Ms. Moss's Literature Classes
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Hello // 5/1/2019

Extra Credit!

Click Below for resources to help you with your extra credit

Extra Credit Assignment

Feb 13, 2019


jan 25, 2019

9th lit

world lit


jan 24, 2019

9th lit

 Opening: Journal on Simpsons: Watch Simpsons parody of "The Most Dangerous Game"
Watch film The Most Dangerous Game
Complete activity: Compare/Contrast
Comparison to Film
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world lit

Opening: A Teenage Body like Moving into a New Home.
Work Session: Go over quiz. Discuss themes from "Marin" to "Chanclas"
Act: "Hips"
​Read: "The First Job", "Born Bad", "Papa Who Wakes Up Tired in The Dark", "Elenita, Palm, Cards, Water"

Jan 21, 2019: mlk day




January 15, 2019

2._hairs.docx
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january 14, 2019

9th lit

Opening: Metaphor Monday
Work Session: 

world lit


january 11, 2019

9th lit

Opening: Journal
Work Session: Finish Chapter analysis and plot diagram. Took quiz on short story elements.

world lit

Opening: Journal
Work Session: Read article. Chicago: A Hub for Mexicans. complete text mining. Will write constructed response on Monday.
chicago_tribune_article.docx
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text_mining_-_non-fiction_articles_for_the_chicago_tribune.docx
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january 10, 2019

9th lit

Opening: Finishing Theme work. 
Work Session: Read "The Elevator" by William Sleator.  Received character analysis and plot diagram sheet. We will continue to work on these tomorrow. 
character_analysis_worksheet.docx
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plot_diagram.pdf
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world lit

Opening: Journal Two
Work Session: Unit Theme: Discovering One's Identity
Essential Question: Who is in control of your identity?
Collected One-Pagers on Sandra Cisneros. 
Watched BrainPop video and took quiz. Absent students should come to me during their lunch to take quiz.
Handed out Writing Challenge: Collecting Seeds (completed first half) and Personality Traits.
Began reading The House on Mango Street: Finished Chapter One. 
seed_stories.docx
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personality_traits.docx
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January 9, 2019

9th lit

Opening: Journal Three
Work Session: A continuation of the previous lesson on Thank You Ma'am. 
Notes on Theme. Quiz on Short Story Notes on Friday.

world literature

Opening: Reminder of what a "One-Pager" looks like
​Work Session: Finishing Research Project in Media Center
Picture

January 8, 2019

9th Lit

Opening: Journal Two
Work Session: Short Story Notes. Worked in groups to read and complete Thank you Ma'am, Character Analysis, Plot Diagram, and DOK Questions. We will continue tomorrow. 
Group Instructions
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Character Analysis Worksheet
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plot_diagram.pdf
File Size: 18 kb
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dok-question-stems.pdf
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World Lit

Opening: No journal. Review of policies in Media Center
Work Session: Went to Media Center to check out House on Mango Street and complete Research Project. Click HERE for House on Mango Street online. 
Research Project
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January 7, 2019

9th Lit

  • Collected Signed Syllabuses and One-Pagers
  • Discussed Literacy Monday (it will start next week).
  • Went over Code Red information
  • Discussed Social Contract
Opening: Journal One. Will collect journals every TWO weeks for a grade. 
Work Session: Gave "How to Write a Constructed Response" worksheet to keep. Completed first constructed response: How young is too young to date? CLICK HERE

How to Write a Constructed Response
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How young is too young? CR
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WOrld Lit

  • Collected Signed Syllabuses and One-Pagers
  • Discussed Literacy Monday (it will start next week).
  • Went over Code Red information
  • Discussed Social Contract
Opening: Journal One. Will collect journals every TWO weeks for a grade. 
Work Session: Gave "How to Write a Constructed Response" worksheet to keep. Completed first constructed response: Is it okay refuse to serve same-sex couples? CLICK HERE
How to Write a Constructed Response
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Is it okay refuse same-sex couples? CR
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January 4, 2019

9th lit

  • Students watched a Ted Talk by Lisa Bu. How Books Can Open Your Mind.
  • Intro to teacher.
  • Groups played "Ten Commonalities".
  • Students finished with creating a "One-Pager" about themselves. (Must be fully illustrated with information and illustrations)

