English 2: We had our Circle Discussions about Ray Bradbury's "A Sound of Thunder" and "The Pedestrian." Students did an excellent job, and many students participated in the discussions. One of the most interesting ideas discussed was the price of progress.
English 1: We had our Circle Discussions about Things Fall Apart. Students did an excellent job and participated well in the discussions. Some of the most interesting ideas discussed included Okonkwo's relationships with his father, Unoka, and his son, Nwoye.
English 2: We had our Circle Discussions about Ray Bradbury's "A Sound of Thunder" and "The Pedestrian." Students did an excellent job, and many students participated in the discussions. One of the most interesting ideas discussed was the price of progress.
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English 1: Students read their independent reading books for 10 minutes and then took a short open-notes quiz on chapters 1-3 of Things Fall Apart. They then completed a Literature Response for these three chapters, including a section for aspects of culture from the culture iceberg. We will have Circle Discussions tomorrow.
English 2: Students read their independent reading books for 10 minutes and then finished their literature responses for "The Pedestrian." English 1: Students read for 10 minutes. Then they divided into small groups to read Chapter 3 of Things Fall Apart and complete their reading journal entries for this chapter.
English 2: Students read for 10 minutes. Then they finished their Literature Responses for "A Sound of Thunder" by Ray Bradbury. Then they read "The Pedestrian," also by Ray Bradbury, and worked on a Literature Response for that story. They will finish these up tomorrow, and Thursday we will have a circle discussion on both of these stories. English 1: Students read independently for 10 minutes. Then we reviewed the culture iceberg and read the first chapter of Things Fall Apart by Chinua Achebe. I read aloud and also called on a few students to read short paragraphs. We discussed characterization and exposition in this chapter. We also talked about aspects of the Ibo culture in relation to the culture iceberg. Students started a reading journal to record key characters, unfamiliar vocabulary, and other notes.
English 2: Students read independently for 10 minutes. Then we finished "A Sound of Thunder" by Ray Bradbury. I read aloud and also called on students to read short chapters. We discussed figurative language and signposts that we found along the way. English 1: Students read independently for 10 minutes. Then we finished our introduction to Vocabulary Unit 6. Students then took notes in their writer's notebook about the Culture Iceberg, and we discussed different aspects of culture that are above the surface as well as those that are below the surface. I handed out copies of Chinua Achebe's Things Fall Apart, and we read and discussed the interesting synopsis on the back cover as an introduction to the novel.
English 2: Students read independently for 10 minutes. Then we finished our introduction to Vocabulary Unit 6. From the blue McDougall-Littell literature anthology, we began reading "A Sound of Thunder" by Ray Bradbury. Students made new reading goals and read independently for 15 minutes. Then I introduced the next vocabulary unit - Vocab 6. The quiz for this unit will be on Thursday, 2/06/14.
Students participated in team-building activities and competitive events for Winter Spirit Week.
Periods 1 and 3 took their final exams, as per the school final exam schedule.
Periods 2 and 4: Students read independently for 10 minutes. Then we read the Scope article "Off With her Head" and discussed it as a class. We also finalized competition plans for spirit week festivities. Period 5 and 6: Students read independently for 10 minutes. Then we finalized competition plans for spirit week festivities. Then we divided into teams and played the game, "Articulate." Periods 2, 4, and 6 had their vocabulary final, as per the school final exam schedule.
Period 3 (English 1): Students read independently for 10 minutes. Then we reviewed vocabulary, and students finished their Constructed Response paragraphs on their independent reading books. Period 1 (English 2): Students read independently for 10 minutes. Then we reviewed vocabulary, and students completed the Lazy Editor activity from the Scope magazine. Period 5 (English 2): Students read independently for 10 minutes. Then we read the Paired Texts from the Scope Magazine: Get a Haircut, Boys! and Off with her Hair! Students did the quiz activity in groups as a contest English 1: Students worked on their Constructed Response templates from an independent reading book of their choice. They had two topics to choose from:
Topic A: Discuss one element of the hero journey contained in the book. Topic B: Write one of the five types of discussion questions for the book and answer it in a constructed response. Students were required to finish their templates during class in order to receive full credit. They will write them in final paragraph form tomorrow. English 2: Students finished their final drafts of their Constructed Responses for their independent reading books. Then we reviewed vocabulary. Students signed up for the class competition events for Thursday afternoon (for Winter Spirit Week). Then we began a Lazy Editor assignment from the Scope magazine, which we will finish tomorrow. 5th period took the Vocabulary Final, according to the finals schedule. |
/Mrs. Shirley
English 1/English 2 Archives
January 2015
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