Today in Class: August 31, 2015

A1

• DGP 8
• SSR
• Analysis of writing to sources prompt for Poetry Collection 2, p. 389 #9
• Outline writing workshop (MS Word doc posted under "Resources" on My Big Campus)
• Assignment: Write a full outline with 5 supporting cited textual evidence quotations for p.  389 #9 (We will finish in class Wednesday.)
• Homework:
• Continue work on p. 375 #9 essay, due by September 4
• Work on Music is Poetry Project

A2

• DGP 9
• SSR
• Finished reading The Crucible Act II as class
• Time given to complete Acts I and II graphic organizers
• Homework:
• Quiz over Acts I and II Wednesday
• Work on The Crucible Social Media Project

A3

• DGP 8
• SSR
• Analysis of writing to sources prompt for Poetry Collection 2, p. 389 #9
• Assignment, due at end of class: Write a full outline with 5 supporting cited textual evidence quotations for p.  389 #9
• Homework:
• Continue work on p. 375 #9 essay, due by September 4
• Work on Music is Poetry Project

Today in Class: August 28, 2015

B1

·       In groups, read Poetry Collection 2 from textbook (p. 380-388)

o   Take notes on p. 26 of your notebook: “Poetry Collection 2 Notes”

o   You may work with your neighbors, but each person should record their own answers to p. 388 “Language and Word Study” on p. 27 of your notebooks.

·       If you finish early, work on the Poetry Collection 1 essay (prompt on p. 375, #9)

·       Remember to leave textbooks stacked neatly at the front of the room on your way out.

B3

·       We go to third lunch at 12:22, the same time as the rest of the hallway.

·       In groups, read The Crucible Act II from textbook (starts on p. 1161)

o   Fill out The Crucible Act II graphic organizer as you read. Mrs. Lewis will give each of you a copy.

·       Remember to leave textbooks stacked neatly on the cart on your way out.

B4

·       Finish poems (2 poems, minimum 10 lines each) and turn notebook in to B4 crate before you leave today.

·       If you finish early, read your SSR book or work on schoolwork quietly.

Today in Class: August 27, 2015

B1

• DGP 7: Action and linking verbs
• Music is Poetry Project instructions, due Sept. 22
• https://studentsrockdalek12ga-my.sharepoint.com/personal/kcobb1_rockdale_k12_ga_us/_layouts/15/guestaccess.aspx?guestaccesstoken=xbg0ljjI6gpRsG8qaIUYSwd2%2b0Z0PkkfeyuGs6IB5rU%3d&docid=03e9330cf8dae4550ab65395cad0b6d33
• Essay prompt: p. 375 #9 (explanatory essay)
• If you need to take this assignment home to finish it, you may. It's due Thursday September 10.
• Notebook checks
• Homework:
1. Continue work on p. 375 #9 essay, due by September 10
2. Work on Music is Poetry Project

B3

• DGP 8: Transitive and intransitive verbs
• The Crucible Social Media Project instructions: Due Sept. 22
• https://studentsrockdalek12ga-my.sharepoint.com/personal/kcobb1_rockdale_k12_ga_us/_layouts/15/guestaccess.aspx?guestaccesstoken=hS4Hn2lZlyCViCqMxX9m7E%2bCz%2bNt5bEqHAwIoZLACuo%3d&docid=06192f365c60f476a9003828a9acd96e6
• Continued The Crucible Act I
• Time given to work in groups on The Crucible Act I graphic organizer
• Students left notebooks with me for notebook checks
• Homework:
1. Finish Act I graphic organizer, if needed
2. Work on The Crucible Social Media Project

B4

• DGP 8:  Transitive and intransitive verbs
• What is poetry?
• Read and discussed model texts as class
• Time given to work on assignment: 2 poems, minimum 10 lines each, due at end of class tomorrow
• Notebook checks
• If you finish early, read your SSR book
• Homework: Work on poems, if needed.

