Monday 1/29/18

Hello friends and welcome to the new school year!
Some of the classes are being shortened because of an extended homeroom; therefore, 4th period will accomplish more than 1st. Here is a truncated version of the day's agenda:
  • Seating chart
  • Cell phone policy: If students have less than three cell phone violations per week, they will have the last 20 minutes of class on Friday to enjoy themselves. If a person receives three violations on his/her on, I will contact his/her parents.
  • Notebook set up
  • Syllabus
  • Class rules
  • Comment Box (Looks like Darth Vader's head)
  • Food and Drinks in the room
  • Next, students wrote a paragraph to the very best of their abilities which will be used as baseline data. The paragraph was based on one of the following five Metacognitive questions. (This will also be a part of the students' Metacognitive Projects.)

1. How am I going to actively monitor my learning in this course?

2. Why is it important to learn the material in this course?

3. How does success in this course relate to my career goals?

4. What do I most want to learn in this course?

5. What do I want to be able to do by the end of this course?

  • After answering their question, students with the same question moved into groups and shared their responses and took notes from their peers' good ideas.

Tuesday 1/30/18
  • Today, students answered the remaining Metacognitive questions from the day before. They moved into groups with people that did not have their original question, and everyone shared his/her responses.
  • Next, we discussed their results as a class.
  • Following this, I introduced the Post Card Project. It will be our getting to know you activity for the semester. Here, students were asked to come up with five boards that answer the following questions:
  1. What is your name?
  2. What is something that you care deeply about (not your friends, family, or pets)?
  3. What is something that you have accomplished that you are really proud of?
  4. What is something that you would like to accomplish?
  5. What is something that no one knows about you (or almost no one)?
  • Each board is worth 20 points and will be graded on neatness, color, having a boarder, and creativity.
  • To earn credit, the Post Card Project must be presented to the class.

Wednesday 1/31/18
  • Today, students were given a formal introduction to the Vocabulary Unit. They also received their first set of six vocabulary words.
  • After vocab, students were given the remainder of class to finish their Post Card Projects. Only 1st period will have any time to work on these in class tomorrow, and they will only receive 15 minutes. Presentations should last today and tomorrow. Once these are finished, we will begin with the real academics of the class.

Thursday 2/1/18
  • We began class with a review of the new vocabulary words from yesterday. Don't forget that images are due tomorrow!
  • Next, students began presenting their Post Card Projects. This is one of my favorite days of the year. It is always interesting to learn about different sides of the students that don't always come up in the academic setting.

Friday 2/2/18
  • We started with students showing off their vocab images.
  • Next, we finished the majority of Post Card Projects.
  • The classes stayed off of their cell phones this week and earned the last 20 minutes of the day to do what they wanted.
  • Again, with the "getting to know you" activities out of the way, we will be buckling down with the academics next week.

Monday 2/5/18
  • Today we began our conversation on sentence structure. I passed out the sheet, and we discussed its contents.
  • Next, I reviewed students' vocab sentences.
  • Following this, students moved into groups and edited their sentences.
  • Afterwards, I gave students the metacognitive initial assessment, and we read over the definitions of metacognitive thinking. Their job is to brainstorm at least 10 issues that cause them trouble in the learning process: procrastination, focus, lack of motivation, etc. After the list is complete, students should select the number one issue negatively affecting their learning or success in school.
  • Lastly, the first vocab test is tomorrow--GOOD LUCK!

Tuesday 2/6/18
  • To begin, I collected the Wk 1 Vocab Group Sentences
  • Next, we played the Vocab Game
  • After that, students took their Wk 1 Vocab Test
  • To end, students took out their Metacognitive Brainstorming from last night. Using a computer, they researched and found 7-10 solutions to their issue/problem with learning/school.
  • For homework, students are to select the three best/most implementable strategies to move beyond their issue/problem.

