English I
UNIT EIGHT The Writing Portfolio
Day 3
(May 30 Aday, May 31 Bday)
Mini Lesson
Today's Objective is: Students will be able to incorporate direct quotes from their writing as evidence to support the ideas in their portfolio reflections.
We started today by reviewing the portfolio requirements. Next, I modeled for students how I would write one body paragraph in my own reflection on my writing this year. I showed them how to embed evidence from their writing samples into their letters.
Next, I went through each sentence and used the comment feature to label everything I was doing in the paragraph I wrote. This created another sort of "outline" for writing a body paragraph.
I posted these notes from the lesson onto google classroom.
Active Engagement
Students worked on incorporating evidence into their reflection letters.
Closure
Final Portfolios are due next class: Monday 6/3 for Aday and Tuesday 6/4 for Bday
Today's Objective is: Students will be able to incorporate direct quotes from their writing as evidence to support the ideas in their portfolio reflections.
We started today by reviewing the portfolio requirements. Next, I modeled for students how I would write one body paragraph in my own reflection on my writing this year. I showed them how to embed evidence from their writing samples into their letters.
Next, I went through each sentence and used the comment feature to label everything I was doing in the paragraph I wrote. This created another sort of "outline" for writing a body paragraph.
I posted these notes from the lesson onto google classroom.
Active Engagement
Students worked on incorporating evidence into their reflection letters.
Closure
Final Portfolios are due next class: Monday 6/3 for Aday and Tuesday 6/4 for Bday
Day 2
(May 28 Aday, May 29 Bday)
Mini Lesson
Today's Objective is: Students will be able to create and share a portfolio with me that includes 4 pieces of writing from this year that show their growth over time.
Today, students set up a writing portfolio in their google drives. This portfolio will follow students throughout their four years at NMHS. Every year, they will add four new pieces and a letter which reflects on their strengths and weaknesses as writers.
I shared this doc with students which contains instructions for the portfolio as well as rubrics for the portfolio and the reflection letter. Now that students have read through their writing for the year and thought about what they have learned in this class, they will begin to write their reflection letters today.
Today I shared 5 examples of great reflection letters written by former students in previous years. I also created a outline of the "parts" of a reflection like this. All of this information was shared with students in this doc. The parts of a reflection are:
Active Engagement
Students began crafting their reflection letters after deciding which 4 pieces to add to their portfolios. Students focused on the first FIVE of the SIX bullet points in their notes doc for today.
Closure
Students worked on their letters until the end of class and conferred as needed. I told students that we would have a lesson about using evidence from their writing to support their ideas in our next class.
Today's Objective is: Students will be able to create and share a portfolio with me that includes 4 pieces of writing from this year that show their growth over time.
Today, students set up a writing portfolio in their google drives. This portfolio will follow students throughout their four years at NMHS. Every year, they will add four new pieces and a letter which reflects on their strengths and weaknesses as writers.
I shared this doc with students which contains instructions for the portfolio as well as rubrics for the portfolio and the reflection letter. Now that students have read through their writing for the year and thought about what they have learned in this class, they will begin to write their reflection letters today.
Today I shared 5 examples of great reflection letters written by former students in previous years. I also created a outline of the "parts" of a reflection like this. All of this information was shared with students in this doc. The parts of a reflection are:
- Introduce the four works you chose to include in your portfolio and explain what the goal was for each piece
- Reflect on your strengths as a writer (things you have learned to do well)
- Reflect on your weaknesses as a writer
- Reflect on what you have learned this year about the craft of writing
- Set a goal for next year
- Use evidence from your selected pieces to support your reflection
Active Engagement
Students began crafting their reflection letters after deciding which 4 pieces to add to their portfolios. Students focused on the first FIVE of the SIX bullet points in their notes doc for today.
Closure
Students worked on their letters until the end of class and conferred as needed. I told students that we would have a lesson about using evidence from their writing to support their ideas in our next class.
Day 1
(May 24 Aday, May 27 Bday)
Mini Lesson
Today's objective is: Students will be able to identify areas of growth in their writing over the course of this year
Today, students are going to begin reflecting on their year as readers and writers. As John Dewey said, "we do not learn from experience; we learn from reflecting on experience". Today, we do just that.
I introduced students to the "End of Year Writing Reflection", gave instructions, and modeled some answers for them.
Active Engagement
Students worked independently on this handout. They spent most of the class period searching for all of the following writing assignments from this year and reading them.
Next, students answered the questions in this doc about their year in this course.
Closure
Students asked questions about the reflections, and I told students to make sure they finish reading through all of their writing by next class. Reflection is nearly impossible to do from memory without really going back and reading all of the writing they have done this year. They will see their growth, and it will surprise them!
Today's objective is: Students will be able to identify areas of growth in their writing over the course of this year
Today, students are going to begin reflecting on their year as readers and writers. As John Dewey said, "we do not learn from experience; we learn from reflecting on experience". Today, we do just that.
I introduced students to the "End of Year Writing Reflection", gave instructions, and modeled some answers for them.
Active Engagement
Students worked independently on this handout. They spent most of the class period searching for all of the following writing assignments from this year and reading them.
- Write Something
- Narrative Writing Baseline
- Poem A Day Baseline
- Short Story (from October)
- Literary Analysis
- TKAMB Project
- TKAMB Seminar Reflection
- ABC Essay
- Macbeth Final Project
- Macbeth Seminar Reflection
- Historical Fiction
Next, students answered the questions in this doc about their year in this course.
Closure
Students asked questions about the reflections, and I told students to make sure they finish reading through all of their writing by next class. Reflection is nearly impossible to do from memory without really going back and reading all of the writing they have done this year. They will see their growth, and it will surprise them!
UNIT SEVEN Historical Fiction
May 22
(A DAY ONLY)
Sometimes guys, let's be real, things just don't go according to plan. Unfortunately, I was out today, however, fortunately, my Aday classes needed some extra time to work on their stories. Today they used their rubrics to make sure that their final drafts are the best product they can produce.
Due dates are: Completed FINAL drafts are due ON GOOGLE CLASSROOM (Friday 5/24 Aday, Monday 5/27 Bday ).
Due dates are: Completed FINAL drafts are due ON GOOGLE CLASSROOM (Friday 5/24 Aday, Monday 5/27 Bday ).
Day 13 May 21st
Today we had a special treat! A whole day of workshops with Vesper Stamper! Kiddos got a chance to ask a published author of historical fiction for any tips. Pretty sweet, huh?
Day 12
(May 20 Aday, May 23 Bday)
Mini Lesson
Today's Objective is: Students will be able to list to readers discuss their work in order to ensure they are expressing their ideas as intended.
Today I am introducing students to the practice of silent peer revision.
Students got into groups of three, then they were to:
Share your story draft with each of the members of your group. Allow the members to read your draft.
THE WRITER OF THE DRAFT SHOULD REMAIN SILENT.
Members of the group will
-Summarize the piece.
-Determine the theme
-Discuss any literary elements/narrative techniques used
The WRITER WILL REMAIN SILENT THROUGHOUT THIS ENTIRE PROCESS.
If you, as a writer, have something to say to defend your work, take notes and write down the things you need to revise in your work
Active Engagement
Students get into groups and perform silent peer revision. Once all members have received feedback, students can return to their drafts and revise. Your writing should say what you want it to say and should require no further explanation. If your story requires too much explanation, you must go back to the writing and make sure you get your ideas across. Once published, writers are not typically able to check in with readers and make sure they got the point. The point has got to be clear before publication.
Closure
Final Drafts due next class (Wednesday 5/22 Aday, Monday 5/27 Bday)
Today's Objective is: Students will be able to list to readers discuss their work in order to ensure they are expressing their ideas as intended.
Today I am introducing students to the practice of silent peer revision.
Students got into groups of three, then they were to:
Share your story draft with each of the members of your group. Allow the members to read your draft.
THE WRITER OF THE DRAFT SHOULD REMAIN SILENT.
Members of the group will
-Summarize the piece.
-Determine the theme
-Discuss any literary elements/narrative techniques used
The WRITER WILL REMAIN SILENT THROUGHOUT THIS ENTIRE PROCESS.
If you, as a writer, have something to say to defend your work, take notes and write down the things you need to revise in your work
Active Engagement
Students get into groups and perform silent peer revision. Once all members have received feedback, students can return to their drafts and revise. Your writing should say what you want it to say and should require no further explanation. If your story requires too much explanation, you must go back to the writing and make sure you get your ideas across. Once published, writers are not typically able to check in with readers and make sure they got the point. The point has got to be clear before publication.
Closure
Final Drafts due next class (Wednesday 5/22 Aday, Monday 5/27 Bday)
May 17
(BDAY ONLY)
Sometimes guys, let's be real, things just don't go according to plan. Unfortunately, due to state testing and some other stuff, my Bday class could not access devices (where their writing is so far) so they had to do extra figurative language work with Vesper's book, and today I am giving them the period to write and confer with me. Due dates are still the same: Completed rough drafts are due (Monday 5/20 Aday,Tuesday 5/21 Bday ).
Day 11
(May 13 Bday, May 16 Aday)
Poem A Day
You guessed it! Today we are talking about setting and details! The description of Penny Lane in this song is a great way to kick off this lesson! (for more info about setting, click on the picture for today's post).
Mini Lesson
Today's Objective is: Students will be able to embed details from their historical research into their short stories to make the setting more realistic.
So far, we have had mini lessons on: characterization, dropping the character into the middle of a conflict, showing vs. telling, and using dialogue to reveal character traits and move the action of the story forward. Today, we talk about how to incorporate details from the research students have done so far into their stories.
First, we will slow down and look at What the Night Sings, our mentor text. I will zoom in on one chapter that had a lot of realistic details woven throughout.
Next, students will get into pairs to find a passage on their own and identify (write in their notebooks) what kind of details from history are incorporated, and how she did it without making it too clunky or obvious.
Active Engagement
Students will revisit their story drafts to incorporate details from their research. They will also turn in their story planning sheet complete with at least four sources that they consulted for their story.
I will confer with students as they write.
Closure
Students submit their planning sheets. We reviewed how to incorporate symbolism and figurative language into rough drafts. Again, I decided to not do a whole lesson on this, because we have done so much work already on figurative language this year and in this unit. Completed rough drafts are due (Monday 5/20 Aday,Tuesday 5/21 Bday ).
Mini Lesson
Today's Objective is: Students will be able to embed details from their historical research into their short stories to make the setting more realistic.
So far, we have had mini lessons on: characterization, dropping the character into the middle of a conflict, showing vs. telling, and using dialogue to reveal character traits and move the action of the story forward. Today, we talk about how to incorporate details from the research students have done so far into their stories.
First, we will slow down and look at What the Night Sings, our mentor text. I will zoom in on one chapter that had a lot of realistic details woven throughout.
Next, students will get into pairs to find a passage on their own and identify (write in their notebooks) what kind of details from history are incorporated, and how she did it without making it too clunky or obvious.
Active Engagement
Students will revisit their story drafts to incorporate details from their research. They will also turn in their story planning sheet complete with at least four sources that they consulted for their story.
I will confer with students as they write.
Closure
Students submit their planning sheets. We reviewed how to incorporate symbolism and figurative language into rough drafts. Again, I decided to not do a whole lesson on this, because we have done so much work already on figurative language this year and in this unit. Completed rough drafts are due (Monday 5/20 Aday,Tuesday 5/21 Bday ).
Day 10
(May 13 Bday, May 14 Aday)
Again today, we skipped the PAD. These kids need time to write.
Mini Lesson
Today's Objective is: Students will be able to incorporate dialogue into their historical fiction in order to move the action forward and reveal character traits.
Today, I gave a bit of a lecture about the use of dialogue. It can be a writer's best friend, and worst enemy. It is hard, so I made these helpful notes about writing and formatting dialogue and posted them to Google Classroom for the kids to access as they write.
Active Engagement
Students got onto chromebooks and continued writing with the focus of incorporating dialogue.
Closure
I reminded students to incorporate a metaphor and a symbol into their stories. I gave some examples of how to do this, but we have learned a lot about this already, and I want to see what the students are capable of on their own at the end of the year here. Completed rough drafts are due (Monday 5/20 Aday,Tuesday 5/21 Bday ).
Mini Lesson
Today's Objective is: Students will be able to incorporate dialogue into their historical fiction in order to move the action forward and reveal character traits.
Today, I gave a bit of a lecture about the use of dialogue. It can be a writer's best friend, and worst enemy. It is hard, so I made these helpful notes about writing and formatting dialogue and posted them to Google Classroom for the kids to access as they write.
Active Engagement
Students got onto chromebooks and continued writing with the focus of incorporating dialogue.
Closure
I reminded students to incorporate a metaphor and a symbol into their stories. I gave some examples of how to do this, but we have learned a lot about this already, and I want to see what the students are capable of on their own at the end of the year here. Completed rough drafts are due (Monday 5/20 Aday,Tuesday 5/21 Bday ).
Day 9
(May 9 Bday, May 10 Aday)
Poem A Day
Today, we skipped the poem a day, to allow for more lesson and writing time :)
Mini Lesson
Today's Objective is: Students will be able to drop their character in the middle of a conflict and show their character's personality through their actions, words and inner thoughts.
In our last class, we talked about characterization and made character sketches. Today, we talked about what to do with those characters now that we have gotten to know them.
Today we talk about one of the cardinal rules of writing: Show, don't tell. Students easily slip into the trap of describing what is going to happen to a character, instead of just showing it happen. Today, we talked about how to go about making sure your story has movement and action. Because, yanno what? Description is boring. They already know this as readers- time to know it as writers.
I showed students this sample from a blog called Literary Lab of a boring piece of description that is revised to show action and purpose for the description and details. They seemed to get it. But, I wanted to drive a few points home, so I edited out the first few minutes of this brilliant Ted Talk by Andrew Stanton and asked them to name the most important aspect of storytelling according to the speaker (there are actually a lot, and they are all important lol).
Today, we skipped the poem a day, to allow for more lesson and writing time :)
Mini Lesson
Today's Objective is: Students will be able to drop their character in the middle of a conflict and show their character's personality through their actions, words and inner thoughts.
In our last class, we talked about characterization and made character sketches. Today, we talked about what to do with those characters now that we have gotten to know them.
Today we talk about one of the cardinal rules of writing: Show, don't tell. Students easily slip into the trap of describing what is going to happen to a character, instead of just showing it happen. Today, we talked about how to go about making sure your story has movement and action. Because, yanno what? Description is boring. They already know this as readers- time to know it as writers.
I showed students this sample from a blog called Literary Lab of a boring piece of description that is revised to show action and purpose for the description and details. They seemed to get it. But, I wanted to drive a few points home, so I edited out the first few minutes of this brilliant Ted Talk by Andrew Stanton and asked them to name the most important aspect of storytelling according to the speaker (there are actually a lot, and they are all important lol).
Active Engagement
I reviewed the story requirements again with students and gave them chromebooks and time to write. One student actually said "I want to change my entire story after hearing all of that." I said, GREAT! That means you learned something new, and want to apply it! That is the best news of today. :)
Closure
Next class we will talk about revealing character traits and moving action forward with dialogue (a writer's best friend, and worst enemy, depending on the day).
I reviewed the story requirements again with students and gave them chromebooks and time to write. One student actually said "I want to change my entire story after hearing all of that." I said, GREAT! That means you learned something new, and want to apply it! That is the best news of today. :)
Closure
Next class we will talk about revealing character traits and moving action forward with dialogue (a writer's best friend, and worst enemy, depending on the day).
Day 8
(May 7 Bday, May 8 Aday)
Poem A Day
Today, students are writing the poem a day! Today's lesson is all about characterization, and last night my 5 year old son used the most poetic phrase to describe me. He said I had a sad smile. I thought that was so insightful. And it made me think. So, here we are. Today's warm up is: create a character in your mind who has a sad smile. Who are they? what are they looking at? thinking? feeling? hearing? where are they? Write a poem from this character's perspective.
The poems to come from this activity were beautiful.
Mini Lesson
Today's Objective is: Students will be able to create a character sketch for the protagonist of their own story.
Students are planning and drafting their own historical fiction stories. They have been given this handout which contains all of the craft moves I am looking for in their final stories. Today, we focus on character.
I modeled how to create a character by creating a character sketch for the students. I drew (albeit terribly) a sketch of a person, and they helped me fill in the identifying information about this character- I made sure to emphasize that each physical characteristic implied some other deeper personality trait (for example, my character was a guy who had messy curly hair - it was not dirty or gross, but not styled either. this indicates a laid-back dude; he also had sunglasses which shows he is hiding something).
Active Engagement
Students worked on creating their own character sketches in order to get their characters nice and developed before they start telling their stories. I asked students to consider: What does your character look like? what do they think about things? what do they want out of life? what are they afraid of? What drives their actions? What are they mad about? or happy about? or worried about? Students worked on character sketches until the bell.
Closure
Next class, we will talk about taking these characters we have just created and dropping them into a conflict to see what they are made of. Character sketches due next class.
Today, students are writing the poem a day! Today's lesson is all about characterization, and last night my 5 year old son used the most poetic phrase to describe me. He said I had a sad smile. I thought that was so insightful. And it made me think. So, here we are. Today's warm up is: create a character in your mind who has a sad smile. Who are they? what are they looking at? thinking? feeling? hearing? where are they? Write a poem from this character's perspective.
The poems to come from this activity were beautiful.
Mini Lesson
Today's Objective is: Students will be able to create a character sketch for the protagonist of their own story.
Students are planning and drafting their own historical fiction stories. They have been given this handout which contains all of the craft moves I am looking for in their final stories. Today, we focus on character.
I modeled how to create a character by creating a character sketch for the students. I drew (albeit terribly) a sketch of a person, and they helped me fill in the identifying information about this character- I made sure to emphasize that each physical characteristic implied some other deeper personality trait (for example, my character was a guy who had messy curly hair - it was not dirty or gross, but not styled either. this indicates a laid-back dude; he also had sunglasses which shows he is hiding something).
Active Engagement
Students worked on creating their own character sketches in order to get their characters nice and developed before they start telling their stories. I asked students to consider: What does your character look like? what do they think about things? what do they want out of life? what are they afraid of? What drives their actions? What are they mad about? or happy about? or worried about? Students worked on character sketches until the bell.
Closure
Next class, we will talk about taking these characters we have just created and dropping them into a conflict to see what they are made of. Character sketches due next class.
Day 7
(May 3 Bday, May 6 Aday)
Today, we finish reading What the Night Sings and move into the second bend of our unit: writing original historical fiction.
Students finished reading the book independently today. When they finished, they continued working on their planning sheets. Next class, we will resume drafting our stories and getting into specific lessons on:
Characterization
Setting and Research
Conflict
Show vs. Tell
Dialogue
Figurative language and Symbolism
Here is the prompt for the final story.
Students finished reading the book independently today. When they finished, they continued working on their planning sheets. Next class, we will resume drafting our stories and getting into specific lessons on:
Characterization
Setting and Research
Conflict
Show vs. Tell
Dialogue
Figurative language and Symbolism
Here is the prompt for the final story.
Day 6
(May 1 Bday, May 2 Aday)
Poem A Day
Today, we have no time for a poem ... so, we take a break.
Mini Lesson
Today's Objective is: Students will be able to create a list of character traits for the protagonist of their own historical fiction.
Today, we talked about Gerta and Lev and Michah and the different traits they have. We talked about how some subtle (and not so subtle) traits of each character can help the reader to predict their behavior. If you create a realistic character, their decisions seem inevitable. We talked about how each of these details develops a complete picture of a person. For example, the way Michah eats food, totally is the way he does everything in life; he barrels forth, thoughtless and with intensity. He treats food the same way he treats women, yanno?
Active Engagement
As we read the next 50 pages in this book, I asked students to pay attention to these details that develop the characters.
Closure
After we finished reading, students went on to Google Classroom to start planning their stories in this doc.
Today, we have no time for a poem ... so, we take a break.
Mini Lesson
Today's Objective is: Students will be able to create a list of character traits for the protagonist of their own historical fiction.
Today, we talked about Gerta and Lev and Michah and the different traits they have. We talked about how some subtle (and not so subtle) traits of each character can help the reader to predict their behavior. If you create a realistic character, their decisions seem inevitable. We talked about how each of these details develops a complete picture of a person. For example, the way Michah eats food, totally is the way he does everything in life; he barrels forth, thoughtless and with intensity. He treats food the same way he treats women, yanno?
Active Engagement
As we read the next 50 pages in this book, I asked students to pay attention to these details that develop the characters.
Closure
After we finished reading, students went on to Google Classroom to start planning their stories in this doc.
Day 5
(April 29 Bday, April 30 Aday)
Breaking News: Poway Shooting Latest In Series of Attacks On Places Of Worship
Not surprisingly, students have been asking a lot of questions about the Holocaust as a result of reading this novel.
One question I am hearing a lot is, "how could this happen?"
Lots of ways to answer that question, but I feel like my students have to know this is not the only Genocide in our human history.
Today, we learn a bit more about that. My Poem A Day might seem odd at first, but go with me here.
Poem A Day
One question I am hearing a lot is, "how could this happen?"
Lots of ways to answer that question, but I feel like my students have to know this is not the only Genocide in our human history.
Today, we learn a bit more about that. My Poem A Day might seem odd at first, but go with me here.
Poem A Day
We are going to look closely at the lyrics. After a brief discussion, we will move in to today's lesson.
Mini Lesson
Today's Objective is: Students will be able to choose a time period in which to set their historical fiction.
Today, I am going to briefly review different Genocides that have happened (and are still happening) so that students understand that this is not just a one-time occurance. But apparently is a tendency of humanity.
We will explore this website which gives a good overview of many genocides that have happened. I think students will be shocked that this is not a thing of the uncivilized past- but that we still live there.
I will remind students that life is what they make of it: So beautiful, or so what. Then I will tell them that they need to pick a time and place in which to set their own piece of historical fiction. It does NOT have to be during a time of conflict or set during a genocide. They can pick a more beautiful time period to learn about, but it cannot be the here and now.
Active Engagement
We will get back into our reading of What the Night Sings. I will ask students to pay close attention to the historical detail included in the reading and to try and figure out what is fiction and what is based on research.
Closure
Just to review: We had a quiz where students had to identify a metaphor in our poem a day. They did quite well! Huzzah!
We will be finishing the book shortly and students will begin writing soon. They need to choose a historical setting for their novels. Students will be required to do some research about that time and place. Setting choices are due next class.
Mini Lesson
Today's Objective is: Students will be able to choose a time period in which to set their historical fiction.
Today, I am going to briefly review different Genocides that have happened (and are still happening) so that students understand that this is not just a one-time occurance. But apparently is a tendency of humanity.
We will explore this website which gives a good overview of many genocides that have happened. I think students will be shocked that this is not a thing of the uncivilized past- but that we still live there.
I will remind students that life is what they make of it: So beautiful, or so what. Then I will tell them that they need to pick a time and place in which to set their own piece of historical fiction. It does NOT have to be during a time of conflict or set during a genocide. They can pick a more beautiful time period to learn about, but it cannot be the here and now.
Active Engagement
We will get back into our reading of What the Night Sings. I will ask students to pay close attention to the historical detail included in the reading and to try and figure out what is fiction and what is based on research.
Closure
Just to review: We had a quiz where students had to identify a metaphor in our poem a day. They did quite well! Huzzah!
We will be finishing the book shortly and students will begin writing soon. They need to choose a historical setting for their novels. Students will be required to do some research about that time and place. Setting choices are due next class.
Day 4
(April 25 Bday, April 26 Aday)
Poem A Day
Today, we are going to read some pretty heavy stuff. It saddens me that this song came out over 15 years ago when I was still in high school. And things have only gotten worse. Time to listen again.