Today in Class: August 26, 2015

A1 and A3

• DGP 7: Action and linking verbs
• Sustained silent reading (A1 only)
• Music is Poetry Project instructions: Due Sept. 21
• https://studentsrockdalek12ga-my.sharepoint.com/personal/kcobb1_rockdale_k12_ga_us/_layouts/15/guestaccess.aspx?guestaccesstoken=xbg0ljjI6gpRsG8qaIUYSwd2%2b0Z0PkkfeyuGs6IB5rU%3d&docid=03e9330cf8dae4550ab65395cad0b6d33
• Poetry Collection 2 (read and discussed as class)
• p. 388 "Language Study" and "Word Study"
• Homework:
1. Continue work on p. 375 #9 essay, due by September 4
2. Work on Music is Poetry Project

A2

• DGP 8: Transitive and intransitive verbs
• Sustained silent reading
• The Crucible Social Media Project instructions: Due Sept. 21
• https://studentsrockdalek12ga-my.sharepoint.com/personal/kcobb1_rockdale_k12_ga_us/_layouts/15/guestaccess.aspx?guestaccesstoken=hS4Hn2lZlyCViCqMxX9m7E%2bCz%2bNt5bEqHAwIoZLACuo%3d&docid=06192f365c60f476a9003828a9acd96e6
• Began The Crucible Act II (read and discussed as class)
• Homework:
1. Begin The Crucible Act II graphic organizer
2. Work on The Crucible Social Media  Project

Today in Class: August 25, 2015

B1

• 10th Lit/Comp SLO Pre-assessment
• The SLO, or Student Learning Objective, assessment serves to measure student growth over some year-long and semester-long courses not evaluated by Georgia Milestones tests. Students will take the same assessment in late April-early May so that their growth can be measured. The Pre-assessment does not count as a grade,  but instead is intended to inform instruction.
• DGP 6: Verbs and verb phrases
• Homework: Notebook check Thursday, be sure that you are prepared

B3

• DGP 7: Action and linking verbs
• The Crucible Historical Background concept maps
• The Crucible Act I (began; will finish Thursday)
• Homework: 1) Begin Act I graphic organizer;  2) Notebook checks Thursday: come prepared

B4

• DGP 7: Action and linking verbs
• Found Poetry Scavenger Hunt
• What is poetry? discussion
• Read and discuss model texts as class
• This week's assignment: 2 poems, minimum 10 lines each, due at end of class Friday
• SSR
• Homework: 1) Work on poems,  if needed; 2) Notebook checks Thursday: come prepared

Today in Class: August 24, 2015

A1 and A3

• 10th Lit/Comp SLO Pre-assessment
• The SLO, or Student Learning Objective, assessment serves to measure student growth over some year-long and semester-long courses not evaluated by Georgia Milestones tests. Students will take the same assessment in late April-early May so that their growth can be measured. The Pre-assessment does not count as a grade,  but instead is intended to inform instruction.
• DGP 6: Verbs and verb phrases
• Homework: Continue work on Friday's essay, due by September 4

A2

• DGP 7: Action and linking verbs
• The Crucible Act I
• Homework: Finish Act I graphic organizer

Today in Class: August 21, 2015

A1 and A3

• Essay prompt: p. 375 #9 (explanatory essay)
• If you need to take this assignment home to finish it, you may. It's due Friday September 4.
• Notebook checks
• Homework: Finish today's essay, if needed. SLO Pre-test Monday

A2

• Essay prompt, due before you leave class today: Choose a statement from The Crucible Anticipation Guide to write a full argumentative essay about. Support your opinions with sound reasoning and evidence.
• Notebook checks
• Homework: Catch up on missing or incomplete assignments, if needed.

Today in Class: August 20, 2015

B1

• DGP 5: Adjectives
• Workshop on creating an outline for an organized essay with support and cited textual evidence
• Take notes on p. 23: Outline Workshop
• ICE: Introduce, Cite, Explain
• Create a detailed outline for p. 375 #9 (ntbk p. 24) (reminder: always address the ENTIRE prompt in your response
• Homework: Continue work on outline. SLO Pre-assessment Tuesday

B3

• DGP 6: Verbs and verb phrases
• The Crucible Intro
• Focus EQs
• Whole-class discussion of Anticipation Guide
• What Would You Do? interactive background
• Create a Concept Map for p. 1124-5: The Crucible Historical Background (ntbk p. 30-31)
• Homework: None

B4

• DGP 6: Verbs and verb phrases
• Touching base on "belonging" pieces
• Time to finish and turn in "belonging" pieces: due before you leave class today
• SSR if you finish early
• Homework: None

B1 Outline Workshop August 20, 2015

Outline Workshop

Does all communication serve a positive purpose?