Wednesday 2/7/18
  • First off, students received their new vocab words for week two.
  • Afterwards, I passed out the directions for the Metacognitive Journal Project and went over my expectations. For the next five weeks, students must use at least one of their metacognitive strategies either in class or at home five out of the seven days of the week. Directions on how to document this are in the next bullet point.
  • Next, they were given one of the following questions:
1. What can science teach us?
2. Can there be truths found outside of science?
3. Generate some questions that science can’t answer.
4. Where do we find truths that exist outside of science?
  • After answering their question, they moved into groups with other students that had the same question and discussed their answers. Once all groups had sufficiently worked together, they shared their findings with the class.
  • With the remaining class time, we started the video, Slaying the Dragons within Us, which is a class lecture by Dr. Jordan Peterson which links psychology and mythology and discusses why it is so important to face what you don't understand.


Thursday 2/8/18
  • Students reviewed their vocab words.
  • Next, students read an informational article about chimpanzees (genetically speaking, human beings' closest living relative).
  • After reading the entire article, students were given a handout concerning how to annotate literature. Then they were given a section of the article to annotate.
  • To end class, students watched another 10 minute chunk of the video Slaying the Dragons within Us and answered questions.

Friday 2/9/18
  • Students showed off their vocab images to begin class.
  • Next, we briefly went over sentence structure as I reiterated how difficult it can be to create simple sentences.
  • After that, students took out their Chimpanzee packets and moved into groups with students that had the same sections. They worked together to decide what were the main ideas, most interesting info, and connections to other works or human behaviors. Also, each group was responsible for coming up with at least two high quality, critical thinking questions based off the reading. These questions should not be answerable with a "yes" or "no" and are designed to generate intelligent class discussion. They will be presenting this information on Monday to the rest of the class.
  • To end, we watched another segment of Slaying the Dragons within Us.
  • Also, I finally finished the calendar for this month. Sorry that it is so late. I will have a copy for all students Monday.


Monday 2/12/18
  • To begin, I checked to make sure that students had their vocab sentences.
  • Next, they worked together in small groups to create their group sentences. Group leaders will submit those to me tomorrow before the test.
  • After that, students moved into their Chimpanzee groups and shared their information with the rest of the class.
  • For homework, students should prepare for their 2nd Vocab test--it has all 12 words!

Tuesday 2/13/18
  • First I collected group sentences.
  • Then, we played the vocab game.
  • Next, we took the test.
  • The last groups finished their chimpanzee discussions.
  • We compared and contrasted human and chimp behaviors.

Wednesday 2/14/18--Happy Valentines Day!
  • To begin, students received their next six words.
  • After that, we played some sentence structure improve. This week, all of the students' vocab sentences must be complex.
  • Next, I showed the students the following video about consciousness. https://www.youtube.com/watch?v=ir8XITVmeY4&index=5&list=LL6PcJ71zhDGoz1eM4UJtjEQ
  • Upon completion of the video, we discussed the key points as well as students' general responses, which were very interesting.
  • We then transitioned back to the idea of mythology. I gave students a handout that explained what mythology is beyond the general idea of, "A bunch of made up stories about fake gods and goddesses doing stuff."
  • For homework, I gave students a copy of the introduction to Joseph Campbell's The Power of Myth. Their job is to first read the selection. Once they've completed their first reading, they are to follow the annotation guide that they received for the chimpanzee handout and annotate the text.

Thursday 2/15/18
  • We started class with a review of the new vocab words.
  • Next, I informed the class that we will be beginning a new segment of class starting next Thursday in which we take a controversial issue, read up on both sides of the topic, and deliberate for understanding and solutions. Students should be thinking about what they want to deliberate.
  • After that, I checked to see if students annotated their Campbell reading. Following this, I grouped students that completed their homework together and folks that had not together and gave them the following questions to answer.
Their job was to complete the first six as a group and what was not finished (out of the six) is for homework.
  • When there was about twelve minutes left of class, we were able to get in a little more of the Jordan Peterson video.
  • For home work, students must complete their vocab image, finish up the questions (1-6), and log their Metacognitive Journals.