Mini Lesson
Today's Objective is: Students will be able to find the extended metaphor poem in today's reading of What the Night Sings.
First today, we are going to review what an extended metaphor is. Then students will get into groups of four. Part of today's reading is just not the kind of stuff I want to read out loud. It is where Gerta goes to Auschwitz. I also think it will have a more powerful impact if the students read it to themselves. So, today, students are going to finish reading part II of the novel to themselves. Once they finish, they will choose one thing to discuss about the reading with their small group.
Once the whole group is done reading, the students will discuss the reading with their group members.
Active Engagement
Once we finish part II of the book, we will come back together as a class and read the first several chapters.
I will ask students to look for an extended metaphor poem in our next section of reading (chapters 18-20).
Closure
Before students leave, they will write down on a post-it the part that they thought was an extended metaphor poem.
No homework tonight.
Mini Lesson
Today's Objective is: Students will be able to find the extended metaphor poem in today's reading of What the Night Sings.
First today, we are going to review what an extended metaphor is. Then students will get into groups of four. Part of today's reading is just not the kind of stuff I want to read out loud. It is where Gerta goes to Auschwitz. I also think it will have a more powerful impact if the students read it to themselves. So, today, students are going to finish reading part II of the novel to themselves. Once they finish, they will choose one thing to discuss about the reading with their small group.
Once the whole group is done reading, the students will discuss the reading with their group members.
Active Engagement
Once we finish part II of the book, we will come back together as a class and read the first several chapters.
I will ask students to look for an extended metaphor poem in our next section of reading (chapters 18-20).
Closure
Before students leave, they will write down on a post-it the part that they thought was an extended metaphor poem.
No homework tonight.
Day 3
(April 23 Bday, April 24 Aday)
Poem A Day
This is a clip of the orchestra playing at the concentration camp/ghetto hybrid Theresienstadt. It comes from a Nazi propaganda film that was created to dispel rumors of mistreatment of deported Jews during the Holocaust. It was meant to show that Hitler was actually saving Jews from danger in their own neighborhoods, and "giving" them a city of their own to "live" in. Unfortunately, that is not at all what went down in Theresienstadt.
Mini Lesson
Today's Objective is: Students will be able to identify symbols Vesper Stamper uses in What the Night Sings.
The weather is beautiful! And well, we needed to get outside! Today we quickly reviewed symbolism and delved right into the book (I have been taking my sweet time, haven't I?).
We read nearly all of Part II: Women's Music. We got through chapter 14 (Gerta's time at Theresienstadt).
Active Engagement
As we read, students looked closely for symbols. I did not have them identify what the symbols mean just yet- just had them try and find some objects or motifs that get mentioned over and over again which may signal their importance.
So far, one student thinks the butterfly angel is Gerta's mom. He had some pretty sweet reasons too. Pretty cool we get to meet the author soon and ask!
We also talked about the significance of the Viola.
Closure
We wrapped up the lesson and discussed the difference between Theresienstadt and Auschwitz (Gerta's next stop).
No homework.
Mini Lesson
Today's Objective is: Students will be able to identify symbols Vesper Stamper uses in What the Night Sings.
The weather is beautiful! And well, we needed to get outside! Today we quickly reviewed symbolism and delved right into the book (I have been taking my sweet time, haven't I?).
We read nearly all of Part II: Women's Music. We got through chapter 14 (Gerta's time at Theresienstadt).
Active Engagement
As we read, students looked closely for symbols. I did not have them identify what the symbols mean just yet- just had them try and find some objects or motifs that get mentioned over and over again which may signal their importance.
So far, one student thinks the butterfly angel is Gerta's mom. He had some pretty sweet reasons too. Pretty cool we get to meet the author soon and ask!
We also talked about the significance of the Viola.
Closure
We wrapped up the lesson and discussed the difference between Theresienstadt and Auschwitz (Gerta's next stop).
No homework.
Day 2
(April 12 Bday, April 22 Aday)
Warm Up
Today is the first day back from spring break. Unfortunately, we are talking about some pretty heavy stuff.
Many of my students have not learned much about the Holocaust yet- and I guess that makes sense. They are still kids, and when does one decide to open a youngster's eyes to the atrocities of the human experience?
Well, we have talked a lot this year about loss of innocence and coming of age, and realizing that this world is not the safe, comfy, happy world you may have thought it to be throughout your childhood. Adolescence is, in a lot of ways, about coming to terms with reality.
Today, we are going to learn more about the Holocaust, because the kids are asking me a lot of questions.
We start with this disturbing footage of the British liberation of Bergen Belsen. Why? Because our novel is set in Bergen Belsen, and the novel begins on the day of liberation. We have now read all about that liberation through the poetic writing of Vesper. But, seeing it is different.
Today is the first day back from spring break. Unfortunately, we are talking about some pretty heavy stuff.
Many of my students have not learned much about the Holocaust yet- and I guess that makes sense. They are still kids, and when does one decide to open a youngster's eyes to the atrocities of the human experience?
Well, we have talked a lot this year about loss of innocence and coming of age, and realizing that this world is not the safe, comfy, happy world you may have thought it to be throughout your childhood. Adolescence is, in a lot of ways, about coming to terms with reality.
Today, we are going to learn more about the Holocaust, because the kids are asking me a lot of questions.
We start with this disturbing footage of the British liberation of Bergen Belsen. Why? Because our novel is set in Bergen Belsen, and the novel begins on the day of liberation. We have now read all about that liberation through the poetic writing of Vesper. But, seeing it is different.
Next, we will watch this short clip about Hitler's rise to power.
Mini Lesson
Today's Objective is: Students will be able to craft an extended metaphor poem about a childhood memory.
After watching these videos, we will review what happened in the first chapters (part one) of What the Night Sings. I will remind them about the author's heavy use of figurative language. I will also let students know that it is POETRY WEEK at NMHS. Perfect timing, if you ask me, since we are basically reading a novel-length poem with pictures.
Next, we will read the first chapter in the second part of the book called Women's Music. This section of the book is a flashback. In the first chapter, the protagonist is 6. As we read this chapter, I will have the students look for figurative language.
Once I finish the chapter, I am going to zoom in and discuss how the writer used extended metaphor to deliver a message. Here "having a song to sing" is a metaphor for having a reason to live. The protagonist's father tells her "tell the butterfly to always give you a song to sing. Will you demand that of your little friend?" (36). We know from earlier chapters that Gerta's father kept her Jewish roots from her and hid the horrors of the war from his daughter. He knew though. He knew she would need a reason to live soon, and a reason to sing, despite the atrocities the world had in store for her. She won't just need music in a literal sense. She will need it to reminder her of her humanity. Of what is useful and beautiful about us. Even when we, humans, really really suck.
Next, we are going to think about our childhoods.
I will ask students: What is something (an object or image) that communicates the feeling of your childhood?
Students wrote 5 simple metaphors using this prompt:
Childhood is ___________ (an object or image).
They came up with lots of good ones! childhood is a nest, candy, color, etc.
One I came up with was "Childhood is a sprint" because I remember running fast and blind a lot when I was a kid, and it also went mad fast (I can say now as a 34 year old woman). Now looking back, it takes much more effort to sprint than it seemed to back then. I am also a mother, so I thought about my own son's childhood. He just turned 5 and it seems like his childhood is going quicker than I would like... Sprinting seemed like an appropriate metaphor because childhood goes so fast.
I talked through this a lot and showed kids how I extended this metaphor; then I showed them an example of an extended metaphor poem I wrote this morning about this idea:
Childhood is a sprint
I watch my son as he bodies forth
Toes flinging sand carelessly
as they race toward the
shoreline
He shows no apprehension
as he pummels the two-inch waves with his
big ol wide, square-shaped feet and fists.
The glint from a sunbeam hits my eye
reflected by a few molecules of water
which happened to be at the right place
at the right time
And the gold of it reminds me
of that rush
of the pavement beneath my swift feet
I am six. I know I have to be home
before the sun sets
Those are the rules
But before it does, and before the rules
apply,
I am free to sprint. In any direction. The wind and sun
at my back, or in my face.
Nothing moves me. Only
I move me.
A fire inside me churns out heat
and the cold wind cools it as I barrel
faster and faster through open air
And I make
Steam.
I ran fast and blind
through those long, golden days
And now they seem so far
away.
But now I have him
to remind me
of what I used to know.
Active Engagement
Next, students are going to think about their childhood. What was so good and sweet and innocent about it? When was your favorite moment? Why were you so happy? What did it look like? smell like? sound like? feel like (was it cold? hot? perfect?)
What is something (an object or image) that communicates the feeling of your childhood memory?
Students will work to create an extended metaphor where they explore a wonderful childhood experience.
Closure
Students will share out (those who are comfortable). Poems are due Wednesday either turned in on paper or submitted to the link on Google Classroom.
Today's Objective is: Students will be able to craft an extended metaphor poem about a childhood memory.
After watching these videos, we will review what happened in the first chapters (part one) of What the Night Sings. I will remind them about the author's heavy use of figurative language. I will also let students know that it is POETRY WEEK at NMHS. Perfect timing, if you ask me, since we are basically reading a novel-length poem with pictures.
Next, we will read the first chapter in the second part of the book called Women's Music. This section of the book is a flashback. In the first chapter, the protagonist is 6. As we read this chapter, I will have the students look for figurative language.
Once I finish the chapter, I am going to zoom in and discuss how the writer used extended metaphor to deliver a message. Here "having a song to sing" is a metaphor for having a reason to live. The protagonist's father tells her "tell the butterfly to always give you a song to sing. Will you demand that of your little friend?" (36). We know from earlier chapters that Gerta's father kept her Jewish roots from her and hid the horrors of the war from his daughter. He knew though. He knew she would need a reason to live soon, and a reason to sing, despite the atrocities the world had in store for her. She won't just need music in a literal sense. She will need it to reminder her of her humanity. Of what is useful and beautiful about us. Even when we, humans, really really suck.
Next, we are going to think about our childhoods.
I will ask students: What is something (an object or image) that communicates the feeling of your childhood?
Students wrote 5 simple metaphors using this prompt:
Childhood is ___________ (an object or image).
They came up with lots of good ones! childhood is a nest, candy, color, etc.
One I came up with was "Childhood is a sprint" because I remember running fast and blind a lot when I was a kid, and it also went mad fast (I can say now as a 34 year old woman). Now looking back, it takes much more effort to sprint than it seemed to back then. I am also a mother, so I thought about my own son's childhood. He just turned 5 and it seems like his childhood is going quicker than I would like... Sprinting seemed like an appropriate metaphor because childhood goes so fast.
I talked through this a lot and showed kids how I extended this metaphor; then I showed them an example of an extended metaphor poem I wrote this morning about this idea:
Childhood is a sprint
I watch my son as he bodies forth
Toes flinging sand carelessly
as they race toward the
shoreline
He shows no apprehension
as he pummels the two-inch waves with his
big ol wide, square-shaped feet and fists.
The glint from a sunbeam hits my eye
reflected by a few molecules of water
which happened to be at the right place
at the right time
And the gold of it reminds me
of that rush
of the pavement beneath my swift feet
I am six. I know I have to be home
before the sun sets
Those are the rules
But before it does, and before the rules
apply,
I am free to sprint. In any direction. The wind and sun
at my back, or in my face.
Nothing moves me. Only
I move me.
A fire inside me churns out heat
and the cold wind cools it as I barrel
faster and faster through open air
And I make
Steam.
I ran fast and blind
through those long, golden days
And now they seem so far
away.
But now I have him
to remind me
of what I used to know.
Active Engagement
Next, students are going to think about their childhood. What was so good and sweet and innocent about it? When was your favorite moment? Why were you so happy? What did it look like? smell like? sound like? feel like (was it cold? hot? perfect?)
What is something (an object or image) that communicates the feeling of your childhood memory?
Students will work to create an extended metaphor where they explore a wonderful childhood experience.
Closure
Students will share out (those who are comfortable). Poems are due Wednesday either turned in on paper or submitted to the link on Google Classroom.
Day 1
(April 10 Bday, April 11 Aday)
Poem A Day
This song sets up our next book nicely. I pulled all of the figurative language I could find, and defined figurative language (again) as anything that is not literal.
Mini Lesson
Today's Objective is: Students will be able to identify use of figurative language in Vesper Stamper's What the Night Sings.
We begin today by reviewing some history. Students do not know much about WWII, the Holocaust, or the One Million Plan or the creation of modern Israel. I think the context helps students to relate to the characters in the novel and the interesting conflicts the novel sets up.
Next, we will review figurative language and poetic writing. It is POETRY MONTH after all. Additionally, Vesper uses a lot of poetic phrasing and figurative language throughout the novel which adds beauty and depth. We will read the first chapter of the book together and I will point out the figurative language that I notice.
Active Engagement
We will continue to read the novel and students will write down three examples of figurative language they notice as we read in their notebooks.
We read the first part of the novel (chapters 1-6).
Closure
After reading, students will revisit the figurative language they noticed and go back and look at the passages closely. For each passage, they will respond to the following in their notebooks: What does the figurative language mean?
Mini Lesson
Today's Objective is: Students will be able to identify use of figurative language in Vesper Stamper's What the Night Sings.
We begin today by reviewing some history. Students do not know much about WWII, the Holocaust, or the One Million Plan or the creation of modern Israel. I think the context helps students to relate to the characters in the novel and the interesting conflicts the novel sets up.
Next, we will review figurative language and poetic writing. It is POETRY MONTH after all. Additionally, Vesper uses a lot of poetic phrasing and figurative language throughout the novel which adds beauty and depth. We will read the first chapter of the book together and I will point out the figurative language that I notice.
Active Engagement
We will continue to read the novel and students will write down three examples of figurative language they notice as we read in their notebooks.
We read the first part of the novel (chapters 1-6).
Closure
After reading, students will revisit the figurative language they noticed and go back and look at the passages closely. For each passage, they will respond to the following in their notebooks: What does the figurative language mean?
UNIT SIX Shakespeare
Day 13
(April 8 Aday, April 9 Bday)
Today is such a treat! Sometimes, life just works in mysterious ways...
So, I can see you wondering, why another day of Shakespeare? Didn't we finish the unit with the whole Socratic Seminar and Final Project and whatnot?
Well, yah. We did.
And then I went home last Thursday night and watched the first two episodes of Jordan Peele's New Twilight Zone.
The second episode had a very MACBETH feel to me. Like, whoa. Literally, we are STILL telling this story.
And then I watched it again, just to make sure I don't have too much Macbeth on the mind (maybe I was finding meaning where there was none).
But it was even clearer to me then that the connections abound!
So, today, we watch this episode and discuss all the connections to Macbeth and also the play's impact on the literature and media to come after it. Good times!
So, I can see you wondering, why another day of Shakespeare? Didn't we finish the unit with the whole Socratic Seminar and Final Project and whatnot?
Well, yah. We did.
And then I went home last Thursday night and watched the first two episodes of Jordan Peele's New Twilight Zone.
The second episode had a very MACBETH feel to me. Like, whoa. Literally, we are STILL telling this story.
And then I watched it again, just to make sure I don't have too much Macbeth on the mind (maybe I was finding meaning where there was none).
But it was even clearer to me then that the connections abound!
So, today, we watch this episode and discuss all the connections to Macbeth and also the play's impact on the literature and media to come after it. Good times!
Days 11 & 12
(April 3, 5 Aday April 4 Bday)
Students spent these days working on their final Macbeth Projects. They are due Monday Aday 4/8 and Tuesday Bday 4/9. April 9th is the last day of the third quarter. Crazyyyy!!!
Day 10
(April 1 Aday, April 2 Bday)
Poem A Day
Today, I asked students to take out the lyrics to "Marching Bands of Manhattan" which I told them to hang on to throughout this unit. The students who had the lyrics, got extra credit on today's poem a day quiz.
We listened to the song and students made three connections between the lyrics and Macbeth for a quiz grade.
Mini Lesson
Today's objective is: Students will be able to participate in a whole-class, respectful discussion of the ideas, issues and values reflected in Macbeth.
Today was the seminar and it went beautifully in each class. Students were able to talk about the themes and questions they had about this play for a solid 45 minutes without me. I was impressed by the thoughts they explored and the engagement level of the inside and outside circles. Students loved talking about the play, and I had to end the seminar in every class before they were done talking!
Active Engagement
After the seminar, students filled out this reflection. They entered their thoughts into the doc posted on Google Classroom.
Closure
We reviewed the expectations for the final project and then dismissed for the day.
We listened to the song and students made three connections between the lyrics and Macbeth for a quiz grade.
Mini Lesson
Today's objective is: Students will be able to participate in a whole-class, respectful discussion of the ideas, issues and values reflected in Macbeth.
Today was the seminar and it went beautifully in each class. Students were able to talk about the themes and questions they had about this play for a solid 45 minutes without me. I was impressed by the thoughts they explored and the engagement level of the inside and outside circles. Students loved talking about the play, and I had to end the seminar in every class before they were done talking!
Active Engagement
After the seminar, students filled out this reflection. They entered their thoughts into the doc posted on Google Classroom.
Closure
We reviewed the expectations for the final project and then dismissed for the day.
Day 9
(March 28 Aday, March 29 Bday)
Poem A Day
The whole intro is so Macbeth in Act V. Love it (and the Gorillaz).
Mini Lesson
Today I started class by letting students know what to expect in the next few weeks. Here is the 5 class-day plan I unveiled to them:
I handed out instructions for our Macbeth Seminar which will be in our next class. In this seminar, we will discuss the themes we have been tracking throughout the play. For this seminar, students need to prepare by writing down their theme and at least 5 details from the play that develop the theme. I asked students to pay attention to our final act for these details.
Much to my surprise, the students ALL felt confident with this prompt. This is something that we have done on various levels throughout the year- so I was so pleased that the seminar took very little instruction. Students were excited to share their insights into Macbeth.
They didn't need any clarification, and there were no looks of confused despair.
Active Engagement
Students read Act V scene 1 out loud and acted it out. This is the famous scene where Lady Macbeth sleepwalks. We also watched two interpretations of this scene from our two film versions we have been watching. We discussed Lady Macbeth's moan which is written as "O, o o." and the following line is "what a sigh is this. The heart is sorely charged." We discussed the various ways actresses have interpreted this sigh over the years.
This one is my favorite:
Mini Lesson
Today I started class by letting students know what to expect in the next few weeks. Here is the 5 class-day plan I unveiled to them:
- Today: Finish Macbeth
- Day 2 Theme Seminar
- Day 3 Work on Final Projects
- Day 4 Work on Final Projects (cont.)
- Day 5 Final Projects due
I handed out instructions for our Macbeth Seminar which will be in our next class. In this seminar, we will discuss the themes we have been tracking throughout the play. For this seminar, students need to prepare by writing down their theme and at least 5 details from the play that develop the theme. I asked students to pay attention to our final act for these details.
Much to my surprise, the students ALL felt confident with this prompt. This is something that we have done on various levels throughout the year- so I was so pleased that the seminar took very little instruction. Students were excited to share their insights into Macbeth.
They didn't need any clarification, and there were no looks of confused despair.
Active Engagement
Students read Act V scene 1 out loud and acted it out. This is the famous scene where Lady Macbeth sleepwalks. We also watched two interpretations of this scene from our two film versions we have been watching. We discussed Lady Macbeth's moan which is written as "O, o o." and the following line is "what a sigh is this. The heart is sorely charged." We discussed the various ways actresses have interpreted this sigh over the years.
This one is my favorite:
For the remaining scenes of the play, I performed a one-man play. I acted out all of the parts, and got the most important information across to them. They thought it was hilarious and fun. I of course, stopped and slowed down to read some of the more famous scenes like Macbeth's "out brief candle" speech.
They were so surprised to find out that Macbeth dies in the end, and that Lady Macbeth had changed so dramatically. They loved the play!
Closure
Finally, I introduced the Macbeth Final Project options. Students have five different projects to choose from.
Students watched these two EXCELLENT videos that students of mine made in 2012 at Newtown High School. They helped to reinforce the themes and plot, and well, they are just wonderful videos, really great work.
They were so surprised to find out that Macbeth dies in the end, and that Lady Macbeth had changed so dramatically. They loved the play!
Closure
Finally, I introduced the Macbeth Final Project options. Students have five different projects to choose from.
Students watched these two EXCELLENT videos that students of mine made in 2012 at Newtown High School. They helped to reinforce the themes and plot, and well, they are just wonderful videos, really great work.
Day 8
(March 26 Aday, March 27 Bday)
Poem A Day
Today's warm up is not a poem, but a Ted Talk! This is a fun talk which explores the connection between Shakespeare and hip hop. Fun times.
Today's warm up is not a poem, but a Ted Talk! This is a fun talk which explores the connection between Shakespeare and hip hop. Fun times.
Mini Lesson
Today's objective is: Students will be able to identify and define unfamiliar words Shakespeare uses to help them comprehend his writing.
I wanted students to watch the Ted Talk to get a refresher on iambic pentameter and rhyme schemes. Today, we take a deeper look at Shakespeare's language.
I chose 5 words that show up all of the time in Macbeth that the kids ask me about all of the time. I asked them to define them.
Thou
Thee
Thine
Ere
Anon
Active Engagement
Next, students searched through the text and picked out 15 more words they don't know and defined them; they recorded their work in this doc.
Closure
Once the activity was done, I asked students to make predictions about the end of our play. We will finish it next class!
Today's objective is: Students will be able to identify and define unfamiliar words Shakespeare uses to help them comprehend his writing.
I wanted students to watch the Ted Talk to get a refresher on iambic pentameter and rhyme schemes. Today, we take a deeper look at Shakespeare's language.
I chose 5 words that show up all of the time in Macbeth that the kids ask me about all of the time. I asked them to define them.
Thou
Thee
Thine
Ere
Anon
Active Engagement
Next, students searched through the text and picked out 15 more words they don't know and defined them; they recorded their work in this doc.
Closure
Once the activity was done, I asked students to make predictions about the end of our play. We will finish it next class!
Day 7
(March 22 Aday, March 25 Bday)
Poem A Day
Today I had two poems- they are two songs that play one right after the other on the new Gorillaz album. The lyrics for both songs are perfect for the scene we read today, and also, the tone of the songs (particularly "Charger") sets the mood for the scene reading.
Mini Lesson
Students walked in to a transformed room today. I moved all of their desks, so as to make something akin to a banquet table. I covered the desks with a tablecloth (or several) and put a chair at each head of the giant, long table. It looked something like this:
Mini Lesson
Students walked in to a transformed room today. I moved all of their desks, so as to make something akin to a banquet table. I covered the desks with a tablecloth (or several) and put a chair at each head of the giant, long table. It looked something like this:
(I took these pictures four years ago, the last time I taught this lesson at Newtown High School 2013).
It was rad and the students loved it- it really helps to visualize the scene as it can be very confusing to read Act III sc. 4 of the play.
We started today with a banquet and read through Act III scene 4 when Banquo's ghost came to haunt Macbeth.
Active Engagement
Students acted the play out and engaged in discussions as we went along.
We read through all of Act IV today- we acted it out, and I summarized sections of lesser importance.
This made an appearance when Macbeth said: "From this moment, the very firstlings of my heart shall be the firstlings of my hand...The castle of Macduff I will surprise, Sieze upon Fife, give to th' edge o' th' sword His wife, babes, and all unfortunate souls that trace him in his line"
It was rad and the students loved it- it really helps to visualize the scene as it can be very confusing to read Act III sc. 4 of the play.
We started today with a banquet and read through Act III scene 4 when Banquo's ghost came to haunt Macbeth.
