English 2 Daily Updates: What Did We Do Today?
Week 1
Wednesday, August 21: Students got to know Mr. Searfoss and shared some information about themselves.
Thursday, August 22: Students completed a "This or That?" activity to learn more about our learning community. Then they had a classroom library scavenger hunt to learn about the classroom library. Finally, we began reviewing the syllabus and discussing the rules and procedures for the year.
Friday, August 23: We reviewed the syllabus and expectations for the year. Then students enrolled in Google Classroom, and we reviewed the first assignment of the year. Finally, students had time to work on their introduction letters.
Week 2
Monday, August 26: Students read for 15 minutes. Then we had some extra time to work on their intro letters.
Tuesday, August 27: Students read for 15 minutes. Then we began working on setting up our writer's notebooks by creating an authority list, heart map, and ideas for writing.
Wednesday, August 28: Since class was only 25 minutes today, we just read our independent reading books.
Week 3
Tuesday, September 3: Students read for 15 minutes. Then they finished their notebook covers and presented them to the class for the first presentation of the year.
Wednesday, September 4: We began the NWEA test today. Students are taking this to showcase where they are at at the beginning of the year in regard to reading and using the English language.
Thursday, September 5: We continued the NWEA today.
Friday, September 6: We continued the NWEA today.
Week 4
Monday, September 9: Students read for 15 minutes. Then we had weekly vocabulary. This week's words are ENHANCE (verb) and CRITIQUE (verb). Finally, this was the last in-class day to work on the NWEA. If students were finished, they read or worked on current or missing work.
Tuesday, September 10: Students read for 15 minutes. Then we discussed some objectives for Unit 1. The first unit of the year will be poetry. We watched a clip and discussed how poetry can come in many forms. Then we began some prewriting questions about items that are important to us.
Wednesday, September 11: Students read for 15 minutes. Then we had Daily Grammar Time. Today we reviewed nouns (common vs. proper) and completed a grammar assignment. Then we got back into our work from yesterday. Students used their Artifact Prewriting Questions to begin the Artifact Poem assignment.
Thursday, September 12: Students read for 15 minutes. Then we had Daily Grammar Time. Today they found proper nouns in sentences that needed to be capitalized. Next, we continued working on the artifact poems from yesterday. Then students got with partners (twice) to share their poetry. They gathered some feedback from their partners to make their poems better.
Friday, September 13: Students read for 15 minutes. Then we had Scrabble Friday. We played Scrabble to learn new and interesting words. Then students wrote Scrabble stories using at least 10 words from their boards.
Week 5
Monday, September 16: We read for 15 minutes. Then we learned the two new words of the week. This week's words are NAVIGATE (verb) and CONVEY (verb). Next, we took some notes on the parts of a poem to refer back to throughout this unit. Then, students got with partners and read a variety of poems in the textbook to become familiar with what poetry looks like and what it can be about. They filled out a graph online while doing this.
Tuesday, September 17: We read for 15 minutes. Then we had Daily Grammar Time. Today we learned about adjectives. Then students worked on identifying adjectives in example sentences. Next, we watched an example spoken word poem and added some observations to our charts. Then students worked with partners to continue the Reading a Variety of Poems activity.
Wednesday September 18: We read for 15 minutes. Then we had Daily Grammar Time. We continued discussing adjectives today and students added adjectives to example sentences. Then we finished up the activity from yesterday. Students worked with partners to read and watch a variety of poems. Then they added some observations to their charts on Google Classroom.
Thursday, September 19: We read for 15 minutes. Then we had Daily Grammar Time. Students wrote a paragraph story and highlighted five adjectives to show they could add adjectives to their writing. Then we discussed the concept of prompts and poetry. We watched and discussed an example "I Am" slam poem. Then we read some past examples of students' "I Am" poems. Finally, students picked an interest or quality that is unique to them and wrote their own "I Am" poems.
Friday, September 20: We read for 15 minutes. Then we had a Kahoot! team tournament about English topics and other assorted things.