-no

-main support: bullying/harassment, world leaders (bad), digital communication

-Thesis statement: Not all communication serves a positive purpose; examples include bullying, harmful leadership, and the hazards of digital communication.

1. Introduction

      a. Thesis statement

      b. Hook

      c. Fluff: AVOID!!!!!!!! “In this essay, I am going to tell you about…” “I feel as though….”

2. Bullying

      a. connect to my thesis

      b. example: avoid statistics unless you cite them

      c. clarify why the example connects to your thesis

      d. defend against counter-arguments/disagree: While some may say that bullying is not a severe issue, simply talking to adolescents reveals that it is more common and detrimental than many believe.

3. Harmful leadership

a. connect to my thesis

      b. example: avoid statistics unless you cite them

      c. clarify why the example connects to your thesis

      d. defend against counter-arguments/disagree:

4. Hazards of digital communication

      -repeat A-D formula

5. Conclusion

      a. restate my thesis

      b. brief summary of main points

      c. brief summary of counter-argument defense

      d. call to action, if applicable: Upon realizing how harmful some forms of communication can be, people should reflect on how they communicate and make changes as necessary.

p. 375 #9

-choose a poem, how does it present subject in unique way

-how does poem change my perspective on the subject?

-communication made possible by poetry

-poetry = positive? If yes, for whom. If no, why not

--cited textual evidence

“Making a Fist”—mother/daughter relationships

-“How do you know…” (line 8)

-+ 2 more

ICE

Introduce the quotation (Why am I including this?)

(quotation)

Cite the quotation (line #, page #)

Explain (Connect to main  point)

Today in Class: August 19, 2015

A1

•DGP 5: Adjectives

•Poetry Collection 1: read and discuss as class

•Homework:

◦Write your own lyric poem in response to any of the poems in Poetry Collection 1.

Notebook checks this Friday. Remember to bring a silent reading book (you can stop by the HHS library, it only takes 2-3 minutes). Also, make sure that you have completed all assignments we’ve done so far, even if you have been absent. Use my blog or your classmates as resources to ensure you’ll have everything you need to get full credit.

 

 

A2

•DGP 6: Verbs and verb phrases

•The Crucible introduction

◦Whole-class discussion of Anticipation Guide

◦What Would You Do? Crucible Background

•Create a Concept Map for p. 1124-5, The Crucible Historical Background

•Homework:

•Notebook checks this Friday. Remember to bring a silent reading book (you can stop by the HHS library, it only takes 2-3 minutes). Also, make sure that you have completed all assignments we’ve done so far, even if you have been absent. Use my blog or your classmates as resources to ensure you’ll have everything you need to get full credit.

A3

•DGP 5: Adjectives (ntbk p. 22)

•15 minutes to finish Conventions practice from last class (txtbk p. 376, ntbk p. 20)

•Workshop on creating an outline for an organized essay with support and cited textual evidence

–Take notes on ntbk p. 23: Outline Workshop

–ICE: Introduce, Cite, Explain

•Create a detailed outline for p. 375 #9 (reminder: always address the ENTIRE prompt in your response)

•Homework: 1) Finish outline, if needed. 2) Notebook checks this Friday. Remember to bring a silent reading book (you can stop by the HHS library, it only takes 2-3 minutes). Also, make sure that you have completed all assignments we’ve done so far, even if you have been absent. Use my blog or your classmates as resources to ensure you’ll have everything you need to get full credit.

 

 

August 19, 2015 Outline Workshop with A3

Outline Workshop

Does all communication serve a positive purpose?

Yes- prevents isolation, encouraging

No- bullying/harassment, discouraging

Argument: No, not all communication serves a positive purpose.