Friday 2/16/18
  • To begin class, students showed off their vocabulary images.
  • Next, students returned to their groups and compared their answers to the first six questions from the Campbell reading.
  • After that, I began going over their responses with them, but we did not make it very far. All classes had less than three cell phone infractions during the week and were given the last 20 minutes of class to enjoy.

Monday 2/19/18
  • First off, students showed me their vocab sentences.
  • After that, they moved into small groups and edited one another's sentences and decided which sentences the group leader would submit to me tomorrow.
  • Next, we went to the library. Students were asked to pick out a fiction novel. The parameters were as follows: the book must be fiction, one continuous narrative (not a collection of short stories), one protagonist from beginning to end, and the book cannot be a part of a series.
  • Once they found their books, they were to read quietly and look for their protagonist's major hang-up--his/her/its limitation of being that will need to be overcome for him/her/it to accomplish the final goal (which will lead to self-discovery).

Tuesday 2/20/18
  • Things went a little out of order today. I began class by giving students the following handouts and going over them.

  • I am asking students to familiarize themselves with the "grammar of literacy" by taking notes on the allusions and symbolism employed by the author of the novel that they chose yesterday. Students will record incidents from their books and dictate how the author's use of symbolism or allusion adds depth to the piece of fiction. This assignment is absolutely not a summary of their book.
  • Next we played the vocab game.
  • After that, students took their vocab test.
  • At the end of class, I gave students the following article to read for homework. It is to prepare them for our Civil Conversation on Thursday.


Wednesday 2/21/18
  • We started with sustained silent reading for 15 minutes.
  • Next, I gave students their week 3 vocab words.
  • After this, we finished watching and taking notes on the video Slaying the Dragons within Us.
  • For homework, students were asked to annotate the Gun Control reading from the previous night.

Thursday 2/22/18
  • Students read and took their notes during the first 15 minutes of class.
  • When that was over, we reviewed the new vocab words for week 3.
  • Next, students took 5 minutes to go back over their article and consider specific policies and laws enacted and jot down whether they agree or disagree with them.
  • Finally, students were broken into groups of three or four and had a civil conversation about gun control. They were given 15 minutes to deliberate the issue.
  • When the time was over, students spent about 10 minutes answering reflective questions.

Friday 2/23/18
  • It's a half day, so we will have to move quickly.
  • We will begin with students showing off their vocab images.
  • After that, we will debrief the Civil Conversation from the day before.
  • Next, we will discuss the notes from the Jordan Peterson video.
  • Any time left will be spent discussing compound sentences since that is what all of the sentences must be on Monday.

Monday 2/26/18
  • We started class with me checking out the students' week 5 compound sentences.
  • Next, those that had their sentences moved into groups and edited them together.
  • Afterwards, we finalized our discussion of the Slaying the Dragons within video.

Tuesday 2/27/18
  • This was a crazy day since 1st period lasted 5 HOURS!
  • Regardless, I collected sentences from the students that attended.
  • I also gave the vocab test to those who were here.

Wednesday 2/28/18
  • BENCHMARK TESTING!!!
  • For homework, students need to make sure that they have completed all 11 of the Campbell questions. These are titled Reading Questions for the Power of Myth and can be found on this page by scrolling up to Thursday 2/15.

Thursday 3/1/18
  • Students received their new words today. All of the sentences must be compound-complex for Monday.
  • Vocab images are due tomorrow.
  • Next, students worked together to find the very best answers for their Campbell questions.

Friday 3/2/18
  • We began with vocab image.
  • Next, we continued to review the Campbell reading and address the questions.
  • Vocab sentences must be Compound-Complex, and they are due Monday.

The following articles will be used during our Civil Conversations next Thursday.

