End of Week Three

English 3R

On Monday we did a Vocabulary Warm-Up activity sheet where students were given sixteen vocabulary words on two separate lists and then given two separate exercises to complete with these words.

On Tuesday we discussed the PROCESS that I want students to follow when they read new text:

  1. Take notes on the skills page info;
  2. Preview the selection (looking at pictures, sidebars, and pull quotes) to make PREDICTIONS about what you expect to be reading;
  3. Read the questions at the end, taking quick notes, in order to set yourself a PURPOSE for reading.

We then read the first few pages of “Of Plymouth Plantation” together.

I was absent on Wednesday, so students read the last few pages of “Of Plymouth Plantation” and responded to two questions at the end.

On Thursday we reviewed for the test on “Of Plymouth Plantation” by using several Kahoot tests that had been created by others.

On Friday I had to *not* give the test because of Picture Day, so we did a Literary Analysis worksheet and Vocabulary Builder worksheet instead.

 

English 3H

On Monday we did a Vocabulary Warm-Up activity sheet where students were given sixteen vocabulary words on two separate lists and then given two separate exercises to complete with these words.

On Tuesday we discussed the PROCESS that I want students to follow when they read new text: 

  1. Take notes on the skills page info;
  2. Preview the selection (looking at pictures, sidebars, and pull quotes) to make PREDICTIONS about what you expect to be reading;
  3. Read the questions at the end, taking quick notes, in order to set yourself a PURPOSE for reading.

We then read the first few pages of “Of Plymouth Plantation” together.

I was absent on Wednesday, so students read the last few pages of “Of Plymouth Plantation” and responded to two questions at the end.

On Thursday we reviewed for the test on “Of Plymouth Plantation” by creating a 10-question Kahoot test in groups. To do this, we discussed the concept of viable distracters and valid questions.

On Friday I had to *not* give the test because of Picture Day, so students had the opportunity to do creative writing instead (they created a play). Because of pull-outs for pictures, students were told they could finish over the weekend.

 

English 4R

On Monday we did a Vocabulary Warm-Up activity sheet where students were given sixteen vocabulary words on two separate lists and then given two separate exercises to complete with these words.

On Tuesday we discussed the PROCESS that I want students to follow when they read new text:

  1. Take notes on the skills page info;
  2. Preview the selection (looking at pictures, sidebars, and pull quotes) to make PREDICTIONS about what you expect to be reading;
  3. Read the questions at the end, taking quick notes, in order to set yourself a PURPOSE for reading.

We then read “The Seafarer” together, and students had the opportunity to work together to find quotes to support the answers they thought they might offer for the CRQs.

I was absent on Wednesday, so students read “The Wanderer” by themselves and responded to the Critical Reading Questions.

On Thursday we read “The Wife’s Lament” together, and students had the opportunity to work together to find quotes to support the answers they thought they might offer for the CRQs.

On Friday we discussed the proper way to respond to the CRQs. Responses to these questions

  • must be at least 50 words long;
  • should not be separated into (a) and (b); and
  • must feature at least one correctly-cited direct quote

Following this conversation, students were asked to answer one CRQ of their choice from each of the three poems.

 

NEXT WEEK: The county requires students to complete Performance Task #1, which is a Cold Read of unfamiliar text (one class) followed by a Timed Writing (one class). We will offset this with other activity, but that will be the main focus of the week for all three classes.

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Weekend Warriors #2

WHAT TO DO WITH A GLOPSNERCH

[NOTE: “Glopsnerch” is a made-up word; it can be whatever you want it to be. Be creative; have fun.]

You have just given someone a glopsnerch.  This person is not at all familiar with glopsnerches – only you are.  Write instructions to go with your gift.  Describe what to do with a glopsnerch, explaining carefully everything that is important to know.

