What We Did Today
June 4
Students began to write a characterization paragraph for the short story "The Moose and the Sparrow."
June 1
Students continued working on their theme related to the short story "The Moose and the Sparrow."
May 31
We started writing theme paragraphs for the short story "The Moose and the Sparrow."
May 30
We read the short story "The Moose and the Sparrow."
May 29
We finished our exam on figurative language.
May 28
We began our exam on figurative language.
May 25
We went over how to find and explain the theme of stories to prepare for the exam.
May 24
We corrected the package to explain and interpret metaphors and similes.
May 23
Assembly
May 22
We started a mock exam on Metaphors and Similes to prepare for the students exam next week.
Homework
Finish your Figurative Language practice test so we can go over it tomorrow.
May 17
We continued to review metaphor and simile to prepare for the students upcoming final exams.
May 16
We began to review metaphor and simile to prepare for the students upcoming final exams.
May 14- May 15
We continued the Legend Test.
May 10
We continued the Legend Test.
May 9
Students started their Legend Test.
May 8
We began looking themes and characters in Legend to prepare for tomorrow's test
May 7
We finished reading the novel Legend and began to discuss the book so that the students could prepare for their Legend Response To Literature Test on Wednesday
May 4
We then continued reading the novel
May 3
We then continued reading the novel
May 2
We then continued reading the novel
May 1
Students answered comprehension questions about Legend on Google Classroom. Incomplete work is for homework.
April 30
We continued reading Legend. Students will answer comprehension questions on the book tomorrow in class.
April 27
We continued reading Legend.
April 26
We used these period to go over how to write a characterization paragraph for the students response to literature. We then continued Legend.
April 25
We finished Part I of Legend and then the students answered question sheet about characterization.
April 24
We went over the students' Legend Comprehension Questions and then continued reading Legend.
April 20
We went to the POP lab to answer a survey then we worked on completing our Legend Comprehension questions for Tuesday.
April 19
Students did their onomatopoeia, simile, personification, and hyperbole test. We then continued reading Legend.
April 18
We started with a onomatopoeia, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 18
We started with a onomatopoeia, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 17
We started with a metaphor, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 12
We started with our sixty seconds and then the we went over metaphor, simile, personification, and hyperbole to prepare for a test next week.
April 11
We started with our sixty seconds and then the we continued reading Legend Part I.
April 10
We started with our sixty seconds and then the we continued reading Legend. The students had a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due yesterday on Google Classroom
April 9
We started with our sixty seconds and then the we began reading Legend. The students have a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due tomorrow on Google Classroom
April 6
We started with our sixty seconds and then the we went over the essay that the students wrote last week. Finally we finished looking at characteristics of Dystopian Literature
April 5
Assembly
April 4
We started with our sixty seconds and then the we went over the essay that the students wrote last week. They will be returned when all marks are in. We then went over the pre-reading activity for the novel we will be starting tomorrow titled "Legend.
March 29
We started with our sixty seconds and then the students finished writing their English in class essay test. Students will have time Wednesday morning to complete the test at 8:15. There is no extra time beyond that.
Homework
Complete Legend Anticipation Guide
March 28
We started with our sixty seconds and then the students continued writing their English in class essay test.
March 27
We started with our sixty seconds and then the students came up with different themes that exist in the play that we read.
March 26
We started with our sixty seconds and then the students continued reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 23
We started with our sixty seconds and then the students began reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 22
Students started with their sixty seconds and then we discussed the quiz the students took on the Gods of Olympus. Following that we discussed the pre-reading questions that the students were supposed to complete.
March 21
Mini-Day
March 20
Students did their Gods of Olympus Quiz and the marks were released immediately. Following the quiz, the students did a pre-reading activity on Eros and Psyche.
March 19
Students started with their sixty seconds and then we finished the last of the presentation on Hero's Journey. The students then did a Kahoot practice quiz on the gods of Olympus.
Homework
Gods of Olympus Quiz Tomorrow
March 16
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 15
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 14
Mini Day
March 13
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
March 12
Students started with their sixty seconds and then we started the students' presentations on their Hero's Journey
February 26 to March 2
Students started with their sixty seconds and we use the whole week to work on completing the students' project on Hero's Journey, which is due on Friday
Homework
Finish Hero's Journey presentation. We start presenting on the day we come back from March break. No exceptions
February 22
We started with our sixty seconds and then the students continued working on their Hero's Journey assignment in the Library.