World lit

  • Students watched a Ted Talk by Chimamanda Ngozi Adichie. The Danger of a Single Story.
  • Intro to teacher.
  • Groups played "Ten Commonalities".
  • Students finished with creating a "One-Pager" about themselves. (Must be fully illustrated with information and illustrations)

January 3, 2019

9th Lit

Students received syllabus and an about me page. Files attached below. These are their first 2 grades. 
course_syllabus_9th.docx
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about_me.docx
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world lit

Students received syllabus and an about me page. Files attached below. These are their first 2 grades. ​
course_syllabus_10th.docx
File Size: 21 kb
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about_me.docx
File Size: 14 kb
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EOC Prep week // November 14, 2018

9th Grade Literature 

World Literature 



Literacy day // October 1, 2018

9th literature

Opening: Literacy Mondays: Began reading chapter 6 with Lexile partners. Reading strategy: Text Mining.
Journal: Monday's Meme
Work Session: Reading Guide for chapters 4-6.
Text Mining.docx
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World Literature

Opening: Literacy Mondays: Read article "Turkey’s Erdogan to build more prisons as post-coup purge persists". Click Here. Reading Strategy: Text Mining.
Journal: Monday's Meme
Work Session: Students were given the Universal Declaration of Human Rights Research Project. We will begin research tomorrow in the computer lab.
Text Mining - Non-Fiction Article
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UDHR Project
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September 18, 2018

9th Literature

Opening:
Work Session: Read Chapters Two and Three of To Kill  A Mockingbird and complete Chapters Two & Three Reading Guide.

World Literature


September 17, 2018

world literature

Opening: 
Work Session: Introduction to Ethos, Pathos, & Logos
Ethos, Logos, Pathos Worksheet
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September 14, 2018

9th Literature

World Literature

Work Session: Presentation on Allegory and note-taking
what_is_an_allegory_-_wizard_of_oz.docx
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September 13, 2018

9th literature

Opening: 
Work Session: Read Chapter One and work on Chapter One reading guide from workbook pages. 

world literature

Opening:
Work Session: Creating poster for Eve Bunting's Terrible Things. 

September 12, 2018

9th literature

world literature

Opening:
Work Session: Reading chapter Three of Night and completing reading guide for chapter Three.
Chapter 3 Reading Guide: Night
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September 10, 2018

9th literature

world literature

Opening:
Work Session: Reading Guide Night Chapter Two
Chapter Two Reading Guide NIght
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September 7, 2018

9th literature

Opening:
​Work Session: Reading Jim Crow Laws Examples and completing a constructed response. Answering one of two questions: 1. Is it possible to have a society that Is separate, but equal? Explain why or why not. 2. Do you think that putting an end to Jim Crow laws resulted in fair and equal treatment for people of all races? Why or why not?
Complete Anticipatory Guide.
Jim Crow Laws
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Anticipatory Guide
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world literature

Opening:
​Work Session:

september 6, 2018

9th literature

Opening: Throwback Thursday 
Work Session: The students finished working on their SQ3R strategy individually. They were given a SQ3R sheet in order to follow the strategy more effectively. Attached Below.
SQ3R
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world literature

Opening: Thankful Thursday
Work Session: Beginning on page 6, as a class, we read to page 9 of the text Night by Elie Wiesel to stop and discuss throughout. Students answered two questions on their reading guide given from the previous day. 

september 5, 2018 // beginning new novels

9th literature

Opening: When You Were A Child Wednesday
Work Session: We began by reading the article "An Overview of the Great Depression". Students were to ANNOTATE each paragraph of the article and answer the 4 multiple choice questions and 1 discussion question.
An Overview of the Great Depression
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world literature

Opening: What Would You Do Wednesday?
Work Session:
  • We watched a Brain pop video and students took a quiz on the video (10 pts).
  • We began reading our Night by Elie Wiesel novels. Refer to the "Books We've been Reading" tab to find the PDF. We read up to page 6. We stopped and discussed each page.
  • Students were given a Reading Guide. Attached Below. 
Chapter One: Reading Guide
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august 30, 2018