Directions:

  1. Write about the following questions:
    • Is a glopsnerch large or small? What are the benefits and/or detriments of its size?
    • Is it an animal, a plant, a machine, an object, or what?
    • To whom are you giving this glopsnerch—a friend, a relative, an enemy, an acquaintance? Why are you giving it to this person? What response do you expect from this person?
    • What special characteristics does your glopsnerch have? Does it have special talents, capabilities or needs?  Does it require special care?
    • What is the best thing to do with a glopsnerch? What should one *never* do with a glopsnerch?
  2. Write a short description of the glopsnerch, using as many senses as appropriate.
  3. Write a bulleted detailed list of instructions to go with your glopsnerch. You must have at least 8 bullet points.
  4. Draw a picture of your glopsnerch. Include diagrams or illustrations for its use, if necessary.

This is due Tuesday when you come to class.

 

[NOTE: <<Weekend Warriors>> is my ongoing attempt to allow students to earn extra good grades during the school year. Sometimes students feel they can approach a teacher at the end of a marking period and ask for an extra credit assignment in order to boost a lagging grade, but I do not believe in miracle grades. Grades are earned by doing the assigned work well, when it is due. Nevertheless, the current school environment places teachers in the position of feeling that we should provide “grade recovery” opportunities. To this end, I am providing these creative writing opportunities every week so students who need a boost have “grade recovery” opportunities. I will not assign end-of-marking-period miracle assignments.

ALSO NOTE: These writing opportunities are also intended to be *fun* and to promote creative thinking, so anyone who wishes can participate. I look forward to seeing your creative minds at work.]

End of Week Two

On Monday and Tuesday this week, students were given a Guided Reading packet to lead them through the textbook reading about the first span of time our literature will cover (Juniors = Native American Myths to 1800; Seniors = 449 – 1485).

On Wednesday, we did a review of this material by using Kahoot. The winner in each class got a prize 🙂

On Thursday and Friday, I shared with classes the rubric for scoring essay writing at their level and then read their essays aloud (keeping the identities of the writers anonymous), discussing what made their writing strong or what needed they needed to work on to strengthen their essay skills. Students were encouraged to take notes.

[NOTE: Due to an assembly last week, English 3H did their diagnostic writing on Monday, their packets on Tuesday and Wednesday, then their Kahoot review on Thursday. I planned to review essays (as discussed above) on Friday, but because this class’s diagnostic writing dealt with more personal topics than the other classes’, I asked if anyone specifically did *not* want their essays read aloud and a significant number of students raised their hands. Therefore, we did not get to engage in the writing review/critique session I had hoped for.

Similarly,  because I was pulled away to a meeting on Wednesday, 2nd period English 3R did a textbook activity on Wednesday and had their Kahoot review on Thursday. We read aloud and discussed essays (as discussed above) on Friday.]

Next week, English 3R and English 3H will read and discuss William Bradford’s “Of Plymouth Plantation.” English 4 will study three very early pieces of literature: “The Seafarer,” “The Wanderer,” and “The Wife’s Lament.”

On Friday, I sent out on REMIND a creative writing opportunity. Students who complete this writing activity at an acceptable level of proficiency will receive an easy-A for the assignment (which will help grades, of course). This assignment is due Monday when students come to class and can be either handwritten or typed. Those who wish may email their stories to me as an attached file (NOT as a shared file): richard.stanton@polk-fl.net

BEHAVIOR NOTE: I have been liberal in allowing students to listen to their music as they work on their own assignments (essays, packets, etc.), but I will not allow electronic devices to be in use while I am directly instructing my class. Students are given fair warning of this, yet some insist on violating my professional directive; these students cannot be allowed to openly disregard my policies, and I doubt anyone can satisfactorily explain why a student would need to use their device rather than listen to my instruction. I am being patient, but unfortunately this merely leads some individuals to believe they can oppose me without recourse. Such behavior is not only disrespectful to me but is also disruptive to their learning and – moreover, more than anything – disruptive to the learning of others in my classroom. I will *not* allow this to continue, and I am sure I can count on parental support if/when I am forced to call/email because of this poor decision. I hope my clear statements in class as well as this very politely-worded note will prevent future occurrences.

Please let me know if you have any comments, questions, or suggestions either by commenting below or by sending me an email.