Active Engagement
Students acted the play out and engaged in discussions as we went along.
We read through all of Act IV today- we acted it out, and I summarized sections of lesser importance.
This made an appearance when Macbeth said: "From this moment, the very firstlings of my heart shall be the firstlings of my hand...The castle of Macduff I will surprise, Sieze upon Fife, give to th' edge o' th' sword His wife, babes, and all unfortunate souls that trace him in his line"
HAHAHHAHA hide your kids, hide your wife... (the kids thought this was so "Retro" . I am getting old... ugh).
Closure
Students revisited the lyrics to the PADs today and marked them up with connections to the play and I collected them.
Closure
Students revisited the lyrics to the PADs today and marked them up with connections to the play and I collected them.
Day 6
(March 20 Aday, March 21 Bday)
Poem A Day
Lyrics for this song are here.
It captures well Macbeth's thoughts and feelings just after Duncan's murder in Act III.
Mini Lesson
Today's Objective is: Students will be able to explain how Shakespeare uses motifs to develop the theme of their choice.
First, we reviewed the action of the play up until this point, and I asked them to identify changes in each character. We also discussed Shakespeare's use of motifs- there are several that are woven through each act of the play:
Active Engagement
Students read and acted out Act III scenes 1-3 whilst I translated. Students placed a post it any time they saw a motif come back that develops their theme.
Then we watched this film portion of the play.
Closure
Students took notes on the development of their chosen theme thus far.
It captures well Macbeth's thoughts and feelings just after Duncan's murder in Act III.
Mini Lesson
Today's Objective is: Students will be able to explain how Shakespeare uses motifs to develop the theme of their choice.
First, we reviewed the action of the play up until this point, and I asked them to identify changes in each character. We also discussed Shakespeare's use of motifs- there are several that are woven through each act of the play:
- Calling upon darkness to cover up light (or night to swallow the day, etc).
- Referring to faces as masks that cover men's true thoughts or desires
- References to the stars
- References to blood and water; washing hands
- Fair is foul, and foul is fair. Good and evil are two parts of the same thing.
Active Engagement
Students read and acted out Act III scenes 1-3 whilst I translated. Students placed a post it any time they saw a motif come back that develops their theme.
Then we watched this film portion of the play.
Closure
Students took notes on the development of their chosen theme thus far.
Day 5
(March 18 Aday, March 19 Bday)
Poem A Day
I mean, have ya read the junk Lady Macbeth says? A woman so heartless...
Mini Lesson
Today's Objective is: Students will be able to identify at least 3 details so far in the play that develop the theme they chose to track.
First, I need to get an idea of how much of this play students are understanding. So, we begin with a short quiz on Act I.
We will review the answers and make sure we are all ready to move on. Today, we finish Act II.
First, we will take out our notes and students will share out details they have found so far that develop the theme they chose to track at the beginning of this play in pairs.
I will remind students to keep looking- they should find 3 details to add today.
Active Engagement
Students read and acted out the rest of Act II.
Closure
Students shared new details they found in their reading today in pairs. We made predictions for Act III and broke for the week.
Mini Lesson
Today's Objective is: Students will be able to identify at least 3 details so far in the play that develop the theme they chose to track.
First, I need to get an idea of how much of this play students are understanding. So, we begin with a short quiz on Act I.
We will review the answers and make sure we are all ready to move on. Today, we finish Act II.
First, we will take out our notes and students will share out details they have found so far that develop the theme they chose to track at the beginning of this play in pairs.
I will remind students to keep looking- they should find 3 details to add today.
Active Engagement
Students read and acted out the rest of Act II.
Closure
Students shared new details they found in their reading today in pairs. We made predictions for Act III and broke for the week.
Day 4
(March 13 Aday, March 15 Bday)
Poem A Day
These lyrics are so great for today's lesson, that this is another one that we will listen to again at the end of the class.
Mini Lesson
Today's Objective is: Students will be able to identify euphemisms used by Shakespeare and explain why Macbeth is using them in Act 1 scene 7.
We started out by acting out the very quick and small scene 6 in Act 1.
Then, when we got to Act 7, I gave the students this close reading activity.
We went through together as a class and filled the boxes on the right with all the reasons Macbeth is giving for NOT WANTING TO KILL DUNCAN.
Then, I ask students what they think he will do-
Naturally, they say "He won't do it."
Finally, I defined the word "euphemism" and gave several examples.
Active Engagement
Next, I ask them how many times Macbeth says the words "kill" or "murder." They look over the passage, and notice that he says it ZERO times.
So, I gave them a competition (nothing kids love more lol).
Find as many euphemisms for Murder as you can- the most wins.
Then, I read the passage aloud again, and had the students say "murder" aloud every time I read a euphemism. This is too fun. Basically, it sounds like kids saying murder, en masse, over and over again. Some euphemisms include: "taking off" "the deed" etc.
Then we discussed the difference between what he says and the way he says it- or how his word choice reveals his true desires.
We read on through Act II scene i.
The kids were shocked by the last line and also Lady Macbeth's wily ways of persuasion.
Closure
Finally, we listened to Rihanna's "Disturbia" again, and made connections to our play- students saw the song in a whole new light following this lesson.
Also- THERE WILL BE A QUIZ ON THE PLAY SO FAR IN OUR NEXT CLASS. PLEASE REVIEW AND COME PREPARED.
Mini Lesson
Today's Objective is: Students will be able to identify euphemisms used by Shakespeare and explain why Macbeth is using them in Act 1 scene 7.
We started out by acting out the very quick and small scene 6 in Act 1.
Then, when we got to Act 7, I gave the students this close reading activity.
We went through together as a class and filled the boxes on the right with all the reasons Macbeth is giving for NOT WANTING TO KILL DUNCAN.
Then, I ask students what they think he will do-
Naturally, they say "He won't do it."
Finally, I defined the word "euphemism" and gave several examples.
Active Engagement
Next, I ask them how many times Macbeth says the words "kill" or "murder." They look over the passage, and notice that he says it ZERO times.
So, I gave them a competition (nothing kids love more lol).
Find as many euphemisms for Murder as you can- the most wins.
Then, I read the passage aloud again, and had the students say "murder" aloud every time I read a euphemism. This is too fun. Basically, it sounds like kids saying murder, en masse, over and over again. Some euphemisms include: "taking off" "the deed" etc.
Then we discussed the difference between what he says and the way he says it- or how his word choice reveals his true desires.
We read on through Act II scene i.
The kids were shocked by the last line and also Lady Macbeth's wily ways of persuasion.
Closure
Finally, we listened to Rihanna's "Disturbia" again, and made connections to our play- students saw the song in a whole new light following this lesson.
Also- THERE WILL BE A QUIZ ON THE PLAY SO FAR IN OUR NEXT CLASS. PLEASE REVIEW AND COME PREPARED.
Day 3
(March 11 Aday, March 12 Bday)
Poem A Day
Today, I am the poem a day :)
I never wear makeup. It's a thing. No one talks about it. No one notices. But, when you put a bunch of dark lipstick and eyeliner on, kids notice.
My students walked into a creepy world today. I was sitting in the middle of the room, on a chair, in full costume. This was playing on my smartboard in the background.
Today, I am the poem a day :)
I never wear makeup. It's a thing. No one talks about it. No one notices. But, when you put a bunch of dark lipstick and eyeliner on, kids notice.
My students walked into a creepy world today. I was sitting in the middle of the room, on a chair, in full costume. This was playing on my smartboard in the background.
The students, were super creeped out and excited! I cannot tell you how much fun it was to see their reactions. They said things like:
Oh my god!
What is happening!?
Ms. Minto is ridiculous
This is my life.
English class is my life
This is the best day ever
I, personally, love to get a rise out of students, who can be a dangerous mix of lethargic and cynical these days.
Once the bell rang, and the song on the smartboard ended, I arranged for a student from another class to enter the room, and hand me a letter. He told me it was a letter from Macbeth.
The students got quiet.
And I read Macbeth's letter aloud.
And then, I performed Lady Macbeth's monologue from Act I scene 5 from memory.
Mini Lesson
Today's objective is: Students will be able to translate Shakespeare's Act I scene v into their own words.
We reviewed the action of the play up until scene 5. Then students tried to figure out what just happened in front of them.
Next, we watched these two different interpretations of the scene
Oh my god!
What is happening!?
Ms. Minto is ridiculous
This is my life.
English class is my life
This is the best day ever
I, personally, love to get a rise out of students, who can be a dangerous mix of lethargic and cynical these days.
Once the bell rang, and the song on the smartboard ended, I arranged for a student from another class to enter the room, and hand me a letter. He told me it was a letter from Macbeth.
The students got quiet.
And I read Macbeth's letter aloud.
And then, I performed Lady Macbeth's monologue from Act I scene 5 from memory.
Mini Lesson
Today's objective is: Students will be able to translate Shakespeare's Act I scene v into their own words.
We reviewed the action of the play up until scene 5. Then students tried to figure out what just happened in front of them.
Next, we watched these two different interpretations of the scene
Active Engagement
I gave students this handout which asks them to attempt to decode the scene I performed for them.
I had them work in partners to write the gist of each chunk of text.
Then as a class, we went through together to piece it all together.
Closure
At the end of class, students turned in their work. I asked them to put their heads down on their desks and their hands in the air. I asked them to show me with their fingers how easy or hard the decoding assignment was from a scale of 1 (super easy, I got this) to 5 (so hard, bro).
Looks like overall we struggled and then found some success. #learningismessyfolks
I gave students this handout which asks them to attempt to decode the scene I performed for them.
I had them work in partners to write the gist of each chunk of text.
Then as a class, we went through together to piece it all together.
Closure
At the end of class, students turned in their work. I asked them to put their heads down on their desks and their hands in the air. I asked them to show me with their fingers how easy or hard the decoding assignment was from a scale of 1 (super easy, I got this) to 5 (so hard, bro).
Looks like overall we struggled and then found some success. #learningismessyfolks
Day 2
(March 6 Aday, March 7 Bday)
Poem A Day
"I Wonder" by Kanye West- I used edited lyrics and a radio-edit for this one. We listened to it at the beginning of class, while students were walking in, and then I told them we would flip the script today and listen to it at the end of class in order to analyze its connection to Macbeth.
Mini Lesson
Today's Objective is: Students will be able to find one detail in Act 1 scenes 1-4 of Macbeth that develops their chosen theme.
We reviewed a few key terms and characters and history behind the play, briefly. The students were assigned reading roles (my kiddos are pretty into acting things out, so many volunteered enthusiastically).
We reviewed the five themes we discussed in our last class and I reminded students to think about the theme they chose. Then I handed out post-its and told students to place a post-it on pages where they see their theme coming through. As we read today, I modelled this behavior for all five themes.
Active Engagement
Students acted out Act I scenes 1-4. I am using Folger's Macbeth- only the Shakespeare text. I act as the translator- so I do not like to use any translations of the text.
What is the point of reading Shakespeare, if you aren't going to read Shakespeare?
This means that I stop students frequently, and have them try to guess what certain lines mean, or phrases, and then I also interpret for them.
Today I assigned one student (a volunteer) to track all of the references to "stars" and "darkness and light".
After reading/acting/talking, and CHECKING FOR UNDERSTANDING (I like to have kids put their heads down and raise their hands and show me on their fingers their level of understanding on a scale of 1 to 5- this is a routine we have used all year so they know how) we watched the first 18 minutes of Great Performance's 2010 rendition of Macbeth starring Patrick Stewart. It is super creepy, and weird, and the kids really enjoy it. We watch through Act I scene 4, so students can see what they just read, performed and produced by professionals, uninterrupted.
Closure
I checked for understanding again, and after watching, they are all on board.
Then we listened to "I Wonder" and students pointed out the similarities between Kanye and Macbeth- classic.
Mini Lesson
Today's Objective is: Students will be able to find one detail in Act 1 scenes 1-4 of Macbeth that develops their chosen theme.
We reviewed a few key terms and characters and history behind the play, briefly. The students were assigned reading roles (my kiddos are pretty into acting things out, so many volunteered enthusiastically).
We reviewed the five themes we discussed in our last class and I reminded students to think about the theme they chose. Then I handed out post-its and told students to place a post-it on pages where they see their theme coming through. As we read today, I modelled this behavior for all five themes.
Active Engagement
Students acted out Act I scenes 1-4. I am using Folger's Macbeth- only the Shakespeare text. I act as the translator- so I do not like to use any translations of the text.
What is the point of reading Shakespeare, if you aren't going to read Shakespeare?
This means that I stop students frequently, and have them try to guess what certain lines mean, or phrases, and then I also interpret for them.
Today I assigned one student (a volunteer) to track all of the references to "stars" and "darkness and light".
After reading/acting/talking, and CHECKING FOR UNDERSTANDING (I like to have kids put their heads down and raise their hands and show me on their fingers their level of understanding on a scale of 1 to 5- this is a routine we have used all year so they know how) we watched the first 18 minutes of Great Performance's 2010 rendition of Macbeth starring Patrick Stewart. It is super creepy, and weird, and the kids really enjoy it. We watch through Act I scene 4, so students can see what they just read, performed and produced by professionals, uninterrupted.
Closure
I checked for understanding again, and after watching, they are all on board.
Then we listened to "I Wonder" and students pointed out the similarities between Kanye and Macbeth- classic.
Day 1
(March 5 Aday, March 6 Bday)
Poem A Day
I do not think that Ben Gibbard of Death Cab was thinking about Macbeth and Lady Macbeth when he wrote this song. But, when I hear it, I think it captures a lot of the themes, sentiment, and goodness of the play.
Here are the lyrics:
If I could open my arms
And span the length of the isle of Manhattan
I'd bring it to where you are
Making a lake of the East River and Hudson
If I could open my mouth
Wide enough for a marching band to march out
They would make your name sing
And bend through allies and bounce off all the buildings
I wish we could open our eyes
To see in all directions at the same
Oh what a beautiful view
If you were never aware of what was around you
And it is true what you said
That I live like a hermit in my own head
But when the sun shines again
I'll pull the curtains and blinds to let the light in
Sorrow drips into your heart through a pin hole
Just like a faucet that leaks and there is comfort in the sound
But while you debate half empty and half full
It slowly rises, your love is gonna drown
The first half of the song explores the ambition of both Macbeth and Lady Macbeth. They wanted to swallow the world whole. The second half of the song, I feel, explores the outcomes of that ambition, particularly the demise of Lady Macbeth, and all of her sorrow.
My plan is to have the students listen to the song, and jot down some thoughts about it- keeping it very open here. These students have never read Macbeth. They will NOT make the connections, obviously. The game plan is to play it again at the END of the unit. Then they can see how their understanding of the play has seasoned their understanding of this song. The goal? For students to make connections and realize just how valuable it is to read classics and to read broadly, as it seasons all of their experiences to come.
Mini-lesson
Today's Objective is: Students will be able to choose one theme to track as it develops in Shakespeare's Macbeth.
To warm up for today, I will pass out books to students, and review Shakespeare's life and times and briefly, his impact on Western literature.
Students can share out their background knowledge about Shakespeare, his writing style, etc. This is a great way to check their prior knowledge.
Active Engagement
Here are the lyrics:
If I could open my arms
And span the length of the isle of Manhattan
I'd bring it to where you are
Making a lake of the East River and Hudson
If I could open my mouth
Wide enough for a marching band to march out
They would make your name sing
And bend through allies and bounce off all the buildings
I wish we could open our eyes
To see in all directions at the same
Oh what a beautiful view
If you were never aware of what was around you
And it is true what you said
That I live like a hermit in my own head
But when the sun shines again
I'll pull the curtains and blinds to let the light in
Sorrow drips into your heart through a pin hole
Just like a faucet that leaks and there is comfort in the sound
But while you debate half empty and half full
It slowly rises, your love is gonna drown
The first half of the song explores the ambition of both Macbeth and Lady Macbeth. They wanted to swallow the world whole. The second half of the song, I feel, explores the outcomes of that ambition, particularly the demise of Lady Macbeth, and all of her sorrow.
My plan is to have the students listen to the song, and jot down some thoughts about it- keeping it very open here. These students have never read Macbeth. They will NOT make the connections, obviously. The game plan is to play it again at the END of the unit. Then they can see how their understanding of the play has seasoned their understanding of this song. The goal? For students to make connections and realize just how valuable it is to read classics and to read broadly, as it seasons all of their experiences to come.
Mini-lesson
Today's Objective is: Students will be able to choose one theme to track as it develops in Shakespeare's Macbeth.
To warm up for today, I will pass out books to students, and review Shakespeare's life and times and briefly, his impact on Western literature.
Students can share out their background knowledge about Shakespeare, his writing style, etc. This is a great way to check their prior knowledge.
Active Engagement
Today, students are going to do another anticipatory "red line" activity. I will ask the following statements and students will place themselves on the continuum wherein one side represents "agree" and the opposite, "disagree". They will discuss their ideas and justify their spot on the continuum.
Additionally, these are some charged topics- I mean, the supernatural discussion will last a good while. It always surprises me how many students believe in the supernatural.
Closure
I show this trailer to tease them.
- There are supernatural forces at work in our world that we cannot see
- We cannot control our fate
- It is not fate, but our own human will, that controls us.
- No matter what people have, they always want even more.
- There is never a good reason to kill another person.
- No matter who we are, our conscience will eventually help us decide right from wrong.
Additionally, these are some charged topics- I mean, the supernatural discussion will last a good while. It always surprises me how many students believe in the supernatural.
Closure
I show this trailer to tease them.
Finally, students choose one of the themes we discussed during the "red line" activity that they want to track as we read the play. I put this list for them to choose from on the board:
I made sure to let them know that I did not want them to take a stance or side yet- but to watch how it is explored by Shakespeare in the play. They can draw conclusions, later.
I also handed out a stack of post-its to students and asked them to mark pages where words or actions are developing their chosen theme.
For example, if students chose "Fate vs. Free Will" they may mark Act I Scene 2 Line 19 "Disdaining Fortune, with his brandished steel, Which smoked with bloody execution, Like valor's minion, carved out his passage."
Just typing that right now, made me think a lot! I love the quote- so much foreshadowing!!
And finally- we began to read. I reminded students, and I now remind parents, not to worry- I am a trained and licensed Shakespeare-> 21st century teenager translator.
Let's go!
- Supernatural forces impact our lives
- Fate vs. Free Will
- No matter what people have, they always want even more.
- There is never a good reason to kill another person.
- No matter who we are, our conscience will eventually help us decide right from wrong.
I made sure to let them know that I did not want them to take a stance or side yet- but to watch how it is explored by Shakespeare in the play. They can draw conclusions, later.
I also handed out a stack of post-its to students and asked them to mark pages where words or actions are developing their chosen theme.
For example, if students chose "Fate vs. Free Will" they may mark Act I Scene 2 Line 19 "Disdaining Fortune, with his brandished steel, Which smoked with bloody execution, Like valor's minion, carved out his passage."
Just typing that right now, made me think a lot! I love the quote- so much foreshadowing!!
And finally- we began to read. I reminded students, and I now remind parents, not to worry- I am a trained and licensed Shakespeare-> 21st century teenager translator.
Let's go!
UNIT FIVE American Born Chinese
Day 10
(February 28 Aday, March 1 Bday)
Warm Up
Today, we warm up by reviewing the purpose of the essay students are working on, and the reviewing the objectives of our last several lessons.
Mini Lesson
Today's Objective is: Students will be able to make necessary revisions to improve the quality of their writing after using the ABC Essay Checklist to evaluate their own essay and (for group 1) an essay of their peer's.
I will hand out the ABC Essay Checklist and we will review this together. The checklist focuses on Organization and Development of ideas.
Next, we will analyze my own essay (that I started writing while modeling for our last lesson) using the checklist.
We will read the essay as a whole group, and then students will get into pairs and use the checklist to develop feedback for my essay.
We will get back together as a whole group and I will encourage students to share the feedback they came up with after using the checklist to review my essay.
Active Engagement
Students will get onto chromebooks and review their own essays using the checklist. Those students who are close to finished will share their drafts with a peer who is also nearly finished. These students will peer-revise using the checklist to guide their feedback.
I will confer with students who still need help to develop and write their ideas.
Closure
Final drafts of the essay will be due next class: Monday March 4th for Aday and Tuesday March 5 for Bday.
Today, we warm up by reviewing the purpose of the essay students are working on, and the reviewing the objectives of our last several lessons.
- Students are writing an essay which identifies the theme developed in American Born Chinese and analyzes the craft moves used by the author to develop that theme.
- Our last lesson was about using text evidence and explaining how the evidence we are using develops the theme we identified.
- Before that, we created flow charts of mentor text organization to get an idea of how we can structure our own writing.
Mini Lesson
Today's Objective is: Students will be able to make necessary revisions to improve the quality of their writing after using the ABC Essay Checklist to evaluate their own essay and (for group 1) an essay of their peer's.
I will hand out the ABC Essay Checklist and we will review this together. The checklist focuses on Organization and Development of ideas.
Next, we will analyze my own essay (that I started writing while modeling for our last lesson) using the checklist.
We will read the essay as a whole group, and then students will get into pairs and use the checklist to develop feedback for my essay.
We will get back together as a whole group and I will encourage students to share the feedback they came up with after using the checklist to review my essay.
Active Engagement
Students will get onto chromebooks and review their own essays using the checklist. Those students who are close to finished will share their drafts with a peer who is also nearly finished. These students will peer-revise using the checklist to guide their feedback.
I will confer with students who still need help to develop and write their ideas.
Closure
Final drafts of the essay will be due next class: Monday March 4th for Aday and Tuesday March 5 for Bday.
Day 9
(February 26 Aday, February 27 Bday)
Poem A Day
Today's poem a day explores similar themes as American Born Chinese- and I like that the theme is developed in the lyrics as well as the video- its similar in our novel that way, in that it mixes images and words to create an impact on the audience.
Mini Lesson
Today's Objective is: Students will be able to incorporate relevant examples, quotes, panels and details from American Born Chinese into their essays to develop and explain their ideas thoroughly.
At this point in our work, students have identified the theme of the novel and a few author's craft moves Yang used to develop the theme. Last class, we looked at mentor texts to see how the writers structured and organized their ideas. For today's lesson, I will model how to develop your ideas and use evidence from the text to support them.
I really do not want to use American Born Chinese for my model- so I am going to use our poem a day.
Students chose an idea from the song for me to write about. Then, we searched for text and video evidence to support that idea. I wrote a paragraph in Google docs about it and then embedded screenshots of the scenes I was discussing. Here is what it looked like in A2.
Active Engagement
Students worked on incorporating text evidence into their essays in order to further develop and explain their ideas.
I conferred with students as needed.
Closure
At the end of class, I handed out this writing checklist to students. Complete drafts of the essay are due next class. There, we will use the checklist to guide our revision and peer-editing process. Final drafts of the essay will be due Monday March 4th for Aday and Tuesday March 5 for Bday.
Mini Lesson
Today's Objective is: Students will be able to incorporate relevant examples, quotes, panels and details from American Born Chinese into their essays to develop and explain their ideas thoroughly.
At this point in our work, students have identified the theme of the novel and a few author's craft moves Yang used to develop the theme. Last class, we looked at mentor texts to see how the writers structured and organized their ideas. For today's lesson, I will model how to develop your ideas and use evidence from the text to support them.
I really do not want to use American Born Chinese for my model- so I am going to use our poem a day.
Students chose an idea from the song for me to write about. Then, we searched for text and video evidence to support that idea. I wrote a paragraph in Google docs about it and then embedded screenshots of the scenes I was discussing. Here is what it looked like in A2.
Active Engagement
Students worked on incorporating text evidence into their essays in order to further develop and explain their ideas.