Week 6
Monday, September 23: We read for 15 minutes. Then we learned the two new words of the week. This week's vocabulary words are DEDUCE (verb) and PERSEVERE (verb). Next, we watched and discussed the meaning of an example memory poem. We looked at five purposes for memory poetry and worked together to determine the poet's purpose. Next, we reviewed the Thinking About Memory Poems assignment. We looked at an example poem together and answered the first set of questions for that poem. We will continue this activity tomorrow in groups.
Tuesday, September 24: We read for 15 minutes. Then we had Daily Grammar Time. Students identified verbs in sentences. Then we got into groups and read memory poems while answering some questions and making some observations on Google Classroom.
Wednesday, September 25: We read for 15 minutes. Then we continued the activity from yesterday. Students got into groups where they read memory poems and answered some questions about them to showcase their comprehension.
Thursday, September 26: We read for 15 minutes. Then we had Daily Grammar Time. Today students put verbs into sentences. Then we discussed our observations from yesterday about the memory poems. We looked at a couple student examples. Then students began writing their own memory poems.
Friday, September 27: We read for 15 minutes and completed the grammar assignment. Then students had a choice today. They could continue reading, work on missing work, play Scrabble, or complete a free write. They also turned in either a paragraph summary of their reading, a Scrabble story, a free write, or a list of missing work they completed.
Week 7
Monday, September 30: We read for 15 minutes. Then we learned the vocabulary for the week. This week's words are JUSTIFY (verb) and VERIFY (verb). Then we watched some clips of films and music videos to review the types of literary devices found in poetry. As we watched the clips, students wrote down definitions and examples of the different devices.
Tuesday, October 1: We read for 15 minutes. Then students got with partners and they took an open note partner quiz to showcase they understood examples of different literary devices from song lyrics.
Wednesday, October 2: Third hour had a Homecoming assembly today. Sixth hour read for 15 minutes. Then we began talking about observational poetry. We looked at an example and answered some questions today. Then students worked with partners to continue the assignment. They are analyzing the poems, as well as looking for literary devices.
Thursday, October 3: Third hour did was sixth hour completed yesterday (see above). Sixth hour didn't have class today due to a Homecoming assembly.
Friday, October 4: We read for 15 minutes. Then students got back with partners and finished analyzing observational poems. Next, we looked at some photography by Diane Arbus. We wrote an observation poem together as a class using an image. Then students picked between two other images and wrote their own observational poems.
Week 8
Monday, October 7: We read for 15 minutes. Then we learned the vocabulary words for the week. This week's words are PROBE (verb) and ENCOUNTER (verb). Next, we wrote an observational poem together based on a creepy picture. Then students wrote their own observational poems based on another picture.
Tuesday, October 8: We read for 15 minutes. Then we had Daily Grammar Time. Today we reviewed compound sentences, and students wrote a couple examples. Next, we discussed how to make connections among the poems we're written in this unit. Students made observations about their artifact, I Am, and memory poems in regard to topic, theme, structure, lines, and literary devices. They also decided which poem they would like to use tomorrow as we turn a rough draft into a final draft.
Wednesday, October 9: We read for 15 minutes. Then we had Daily Grammar Time. Today, students put two sentences together to make compound sentences while choosing the correct conjunction. Then we reviewed the final poem assignment, and students worked on a revision plan to determine what they wanted to cut from, add to, and change about their poems.
Thursday, October 10: We read for 15 minutes. Then we had Daily Grammar Time. Today, students fixed errors that they found in compound sentences. Then they had time to work on their final poems.
Friday, October 11: We read for 15 minutes. Then we had Daily Grammar Time. Today, students wrote a paragraph that had a couple examples of compound sentences. Then they finished their final poems. Poems were due at the end of class today.
Week 9
Monday, October 14: We read for 15 minutes. Then we learned the vocabulary words for the week. This week's words are VISUALIZE (verb) and CONVERT (verb). Next, we discussed the next unit. We learned what a memoir is and previewed Night by Elie Wiesel, the story that we will be reading. Then we started discussing the setting of the book, The Holocaust. We worked on a KWL. Students listed what they knew and wanted to know about The Holocaust. Then we started watching a documentary about The Holocaust and they worked on filling about the L column about facts they were learning. This is preparing us to understand the setting, framework, and historical time period of the memoir before just jumping into reading it.