Homework
Hero's Formula Handout due on Monday, not the project.
February 21
We started with our sixty seconds and then the students continued working on their Hero's Journey assignment in the POP lab.
February 20
We started with our sixty seconds and then the students began their Hero's Journey assignment in the library.
February 19
We started with our sixty seconds and then we discussed the types of power that the Gods of ancient Greece had.
February 16
We started with our sixty seconds and then we did a Greek mythology activity where the students had to find the gods and goddesses of ancient Greece.
February 15
We started with our sixty seconds and then we went over the Hero's Journey with the students who were in Quebec. We then discussed the students upcoming mythology assignment.
Homework
Use the link below to finish the handout from class about Hero's Journey in Spider-man
https://prezi.com/3xbq81ohjtfr/the-heros-journey-spiderman/
February 14
We started by going over the rest of steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then finished watching Spider-man.
February 13
We started by going over the first steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then continued watching Spider-man.
February 12
We started by going over why the Ancient Greeks told myths. We then discussed how all myths follow the same format, the Hero's Journey. To gain a better understanding of the Mono-myth we began watching Spider-man.
February 8
The students should have finished rewriting their exam in class. They've been given adequate time to complete the work. Whatever they have completed will be what is marked. This practice at improving their work will be the students' first mark for term 3.
February 7
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 6
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 5
We started with our sixty seconds and then went over the students' exam. The students will re-write their exam in class. This practice at improving their work will be the students' first mark for term 3.
January 29-February 2
Exam Period
January 26
We continued the students' English exam.
January 25
We continued the students' English exam.
January 24
We continued the students' exam today.
January 23
Snow Day
January 22
We continued the students' exam today.
January 19
We began the students' exam today.
January 18
We then spent the rest of the period going over theme to help the students prepare for their exam.
January 17
We went over the Maus Assignments that are due this evening. We then spent the rest of the period going over theme to help the students prepare for their exam.
NOTE WELL
Starting Friday will be the beginning of the students' English Exam. It is important that they not miss school. If, however, they are absent, it is their responsibility to see the teacher to come write the portion that they missed at Lunch
January 16
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 15
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment.
January 12
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 11
We went to the POP lab to work on our Maus Book report letter.
January 10
We went to the POP lab to work on our Maus Book report letter.
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 finished reading the third chapter of Maus II.
December 19
Students started by writing in their journals about what he most valuable item to survive in concentration camp.We then continued reading Maus.
December 18
Students continued going over the handout where the students had to decide what would 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 discussed the way Art Spiegelman uses art in Maus. Then we spent the rest of the period reading the novel.
December 12
We went to the POP lab to answer comprehension questions on Maus. Students who did not complete the work are expected to have the assignment done for homework.
Homework
Finish Maus questions on Google Classroom for tomorrow.
December 11
We continued reading the second book of Maus and had a discussion in between our reading.
December 8
We started with our journal and then we continued reading the second book of Maus
December 7
We began reading and discussing the second book of Maus
December 6
The students came in and we went to the library to finish our discussion on Maus I. Many students were absent because of the field trip.
December 5
The students came in and we discussed how the discussion would be handled. We then used the remainder of the period to discuss Maus to better prepare for reading the second part of the novel.
December 4
We talked about the poor student behavior on Friday and then we worked to come up with discussion questions on Maus for the rest of the period.
Homework
Come up with four discussion questions for tomorrow. Bring back the paper
November 30
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 29
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 28
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 27
The students started by working on their journals. We then did our sixty seconds of mindfulness. We then continued reading to finish the first book of Maus.
Homework
Study Maus Vocabulary for Tuesday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 22
Students went to the library to answer questions on Maus in Google Classroom.
Homework
Finish Maus questions on Google Classroom for Monday.
November 21
Mr. Grant and Ms. Sylvain cam to our class and discussed how the students can work to create a better learning environment in the class. We then wrote what we thought of their presentation in the students' journal. Finally we spent the rest of the class reading MAUS.
