What We Did Today
May 29
Students continued their exam on argumentative essays.
May 28
Students began their exam on argumentative essays.
May 25
We went over the rubric for the exam as well as how to organize and prepare a proper argumentative essay in order for the3 students to be successful on Monday's week long exam.
May 24
We discussed the arguments that the students created using the infographic. The students then reviewed the different types of hooks that are used to engage readers.
May 23
We went over the article that discusses the importance of being on time. The students then used an infographic to create their own arguments.
May 22
We looked at an article that discusses the importance of being on time. The students were then asked to take apart the persons argument for tomorrow's class so that we can discuss how people craft their arguments.
May 17
For those of you who have not finished your Of Mice and Men Essay, you may come in tomorrow from 8am-10am and from 11am to noon to finish the essay. If you do not come in at this time you also have Tuesday morning at 8am as an option to come in to finish the test. There are not other available times, unless your absence is accompanied by a note.
May 14 - May 17
The students started their test on Of Mice and Men on Monday.
May 10
We examined topics to come up with essay ideas for the students test on Of Mice and Men on Monday.
May 9
We did a close reading of Chapter 5 of Of Mice and Men
May 8
We finished watching the movie Of Mice and Men and then discussed the novel.
May 7
We continued watching the movie Of Mice and Men
May 4
We watched the movie Of Mice and Men
May 3
Mini-Day
May 2
We finished reading Of Mice and Men
May 1
Students were answering a survey.
April 30
We used this period as a catch up for the students to finish whatever work they haven't done.
April 27
We finished doing a close reading of portions of chapter one of Of Mice and Men and then we connected the reading to animal imagery in the book.
April 26
We did a close reading of portions of chapter one of Of Mice and Men and then we connected the reading to animal imagery in the book.
April 25
Students answered comprehension questions on Chapter 3 and 4 of Of Mice and Men
April 24
Students read chapter 4 of Of Mice and Men
April 20
Students went to the POP lab and answered a survey and then wrote our their symbolism paragraphs in Google Classroom.
April 19
We read to completion the third chapter of Of Mice and Men.
April 18
We started class by going over imagery that was used in the novel, then the students discussed the the different types of imagery. Finally, they used that imagery to write a single paragraph on figurative language.
April 12
We started class with a one minute - one questions quiz on last night's Of Mice and Men reading. The students then had a test on Chapter 2 of the book. Once completed, they started reading the third Chapter.
April 11
We went to the library to finish the Extended Metaphor Assignment that was due last night. The students have to read chapter 2 (pg 17) of "Of Mice and Men" for tomorrow.
April 10
We started reading of Mice and Men and then we did a close reading of excerpts from the first chapter.
Homework
Extended Metaphor Assignment due for tomorrow on Google Classroom
April 9
We started with our sixty seconds and then we began looked at the use of the N-Word in literature to prepare for its occurrence in Of Mice and Men.
Homework
Extended Metaphor Assignment due for tomorrow on Google Classroom
April 6
We started with our sixty seconds and then we began looking at extended metaphors.
April 5
We started with our sixty seconds and then the students went to the POP lab to finish writing their persuasive essays. The assignment is due tonight at 11:59pm.
April 4
We started with our sixty seconds and then the students went to the POP lab to continue writing their persuasive essays. They will have Today and Tomorrow in class to complete the assignment.
March 29
We started with our sixty seconds and then the students went to the Library to continue writing their persuasive essays. They will have Wednesday and Thursday in class to complete the assignment.
March 28
We started with our sixty seconds and then the students went to the Library lab to start writing their persuasive essays.
March 27
We started with our sixty seconds and then the students went to the POP lab to start writing their persuasive essays.
March 26
We started with our sixty seconds and then we continued looking the the how and why of writing persuasive essays. The students wrote example starting points for the persuasive essay assignment that they will be starting this week.
March 23
We started with our sixty seconds and then we began looking the the how and why of writing persuasive essays.
March 22
We went to the POP lab where the students wrote their second critical article review. Today is the last day to work on the assignment in class.The assignment is due tonight at midnight.
March 21
We went to the Library where the students wrote their second critical article review. Thursday is the last day to work on the assignment in class.
March 20
We went to the POP lab where the students wrote their second critical article review. Thursday is the last day to work on the assignment in class.
March 19
We started with our sixty seconds and then went to the POP lab where the students wrote their second critical article review. They will have two more days to complete the assignment.
March 16
We started with our sixty seconds and then went to the library to discuss the two articles we read, as well as the effect of technology in our lives.
March 15
We started with our sixty seconds and then continued to discuss the article l"Don't Take Away Your Teens' Smartphone" and then discussed how the students can improve their second critical essay.
March 14
Mr Elkin was absent. Students read the article, "Don't Take Away Your Teens' Smartphone" and then prepared notes for their second critical essay.