Tuesday, October 15: We read for 15 minutes. Then we completed a reflection for parent-teacher conferences. Next, we reviewed the activity from yesterday and continued the Holocaust documentary. Students added to the L column of their KWL charts to showcase what they learned about the setting/time period of our class memoir.
Wednesday, October 16: We read for 15 minutes (Third hour finished the Holocaust documentary). Next, we discussed some interesting or shocking facts from yesterday's documentary. Then we worked on setting English goals for the year. Students set a reading and a writing goal and came up with a plan for each. Next, we worked on vocabulary for the first section of Night by Elie Wiesel. Then we reviewed the questions for the first section and began reading the book together.
Thursday, October 17: Today was an 11:00 release day. Students read or worked on reading forms today.
Friday, October 18: There was no school today due to parent-teacher conferences.
Week 10
Monday, October 21: We read for 15 minutes and/or worked on reading forms. Then we learned the new vocabulary words for the week. This week's words were TRANSLATE (verb) and HYPOTHESIZE (verb). Next, the rubrics for the final poems were passed back and discussed. If students want to make corrections for some points back, they have until Friday. Next, we reviewed the study questions for the first section of Night. Then we continued to read and discuss Section 1 of Night together as a class.
Tuesday, October 22: We read for 15 minutes and/or worked on reading forms. Then we had Daily Grammar Time. Today, we reviewed how to identify subjects in sentences. Next, we finished reading Section 1 of Night together. As we read, we answered comprehension questions and discussed the story periodically.
Wednesday, October 23: We read or worked on reading forms for 15 minutes. Then we had Daily Grammar Time. Today, students identified subjects in sentences. Next, we defined mood of a story and students worked with table partners to come up with a list of mood words to describe the book so far. Then the sketchbook-journal was discussed, and students had time to work on that activity for Section 1 of Night.
Thursday, October 24: We read or worked on reading forms for 15 minutes. Then students had time to work on their Sketchbook-Journals for Section 1 of Night. Next, we had Daily Grammar Time. We worked on understanding if sentences were complete or not today. Students highlighted subjects of sentences if they had them and added subjects if they did not. Then students worked on the vocabulary assignment for Sections 2 and 3 of Night, and they began reading Section 2 with a partner.
Friday, October 25: We read for 15 minute and/or worked on reading forms. Then, today was a brain break day. Some students played Kahoot!, while others read their independent reading books or played Scrabble in teams.
Week 11
Monday, October 28: We read for 15 minutes. Then we learned the vocabulary words for this week. This week's words are PROMOTE (verb) and STIMULATE (verb). Next, students got back with partners from last week. They continued reading Sections 2 and 3 of Night. They also worked on answering study questions for those sections. If they were totally finished, they worked on the sketchbook-journal for those sections. They should be prepared for a quiz over Sections 1, 2, and 3 tomorrow.
Tuesday, October 29: We read for 25 minutes today, as some were still finishing the Night reading from yesterday. Then we had Daily Grammar Time. Today we learned about predicates and students wrote an example sentence while highlighting its predicate. Next, we took a quiz over Sections 1, 2, and 3 of the class memoir. After the quiz, students worked on the sketchbook-journal for Sections 2-3.
Wednesday, October 30: We read for 15 minutes. Then we had Daily Grammar Time. Students added predicates to sentences today. Then we worked on vocabulary for Section 4 of Night to become familiar with unknown words. Next, there was a conflict mini-lesson. We learned the four types of conflict and worked on labeling some examples together.
Thursday, October 31: We read for 15 minutes. Then we had Daily Grammar Time. Finally, we worked on reading and discussing Section 4 of the memoir. As we read, we answered some comprehension questions.
Friday, November 1: There was a sub today. Students read for 15 minutes. Then they played Scrabble, continued reading, worked on missing work, or completed a free write. For an assignment today, they completed a Scrabble story, a paragraph summary of reading, or a free write.