November 20
We wrote in our journals first. We then did our sixty seconds. Finally we spent the rest of the class creating links between the anti-immigrant group La Meute, and the Nazi Party. We also discussed questions related to our reading of MAUS.
November 17
We wrote in our journals for our Free-Write Friday. We then did our sixty seconds. Finally we spent the rest of the class reading MAUS.
November 16
Mini-Day. No Class
November 15
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 14
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 13
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 10
We started by writing in our journals about what we liked/disliked about Maus so far. We then went over examples of student work to discuss how we can improve our writing. Finally, we continued reading the Graphic Memoir Maus. Students took turns reading as different characters.
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 in the library on 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 what genre Maus falls into.
November 6
We finished learning the necessary background information for the Holocaust so that we could start reading Maus.
November 3
We started by handing out the book that we're starting to read. Each students was given a copy of MAUS, which will stay in class. The students will be using google classroom to answer questions about the novel. They will have several of these online questions to answer in term 2. They were also shown how to go to google classroom and how they can answer questions using the platform. We then spent the rest of the class going over some background information about the holocaust before reading MAUS.
November 2
Students handed in their comprehension questions and then wrote a theme paragraph on "The Raven."
October 31
We finished analyzing the poem "The Raven" and interpreted its meaning.We then went over some of the possible themes. Finally the students answered comprehension questions on "The Raven"
Homework
Finish Raven Comprehension Questions for Thursday
Students began to write a characterization paragraph for the short story "The Moose and the Sparrow."
June 1
Students continued working on their theme related to the short story "The Moose and the Sparrow."
May 31
We started writing theme paragraphs for the short story "The Moose and the Sparrow."
May 30
We read the short story "The Moose and the Sparrow."
May 29
We finished our exam on figurative language.
May 28
We began our exam on figurative language.
May 25
We went over how to find and explain the theme of stories to prepare for the exam.
May 24
We corrected the package to explain and interpret metaphors and similes.
May 23
Assembly
May 22
We started a mock exam on Metaphors and Similes to prepare for the students exam next week.
Homework
Finish your Figurative Language practice test so we can go over it tomorrow.
May 17
We continued to review metaphor and simile to prepare for the students upcoming final exams.
May 16
We began to review metaphor and simile to prepare for the students upcoming final exams.
May 14- May 15
We continued the Legend Test.
May 10
We continued the Legend Test.
May 9
Students started their Legend Test.
May 8
We began looking themes and characters in Legend to prepare for tomorrow's test
May 7
We finished reading the novel Legend and began to discuss the book so that the students could prepare for their Legend Response To Literature Test on Wednesday
May 4
We then continued reading the novel
May 3
We then continued reading the novel
May 2
We then continued reading the novel
May 1
Students answered comprehension questions about Legend on Google Classroom. Incomplete work is for homework.
April 30
We continued reading Legend. Students will answer comprehension questions on the book tomorrow in class.
April 27
We continued reading Legend.
April 26
We used these period to go over how to write a characterization paragraph for the students response to literature. We then continued Legend.
April 25
We finished Part I of Legend and then the students answered question sheet about characterization.
April 24
We went over the students' Legend Comprehension Questions and then continued reading Legend.
April 20
We went to the POP lab to answer a survey then we worked on completing our Legend Comprehension questions for Tuesday.
April 19
Students did their onomatopoeia, simile, personification, and hyperbole test. We then continued reading Legend.
April 18
We started with a onomatopoeia, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 18
We started with a onomatopoeia, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 17
We started with a metaphor, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 12
We started with our sixty seconds and then the we went over metaphor, simile, personification, and hyperbole to prepare for a test next week.
April 11
We started with our sixty seconds and then the we continued reading Legend Part I.
April 10
We started with our sixty seconds and then the we continued reading Legend. The students had a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due yesterday on Google Classroom
April 9
We started with our sixty seconds and then the we began reading Legend. The students have a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due tomorrow on Google Classroom
April 6
We started with our sixty seconds and then the we went over the essay that the students wrote last week. Finally we finished looking at characteristics of Dystopian Literature
April 5
Assembly
April 4
We started with our sixty seconds and then the we went over the essay that the students wrote last week. They will be returned when all marks are in. We then went over the pre-reading activity for the novel we will be starting tomorrow titled "Legend.