March 13
We started with our sixty seconds and then continued looking at how to integrate quotes in a text. We then did some practice.
March 12
We started with our sixty seconds and then we went over how to integrate quotes in a text. Students were also told about the Theme Club that meets day 6 during senior lunch to help them develop and discover theme.
March 1-2
Students went to the POP lab and worked on writing their critical review
Homework
Have Smartphones Destroyed a Generation Critical Review Due Friday.
February 28
Mini-Day
February 27
We discussed what a good critical article review looked like and then got started on writing one for "Have Smartphones Destroyed a Generation."
Homework
Have Smartphones Destroyed a Generation Critical Review Due Friday.
February 26
We finished reading and discussing the article from the Atlantic and began annotating it.
February 22
We finished reading and discussing the article from the Atlantic titled "Have Smartphones Destroyed a Generation."
February 21
We continued reading and discussing the article from the Atlantic titled "Have Smartphones Destroyed a Generation."
February 20
We read the article from the Atlantic titled "Have Smartphones Destroyed a Generation."
February 19
We looked at images from various news websites to determine what is fake news. The students examined some examples and then we looked at how to write a critical article review to prepare for their assignment that will begin tomorrow.
February 16
We looked at a handout on how to recognize fake news. We also looked at what bias in media is.
February 15
Students took part in a in school activity. We'll continue our media literacy work tomorrow.
February 14
We read a fictional article about "affluenza" by the Onion and then we looked at the real article about a true case of how the wealthy on trial get different treatment than the poor. We then discussed how entertainment can influence our understanding of true events.
February 13
We continued today by looking at what is truth in class. We watched a clip from John Oliver to better understand what's happening with regard to people believing in "alternative facts.
February 12
We continued today by looking at what is truth in class. We watched a few clips about the importance of facts and context in order to gain a better understand the current political climate.
February 8
We discussed what the students had done so far on their opinion v fact comparison sheets. The students then continued working on a sheet comparing the two articles to better demonstrate their understanding.
Homework
Opinion V. Fact worksheet due for Monday.
February 7
We continued reading the two articles to determine the difference between facts and opinions and then the students worked on a sheet comparing the two articles to better demonstrate their understanding.
February 6
We started going over the difference between facts, opinions, and informed opinions. We then read two articles to determine the difference between facts and opinions.
February 5
We started going over the students' exam. The students then continued their unit on "Fake News" and Media Literacy.
January 29-February 2
Exam Period
January 26
We prepared for the students' mid-year exam.
January 25
Mini-day
January 24
We continued looking at different aspects of the news and how we consume media.
January 23
Snow Day
January 22
We started class by discussing how we get our new today and then looked at how we as citizens need to be vigilant in the world of 24 hour news.
January 19
We discussed the potion of Timothy Snyder's on Tyranny and then we discussed different aspects of media literacy.
January 18
We read a portion of Timothy Snyder's on Tyranny and then we watched a video on the Milgram experiment. The Maus assignment is due Friday January 19.
January 17
We went to the library today to work on the students' Maus Essay. Today was the last day to work on the essay in class. The assignment is due Friday January 19.
January 16
We went to the POP lab to continue working on the student's essay on Maus.
January 15
We went to the POP lab to continue working on the student's essay on Maus.
January 12
We went to the Library to continue working on the student's essay on Maus.
January 11
We went to the POP lab to continue working on the student's essay on Maus.
January 10
We went to the POP lab to work on the student's essay on Maus.
January 9
We started with our sixty seconds and then we continued reading Maus Chapter 5.
January 8
We started with our sixty seconds and then we continued reading Maus Chapter 4.
December 20
We went to the library to answer comprehension questions on Maus II.
December 19
Many students were absent for Love today so we watched a Christmas special. It's important that the students be here because they will be writing their last assignment before vacation.
December 18
We continued discussing what the students thought be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 15
Students were given a handout where they had to decide what would be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 14
We discussed issues and techniques for avoiding plagiarizing assignments. We then read Maus for the remainder of the period.
December 13
We read an article about the misconceptions of people with regard to Islamic Terrorism and tried to connect the growing fear of Muslim's to the novel Maus.
December 12
Many students were at "Love" today so we had a discussion about the rise of anti-immigrant groups in Quebec and their connection to the novel that we're reading.
December 11
The students started with their journals. The quote that they wrote about was based off of the play they saw on Friday. We then discussed the theme of guilt briefly and continued reading Maus.
December 8
Students were at a play
December 7
Mini-Day: No Class
December 6
We started with the students writing in their quote journal and then we moved on to the students handing in their late assignments. We then began to read the first chapter of Maus II novel.
December 5
We started with the students writing in their quote journal and then we moved on to doing our sixty seconds. Following that the students handed in their late assignments. We then did a short class discussion on what we though would happen in the second book of Maus. Finally we began to read the novel.