Week 12
Monday, November 4: We read for 15 minutes. Then we learned the two vocabulary words for the week. This week's words are ADAPT (verb( and ORIENT (verb). Then students finished reading Section 4 of Night. As they read, they worked on comprehension questions, the conflict chart, and the sketchbook-journal.
Tuesday, November 5: We read for 15 minutes. Then we had Daily Grammar Time. Today, we learned about fragments. Then students identified fragments. Next, they took a quiz over Section 4 of Night. After the quiz, they worked on the sketchbook-journal for Section 4.
Wednesday, November 6: We read for 15 minutes. Then we had Daily Grammar Time. Today, students fixed fragments by making them complete sentences. Next, we reviewed some figures of speech and students looked for examples in Night. They also explained the literal meaning of those figures of speech.
Thursday, November 7: We read for 15 minutes or finished the figure of speech chart. Then we had Daily Grammar Time. Students identified fragments in a paragraph and fixed them today. Next, we completed a vocabulary assignment for Section 5 of Night. Then we began reading and discussing Section 5 of the memoir.
Friday, November 8: We read for 15 minutes. Then we watched the first episode of the Netflix documentary, The Devil Next Door, as an extension of our class memoir Night. After the episode, students reflected on if they thought the man was Ivan the Terrible from the concentration camp. They used evidence from the documentary to back up their opinion.
Week 13
Monday, November 11: Students read for 15 minutes. Then we learned the two vocabulary words for the week. This week's words are CONFIRM (verb) and BROADEN (verb). Next, we continued reading and discussing Section 5 of Night.
Tuesday, November 12: Students read 15 for minutes. Then we had Daily Grammar Time. We reviewed SAW and SEEN today. Next, we finished reading and discussing Section 5 of Night. When we were done, students worked on their sketchbook-journals for that section.
Wednesday, November 13:Students read for 15 minutes. Then we had Daily Grammar Time. Today, students picked SAW or SEEN for different sentences. Next, they took a short quiz over Section 5 of Night. After the quiz, they worked on their sketchbook-journal for that section.
Thursday, November 14: Students read for 15 minutes. Then we had Daily Grammar Time. Today, students looked for errors in sentences where SEEN and SAW were used. Next, they completed the vocabulary activity for Sections 6-9 of Night. Then we began reading and discussion Sections 6-9 of Night.
Friday, November 15: There was no school today. It was a scheduled day off.
Week 14
Monday, November 18: Students read for 15 minutes. Then they completed a study guide for the first 20 vocabulary words of the year. The quiz over these words will be Tuesday, November 26. Next, students got with partners and started reading Sections 6-9 of Night. As they read, they answered study questions and added to their conflict charts.
Tuesday, November 19: Students read for 15 minutes. Then we had Daily Grammar Time. Today, we learned about how to properly format titles in sentences by adding quotation marks or italicizing and/or underlining the words. Then students continued reading Sections 6-9 of Night. As they read, they answered questions and added to their conflict charts.
Wednesday, November 20: Students read for 15 minutes. Then we had Daily Grammar Time. Today, they formatted the titles in sentences correctly. Then they continued reading Night, answering questions, and adding to their conflict charts.
Thursday, November 21: Students read for 15 minutes. Then we had Daily Grammar Time. They added correctly formatted titles to their writing today. Then they finished the memoir, the questions, and the conflict chart. If they were finished, they worked on their sketchbook-journal.
Friday, November 22: Students read for 15 minutes. Then we had a mini-lesson on making connections. We watched the music video for Matisyahu's "Jerusalem (Out of Darkness Comes Light)" and we discussed how he can make connections with the Holocaust without actually being there. An example of the letter students will be starting today was modeled. Then, prisoner identification cards from the Holocaust Memorial Museum were passed out. Students read through their cards and shared some information about their prisoner with their table partner. After that, they filled out a biography page about their prisoner. Next, the class worked together to write the first paragraph of an example letter. Then they used their cards and their knowledge from the memoir Night to write a letter from the perspective of their prisoner.