March 29
We started with our sixty seconds and then the students finished writing their English in class essay test. Students will have time Wednesday morning to complete the test at 8:15. There is no extra time beyond that.
Homework
Complete Legend Anticipation Guide
March 28
We started with our sixty seconds and then the students continued writing their English in class essay test.
March 27
We started with our sixty seconds and then the students came up with different themes that exist in the play that we read.
March 26
We started with our sixty seconds and then the students continued reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 23
We started with our sixty seconds and then the students began reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 22
Students started with their sixty seconds and then we discussed the quiz the students took on the Gods of Olympus. Following that we discussed the pre-reading questions that the students were supposed to complete.
March 21
Mini-Day
March 20
Students did their Gods of Olympus Quiz and the marks were released immediately. Following the quiz, the students did a pre-reading activity on Eros and Psyche.
March 19
Students started with their sixty seconds and then we finished the last of the presentation on Hero's Journey. The students then did a Kahoot practice quiz on the gods of Olympus.
Homework
Gods of Olympus Quiz Tomorrow
March 16
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 15
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 14
Mini Day
March 13
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
March 12
Students started with their sixty seconds and then we started the students' presentations on their Hero's Journey
February 26 to March 2
Students started with their sixty seconds and we use the whole week to work on completing the students' project on Hero's Journey, which is due on Friday
Homework
Finish Hero's Journey presentation. We start presenting on the day we come back from March break. No exceptions
February 22
We started with our sixty seconds and then the students continued working on their Hero's Journey assignment in the Library.
Homework
Hero's Formula Handout due on Monday, not the project.
February 21
We started with our sixty seconds and then the students continued working on their Hero's Journey assignment in the POP lab.
February 20
We started with our sixty seconds and then the students began their Hero's Journey assignment in the library.
February 19
We started with our sixty seconds and then we discussed the types of power that the Gods of ancient Greece had.
February 16
We started with our sixty seconds and then we did a Greek mythology activity where the students had to find the gods and goddesses of ancient Greece.
February 15
We started with our sixty seconds and then we went over the Hero's Journey with the students who were in Quebec. We then discussed the students upcoming mythology assignment.
Homework
Use the link below to finish the handout from class about Hero's Journey in Spider-man
https://prezi.com/3xbq81ohjtfr/the-heros-journey-spiderman/
February 14
We started by going over the rest of steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then finished watching Spider-man.
February 13
We started by going over the first steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then continued watching Spider-man.
February 12
We started by going over why the Ancient Greeks told myths. We then discussed how all myths follow the same format, the Hero's Journey. To gain a better understanding of the Mono-myth we began watching Spider-man.
February 8
The students should have finished rewriting their exam in class. They've been given adequate time to complete the work. Whatever they have completed will be what is marked. This practice at improving their work will be the students' first mark for term 3.
February 7
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 6
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 5
We started with our sixty seconds and then went over the students' exam. The students will re-write their exam in class. This practice at improving their work will be the students' first mark for term 3.
January 29-February 2
Exam Period
January 26
We continued the students' English exam.
January 25
We continued the students' English exam.
January 24
We continued the students' exam today.
January 23
Snow Day
January 22
We continued the students' exam today.
January 19
We began the students' exam today.
January 18
We then spent the rest of the period going over theme to help the students prepare for their exam.
January 17
We went over the Maus Assignments that are due this evening. We then spent the rest of the period going over theme to help the students prepare for their exam.
NOTE WELL
Starting Friday will be the beginning of the students' English Exam. It is important that they not miss school. If, however, they are absent, it is their responsibility to see the teacher to come write the portion that they missed at Lunch
January 16
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 15
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment.
January 12
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 11
We went to the POP lab to work on our Maus Book report letter.
January 10
We went to the POP lab to work on our Maus Book report letter.
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 finished reading the third chapter of Maus II.
December 19
Students started by writing in their journals about what he most valuable item to survive in concentration camp.We then continued reading Maus.
December 18
Students continued going over the handout where the students had to decide what would 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 discussed the way Art Spiegelman uses art in Maus. Then we spent the rest of the period reading the novel.