December 4
We spent the rest of the class finishing the Maus Techniques Assignment
Homework
Hand in late Reading Discussion Assignment and Turn In Maus Literary Techniques
November 30
We started the period by going over the students Maus Literary Techniques assignment. This will be an in class assignment started in Google Classroom tomorrow. It will be due on Monday December 4. We then had a class discussion in the library based on the questions the students made.
November 29
The students were working on the Food Drive for the period.
Homework
Come up with four discussion questions and connections based on the assignment that was handed out in class. Go to Google Classroom to look at Book I of Maus and for the assignment if you don't have it.
November 28
The students started by working on their quote integration in their journals. We then did our sixty seconds of mindfulness. We then finished reading to the first book of Maus.
Homework
Come up with four discussion questions and connections based on the assignment that was handed out in class. Go to Google Classroom to look at Book I of Maus and for the assignment if you don't have it.
November 27
The students started by working on their quote integration in their journals. We then did our sixty seconds of mindfulness. We then continued reading to finish the first book of Maus.
November 22
The students went to the POP Lab to answer comprehension questions on MAUS.
Homework
Finish MAUS CH. 5 questions on Google Classroom for Monday.
November 21
We started writing in our journals about one of the quotes that the students chose. We then finished reading the fifth chapter of Maus. Finally the students got into group and began coming up with discussion questions for Maus chapter 5.
November 20
We started writing in our journals about what we thought of last weeks discussion. We then continued reading Maus for the rest of the period.
November 17
Students went to the library and we had a round table discussion on what we thought of Maus so far based on questions that the students came up with.
November 16
Students went to the library and finished reading their last Maus chapter. They then worked in groups to come up with discussion questions that we'll be working on tomorrow.
November 15
We started with our journal entry for today. The journal was about integrating and explaining quotes in detail. We went over this for the students who were absent last class. and. We then did our sixty second of mindfulness. Finally we spent the remainder of the class reading Maus.
November 14
We started with our journal entry for today. The journal was about integrating and explaining quotes in detail. We then did our sixty second of mindfulness. Finally we spent the remainder of the class going over how to properly write about quotations.
November 13
We started with our journal entry for today. The journal was about integrating and explaining quotes in detail. We then did our sixty second of mindfulness. Finally we spent the remainder of the class reading Maus Chapter 3.
November 10
Students worked in the library answering comprehension questions on Maus Chapter 2 in their google classroom.
November 9
We continued reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing if Maus works as a metaphor.
November 8
The students worked on the chromebooks answering the Maus Comprehension questions in google classroom.
November 7
We began reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing different literary techniques such as foreshadowing and irony.
November 6
We went to the POP lab to finish our essay on the Raven. The essay is due on Today. The students who were complete went though a document that reintroduced to them the holocaust. They answered questions that will prepare them for a discussion tomorrow.
November 3
We went to the library to finish our essay on the Raven. The essay is due on Monday.
November 2
We went to the POP lab where students began writing their essay on the theme of the Raven using Google Classroom.
November 1
Mini Day- No Class
October 31
We finished analyzing the poem "The Raven" and interpreted its meaning.We then went over some of the possible themes. We also watched a spoof of the Raven called "Vincent." Finally the students answered comprehension questions on "The Raven"
Homework
Finish Raven Comprehension Questions for Thursday
Students continued their exam on argumentative essays.
May 28
Students began their exam on argumentative essays.
May 25
We went over the rubric for the exam as well as how to organize and prepare a proper argumentative essay in order for the3 students to be successful on Monday's week long exam.
May 24
We discussed the arguments that the students created using the infographic. The students then reviewed the different types of hooks that are used to engage readers.
May 23
We went over the article that discusses the importance of being on time. The students then used an infographic to create their own arguments.
May 22
We looked at an article that discusses the importance of being on time. The students were then asked to take apart the persons argument for tomorrow's class so that we can discuss how people craft their arguments.
May 17
For those of you who have not finished your Of Mice and Men Essay, you may come in tomorrow from 8am-10am and from 11am to noon to finish the essay. If you do not come in at this time you also have Tuesday morning at 8am as an option to come in to finish the test. There are not other available times, unless your absence is accompanied by a note.
May 14 - May 17
The students started their test on Of Mice and Men on Monday.
May 10
We examined topics to come up with essay ideas for the students test on Of Mice and Men on Monday.
May 9
We did a close reading of Chapter 5 of Of Mice and Men
May 8
We finished watching the movie Of Mice and Men and then discussed the novel.
May 7
We continued watching the movie Of Mice and Men
May 4
We watched the movie Of Mice and Men
May 3
Mini-Day
May 2
We finished reading Of Mice and Men
May 1
Students were answering a survey.
April 30
We used this period as a catch up for the students to finish whatever work they haven't done.
April 27
We finished doing a close reading of portions of chapter one of Of Mice and Men and then we connected the reading to animal imagery in the book.