I conferred with students as needed.
Closure
At the end of class, I handed out this writing checklist to students. Complete drafts of the essay are due next class. There, we will use the checklist to guide our revision and peer-editing process. Final drafts of the essay will be due Monday March 4th for Aday and Tuesday March 5 for Bday.
Day 8
(February 22 Aday, February 25 Bday)
Warm Up
I have finally returned from a long absence. For that reason, today's warm up will be mostly, the students filling me in on what I missed! AND me trying to collect work :/
Mini Lesson
Today's objective is: Students will be able to create a flow chart of the structure for each of our mentor texts in order to gain insight into how they can structure their essays about American Born Chinese.
Students have read American Born Chinese, have identified the themes developed by the author, and have jotted down some notes about author's craft moves they noticed in the novel. Today, we begin to tie all of that learning together.
Before we start writing our own essays about American Born Chinese, we will revisit our mentor texts.
Pages 7-8: "An Analysis of the Book Maus" Penn State
Pages 9-12: "Behind the Masks" by Philip Pullman
Pages 13-18: "A Visual Analysis of Maus: The Impact of the 'Real' Vladeck Spiegelman
Together, we will read the first text, and create a flow chart:
Active Engagement
Students will get into pairs to create one additional flow chart for a remaining mentor text of their choice.
Once students finish this, they can begin to outline and draft their own writing. How will you organize your essay about American Born Chinese?
Criteria for success today:
2 Completed flowcharts
Closure
For homework, please complete the padlet assignment and be prepared to turn in your silent panel work at the beginning of next class.
I have finally returned from a long absence. For that reason, today's warm up will be mostly, the students filling me in on what I missed! AND me trying to collect work :/
Mini Lesson
Today's objective is: Students will be able to create a flow chart of the structure for each of our mentor texts in order to gain insight into how they can structure their essays about American Born Chinese.
Students have read American Born Chinese, have identified the themes developed by the author, and have jotted down some notes about author's craft moves they noticed in the novel. Today, we begin to tie all of that learning together.
Before we start writing our own essays about American Born Chinese, we will revisit our mentor texts.
Pages 7-8: "An Analysis of the Book Maus" Penn State
Pages 9-12: "Behind the Masks" by Philip Pullman
Pages 13-18: "A Visual Analysis of Maus: The Impact of the 'Real' Vladeck Spiegelman
Together, we will read the first text, and create a flow chart:
- First, we will identify the topic sentence of each paragraph
- Next we will create a label for each paragraph with a brief description of the main ideas we identified
- Finally, we will create a visual map of the text in order to analyze the structure the author used to deliver his message about Maus.
Active Engagement
Students will get into pairs to create one additional flow chart for a remaining mentor text of their choice.
Once students finish this, they can begin to outline and draft their own writing. How will you organize your essay about American Born Chinese?
Criteria for success today:
2 Completed flowcharts
Closure
For homework, please complete the padlet assignment and be prepared to turn in your silent panel work at the beginning of next class.
Day 7
(February 20 Aday, February 21 Bday)
Warm Up
Today, there is no warm up, for there are so many fun things to do!
Mini Lesson
Today's Objective is: Students will be able to compare and contrast the first episode of Fresh off the Boat with American Born Chinese using at least four specific details per each source.
Today you will watch the first episode of Fresh off the Boat. The protagonist's story is very similar to Jin's from American Born Chinese. After you watch the episode, you will get into small groups to make a poster that shows your ideas. Here are things to pay attention to as you watch:
Plot structure
Themes
Issues
Characters
Symbolism
Etc.
You will need to include SPECIFIC DETAILS from both the book AND THE SHOW in your poster. You need at least 4 pieces of evidence from each source on your poster. That said- make sure you pay close attention to the show and take notes!
Active Engagement
Watch, create, and have fun!
Closure
In our next class, we will be working on our essays. Bring your mentor texts and all American Born Chinese notes!
Today, there is no warm up, for there are so many fun things to do!
Mini Lesson
Today's Objective is: Students will be able to compare and contrast the first episode of Fresh off the Boat with American Born Chinese using at least four specific details per each source.
Today you will watch the first episode of Fresh off the Boat. The protagonist's story is very similar to Jin's from American Born Chinese. After you watch the episode, you will get into small groups to make a poster that shows your ideas. Here are things to pay attention to as you watch:
Plot structure
Themes
Issues
Characters
Symbolism
Etc.
You will need to include SPECIFIC DETAILS from both the book AND THE SHOW in your poster. You need at least 4 pieces of evidence from each source on your poster. That said- make sure you pay close attention to the show and take notes!
Active Engagement
Watch, create, and have fun!
Closure
In our next class, we will be working on our essays. Bring your mentor texts and all American Born Chinese notes!
Day 6
(February 14 Aday, February 15 Bday)
Warm Up
Due to writing curriculum for the district, and a family emergency (timing is not my friend so far this year...) I have been out for a week.
Please review the last several blogs of this unit to refresh your memory and warm up for today's work.
Mini Lesson
Today's objective is: Students will be able to analyze the literary and artistic moves used by Gene Luen Yang in American Born Chinese.
Today, your goal is to continue the great work you have been doing in my absence (I understand most of you need more time). Use today to get caught up!
Active Engagement
So, if you have not yet done the following things, make sure you do them today!
Remember, you should be discussing author's craft moves that Yang used in ABC to develop themes. These can include symbolism, character development, irony, art, silent panels, etc Discuss what you think he did that was most effective in developing the theme you identify and explain why! Think on that page- tell me what you think. I am not a mind-reader :)
Due to writing curriculum for the district, and a family emergency (timing is not my friend so far this year...) I have been out for a week.
Please review the last several blogs of this unit to refresh your memory and warm up for today's work.
Mini Lesson
Today's objective is: Students will be able to analyze the literary and artistic moves used by Gene Luen Yang in American Born Chinese.
Today, your goal is to continue the great work you have been doing in my absence (I understand most of you need more time). Use today to get caught up!
Active Engagement
So, if you have not yet done the following things, make sure you do them today!
- Read the three mentor texts in your text set.
- Pages 7-8: "An Analysis of the Book Maus" Penn State
- Pages 9-12: "Behind the Masks" by Philip Pullman
- Pages 13-18: "A Visual Analysis of Maus: The Impact of the 'Real' Vladeck Spiegelman
- Pay attention to HOW each writer discusses the book they are analyzing. I am expecting your analysis of American Born Chinese to really DIG into the book the same way these do.
- Post onto our new Padlet if you have not yet already.
- Continue to work on your essay. Remember the prompt is on Google Classroom on the doc where you should be writing your rough draft. It is also here:
- After reading and analyzing American Born Chinese, identify a central theme of the novel, and discuss at least two ways Gene Luen Yang developed that theme throughout the novel.
Remember, you should be discussing author's craft moves that Yang used in ABC to develop themes. These can include symbolism, character development, irony, art, silent panels, etc Discuss what you think he did that was most effective in developing the theme you identify and explain why! Think on that page- tell me what you think. I am not a mind-reader :)
Day 5
(February 11 Aday, February 13 Bday)
Poem A Day
Today, we have less of a poem, and more of a warm up.
Last class, you identified a theme of American Born Chinese and ways Yang developed those themes. Today, we begin by sharing those out. I am not there- so you will need to share them where I can see them! Let's see what everyone is thinking.
Get a chromebook and get onto our new Padlet.
You will either describe a major theme of the novel (a fully developed idea- several sentences long) OR post a craft move Yang used to develop a theme with cited evidence (include page number and panel description). You can even find pictures and videos online to accompany your post and spruce up our wall.
Check out the posts and feel free to respond respectfully. No anonymous posts- announce yourselves please.
Mini Lesson
Today's Objective is: Students will be able to analyze the literary and artistic moves used by Gene Luen Yang in American Born Chinese.
After you have read through the thoughts of your partners- think about your own. Re-read our objective for today. What do you want to say about American Born Chinese? What artistic and literary moves do you appreciate in the novel and want to discuss further and deeper? Jot down your ideas.
Next, take a look at our mentor texts:
Pages 7-8: "An Analysis of the Book Maus" Penn State
Pages 9-12: "Behind the Masks" by Philip Pullman
Pages 13-18: "A Visual Analysis of Maus: The Impact of the 'Real' Vladeck Spiegelman
In each example, you will see how writers decide to write about graphic novels. There are a lot of different angles to take.
Active Engagement
Return American Born Chinese and your notes.
What angle do you want to take about American Born Chinese? What are your thoughts? What stuck out most to you? What do you want to say about this novel, the themes, and the craft moves? What thoughts do you find most interesting? What did you think his point was?
Develop your ideas. Talk to someone in the class about your thoughts and think through different questions.
Then, get to writing. Visit Google Classroom and type your draft into the link posted there.
Closure
We will continue to work on these essays next class. Email Ms. Minto with questions! Post your works-in-progress to the link on Google Classroom so I can check out your work.
Today, we have less of a poem, and more of a warm up.
Last class, you identified a theme of American Born Chinese and ways Yang developed those themes. Today, we begin by sharing those out. I am not there- so you will need to share them where I can see them! Let's see what everyone is thinking.
Get a chromebook and get onto our new Padlet.
You will either describe a major theme of the novel (a fully developed idea- several sentences long) OR post a craft move Yang used to develop a theme with cited evidence (include page number and panel description). You can even find pictures and videos online to accompany your post and spruce up our wall.
Check out the posts and feel free to respond respectfully. No anonymous posts- announce yourselves please.
Mini Lesson
Today's Objective is: Students will be able to analyze the literary and artistic moves used by Gene Luen Yang in American Born Chinese.
After you have read through the thoughts of your partners- think about your own. Re-read our objective for today. What do you want to say about American Born Chinese? What artistic and literary moves do you appreciate in the novel and want to discuss further and deeper? Jot down your ideas.
Next, take a look at our mentor texts:
Pages 7-8: "An Analysis of the Book Maus" Penn State
Pages 9-12: "Behind the Masks" by Philip Pullman
Pages 13-18: "A Visual Analysis of Maus: The Impact of the 'Real' Vladeck Spiegelman
In each example, you will see how writers decide to write about graphic novels. There are a lot of different angles to take.
- The Penn State article, for example, talks about how Maus transformed the comic book genre, and that the medium of a graphic novel allows the author of Maus to convey horrific events of the holocaust without freaking readers out too much.
- In the second article, Pullman tries to define what Maus is- a biography? a graphic novel? a comic? a social commentary? etc. He also discusses the impact this ambiguity has on the reader.
- In the final article, the writer discusses the meaningful impact of the art style and the symbolic implications of depicting the Jewish characters as mice and the German characters as cats.
Active Engagement
Return American Born Chinese and your notes.
What angle do you want to take about American Born Chinese? What are your thoughts? What stuck out most to you? What do you want to say about this novel, the themes, and the craft moves? What thoughts do you find most interesting? What did you think his point was?
Develop your ideas. Talk to someone in the class about your thoughts and think through different questions.
Then, get to writing. Visit Google Classroom and type your draft into the link posted there.
Closure
We will continue to work on these essays next class. Email Ms. Minto with questions! Post your works-in-progress to the link on Google Classroom so I can check out your work.
Day 4
(February 7 Aday, February 8 Bday)
Poem A Day
Today we are skipping the poem a day warm up- I am not in school today and there is plenty to do!
Mini Lesson
Today's Objective is: Students will be able to finish American Born Chinese, identify a central theme of the novel, and document at least two ways Gene Luen Yang developed that theme throughout the novel.
It is my understanding that very few students finished reading ABC last class. Today, students should try to get through the rest of the book. As they read, students should remember that everything they see on the page contributes to the overall effect of the novel.
Once students finish reading, they should write the following in their notebooks:
Here is a sample of what I mean (I will be using To Kill a Mockingbird instead of American Born Chinese, because when you write your ideas in your notebook- I am interested in your actual ideas- not my own).
To Kill a Mockingbird:
Theme: In the novel, Harper Lee developed the theme that all people are worthy of compassion.
How did she develop the theme? Harper Lee used symbolism and character development to develop this theme.
She used symbolism in the turtle that Jem wanted to light on fire, the roly poly Jem wouldn't let Scout kill, and the Gray Ghost story at the end to develop this theme.
She also used character development in both Scout and Jem to show that as you grow up, you get to know people more, and you realize that if you put yourself in their shoes, you can find compassion for them. People are all good once you get to know them. She also develops the characters of Mrs. Dubose and Boo Radley to make this point as well.
Evidence: Here I would write down all of the pages where I found this information above. but I do not have my book on me lol. I know the Gray Ghost reference is on the last page though!
Active Engagement
The above example is just a tiny bit of my ideas. I have a lot more ideas.
The goal today is to create an outline, or at least a small list of those ideas. Next week, we will work on really developing those ideas and expressing them in an essay.
Today, have the ideas and get them down on paper in your notebooks!
Make sure you go back through the text- there are certainly details in there that you have forgotten by now!
Closure
If you have not finished the book, you will need to focus on that next class. We will move on to reading the remainder of our mentor texts and writing our own next week! Bring your text set to next class.
Today we are skipping the poem a day warm up- I am not in school today and there is plenty to do!
Mini Lesson
Today's Objective is: Students will be able to finish American Born Chinese, identify a central theme of the novel, and document at least two ways Gene Luen Yang developed that theme throughout the novel.
It is my understanding that very few students finished reading ABC last class. Today, students should try to get through the rest of the book. As they read, students should remember that everything they see on the page contributes to the overall effect of the novel.
Once students finish reading, they should write the following in their notebooks:
- The theme of the novel (what do you think Gene Luen Yang wants us to understand from reading this novel? what is his point in writing it? what is his message? etc.)
- How did he use narrative techniques to develop that theme? Did he use character development? symbolism? personification? literary allusions? how does the art work with the words? did he create a certain tone? did he tell more than one story and weave them together to develop similar ideas? You see- each of these are author's craft moves that writers use to develop themes. Which theme do you think this author developed best? What tools or moves did he use to best develop the themes?
- Re-read the novel- look back through each of the chapters and find evidence to support your ideas. write down page numbers!
Here is a sample of what I mean (I will be using To Kill a Mockingbird instead of American Born Chinese, because when you write your ideas in your notebook- I am interested in your actual ideas- not my own).
To Kill a Mockingbird:
Theme: In the novel, Harper Lee developed the theme that all people are worthy of compassion.
How did she develop the theme? Harper Lee used symbolism and character development to develop this theme.
She used symbolism in the turtle that Jem wanted to light on fire, the roly poly Jem wouldn't let Scout kill, and the Gray Ghost story at the end to develop this theme.
She also used character development in both Scout and Jem to show that as you grow up, you get to know people more, and you realize that if you put yourself in their shoes, you can find compassion for them. People are all good once you get to know them. She also develops the characters of Mrs. Dubose and Boo Radley to make this point as well.
Evidence: Here I would write down all of the pages where I found this information above. but I do not have my book on me lol. I know the Gray Ghost reference is on the last page though!
Active Engagement
The above example is just a tiny bit of my ideas. I have a lot more ideas.
The goal today is to create an outline, or at least a small list of those ideas. Next week, we will work on really developing those ideas and expressing them in an essay.
Today, have the ideas and get them down on paper in your notebooks!
Make sure you go back through the text- there are certainly details in there that you have forgotten by now!
Closure
If you have not finished the book, you will need to focus on that next class. We will move on to reading the remainder of our mentor texts and writing our own next week! Bring your text set to next class.
Day 3
(February 5 Aday, February 6 Bday)
Poem A Day
Read the following lyrics and write in your notebook:
The theme of the song
One example of symbolism that develops the theme.
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
They tell me I should fix my grill cause I got money now
I ain't gon' sit around and front like I ain't thought about it
A perfect smile is more appealing but it's funny how
Mine is crooked look at how far I done got without it
I keep my twisted grill, just to show them kids it's real
We ain't picture perfect but we worth the picture still
I got smart, I got rich, and I got girls still
And they all look like my eyebrows: thick as hell
Love yourself, girl, or nobody will
Oh, you a woman? I don't know how you deal
With all the pressure to look impressive and go out in heels
I feel for you
Killing yourself to find a man that'll kill for you
You wake up, put makeup on
Stare in the mirror but its clear that you can't face what's wrong
No need to fix what God already put his paint brush on
Your roommate yelling, "Why you gotta take so long?"
What it's like to have a crooked smile
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
To all the women with the flaws, know it's hard my darling
You wonder why you're lonely and your man's not calling
You keep falling victim cause you're insecure
And when I tell you that you're beautiful you can't be sure
'Cause he don't seem to want you back
And it got you asking
So all you see is what you lacking
Not what you packing
Take it from a man that loves what you got
And baby girl you're a star, don't let 'em tell you you're not
Now is it real? Eyebrows, fingernails, hair
Is it real? if it's not, girl you don't care
Cause what's real is something that the eyes can't see
That the hands can't touch
That them broads can't be, and that's you
Never let 'em see you frown
And if you need a friend to pick you up, I'll be around
And we can ride with the windows down, the music loud
I can tell you ain't laughed in a while
But I wanna see that crooked smile
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
Crooked smile, we could style on 'em (back 'round)
Crooked smile, we could style on 'em (back 'round)
(You're the one that was trying to keep me way down
Like the sun, I know you know I found my way back round)
We don't look nothing like the people on the screen
You know them movie stars, picture perfect beauty queens
But we got dreams and we got the right to chase ‘em
Look at the nation, that's a crooked smile braces couldn't even straighten
Seem like half the race is either on probation, or in jail
Wonder why we inhale, cause we in hell already
I asked if my skin pale, would I then sell like Eminem or Adele?
Yo one more time for the 'Ville
And f all of that beef, let's make a mil
Hey officer man, we don't want nobody getting killed
Just open up that cell, let my brother out of jail
I got money for the bail now, well now
If you asking will I tell now? Hell naw
I ain't snitching cause
Man, they get them niggas stitches now
If you was around, then you wouldn't need a witness now
How you like this crooked smile?
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
Crooked smile, we could style on 'em (back 'round)
Crooked smile, we could style on 'em (back 'round)
(You're the one that was trying to keep me way down
Like the sun, I know you know I found my way back round)
Songwriters: Rich Harrison / Meleni Smith / Jermaine Cole / Anthony Parrino
The theme of the song
One example of symbolism that develops the theme.
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
They tell me I should fix my grill cause I got money now
I ain't gon' sit around and front like I ain't thought about it
A perfect smile is more appealing but it's funny how
Mine is crooked look at how far I done got without it
I keep my twisted grill, just to show them kids it's real
We ain't picture perfect but we worth the picture still
I got smart, I got rich, and I got girls still
And they all look like my eyebrows: thick as hell
Love yourself, girl, or nobody will
Oh, you a woman? I don't know how you deal
With all the pressure to look impressive and go out in heels
I feel for you
Killing yourself to find a man that'll kill for you
You wake up, put makeup on
Stare in the mirror but its clear that you can't face what's wrong
No need to fix what God already put his paint brush on
Your roommate yelling, "Why you gotta take so long?"
What it's like to have a crooked smile
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
To all the women with the flaws, know it's hard my darling
You wonder why you're lonely and your man's not calling
You keep falling victim cause you're insecure
And when I tell you that you're beautiful you can't be sure
'Cause he don't seem to want you back
And it got you asking
So all you see is what you lacking
Not what you packing
Take it from a man that loves what you got
And baby girl you're a star, don't let 'em tell you you're not
Now is it real? Eyebrows, fingernails, hair
Is it real? if it's not, girl you don't care
Cause what's real is something that the eyes can't see
That the hands can't touch
That them broads can't be, and that's you
Never let 'em see you frown
And if you need a friend to pick you up, I'll be around
And we can ride with the windows down, the music loud
I can tell you ain't laughed in a while
But I wanna see that crooked smile
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
Crooked smile, we could style on 'em (back 'round)
Crooked smile, we could style on 'em (back 'round)
(You're the one that was trying to keep me way down
Like the sun, I know you know I found my way back round)
We don't look nothing like the people on the screen
You know them movie stars, picture perfect beauty queens
But we got dreams and we got the right to chase ‘em
Look at the nation, that's a crooked smile braces couldn't even straighten
Seem like half the race is either on probation, or in jail
Wonder why we inhale, cause we in hell already
I asked if my skin pale, would I then sell like Eminem or Adele?
Yo one more time for the 'Ville
And f all of that beef, let's make a mil
Hey officer man, we don't want nobody getting killed
Just open up that cell, let my brother out of jail
I got money for the bail now, well now
If you asking will I tell now? Hell naw
I ain't snitching cause
Man, they get them niggas stitches now
If you was around, then you wouldn't need a witness now
How you like this crooked smile?
I'm on my way, on my way, on my way down
On my way, on my way, on my way down
You're the one that was trying to keep me way down
But like the sun know you know I found my way back round
Crooked smile, we could style on 'em (back 'round)
Crooked smile, we could style on 'em (back 'round)
(You're the one that was trying to keep me way down
Like the sun, I know you know I found my way back round)
Songwriters: Rich Harrison / Meleni Smith / Jermaine Cole / Anthony Parrino
Mini Lesson
Today's Objective is: Students will be able to find at least three examples in American Born Chinese where the author created meaning in "silent panels" and describe or explain the meaning created by these panels.
To begin today's work, you will read together the third article in your Text Set for this unit: The NY Times "How Graphic Novels and Comics Can Move a Story".
In this article, the author discusses how:
Active Engagement
After reading the article, finish reading American Born Chinese, looking for "Silent Panels". Find three and in your notebook, describe the panel and what you think it means. How does the picture communicate that idea?
I will be checking for this response in your notebook when I return.
Closure
Reminder: Students need to bring their text set to our next class AND their notebooks. Keep all of your notebook responses together as you will turn them all in at once.
Today's Objective is: Students will be able to find at least three examples in American Born Chinese where the author created meaning in "silent panels" and describe or explain the meaning created by these panels.
To begin today's work, you will read together the third article in your Text Set for this unit: The NY Times "How Graphic Novels and Comics Can Move a Story".
In this article, the author discusses how:
- Graphic novels can cover issues that are tough to read about and bring those to light for the masses.
- Magically combine images and words to create meaning or effect
- "Evoke meaning from small moments like pauses in conversation, nuances of facial expression and internal turmoil"
- Appeal to wide audiences, from young to old.
Active Engagement
After reading the article, finish reading American Born Chinese, looking for "Silent Panels". Find three and in your notebook, describe the panel and what you think it means. How does the picture communicate that idea?
I will be checking for this response in your notebook when I return.
Closure
Reminder: Students need to bring their text set to our next class AND their notebooks. Keep all of your notebook responses together as you will turn them all in at once.
Day 2
(February 1 Aday, February 4 Bday)
Poem A Day
Today, we have no poem. BUT we did watch this rad Ted Talk by the author of our next novel: Gene Luen Yang.
Today, we have no poem. BUT we did watch this rad Ted Talk by the author of our next novel: Gene Luen Yang.
After watching the ted talk, I asked students to answer the question: Should Graphic Novels be taught in schools? Why or why not.
Students shared out their responses and I made a T chart for their ideas on this google doc.
Mini Lesson
Today's Objective is: Students will be able to define "Graphic Novel" by naming various aspects that define the genre.
I began today by handing out a packet of this unit's text set. The following articles are in said packet:
Page 1: Comic Book Primer
Pages 2-4: Duke University's "Writing About Comics and Graphic Novels"
Pages 5-6: The NY Times "How Graphic Novels and Comics Can Move a Story"
Pages 7-8: "An Analysis of the Book Maus" Penn State
Pages 9-12: "Behind the Masks" by Philip Pullman
Pages 13-18: "A Visual Analysis of Maus: The Impact of the 'Real' Vladeck Spiegelman
I emphasized that over the course of the next week, we will be reading each of these articles. Students need to hold on to them and try not to lose them!