9th literature

world literature

Opening: Compound-Complex Sentence
Work Session: Begin working on Night Background Terms web quest. Students will have two days in the computer lab to complete web quest.
Night Background Terms
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august 29, 2018 // Humpday

9th Literature

Opening: CNN News. Students are to watch the news and list ten things they have learned during the video. CNN NEWS. 
Work session: Students began with creating a character profile for a protagonist in their short stories. Students were given 10 Short Story Ideas, Short Story Requirements, and a Short Story: Organizational Guide. This work is to help students prepare for their writing summative in class tomorrow. Attached below. 
​Closing: Discussion of tomorrow's first summative assignment.
Character Profile
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Organizational Guide
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Short Story Ideas
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Short Story Writing Assignment
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world literature

Opening: Roses on a Wednesday: We will look at roses from three different sources.
Work Session: We began class by completing our "Monkey Garden" activity sheet. 
​
The Monkey Garden
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august 28, 2018

9th literature

Opening:
work session: STEAL chart for indirect characterization
Steal Chart.pdf
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august 27, 2018

9th literature

Opening:
Work Session: The Necklace: Questions for Thought
The Necklace: Questions for Thought
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World Literature

Opening: Should parents/guardians raise their teenage girls in the same way that they raise their teenage boys? Why or why not?
Work Session: Reading Guide: No Speak English to Beautiful and Cruel: Pages 76-89.
No Speak English - Beautiful and Cruel
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august 23, 2018 // Thursday

9th literature

Opening:
​Work Session: 
Closing:

world literature

Opening: There was no journal so that students could work on summative project.
Work Session: Working on Summative project. Autobiographical Incident Essay. Students will use this time in class to work on their projects. Instructions below. Due August 29, 2018.
HOMS Autobiographical Vignettes
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august 22, 2018

9th literature

Opening: Wild Words Wednesday
Work Session: Students began watching the Most Dangerous Game Film to make a comparison between the two mediums. Must complete Compare and Contrast sheet.
Closing: Discussion of film.
Comparison to Film Activity
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world Literature

Opening:
​Work Session: 

august 21, 2018

9th literature

world literature

Opening: Your Turn Tuesday Journal
Work Session: Reading and answering questions on "U.S. Immigration Debates Are Not Unique to the 21st Century".  Students read with their Lexile Partners. Collaborative reasoning discussion on "Why do immigration laws exist and should they?"
Closing: How did you answer the question?

august 17, 2018 // friday

9th literature

world literature

Opening:
Work Session: The House on Mango Street Reading Activities. Chapters 17-20.
Hips
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The Family of Little Feet
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A Rice Sandwich
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Chanclas
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august 16, 2018

9th literature

world literature


August 15, 2018 // Wednesday

9th literature

Opening: 
Work Session:
​Closing:

world literature

Opening:
Work Session:
Closing: 

august 14, 2018 // Tuesday

9th literature

Opening:
Work Session:
Closing:

world literature

Opening: Gentrification (Journal Five) Grading journals today. Click Here.
Work Session: Students read Marin, Those Who Don't, The Was an Old Woman She had So Many, Children She Didn't Know What to Do, Alicia Who Sees Mice, Darius and the Clouds, And Some More. Worked on packet. 
Closing: Review
Louie, His Cousin, & His Other Cousin
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Marin
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Darius & the Clouds
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Those Who Don't
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Alicia Who Sees Mice
File Size: 14 kb
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And Some More
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Day 10 // August 13, 2018

9th literature

Opening: Monday Marvels - Students were to watch CNN student news of the day and write ten things they learned about the world. CNN News.
Work Session: Students completed a "Someone wanted, but, so, then, finally" sheet for Cask of Amontillado. After that was completed, students began working on Vocabulary words for The Lady, or the Tiger. As a class, we read "Before you Read" on page 10. Meet Frank R. Stockton. Then, we read "Connect to the Story", "Build Background", "Conflict", and "Summarize" on page 11. 
Our skill for this short story is SUMMARIZING
Teacher: Read first paragraph with students while helping students comprehend the meaning of the words. 
​Students: Placed in pairs to read and work on Reading Skills Guide.
​Closing: Discussion of next day.