April 26
We did a close reading of portions of chapter one of Of Mice and Men and then we connected the reading to animal imagery in the book.
April 25
Students answered comprehension questions on Chapter 3 and 4 of Of Mice and Men
April 24
Students read chapter 4 of Of Mice and Men
April 20
Students went to the POP lab and answered a survey and then wrote our their symbolism paragraphs in Google Classroom.
April 19
We read to completion the third chapter of Of Mice and Men.
April 18
We started class by going over imagery that was used in the novel, then the students discussed the the different types of imagery. Finally, they used that imagery to write a single paragraph on figurative language.
April 12
We started class with a one minute - one questions quiz on last night's Of Mice and Men reading. The students then had a test on Chapter 2 of the book. Once completed, they started reading the third Chapter.
April 11
We went to the library to finish the Extended Metaphor Assignment that was due last night. The students have to read chapter 2 (pg 17) of "Of Mice and Men" for tomorrow.
April 10
We started reading of Mice and Men and then we did a close reading of excerpts from the first chapter.
Homework
Extended Metaphor Assignment due for tomorrow on Google Classroom
April 9
We started with our sixty seconds and then we began looked at the use of the N-Word in literature to prepare for its occurrence in Of Mice and Men.
Homework
Extended Metaphor Assignment due for tomorrow on Google Classroom
April 6
We started with our sixty seconds and then we began looking at extended metaphors.
April 5
We started with our sixty seconds and then the students went to the POP lab to finish writing their persuasive essays. The assignment is due tonight at 11:59pm.
April 4
We started with our sixty seconds and then the students went to the POP lab to continue writing their persuasive essays. They will have Today and Tomorrow in class to complete the assignment.
March 29
We started with our sixty seconds and then the students went to the Library to continue writing their persuasive essays. They will have Wednesday and Thursday in class to complete the assignment.
March 28
We started with our sixty seconds and then the students went to the Library lab to start writing their persuasive essays.
March 27
We started with our sixty seconds and then the students went to the POP lab to start writing their persuasive essays.
March 26
We started with our sixty seconds and then we continued looking the the how and why of writing persuasive essays. The students wrote example starting points for the persuasive essay assignment that they will be starting this week.
March 23
We started with our sixty seconds and then we began looking the the how and why of writing persuasive essays.
March 22
We went to the POP lab where the students wrote their second critical article review. Today is the last day to work on the assignment in class.The assignment is due tonight at midnight.
March 21
We went to the Library where the students wrote their second critical article review. Thursday is the last day to work on the assignment in class.
March 20
We went to the POP lab where the students wrote their second critical article review. Thursday is the last day to work on the assignment in class.
March 19
We started with our sixty seconds and then went to the POP lab where the students wrote their second critical article review. They will have two more days to complete the assignment.
March 16
We started with our sixty seconds and then went to the library to discuss the two articles we read, as well as the effect of technology in our lives.
March 15
We started with our sixty seconds and then continued to discuss the article l"Don't Take Away Your Teens' Smartphone" and then discussed how the students can improve their second critical essay.
March 14
Mr Elkin was absent. Students read the article, "Don't Take Away Your Teens' Smartphone" and then prepared notes for their second critical essay.
March 13
We started with our sixty seconds and then continued looking at how to integrate quotes in a text. We then did some practice.
March 12
We started with our sixty seconds and then we went over how to integrate quotes in a text. Students were also told about the Theme Club that meets day 6 during senior lunch to help them develop and discover theme.
March 1-2
Students went to the POP lab and worked on writing their critical review
Homework
Have Smartphones Destroyed a Generation Critical Review Due Friday.
February 28
Mini-Day
February 27
We discussed what a good critical article review looked like and then got started on writing one for "Have Smartphones Destroyed a Generation."
Homework
Have Smartphones Destroyed a Generation Critical Review Due Friday.
February 26
We finished reading and discussing the article from the Atlantic and began annotating it.
February 22
We finished reading and discussing the article from the Atlantic titled "Have Smartphones Destroyed a Generation."
February 21
We continued reading and discussing the article from the Atlantic titled "Have Smartphones Destroyed a Generation."
February 20
We read the article from the Atlantic titled "Have Smartphones Destroyed a Generation."
February 19
We looked at images from various news websites to determine what is fake news. The students examined some examples and then we looked at how to write a critical article review to prepare for their assignment that will begin tomorrow.
February 16
We looked at a handout on how to recognize fake news. We also looked at what bias in media is.
February 15
Students took part in a in school activity. We'll continue our media literacy work tomorrow.
February 14
We read a fictional article about "affluenza" by the Onion and then we looked at the real article about a true case of how the wealthy on trial get different treatment than the poor. We then discussed how entertainment can influence our understanding of true events.
February 13
We continued today by looking at what is truth in class. We watched a clip from John Oliver to better understand what's happening with regard to people believing in "alternative facts.