Together we read the Comic Book Primer and Duke University's "Writing About Comics and Graphic Novels"
Active Engagement
Next, we read the first two chapters of American Born Chinese together. As we read, we pointed out things we noticed that we had read about in the articles above.
Closure
The bell rang as we were reading-- I reminded students to bring their materials to class next time!
Day 1
(January 29 Aday, January 30 Bday)
Poem A Day
We watched this whole video where Lady Gaga talks about why she wrote the song. Then we discussed the author's craft moves used by Lady Gaga. I was hoping students would catch on the symbolism of the song title and subject (hair).
Mini Lesson
Today's Objective is: Students will be able to describe the factors that contribute to their overall identity.
Today we begin a new unit that will build on the learning we did in the last unit. I went over the goals of the unit with students today. They include:
Next, I asked students to define the word "identity". We shared out answers and tried to figure out what it means.
An interesting thing crept up: two opposing ideas. One student said it is how you see yourself. Another student said it is how others see you. This led to wonderful discussions.
Active Engagement
Next, I asked students to write a response to the following in their notebooks: Who are you? How do you know?
I wrote out my own version and displayed it on the smart board while students worked (so they had a model of the sort of response I was looking for, namely, I wanted some depth and length).
We shared out our answers and discussed what makes up our "identity" which led to a wonderful discussion. What a fabulous way to start the new semester!
Closure
We wrapped up our conversation and I asked students to continue to ponder who they are and how they know.
Mini Lesson
Today's Objective is: Students will be able to describe the factors that contribute to their overall identity.
Today we begin a new unit that will build on the learning we did in the last unit. I went over the goals of the unit with students today. They include:
- Read Gene Luen Yang's graphic novel American Born Chinese
- Identify themes developed in the novel
- Consider how the author used craft moves to develop the themes identified
- Consider the unique form of expression that is the graphic novel
- Finally, produce a written literary analysis (through use of the writing process) of American Born Chinese and the craft moves used to develop various themes in the novel.
Next, I asked students to define the word "identity". We shared out answers and tried to figure out what it means.
An interesting thing crept up: two opposing ideas. One student said it is how you see yourself. Another student said it is how others see you. This led to wonderful discussions.
Active Engagement
Next, I asked students to write a response to the following in their notebooks: Who are you? How do you know?
I wrote out my own version and displayed it on the smart board while students worked (so they had a model of the sort of response I was looking for, namely, I wanted some depth and length).
We shared out our answers and discussed what makes up our "identity" which led to a wonderful discussion. What a fabulous way to start the new semester!
Closure
We wrapped up our conversation and I asked students to continue to ponder who they are and how they know.
UNIT FOUR To Kill A Mockingbird
Day 15
(January 18 Aday, January 22 Bday--2 hour delay)
Today, we had no time for a PAD. We reviewed the expectations and rules for a Socratic Seminar, students got out their questions, and got into their places. We had three very successful seminars. I was delighted to sit back and listen to the students discuss the novel without me.
FINAL PROJECTS are still due the day of your midterm.
Aday classes: January 25
Bday classes: January 28
Grades close on the 28th, so no late projects will be accepted.
FINAL PROJECTS are still due the day of your midterm.
Aday classes: January 25
Bday classes: January 28
Grades close on the 28th, so no late projects will be accepted.
Day 14
(January 16 Aday, January 17 Bday)
Poem A Day
My very astute students noticed that we have already listened to this song. I reminded them that it was at the beginning of the unit, before we had read the book. I wanted them to find at least 3 connections to TKAMB- this was collected for a quiz grade.
Mini lesson
Today's Objective is: Students will be able to write three open-ended questions that encourage discussion about To Kill a Mockingbird in order to prepare for next class's Socratic Seminar.
Today, I introduced students to the idea and goals of a Socratic Seminar. (Many of the students have not yet participated in one). I shared this handout with them, and we discussed that seminars are designed to explore ideas and thoughts through discussion. There is no debate. There is no winner. We all win. Because we all learn and grow. Good times.
I told students that this was their opportunity to talk about the things in the novel THEY thought were important. I let them in on the big secret that I had taught all of MY favorite parts of this novel along the way. All teachers do this- we cannot help it. But this novel is rich. There are things I did not have the chance to point out, or talk about, or emphasize. There are things they may have wanted to talk about but I never did- This is where they take control of their own learning and make it their own. It has begun.
Active Engagement
After talking about the seminar, going over the goals and rules, and watching a few examples, students wrote questions to prepare for our seminar. Once they finished that, they worked on their final projects.
Closure
I reminded students of the following important dates left in the semester:
A Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Friday 1/18
MIDTERM Friday 1/25
B Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Tuesday 1/22
MIDTERM Monday 1/28
Mini lesson
Today's Objective is: Students will be able to write three open-ended questions that encourage discussion about To Kill a Mockingbird in order to prepare for next class's Socratic Seminar.
Today, I introduced students to the idea and goals of a Socratic Seminar. (Many of the students have not yet participated in one). I shared this handout with them, and we discussed that seminars are designed to explore ideas and thoughts through discussion. There is no debate. There is no winner. We all win. Because we all learn and grow. Good times.
I told students that this was their opportunity to talk about the things in the novel THEY thought were important. I let them in on the big secret that I had taught all of MY favorite parts of this novel along the way. All teachers do this- we cannot help it. But this novel is rich. There are things I did not have the chance to point out, or talk about, or emphasize. There are things they may have wanted to talk about but I never did- This is where they take control of their own learning and make it their own. It has begun.
Active Engagement
After talking about the seminar, going over the goals and rules, and watching a few examples, students wrote questions to prepare for our seminar. Once they finished that, they worked on their final projects.
Closure
I reminded students of the following important dates left in the semester:
A Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Friday 1/18
MIDTERM Friday 1/25
B Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Tuesday 1/22
MIDTERM Monday 1/28
Day 13
(January 14 Aday, January 15 Bday)
Poem A Day
I was absent for these days as I had funeral services to attend out of town. There was no poem today.
Mini Lesson
Today's Objective is: Students will be able to identify how Harper Lee used symbolism and character development to develop various themes in To Kill a Mockingbird.
Students reviewed the final project prompts, selected one, and began working.
Active Engagement
Students had time to work on final projects. (students in my A4 class worked on finishing the book since they were a day behind because we attended Poetry Out Loud last week (#worthit).
Closure
As we near the end of the semester and the unit, here are some important due dates (barring snowfall):
A Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Friday 1/18
MIDTERM Friday 1/25
B Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Tuesday 1/22
MIDTERM Monday 1/28
I was absent for these days as I had funeral services to attend out of town. There was no poem today.
Mini Lesson
Today's Objective is: Students will be able to identify how Harper Lee used symbolism and character development to develop various themes in To Kill a Mockingbird.
Students reviewed the final project prompts, selected one, and began working.
Active Engagement
Students had time to work on final projects. (students in my A4 class worked on finishing the book since they were a day behind because we attended Poetry Out Loud last week (#worthit).
Closure
As we near the end of the semester and the unit, here are some important due dates (barring snowfall):
A Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Friday 1/18
MIDTERM Friday 1/25
B Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Tuesday 1/22
MIDTERM Monday 1/28
Day 12
(January 10 Aday, January 11 Bday)
The End.
Poem A Day
Pop-quiz on the reading homework. Who is the Blackbird in To Kill a Mockingbird?
Mini-Lesson
Today's Objective is: Students will be able to identify how Harper Lee used symbolism and character development to develop various themes in To Kill a Mockingbird.
We reviewed other symbols that have emerged and talked about how these symbols develop some themes- we also reviewed the themes kids have picked out as we have been reading.
Active Engagement
For real, the kids just wanted to finish the book here. So we did. We read the rest of it aloud. Students searched for symbolism as we read and jotted notes in their notebooks.
There are a TON of references to the street light in these last few chapters (29-31).
Closure
Blamo- book’s done.
Students can begin working on final projects. As we near the end of the semester and the unit, here are some important due dates:
A Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Friday 1/18
MIDTERM Friday 1/25
B Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Tuesday 1/22
MIDTERM Monday 1/28
Today's Objective is: Students will be able to identify how Harper Lee used symbolism and character development to develop various themes in To Kill a Mockingbird.
We reviewed other symbols that have emerged and talked about how these symbols develop some themes- we also reviewed the themes kids have picked out as we have been reading.
Active Engagement
For real, the kids just wanted to finish the book here. So we did. We read the rest of it aloud. Students searched for symbolism as we read and jotted notes in their notebooks.
There are a TON of references to the street light in these last few chapters (29-31).
Closure
Blamo- book’s done.
Students can begin working on final projects. As we near the end of the semester and the unit, here are some important due dates:
A Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Friday 1/18
MIDTERM Friday 1/25
B Day:
Final Projects due Friday 1/25
Socratic Seminar (test grade) on Tuesday 1/22
MIDTERM Monday 1/28
Day 11
(January 8 Aday, January 9 Bday)
Poem A Day
Unfortunately, I was absent this day, and there was too little time for a warm up.
Mini Lesson
Today's Objective is: Students will be able to identify four instances of character development for both Jem and Scout in chapters 24-26
For A day, I was absent, as I had a family emergency. For B day, we reviewed character development and read.
Active Engagement
Students read chapters 24-26 independently and write down four times they noticed character development for Jem and Scout. In my Bday class, I read aloud, and students wrote down examples in their notebooks. I also introduced students to the FINAL PROJECT and RUBRIC for To Kill a Mockingbird.
I collected responses for a grade.
Closure
Students in Aday classes will all have a quiz on chapters 24-26 next class. Bday students will read chapter 27 for homework.
Unfortunately, I was absent this day, and there was too little time for a warm up.
Mini Lesson
Today's Objective is: Students will be able to identify four instances of character development for both Jem and Scout in chapters 24-26
For A day, I was absent, as I had a family emergency. For B day, we reviewed character development and read.
Active Engagement
Students read chapters 24-26 independently and write down four times they noticed character development for Jem and Scout. In my Bday class, I read aloud, and students wrote down examples in their notebooks. I also introduced students to the FINAL PROJECT and RUBRIC for To Kill a Mockingbird.
I collected responses for a grade.
Closure
Students in Aday classes will all have a quiz on chapters 24-26 next class. Bday students will read chapter 27 for homework.
Day 10
(January 4 Aday, January 7 Bday)
The Verdict
Poem A Day
“Seven-nation Army” by the White Stripes. Prompt: Which character do you think would like this song most? Which lines make you think that? (My answer: Atticus Finch. I heard good arguments for Jem and Tom and Scout!).
Mini-Lesson
Today's Objective is: Students will be able to explain why the verdict concerning Tom Robinson either surprised or did not surprise them in To Kill A Mockingbird using evidence from the text.
First, students will make predictions about the verdict on this doc. Next, we will read aloud segments from chapters 20-21. This is Atticus’s closing statement and the verdict.
Active Engagement
Students will discuss whether the verdict is surprising or not and support their thinking with evidence from the text in a written response in the same doc from earlier. We will share out our thoughts and discuss them.
Closure
I was going to introduce the FINAL PROJECT and RUBRIC for To Kill a Mockingbird, and explain that students should think about what they want to do but be mindful of the fact that we have not yet finished the book. BUT we were into the story, so I just kept reading. We got through chapter 23! I will introduce the project next time :)
Mini-Lesson
Today's Objective is: Students will be able to explain why the verdict concerning Tom Robinson either surprised or did not surprise them in To Kill A Mockingbird using evidence from the text.
First, students will make predictions about the verdict on this doc. Next, we will read aloud segments from chapters 20-21. This is Atticus’s closing statement and the verdict.
Active Engagement
Students will discuss whether the verdict is surprising or not and support their thinking with evidence from the text in a written response in the same doc from earlier. We will share out our thoughts and discuss them.
Closure
I was going to introduce the FINAL PROJECT and RUBRIC for To Kill a Mockingbird, and explain that students should think about what they want to do but be mindful of the fact that we have not yet finished the book. BUT we were into the story, so I just kept reading. We got through chapter 23! I will introduce the project next time :)
Day 9
(January 2 Aday, January 3 Bday)
The Trial
Poem A Day
Today's PAD is “Changes” by 2Pac. I asked students to jot down the author's craft moves they notice and any connections they can make to the novel TKAMB (themes of racial injustice)
Mini-Lesson
Today's Objective is: Students will be able to make at least 5 connections between their own experiences in life and the major themes of To Kill a Mockingbird.
This lesson is sort of a Ms. Minto specialty because of my cognitive science education- I will relay (as best I can) what I did and said to the kids this day; it is the most “lecture”like lesson of the unit.
I should note, at this point in the unit, students are finally about to read Tom Robinson’s trial.
After students made connections between a Tupac Shakur song and To Kill A Mockingbird, I gave a lesson about how learning is all about making connections, like, literal connections in the brain.
I tried to illustrate the concept on the whiteboard but I am notoriously terrible at drawing.
Electricity travels through neurons in your brain, and when you learn a new concept, or practice a new skill, or have a new thought, that electricity leaps across a gap between neurons called a synapse.
Mini-Lesson
Today's Objective is: Students will be able to make at least 5 connections between their own experiences in life and the major themes of To Kill a Mockingbird.
This lesson is sort of a Ms. Minto specialty because of my cognitive science education- I will relay (as best I can) what I did and said to the kids this day; it is the most “lecture”like lesson of the unit.
I should note, at this point in the unit, students are finally about to read Tom Robinson’s trial.
After students made connections between a Tupac Shakur song and To Kill A Mockingbird, I gave a lesson about how learning is all about making connections, like, literal connections in the brain.
I tried to illustrate the concept on the whiteboard but I am notoriously terrible at drawing.
Electricity travels through neurons in your brain, and when you learn a new concept, or practice a new skill, or have a new thought, that electricity leaps across a gap between neurons called a synapse.
Learning is all about making connections between neurons. It is a concrete thing happening. Furthermore, the more you practice a skill, or think a thought, a thin bit of material called the myelin sheath forms between the involved neurons, which helps the electricity to travel faster; it almost acts as a bridge.
When a toddler tries to pick up a penny off of the ground, it is tricky. The first time they do this, electricity has to, in effect, try hard to make this new connection between neurons. A new leap. The more the toddler practices, the easier the leap becomes, until it is second nature. The neurons fire and tell the muscles in the hands what to do. It’s pretty neat. And I love the idea that learning involves making lasting connections in our minds both literally and figuratively.
Active Engagement
Because learning involves making connections, I challenged myself to connect as many things as I could to the section of the book we were about to read. This is where I showed those things.
But first, we watched the trial scene in the film version of To Kill a Mockingbird.
Now, here are some of the connections I made to the themes emerging in this scene of the novel:
First: I reminded students of the Poems-A-Day so far in the unit.
Second: Making a Murderer trailer (legal injustice)
When a toddler tries to pick up a penny off of the ground, it is tricky. The first time they do this, electricity has to, in effect, try hard to make this new connection between neurons. A new leap. The more the toddler practices, the easier the leap becomes, until it is second nature. The neurons fire and tell the muscles in the hands what to do. It’s pretty neat. And I love the idea that learning involves making lasting connections in our minds both literally and figuratively.
Active Engagement
Because learning involves making connections, I challenged myself to connect as many things as I could to the section of the book we were about to read. This is where I showed those things.
But first, we watched the trial scene in the film version of To Kill a Mockingbird.
Now, here are some of the connections I made to the themes emerging in this scene of the novel:
First: I reminded students of the Poems-A-Day so far in the unit.
Second: Making a Murderer trailer (legal injustice)
This led to some intense discussion.
Third: Legally Blonde court scene where Elle Woods pulls and Atticus Finch (with the left arm/hand thing)
Third: Legally Blonde court scene where Elle Woods pulls and Atticus Finch (with the left arm/hand thing)
** The last time I taught this lesson, THAT MORNING, I had heard this news story on NPR about mandatory sentencing… very interesting connections. The list goes on. There are (unfortunately) ALWAYS fresh stories and things going on in the news that echo this moment in the novel.
I mean, just TODAY, I learned about John Grisham's Innocence Project through my co-teacher Mrs. Romano. I also showed this video today.
I mean, just TODAY, I learned about John Grisham's Innocence Project through my co-teacher Mrs. Romano. I also showed this video today.
The purpose is to get students thinking critically about justice, and sadly, injustice — a prominent theme in the book.
Closure
Students were disappointed when the bell rang for this lesson. In. Every. Class. It was a winner.
HOMEWORK: Pay attention to your life and those around you. Listen. Watch. Be observant. Find at least 5 things you can connect to To Kill a Mockingbird. These can be connections to the characters, the events, the themes, the symbols, anything. Record your observations on this Google Doc. (also posted on Google Classroom).
*Record as many as you find. Bonus points to whoever finds the most connections to the novel.
Closure
Students were disappointed when the bell rang for this lesson. In. Every. Class. It was a winner.
HOMEWORK: Pay attention to your life and those around you. Listen. Watch. Be observant. Find at least 5 things you can connect to To Kill a Mockingbird. These can be connections to the characters, the events, the themes, the symbols, anything. Record your observations on this Google Doc. (also posted on Google Classroom).
*Record as many as you find. Bonus points to whoever finds the most connections to the novel.
Days 7 and 8
(December 18 & 20 Aday, December 19 & 21 Bday)
Poem A Day
“I Get Out” by Lauryn Hill Again, students were asked to notice author's craft moves and to make any connections to our novel.
Mini-lesson
Today's Objective: Students will be able to read and summarize a chapter of To Kill a Mockingbird and identify at least 2 examples of character development so they can teach their chapter to their peers.
At this point in the novel, students are intimately familiar with the main characters of the novel and they understand the main conflicts. I find that chapters 12-16 do not move the story along too much, but are certainly too valuable to skip out-right.
So, I devised this collaborative activity where students work in small groups to read and summarize a chapter of the novel in a google slideshow. Next class, students will share their chapters in order, and we will jigsaw the information.
Active Engagement
Students worked on chromebooks in class, in small groups (3-4) that I assigned. I posted the assignment to Google Classroom.
Closure
The presentations are due next class- This brings us to Winter Break!! Wooohooo! When we return, things will get real. Until then, happy break! NO HOMEWORK!
Mini-lesson
Today's Objective: Students will be able to read and summarize a chapter of To Kill a Mockingbird and identify at least 2 examples of character development so they can teach their chapter to their peers.
At this point in the novel, students are intimately familiar with the main characters of the novel and they understand the main conflicts. I find that chapters 12-16 do not move the story along too much, but are certainly too valuable to skip out-right.
So, I devised this collaborative activity where students work in small groups to read and summarize a chapter of the novel in a google slideshow. Next class, students will share their chapters in order, and we will jigsaw the information.
Active Engagement
Students worked on chromebooks in class, in small groups (3-4) that I assigned. I posted the assignment to Google Classroom.
Closure
The presentations are due next class- This brings us to Winter Break!! Wooohooo! When we return, things will get real. Until then, happy break! NO HOMEWORK!
Day 6
(December 14 Aday, December 17 Bday)
Poem A Day
Students were asked again to jot their noticings and connections to our novel. This led to a discussion of rhetoric (ethos, pathos and logos). We looked for examples of rhetorical appeals in this video. Students were able to make easy connections to the novel as they just read chapters 9 and 10 of TKAMB, and this is when we are introduced to the character of Tom Robinson, and all of the neighborhood kids' response to Atticus defending him.
Mini Lesson
Today's objective: Students will be able to identify two ways in which Harper Lee develops the theme of empathy and understanding in Chapter 11 of TKAMB.
First we will define "empathy" and "compassion." We will watch a few "What would you do" videos to really activate their understanding of these concepts.
Mini Lesson
Today's objective: Students will be able to identify two ways in which Harper Lee develops the theme of empathy and understanding in Chapter 11 of TKAMB.
First we will define "empathy" and "compassion." We will watch a few "What would you do" videos to really activate their understanding of these concepts.
Next, I will ask students where in the novel we have seen this theme get developed so far and I will jot their answers down in a shared google doc.
Active Engagement
We will read chapter 11 of To Kill a Mockingbird, where Jem has a very heated exchange with one of the neighbors Mrs. Dubose. It get's real.
Students will identify two different elements of this chapter that help to develop the theme of empathy.
Closure
This ends Part 1 of To Kill a Mockingbird! Fun times for all!
Active Engagement
We will read chapter 11 of To Kill a Mockingbird, where Jem has a very heated exchange with one of the neighbors Mrs. Dubose. It get's real.
Students will identify two different elements of this chapter that help to develop the theme of empathy.
Closure
This ends Part 1 of To Kill a Mockingbird! Fun times for all!
Day 5
(December 12 Aday, December 13 Bday)
Poem A Day
Students were asked again to jot their noticings and connections to our novel. So far there has been a bit of racist dialogue, and some casual uses of racist language in our novel, but it hasn't emerged as a dominant theme... yet.
In today's class, we are introduced to the character Tom Robinson, and to the reaction the town has to Atticus defending him. Scout's world is about to get bigger. and uglier.
Mini Lesson
Today’s objective: Students will understand how writers use symbols to develop deeper meaning in longer works of fiction.
We reviewed symbolism (define) and discussed possible symbols in the novel so far. Students were rather astute, and this was nice, as we are going to be reading chapters 9 and 10 in class today, and there is some heavy symbolism up in there (this is where Atticus tells Scout it is a sin to kill a mockingbird...)
Active Engagement
I assigned parts to kids who volunteered for them. We had a narrator read all of the narration, and different students read dialogue for different characters- as though we were reading drama. It was really fun, and the kids were totally engaged and loved it.
Students got more sticky notes today, and I asked them to use their sticky notes to look for possible symbolism in the chapters we are reading today.
I also checked out the DVD of To Kill a Mockingbird starring Gregory Peck as Atticus Finch *swooon* so we watched the scene where Atticus shoots the dog and we discussed differences in the movie and book (not today's teaching point, but learning more stuff is never a bad idea in my book...)
Closure
No homework tonight! We did a happy dance :) We also shared out symbols we found in today's reading.
In today's class, we are introduced to the character Tom Robinson, and to the reaction the town has to Atticus defending him. Scout's world is about to get bigger. and uglier.
Mini Lesson
Today’s objective: Students will understand how writers use symbols to develop deeper meaning in longer works of fiction.
We reviewed symbolism (define) and discussed possible symbols in the novel so far. Students were rather astute, and this was nice, as we are going to be reading chapters 9 and 10 in class today, and there is some heavy symbolism up in there (this is where Atticus tells Scout it is a sin to kill a mockingbird...)
Active Engagement
I assigned parts to kids who volunteered for them. We had a narrator read all of the narration, and different students read dialogue for different characters- as though we were reading drama. It was really fun, and the kids were totally engaged and loved it.
Students got more sticky notes today, and I asked them to use their sticky notes to look for possible symbolism in the chapters we are reading today.
I also checked out the DVD of To Kill a Mockingbird starring Gregory Peck as Atticus Finch *swooon* so we watched the scene where Atticus shoots the dog and we discussed differences in the movie and book (not today's teaching point, but learning more stuff is never a bad idea in my book...)
Closure
No homework tonight! We did a happy dance :) We also shared out symbols we found in today's reading.
Day 4
(December 10 Aday, December 11 Bday)
Poem A Day
Students were asked again to jot their noticings and connections to our novel. This song touches on some of the stuff Jem is going through in the chapters students have just read. He is moody, reserved, and broody. He is reflective and often lost in thought. He is experiencing his own "coming of age" and "loss of innocence". He is also undergoing changes in his attitude toward Boo Radley- From one of fear to one of defensive compassion. This song is very much about growing up and losing childhood innocence...