December 12
We went to the POP lab to answer comprehension questions on Maus. Students who did not complete the work are expected to have the assignment done for homework.
Homework
Finish Maus questions on Google Classroom for tomorrow.
December 11
We continued reading the second book of Maus and had a discussion in between our reading.
December 8
We started with our journal and then we continued reading the second book of Maus
December 7
We began reading and discussing the second book of Maus
December 6
The students came in and we went to the library to finish our discussion on Maus I. Many students were absent because of the field trip.
December 5
The students came in and we discussed how the discussion would be handled. We then used the remainder of the period to discuss Maus to better prepare for reading the second part of the novel.
December 4
We talked about the poor student behavior on Friday and then we worked to come up with discussion questions on Maus for the rest of the period.
Homework
Come up with four discussion questions for tomorrow. Bring back the paper
November 30
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 29
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 28
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 27
The students started by working on their journals. We then did our sixty seconds of mindfulness. We then continued reading to finish the first book of Maus.
Homework
Study Maus Vocabulary for Tuesday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 22
Students went to the library to answer questions on Maus in Google Classroom.
Homework
Finish Maus questions on Google Classroom for Monday.
November 21
Mr. Grant and Ms. Sylvain cam to our class and discussed how the students can work to create a better learning environment in the class. We then wrote what we thought of their presentation in the students' journal. Finally we spent the rest of the class reading MAUS.
November 20
We wrote in our journals first. We then did our sixty seconds. Finally we spent the rest of the class creating links between the anti-immigrant group La Meute, and the Nazi Party. We also discussed questions related to our reading of MAUS.
November 17
We wrote in our journals for our Free-Write Friday. We then did our sixty seconds. Finally we spent the rest of the class reading MAUS.
November 16
Mini-Day. No Class
November 15
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 14
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 13
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 10
We started by writing in our journals about what we liked/disliked about Maus so far. We then went over examples of student work to discuss how we can improve our writing. Finally, we continued reading the Graphic Memoir Maus. Students took turns reading as different characters.
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 in the library on 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 what genre Maus falls into.
November 6
We finished learning the necessary background information for the Holocaust so that we could start reading Maus.
November 3
We started by handing out the book that we're starting to read. Each students was given a copy of MAUS, which will stay in class. The students will be using google classroom to answer questions about the novel. They will have several of these online questions to answer in term 2. They were also shown how to go to google classroom and how they can answer questions using the platform. We then spent the rest of the class going over some background information about the holocaust before reading MAUS.
November 2
Students handed in their comprehension questions and then wrote a theme paragraph on "The Raven."
October 31
We finished analyzing the poem "The Raven" and interpreted its meaning.We then went over some of the possible themes. Finally the students answered comprehension questions on "The Raven"
Homework
Finish Raven Comprehension Questions for Thursday
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October 27
The students started with their journal and then did their sixty seconds of mindfulness. After we went over the concept of theme in stories, movies, and television. We then read the poem "The Raven". On Tuesday we will begin to analyze the poem.
October 26
The students started with their journal and then did their sixty seconds of mindfulness. After we went over the concept of theme in stories, movies, and television. The last few minutes of class the students were given back their spelling test. Tomorrow we will start reading the poem "The Raven"
October 25
The students started with their vocabulary test. Following the the test, the students read a mini biography of Edgar Allan Poe as a precursor to reading the poem "The Raven"
October 24
The students started with their journal entry and then did their sixty seconds of mindfulness. Following their journal entry the students shared sentences with the class and then we practiced the vocabulary as a class.
Homework
The Raven Vocabulary Quiz tomorrow. 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 23
The students started with their journal entry and then did their sixty seconds of mindfulness. Following their journal entry the students shared sentences with the class and then we practiced the vocabulary as a class.
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 next week.
Homework
The Raven Vocabulary Quiz next week. 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
Mini Day - No class
October 18
The students spent the period reading over their outlines and finished the good copy of their five paragraph essay on "Dreamers"
October 17
The students spent the period reading over their outlines and began working on the good copy of their five paragraph essay on "Dreamers"
October 16
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we continued writing the conclusion of our five paragraph essay on "Dreamers"
October 13
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we continued writing the main body to our five paragraph essay on "Dreamers"
October 12
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished analyzing "Dreamers" and the students were then taught how to organize a paragraph with evidence, analysis, and connections.