world literature

Opening: Journal Four
Work Session: Students took Lexile tests. If student was absent, he or she must take test later. Once, we got back to class, we began reading together Laughter, Gil's Furniture Bought and Sold, Meme Ortiz, Louie, His Cousin, and His other Cousin.
​Closing: Discussion of next day goals. 

day 8 // august 10, 2018

9th literature

Opening: Free Friday (Journal Five) Grading journals today.
Work Session: Finish taking short story notes.
Take short story quiz.  
Closing: Reading Short Story next week.

world literature

Opening: (Journal Three)
Work Session: Students read article "Hello, My Name is..." by Jason Kim in groups of four. After reading article, students were to draft a constructed response comparing the vignette "My Name" in HOMS to the article "Hello, My Name is".
​Closing: Discussion of work for Monday. 

day 7 // August 9, 2018

9th literature

Opening: Thankful Thursday (Journal Four) 
Work Session: Finish reading the Cask of Amontillado. Complete reading guide. Due today. Notes on Short Stories. 
Closing: What did you learn today?

world literature

Opening: Journal Two 
Work Session: Students filled out two more sections on their Writing Seeds activity: Happiness and History.
Together, we read "My Name" and "Cathy Queen of Cats". Students read "Our Good Day" with a partner.

1. Briefly describe Lucy and Rachel. Why do you think Esperanza likes them?
2. Why do you think Esperanza decides to buy the bicycle with Lucy and Rachel, knowing she will make Cathy “mad forever”? What does Esperanza learn about herself and the kinds of friends she wants to have?
​
Closing: What did you learn today?

Day 6 // august 8, 2018

9th literature

Opening: Wednesday Work (Journal Three) Constructed Response
Work Session: Using Blue Books in class today.
Read MEET Edgar Allan Poe page 56 (together)
  • Students will answer questions under CONNECT TO THE STORY
  • Watch video of catacombs after reading BUILD BACKGROUND
  • Write the definition of mood under LITERARY ELEMENT - MOOD
  • Write the definition of paraphrasing under READING STRATEGY-PARAPHRASING
  • Lastly, students will write the definitions of the five VOCABULARY words.

​Closing: Continuation of Cask of Amontillado in class tomorrow.

world literature

Opening: Journal One: Who is in control of your identity?
Work Session: Students were given 20 minutes to finish their one-pager Research Project. Then, students were give a list of personality traits to answer the first question on the "Writing Seeds" sheet. Both are attached Below. We started reading our book The House of Mango 
​Closing: What do you think?

Digging into our content (Day 5) // august 7, 2018

9th literature

Opening: Your Turn Tuesday (Journal Two) (students shared one element of their plot diagram. 
Work Session: Students were given DOK questions and placed in groups. Within their groups, they are to have one of three roles: Reader, DOK Question Creator, and a Plot Diagram Builder. The groups will read the True Story of The Three Little Pigs. Brain Break.
Closing: Taking Short Story Notes
​

world literature

Opening: Reminder to finish Research Project.
Work Session: Spent the remainder of the class in the Media Center.
Closing: Students were reminded that we will begin reading our HOMS books tomorrow in class. They will also receive 10-15 minutes in class to color their One-Pager. 

fourth day // august 6, 2018

9th Literature

Opening: Metaphor Monday (Journal One) (discussion). Click this link to watch the video. 
​I will grade journals every Friday.
Work Session: Students went to a Media Center Orientation presented by Mrs. Church. Once students returned to classroom, we filled out a plot diagram for "Thank You Ma'am" by Langston Hughes. Students were able to work with a partner. 
Closing: Review of the day. Students shared work.

world literature

Opening: Information about the day.
Work Session:
  • Students watched a Brainpop video on the House of Mango Street by Sandra Cisneros.
  • Students also took a quiz on the Brainpop video.
  • Students were assigned a number and were given a Research Project assignment.
  • We headed to the Media Center to check out HOMS books and use ipads to complete research.
Closing: Review of the expectations of the assignment. 

To view PDF of the House on Mango Street click button below and then scroll down. 