Monday 3/5/18
  • We started class with 10 minutes of sustained silent reading.
  • Next, students showed me their vocab sentences. After that, they worked together in their groups to edit their sentences and divide up what the group leader will submit for tomorrow.
  • Following this, some classes put the finishing touches on Campbell; others moved into the Garden of Eden work.
  • Group sentences are due tomorrow, and everyone will complete the Week 5 Vocab Test.

Tuesday 3/6/18
  • We began with 10 minutes of sustained silent reading.
  • Following that, we played the vocab game.
  • Next, students took their test, and we graded them.
  • Students should be continuing to work on their Metacognitive Journals. Also, they need to make sure that both articles on gun control have been read and annotated before Thursday in order to participate in the Civil Conversation.

Wednesday 3/7/18
  • I was absent today with a cold.
  • Class began with 15 minutes of sustained silent reading.
  • The substitute provided students with the new vocab words.
  • Next, students read The Garden of Eden story and just took it in. Then they read it again and followed the instructions for A,B,C, and D on the annotation guide. Next, they responded to the question, "The tree of the knowledge of good and evil is forbidden to Adam and Eve. What danger might God have seen in their having this knowledge? In what ways is knowledge a good thing? a bad thing?"
  • Upon completion, students read The Fall of Man story also from Genesis. After the first reading, they read it again and made the same A,B,C, and D annotations.
  • Students must have their Gun Control articles fully annotated before class tomorrow.

Thursday 3/8/18
  • We started with sustained silent reading. During this time, I walked around the room to see students' annotations. They were graded on the quality and level of completion. Next, I grouped students together based on the quality of their annotations.
  • In their small groups of 3-5 individuals, students were given 15 minutes to try and deliberate a reasonable solution to the rash of gun violence and mass murder currently happening in the United States.
  • When the timer sounded, students went back to their seats. The conversation then opened up to the entire room, and we deliberated the issue for the remainder of class. Unfortunately, we were not able to come up with a comprehensive solution. Fortunately, we were able to deliberate a difficult topic calmly and reasonably, and I think that we all became wiser for it.

Friday 3/9/18
  • We began class with students showing off their vocab images.
  • Following this, we unpacked our discussion from the day before by answering the following questions:

  • Next, we continued working on the Mythology and Old Testament notes. Some classes were able to begin discussing the Genesis stories.
  • The vocab sentences which are due on Monday must contain two compound, two complex, and two compound-complex sentences. They must all be labeled. The labeling accounts for another point. Therefore, the sentences this week will be worth 30 points.


Monday 3/12/18
  • For starters, students showed me their vocab sentences.
  • Next, they worked together in their groups to edit and compile their best list of six sentences to be submitted to me tomorrow.
  • For the remainder of the period, we worked on the Genesis stories.

Tuesday 3/13/18
  • Students played the Vocab Game.
  • Following this, students took their Wk 6 Vocab Test.
  • With the remaining time, students read and annotated The Cain and Abel story.
  • To end, they answered five questions from the story.

Wednesday 3/14/18
  • To begin, I gave students their Week 7 Vocab words.
  • We spent the remainder of class breaking down the Garden of Eden and Cain and Abel stories.

Thursday 3/15/18
  • We began with sustained silent reading.
  • Next, we reviewed the new Vocab Words.
  • After that, we finished our discussion of the Genesis stories (except 1st period--we will finish tomorrow).
  • Students read The Chrysanthemums and made connections to other works.

Friday 3/16/18
  • We took the first 10 minutes for sustained silent reading.
  • After that, students showed off their vocab images.
  • Next, students finished reading The Chrysanthemums and making their connections. I also asked them to determine the central idea of the work.
  • To end class, I reviewed the important symbols and allusions and explained how those things elucidate the central idea of the narrative.
  • The sentences due on Monday are the same as last week: 2 compound, 2 complex, and 2 compound-complex.

Monday 3/19/18
  • 10 Minutes of sustained silent reading so that I could pass some stuff out.
  • Students received their information so that we can conduct our Civil Conversation on Thursday. The article needs to be fully annotated which means there must be annotations on the actual document, and those should be carried over to another sheet with an A, B, C, D, and E.
  • For anyone out there that may be wondering--no--I did not pick the topic.
  • Next, I checked students' sentences, and then they edited one another's work.
  • Following this, we concluded our critical reading of The Chrysanthemums.
  • The second to the last vocab test is tomorrow. Students are responsible for all 42 words that they have received this year.

Tuesday 3/20/18
  • We started class with the Vocab Game.
  • Next, students took their tests.
  • Following this, students read some background information on Homer and wrote down what they thought were the 5 most important bits of information.

Wednesday 3/21/18
  • 15 minutes of sustained silent reading.
  • Next, students received their new vocab words. I told first period that we were going to wait until after Spring Break, but then I realized that the quarter would end, and we would not be able to use the final test as our midterm. Therefore, 3rd and 4th period received their words. 1st will get theirs tomorrow. I don't like that it went down this way, but it is what it is.
  • After this, we reviewed the information about Homer.
  • Lastly, we talked about the beginning of the Trojan War and whom the students would choose if they had been put in Paris's shoes.
  • Our third Civil Conversation is tomorrow, so the students must be prepared with their full annotations.

Thursday 3/22/18
  • We began with a review of the week 8 Vocab.
  • Next, students participated in their 3rd Civil Conversation.
  • Following this, we debriefed what the students learned through the conversation as well as how to potentially make the conversations better in the future.

Friday 3/23/18
  • We started with Vocab Images.
  • Next, we discussed students' "Who would you choose?" TPEQEA paragraphs focusing on paragraph structure.
  • Afterwards, we went over students' notes on Homer.
  • To end class, we worked on sentence structure.
  • Vocab sentences are due upon return from Spring Break: 2 compound, 2 complex, and 2 compound-complex all properly labeled.

Monday 4/2/18
  • We started class with Vocab sentences.
  • Next, I spent some time reviewing sentence structure since it will be a part of the big Vocab final tomorrow.
  • When the students had had enough, we moved on to The Iliad. I gave them the Essential Questions to be answered for the text:
  • To end the day, students began reading Edith Hamilton's summary of The Iliad and answering questions on their reading guides.

Tuesday 4/3/18
  • We began with the final Vocab game of the year. This week it is worth 10 points and bragging rights.
  • Next, students took their midterm/final vocab test.

Wednesday 4/4/18
  • Students graded their midterm vocab tests. I will have all grades in PowerSchool by third period tomorrow.
  • Next, I passed out the rubric for our Mythology Project.
  • Students formed their groups and started plotting their myths.

Thursday 4/5/18
  • We reviewed students' answers to the first 7 questions on their guided reading questions for The Iliad/Trojan War summaries.
  • Next, students tried to finish questions 8-21 on the guided reading questionnaire.

Friday 4/6/18
  • Students were given a few minutes to work on the guided reading questions for The Iliad/Trojan War.
  • Next, we started reviewing the questions.
  • Students were given the remainder of time to work on their Myth Projects.
  • Unfortunately, I am not going to be able to finish grading the Metacognitive Projects so that they can go on this grading period. My apologies to all. Fortunately, there are not as many grades during the final quarter, so it will have more of an impact there. Also, here is the calendar for April.

Monday 4/9/18
  • I began class by passing out the articles for the Civil Conversation that will take place on Thursday. Students voted to deliberate on whether or not abortion should be legal in the U.S. Because this is such a sensitive topic, I am granting students the right to opt out of the conversation. I don't want to force anyone to talk about something that they are uncomfortable with. I asked students that would prefer an alternative assignment to email me or see me after class, and I will provide them with something else to annotate. For Thursday, this article requires the full annotations--this means writing on the form as well as creating the A,B,C,D, and Es on a separate sheet of paper.
  • Next, we finished reviewing the reading guide for The Iliad.
  • Then, we spent the remainder of the period work-shopping the A,B,Cs of Good and Evil for students' Myth Projects.

Tuesday 4/10/18
  • First, I handed out the calendars for April.
  • The students and I were a bit concerned with the Myth Project being due on 4-16, so I extended it until 4-23. Everything else will be the same, so students need to work like this thing is still due Monday because next week we will be beginning Sophomore Project, and there will be far less time to work on the Myth Project.
  • Next, I finished reading students' A,B,Cs of Good and Evil.
  • After that, students read the scene from The Iliad in which Priam begs Achilles for Hector's body back.
  • With the last 30 minutes, students collaborated on their Myth Projects.


Wednesday 4/11/18
  • To begin class, students copied down the dialogue between King Priam and Achilles in the final scene of The Iliad.
  • Next, I chose a student to work with, and we acted out the first exchange between King Priam and Achilles.
  • Then, the students worked with a partner and role played this scene.
  • Following that, students worked to answer the Final Questions for The Iliad. Those questions are located under 4/2/18 on this page.
  • Students were given the final 25-30 minutes of class to work with their partners on the Mythology Project.
  • Our next Civil Conversation is tomorrow. To participate, students must have their full annotations of the article when class begins.

Thursday 4/12/18
  • At the beginning of class, students brought me their annotations so that I could see the quality/effort in their work.
  • Next, students were grouped together based on the grades they received for their annotations. Before beginning, I reiterated the objectives for the deliberation as well as the rules for the conversation.
  • Within their groups of 3-4 students, they were given 15 minutes to engage in their topic in order to learn from and find common ground with students they may not share similar views with.
  • At the end of the 15 minutes, we debriefed the activity with a whole class deliberation. After going over the merit of the conversations themselves, we discussed how to make the activity better.
  • With the remaining class time, students worked on their Mythology Projects.

Friday 4/13/18
  • I was absent from school today. Students had two objectives: to complete as much of the Mythology as possible and to complete The Iliad's Essential Questions before Monday.

Monday 4/16/18
  • To begin the day, we completed a Think, Pair, Share protocol using their Essential Questions. First, they were grouped with 2-3 other students, and their job was to share their answers in order to form the best possible answer for each question. Then, those groups were joined with another group to form a super group. The two groups within the super group then shared their answers to create the best possible answer.
  • Next, we had a small competition for the best answers between the super groups. Afterwards, I collected each individual's answers.
  • After that, I passed out the Critical Inquiry Assignment. Students are to complete this before class on Thursday. I reviewed every question with the students so that they would know what I am expecting.
  • To end class, I gave an informal "True, False, Depends" baseline quiz on how to evaluate the credibility of websites. Instead of reviewing the answers, I gave a document that explains the answer to each question. Two questions required further effort. Students were to look up the definition of Scholarly Source/Popular Source/Primary Source/Secondary Source and write them on the questionnaire.

Tuesday 4/17/18
  • Today, students read chapter 4 of the book UnSpun. The book is about how to not be fooled by political propaganda or advertising, and chapter 4 is about how personal biases get in our way of rational thought.
  • Students were given a very specific way to take notes in the chapter. I like to provide learners with different ways to accomplish learning goals so that they build their toolkits and find strategies that work specifically for their own learning styles.
  • Upon completion, we closed the books and used our notes to answer questions about the chapter.
  • To end class, I quickly went over the definitions of Scholarly Source/Popular Source/Primary Source/Secondary Source.
  • Homework is to continue working on the CIA (due Thursday) and the Mythology Project (due Monday).

Wednesday 4/18/18
  • Today, Mrs. Absi took time out of her busy schedule to teach us about how to use the data bases in the media center to ensure students' success while researching their topic.
  • Extra time was spent working on their C.I.As or Myth Projects.

Thursday 4/19/18
  • Today, we finished reviewing and discussing the chapter from UnSpun about personal biases.
  • Next, we reviewed and discussed students' responses from their C.I.A.s.
  • For homework, students must take two of the topics that they are the most interested in and form two research questions using the equations located at the bottom of their C.I.A.s.

Friday 4/20/18
  • To begin class, students showed me their potential research questions. If the questions had the proper ingredients to become argumentative research paper topics, I signed off on them. If the questions had obvious answers and no potential to create an argumentative research paper topic, I worked with the student to tease out the desired outcome or had them try again.
  • Once students were given the green light with their questions, I asked them to perform a broad, general google search in order to find key terms, names, or events. At this stage, they need familiarize themselves with the topics by learning some background information.
  • Next, they were to take their new knowledge and use that to help them refine their searches using the Media Center's resources and data bases.
  • If they got this far, students were to evaluate three of their potential sources using language from the Evaluating Sources handout from a few days ago. Ex) This is a scholarly journal because it was written by experts in the field. It is a peer reviewed journal; therefore, it is credible. This would be considered a primary source because the author conducted the research.
  • For homework, students need to complete their Mythology Projects. Also, they need to determine which of their two research questions they will chose to become their topic for the Sophomore Project.

Monday 4/23/18
  • We began class with a sustained silent reading for 12 minutes.
  • Next, students put their Mythology Projects on their desks and walked around and looked others.
  • Following this, they took out their research questions from Friday. Students were to choose which question that they liked best and turn that question into a claim.
  • From here, I had students begin constructing their thesis sentences. For homework, they should have their claim as well as their three supporting details.

Tuesday 4/24/18

Wednesday 4/25/18
  • To begin, I went over how to construct a proper introductory paragraph. Students must begin with a broad, general statement (an effective attention grabber). Next, they need a sentence that moves the reader closer to the thesis. Following this, they need another statement to move the reader even closer to the thesis. The last sentence in the introductory paragraph should be the thesis.
  • To be on track, students need to finish writing their introductory paragraphs.
  • Homework: students need to be completing their outlines.

Thursday 4/26/18
  • Today, I had computers for everyone, and the students had the entire period to work on their sophomore projects. I was free to circulate and address questions and concerns.

Friday 4/27/18
  • Since students had all of yesterday to work on finding articles and completing their outlines, I wanted them to begin planning out their schedules for finishing the first draft of the paper. Students need to consider that they will have computers for today's class period, and next Monday, Tuesday, and Wednesday. That will be all of the class time they have to finish their first drafts, which are due Monday May 7th.
  • After creating a schedule, the rest of the period was spent working on their papers.

Monday 4/30/18
  • We had computers during the period, so students worked on completing their outlines and began writing their papers.

Tuesday 5/1/18
  • We had computers again today.
  • I shared with students how to write their conclusion paragraphs and showed them some examples. Here is the handout:

  • Tomorrow is the last day to work on the papers in class. The first draft is due Monday. Students must treat the first draft as though it is their final draft. I am expecting a thoroughly developed, well polished paper.

Wednesday 5/2/18
  • All the grades for the Metacognitive Journal are in. If a student is unhappy with his/her grade or did not turn in a journal, I am offering an alternative assignment. This is not a fluff task; it is meant to at least somewhat replicate the rigor of the journal. I will be looking for all of the criteria to be met, and I will be grading harshly.
  • Today was students' last opportunity to work on their papers in class.
  • Homework: Bring in two completed paragraphs for peer editing tomorrow.

Thursday 5/3/18
  • We began class with a sustained silent reading.
  • Next, I discussed the novel project and asked students for questions.
  • Following this, we played sentence structure improve.
  • After that ran its course, we spent time editing a passage for grammar errors.
  • To end class, students edited one another's sophomore project paragraphs.

Friday 5/4/18
  • We started with a sustained silent reading.
  • Next, students worked on sentence structure.
  • To end, I gave students notes on Shakespeare, The Elizabethan Era, and Othello.

Monday 5/7/18
  • We began with silent reading.
  • Next, I passed out information concerning the Sophomore Project Presentation. Students should read over the document and prepare questions for class on Wednesday.
  • Following that, students were given time for peer editing of their papers. Then I collected them. I will be returning students' papers as soon as I edit them. Upon return, the student will have a week to get the final draft back to me.
  • After that, students wrote a TPEQEA paragraph on whom they considered to be the most famous person born in the last 500 years. I read a few, and some students volunteered to read theirs.
  • To end class, we began reading an article titled, Shakespeare's Leap, and the students annotated the selection. No one finished, so we will resume this activity tomorrow.

Tuesday 5/8/18
  • We began with silent reading.
  • Next, I showed an example of a former student's documentary and a former student's mocumentary.
  • Then I gave students more class time to work on their Shakespeare's Leap article with annotations.
  • Following this, we reviewed the students' annotations and discussed the reading.
  • We ended with students writing figuring out the central idea of the text.

Wednesday 5/9/18
  • We began with silent reading.
  • Next, I addressed students' questions concerning the Sophomore Project Presentations.
  • After that, students read and annotated a contemporary version of Othello Act I scene i.
  • Following this, students were put into groups of three and acted out the scene. During this activity, they were asked to write down two of their favorite lines from the Shakespeare.
  • At the end of class, we discussed students' annotations from the scene.

Thursday 5/10/18
  • I gave the students 20 minutes at the beginning of class to think about and plan their Sophomore Project Presentations.
  • Next, we finished reviewing Act I scene i of Othello.
  • After that, I asked students some questions about the scene.
  • Following this, students wrote a TPEQEA on why they thought Brabantio was so upset at the end of the scene.
  • Then, students read the translation of Act I scene ii and made their annotations.
  • Lastly, students moved into groups and read the Shakespeare. They also wrote down two of their favorite lines from The Bard.
  • PARENTS! I forgot to prepare the progress reports today, so I will send them home tomorrow. I apologize for the delay.

Friday 5/11/18
  • Students were given 20 minutes to work on their presentations or their novels project.
  • Next, students read Act I scene iii and took their notes.

Monday 5/14/18
  • 1st and 4th period went to the library to work on their presentations.
  • 3rd period acted out Act I scene iii, and we addressed the notes as well as questions.

Tuesday 5/15/18
  • Students were given the first 15 minutes to work on their presentations or novel projects.
  • 1st and 4th read Act I scene iii out loud, and we addressed the notes and questions.
  • 3rd read Act II scene i and took their notes. Following this, we read it out loud.
  • For homework, 1st and 4th need to complete their notes and favorite lines from Act II scene i. 3rd period needs to do finish Act II with their notes and favorite lines. The play is available on http://nfs.sparknotes.com/othello/

Thursday 5/16/18
  • To begin class, I covered some issues that I am seeing in students' papers such as line spacing, blocked quotes, and font.
  • Next, I shared the rubric that I will be grading the presentations with.
  • After that, I used the cards to select students to then pick their presentation times next week. Students that were absent have to settle for the time slots that were left over. I am emailing them to inform them of their date and time.
  • Following this, we read Act II scene i of Othello, and I addressed students' notes.
  • To end, I informed students that they will need to complete the reading and take notes for the rest of Act II and all of Act III by Monday. They have tonight to work on it as well as all of class tomorrow.

Friday 5/17/18
  • I was absent today. Students were instructed to read all of Othello Act III and have their notes before Monday. Again, the No Fear Shakespeare version of the play is available on-line.
  • Student presentations will begin on Monday.

Monday 5/21-Wednesday 5/23/18
  • Students are presenting their Sophomore Projects.
  • There was a quiz on Act III.

Thursday 5/24/18
  • Today, we tried to finish up any Sophomore Project Presentations that had not been completed.
  • Next, Mrs. Craven came in and spoke to the students about GPA, college admissions, and many other useful topics.
  • We briefly wrapped up Act III. I'll be honest--the Act did not get its just day in court, but we are running out of time!
  • FOR HOMEWORK, students need to read and take notes on Act IV scene i.