Before beginning our lesson today, students in A2 and B2 will be taking a quiz on chapter 7. Students in A4 will be taking a quiz on chapters 5 and 6.
Mini-lesson
Today's objective: Students will identify ways that writers develop mystery and suspense. We will begin today's lesson by reviewing foreshadowing as one method of creating mystery and suspense. Then, I will ask students when they felt suspense while reading so far. I will ask, how does Harper Lee do that?
Active Engagement
In all classes we will review what happened in their assigned reading. Then we will read through chapter 8 looking for moves Harper Lee uses to create mystery and build suspense in the chapter (this is the one when Miss Maudie's house burns down and Boo Radley comes out).
Closure
No reading homework tonight for A2 and B2!! :) A4 needs to finish chapter 8 and write two moves Harper Lee used to create mystery or build tension in this chapter.
Before beginning our lesson today, students in A2 and B2 will be taking a quiz on chapter 7. Students in A4 will be taking a quiz on chapters 5 and 6.
Mini-lesson
Today's objective: Students will identify ways that writers develop mystery and suspense. We will begin today's lesson by reviewing foreshadowing as one method of creating mystery and suspense. Then, I will ask students when they felt suspense while reading so far. I will ask, how does Harper Lee do that?
Active Engagement
In all classes we will review what happened in their assigned reading. Then we will read through chapter 8 looking for moves Harper Lee uses to create mystery and build suspense in the chapter (this is the one when Miss Maudie's house burns down and Boo Radley comes out).
Closure
No reading homework tonight for A2 and B2!! :) A4 needs to finish chapter 8 and write two moves Harper Lee used to create mystery or build tension in this chapter.
Day 3
(December 6 Aday, December 7 Bday)
Poem A Day
Again, students jotted down "noticings" and "connections" to TKAMB.
This is a video and should be shown. It takes place in a courtroom and speaks students' language. They loved this one. ;) This led to a discussion of unjust systems and good people who try to change them (Atticus Finch, much?). Additionally, we discussed Scout's experience in school- and their experience in school.
After the Poem A Day, students took a 5-question quiz on the reading homework.
Mini-lesson
Today's objective is: Students will be able to identify possible instances of foreshadowing in last night's reading of To Kill A Mockingbird.
We will start by reviewing and defining foreshadowing.
The goal of foreshadowing is two-fold: it builds anticipation in the reader, so they are not shocked when events unfold. It also builds tension and suspense and makes the reader want to know what will happen next. It is hard to find it in a book you have not yet finished. BUT there has been some foreshadowing that already played out.
Example: Scout's attitude toward school.
As a class we will create a list of details we have noticed in chapters 1-3 that may possibly foreshadow events to come in our novel.
Active Engagement
Students will go back into chapter four and find at least two details that they believe may foreshadow a future event. They will also write down predictions they make based on the details they identify.
Next, we will read aloud Chapters 5 and 6 and continue taking notes on character development, and look for signs of foreshadowing, or for the outcomes of foreshadowing we noticed earlier.
Closure
In my A2 class, we finished chapter 6 in class. Students need to read chapter 7 for homework. There will be another quiz next class. It is imperative to do the reading at home so we can move forward in our lessons.
In A4, we finished chapter 4 in class. Students need to read chapters 5 and 6 for homework. Quiz next class!
In B2, we read chapter 5 and most of 6. Finish 6 and read chapter 7 for homework. Quiz next class!
This is a video and should be shown. It takes place in a courtroom and speaks students' language. They loved this one. ;) This led to a discussion of unjust systems and good people who try to change them (Atticus Finch, much?). Additionally, we discussed Scout's experience in school- and their experience in school.
After the Poem A Day, students took a 5-question quiz on the reading homework.
Mini-lesson
Today's objective is: Students will be able to identify possible instances of foreshadowing in last night's reading of To Kill A Mockingbird.
We will start by reviewing and defining foreshadowing.
The goal of foreshadowing is two-fold: it builds anticipation in the reader, so they are not shocked when events unfold. It also builds tension and suspense and makes the reader want to know what will happen next. It is hard to find it in a book you have not yet finished. BUT there has been some foreshadowing that already played out.
Example: Scout's attitude toward school.
As a class we will create a list of details we have noticed in chapters 1-3 that may possibly foreshadow events to come in our novel.
Active Engagement
Students will go back into chapter four and find at least two details that they believe may foreshadow a future event. They will also write down predictions they make based on the details they identify.
Next, we will read aloud Chapters 5 and 6 and continue taking notes on character development, and look for signs of foreshadowing, or for the outcomes of foreshadowing we noticed earlier.
Closure
In my A2 class, we finished chapter 6 in class. Students need to read chapter 7 for homework. There will be another quiz next class. It is imperative to do the reading at home so we can move forward in our lessons.
In A4, we finished chapter 4 in class. Students need to read chapters 5 and 6 for homework. Quiz next class!
In B2, we read chapter 5 and most of 6. Finish 6 and read chapter 7 for homework. Quiz next class!
Day 2
(December 4 Aday, December 5 Bday)
Poem A Day
Today, we are discussing character development, and this song will also capitalize on some of the themes we discussed in our last class about a person's identity. What makes a person's identity? Their choices? Their thoughts and feelings? Their genetics? Their environment? How they were raised? etc.
Mini Lesson
Today's objective is: Students will be able to define "Character Development" and "Coming-of-Age" in order to track Scout and Jem's character development and coming-of-age as we read To Kill a Mockingbird.
After discussing the poem a day (which will definitely come back at the end of the unit because it has so many more clear ties to To Kill a Mockingbird), we will dive into two important aspects of this novel. First we will review character development, and I will ask students to share out how some of the characters they have read in the past changed or grew or learned lessons over time.
Next, we will discuss what coming-of-age novels are and what the term "loss of innocence" means. We will talk about good and evil, and how the sudden realization that evil exists in the world acts as a catalyst for, or signifies, growing up.
Active Engagement
Next, I gave students post-its that they can use to track changes in Scout's and Jem's character over the course of the novel. We finished reading chapter 1 together, and then students created a list of character traits for Scout and Jem as of the beginning of the book. We will watch them grow up and change. The post its will be used to track those moments when we notice changes in their character or moments where they glimpse "evil" and/or a loss of innocence.
Closure
Today we read in class with the remaining time. We finished chapter two and half of chapter three. Students are to read through chapter 4 for homework! there will be a reading quiz on chapters three and four next class in A2
IN A4 finish chapters 2 and 3 for homework- quiz next class for you too!
In B2 chapter 4 for homework. Quiz on chapters 3-4 next class :)
Mini Lesson
Today's objective is: Students will be able to define "Character Development" and "Coming-of-Age" in order to track Scout and Jem's character development and coming-of-age as we read To Kill a Mockingbird.
After discussing the poem a day (which will definitely come back at the end of the unit because it has so many more clear ties to To Kill a Mockingbird), we will dive into two important aspects of this novel. First we will review character development, and I will ask students to share out how some of the characters they have read in the past changed or grew or learned lessons over time.
Next, we will discuss what coming-of-age novels are and what the term "loss of innocence" means. We will talk about good and evil, and how the sudden realization that evil exists in the world acts as a catalyst for, or signifies, growing up.
Active Engagement
Next, I gave students post-its that they can use to track changes in Scout's and Jem's character over the course of the novel. We finished reading chapter 1 together, and then students created a list of character traits for Scout and Jem as of the beginning of the book. We will watch them grow up and change. The post its will be used to track those moments when we notice changes in their character or moments where they glimpse "evil" and/or a loss of innocence.
Closure
Today we read in class with the remaining time. We finished chapter two and half of chapter three. Students are to read through chapter 4 for homework! there will be a reading quiz on chapters three and four next class in A2
IN A4 finish chapters 2 and 3 for homework- quiz next class for you too!
In B2 chapter 4 for homework. Quiz on chapters 3-4 next class :)
Day 1
(November 30 Aday, December 2 Bday)
Poem A Day
“Strange Fruit” by Billie Holiday. I asked students to try and figure out what the “strange fruit” is and write it in their notebooks. I also asked them to underline the lines in the song that led to their thinking. About 80% were able to figure it out.
Mini-lesson:.
Today's Objective: Students will be able to consider multiple perspectives about the major themes explored in Harper Lee's To Kill A Mockingbird.
This unit will explore sensitive but pertinent issues. I try to quickly communicate the fact that the book deals with serious issues- I remind them that they may not always agree with their peers but that it is important to stay open-minded and, at the very least, to show their peers the respect they want from their peers. After the gravity of the song- this is an easy sell.
Active Engagement:
Anticipation Guide. For this activity, I have a thick band of red tape running down the center of my classroom, on the floor. One end of the tape means “agree” and the other end of the tape is “disagree.” The tape acts as a continuum. Students can stand anywhere on the tape, and they can move around as they think and come to new understandings, or see new perspectives. Students love to move around the room, and they love to think out loud with each other in this activity. Every time we do it, my students spend the next few weeks asking when we will do it again.
It is a perfect way to begin a unit that ends with a Socratic seminar. Fostering positive, open discourse is a central goal of this unit, and this activity sets it up perfectly. By the end of this unit, students are comfortable thinking, and sharing those thoughts with their peers.
I pose the following statements to the students and they get out of their seats. (you can ask any question that applies to themes you want to emphasize in the novel, or tie to current events. Students were very enthusiastic when answering them. This activity is great as it naturally leads them to making connections between new ideas and what they already know). Also, it gives the teacher a good idea of where students are in their thinking.
-Adults understand things more accurately than children do
-People are born generally good
-If you are innocent, you should not fear the judicial system.
Closure
We began reading in class. We got through the first several pages, and then the bell rang... We pick it up again next time...
Mini-lesson:.
Today's Objective: Students will be able to consider multiple perspectives about the major themes explored in Harper Lee's To Kill A Mockingbird.
This unit will explore sensitive but pertinent issues. I try to quickly communicate the fact that the book deals with serious issues- I remind them that they may not always agree with their peers but that it is important to stay open-minded and, at the very least, to show their peers the respect they want from their peers. After the gravity of the song- this is an easy sell.
Active Engagement:
Anticipation Guide. For this activity, I have a thick band of red tape running down the center of my classroom, on the floor. One end of the tape means “agree” and the other end of the tape is “disagree.” The tape acts as a continuum. Students can stand anywhere on the tape, and they can move around as they think and come to new understandings, or see new perspectives. Students love to move around the room, and they love to think out loud with each other in this activity. Every time we do it, my students spend the next few weeks asking when we will do it again.
It is a perfect way to begin a unit that ends with a Socratic seminar. Fostering positive, open discourse is a central goal of this unit, and this activity sets it up perfectly. By the end of this unit, students are comfortable thinking, and sharing those thoughts with their peers.
I pose the following statements to the students and they get out of their seats. (you can ask any question that applies to themes you want to emphasize in the novel, or tie to current events. Students were very enthusiastic when answering them. This activity is great as it naturally leads them to making connections between new ideas and what they already know). Also, it gives the teacher a good idea of where students are in their thinking.
-Adults understand things more accurately than children do
-People are born generally good
-If you are innocent, you should not fear the judicial system.
Closure
We began reading in class. We got through the first several pages, and then the bell rang... We pick it up again next time...
UNIT THREE Poetry out loud
Day 5
(11-28 Aday, 11-29 Bday)
Poem(s) A Day
Guess what guys? Today, the students provided the poetry! Because, today is the day!
Guess what guys? Today, the students provided the poetry! Because, today is the day!
Before we started with our presentations, I gave the kiddos a little speech. First, I spoke to them as students who were all about to speak. I told them how I am assessing the performance (very lax) I told them how they it is totally normal and reasonable to be very nervous and worried. I listed some things that they might be worried about.
Next, I spoke to them as audience members. This is where I invoked some EMPATHY (secretly, seamlessly, and quite brilliantly leading into our next unit....) by mentioning that if they could behave like respectful listeners and refrain from laughing, or giggling, or making fun of anyone, or making any snide remarks, or avoiding all-around rude behavior for a half hour, then well, my speakers really have nothing to be worried about!
We all got on the same page. This went very well in most of my classes ;)
Then, the kids all blew my mind and performed. It was a very wonderful time.
Mini Lesson
Today's Objective is: Students will be able to demonstrate how emotions and ideas are conveyed in poetry by writing an original poem.
Today, we begin by discussing all of the creative work we have done so far in this unit. We have been working on defining poetry and understanding tone shifts. We have read a lot of poetry, we have listened to a lot of poetry, and we have done a lot of creative writing. Today, all of the learning comes together and students get to create!
Next, I am going to show students all of the free-writing I have done over the course of this unit. I will be looking for patterns in my feelings or thoughts. I will look for particularly poetic writing too.
Then, I will choose a powerful idea or emotion that I want to explore in my own original poem. I will choose a few lines, or chunk of words that I already wrote as a jumping off point.
Finally, I will attempt to write a poem.
Here are the requirements for a successful poem (based on what we have learned in this unit):
Active Engagement
Students will search through their free-writes from this unit to find some inspiration for a new, original poem.
Closure
Fun Fact: All students who submit a poem written today to NMHS's Piper Literary Magazine ([email protected] or [email protected]) will receive extra credit this quarter.
I reminded students to finish writing their poem- due next class.
Next, I spoke to them as audience members. This is where I invoked some EMPATHY (secretly, seamlessly, and quite brilliantly leading into our next unit....) by mentioning that if they could behave like respectful listeners and refrain from laughing, or giggling, or making fun of anyone, or making any snide remarks, or avoiding all-around rude behavior for a half hour, then well, my speakers really have nothing to be worried about!
We all got on the same page. This went very well in most of my classes ;)
Then, the kids all blew my mind and performed. It was a very wonderful time.
Mini Lesson
Today's Objective is: Students will be able to demonstrate how emotions and ideas are conveyed in poetry by writing an original poem.
Today, we begin by discussing all of the creative work we have done so far in this unit. We have been working on defining poetry and understanding tone shifts. We have read a lot of poetry, we have listened to a lot of poetry, and we have done a lot of creative writing. Today, all of the learning comes together and students get to create!
Next, I am going to show students all of the free-writing I have done over the course of this unit. I will be looking for patterns in my feelings or thoughts. I will look for particularly poetic writing too.
Then, I will choose a powerful idea or emotion that I want to explore in my own original poem. I will choose a few lines, or chunk of words that I already wrote as a jumping off point.
Finally, I will attempt to write a poem.
Here are the requirements for a successful poem (based on what we have learned in this unit):
- Explores a powerful emotion or idea
- Uses a shift in tones (from one emotion to another)
- Uses Figurative Language/ Author's craft moves / Imagery
Active Engagement
Students will search through their free-writes from this unit to find some inspiration for a new, original poem.
Closure
Fun Fact: All students who submit a poem written today to NMHS's Piper Literary Magazine ([email protected] or [email protected]) will receive extra credit this quarter.
I reminded students to finish writing their poem- due next class.
Day 4
(11-26 Aday, 11-27 Bday)
Poem A Day
Today we begin with another free-write. First, I will hand out this list of tones.
Here is the prompt:
Write a paragraph where a character starts in one emotional register, and through a process of thought, completely evolves into a different emotion. Here is one I did. I shared it with the class and wrote it with them- so they have a model even if they can't get words on the page.
Mini Lesson
Today's objective is: Students will be able to create a tone map of their chosen poetry out loud poem.
First, we begin by discussing the tone list I handed out in the beginning of class. Next, I will talk about how most poems tell an emotional story with a beginning, middle and end.
Next, we will look at "Oranges" by Gary Soto. We will work together as a class to identify the tones in the poem and the places where the tone shifts. Then we will create a "map" of this poem's tones.
Here is an example of a tone map for another poem called "Jenny Kissed Me" by Leigh Hunt
Today we begin with another free-write. First, I will hand out this list of tones.
Here is the prompt:
Write a paragraph where a character starts in one emotional register, and through a process of thought, completely evolves into a different emotion. Here is one I did. I shared it with the class and wrote it with them- so they have a model even if they can't get words on the page.
Mini Lesson
Today's objective is: Students will be able to create a tone map of their chosen poetry out loud poem.
First, we begin by discussing the tone list I handed out in the beginning of class. Next, I will talk about how most poems tell an emotional story with a beginning, middle and end.
Next, we will look at "Oranges" by Gary Soto. We will work together as a class to identify the tones in the poem and the places where the tone shifts. Then we will create a "map" of this poem's tones.
Here is an example of a tone map for another poem called "Jenny Kissed Me" by Leigh Hunt
I will point out that sometimes the tone shifts with each line. Sometimes the tone shifts in the lines, and sometimes over long sets of lines. I will create the tone map for the first half of the poem, and students will work in pairs or alone to map out the tone of the rest of the poem (the second half is much easier than the first lol). They recorded their ideas right on the poem that I handed out today.
Here is an example of our tone map in A2. The tone words in the lines after "I turned to the candies..." are all words chosen by my brilliant students :)
Here is an example of our tone map in A2. The tone words in the lines after "I turned to the candies..." are all words chosen by my brilliant students :)
Then we will discuss how this "tone map" can help us to perform this poem using our voices.
Next, we will watch/listen to a few different readings of the poem. We will see how the people reciting the poem chose to convey the tones and shifts in tones.
Next, we will watch/listen to a few different readings of the poem. We will see how the people reciting the poem chose to convey the tones and shifts in tones.
I will remind students that everyone may interpret the tone shifts differently- that is okay! As long as it makes sense to you, it will help you deliver your poem appropriately.
Active Engagement
Students will write their chosen POL poem and create a tone map for their chosen POL poem on the back of their "Oranges" Tone Maps. I will collect these tone maps next class. Why write the poems out again?!? Because it helps to memorize them. And our performance is. next. class.
Closure
I will remind students to work on memorizing and reciting their poems over the Thanksgiving break. Our POL class competition is next class.
Active Engagement
Students will write their chosen POL poem and create a tone map for their chosen POL poem on the back of their "Oranges" Tone Maps. I will collect these tone maps next class. Why write the poems out again?!? Because it helps to memorize them. And our performance is. next. class.
Closure
I will remind students to work on memorizing and reciting their poems over the Thanksgiving break. Our POL class competition is next class.
Day 3
(11-19 Aday, 11-20 Bday)
Because of the accelerated early dismissal on B day last week, my freshmen only did the free-write below. They will get a condensed version of the "Day 2" lesson and today's lesson. Oh the joys of New England weather....
Poem A Day
Today, we begin with one of my favorite poems of all time: Charles Baudelaire's "Windows"
Looking from outside into an open window one never sees as much as when one looks through a closed window. There is nothing more profound, more mysterious, more pregnant, more insidious, more dazzling than a window lighted by a single candle. What one can see out in the sunlight is always less interesting than what goes on behind a windowpane. In that black or luminous square life lives, life dreams, life suffers.
Across the ocean of roofs I can see a middle-aged woman, her face already lined, who is forever bending over something and who never goes out. Out of her face, her dress, and her gestures, our of practically nothing at all, I have made up this woman's story, or rather legend, and sometimes I tell it to myself and weep.
If it had been and old man I could have made up his just as well.
And I go to bed proud to have lived and to have suffered in some one besides myself.
Perhaps you will say "Are you sure that your story is the really one?" But what does it matter what reality is outside myself, so long as it has helped me to live, to feel that I am, and what I am?
Next, students did another creative free-write.
Poem A Day
Today, we begin with one of my favorite poems of all time: Charles Baudelaire's "Windows"
Looking from outside into an open window one never sees as much as when one looks through a closed window. There is nothing more profound, more mysterious, more pregnant, more insidious, more dazzling than a window lighted by a single candle. What one can see out in the sunlight is always less interesting than what goes on behind a windowpane. In that black or luminous square life lives, life dreams, life suffers.
Across the ocean of roofs I can see a middle-aged woman, her face already lined, who is forever bending over something and who never goes out. Out of her face, her dress, and her gestures, our of practically nothing at all, I have made up this woman's story, or rather legend, and sometimes I tell it to myself and weep.
If it had been and old man I could have made up his just as well.
And I go to bed proud to have lived and to have suffered in some one besides myself.
Perhaps you will say "Are you sure that your story is the really one?" But what does it matter what reality is outside myself, so long as it has helped me to live, to feel that I am, and what I am?
Next, students did another creative free-write.
I asked students to imagine they are in the passenger seat of a car. They are looking out the window, and they see someone in the next car over. I told them to make up their story and start writing it.
Then we shared out- some very cool stuff happened.
Mini Lesson
Today's objective is: Students will be able to explain why they chose the poem they did for POL.
Last class, we discussed the importance of picking a poem you understand and that you relate to. Evidence of understanding and Dramatic Appropriateness are 2/5 of the rubric.
Today, I asked students to post their poem choice (they had to type the whole thing out- not because I am mean, but because typing it out will help them to remember it, and there's this thing where they have to memorize it) and the reason they chose the poem to this awesome padlet!
Active Engagement
Students worked on their padlet responses.
Closure
I reminded students to work on memorizing their poems, and asked them to finish their padlet response if they didn't in class today.
Then we shared out- some very cool stuff happened.
Mini Lesson
Today's objective is: Students will be able to explain why they chose the poem they did for POL.
Last class, we discussed the importance of picking a poem you understand and that you relate to. Evidence of understanding and Dramatic Appropriateness are 2/5 of the rubric.
Today, I asked students to post their poem choice (they had to type the whole thing out- not because I am mean, but because typing it out will help them to remember it, and there's this thing where they have to memorize it) and the reason they chose the poem to this awesome padlet!
Active Engagement
Students worked on their padlet responses.
Closure
I reminded students to work on memorizing their poems, and asked them to finish their padlet response if they didn't in class today.
Day 2
(11-14 Aday, 11-15 Bday)
Poem A Day
For today's warm up, I handed each student a different colored marker as they walked into the door. If you need to know, this is what was playing low in the background as we started today's class:
For today's warm up, I handed each student a different colored marker as they walked into the door. If you need to know, this is what was playing low in the background as we started today's class:
Next, I told students we would be doing some creative writing in this unit, because we are studying poetry and its not crazy to get our creative juices flowing.
Students were asked to be inspired by the color on the marker I handed them today and to write for a sustained 5 minutes (my seniors are to the point where they can write for a full 20 minutes if I let them... we start slow with the littles).
Students were able to share out their free-writes after the five minutes elapsed. Some of the kids wrote some really amazing stuff!!!
Mini Lesson:
Today's Objective is: Students will understand the judging criteria for Poetry Out Loud performances and will choose one poem to memorize and recite for the POL competition.
Today we began by reading pages 14-18 of the Poetry Out Loud resource book which outlines the judging criteria and explains the rubric.
Next, students used the rubric to assess the following POL performances:
Students were asked to be inspired by the color on the marker I handed them today and to write for a sustained 5 minutes (my seniors are to the point where they can write for a full 20 minutes if I let them... we start slow with the littles).
Students were able to share out their free-writes after the five minutes elapsed. Some of the kids wrote some really amazing stuff!!!
Mini Lesson:
Today's Objective is: Students will understand the judging criteria for Poetry Out Loud performances and will choose one poem to memorize and recite for the POL competition.
Today we began by reading pages 14-18 of the Poetry Out Loud resource book which outlines the judging criteria and explains the rubric.
Next, students used the rubric to assess the following POL performances:
Active Engagement
After assessing these performances, and talking about the things these speakers did well, we discussed choosing a poem. The most important part of selecting a poem, is to choose one that MEANS something to you. That you UNDERSTAND, FEEL and RELATE to. Because that is what made each of these performances so good!