HOMS (pdf)

third day // august 3, 2018

9th Literature

Opening: Collection of signed syllabuses. Students were to follow a writing prompt that required them to create a story (at least five sentences) that did not use plot, gender, or names. Discussion followed.
Work Session: Students were to read a short story called "Thank you, Ma'am" by Langston Hughes and then write in their journals what made this story more effective then the story they wrote previously.
Later, students followed a writing prompt that required them to look at a picture and write another short story using just the picture. 
Closing: Reminder: Signed course syllabus should be returned by Monday. Media Center Orientation on Monday also.
​
Picture

world literature

Opening: Collection of signed syllabuses. Students were to follow a writing prompt that required them to create a story (at least five sentences) that did not use plot, gender, or names. Discussion followed.
Work Session: Finished social contract. Students completed a literary pre-test.
Closing: Signed course syllabus should be returned by Monday.
Picture

Second day // AUGUST 2, 2018

9th literature

Opening: Discussion of yesterday.
Work Session: Students played "Would You Rather?" and they completed an About Me/Getting To Know You page, as the first grade of the semester. Freshman students went to an assembly. 
Closing: Discussion of what students learned about one another today.
About Me
File Size: 14 kb
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world literature

Opening: Discussion of yesterday.
Work Session: Students played "Would You Rather?" and they completed an About Me/Getting To Know You page, as the first grade of the semester. We created a part of our social contract.
Closing:  Discussion of what students learned about one another today.
About Me
File Size: 14 kb
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introduction // August 1, 2018

Ninth/Tenth: On our first day, I was able to have an introductory conversation with my new students. I shared information about myself and in return the students shared one interesting thing about themselves. If you would like to read some information about me, click here. We also went over our Course Syllabus and class expectations. 

Parents please be sure to sign your child's Course Syllabus by Monday, August 6, 2018. 
If you need to review the course syllabus, download the file or click here. 
​
9th Grade Literature and Composition: Attached Below
10th Grade World Literature: Attached Below
Course Syllabus 9th
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Course Syllabus 10th
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Beginning of unit 

​World literature

Unit Theme: Discovering One's True Identity
Essential Question: Who is in control of your identity? 
Option A - Our identities are shaped by those around us & our experiences. 
Option B - Each person has complete autonomy in establishing her/his identity.
Option C - A mixture of both.
Focus Text: The House on Mango Street by Sandra Cisneros
Today, the students went to the Media Center to use the iPads to do research on our author Sandra Cisneros. After researching, they created a mini poster about either her Biography-Writing Career-Influences-Reviews and Critiques-Other Jobs and Interests. 

Research Project Instructions Attached Below.
Research Project - Sandra Cisneros
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9th literature

Unit Theme: Social Injustice
Essential Question: Does labeling and stereotyping influence how we look at and understand the world?? 
Focus Text: To Kill a Mockingbird by Harper Lee
Today, the students began reading contextualizing background information on To Kill a Mockingbird. The setting of the text is in America during the 1930s. The students read an article from CommonLit entitled "An Overview of the Great Depression" by Jessica McBirney. They had to answer FIVE Text-Dependent Questions and THREE Discussion Questions.

"An Overview of the Great Depression" Article w/ Questions Attached Below. 
An Overview of the Great Depression
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School closed // January 8, 2018


brainpop // january 9, 2018

world literature

Essential Questions and Unit Theme posted on the whiteboard.

Opening: Journal 1: Where does our sense of identity come from?
                         -Write a CHUNK paragraph-
                       (This should be FIVE sentences)​
  1. Intro: Topic Sentence – "Our sense of identity comes from..."
  2. Concrete Detail: “For example, society…”
  3. Commentary Sentence- “This shows that…”
  4. Commentary Sentence- “This also demonstrates…”
  5. Concluding Sentence – (Sum it up, tie back to topic sentence) 
Work Session: Watch BrainPOP video and take BrainPOP quiz. Students went to the Media Center to check out The House on Mango Street novels. Completed first side of "Writing Challenge: Collecting Seed Stories". Read "The House on Mango Street" vignette (pg 3-4).

