Today in Class: September 30, 2015

A1 and A3

• Argumentative essay about biggest issue in contemporary society and potential solutions due today
• Unit 1 Test

A2

• Benchmark 1

Today in Class: September 29, 2015

B1

• Music is Poetry presentations
• Review for Unit Test
• Reminders:
• Unit Test Friday 10/2
• Essay due Friday 10/2
• Bring SSR book next class

B3

• Review for Benchmark 1
• Reminders:
• Benchmark 1 Thursday 10/1

B4

• DGP
• This week's topic: Advice
• What are the qualities of good advice?
• Discussion: What is the best advice you've ever received? What is the worst advice you've ever received?
• Model text: "Commencement Advice"
• Work session: 2 pages on advice; genre: student choice
• Reminders:
• Advice assignment due at end of class Thursday
• Readings Friday: Something you've written, must be at least 3 minutes long

In Class: September 25, 2015

A1 and A3: 

Presentations will continue Monday. Read p. 496-503 and answer p. 504 "Diction: Technical Language" #1 and 2; Read p.480-487 and answer p. 488 "Memoir and Historical Writing" #1 and 2. Turn in before you leave class today.

A2:

Presentations will continue Monday. Read p. 4-15 and answer p. 16 #1-4. Turn in before you leave class today.

Today in Class: September 28, 2015

A1 and A3

• Music is Poetry Project presentations
• Reminders:
• Unit Test Wednesday 
• Last call for presentations Wednesday

A2

• The Crucible Social Media Project presentations
• Review for Benchmark 1 (separate blog post with that title containing topics)
• Reminders:
• Benchmark 1 Wednesday
• Last call for The Crucible Social Media Project components Wednesday

American Literature Review for Benchmark 1

·   I haven't seen the benchmark, but I have a hunch that these topics may be covered. :-)

•  A2: Wednesday September 30
• B3: Thursday October 1

•    Citing Textual Evidence PowerPoint (RL1)
•         Constructed response scoring guide descriptors (RL1): Shoot for a 3 or 4! CITE TEXTUAL EVIDENCE!
• 4-Exceeds the Success Criteria
  
  Demonstrates all success criteria in the Achieve Category, plus
  
  

  ·         Response not only cites textual evidence but also provides an analysis or elaboration to further support his/her answer.
  • 3-Achieves the Success Criteria
  
  

  ·         Response logically answers the question and demonstrates an understanding of the text.
  
  

  ·         Response cites explicit and relevant references to the text.
  • 2-Developing the Success Criteria
  
  

  ·         Response demonstrates some understanding of the question.
  
  

  ·         Response does not contain explicit or relevant references to the text that support the answer.
  • 1-Beginning the Success Criteria
  
  

  ·         Student attempts to answer, but the response does not provide a logical answer to the question.
  • 0-No Attempt
  
  

  ·         Student does not answer the question
   
•          Review of historical background and recurring themes in Lit. of Early America (RL2, 9)   Pearson p. 4-13: read and discuss as class, take notes of main ideas from teacher-provided notes on screen         
•  Subordinate conjunctions (L1)        
• My Big Campus Lesson: Subordinate Conjunctions http://mybigcampus.com/library/195859 

Today in Class: September 24, 2015

B1

• Music is Poetry presentations continue
• Reminders:
• Presentations continue Tuesday
• Unit Test 10/2
• Essay due 10/2

B3

• The Crucible Social Media Project presentations continue
• Benchmark review: Constructed response expectations and citing textual evidence
• Reminders:
• Last call for presentations and essays Tuesday
• Benchmark 10/1

 B4

•  DGP 16
• Work session for this week's assignment, due at end of class: 2-page biography

Today in Class: September 23, 2015

A1 and A3

• Unit 1 Conventions and Vocabulary Skills
• Music is Poetry Presentations
• Reminders:
• Presentations continue Friday
• Unit Test 9/30