February 12
We continued today by looking at what is truth in class. We watched a few clips about the importance of facts and context in order to gain a better understand the current political climate.
February 8
We discussed what the students had done so far on their opinion v fact comparison sheets. The students then continued working on a sheet comparing the two articles to better demonstrate their understanding.
Homework
Opinion V. Fact worksheet due for Monday.
February 7
We continued reading the two articles to determine the difference between facts and opinions and then the students worked on a sheet comparing the two articles to better demonstrate their understanding.
February 6
We started going over the difference between facts, opinions, and informed opinions. We then read two articles to determine the difference between facts and opinions.
February 5
We started going over the students' exam. The students then continued their unit on "Fake News" and Media Literacy.
January 29-February 2
Exam Period
January 26
We prepared for the students' mid-year exam.
January 25
Mini-day
January 24
We continued looking at different aspects of the news and how we consume media.
January 23
Snow Day
January 22
We started class by discussing how we get our new today and then looked at how we as citizens need to be vigilant in the world of 24 hour news.
January 19
We discussed the potion of Timothy Snyder's on Tyranny and then we discussed different aspects of media literacy.
January 18
We read a portion of Timothy Snyder's on Tyranny and then we watched a video on the Milgram experiment. The Maus assignment is due Friday January 19.
January 17
We went to the library today to work on the students' Maus Essay. Today was the last day to work on the essay in class. The assignment is due Friday January 19.
January 16
We went to the POP lab to continue working on the student's essay on Maus.
January 15
We went to the POP lab to continue working on the student's essay on Maus.
January 12
We went to the Library to continue working on the student's essay on Maus.
January 11
We went to the POP lab to continue working on the student's essay on Maus.
January 10
We went to the POP lab to work on the student's essay on Maus.
January 9
We started with our sixty seconds and then we continued reading Maus Chapter 5.
January 8
We started with our sixty seconds and then we continued reading Maus Chapter 4.
December 20
We went to the library to answer comprehension questions on Maus II.
December 19
Many students were absent for Love today so we watched a Christmas special. It's important that the students be here because they will be writing their last assignment before vacation.
December 18
We continued discussing what the students thought be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 15
Students were given a handout where they had to decide what would be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 14
We discussed issues and techniques for avoiding plagiarizing assignments. We then read Maus for the remainder of the period.
December 13
We read an article about the misconceptions of people with regard to Islamic Terrorism and tried to connect the growing fear of Muslim's to the novel Maus.
December 12
Many students were at "Love" today so we had a discussion about the rise of anti-immigrant groups in Quebec and their connection to the novel that we're reading.
December 11
The students started with their journals. The quote that they wrote about was based off of the play they saw on Friday. We then discussed the theme of guilt briefly and continued reading Maus.
December 8
Students were at a play
December 7
Mini-Day: No Class
December 6
We started with the students writing in their quote journal and then we moved on to the students handing in their late assignments. We then began to read the first chapter of Maus II novel.
December 5
We started with the students writing in their quote journal and then we moved on to doing our sixty seconds. Following that the students handed in their late assignments. We then did a short class discussion on what we though would happen in the second book of Maus. Finally we began to read the novel.
December 4
We spent the rest of the class finishing the Maus Techniques Assignment
Homework
Hand in late Reading Discussion Assignment and Turn In Maus Literary Techniques
November 30
We started the period by going over the students Maus Literary Techniques assignment. This will be an in class assignment started in Google Classroom tomorrow. It will be due on Monday December 4. We then had a class discussion in the library based on the questions the students made.
November 29
The students were working on the Food Drive for the period.
Homework
Come up with four discussion questions and connections based on the assignment that was handed out in class. Go to Google Classroom to look at Book I of Maus and for the assignment if you don't have it.
November 28
The students started by working on their quote integration in their journals. We then did our sixty seconds of mindfulness. We then finished reading to the first book of Maus.
Homework
Come up with four discussion questions and connections based on the assignment that was handed out in class. Go to Google Classroom to look at Book I of Maus and for the assignment if you don't have it.
November 27
The students started by working on their quote integration in their journals. We then did our sixty seconds of mindfulness. We then continued reading to finish the first book of Maus.
November 22
The students went to the POP Lab to answer comprehension questions on MAUS.
Homework
Finish MAUS CH. 5 questions on Google Classroom for Monday.
November 21
We started writing in our journals about one of the quotes that the students chose. We then finished reading the fifth chapter of Maus. Finally the students got into group and began coming up with discussion questions for Maus chapter 5.
November 20
We started writing in our journals about what we thought of last weeks discussion. We then continued reading Maus for the rest of the period.
November 17
Students went to the library and we had a round table discussion on what we thought of Maus so far based on questions that the students came up with.
November 16
Students went to the library and finished reading their last Maus chapter. They then worked in groups to come up with discussion questions that we'll be working on tomorrow.