Week 15
Monday, November 25: Students read for 15 minutes. Then they had time to study vocabulary with a partner. Next, we continued Friday's lesson. Students finished the first page of the assignment where they put the biography of their prisoner in their own words. Next, we looked at Mr. Searfoss' example and wrote an example first paragraph together. Finally, students wrote letters from the perspective of their prisoners.
Tuesday, November 26: Due to the field trip to the career center today, sixth hour did not have class. Third hour was given a catch-up day to work on current or missing work for any class. If they were all caught up, they were given computer time or they could be Scrabble.
Wednesday, November 27: There was no class today due to it being a high school activities day.
Thursday, November 28: There was no school today. Happy Thanksgiving!
Friday, November 29: There was no school today. Happy Black Friday!
Week 16
Monday, December 2: Students read for 15 minutes. Then, students had time to study vocabulary with a partner. The vocabulary quiz will be tomorrow. Next, we began watching a documentary where Elie Wiesel travels back to Auschwitz. As we watched, students worked on a reflection response assignment. We will finish this tomorrow.
Tuesday, December 3: We skipped reading time today. We began by finishing watching the documentary from yesterday and students completed the reflection response. Then they took the vocabulary quiz over the first 20 words of the year.
Wednesday, December 4: Students read for 15 minutes. Then we had Daily Grammar Time. Today, we learned how to use apostrophe S and students wrote a couple examples. Then we had a mini-lesson on theme. Students took cloze notes during the lecture. Then we discussed the end of the unit theme poster project. We looked at a couple examples and students picked their groups. They are allowed to work in groups of up to three. We will continue this project tomorrow.
Thursday, December 5: Students read for 15 minutes. Then we had Daily Grammar Time. Today, students added apostrophes to sentences to show possession. Then they had time to get with their groups and start working on their theme poster projects for Night.
Friday, December 6: Students read for 15 minutes. Then we had Daily Grammar Time. Today, students added apostrophes to sentences to show possession. Then we had a catch-up day. Students worked on missing English work, read a book, completed reading forms, or played Scrabble.
Week 17
Monday, December 9: Students read for 15 minutes or completed reading forms. Then we learned the new vocabulary words for the week. This week's words are ALBEIT (conjunction) and AMBIGUOUS (adjective). Next, they had time to continue working on their theme poster projects. These will be due Wednesday at the end of class. Presentations will be on Thursday.
Tuesday, December 10: Students read for 15 minutes or completed reading forms. Then we had Daily Grammar Time. We learned about semicolons today, and students wrote an example sentence. Then they continued working on their theme posters.
Wednesday, December 11: Students read for 15 minutes or completed reading forms. Then they had the rest of the class time to finish their theme posters. Presentations will be tomorrow.
Thursday, December 12: Students read for 15 minutes or completed reading forms. Then we had Daily Grammar Time. Today, they added semicolons where they need to go in sentences. Next, groups did presentations of their theme posters. Then the exam study guide was passed out and students began working on it.
Friday, December 13: Students read for 15 minutes or completed reading forms. Then we had Daily Grammar Time. Today, they fixed errors in sentences that had semicolons. Then they worked on the exam study guide or completed missing work.
Week 18
Monday, December 16: Students read for 15 minutes or worked on reading forms. Then students got with partners and worked on study guides. They also had the options of working on missing English work independently.
Tuesday, December 17: Students read for 15 minutes or worked on reading forms. Then they continued working on exam study guides with partners. They also had the option to work on missing English work. Towards the end of class, they were able to ask questions about the study guide.
Wednesday, December 18: The exams for 1st, 3rd, and 5th hour were today. After the exams, students went to 2nd, 6th, and 7th hour. Those classes had some extra time to study with partners.
Thursday, December 19: The exams for 2nd, 6th, and 7th hour were today. Students were dismissed at 1:00.
Friday, December 20: Today was a chill day. We watched a movie to celebrate the end of the semester.
Monday, December 23 to Friday, January 3: Winter Break / No School! Happy Holidays!