A2

• The Crucible Social Media Project Presentations
• Thomas Jefferson and Thomas Paine: Informational Texts: Political Writing
• Read p. 111-119
• Due at end of class: p. 115 #1-3 and p. 119 #1-3
•  Reminders:
• Presentations continue Friday
• Benchmark 9/30

Today in Class: September 22, 2015

B1

• Music is Poetry Presentations
• Reminders:
• Presentations continue Thursday; there is NO REASON for anyone to not be prepared to present Thursday
• Unit Test 9/30

B3

• The Crucible Social Media Project Presentations
• Reminders:
• Presentations continue Thursday; there is NO REASON for anyone to not be prepared to present and turn their essay in Thursday
• Benchmark 10/1

B4

• DGP 15
• This week: biography | Why do our stories matter?
• Model text: "Occupation: Conductorette"
• Read p. 142-147
• Do p. 148 "Comprehension" #1-3, "Literary Analysis" #1-4, and "Dialogue" #1 and 2
• If you finish early, get started on this week's writing assignment (below)
• Writing Assignment (due at end of class Thursday): 2-page biography

Today in Class: September 21, 2015

A1 and A3

• Music is Poetry Project presentations
• Reminders:
• Presentations continue Wednesday
• Unit Test 9/30

A2

• The Crucible Social Media Project presentations
• Began reading set of Informational Texts, Political Writing: Thomas Jefferson and Thomas Paine
• Reminders:
• Presentations continue Wednesday: If you weren't ready today, come prepared Wednesday! There are NO excuses for needing time beyond Wednesday.

(Friday) in Class: September 18, 2015

B1

• Finish reading "from The Way to Rainy Mountain" and take notes on notebook  p. 41
• On notebook p. 46, do p. 488 "Memoir and Historical Writing" #1 and 2
• Media Center for Music is Poetry Project
• Reminders:
• Music is Poetry Project due Tuesday
• Unit Test 10/2

B3

• Media Center for The Crucible Social Media Project
• "Sinners in the Hands of an Angry God" read-aloud
• Reminder:
• The Crucible Social Media Project due Tuesday

B4

• Readings
• TED Talks: How  to Tell a Story

Today in Class: September 17, 2015

B1

• DGP 12
• Finished reading and discussed "from Collapse: How Societies Choose to Fail or Succeed"
• Began reading "The Way to Rainy Mountain"
• Media Center for Music is Poetry Project
• Reminders:
• Notebook checks tomorrow
• Music is Poetry Project due 9/22
• Unit Test 10/2

B3

• Media Center for The Crucible Social Media Project
• Grammar moment: How to use hyphens
• "Sinners in the Hands of an Angry God" Jonathan Edwards introductory video
• Reminders:
• Notebook checks tomorrow
• The Crucible Social Media Project due 9/22

B4

• DGP 14
• Work session: 2 pages on peer pressure, genre of your choice
• Must be turned in (inside notebook) to B4 crate before you leave class today
• Early finishers: SSR book or work on other school work
• Reminders:
• Notebook checks tomorrow
• Next class, come prepared to read something that you have written to the class.

How English Class Has Changed Since We Were in High School

You may have noticed that English class has changed a lot since you were in high school. I remember the layout of my own English classes: each year was structured around a defined set of literary texts, mostly novels. Much has changed, and that's something I'd like to shed some light on in this post.

Georgia public school teachers are expected to follow the standards and frameworks outlined in the Georgia Standards of Excellence (https://www.georgiastandards.org/Georgia-Standards/Pages/default.aspx). The GSE is a slightly-altered version of the Common Core standards that have been used in Georgia public schools for the past few years. The changing of Georgia's standards was hotly debated in the state legislature and by the state Board of Education. For some subjects and grade levels, the difference between the CCGPS (Common Core Georgia Performance Standards) and GSE (Georgia Standards of Excellence) is great, while in others--like high school English--the difference is minimal.

The goal of the GSE is to prepare students for college and career. It is widely recognized that many students enter college and the workforce unprepared for the rigor of the "real world," so there is an emphasis on academic rigor.