November 15
We started with our journal entry for today. The journal was about integrating and explaining quotes in detail. We went over this for the students who were absent last class. and. We then did our sixty second of mindfulness. Finally we spent the remainder of the class reading Maus.
November 14
We started with our journal entry for today. The journal was about integrating and explaining quotes in detail. We then did our sixty second of mindfulness. Finally we spent the remainder of the class going over how to properly write about quotations.
November 13
We started with our journal entry for today. The journal was about integrating and explaining quotes in detail. We then did our sixty second of mindfulness. Finally we spent the remainder of the class reading Maus Chapter 3.
November 10
Students worked in the library answering comprehension questions on Maus Chapter 2 in their google classroom.
November 9
We continued reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing if Maus works as a metaphor.
November 8
The students worked on the chromebooks answering the Maus Comprehension questions in google classroom.
November 7
We began reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing different literary techniques such as foreshadowing and irony.
November 6
We went to the POP lab to finish our essay on the Raven. The essay is due on Today. The students who were complete went though a document that reintroduced to them the holocaust. They answered questions that will prepare them for a discussion tomorrow.
November 3
We went to the library to finish our essay on the Raven. The essay is due on Monday.
November 2
We went to the POP lab where students began writing their essay on the theme of the Raven using Google Classroom.
November 1
Mini Day- No Class
October 31
We finished analyzing the poem "The Raven" and interpreted its meaning.We then went over some of the possible themes. We also watched a spoof of the Raven called "Vincent." Finally the students answered comprehension questions on "The Raven"
Homework
Finish Raven Comprehension Questions for Thursday
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October 27
We started class with our journal and then did our sixty seconds of mindfulness. Following that we analyzed the poem "The Raven" and interpreted its meaning.
October 26
We started class with our journal and then did our sixty seconds of mindfulness. Following that we went over the concept of theme that we discussed yesterday. Finally we read the poem "The Raven" and began to interpret its meaning.
October 25
We started class by reading a mini biography of Edgar Allan Poe and then began discussing his life. We finished class with a worksheet on Theme.
Homework
Come up with three themes for tomorrow to discuss in class.
October 24
We went to the library to complete a Spine Poetry Assignment. The students used book titles to write a poem. They should be typed and shared as a google doc by tomorrow.
October 23
The students started with vocabulary quiz on The Raven, they then did their journal entry and sixty seconds of mindfulness. Following their journal entry we went over tomorrow's Poetry Assignment.
October 20
The students had their Free-Write Friday and then their sixty seconds of mindfulness. Following their journal entry the students shared their sentences with the class and then used the Chromebooks to practice their definitions for their vocab quiz on Monday
Homework
The Raven Vocabulary Quiz on Monday. Make sure you know the definitions and can use them in a sentence.
Click on this link for practice http://www.vocabtest.com/definitions.php?tid=371680
October 19
The students had their Free-Write Friday and then their sixty seconds of mindfulness. Following their journal entry the students were given dictionaries we finished the vocabulary list for our new poem, "The Raven."
Homework
The students needed to put each word into a sentence.
October 18
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry the students were given dictionaries and a vocabulary list for our new poem, "The Raven." The students needed to find all the words on the list and put each word into a sentence.
October 17
The students skipped their journals today. Today is the last day to work on the the "Dreamers" Essay.
October 16
The students skipped their journals today. Today is the last day to work on the outline for the "Dreamers" Essay.
October 13
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry the students reviewed how to use evidence to support their argument. Finally they continued writing the body paragraphs of their 5 paragraph essay on "Dreamers"
This song below is of a band that my friend told me to listen to. He also performed for President Obama, which is pretty cool
We started class with our journal and then did our sixty seconds of mindfulness. Following that we analyzed the poem "The Raven" and interpreted its meaning.
October 26
We started class with our journal and then did our sixty seconds of mindfulness. Following that we went over the concept of theme that we discussed yesterday. Finally we read the poem "The Raven" and began to interpret its meaning.
October 25
We started class by reading a mini biography of Edgar Allan Poe and then began discussing his life. We finished class with a worksheet on Theme.
Homework
Come up with three themes for tomorrow to discuss in class.
October 24
We went to the library to complete a Spine Poetry Assignment. The students used book titles to write a poem. They should be typed and shared as a google doc by tomorrow.
October 23
The students started with vocabulary quiz on The Raven, they then did their journal entry and sixty seconds of mindfulness. Following their journal entry we went over tomorrow's Poetry Assignment.
October 20
The students had their Free-Write Friday and then their sixty seconds of mindfulness. Following their journal entry the students shared their sentences with the class and then used the Chromebooks to practice their definitions for their vocab quiz on Monday
Homework
The Raven Vocabulary Quiz on Monday. Make sure you know the definitions and can use them in a sentence.