Closing: Ticket-out-the-door - Name one thing you are not looking forward to in our unit on HOMS. Name one thing you do look forward to in our unit on HOMS.
​​

"Writing Challenge: Collecting Seed Stories" attached below.

​Click button for a list of personality traits.
​
Writing Challenge: Seed Stories
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Personality Traits

9th literature

Essential Question and Unit Theme posted on the whiteboard.

Opening: How does society shape or influence an individual?
                         -Write a CHUNK paragraph-
                        (This should be FIVE sentences)
  1. Intro: Topic Sentence – "Society shapes individuals by…"
  2. Concrete Detail: “For example, our…”
  3. Commentary Sentence- “This shows that…”
  4. Commentary Sentence- “This also demonstrates…”
  5. Concluding Sentence – (Sum it up, tie back to topic sentence) 
Work Session: Watch BrainPOP video and take BrainPOP quiz. Complete Anticipation Guide (students will keep this to reexamine after completion of unit). Students went to the Media Center to check out To Kill a Mockingbird novels. Introduced students to Classic Crimes activity.

Closing: Ticket-out-the-door - Name one thing you are not looking forward to in our unit on TKAM. Name one thing you do look forward to in our unit on TKAM. 

Anticipatory Guide attached below.
​Classic Crimes attached below.
Anticipatory Guide
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Classic Trials
File Size: 519 kb
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Reading // January 10, 2018

world literature

Opening: (Journal #2): What is your dream house? What color is it? How do the doors look? What type of furniture do you have in your home? Is there a swimming pool? Chocolate fountain?
We have five senses. I want you to use each one of the five senses we possess to describe your dream home.
  • What does it look like?
  • What smells are in the home?
  • What can you taste in this home?
  • What sounds can you hear?
  • How does the home feel? Velvet couches…slick hardwood floors. 
(Discussion) - reminded students that journals will be collected or checked every 5-10 entries.

Work Session: Finish the next three sections of the back side of Writing Challenge: Collecting Seeds. Collectively, we read "Hairs", "Boys & Girls", and "My Name" (pages 6-11). Individually, students read an article by Jason Kim called "Hello, My Name is____" and answered Text-Dependent questions on the back. Then, students wrote a constructed response using both the article "Hello, My Name is____" and "My Name" (HOMS page 10). 

Closing: A discussion of what students wrote for constructed response.  

Constructed Response Directions attached below.
"Hello, My Name is" by Jason Kim article w/ questions attached below.
​
Constructed Response: My Name
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Hello, My Name is ___ (Common Lit)
File Size: 392 kb
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9th literature

Opening: (Journal #2): In Chapter 1, Scout, Jem, and Dill are fascinated by the Radley house. When you were a child, was there a neighbor, family member, or place that scared you? Describe that person/place as you remember them.

(Journal #3): The children enjoy their summer experiences. What kinds of experiences did you enjoy, when you were a young child? Describe one of these experiences.

Work Session: Read Classic Crimes/Trials together and answered questions based off predictions using Gallery Walk chart. 

​Closing: Remind students to bring TKAM books in for reading the next day.

Gallery Walk Chart attached below.
Gallery Walk: Classic Crimes and Trials
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Day Two of Reading // January 11, 2018

World literature

Opening: ​What does your name mean?  Does it mean something different to you, your family or your friends?   Do you have a nickname?  What does that nickname mean to you and those who call you that? 

Work Session: Finish last three sections of the Writing Challenge: Collecting Seeds. Read "Cathy Queen of Cats", "Our Good Day", "Laughter", "Gil's Furniture Bought & Sold", Meme Ortiz", Louie, His Cousin & His Other Cousin"(pages 12-25). 
After reading "Louie, His Cousin, and His Other Cousin", students will illustrate something that happens in this scene and use textual evidence as proof. This will include a quote and page citation. 

Continue reading "Marin", "Those Who Don't", and "There Was an Old Woman She Had So Many Children She Didn't Know What to Do" (pages 26-30).
 
