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 
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world litOpening: 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 |
january 14, 2019
9th litOpening: Metaphor Monday
Work Session: |
world lit |
january 11, 2019
9th litOpening: Journal
Work Session: Finish Chapter analysis and plot diagram. Took quiz on short story elements. |
world litOpening: Journal
Work Session: Read article. Chicago: A Hub for Mexicans. complete text mining. Will write constructed response on Monday.
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january 10, 2019
9th litOpening: 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.
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world litOpening: 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.
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January 9, 2019
9th litOpening: 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 literatureOpening: Reminder of what a "One-Pager" looks like
Work Session: Finishing Research Project in Media Center 
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January 8, 2019
9th LitOpening: 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.
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World LitOpening: 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.
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January 7, 2019
9th Lit
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
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WOrld Lit
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
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January 4, 2019
9th lit
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World lit
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January 3, 2019
9th LitStudents received syllabus and an about me page. Files attached below. These are their first 2 grades.
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world litStudents received syllabus and an about me page. Files attached below. These are their first 2 grades.
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EOC Prep week // November 14, 2018
9th Grade Literature |
World Literature |
Literacy day // October 1, 2018
9th literatureOpening: 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.
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World LiteratureOpening: 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.
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September 18, 2018
9th LiteratureOpening:
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 literatureOpening:
Work Session: Introduction to Ethos, Pathos, & Logos
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September 14, 2018
9th Literature |
World LiteratureWork Session: Presentation on Allegory and note-taking
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September 13, 2018
9th literatureOpening:
Work Session: Read Chapter One and work on Chapter One reading guide from workbook pages. |
world literatureOpening:
Work Session: Creating poster for Eve Bunting's Terrible Things. |
September 12, 2018
9th literature |
world literatureOpening:
Work Session: Reading chapter Three of Night and completing reading guide for chapter Three.
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September 10, 2018
9th literature |
world literatureOpening:
Work Session: Reading Guide Night Chapter Two
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September 7, 2018
9th literatureOpening:
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.
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world literatureOpening:
Work Session: | ||||||
september 6, 2018
9th literatureOpening: 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.
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world literatureOpening: 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 literatureOpening: 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.
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world literatureOpening: What Would You Do Wednesday?
Work Session:
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august 30, 2018
9th literature |
world literatureOpening: 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.
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august 29, 2018 // Humpday
9th LiteratureOpening: 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.
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world literatureOpening: 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.
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august 28, 2018
9th literature
Opening:
work session: STEAL chart for indirect characterization
work session: STEAL chart for indirect characterization
| Steal Chart.pdf |
august 27, 2018
9th literatureOpening:
Work Session: The Necklace: Questions for Thought
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World LiteratureOpening: 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.
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august 23, 2018 // Thursday
9th literatureOpening:
Work Session: Closing: |
world literatureOpening: 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.
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august 22, 2018
9th literatureOpening: 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.
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world LiteratureOpening:
Work Session: | ||
august 21, 2018
9th literature |
world literatureOpening: 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 literatureOpening:
Work Session: The House on Mango Street Reading Activities. Chapters 17-20.
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august 16, 2018
9th literature |
world literature |
August 15, 2018 // Wednesday
9th literatureOpening:
Work Session: Closing: |
world literatureOpening:
Work Session: Closing: |
august 14, 2018 // Tuesday
9th literatureOpening:
Work Session: Closing: |
world literatureOpening: 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
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Day 10 // August 13, 2018
9th literatureOpening: 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 literatureOpening: 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 literatureOpening: 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 literatureOpening: (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 literatureOpening: 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 literatureOpening: 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 literatureOpening: Wednesday Work (Journal Three) Constructed Response
Work Session: Using Blue Books in class today. Read MEET Edgar Allan Poe page 56 (together)
Closing: Continuation of Cask of Amontillado in class tomorrow. |
world literatureOpening: 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 literatureOpening: 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 literatureOpening: 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 LiteratureOpening: 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 literatureOpening: Information about the day.
Work Session:
To view PDF of the House on Mango Street click button below and then scroll down. |
third day // august 3, 2018
9th LiteratureOpening: 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. 
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world literatureOpening: 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. 
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Second day // AUGUST 2, 2018
9th literatureOpening: 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.
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world literatureOpening: 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.
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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
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 |
| Course Syllabus 10th |
Beginning of unit
World literatureUnit 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.
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9th literatureUnit 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.
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School closed // January 8, 2018
brainpop // january 9, 2018
world literatureEssential 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)
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.
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9th literatureEssential 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)
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.
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Reading // January 10, 2018
world literatureOpening: (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.
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.
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9th literatureOpening: (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.
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Day Two of Reading // January 11, 2018
World literatureOpening: 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 literatureOpening: 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?
Closing: |
// January 12, 2018
world LiteratureYouScience: Lab 808
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9th LiteratureOpening: 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.
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Mlk jr. day // january 12, 2018
school is closed
Pushing through // January 16, 2018
World literatureOpening: 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 literatureOpening: 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 literatureOpening: 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 literatureOpening: 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?
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 literatureJournal Prompt:
How is growing into a teenage body (physically, mentally and emotionally) like moving into a new house/apartment? (3 sentences minimum) |
9th literatureJournal 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 literatureJournal 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:
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Pep Rally // January 26, 2018
world literatureStudents 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 literatureOpening: 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 LITERATUREJournal: 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 LITERATUREJournal: 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 LITERATUREOpening: Watch Youth for Human Rights video. Write 10 facts or 10 things you learned from the video.
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9TH LITERATUREOpening: Watch BrainPop video on Jim Crow Laws. Write 5 things you learned from the video.
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// February 5, 2018
world literatureOpening: 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 literatureOpening: 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 literatureOpening: 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 literatureOpening: 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 literatureOpening: 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
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9th literatureOpening: What do you think the term “Code-switching” means?
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// february 8, 2018
world literature |
9th literature |
legal issues // February 14, 2018
world literatureOpening:
Work Session: Read the second part of Chapter 3 of Night. Finish Timers Activities. Link for Josef Mengele Article. Closing:
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9th literatureOpening:
Work Session: Acting out the Trial Scene in To Kill a Mockingbird. Closing: | ||
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