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 looked at a poem and began to analyze it.
The students started with their journal and then did their sixty seconds of mindfulness. After we went over the concept of theme in stories, movies, and television. We then read the poem "The Raven". On Tuesday we will begin to analyze the poem.
October 26
The students started with their journal and then did their sixty seconds of mindfulness. After we went over the concept of theme in stories, movies, and television. The last few minutes of class the students were given back their spelling test. Tomorrow we will start reading the poem "The Raven"
October 25
The students started with their vocabulary test. Following the the test, the students read a mini biography of Edgar Allan Poe as a precursor to reading the poem "The Raven"
October 24
The students started with their journal entry and then did their sixty seconds of mindfulness. Following their journal entry the students shared sentences with the class and then we practiced the vocabulary as a class.
Homework
The Raven Vocabulary Quiz tomorrow. 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 23
The students started with their journal entry and then did their sixty seconds of mindfulness. Following their journal entry the students shared sentences with the class and then we practiced the vocabulary as a class.
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 next week.
Homework
The Raven Vocabulary Quiz next week. 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
Mini Day - No class
October 18
The students spent the period reading over their outlines and finished the good copy of their five paragraph essay on "Dreamers"
October 17
The students spent the period reading over their outlines and began working on the good copy of their five paragraph essay on "Dreamers"
October 16
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we continued writing the conclusion of our five paragraph essay on "Dreamers"
October 13
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we continued writing the main body to our five paragraph essay on "Dreamers"
October 12
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished analyzing "Dreamers" and the students were then taught how to organize a paragraph with evidence, analysis, and connections.
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 looked at a poem and began to analyze it.
Dreamers Analysis | |
File Size: | 57 kb |
File Type: |
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.
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
The students started working on their journals and then began their sixty second of mindfulness. Following their journal, the students handed in yesterday's comprehension questions on "The Stranger." Late assignments are deducted %10 each day late. We then continued working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
October 4
The students started working on their journals and then began their sixty second of mindfulness. Following their journal, the students handed in yesterday's comprehension questions on "The Stranger." Late assignments are deducted %10 each day late. We then began working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
Homework
Finish answering The Stranger Comprehension Questions for tomorrow.
The students started working on their journals and then began their sixty second of mindfulness. Following their journal, the students handed in yesterday's comprehension questions on "The Stranger." Late assignments are deducted %10 each day late. We then continued working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
October 4
The students started working on their journals and then began their sixty second of mindfulness. Following their journal, the students handed in yesterday's comprehension questions on "The Stranger." Late assignments are deducted %10 each day late. We then began working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
Homework
Finish answering The Stranger Comprehension Questions for tomorrow.
Five Paragraph Essay Format | |
File Size: | 3705 kb |
File Type: |
October 3
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 for tomorrow.
October 2
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then had the remainder of the period to write their poems. They had to write two poems following the format on the assignment sheet from September 28.
Homework
Finish your two poems for tomorrow. Below is an example.
Rubik's Cube
I like playing with the rubik's cube
under the table
across the room
I have a rubik's cube, and my friend has one too
along the ice
over the hedge
The teacher looked at me, but I was playing with the cube
beyond hard
among the impossible
I finally solved the rubik's cube, so I feel great
Be humble!
September 29
Terry fox run. No class
September 28
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then discussed and started the students poetry assignments. The students then began working on their first draft of their poem.
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 for tomorrow.
October 2
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then had the remainder of the period to write their poems. They had to write two poems following the format on the assignment sheet from September 28.
Homework
Finish your two poems for tomorrow. Below is an example.
Rubik's Cube
I like playing with the rubik's cube
under the table
across the room
I have a rubik's cube, and my friend has one too
along the ice
over the hedge
The teacher looked at me, but I was playing with the cube
beyond hard
among the impossible
I finally solved the rubik's cube, so I feel great
Be humble!
September 29
Terry fox run. No class
September 28
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then discussed and started the students poetry assignments. The students then began working on their first draft of their poem.
Grammar Poetry Assignment Sec ! | |
File Size: | 71 kb |
File Type: |
September 27
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then discussed and started the students poetry assignments. The students handed in their works so far at the end of the period.
