I post here daily about what we accomplished in class each day, including handouts and links available to students on my CANVAS site.
Honors classes: Students took the vocabulary quiz in the first part of class. I should be able to upload those scores into Power School in the next day or two. Since this is our first assessment (minor or major), this one grade could shift the student's average a good bit. Remember that ultimately, all homework grades combined count for 10% of the quarter grade, while minor assessments like this vocab quiz count for 25% and major assessments like our unit test on Monday count for 60%. Grades will be changing a good bit over the next two weeks as major and minor assessments are added into the mix for the first time. After the quiz, we reviewed the concept of archetypes/symbolism and then used that information to draw some conclusions about deeper meaning provided by comparing the Sumerian flood story in Gilgamesh with the Hebrew flood story of Noah. Finally, I gave students a sample hero recommendation letter and a blank outline organizer along with their hero interview and assigned them to complete the organizer tonight for homework as the first step in planning this letter assignment (also a major assessment grade).
Academic classes: Students took the vocabulary quiz at the beginning of class. I should be able to input these grades in the next couple of days. This is a minor assessment grade. As students begin to see minor and major assessment grades in the next two weeks, their grades in Power Schools may change significantly. Please stay updated on progress with classwork/homework as these are direct predictors of readiness for assessments. As students finished the quiz, they continued reading the story of Utnapishtim and the flood in the Epic of Gilgamesh. Once all students were finished with the quiz and the reading, we continued our discussion from yesterday about how the two flood stories compare and contrast. We used the text of the Noah flood story in our textbook to help us fill in some details of that Hebrew flood tale. We also began noting some of the common archetypes in both flood stories and how they are used similarly or differently. I collected completed hero interviews today; students have two more days to conduct, write up, and turn in the interview.
Allison Houck, MAT