So students, used the remainder of class to search the Poetryoutloud website and choose a poem.
Closure:
Students were asked to make sure they had chosen a poem by next class.
After assessing these performances, and talking about the things these speakers did well, we discussed choosing a poem. The most important part of selecting a poem, is to choose one that MEANS something to you. That you UNDERSTAND, FEEL and RELATE to. Because that is what made each of these performances so good!
So students, used the remainder of class to search the Poetryoutloud website and choose a poem.
Closure:
Students were asked to make sure they had chosen a poem by next class.
Day 1
(11-9 Aday, 11-13 Bday)
Poem A Day
This is a fun song with some playful poetic lines. Today, we begin our study of poetry in order to gear up for this year's school-wide Poetry Out Loud competition!
Mini Lesson
Today's Objective is: Students will be able to analyze a one-sentence poem to develop a working definition of poetry and apply the working definition to their creative work.
We begin with the following two pictures:
Mini Lesson
Today's Objective is: Students will be able to analyze a one-sentence poem to develop a working definition of poetry and apply the working definition to their creative work.
We begin with the following two pictures:
I posted both for students on the smart board and asked them to write a sentence of less than 20 words describing the picture of their choice.
Next, I asked students to define the word: Poetry. I posed the following questions to activate their thinking:
- What is a poem?
- What makes a poem a poem?
- Does a poem have a certain look, length, feel, purpose?
I collected their responses on a google doc. Then, I showed this dictionary definition of poetry. We added this information to our google doc.
Next, we read this one-sentence poem:
In a Station of the Metro
by Ezra Pound
The apparition of these faces in the crowd;
Petals on a wet, black bough.
I asked the students:
- What are the poem-like qualities in this piece?
- Is it a poem (take a vote if necessary)?
- What makes it/ does not make it a poem?
Poetry:
Using figurative language and imagery to explore, express, or relate an intense emotion, feeling or idea
Active Engagement
Next, students returned to the sentence they wrote at the beginning of class describing one of the images above. They answered the following questions and attempted to turn their sentence into a poem.
Closure
We shared out our poems and I told students about Poetry Out Loud and about the goals for this unit: To choose a poem to understand, internalize, memorize, and perform live for the class and (potentially) the school, state and country!
This is going to be fun!
Day 6
(11-7 Aday, 11-8 Bday)
Poem A Day
I know, I know. I keep saying this- but its the last day of the quarter and there is much work to do! No PAD today. I will hit you with a fresh tune next time.
Mini Lesson
Today's objective is: Students will be able to use the literary analysis rubric to assess their own literary analysis in order to make sure they turn in their best work next class.
Today, I am going to start by reviewing our literary analysis rubric and I will focus on how each part of the rubric reflects lessons we learned throughout this short unit.
Next, I am going to have students get into pairs and use the rubric to score my literary analysis (which is finally done lol) of Carlo Rovelli's The Order of Time.
Once students have finished working on my paper, they will share out their responses and we will discuss how I should revise my draft to get a higher score.
Active Engagement
Next, students will revisit their own drafts and use the rubric to assess their own work. This is a great way for students to know whether they are writing a successful analysis or not.
Students will have the rest of the class period to revise their work and prepare it for next class.
Closure
Analyses are due NEXT CLASS. NO EXCEPTIONS. NO LATE WORK. We are at the end of the quarter and have officially run out of time.
I am looking forward to starting our next unit!
I know, I know. I keep saying this- but its the last day of the quarter and there is much work to do! No PAD today. I will hit you with a fresh tune next time.
Mini Lesson
Today's objective is: Students will be able to use the literary analysis rubric to assess their own literary analysis in order to make sure they turn in their best work next class.
Today, I am going to start by reviewing our literary analysis rubric and I will focus on how each part of the rubric reflects lessons we learned throughout this short unit.
Next, I am going to have students get into pairs and use the rubric to score my literary analysis (which is finally done lol) of Carlo Rovelli's The Order of Time.
Once students have finished working on my paper, they will share out their responses and we will discuss how I should revise my draft to get a higher score.
Active Engagement
Next, students will revisit their own drafts and use the rubric to assess their own work. This is a great way for students to know whether they are writing a successful analysis or not.
Students will have the rest of the class period to revise their work and prepare it for next class.
Closure
Analyses are due NEXT CLASS. NO EXCEPTIONS. NO LATE WORK. We are at the end of the quarter and have officially run out of time.
I am looking forward to starting our next unit!
Day 5
(11-2 Aday, 11-5 Bday)
Poem A Day
Today, we are skipping our Poem A Day. We are taking our literary devices quiz instead.
Mini Lesson
Today's objective is: Students will be able to revise their flash drafts by incorporating a well-crafted engaging lead.
Today we are going to look back at our mentor texts and focus specifically on the strategies they use to craft engaging leads because here's the deal: Writers of analysis don’t settle for boring openers--they want to engage their readers just as much as poets, novelists, and screenwriters.
Here are the openers we are going to look at:
Guardians of the Galaxy Review:
“You wouldn’t know it to look at me now, but there was once a time when I had quite a bit of expertise in the Marvel Universe. I came as close to tearing up while reading a comic book as I’ll ever do when the Scarlet Witch finally married The Vision-- as eloquent an argument for marriage equality as genre fiction has ever essayed, by the way. I did, I must admit, check out well before the entity called The Guardians of the Galaxy turned up in said universe. I bring this up because there are some MU characters in the movie “Guardians of the Galaxy” that I did recognize… but I ultimately found that it was that particular continuity, the need to tie this movie’s adventures into something larger, that made the movie lag a bit.”
Chris Brown, ‘X’: Track-by-Track Review
“Who needs haters when you’re your own worst enemy? Chris Brown has been a self-saboteur since his infamous 2009 assault of Rihanna -- a talent whose skill for hit singles and agile performances is only matched by his knack for cannonballing into career-threatening pools of legal and PR problems. His sixth studio album, X, is a great example.”
Young Love, Complicated by Cancer
“The world is not a wish-granting factory.” That line, from “The Fault in our Stars,” is undoubtedly true, and it is also true that the movie, like the book before it, is an expertly built machine for the mass production of tears. Directed by Josh Boone (“Stuck in Love”) with scrupulous respect for John Green’s best-selling young-adult novel, the film sets out to make you weep-- not just sniffle or choke up a little, but sob until your nose runs and your face turns blotchy. It succeeds.”
Wild
I felt a little frisson of dread when I heard that Wild was going to be made into a movie.
Review ‘Why Football Matters’ versus ‘Against Football’
“Unlike Steve Almond and Mark Edmondson, the authors of two terrific new books on football, I did not grow up with a father who loved the sport. My father thinks football is commercialized barbarianism-- 22 oversized idiots plowing into one another, following a byzantine set of rules no one truly understands. For me, football is a beloved fall ritual. It’s a season of Homeric contests playing out on my television screen.”
After looking at these examples, we are going to name a few strategies these writers use in their writing:
1.) Drop the reader into the scene
2.) Make a personal connection
3.) Say something bold or controversial (trigger)
4.) Use passionate language
I also modelled each of these strategies with my own text.
Strategy 1
Make personal connections
I will never forget the day, my junior year in high school, when my physics teacher stepped up on to a table holding a yellow tennis ball high in the air. She said, “this ball is full of energy. Just becuase I am holding it up high.” I was hooked. A whole world of energy and motion and potential filled my young mind with wonder. Nearly 20 years later, Carlo Rovelli’s new book The Order of Time has renewed that sense of wonder in my life.
Strategy 2
Say something bold or controversial (trigger)
Time is just an invention of the mind.
Strategy 3
Drop the reader into the scene
-drop them into your text
Two twins were separated at birth, and one twin lived his life high in the mountains and the other, at sea level. When these two twins meet up after 50 years, the one who lived in the mountains will be older than the one who lived at sea level. Such is the actual nature of time according to Carlo Rovelli’s new book The Order of Time.
-drop them into the moment you are wtaching/reading the text.
My husband nearly drops and breaks the a ceramic plate as I suddenly shout,
“Wait, what!?” I have to put my book down mid sentence to tell my husband the mind-blowing revelation I just experienced. “Babe! Did you know that time passes differently in the mountains than it does at sea level!?” He is doing the dishes, and probably not in the same head space as me. But I can’t let up. I am too filled with wonder and excitement.
“And apparently, time passes differently in every point in space!? Like, there is no such thing as a constant time!? What the heck, Newton!?”
This was my husband’s life over the course of the few months I spent reading all of Carlo Rovelli’s books. My favorite though? His newest: The Order of Time.
Active Engagement
Students will write each of the strategies onto a post it note. Then, they will try each one. They can drop their sticky note onto their flash draft to see which one works the best!
Students will know they are successful if they can:
Write at least two different leads using three of the above strategies and add their favorite to their flash drafts.
After this, they can continue adding to their flash drafts.
Closure:
Students have one more mini-lesson before their analyses are due. They need to continue working on them for next class.
Today, we are skipping our Poem A Day. We are taking our literary devices quiz instead.
Mini Lesson
Today's objective is: Students will be able to revise their flash drafts by incorporating a well-crafted engaging lead.
Today we are going to look back at our mentor texts and focus specifically on the strategies they use to craft engaging leads because here's the deal: Writers of analysis don’t settle for boring openers--they want to engage their readers just as much as poets, novelists, and screenwriters.
Here are the openers we are going to look at:
Guardians of the Galaxy Review:
“You wouldn’t know it to look at me now, but there was once a time when I had quite a bit of expertise in the Marvel Universe. I came as close to tearing up while reading a comic book as I’ll ever do when the Scarlet Witch finally married The Vision-- as eloquent an argument for marriage equality as genre fiction has ever essayed, by the way. I did, I must admit, check out well before the entity called The Guardians of the Galaxy turned up in said universe. I bring this up because there are some MU characters in the movie “Guardians of the Galaxy” that I did recognize… but I ultimately found that it was that particular continuity, the need to tie this movie’s adventures into something larger, that made the movie lag a bit.”
Chris Brown, ‘X’: Track-by-Track Review
“Who needs haters when you’re your own worst enemy? Chris Brown has been a self-saboteur since his infamous 2009 assault of Rihanna -- a talent whose skill for hit singles and agile performances is only matched by his knack for cannonballing into career-threatening pools of legal and PR problems. His sixth studio album, X, is a great example.”
Young Love, Complicated by Cancer
“The world is not a wish-granting factory.” That line, from “The Fault in our Stars,” is undoubtedly true, and it is also true that the movie, like the book before it, is an expertly built machine for the mass production of tears. Directed by Josh Boone (“Stuck in Love”) with scrupulous respect for John Green’s best-selling young-adult novel, the film sets out to make you weep-- not just sniffle or choke up a little, but sob until your nose runs and your face turns blotchy. It succeeds.”
Wild
I felt a little frisson of dread when I heard that Wild was going to be made into a movie.
Review ‘Why Football Matters’ versus ‘Against Football’
“Unlike Steve Almond and Mark Edmondson, the authors of two terrific new books on football, I did not grow up with a father who loved the sport. My father thinks football is commercialized barbarianism-- 22 oversized idiots plowing into one another, following a byzantine set of rules no one truly understands. For me, football is a beloved fall ritual. It’s a season of Homeric contests playing out on my television screen.”
After looking at these examples, we are going to name a few strategies these writers use in their writing:
1.) Drop the reader into the scene
2.) Make a personal connection
3.) Say something bold or controversial (trigger)
4.) Use passionate language
I also modelled each of these strategies with my own text.
Strategy 1
Make personal connections
I will never forget the day, my junior year in high school, when my physics teacher stepped up on to a table holding a yellow tennis ball high in the air. She said, “this ball is full of energy. Just becuase I am holding it up high.” I was hooked. A whole world of energy and motion and potential filled my young mind with wonder. Nearly 20 years later, Carlo Rovelli’s new book The Order of Time has renewed that sense of wonder in my life.
Strategy 2
Say something bold or controversial (trigger)
Time is just an invention of the mind.
Strategy 3
Drop the reader into the scene
-drop them into your text
Two twins were separated at birth, and one twin lived his life high in the mountains and the other, at sea level. When these two twins meet up after 50 years, the one who lived in the mountains will be older than the one who lived at sea level. Such is the actual nature of time according to Carlo Rovelli’s new book The Order of Time.
-drop them into the moment you are wtaching/reading the text.
My husband nearly drops and breaks the a ceramic plate as I suddenly shout,
“Wait, what!?” I have to put my book down mid sentence to tell my husband the mind-blowing revelation I just experienced. “Babe! Did you know that time passes differently in the mountains than it does at sea level!?” He is doing the dishes, and probably not in the same head space as me. But I can’t let up. I am too filled with wonder and excitement.
“And apparently, time passes differently in every point in space!? Like, there is no such thing as a constant time!? What the heck, Newton!?”
This was my husband’s life over the course of the few months I spent reading all of Carlo Rovelli’s books. My favorite though? His newest: The Order of Time.
Active Engagement
Students will write each of the strategies onto a post it note. Then, they will try each one. They can drop their sticky note onto their flash draft to see which one works the best!
Students will know they are successful if they can:
Write at least two different leads using three of the above strategies and add their favorite to their flash drafts.
After this, they can continue adding to their flash drafts.
Closure:
Students have one more mini-lesson before their analyses are due. They need to continue working on them for next class.
Day 4
(10-31 Aday, 11-1 Bday)
Poem A Day
Today I skipped the poem a day, because we have SO MUCH TO DO and very little time. I mean, we have 80 minutes, but that's never enough for some good ELA action ;)
I did ask students though to find all of their Poems A Day that we have had so far and to use them to study for the literary device quiz FRIDAY(Aday)/MONDAY(Bday). Lyrics from those songs will be on the quiz.
Mini Lesson
Today's Objective is: Students will be able to identify moves writers of analysis use in order to use those same moves in their own media analysis.
Today, the students are teaching the mini-lesson! Last class, they got into groups, read a new mentor text, looked for evidence of the four tools of analysis, and they created presentations to share their findings with the class.
Once we see all of the presentations, we are going to make a "master list" of noticings. What are the common moves that writers of analysis use in these texts that we can use in our own writing?
Active Engagement
After we make our master list, students will choose two moves they want to use and will hit the page and write a flash draft of their media analysis (for homework, students have been closely reading/analyzing a text of their choice, now they will share their thoughts).
I will also do this with them about my chosen piece of media: The Order of Time by Carlo Rovelli.
Closure
Students will need to finish their flash drafts for homework. I want a complete rough draft of a media analysis to work with next class.
Additionally, students have a quiz next class. Here is the kahoot link to study.
Today I skipped the poem a day, because we have SO MUCH TO DO and very little time. I mean, we have 80 minutes, but that's never enough for some good ELA action ;)
I did ask students though to find all of their Poems A Day that we have had so far and to use them to study for the literary device quiz FRIDAY(Aday)/MONDAY(Bday). Lyrics from those songs will be on the quiz.
Mini Lesson
Today's Objective is: Students will be able to identify moves writers of analysis use in order to use those same moves in their own media analysis.
Today, the students are teaching the mini-lesson! Last class, they got into groups, read a new mentor text, looked for evidence of the four tools of analysis, and they created presentations to share their findings with the class.
Once we see all of the presentations, we are going to make a "master list" of noticings. What are the common moves that writers of analysis use in these texts that we can use in our own writing?
Active Engagement
After we make our master list, students will choose two moves they want to use and will hit the page and write a flash draft of their media analysis (for homework, students have been closely reading/analyzing a text of their choice, now they will share their thoughts).
I will also do this with them about my chosen piece of media: The Order of Time by Carlo Rovelli.
Closure
Students will need to finish their flash drafts for homework. I want a complete rough draft of a media analysis to work with next class.
Additionally, students have a quiz next class. Here is the kahoot link to study.
Day 3
(10-29 Aday, 10-30 Bday)
Poem A Day
Today, we are talking about the fourth tool of analysis writing: Structure.
That said, I chose a poem a day that has a certain structure to it- there are a lot of moves that writers of analysis use in this song structurally speaking like artful transitions, building up of ideas and then a swift line to undermine those ideas. Very interesting structural moves.
Mini Lesson
Today's Objective is: Students will read a new mentor text and explain how the writer used all four tools of analysis to create an engaging piece of writing.
Last class we searched through mentor texts for evidence of passion, ideas and authority. Today's mini lesson focuses on the final tool: structure.
After reviewing the poem a day, we will dive back into one of our first mentor texts to discuss the structural moves we find. I will use the doc cam to show students the structural moves I notice.
Active Engagement
Today, students are going to put all of this new learning together and get some practice in groups before we jump into the deep end and begin writing our own analysis pieces.
In groups, students will tackle this assignment. Each group will read a different article. I am giving all articles to students today so that they have a new packet of mentor texts to consult as we move through writing this unit. But today, each group will analyze one story each.
Closure
I will remind students to complete their close-reading of their chosen text. We will begin writing in our next class.
Also, students will need to finish their projects from today as we will present our findings next class.
That said, I chose a poem a day that has a certain structure to it- there are a lot of moves that writers of analysis use in this song structurally speaking like artful transitions, building up of ideas and then a swift line to undermine those ideas. Very interesting structural moves.
Mini Lesson
Today's Objective is: Students will read a new mentor text and explain how the writer used all four tools of analysis to create an engaging piece of writing.
Last class we searched through mentor texts for evidence of passion, ideas and authority. Today's mini lesson focuses on the final tool: structure.
After reviewing the poem a day, we will dive back into one of our first mentor texts to discuss the structural moves we find. I will use the doc cam to show students the structural moves I notice.
Active Engagement
Today, students are going to put all of this new learning together and get some practice in groups before we jump into the deep end and begin writing our own analysis pieces.
In groups, students will tackle this assignment. Each group will read a different article. I am giving all articles to students today so that they have a new packet of mentor texts to consult as we move through writing this unit. But today, each group will analyze one story each.
Closure
I will remind students to complete their close-reading of their chosen text. We will begin writing in our next class.
Also, students will need to finish their projects from today as we will present our findings next class.
Day 2
(10-25 Aday, 10-26 Bday)
Poem A Day
Today's warm up is fun! Here's why- last night I got an email from a brilliant student who was inspired by the first lesson of our new unit- He found this song on his own and sent it to me to use for a poem a day. There are tons of literary devices in this song- allusions galore! Fun review to gear up for the Literary Devices quiz that will be happening next week.
Mini lesson
Yesterday students chose a "text" to analyze (break down into its smaller pieces to write about the smaller parts and how they fit together to create a whole and an impact on the reader).
Today's objective is: Students will identify evidence of passion, ideas, authority and structure in mentor analysis texts.
We begin by discussing the types of analysis we see everyday in media, including reviews. Today we will be reading some reviews of tv shows and movies and we will use these as mentor texts for analysis writing.
When looking at mentor analysis texts to learn the skills of analysis writing we look for four essential tools of analysis:
Passion: This is where we can tell the writer is passionate about the topic he is analyzing (like they are to be about their topic- from yesterday's lesson). This is where we find loaded word choice, or bold statements that show how much the writer cares about his topic.
Ideas: These are the original thoughts the writer explores. The claims, evidence and the discoveries these claims and evidence lead to.
Authority: This is where the writer shows that they know what they are talking about. This is where we find domain-specific vocabulary (sports writers know what words to use to describe sports, or movie reviewers know movie lingo, etc), deep content knowledge, and anything that makes the writer sound credible.
Structure: This includes organization, leads, conclusions and structural choices like headings or lists.
After defining these terms, we will read this first mentor text and look for evidence of the first three essential tools of analysis writing (we will focus on structure next class).
I will model a few of the tools I see using the doc cam to mark up my own text.
Active Engagement:
Students will work in pairs to find at least two pieces of evidence in the mentor text for each tool of analysis (passion, ideas, structure) in a new text.
Closure
Students shared out their findings and I added them to my master doc of noticings.
FOR HOMEWORK: students perform a close-read of their chosen text and take notes here. (due next class)
Mini lesson
Yesterday students chose a "text" to analyze (break down into its smaller pieces to write about the smaller parts and how they fit together to create a whole and an impact on the reader).
Today's objective is: Students will identify evidence of passion, ideas, authority and structure in mentor analysis texts.
We begin by discussing the types of analysis we see everyday in media, including reviews. Today we will be reading some reviews of tv shows and movies and we will use these as mentor texts for analysis writing.
When looking at mentor analysis texts to learn the skills of analysis writing we look for four essential tools of analysis:
Passion: This is where we can tell the writer is passionate about the topic he is analyzing (like they are to be about their topic- from yesterday's lesson). This is where we find loaded word choice, or bold statements that show how much the writer cares about his topic.
Ideas: These are the original thoughts the writer explores. The claims, evidence and the discoveries these claims and evidence lead to.
Authority: This is where the writer shows that they know what they are talking about. This is where we find domain-specific vocabulary (sports writers know what words to use to describe sports, or movie reviewers know movie lingo, etc), deep content knowledge, and anything that makes the writer sound credible.
Structure: This includes organization, leads, conclusions and structural choices like headings or lists.
After defining these terms, we will read this first mentor text and look for evidence of the first three essential tools of analysis writing (we will focus on structure next class).
I will model a few of the tools I see using the doc cam to mark up my own text.
Active Engagement:
Students will work in pairs to find at least two pieces of evidence in the mentor text for each tool of analysis (passion, ideas, structure) in a new text.
Closure
Students shared out their findings and I added them to my master doc of noticings.
FOR HOMEWORK: students perform a close-read of their chosen text and take notes here. (due next class)
UNIT TWO: Literary Analysis
Day 1
(10-23 Aday, 10-24 Bday)
Poem A Day:
This is a fun song and an even more fun music video. I am using this to kick off our first day in a new unit: Literary Analysis.
Boy does that sound boring, right?
Wrong.
This is going to be fun!
Today I am not asking the students to look for anything in this music video or in the lyrics. (Many of them will anyway. Because at this point, they have been trained to).
Instead, I am going to model the way my brain analyzes media that I love! (because this unit is all about breaking media we love into smaller pieces, looking thoughtfully at those pieces, and showing our own passion, ideas, structure and authority in our writing about that media!). This will involve a lot of thinking out loud, slowing the video down, breaking it down into smaller parts, and zooming in on the meaning and purpose of those parts in creating the whole experience.
This video may come back later in the unit.
Mini Lesson:
Today's objective is: Students will identify their passions and show their understanding of a "text" by choosing one to analyze that has a beginning, middle, end and can be broken down into smaller parts.
We get started today by defining "TEXT". A text is anything with a beginning, middle, and end, and that can be broken down into smaller pieces.
I will show students a lot of examples of things that they might want to analyze in this unit (video games, books, tv shows, youtubers, sports teams, music, etc.) and we will decide if each is a "text" or not.
Next, we will talk about how literary analysis is about passion. We naturally analyze things we are passionate about. The way my brain automatically starts analyzing music videos I watch. I do it only when I see a video or hear a song that I am truly passionate about. I do this with all texts I love.
Analysis is: Talking about the smaller parts and how they fit together to create a whole and an impact on the reader
This is where I introduce "heart maps". These are a cute activity where students consider 1.) the people they love 2.) the places they love 3.) the things they love and 4.) the activities they love. They look something like this:
Boy does that sound boring, right?
Wrong.
This is going to be fun!
Today I am not asking the students to look for anything in this music video or in the lyrics. (Many of them will anyway. Because at this point, they have been trained to).
Instead, I am going to model the way my brain analyzes media that I love! (because this unit is all about breaking media we love into smaller pieces, looking thoughtfully at those pieces, and showing our own passion, ideas, structure and authority in our writing about that media!). This will involve a lot of thinking out loud, slowing the video down, breaking it down into smaller parts, and zooming in on the meaning and purpose of those parts in creating the whole experience.