Closing: TOTD: Which vignette have you enjoyed so far?
​

9th literature

Opening: Think of a time where you and your parents (or a teacher/other adult) misunderstood each other or came into conflict because you were from different generations. How did your parents’ world and upbringing affect their point of view?
How did your world affect your point of view?
  • One misunderstanding or conflict I experienced was with (person): 
  • Our disagreement was about: 
  • I thought or I wanted (circle one):
  • but he/she thought or he/she wanted (circle one): 
  • They probably felt this way because when they were growing up:  
  • However, it is a different world now, so I am used to:
  • Our conflict was resolved when:
Work Session:
Closing: 

// January 12, 2018

world Literature

YouScience: Lab 808

9th Literature

Opening: Finish reading Chapter One of TKAM.

Work Session: Watch video about the Scottsboro Boys and have a brief discussion about its connection to TKAM. 

CLICK LINK - www.youtube.com/watch?v=TmsYLmqx3wg

Read: Chapters 2 and 3. Complete Chapter 2 and 3 Reading Guide Questions. 

Closing: Remind students that school is closed on Monday for MLK Day. 

Reading Guides attached below. 
TKAM Chap. 2 Reading Guide
File Size: 25 kb
File Type: doc
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TKAM Chap. 3 Reading Guide
File Size: 37 kb
File Type: doc
Download File


Mlk jr. day // january 12, 2018

school is closed


Pushing through // January 16, 2018

World literature

Opening: List characteristics of role models. Choose a person you look up to and list similes and metaphors that describe this person’s eyes, hair, skin. List the inner thoughts you have about this person. What scene do you remember when this person showed you something important? What did they say?
(minimum 5 sentences)

Work Session:
Closing: 

9th literature

Opening: Why do so many people make up, read, or view gruesome and frightening stories?
Give examples of horror stories that have been popular. Why do so many people like these tales? Why do they frighten us even though we know they aren’t true?
(minimum 5 sentences)

Work Session: Read Chapter 3 of TKAM. 

​Closing: 

school closed // january 17 - January 19

snow days


// January 22, 2018

world literature

Opening: Watch CNN Student News. Write 5 facts you learned while watching.
Work Session: Complete - Mango Street Double Entry Journal. Read "A Rice Sandwich" (pg 43), "Born Bad" (pg 58), and "For Skinny Trees" (pg 74). 
​Closing: ​If DEJ was not completed, it is assigned as homework. Update students on the changes for the week. 

9th literature

Opening: Watch CNN Student News. Write 5 facts you learned while watching.
Work Session: Work with group of no more than 4. Establish a leader, 2 readers, and peacekeeper. Read Chapter 4 of TKAM. Answer questions on "Chapters Four-Six" worksheet. 
​Take quiz on Chapter 4. 

​Closing: ​Update students on the changes for the week. ​

// january 23, 2018

​Journal 2: 1/23/2018
Recap what has been going on in the book thus far.
Who are the main characters? What are they like? In what situations have the characters been involved? Do you like the setting? Are you enjoying the book? What would you like to do differently? 

// january 24, 2018

world literature

​Journal Prompt: 
How is growing into a teenage body (physically, mentally and emotionally) like moving into a new house/apartment?
 
(3 sentences minimum) 

9th literature

​Journal 3: 1/24/2018
Why do people make fun of those who are different?
 
Why is this tendency stronger in children than in adults?
What are ways we can combat these tendencies?

// january 25, 2018

world literature

​9th literature

Journal 4: 1/25/2018
WRITING BURST
Take 10 minutes to complete this journal.
What perspective are we missing from the chapters we have read together in To Kill a Mockingbird? And how would TKAM be different, if it was narrated by another person?
When I say perspective, I mean “Whose viewpoint is missing in To Kill a Mockingbird”?
We have Scout’s perspective because she’s our narrator, but what if her father Atticus told the story of Maycomb or Calpurnia the nanny/cook or any other member of Maycomb.  
Brainstorm a list of missing perspectives and why their perspective would be important to the plot/story.

Closing: ​
  1. Why is Jem moody at the beginning of the chapter?
    1. Use textual evidence
 
  1. What does it mean to “climb into someone’s skin”? How does Scout try to do so in this chapter?
 
  1. What is another saying similar to this?

Pep Rally // January 26, 2018

world literature

Students will take Figurative Language Quiz

Opening: Should parents/guardians raise their teenage girls in the same way that they raise their teenage boys? Why or why not? (5 sentences). 