Week 19
Monday, January 6: NO SCHOOL TODAY / Snow Day #1
Tuesday, January 7: Students had some time to pick out new books, and then they read for 15 minutes. Next, we reviewed some expectations and procedures for this semester. Then we learned the two new words for the week. This week's words are APPROXIMATELY (adverb) and ATTAIN (verb). Next, we reviewed how to structure an argument by coming up with arguments from our daily lives. This assignment (Exploring Daily Arguments) was turned into the tray. We will continue this lesson tomorrow.
Wednesday, January 8: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. Today, we learned about appositives, and students wrote an example of a sentence with an appositive. Next, we reviewed terms argument and claim. We read Article #1 together as a class and found its claim and evidence. Then we took some notes on the different kind of evidence. Students read Article #2 and Article #3 next. They found the claim in each article and labeled the different types of evidence. Toward the end they reflected on which type of evidence was most important / effective in their opinion.
Thursday, January 9: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. Students found appositives in sentences for this assignment. Next, we finished up the assignment from yesterday. Students read Article #2 and #3 and labeled the claims and evidence. They also made observations about which type of evidence was used most often and which type was most effective. Afterwards, we completed a film survey in preparation for watching our first film in this unit.
Friday, January 10: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. They made corrections in sentences that had appositives today. Then we began learning about film terms in preparation for film reviews today. Students took some notes. We will finish this activity on Monday.
Week 20
Monday, January 13: Students read for 15 minutes. Then we learned the new words for the week. This week's words are BENEFICIAL (adjective) and CEASE (verb). Next, we finished talking about film terms and taking notes, and we watched some clips that had examples of the different terms. There will be an open note quiz over these terms tomorrow.
Tuesday, January 14: Students read for 15 minutes or finished the film term notes from yesterday. Then we discussed the NWEA expectations and students looked at their scores from the beginning of the year. We began taking the NWEA reading assessment today. This will show where students are at in regard to reading at the middle of the year.
Wednesday, January 15: Students read for 15 minutes. Then we continued NWEA testing. These tests are measuring where students are at in regard to reading and using the English language at the middle of the year.
Thursday, January 16: Students read for 15 minutes. Then we finished up the NWEA assessments today. Afterwards they read or worked on missing English work.
Friday, January 17: Students read for 30 minutes and/or continued the NWEA assessments. Then we had our open note film term quiz today.
Week 21
Monday, January 20: Students read for 15 minutes and/or finished the NWEA. Then we learned the new words for the week. This week's words are COINCIDE (verb) and COMMENCE (verb). Next, we began watching the first film in this unit, My Sister's Keeper. We made a few stops today where we worked on identifying social issues and coming up with claims for characters about what they believed.
Tuesday, January 21: Mr. Searfoss was out sick today. Students read for 30 minutes. Then they had a grammar assignment on Schoology over IT'S versus ITS. Next, they had time to work on missing work or continue reading.
Wednesday, January 22: Students read for 10 minutes today. Then we had Daily Grammar Time (on paper instead of Schoology). Students picked the correct IT'S or ITS to place in sentences. Then we continued watching My Sister's Keeper. We made it through two stops. We focused on identifying social issues, picking characters to stand behind, and coming up with claims and evidence.
Thursday, January 23: Students read for 15 minutes. Then we had Daily Grammar Time. Students decided if the IT'S/ITS in different sentences was used correctly today. Then we finished answering and discussing the questions from Stop #3 yesterday. Students chose sides, and we also discussed what alternative characters believed. Next, we continued watching the film. We made to Stop #4 today. Students decided if they were still standing behind their character. They also came up with some evidence for their character's claim, and got with groups to decide on the most important piece of evidence.
Friday, January 24: No School / Snow Day #2
Week 22
Monday, January 27: Students read for 15 minutes. Then we learned the new vocabulary words for the week. This week's words were COMPILE (Verb) and CONCEIVE (verb). Next, we finished the film questions for Stop #4. Then we continued the film. We made it to Stop #5 and answered some questions about how cancer affected the life of different characters.
Tuesday, January 28: Students read for 15 minutes. Then we had Daily Grammar Time. Today we reviewed parallel structure and students wrote a sentence that had parallel structure. Next, we finished the Stop #5 questions and reviewed what happened yesterday in the film. Then we continued watching My Sister's Keeper. We made it to Stop #6 and focused on understanding an opposing character's argument today.