Click on this link for practice http://www.vocabtest.com/definitions.php?tid=371680
October 19
The students had their Free-Write Friday and then their sixty seconds of mindfulness. Following their journal entry the students were given dictionaries we finished the vocabulary list for our new poem, "The Raven."
Homework
The students needed to put each word into a sentence.
October 18
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry the students were given dictionaries and a vocabulary list for our new poem, "The Raven." The students needed to find all the words on the list and put each word into a sentence.
October 17
The students skipped their journals today. Today is the last day to work on the the "Dreamers" Essay.
October 16
The students skipped their journals today. Today is the last day to work on the outline for the "Dreamers" Essay.
October 13
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry the students reviewed how to use evidence to support their argument. Finally they continued writing the body paragraphs of their 5 paragraph essay on "Dreamers"
This song below is of a band that my friend told me to listen to. He also performed for President Obama, which is pretty cool
October 12
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry the students reviewed how to use evidence to support their argument. Finally they began writing the first paragraph of their 5 paragraph essay on "Dreamers"
October 11
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished writing the conclusion for a five paragraph essay and looked at transition words to write a good essay. Finally we go into groups and began analyzing the poem "Dreamers"
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry the students reviewed how to use evidence to support their argument. Finally they began writing the first paragraph of their 5 paragraph essay on "Dreamers"
October 11
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished writing the conclusion for a five paragraph essay and looked at transition words to write a good essay. Finally we go into groups and began analyzing the poem "Dreamers"
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October 10
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished writing the conclusion for a five paragraph essay and looked at transition words to write a good essay.
October 5
As a way of keeping parents in the loop, and in an effort to try and teach students responsibility for their own actions, the students wrote emails to their parents/guardians about their last mark on their assignment. For some, it was a chance to tell their parents/guardians that they did well on their last assignment, while for others, it allowed their parents to know whether or not they handed in their work. We then continued working on the structure for a five paragraph literary essay about the short story "The Stranger."
October 4
No class- Mini day
October 3
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we began working on the structure for a five paragraph literary essay about the short story "The Stranger."
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished writing the conclusion for a five paragraph essay and looked at transition words to write a good essay.
October 5
As a way of keeping parents in the loop, and in an effort to try and teach students responsibility for their own actions, the students wrote emails to their parents/guardians about their last mark on their assignment. For some, it was a chance to tell their parents/guardians that they did well on their last assignment, while for others, it allowed their parents to know whether or not they handed in their work. We then continued working on the structure for a five paragraph literary essay about the short story "The Stranger."
October 4
No class- Mini day
October 3
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we began working on the structure for a five paragraph literary essay about the short story "The Stranger."
5 Paragraph Response Organizer | |
File Size: | 3705 kb |
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October 2
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we read the short story, "The Stranger." The students had to answer several comprehension questions for homework.
Homework
Finish answering The Stranger Comprehension Questions
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we read the short story, "The Stranger." The students had to answer several comprehension questions for homework.
Homework
Finish answering The Stranger Comprehension Questions
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September 28
The students started with their sixty seconds of mindfulness. This was the last class for students to write their two poems. Both poems are due on Monday.
Homework
Grammar Poetry Assignment #1 + 2 due Monday October 2.
September 28
The students started with their sixty seconds of mindfulness. We then finished working on the students' poetry assignments. The students now have to finish a second poem in the same format to show mastery of the content.
September 27
The students started with their sixty seconds of mindfulness. We then went worked on the students' first poetry assignment.
Homework
Grammar Poetry Assignment #1 due tomorrow
September 26
The students started with their sixty seconds of mindfulness. We then went to the POP lab so we could begin working on our first poetry assignment.
September 25
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then learned about prepositions and they started a poetry assignment using prepositions.
[email protected]
The students started with their sixty seconds of mindfulness. This was the last class for students to write their two poems. Both poems are due on Monday.
Homework
Grammar Poetry Assignment #1 + 2 due Monday October 2.
September 28
The students started with their sixty seconds of mindfulness. We then finished working on the students' poetry assignments. The students now have to finish a second poem in the same format to show mastery of the content.
September 27
The students started with their sixty seconds of mindfulness. We then went worked on the students' first poetry assignment.
Homework
Grammar Poetry Assignment #1 due tomorrow
September 26
The students started with their sixty seconds of mindfulness. We then went to the POP lab so we could begin working on our first poetry assignment.
September 25
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then learned about prepositions and they started a poetry assignment using prepositions.
[email protected]
grammar_poetry_assignment.pdf | |
File Size: | 71 kb |
File Type: |
September 21
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then read an article and answered questions about that article.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then read an article and answered questions about that article.
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September 20
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we correct the Appositive worksheet and then the students made up their own appositive sentences.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we correct the Appositive worksheet and then the students made up their own appositive sentences.
Appositive Worksheet | |
File Size: | 79 kb |
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September 19
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we looked at The Appositive and then the students began working on a hand out on recognizing and writing the appositive in a sentence.