The GSE breaks English into four domains: the reading of literature, the reading of informational texts, writing, conventions (spelling, grammar, etc.), and speaking and listening. Teachers are asked to find balance among the four domains in instruction and assessment. The new standards are also skills-based, asking that students be able to do things rather than just know things.

The hope is that this approach will produce high school graduates who are ready to take on the rigor of college and the workforce.

While some things have changed, much stays the same. Teenagers will always get frustrated with William Shakespeare's works. Differentiating between passive and active voice will always be something with which students grapple. Students (and most adults!) still get nervous any time they have to present information to their peers.

If you ever have any questions about what we're doing in my classroom, please don't hesitate to ask!

Today in Class: September 16, 2015

A1 and A3

• Media Center for Music is Poetry Project
• DGP 12
• Continued "from Collapse: How Societies Choose to Fail or Succeed" p. 493-503
• Reminders
• Music is Poetry Project due 9/21
• Unit Test 9/30

A2

• Media Center for The Crucible Social Media Project
• DGP 12
• Finished annotating "Sinners in the Hands of an Angry God"
• Reminders
• The Crucible Social Media Project due 9/21

Today in Class: September 15, 2015

B1

• Grammar moment: How to use hyphens
• Unit 1 conventions and vocabulary skills
• Informational text: Historical writing
• 3-minute quick write and discussion: Does one choose success or failure?
• Began reading "from Collapse: How Societies Choose to Fail or Succeed" p. 496-503
• Reminders:
• Music is Poetry Project due 9/22
• Unit Test 10/2

B3

• The Crucible Test
• Turn in Act IV graphic organizers and Act III Proofreading Synopsis
• Reminder:
• The Crucible Social Media Project due 9/22

B4

• DGP 13
• SSR
• This week's theme: Peer pressure
• Model text: "The Lottery" Shirley Jackson
• This week's assignment: 2 pages on peer pressure, genre of your choice
• Whole group brainstorm
• Work time
• Looking ahead:
• Assignment due at end of class Thursday
• Readings Friday: Be prepared to read something that you have written to the class

Today in Class: September 14, 2015

A1

• Media Center for Music is Poetry Project
• DGP 11
• Informational text: historical writing
• Discussion: Can one choose success or failure?
• Began reading and discussing "from Collapse: How Societies Choose to Fail or Succeed" p. 496-503
• Homework:
• Music is Poetry Project due 9/21
• Unit Test 9/30

A2

• The Crucible Test
• Homework:
• The Crucible Social Media Project due 9/21

A3

• Media Center for Music is Poetry Project
• DGP 11
• Informational text: historical writing
• 3-minute quick write and discussion: Can one choose success or failure?
• Homework:
• Music is Poetry Project due 9/21
• Unit Test 9/30

Today in Class: September 11, 2015

A1 and A3

• Media Center for Music is Poetry Project
• Grammar moment: How to Use Hyphens
• Time to finish outline with 3 supporting cited textual evidence quotes for p. 401 #8, response to Poetry Collection 3
• Homework:
• Music is Poetry Project due 9/21
• Unit Test 9/30: summative, study everything we've covered so far, focusing on poetry terms and concepts and DGPs

A2

• Media Center for The Crucible Social Media Project
• Grammar moment: How to Use Hyphens
• Continue "Sinners in the Hands of an Angry God" annotation in close reading workbook
• Homework:
• The Crucible Test M 9/14
• I'll also take up Act IV graph. org. Monday
• The Crucible Social Media Project due 9/21

Today in Class: September 10, 2015

B1

• Media Center for Music is Poetry Project
• DGP 11
• Write outline with 3 supporting cited textual evidence quotes for p. 401 #8 (you may turn this in Tuesday if you need extra time)
• Homework:
• Music is Poetry Project due 9/22
• Finish outline, if needed

B3

• Media Center for The Crucible Social Media Project
• Finish The Crucible Act IV
• Homework:
• Act III Proofreading Synopsis
• The Crucible Test 9/15
• The Crucible Social Media Project due 9/22