September 26
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then went over prepositional phrases, independent and subordinate clauses, and conjunctions so we can get started on our poetry unit.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then discussed and started the students poetry assignments. The students handed in their works so far at the end of the period.
September 26
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then went over prepositional phrases, independent and subordinate clauses, and conjunctions so we can get started on our poetry unit.
Prepositional Worksheet + Answers | |
File Size: | 113 kb |
File Type: |
September 25
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then went over prepositional phrases, independent and subordinate clauses, and conjunctions so we can get started on our poetry unit.
September 20
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then continued looking at preposition in order to be able to begin our unit on poetry.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then went over prepositional phrases, independent and subordinate clauses, and conjunctions so we can get started on our poetry unit.
September 20
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we then continued looking at preposition in order to be able to begin our unit on poetry.
prepositionalphrase.pdf | |
File Size: | 243 kb |
File Type: |
September 19
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students finished the worksheet on independent and subordinate clauses.We then began looking at preposition in order to be able to begin our unit on poetry.
September 18
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then went over their their quiz on combining sentences. The students then went over the worksheet on independent and subordinate clauses.
September 15
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students worked on their quiz on combining sentences. The students then continuedthe worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
September 14
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students continued to go over the worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students finished the worksheet on independent and subordinate clauses.We then began looking at preposition in order to be able to begin our unit on poetry.
September 18
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students then went over their their quiz on combining sentences. The students then went over the worksheet on independent and subordinate clauses.
September 15
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students worked on their quiz on combining sentences. The students then continuedthe worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
September 14
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students continued to go over the worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
worksheet on independent and subordinate clauses | |
File Size: | 273 kb |
File Type: |
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. We then went over a sheet about independent and subordinate clauses.
Homework
Combining sentences quiz this 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 went over yesterday's compound sentences and worked on the sheet in class.
Homework
Finish compound sentences ex 1 1-20
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. We then went over a sheet about independent and subordinate clauses.
Homework
Combining sentences quiz this 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 went over yesterday's compound sentences and worked on the sheet in class.
Homework
Finish compound sentences ex 1 1-20
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 how to make compound sentences. The students then worked on their 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 how to make compound sentences. The students then worked on their worksheet.
Compound Sentence Ex 1 | |
File Size: | 137 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 |
File Type: |
September 7
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students explained what the different parts of a sentence were. We then worked on a handout on whether a sentence is an independent clause (complete sentence) or a fragment.
Homework
Finish Sentence Fragment Homework
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students explained what the different parts of a sentence were. We then worked on a handout on whether a sentence is an independent clause (complete sentence) or a fragment.
Homework
Finish Sentence Fragment Homework
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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
No Homework
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. The students then worked on their journals. Following their journal entry we worked on why trusting spell check is a risky thing since spell check only catches words that are spelled incorrectly and not incorrect word choice.
Homework
Correct the spelling for this poem for Tuesday.
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
No Homework
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. The students then worked on their journals. Following their journal entry we worked on why trusting spell check is a risky thing since spell check only catches words that are spelled incorrectly and not incorrect word choice.
Homework
Correct the spelling for this poem for Tuesday.
Spell Checker | |
File Size: | 135 kb |
File Type: |
August 31
The students started with a sixty second mindfulness and then we went over the class rules. Following that we set up the students journal which will be worked on in class. The students are responsible for completing all journal entries between now and the end of the term. We then read two examples of what a proper and improper journal entry looked like.
Homework
Make sure you get your classroom materials as soon as possible
The students started with a sixty second mindfulness and then we went over the class rules. Following that we set up the students journal which will be worked on in class. The students are responsible for completing all journal entries between now and the end of the term. We then read two examples of what a proper and improper journal entry looked like.
Homework
Make sure you get your classroom materials as soon as possible
Proper journal entry | |
File Size: | 1623 kb |
File Type: | jpg |
Improper journal entry | |
File Size: | 1119 kb |
File Type: | jpg |
August 30
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, Thursday, 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
- Respect yourself
- Respect others
- Respect your classroom
Homework
Bring in the following materials for English by tomorrow, Thursday, August 31:
- 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 |
File Type: |