Work Session: Read "Beautiful and Cruel" vignette, then complete the Open Mind activity 


9th literature

Opening: Journal 5: How do you think blind people perceive/understand racism? Does racism exist in the blind community? Why or why not? (3 sentence minimum).

After writing, students will watch this video "Blind People Describe Racism". 

Work Session: Students will complete the Missing Perspective: Fill-in-the-gap activity.

Directions: Using your journal from yesterday, create a narrative/story that recreates a passage we have encountered or read in TKAM from another character's perspective. Within your recreation, be sure to include dialogue, the character's name, and somehow incorporate or mention the theme of SOCIAL INJUSTICE that is occurring in Maycomb, Alabama. 
​Closing:
Tell me one thing you did not understand today or one thing you need help with. 


january 29, 2018

world literature

9th literature


january 30, 2018

world literature

9th literature


january 31, 2018

world literature

9th literature


february 1, 2018

​WORLD LITERATURE

​Journal: February 1, 2018
What inspires you most in life?  What do you see your future holding for you?  What obstacles might stand in your way? 
(5 sentence minimum)

​9TH LITERATURE

Journal: February 1, 2018
Write about the meaning of COURAGE.
Give examples of courageous behavior.
Which kinds (or examples) of courage seem to be most admirable?
(5 sentence minimum)

february 2, 2018

​WORLD LITERATURE

Opening: Watch Youth for Human Rights video. Write 10 facts or 10 things you learned from the video.
​

​

​9TH LITERATURE

Opening: Watch BrainPop video on Jim Crow Laws. Write 5 things you learned from the video.

// February 5, 2018

world literature

Opening: Remind students to turn in HOMS constructed responses. 

Work Session: Finish Night Background Terms web quest in Media Center. Return The House on Mango Street novels and check out Night by Elie Wiesel. 

Closing: Remind students that web quest is due tonight by 11:59 pm. 

9th literature

Opening: List 3 differences between films and books.
How do you think the To Kill a Mockingbird film will differ from the To Kill a Mockingbird book?

Work Session: Students will watch first half of To Kill a Mockingbird film to match the Part One completion reading.
We watch until minute 58:00.  Students must write ten differences that occur in the film or are left out of the film in relation to the novel.

Closing: Review test questions.



// February 6, 2018

world literature

Opening: If you had to leave your home today and could only take what you could carry in a small backpack, what would you take? Why are these things of value to you personally?
(five sentences minimum) 

Work Session: Define the term dehumanization with the students. Students will write a word that makes humans distinct on a sheet of paper and create an airplane. After, we will begin reading Chapter One of Night.

​Closing: 

9th literature

Opening: ​How do you act, speak, or dress differently
according to which group you are with?
(For example, you probably don’t talk to your parents, grandparents, boss, or teachers
the same way you talk to your friends.)
Why do you make these adjustments?
Do you think it’s hypocritical or false to make such changes? Why or why not?
Which person is the real you?
(Five sentences minimum)

Work Session: Explain and create a Constructed Response paragraph with students as a whole. Students will then work individually on their own Constructed Response. 

​Closing: 

// february 7, 2018

world literature

Opening: Who are some of the most important people in your life? Why?
(3 sentence minimum)

Work Session: Read "Terrible Things" by Eve Bunting. Answer discussion questions and create a mini-poster. 

Closing: Student led 
Discussion Questions for Terrible Things
File Size: 20 kb
File Type: docx
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Terrible Things with Illustrations
File Size: 2360 kb
File Type: pdf
Download File

Terrible Things Without Illustrations
File Size: 95 kb
File Type: pdf
Download File

9th literature

Opening: ​What do you think the term “Code-switching” means?

// february 8, 2018

world literature

9th literature


legal issues // February 14, 2018

world literature

Opening:
Work Session: Read the second part of Chapter 3 of Night. Finish Timers Activities. Link for Josef Mengele Article. 
​Closing:  
​
Timers Activities
File Size: 18 kb
File Type: docx
Download File

9th literature

Opening: 
Work Session: Acting out the Trial Scene in To Kill a Mockingbird. 
​Closing: 
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