September 18
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their quiz on independent and subordinate clauses and their handouts on the subordinate conjunction. Finally we looked at The Appositive.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we looked at The Appositive and then the students began working on a hand out on recognizing and writing the appositive in a sentence.
September 18
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their quiz on independent and subordinate clauses and their handouts on the subordinate conjunction. Finally we looked at The Appositive.
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September 15
The students started with their sixty seconds of mindfulness. The students then worked on their journals and had their first Free Write Friday (a Sabrina Sousa™). Following their journal entry the students worked on their quiz on independent and subordinate clauses. The students then started a handout on the subordinate conjunction
September 14
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students learned about the subordinate conjunction and how to properly use it.
Homework
Go over independent and dependent (subordinate) clauses for quiz on Friday.
September 13
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over yesterday's compound sentences and worked on the sheet in class.
Homework
Go over independent and dependent (subordinate) clauses for quiz on Friday.
September 12
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students, as a class, went over Independent and Dependent Clauses worksheet from yesterday. We then began to form compound sentences.
The students started with their sixty seconds of mindfulness. The students then worked on their journals and had their first Free Write Friday (a Sabrina Sousa™). Following their journal entry the students worked on their quiz on independent and subordinate clauses. The students then started a handout on the subordinate conjunction
September 14
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students learned about the subordinate conjunction and how to properly use it.
Homework
Go over independent and dependent (subordinate) clauses for quiz on Friday.
September 13
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over yesterday's compound sentences and worked on the sheet in class.
Homework
Go over independent and dependent (subordinate) clauses for quiz on Friday.
September 12
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students, as a class, went over Independent and Dependent Clauses worksheet from yesterday. We then began to form compound sentences.
Compound Sentence Ex 1 | |
File Size: | 137 kb |
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September 11
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Conjunctions handout from last week and then we looked at the independent and subordinate clauses worksheet.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Conjunctions handout from last week and then we looked at the independent and subordinate clauses worksheet.
Independent and Dependent Clauses Worksheet | |
File Size: | 273 kb |
File Type: |
September 8
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Sentence Fragment Practice Homework. We then went and looked at how conjunctions are used to make independent clauses
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Sentence Fragment Practice Homework. We then went and looked at how conjunctions are used to make independent clauses
conjunctions.pdf | |
File Size: | 462 kb |
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September 7
Mini Day: No Classes
September 6
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students reviewed the different parts of a sentence and then we worked on a practice sheet to see if the students understood the difference between a sentence fragment and an independent clause (complete sentence).
Homework
Complete Fragments Exercise: Practice 1
Mini Day: No Classes
September 6
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students reviewed the different parts of a sentence and then we worked on a practice sheet to see if the students understood the difference between a sentence fragment and an independent clause (complete sentence).
Homework
Complete Fragments Exercise: Practice 1
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September 5
The students started with their sixty seconds of mindfulness. The students then worked on their journals while Mr. Elkin checked the homework. Following their journal entry we worked on the different parts of a sentence.
A sentence need a subject, verb, and be a complete thought.
An independent clause is another word for a sentence.
Homework
No Homework
September 1
The students started with their sixty seconds of mindfulness. We then discussed what a improper, proper and decent journal entry looks like. We then discussed the different quotes that the students could write about. The students then spent the remainder of the class working on their journals.
No Homework
The students started with their sixty seconds of mindfulness. The students then worked on their journals while Mr. Elkin checked the homework. Following their journal entry we worked on the different parts of a sentence.
A sentence need a subject, verb, and be a complete thought.
An independent clause is another word for a sentence.
Homework
No Homework
September 1
The students started with their sixty seconds of mindfulness. We then discussed what a improper, proper and decent journal entry looks like. We then discussed the different quotes that the students could write about. The students then spent the remainder of the class working on their journals.
No Homework
Proper journal entry | |
File Size: | 1623 kb |
File Type: | jpg |
Improper journal entry | |
File Size: | 1119 kb |
File Type: | jpg |
August 31
The students started with a sixty second mindfulness activity and were given this website where all of their class homework will be posted as well as what they did in class today. We then went over the rules of the class. The three rules we discussed were
Homework
Bring in the following materials for English by tomorrow, September 1:
The students started with a sixty second mindfulness activity and were given this website where all of their class homework will be posted as well as what they did in class today. We then went over the rules of the class. The three rules we discussed were
- Respect yourself
- Respect others
- Respect your classroom
Homework
Bring in the following materials for English by tomorrow, September 1:
- 3 ring binder
- Notebook for journal
- loose leaf paper
- dividers (5 tabs)
- 2 pens (blue or black)
- 2 pencils
- pencil sharpener
- An eraser
- white-out
- highlighter
Introduction Letter 2017 | |
File Size: | 93 kb |
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Sec 4 English Outline | |
File Size: | 95 kb |
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