I need sufficient evidence (enough evidence—at least 3 main supports)

Main supports: bullying/harassment, discouraging, digital communication has unique challenges

1.            Introduction

a.                        Get my audience’s attention (Hook)

b.                       Thesis statement: No, not all communication serves a positive purpose because of things like bullying, discouragement, and unique challenges that come with digital communication.

c. Some filler/fluff; AVOID: “In this essay, I am going to tell you about…” “I am going to talk about…” “I am going to tell you why…”

2.            Bullying/Harassment

a.                        Common problem

b.                       Can lead to depression and suicide

c.  Especially affects young people

d.                       Defend against counter-arguments: Some may argue that modern verbal bullying is not “real” bullying, but statistics about teen depression and suicide rates argue otherwise.

3.            Discouraging

a.                        Easy to do with social media

b.                       People may not realize the impact they’re having with their words

c. Can have a negative impact on school and workplace productivity

d.                       Counter-argument defense: While discouraging communication does not have a profound impact on everyone, the hours of productivity lost in countless schools and workplaces do impact everyone.

4.            Digital Communication has unique challenges

a.                        Social media

b.                       Smart phones

c. Always being connected

d.                       Counter-argument defense: Some may argue that there are more benefits than downsides to digital communication, but the harshness of our modern society proves otherwise.

5.            Conclusion

a.                        Restate my thesis

b.                       Summarize my main points

c. Summarize my counter-argument defenses

d.                       Include a call to action, if possible: Modern man, upon realizing the negative impact of many forms of communication, should reject societal norms and adopt a code of conduct that is more beneficial.

                                                          i.      NOT: Now that you have read my essay, you should…

 

Cited Textual Evidence: ICE

Introduce the quotation (Why are you including this quote?)
Cite (pg. #, ln. #) (“Fries are the best” 90) (“Roses are red” ln. 80)
Explain the quotation (How does this quote serve as evidence for your main point?)

Today in Class: August 18, 2015

B1

• DGP 4: Pronouns
• Poetry Collection 1: read and discuss as class
• Grammar tutorial video and discussion, Commas and Dashes
• "Conventions" p. 376 (ntbk p. 20)
• Homework: Write your own lyric poem in response to any of the poems in Poetry Collection 1.

B3

• DGP 5: Adjectives
• 15 minutes for each group to prepare to perform one group member's Origin Myth Adaptation play
• Origin Myth Adaptation performances
• Coordinating conjunctions video and discussion
• On notebook p. 26: textbook p. 31 "Conventions and Style" practice #1-10
• Homework:
• 1) Complete The Crucible Anticipation Guide (attach to ntbk p. 27)
• 2) On ntbk p. 28: The Crucible Vocabulary: look up and write down definitions for the following: dramatic exposition, predilection, ingratiating, dissembling, calumny, inculcation, propitiation, evade

B4

• DGP 5: Adjectives
• What does it mean to belong? discussion
• Read and discuss "Longing to Belong" Shah
• What are genres? (whole class)
• 15 minute brainstorm session in groups
• Begin work on 2-page "belonging" pieces (any genre)
• p. 21-22 in notebook
• Due at end of class Thursday
• SSR
• Homework: Continue work on "belonging"  pieces

Summer Reading Reassessment

Students who did not have Mrs. Kimble last year, if you'd like to replace your Summer Reading Quiz grade, you may complete the following assignment. I'll accept it through mid-September.

Respond to each of the following journal prompts with a one-page answer. You may either type or write your responses.

Name of book

1. What connections are there between the book and your life? Explain.

2. What is the most important word in the book? The most important passage? The most important event or feeling? Explain.

3. Who shouldn’t or shouldn’t read this book? Why?

4. What are the best parts of the book? Why? What are the worst parts? Why?

5. What was the author saying about life and living through this book?

10th Lit/Comp SLO Pre-test

• 10th Lit/Comp SLO Pre-test scheduled for Monday 8/24 (A) and Tuesday 8/25 (B)
• State-mandated, RCPS-created pre-test used to inform instruction
• Does not count for a grade

Today in Class: August 17, 2015

A1

• DGP 4: Pronouns
• PC Students:  Your summer reading assignment is due today. If you don't have it today, the last day I'll accept it is Friday, but I will take points off (...because I already gave you two extra weeks...)
• Organize notebooks: touching base with common Table of Contents
• Unit 1 Essential Question video and discussion: Does all communication serve a positive purpose?
• Elements of Poetry: read as class, discussion
• Poetry Terms Foldable
• free verse, rhyme, internal rhyme, alliteration, onomatopoeia, simile, metaphor, personification, hyperbole
• Homework: Finish Poetry Terms Foldable