Wednesday, January 29: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. They worked on identifying sentences with parallel structure today. Then we finished watching My Sister's Keeper. We focused on gathering evidence from the court scene today. We will finish answering Stop #7, Stop #8, and Stop #9 questions tomorrow.
Thursday, January 30: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. Students fixed sentences with errors to make sure they had parallel structure today. Then we finished answering the questions from Stop #7, Stop #8, and Stop #9. Next, we reviewed the assignment for film #2 and we began watching I Am Sam.
Friday, January 31: Students read for 15 minutes. Then we continued watching I Am Sam. Students focused on identifying social issues in the film, finding the conflict, writing a claim centered on one of the social issues, and gathering evidence for the claim.
Week 23
Monday, February 3: Students read for 15 minutes. Then we learned the vocabulary for this week. This week's words are CONSTRAIN (verb) and DELINEATE (verb). Next, we continued watching I Am Sam. Students focused on identifying social issues in the film, finding the conflict, writing a claim centered on one of the social issues, and gathering evidence for the claim. They also looked for places in the film to take notes on different film techniques.
Tuesday, February 4: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. Today, we reviewed the difference between AFFECT and EFFECT and students used the words in sentences. Next, we continued watching I Am Sam. Students focused on developing a claim (picking a side for the court case) and providing evidence for their side. We will finish this tomorrow, as we have about 20 minutes left of the film.
Wednesday, February 5: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. Students picked the correct AFFECT/EFFECT to go into sentences today. Then we finished watching I Am Sam and answering questions 1-6. Afterwards, we worked on the short answer essay.
Thursday, February 6: Students read for 15 minutes. Then we had Daily Grammar Time. Students decided if sentences that used AFFEFCT/EFFECT were correct or incorrect today. Next, students wrote the short answer essay for film #2. Then we watched trailers and voted on film #3. Third hour picked Radio and sixth hour picked The Pursuit of Happ(y)ness.
Friday, February 7: Students read for 15 minutes. Then we started watching film #3 and answering the questions that went along with it. Students focused on identifying social issues, describing the conflict, developing a claim, listing evidence, understanding the counterargument, and analyzing different film techniques.
Week 24
Monday, February 10: No School / Snow Day #3
Tuesday, February 11: Students read for 15 minutes. Then we learned the new vocabulary for the week. This week's words are DESPITE (preposition) and DEVOTE (verb). Next, we continued watching film #3. Students focused on identifying social issues, describing the conflict, developing a claim, listing evidence, understanding the counterargument, and analyzing different film techniques.
Wednesday, February 12: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. We learned how to use colons to introduce lists in sentences today, and students wrote a sentence that would use a colon. Finally, we continued watching film #3. Students focused on identifying social issues, describing the conflict, developing a claim, listing evidence, understanding the counterargument, and analyzing different film techniques.
Thursday, February 13: Students read for 15 minutes. Then we had Daily Grammar Time. Today, they combined sentences to make one sentence that had a list and a colon. Next, we finished film #3 and students finished the activity. They answered questions 1-6 and then wrote their short answer essay.
Friday, February 14: Students read for 15 minutes or finished the packet for film #3. Then we had Daily Grammar Time on Schoology. Today, they fixed errors in sentences that had colons and lists. Then, we had a Scrabble day to improve our working vocabulary. Students played Scrabble in teams. Toward the end, they wrote stories using at 10 ten of the words on their Scrabble board.
Week 25
Monday, February 17: Students read for 15 minutes. Then we learned the new vocabulary words for the week. This week's words are DISTORT (verb) and EMERGE (verb). Next, we read an article that shared some tips for writing film reviews. We had a discussion on which parts we thought were most important and/or effective. Then we began looking at three example film reviews for My Sister's Keeper. We read and marked them up and identified their elements.
Tuesday, February 18: No School / Snow Day #4
Wednesday, February 19: Mr. Bloomfield was in today for some career planning.