 

Weekend Warriors – English 4

Write a short story about A TIME TRAVELER using (and underlining) the following words:

  • exile
  • feudal
  • geography
  • inheritance
  • legend
  • pilgrimage
  • sociologist
  • traditional
  • turbulent

[NOTE: These words were the “Essential Vocabulary” from pages 6 – 13 in the literature book, which you read at the beginning of the week.]

This is an optional assignment – worth points, of course – and is due Monday when you come to class. Your story may be shared with others, so do work that you are proud of. Be creative and have fun!

[ANOTHER NOTE: If I do not feel your work is sufficient to be worth the points I am offering, I will not award those points. This is an opportunity to help your grade, and I hope you will taje advantage of this creative writing opportunity.]

Helpful Link? — https://www.youtube.com/watch?v=W0HEqI3pJIM

Weekend Warriors – English 3 and 3H

Write a short story about an ALIEN INVASION using (and underlining/highlighting) the following words:

  • articulate
  • idealism
  • independence
  • magnificent
  • obstacle
  • optimism
  • rational
  • resources
  • straightforward

[NOTE: These words were the “Essential Vocabulary” from pages 6 – 13 in the literature book, which you read at the beginning of the week.]

This is an optional assignment – worth points, of course – and is due Monday (8/27) when you come to class. Your story may be shared with others, so do work that you are proud of. Be creative and have fun!

[ANOTHER NOTE: If I do not feel your work is sufficient to be worth the points I am offering, I will not award those points. This is an opportunity to help your grade, and I hope you will taje advantage of this creative writing opportunity.]

Helpful Link? — https://www.youtube.com/watch?v=W0HEqI3pJIM

End of Week One

Was it a good week? Was it a bad week?

<shrug> It was a week.

On Monday we did the course orientation, wherein students learned all about their illustrious professor. Students also did their first writing, just about whatever was on their minds. I did require one half of one sheet of paper – about 100 words – and had to take points away from several students who could not or would not write my minimum expectation. Students also had the opportunity to ask me questions, which I responded to the next day.

On Tuesday, I introduced students to a writing structure called ADQ (Agree – Disagree – Qualify). I then shared with them my ten Success Strategies (which are on the margin of my website) and asked them to ADQ two of them (50-word paragraphs for each) and write one of their own strategies. Again, some students could not or would not meet my minimum expectations and had to lose points. Why? I don’t know – they had time and clear directions, as well as models of the various structures.

On Wednesday we had a Think and Discuss Day, where student groups discussed their strategies for writing successful academic essays. We concluded class by watching a video about writing academic essays.

On Thursday we met in Media to get our pictures taken for our IDs. Students will be required to wear their IDs at all time moving forward. We had some extra time, so I allowed students to finish the ADQ activity from Tuesday.

On Friday we wrote our diagnostic essays. I can see that many students have problems with their writing, so it looks as if we will need to do quite a bit of writing practice. (NOTE: English 3 Honors went to their grade-level orientation instead; we will do our writing on Monday.)

So, it was a week. I wish students showed more interest in writing and could perform at a higher level, but we’ll hit the ground running and hope for the best. Becuase this was a diagnostic sort of week, all classes did the same activities (different writing prompts, though).

Next Week: An introduction to the earliest literary time periods of America or Britain … a test over that material … Native American myths (E3 and E3H), intro to Beowulf (E4).

Please comment below or email if you have any questions.

WELCOME TO A NEW SCHOOL YEAR

This front page updates as a blog, so the newest entry is always on the top. You may need to scroll down to see something that was previously updated here.

This is the first official post of the 2018/2019 school year, so everything before this point is pretty much irrelevant for you, my new students. If you *wish* to scroll through, you can see what sorts of things I provided/allowed for last year, but none of the content is guaranteed moving forward.

Check out the links at the top of the page for information you might find helpful: my class policies, contact information, etc. And feel free to share any comments/questions you might have as you review these pages.

I’m looking forward to a great school year – hope you are too 🙂