A2

• DGP 5: Adjectives
• 15 minutes for each group to perform one group member's Origin Myths Adaptation
• Mrs.  Cobb checked Origin Myth Written Adaptation for a grade
• Origin Myth Adaptation performances
• Coordinating conjunctions video and discussion
• On notebook p. 26: textbook p. 31 "Conventions and Style" practice #1-10
• SSR
• Homework:
• 1) Complete The Crucible Anticipation Guide (attach to notebook p. 27);
• 2. On notebook p. 28: The Crucible Vocabulary: look up and write down definitions for the following: dramatic exposition, predilection, ingratiating, dissembling, calumny, inculcation, propitiation, evade

A3

• DGP 4: Pronouns
• PC Students:  Your summer reading assignment is due today. If you don't have it today, the last day I'll accept it is Friday, but I will take points off (...because I already gave you two extra weeks...)
• Poetry Collection 1: Read and discuss as class
• Grammar tutorial video and discussion, Commas and Dashes
• "Conventions" p. 376 (ntbk  p. 20)
• Homework: Write your own lyric poem in response to any of the poems in Poetry Collection 1.

Today in Class: August 14, 2015

B1

• 5+ paragraph timed argumentative essay: Does all communication serve a positive purpose? Support your opinions with sound reasoning and evidence.
• Notebook check conferences with each student
• Homework: None

B3

• 5+ paragraph timed expository essay: What makes something or someone American?
• Notebook check conferences with each student
• Homework: None

B4

• Readings
• SSR
• Homework: None

Summer Reading Reassessment

Non-PC students, if you'd like to replace your Summer Reading Quiz grade (they aren't graded yet, I'll post in Infinite Campus as soon as they are), you may complete the following assignment. I'll accept it through mid-September.

Respond to each of the following journal prompts with a one-page answer. You may either type or write your responses.

Name of book

1. What connections are there between the book and your life? Explain.

2. What is the most important word in the book? The most important passage? The most important event or feeling? Explain.

3. Who shouldn’t or shouldn’t read this book? Why?

4. What are the best parts of the book? Why? What are the worst parts? Why?

5. What was the author saying about life and living through this book?

 

Today in Class: August 13, 2015

B1

• DGP 3: compound proper nouns
• Organize notebooks: touching base with common Table of Contents
• Unit 1 Essential Question video and discussion: Does all communication serve a positive purpose?
• Elements of Poetry: read as class, discussion
• Poetry Terms Foldable
• free verse, rhyme, internal rhyme, alliteration, onomatopoeia, simile, metaphor, personification, hyperbole
• Homework: Finish Poetry Terms Foldable; notebook checks tomorrow, remember to bring SSR book

B3

• DGP 4: Pronouns
• Native American Origin Myths (read as class, students took notes in notebook)
• Comparing Literary Works exercise with Native American Origin Myths
• Homework:
• Choose one of the three myths and turn it into a play that a group of classmates can perform for an audience. Notebook checks tomorrow, remember to bring SSR book

B4

• DGP 4: Pronouns
• Finish "Contents of the Dead Man's Pocket" notes
• Begin working on two-page short stories
• Notebook checks
• Homework: 1) Finish short story, if needed. 2) Bring in a poem or short piece of prose to read to your classmates tomorrow (for a grade). It can be something you wrote, or something by someone else.

Today in Class: August 12, 2015

A1

• Hallway meeting with administrators
• DGP 3: compound proper nouns
• Homework:
• None

A2

• DGP 4: Pronouns
• Native American Origin Myths (read as class, students took notes in notebook)
• Comparing Literary Works exercise with Native American Origin Myths
• Homework:
• Choose one of the three myths and turn it into a play that a group of classmates can perform for an audience.