Thursday, February 20: Students read for 15 minutes. Then we picked up where we left off on Monday. We continued reading and marking up Film Review #1. Then students completed an activity that went along with that film review. Next, they used the elements chart to identify elements that were found in that film review. Next, they got with partners and read and marked up Film Review #2 and Film Review #3. They marked the elements of those review in the chart. Towards the end, there was an exit ticket focused on identifying the most important elements.
Friday, February 21: Students read for 15 minutes. Then we went over the film review research and criteria. Next, we began working on some computer research and pre-writing. Students found some articles that had a similar argument about the social issue that they're going to focus on. They read the articles and recorded some information on an assignment. They will be using this for Paragraph #5 of the film review.
Week 26
Monday, February 24: Students read for 15 minutes. Then we learned the new vocabulary for the week. This week's words are ENABLE (verb) and ENSURE (verb). Next, we reviewed the assignment from Friday and students had the rest of the class to finish it. They're looking up articles where authors agree with their stance or claim about the film they picked. They're reading those articles and compiling some information in preparation for the film review assignment.
Tuesday, February 25: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. Today we learned about em dashes and students wrote a couple example sentences that used em dashes. Next, we reviewed the SEW writing strategy. We reviewed the terms stance, evidence, and warrant. Then students completed the SEW activity on Schoology in preparation for paragraph 5 of their film review essay.
Wednesday, February 26: Students read for 15 minutes. Then we had Daily Grammar Time where we put em dashes into sentences. Next, students began working on some pre-writing for all of the paragraphs in their film review paper.
Thursday, February 27: Students read for 15 minutes. Then we had Daily Grammar Time on Schoology. Students made corrections to sentences with em dashes that had errors. Then we continued working on the pre-writing page from yesterday. If students were finished with pre-writing, they started drafting their paper.
Friday, February 28: Students read for 15 minutes. Then they had time to continue working on their film review paper.
Week 27
Monday, March 2: Students read for 15 minutes. Then we learned the new vocabulary words for the week. This week's words are EXCEED (verb) and EXPLICIT (adjective). Next, we reviewed how to start the film review paper by looking at an example of Paragraph 1 and breaking it down. Then students continued to write their film review papers.
Tuesday, March 3: Students read for 15 minutes. Then we reviewed how to write Paragraph 3 and Paragraph 4 by breaking down an example on the screen. Finally, students continued to write their film review papers.
Wednesday, March 4: Students read for 15 minutes. Then we discussed the updated MLA 8 format and how to do the Works Cited page. Students worked on this for their papers. Then we reviewed the parts of Paragraph 5 and students continued working on the film review paper.
Thursday, March 5: Mr. Searfoss was out at a conference today. Students read for 15 minutes. Then they had time to work on their film review papers. The papers are due by 11:59 tonight.
Friday, March 6: NO SCHOOL!
Week 28
Monday, March 9: NO SCHOOL!
Tuesday, March 10: Students read for 15 minutes. Then they completed a vocabulary study guide over words 21-40. Next, we talked a little bit about the next unit which focuses on world literature and the hero's journey. Then we watched a montage of clips from hero movies and students wrote a paragraph, as a pre-unit assessment, defining what makes a hero, determining questions they may ask on their journey, and identifying an example. Next, we began discussing the hero's journey theory. As we talked about the steps, students took guided notes in a fill-in-the-blank format.
Wednesday, March 11: Mr. Searfoss was out with the forensics team today. Students read for 20 minutes. Then they had the options to play Scrabble with a team, to work on missing work, or to continue reading/working on reading forms. If they played Scrabble they wrote a Scrabble story using 10 words from their board. If they read or worked on missing work, they wrote a paragraph summary of what they read today.
Thursday, March 12: Students read or worked on reading forms for 15 minutes. Then we continued talking about the hero's journey steps. Students took some fill-in-the-blank notes as we talked. Next, we watched a quick video that reiterated what we learned, and we also watched a video that walked through the steps of famous Disney movies. Seeing examples will prepare the students for completing the journey as an example for a TV, book, or movie in the next lesson. At the end of class, we discussed other stories that might follow these steps. Remember to finish reading forms and study for the vocabulary quiz for tomorrow.
Friday, March 13: