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  1. page Honors English II Spring 2018 edited ... If they got this far, students were to evaluate three of their potential sources using languag…
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    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.
    {How do I create a thesis statement.docx}

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    1:27 pm

Friday, April 20

  1. page Honors English II Spring 2018 edited ... Next, we reviewed and discussed students' responses from their C.I.A.s. For homework, student…
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    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.

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    1:05 pm

Thursday, April 19

  1. page Honors English II Spring 2018 edited ... Today, Mrs. Absi took time out of her busy schedule to teach us about how to use the data base…
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    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.

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    7:48 am

Wednesday, April 18

  1. page Honors English II Spring 2018 edited ... To end class, I quickly went over the definitions of Scholarly Source/Popular Source/Primary S…
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    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.

    (view changes)
    8:36 am

Tuesday, April 17

  1. page Honors English II Spring 2018 edited ... Students were given the final 25-30 minutes of class to work with their partners on the Mythol…
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    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. {English II Critical Inquiry Assignment.docx}
    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).

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    7:41 am

Wednesday, April 11

  1. page Honors English II Spring 2018 edited ... After that, students read the scene from The Iliad in which Priam begs Achilles for Hector's b…
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    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.

    (view changes)
    7:19 am

Tuesday, April 10

  1. page Honors English II Spring 2018 edited ... Tuesday 4/10/18 First, I handed out the calendars for April. ... students and myself I …
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    Tuesday 4/10/18
    First, I handed out the calendars for April.
    ...
    students and myselfI were a
    ...
    because next week,week we will
    ...
    beginning Sophomore ProjectProject, and there
    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.
    (view changes)
    12:42 pm
  2. page Honors English II Spring 2018 edited ... {April-2018-Calendar.doc} Monday 4/9/18 We I began class by finishing passing out th…
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    {April-2018-Calendar.doc}
    Monday 4/9/18
    WeI began class by finishingpassing out the articles for the Civil Conversation that will take place on Thursday. {Abortion.docx} 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
    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 myself 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.

    (view changes)
    7:44 am

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