with today and work backwards to keep the flow of this blog:
Semester 2, Day 25
We took about 15 minutes for reading today, and then moved directly into notes on compound-complex sentences. After noting all the possible combinations of main and dependent clauses to create compound-complex sentences, students created their own for each of the different formulas and practiced punctuating them correctly. They also practiced identifying all types of sentences in preparation for Friday's quiz (page 4 of unit packet). Next, we read through Scene I in Oedipus -- kudos to my volunteers who read with passion and intensity the argument between Oedipus and Teiresias! Groups had to list the arguments (claims) that each character made and supporting evidence for those arguments in preparation for a silent debate in class tomorrow. Groups also combed through Scene I for strong and thorough evidence for each of the 5 claims on their Tracking Evidence handout.
HW: Study for Grammar 1 quiz by practicing with the various resources on Canvas. Read reviews of your ACES paragraph and begin working on revisions. Revisions are due in the Google Portfolio document Friday PM with changes indicated in bold.
Semester 2, Day 24
Tuesday's schedule was different because of the ACT testing of all juniors on campus today. We met in Periods 1-3 before lunch, and all of those classes were longer than usual. Period 4 met after lunch and was more than 50% shorter than usual, so they only completed the activities in bold below:
Extended reading time at the beginning of class, and then we discussed the topic of fixing fragments and run-on sentences. Both of these skills depend on a person's understanding of sentence types and clauses. Next, I gave all students a copy of Oedipus's monologue that opens Scene I in our text. They had to divide up the lines equally among group members and paraphrase their section (4th period had to complete the paraphrasing for homework). Then, group members read their paraphrased lines aloud to each other as their "reading" of the monologue and looked for evidence of our main claims for Part I: Oedipus is a good and noble king who has a tragic flaw; Sophocles creates dramatic irony in the play and uses figurative language to lay out the play's meaning.
Semester 2, Day 23
All English II classes tested with a Benchmark test today. Students had four passages to read and answer questions about; the reading selections and questions were all aligned to skills we have worked on in this first part of the quarter. They were allowed to use the entire class period to complete the test; students who finished early read independently.
Homework: Log in to Turnitin.com and open the PeerMark assignment. Click on "Write Reviews" and complete at least one review tonight. It's important to begin at least one review tonight so we can fix any technical difficulties that you encounter during class tomorrow before both reviews are due Tuesday night (11:59 pm).
Semester 2, Day 22
At the beginning of class, I demonstrated how to copy/paste text from the ACES portfolio to Turnitin.com. Students were supposed to have a complete draft for the paragraph about the best definition of a hero ready in class today, so after the demonstration, students took the vocabulary quiz and then uploaded their paragraphs into Turnitin.com when finished. Because the vocabulary quiz had a writing section, it took a bit longer to complete than our previous quizzes. By the time everyone had finished and used the laptops to submit paragraphs to Turnitin.com, we only had time to review noun clauses and for me to explain the homework for this weekend.
1. Upload paragraph (copy & paste) to Turnitin.com by Saturday 11:59pm. Starting Sunday am, you will have access to the 2 paragraphs shared with you and can work on the peer reviews due Tuesday night.
2 Complete the Fixing Fragments and Run-ons handout picked up in class on Friday.
3. Read the rest of the Prologue in Oedipus (see Part I on Canvas), focusing on the same close reading skill you were responsible for in class this week (characterization, conflict, figurative language, significance/questions/predictions) and adding relevant evidence FOR YOUR SKILL to the Tracking Evidence handout.
Upcoming next week:
1. Benchmark assessment on Monday
2. ACT altered schedule on Tuesday. Peer reviews due Tues. by 11:59 pm.
3. Classroom Guidance counselor visit on Thursday re: registration
4. Early release schedule on Friday.
Semester 2, Day 21
After 10 minutes of reading, we launched right into vocabulary review using Quizlet Live. Then, I had students write sentences using some of the vocabulary words with context clues, because that's a new requirement on the quiz tomorrow. I encouraged them to use context clues that use synonyms, antonyms, examples, or general setting appropriate for the word (like a king issuing a ruling for scepter and edict). We spent the rest of our class time disssecting the prologue text for evidence of specific ideas such as tragic hero characteristics, motifs, and the building of irony in the play Oedipus Rex.
Homework: Type draft of Hero Definition ACES into portfolio before class tomorrow. Study for vocabulary/writing quiz.
Semester 2, Day 20
After 10 minutes of reading, we discussed and took notes on the final 5 words of this week's list. The quiz on Friday will include these words and those from last week's list as well as occasional words from our first vocabulary list of the semester that can be synonyms or antonyms of current words. Next, we reviewed adjective clauses in sentences 6-10 on page 7 in our grammar unit packet and then looked at the final type of dependent clause, the noun clause. There are 5 exercise sentences on page 8 of the unit packet that students should have marked up by class tomorrow. Finally, we started to dig into the prologue of Oedipus Rex to practice the kinds of close reading skills students will need to use throughout the reading of the play. Groups members volunteered to take one one of the close reading practices (finding characterization, conflict, figurative language) and annotated the text, preparing to teach the other group members their topic in class tomorrow.
Homework: Finish OTK close reading assignment (your chosen topic) and annotate text. Review vocab. words from last week's list to prepare for Friday's quiz. Write hero definition ACES draft in the appropriate section of the ACES portfolio by class on Friday.
Allison Houck, MAT