A3

• DGP 3: compound proper nouns
• Organize notebooks: touching base with common Table of Contents
• Unit 1 Essential Question video and discussion: Does all communication serve a positive purpose?
• Elements of Poetry: read as class, discussion
• Poetry Terms Foldable
• free verse, rhyme, internal rhyme, alliteration, onomatopoeia, simile, metaphor, personification, hyperbole
• Homework: Finish Poetry Terms Foldable

Today in Class: August 11, 2015

B1

• STAR360 Reading Assessment (universal screening for 9th and 10th grades)
• Summer Reading Assessment for AP Prep students
• PC students, you have a week from today to get your journal questions turned in
• Homework: None

B3

• Summer Reading Assessment
• DGP 3: compound proper nouns
• Notebook organization check-in (Table of Contents)
• Unit 1 Historical Background notes
• Homework: Study Unit 1 Historical Background notes and Intro Vocabulary

B4

• DGP 3
• Notebook organization check-in (Table of Contents)
• Read and discussed "Contents of the Dead Man's Pocket"
• Began  "Contents of the Dead Man's Pocket" notes (we'll finish in class Thursday)
• Homework: Begin outlining your own short story; we'll write these in class Thursday

Today in Class: August 10, 2015

A1 and A3

• STAR360 Reading Assessment (universal screening for 9th and 10th grades)
• Summer Reading Assessment for AP Prep students
• PC students, you have a week from today to get your journal questions turned in
• Homework: None

A2

• Summer Reading Assessment
• DGP 3: compound proper nouns
• Notebook organization check-in (Table of Contents)
• 15 minutes to finish Unit 1 Historical Background notes
• Intro to Native American Origin Myths: whole-class reading, discussion, and note-taking
• Homework: None

Today in Class: August 7, 2015

A1 and A3

• 5+ paragraph timed argumentative essay: Does all communication serve a positive purpose? Support your opinions with sound reasoning and evidence.
• Due at end of class
• Notebook check conferences with each student
• Reminder: Summer reading quizzes Monday; also, come  prepared with your notebook and a SSR book

A2

• 5+ paragraph timed explanatory essay: What makes something or someone American?
• Due at end of class
• Notebook check conferences with each student
• Reminder: Summer reading quizzes Monday; also, come prepared with your notebook and a SSR book

Today in Class: August 6, 2015

B1

• DGP 2 (p. 9)
• Share "I Am" poems with groups
• Expectations reflection 2 (p. 10)
• Concept mapping with "The Science of Setting Goals" (p. 11)
• SSR (Sustained Silent Reading)
• Homework:
• Written reflection (1 page long): What are your goals for the 2015-16 school year? (p. 12)
• Continue to come to class prepared with supplies and a book for SSR: remember, we'll set up notebooks as a class Tuesday
• Summer reading test Tuesday

B3

• DGP 2 (p. 9)
• Expectations reflections 2 (p. 10)
• Concept mapping with "The Science of Setting Goals" (p. 11)
• Introduction to Unit 1
• Period background as class
• Essential Question discussion
• SSR  (Sustained Silent Reading)
• Homework:
• Continue to come to class prepared with supplies and a book for SSR: remember, we'll set up notebooks as a class Tuesday
• Summer reading test Tuesday
• Look up and write down definitions for the following words. The title for this vocabulary set is "Unit 1 Intro Vocabulary" and it goes on  p. 15 of your notebooks.
1. origin myth
2. theme
3. archetype
4. unconscious
5. depths
6. ancestors
7. protruded

B4

• DGP 2 (p. 10)
• Concept mapping with "The Science of Setting Goals" (p. 11)
• Pre-Writing Survey and Learning Styles Assessment
• What are the qualities of a good short story?
• Title pgs. 13-14 of notebook: What are the qualities of a good short story?
• Read and discuss Elements of a Short Story as class; students take notes
• SSR (Sustained Silent Reading)
• Homework:
• Continue to come to class prepared with supplies and a book for SSR: remember, we'll set up notebooks as a class Tuesday
• Begin brainstorming and outlining your own short story

Today in Class: August 5, 2015

A1 & A3

• DGP 2 (p. 9): Common and proper nouns
• Share "I Am" poems with groups
• Expectations reflrection 2 (p. 10)
• Concept mapping with "The Science of Setting Goals" (p. 11)
• Written reflection (1 page long): What are my goals for the 2015-16 school year? (p. 12)
• Last 10 mins: SSR (Sustained Silent Reading)
• Homework:
• Finish goals written reflection (p. 12)
• Continue to come to class prepared with supplies and a book for SSR; remember, we'll set up notebooks as a class Monday, and you have a notebook check this Friday