B4

• DGP 12
• "This Is Just to Say" William Carlos Williams
• Podcast
• Model text
• Work session: write and illustrate your own "This Is Just to Say" poem (notebook p. 35)
• Leave notebooks in class crate when you leave today.
• Homework: None

Today in Class: September 9, 2015

A1 and A3

• Media Center for Music is Poetry Project
• DGP 10
• Begin outline with 3 supporting cited textual evidence quotes for p. 401 #8, response to Poetry Collection 3 (you may finish Friday if needed)
• Homework:
• Music is Poetry Project due 9/21

A2

• Media Center for The Crucible Social Media Project
• DGP 11
• "Sinners in the Hands of an Angry God" Jonathan Edwards
• Introductory video
• Mrs. Cobb  reads aloud; follow along in your close reading workbook
• Begin annotating in close reading workbook
• Homework:
• The Crucible Test 9/14
• The Crucible Social Media Project due 9/21

Today in Class: September 8, 2015

B1

• DGP 10
• Poetry annotation activity in groups
• Homework:
• p. 375 #9 essay due Thursday
• Music is Poetry Project due 9/22

B3

• Time in Media Center to work on The Crucible Social Media Project
• The Crucible Act IV
• Homework:
• Finish filling out Act IV graphic organizer
• The Crucible Social Media Project due 9/22

B4

• DGP 11
• This week: Writing with the Greats
• Today: "Thirteen Ways of Looking at a Blackbird" by Wallace Stevens
• Work session: write, illustrate, and post your own "Thirteen Ways of Looking..." poem
• Homework: None

Today in Class: September 4, 2015

A1 and A3

• Poetry annotation group assignment
• Notebook checks
• Turn in p. 375 #9 essay
• Homework: Music is Poetry Project due 9/21

A2

• The Crucible Act IV
• Notebook checks
• Homework 1) Act III Proofreading Synopsis; 2) The Crucible Test 9/14; 3) The Crucible Social Media Project due 9/21

Today in Class: September 3, 2015

B1

DGP 9

In groups, read Poetry Collection 3

• Take notes on ntbk p. 29

Differentiated responses to Poetry Collection 3 (ntbk p. 32)

• Groups 1 and 2, analysis and application
• Groups 3-5, figurative language and word relationships
• Groups 6 and 7, key ideas, details, paraphrase

Homework:

• p. 375 #9 essay, due September 10
• Work on Music is Poetry Project

B3

DGP 10

SSR

The Crucible Acts I and II quiz

The Crucible Act III

Homework:

• Work on The Crucible Social Media Project

B4

• DGP 10
• Time given to complete and turn in this weeks assignment, 2 pages on communication, any genre
• Early finishers read from silent reading books

Today in Class: September 2, 2015

A1

• DGP 9
• 20 minutes to finish p. 389 #9 outline, then turn in
• In groups, read Poetry Collection 3
• Take notes on ntbk p. 29
• Differentiated responses to Poetry Collection 3 (ntbk p. 32)
• Groups 1 and 2, analysis and application
• Groups 3-5, figurative language and word relationships
• Groups 6 and 7, key ideas, details, paraphrase
• Homework:
• p. 375 #9 essay, due September 4
• Work on Music is Poetry Project
• Notebook checks this Friday

A2

• DGP 10
• SSR
• The Crucible Acts I and II quiz
• The Crucible Act III
• Homework:
• Work on The Crucible Social Media Project
• Notebook checks this Friday

A3

DGP 9

In groups, read Poetry Collection 3

• Take notes on ntbk p. 29

Differentiated responses to Poetry Collection 3 (ntbk p. 32)

• Groups 1 and 2, analysis and application
• Groups 3-5, figurative language and word relationships
• Groups 6 and 7, key ideas, details, paraphrase

Homework:

• p. 375 #9 essay, due September 4
• Work on Music is Poetry Project
• Notebook checks this Friday