A2

• DGP 2 (p. 9): Common and proper nouns
• Concept mapping with "The Science of Setting Goals" (p. 11)
• Introduction to Unit 1
• Period background
• Essential questions discussion
• Unit 1 Historical Background independent note-taking from textbook (p. 13-14)
• Last 10 minutes: SSR (Sustained Silent Reading)
• Homework:
• Notebook checks/conferences Friday: come prepared with all of your work so far
• Look up and write down definitions for the following. The title for this vocabulary set is "Unit 1 Intro Vocabulary" and it goes on p. 15 of your notebooks.
1. origin myth
2. theme
3. archetype
4. unconscious
5. depths
6. ancestors
7. protruded

 

Today in Class: August 4, 2015

B1

• DGP 1 (p. 5)
• Summer reading Q and A: assessment over books in one week
• Classroom expectations and procedures
• Written reflection (p. 7): What does it mean to be on time, be prepared,  be on task, and be respectful?
• Syllabus (sign and staple or tape into p. 6)
• "I Am..." poems (p. 8)
• Homework:
• Finish "I Am..." poem
• Bring in a book you'd like to read during SSR (Sustained Silent Reading)
• Return signed syllabus

B3

• DGP 1 (p. 5)
• Summer reading Q and A: assessment over books in one week
• Classroom expectations and procedures
• Written reflection (p. 7): What does it mean to be on time, be prepared,  be on task, and be respectful?
• Syllabus (sign and staple or tape into p. 6)
• "I Am..." poems (p. 8)
• Meet the Teacher
• Written reflection (p. 12): What are your goals for this school year? (one page long)
• Homework:
• Finish "Goals" written reflection
• Bring in a book you'd like to read during SSR (Sustained Silent Reading)
• Return signed syllabus

B4

• DGP 1 (p. 5)
• Summer reading Q and A: assessment over books in one week
• Classroom expectations and procedures
• Written reflection (p. 6): What does it mean to be on time, be prepared,  be on task, and be respectful?
• Syllabus (sign and staple or tape into p. 8)
• "I Am..." poems (p. 7)
• Meet the Teacher
• Written reflection (p. 9): What are your goals for this school year? (one page long)
• Homework:
• Finish "Goals" written reflection
• Bring in a book you'd like to read during SSR (Sustained Silent Reading)
• Return signed syllabus

Today in Class: August 3, 2015

A1

• DGP 1 (p. 5)
• Summer reading Q and A (PC: due in two weeks, see my blog for assignment if needed; AP Prep: assessment over books in one week)
• Classroom expectations and procedures
• Written reflection (p. 7): What does it mean to be on time, be prepared,  be on task, and be respectful?
• Syllabus (sign and staple or tape into p. 6)
• "I Am..." poems (p. 8)
• Homework:
• Finish "I Am..." poem
• Bring in a book you'd like to read during SSR (Sustained Silent Reading)
• Return signed syllabus

A2

• DGP 1 (p. 5)
• Summer reading Q and A: assessment over books in one week
• Classroom expectations and procedures
• Written reflection (p. 7): What does it mean to be on time, be prepared,  be on task, and be respectful?
• Syllabus (sign and staple or tape into p. 6)
• "I Am..." poems (p. 8)
• Meet the Teacher
• Written reflection (p. 12): What are your goals for this school year? (one page long)
• Homework:
• Finish "Goals" written reflection
• Bring in a book you'd like to read during SSR (Sustained Silent Reading)
• Return signed syllabus

A3

• DGP 1 (p. 5)
• Summer reading Q and A (PC: due in two weeks, see my blog for assignment if needed; AP Prep: assessment over books in one week)
• Classroom expectations and procedures
• Written reflection (p. 7): What does it mean to be on time, be prepared,  be on task, and be respectful?
• Syllabus (sign and staple or tape into p. 6)
• "I Am..." poems (p. 8)
• Homework:
• Finish "I Am..." poem
• Bring in a book you'd like to read during SSR (Sustained Silent Reading)
• Return signed syllabus