This video may come back later in the unit.
Mini Lesson:
Today's objective is: Students will identify their passions and show their understanding of a "text" by choosing one to analyze that has a beginning, middle, end and can be broken down into smaller parts.
We get started today by defining "TEXT". A text is anything with a beginning, middle, and end, and that can be broken down into smaller pieces.
I will show students a lot of examples of things that they might want to analyze in this unit (video games, books, tv shows, youtubers, sports teams, music, etc.) and we will decide if each is a "text" or not.
Next, we will talk about how literary analysis is about passion. We naturally analyze things we are passionate about. The way my brain automatically starts analyzing music videos I watch. I do it only when I see a video or hear a song that I am truly passionate about. I do this with all texts I love.
Analysis is: Talking about the smaller parts and how they fit together to create a whole and an impact on the reader
This is where I introduce "heart maps". These are a cute activity where students consider 1.) the people they love 2.) the places they love 3.) the things they love and 4.) the activities they love. They look something like this:
I have created my own Heart Map and I will show it to students. It includes the people I love (my husband, kids, family, etc), activities I love (hiking, running, reading, thinking, writing, baking, etc) and things I love (quantum physics, roasted potatoes, music, spices, etc).
Active Engagement:
Students will use paper and markers to make their own heart maps today in class.
Next, I told students to choose one thing on their heart map that they wanted to zoom in on. I chose "quantum physics" and made a new heart map for that topic alone. I broke it down into smaller pieces. This is where I found the text I want to analyze for this project.
Students did this also.
Closure:
Students are going to demonstrate that they understood today's lesson by choosing a text to analyze for this unit. The text has to be:
Something they are passionate about
Something that has a beginning, middle, and end, and that can be broken down into smaller pieces.
They will bring this text (or a device through which they can access their text) next class.
This will be my text (its a book because I am an old lady English teacher, and also I am obsessed with this book right now)
Active Engagement:
Students will use paper and markers to make their own heart maps today in class.
Next, I told students to choose one thing on their heart map that they wanted to zoom in on. I chose "quantum physics" and made a new heart map for that topic alone. I broke it down into smaller pieces. This is where I found the text I want to analyze for this project.
Students did this also.
Closure:
Students are going to demonstrate that they understood today's lesson by choosing a text to analyze for this unit. The text has to be:
Something they are passionate about
Something that has a beginning, middle, and end, and that can be broken down into smaller pieces.
They will bring this text (or a device through which they can access their text) next class.
This will be my text (its a book because I am an old lady English teacher, and also I am obsessed with this book right now)
Day 15
(10-19 Aday, 10-22 Bday)
Poem A Day:
Today I asked the kids why they think I chose this song.
This was one response:
"This song reminds me of your story kinda because its saying how everything’s gonna be fine. It has the SAME THEME as your story."
My students are brilliant and finally catching on :) There's also this thing where it has a very similar theme to most of the songs we have listened to in this unit. Yah- turns out, I do put some thought into planning this course lol.
Mini Lesson:
Today's objective: Students will revise their stories to include proper formatting and share it with a peer.
Today, I taught a lesson about how to properly format dialogue and how to add white space to your draft to make your writing more pleasing to a reader. Here are those notes:
Formatting
White space. Break up your paragraphs every time a new idea comes up or a shift in time or perspective happens.
Dialogue:
“No, she’s right! It does look better that way,” Sonny exclaimed.
“Dude, she is definitely stupid,” Reese said.
“Aw. how sad,” Breckin said.
“Shhhh” Matt interjected, “I am trying to hear her.”
Of course, I just made this all up on the fly, as I do. No students were rude today (or ever really) and no Ms. Minto feelings were hurt in the making of this lesson :)
Also, I shared with the kids MY final story. (remember this is a model text for the students which incorporates all of the lessons I have taught throughout the unit).
Active Engagement:
I split the desks into two different groups today. One side of the room as two desks paired an the other side of the room has rows. Students who are finished with their drafts got into paired desks, revised their stories for format, and also peer-reviewed stories.
The students who needed more writing time and more guidance sat on the other side of the room.
Closure:
I told students that their final short stories are due next class. I told them that if they could successfully answer all questions in the "short story check-in" they will know they are writing a successful story. I also posted the rubric I am using to assess their stories.
This was one response:
"This song reminds me of your story kinda because its saying how everything’s gonna be fine. It has the SAME THEME as your story."
My students are brilliant and finally catching on :) There's also this thing where it has a very similar theme to most of the songs we have listened to in this unit. Yah- turns out, I do put some thought into planning this course lol.
Mini Lesson:
Today's objective: Students will revise their stories to include proper formatting and share it with a peer.
Today, I taught a lesson about how to properly format dialogue and how to add white space to your draft to make your writing more pleasing to a reader. Here are those notes:
Formatting
White space. Break up your paragraphs every time a new idea comes up or a shift in time or perspective happens.
Dialogue:
- Every single time a new character speaks- go to a new line.
- PUT YOUR PUNCTUATION INSIDE OF THE QUOTES.
- Exception to the rule: The student really wanted an “A”.
“No, she’s right! It does look better that way,” Sonny exclaimed.
“Dude, she is definitely stupid,” Reese said.
“Aw. how sad,” Breckin said.
“Shhhh” Matt interjected, “I am trying to hear her.”
Of course, I just made this all up on the fly, as I do. No students were rude today (or ever really) and no Ms. Minto feelings were hurt in the making of this lesson :)
Also, I shared with the kids MY final story. (remember this is a model text for the students which incorporates all of the lessons I have taught throughout the unit).
Active Engagement:
I split the desks into two different groups today. One side of the room as two desks paired an the other side of the room has rows. Students who are finished with their drafts got into paired desks, revised their stories for format, and also peer-reviewed stories.
The students who needed more writing time and more guidance sat on the other side of the room.
Closure:
I told students that their final short stories are due next class. I told them that if they could successfully answer all questions in the "short story check-in" they will know they are writing a successful story. I also posted the rubric I am using to assess their stories.
Day 14
(10-17 Aday, 10-18 Bday)
Poem A Day
This song has some amazing craft moves, and also speaks to the same theme as my model short story. It was a no-brainer. Plus its super fun to listen to really loudly and to sing too loudly to as well :)
Mini Lesson
Today's objective is: Students will make sure they have incorporated the following elements of fiction into their short stories: a theme, plot, character development, and author's craft moves.
First, I am going to review this worksheet that I would like all students to complete in Google Classroom.
Next, I will show students how my story draft is coming. You can check it out here.
Students helped me to write the next part- because I was stuck on the rap battle scene. (I do believe in modeling all aspects of the writing process lol).
This was a good opportunity for students to explore strategies for getting words onto the page.
Active Engagement
Students continued working on finishing their drafts of their short stories and I conferred one on one with them.
Closure
I told students that they would be sharing their drafts next class, so they need to make sure they have complete stories by then. I also collected their worksheets for today.
Mini Lesson
Today's objective is: Students will make sure they have incorporated the following elements of fiction into their short stories: a theme, plot, character development, and author's craft moves.
First, I am going to review this worksheet that I would like all students to complete in Google Classroom.
Next, I will show students how my story draft is coming. You can check it out here.
Students helped me to write the next part- because I was stuck on the rap battle scene. (I do believe in modeling all aspects of the writing process lol).
This was a good opportunity for students to explore strategies for getting words onto the page.
Active Engagement
Students continued working on finishing their drafts of their short stories and I conferred one on one with them.
Closure
I told students that they would be sharing their drafts next class, so they need to make sure they have complete stories by then. I also collected their worksheets for today.
Day 13
Poem A Day
This is a great song that contains a narrative which develops a theme and uses symbolism. Today we are talking about symbolism in class.
Mini Lesson
Today's objective is: Students will incorporate one symbol into their short story to add depth and meaning.
First we started by reviewing the lessons we have had about writing short stories so far:
Lesson One: create a character, give them a desire and a barrier
Lesson Two: Whats my theme? And how do I show it vs tell it?
And then we reviewed my model text and dove into Lesson Three: - how do I create a symbol which can make this story have more depth and meaning?
I discussed how I would use the hood throughout the story to represent the changing relationship between the teacher character in my story and the student character in the story. By the end of the story, the student will walk into class wearing no hood- finally open and receptive to the lessons and to his own growth as a person and writer.
Active Engagement:
Students went back to their drafts and continued working on them to incorporate symbolism.
Closure:
I asked students to have a complete rough draft by next class.
Mini Lesson
Today's objective is: Students will incorporate one symbol into their short story to add depth and meaning.
First we started by reviewing the lessons we have had about writing short stories so far:
Lesson One: create a character, give them a desire and a barrier
Lesson Two: Whats my theme? And how do I show it vs tell it?
And then we reviewed my model text and dove into Lesson Three: - how do I create a symbol which can make this story have more depth and meaning?
- Choose an object that will represent a bigger idea in your story.
- Use repetition; weave that object into your story - make sure it appears at the beginning, middle and end of the story.
- Choose an object that is typically symbolic of the idea you are going for
- Think about colors
I discussed how I would use the hood throughout the story to represent the changing relationship between the teacher character in my story and the student character in the story. By the end of the story, the student will walk into class wearing no hood- finally open and receptive to the lessons and to his own growth as a person and writer.
Active Engagement:
Students went back to their drafts and continued working on them to incorporate symbolism.
Closure:
I asked students to have a complete rough draft by next class.
Day 12
Poem A Day
Today I skipped the Poem A Day. This has been a crazy week with homecoming events, PSAT testing, and holidays. Crazy times call for a quick lesson and lots of practice time.
Mini Lesson
Today's objective is: Students will use one strategy they learn today to SHOW their story instead of TELL their story.
Today I began by reviewing what we did in our last class:
Lesson 1- create a character, give them a desire and a barrier
Next, we re-read my flash draft from last class. I discussed that my story does have an identifiable theme, but it is boring and has no action. It is more a SUMMARY than it is a STORY.
We reviewed the following strategies for showing vs telling:
Lesson 2
Whats my theme? And how do I show it vs tell it?
“No problem” I said with a smile. I turned to walk away.
Moments later, there was a hole in my wall.
Next I modeled revising my own draft with some "showing" instead of "telling."
Here is my sample:
He sat in the room, his hood on his head, even though he knows his hood is not allowed on his head. He looked up at me through the flash of black hair that fell over his eyes.
His gaze said, “Ms. I don’t want to do this.”
I swallow hard. I wish I could just say what I think, which is “of course you want to do this. You got this. You are even GOOD at this.”
But to show my cards this quickly would be a mistake.
We both know that we both have to play it cool if we want to get what we want.
I sit and think about what I really want.
What do I want?
I mean, if I am honest, I don’t want to be here trying desperately to convince a bunch of kids that it is worth their while to think thoughts and tell stories because it makes humanity richer and the whole world better off.
What I really want to be doing is watching my son play and hearing his laughter when he is delighted by the simple small things in the world.
I want to be sitting on the couch, curled up with a notebook in my lap where my ideas can all mingle together and make up new worlds.
I want to not be thinking about the bills I have to pay. I want to play instead.
I want to take a really long walk in the woods.
“I used the bathroom while eating pizza” I hear suddenly. “And it was number two!”
I am jolted out of my train of thought and suddenly remember where I am.
I am teaching a writing lesson.
... to be continued....
We reviewed ways I showed the story instead of telling it.
Active Engagement:
Students revisited their flash drafts and tried to use one of the above strategies for SHOWING their story instead of TELLING their story.
Closure:
I reminded students to continue working on their drafts. I would like one whole page at least by next class.
Today I skipped the Poem A Day. This has been a crazy week with homecoming events, PSAT testing, and holidays. Crazy times call for a quick lesson and lots of practice time.
Mini Lesson
Today's objective is: Students will use one strategy they learn today to SHOW their story instead of TELL their story.
Today I began by reviewing what we did in our last class:
Lesson 1- create a character, give them a desire and a barrier
Next, we re-read my flash draft from last class. I discussed that my story does have an identifiable theme, but it is boring and has no action. It is more a SUMMARY than it is a STORY.
We reviewed the following strategies for showing vs telling:
Lesson 2
Whats my theme? And how do I show it vs tell it?
- Action. Drop your reader into the middle of a scene.
- Dialogue - conversations between your characters. Use details like body language.
- Leave some things unsaid and then give insight into the narrator’s mind.
- “Listen, I looked at the draft and, well, I think” she scratched her head, “I think we have to go another direction.” “entirely.”
“No problem” I said with a smile. I turned to walk away.
Moments later, there was a hole in my wall.
- Give your reader 2 + 2. Never give them 4.
Next I modeled revising my own draft with some "showing" instead of "telling."
Here is my sample:
He sat in the room, his hood on his head, even though he knows his hood is not allowed on his head. He looked up at me through the flash of black hair that fell over his eyes.
His gaze said, “Ms. I don’t want to do this.”
I swallow hard. I wish I could just say what I think, which is “of course you want to do this. You got this. You are even GOOD at this.”
But to show my cards this quickly would be a mistake.
We both know that we both have to play it cool if we want to get what we want.
I sit and think about what I really want.
What do I want?
I mean, if I am honest, I don’t want to be here trying desperately to convince a bunch of kids that it is worth their while to think thoughts and tell stories because it makes humanity richer and the whole world better off.
What I really want to be doing is watching my son play and hearing his laughter when he is delighted by the simple small things in the world.
I want to be sitting on the couch, curled up with a notebook in my lap where my ideas can all mingle together and make up new worlds.
I want to not be thinking about the bills I have to pay. I want to play instead.
I want to take a really long walk in the woods.
“I used the bathroom while eating pizza” I hear suddenly. “And it was number two!”
I am jolted out of my train of thought and suddenly remember where I am.
I am teaching a writing lesson.
... to be continued....
We reviewed ways I showed the story instead of telling it.
Active Engagement:
Students revisited their flash drafts and tried to use one of the above strategies for SHOWING their story instead of TELLING their story.
Closure:
I reminded students to continue working on their drafts. I would like one whole page at least by next class.
Day 11
Instead of a Poem A Day warm up, students spent some time today finishing their poster projects from last class.
Mini-Lesson
Today's Objective is : Students will write a short story which develops a theme of your choice and uses author’s at least three craft moves.
Today we reviewed the "author's craft moves" they have noticed through our mentor texts of short stories. Here is the list we compiled:
Repetition
Personification
Hyperbole
Simile
Metaphor
Allusions
Imagery
Symbolism
Onomatopoeia
Alliteration
Next, I reviewed the essential elements of fiction:
Character development- When a character changes or learns a lesson
Conflict- give the character a problem and make them solve it
*Create a character, give them something they want (a desire/need) and put a barrier between them and it.
Plot- what happens in a story.
Setting- where a story happens
Theme- message, main idea, universal human understanding.
Active Engagement:
Students were asked to write a flash draft of a short story. The first goal for today was to create a character, give them a desire and put a barrier between them and their desire. Many students struggled in some of my classes with generating ideas. I conferred with each and then chose to do a bit of modelling for them. I made sure the draft was really bad- for two reasons. One: I wanted them to feel comfortable writing words on the page. Also, I am going to use this flash draft to model future lessons. I will improve this draft like crazy, so stay tuned. (the thought is that they will use each lesson for the next couple of weeks to improve their own drafts like crazy too).
Here is mine:
I really want to change my life because I am bored with what I do. I think I am bored with it because I feel like I am not effective or good at it. I mean, the problem has to be me, when all of the students seem to feel the same way when they walk into my door. I can’t reach them, and I feel like its not even worth it to try. I think that I will re-examine what is importatn in my life and just quit my job. Although, If I stick around and persevere, I might learn that my job is worthwhile even though it is hard sometimes.
Then, they wrote for the rest of class.
Closure:
I let students know I wanted at least a 1/2 page of writing on the page before next class.
Mini-Lesson
Today's Objective is : Students will write a short story which develops a theme of your choice and uses author’s at least three craft moves.
Today we reviewed the "author's craft moves" they have noticed through our mentor texts of short stories. Here is the list we compiled:
Repetition
Personification
Hyperbole
Simile
Metaphor
Allusions
Imagery
Symbolism
Onomatopoeia
Alliteration
Next, I reviewed the essential elements of fiction:
Character development- When a character changes or learns a lesson
Conflict- give the character a problem and make them solve it
*Create a character, give them something they want (a desire/need) and put a barrier between them and it.
Plot- what happens in a story.
Setting- where a story happens
Theme- message, main idea, universal human understanding.
Active Engagement:
Students were asked to write a flash draft of a short story. The first goal for today was to create a character, give them a desire and put a barrier between them and their desire. Many students struggled in some of my classes with generating ideas. I conferred with each and then chose to do a bit of modelling for them. I made sure the draft was really bad- for two reasons. One: I wanted them to feel comfortable writing words on the page. Also, I am going to use this flash draft to model future lessons. I will improve this draft like crazy, so stay tuned. (the thought is that they will use each lesson for the next couple of weeks to improve their own drafts like crazy too).
Here is mine:
I really want to change my life because I am bored with what I do. I think I am bored with it because I feel like I am not effective or good at it. I mean, the problem has to be me, when all of the students seem to feel the same way when they walk into my door. I can’t reach them, and I feel like its not even worth it to try. I think that I will re-examine what is importatn in my life and just quit my job. Although, If I stick around and persevere, I might learn that my job is worthwhile even though it is hard sometimes.
Then, they wrote for the rest of class.
Closure:
I let students know I wanted at least a 1/2 page of writing on the page before next class.
Day 10
Poem a Day
Today we continue our discussions about themes and how authors deliver those themes. This is a song the kids like, and the theme is pretty straight forward and easy to pinpoint- its a good way to get back into the lesson. (trigger alert- this song deals with the issue of suicide, but ends on a VERY hopeful note).
Mini Lesson
Today's Objective is: Students will compile a comprehensive list of the "author's craft" moves they have noticed so far this year in our mentor texts.
First, we will review our mentor texts:
1: The Last Leaf, O'Henry
2: The Nicest Kid in the Universe, Chuck Rosenthal
3: The Scared is Scared, Bianca Giaever
Then, I will introduce two new texts, one with audio storytelling, and the other visual: and students will notice author's craft moves as we watch/listen.
Mentor Text 4: Joy by Ashok Ramasubramanian
Mentor Text 5: Piper by Disney Pixar
Active Engagement:
Students have now explored FIVE mentor texts looking for ways the author's develop their chosen themes using "Authors craft" moves.
Now, students will work in groups to create posters which list and define all of the author's craft moves they have noticed in our mentor texts this year. We will post these anchor charts around the class so that students have a quick, easy, beautiful reminder of the things we have learned about author's craft so far this year.
Closure:
We ran out of time today for my grand plans, but I let students know that we would finish the posters in our next class instead of having a Poem A Day warm up.
Mini Lesson
Today's Objective is: Students will compile a comprehensive list of the "author's craft" moves they have noticed so far this year in our mentor texts.
First, we will review our mentor texts:
1: The Last Leaf, O'Henry
2: The Nicest Kid in the Universe, Chuck Rosenthal
3: The Scared is Scared, Bianca Giaever
Then, I will introduce two new texts, one with audio storytelling, and the other visual: and students will notice author's craft moves as we watch/listen.
Mentor Text 4: Joy by Ashok Ramasubramanian
Mentor Text 5: Piper by Disney Pixar
Active Engagement:
Students have now explored FIVE mentor texts looking for ways the author's develop their chosen themes using "Authors craft" moves.
Now, students will work in groups to create posters which list and define all of the author's craft moves they have noticed in our mentor texts this year. We will post these anchor charts around the class so that students have a quick, easy, beautiful reminder of the things we have learned about author's craft so far this year.
Closure:
We ran out of time today for my grand plans, but I let students know that we would finish the posters in our next class instead of having a Poem A Day warm up.
Day 9
Poem a Day
In today's poem a day, we are going to practice close-reading for little details. Soon, students will be performing their own analysis on a "short story" of their choice- this can include television shows, video games and music videos. That said, we are going to begin practicing close reading not only written texts, but visual texts as well.
Mini Lesson
Today's Objective: Students will name, and explain why the author used, the four moves they noticed in our mentor text.
In our last class, students slowwwwwwed down in their reading and looked very closely for "author's craft" or intentional decisions author's make. In one of my classes, we compared writers to artists or musicians and brainstormed a list of the various elements of art and music that those creators must consider and decide to use to compose their art (painters: colors, materials, brush strokes, lighting, texture, etc. musicians: notes, tempo, volume, instruments, harmony, etc) . Writers are no different.
Today, we are going to attempt to name the craft moves that the students noticed in our last class and devise theories as to why the writers used those particular moves.
First, students will share out their findings- I will record them on my own copy of the story which I used to model close reading in the last lesson. I will use my doc cam to show students all of the "marking up" I am doing on the text as they share their "noticings" with me.
Next, I will name a few of the things they noticed. For example. in most classes students noticed the line from the story that said "In fact as the moon got bigger and bigger and one night got so big and white he thought it would suck his bones and maybe the bones of the whole world..."
I will try to name this- clearly there is some figurative language. Moons dont really suck bones (although I am sure someone will mention the fact that the moon does create tides in our oceans and pulls on us because gravity is a thing... so it does kind of suck...lol) I will call it "personification" or "hyperbole" because of the last part of the sentence. Maybe it is imagery. I mean, I can see that big, whitem bone-sucking moon in my mind. I want students to understand that their analysis won't always be clear-cut and that they can acknowledge the complexity of writing choices.
Then I will come up with a theory for why the writer chose to use this type of language.
Active Engagement
Students will revisit their "noticings" and try to name the moves and explain why the author might have used those moves.
This is meant to help strengthen student's analysis and close-reading skills.
Next, it was time to see if students could TRANSFER this skill of close-reading to another text.
Students worked on chromebooks to complete this assignment where they found four noticings from The Last Leaf (our first mentor text) and had to name the noticing and come up with a theory for why the writer used it.
Closure:
Students will share out their findings and hopefully this will lead to a discussion about different theories.
Also, for homework: Students will also choose a short story of their choice to analyze on their own next week.
Mini Lesson
Today's Objective: Students will name, and explain why the author used, the four moves they noticed in our mentor text.
In our last class, students slowwwwwwed down in their reading and looked very closely for "author's craft" or intentional decisions author's make. In one of my classes, we compared writers to artists or musicians and brainstormed a list of the various elements of art and music that those creators must consider and decide to use to compose their art (painters: colors, materials, brush strokes, lighting, texture, etc. musicians: notes, tempo, volume, instruments, harmony, etc) . Writers are no different.
Today, we are going to attempt to name the craft moves that the students noticed in our last class and devise theories as to why the writers used those particular moves.
First, students will share out their findings- I will record them on my own copy of the story which I used to model close reading in the last lesson. I will use my doc cam to show students all of the "marking up" I am doing on the text as they share their "noticings" with me.
Next, I will name a few of the things they noticed. For example. in most classes students noticed the line from the story that said "In fact as the moon got bigger and bigger and one night got so big and white he thought it would suck his bones and maybe the bones of the whole world..."
I will try to name this- clearly there is some figurative language. Moons dont really suck bones (although I am sure someone will mention the fact that the moon does create tides in our oceans and pulls on us because gravity is a thing... so it does kind of suck...lol) I will call it "personification" or "hyperbole" because of the last part of the sentence. Maybe it is imagery. I mean, I can see that big, whitem bone-sucking moon in my mind. I want students to understand that their analysis won't always be clear-cut and that they can acknowledge the complexity of writing choices.
Then I will come up with a theory for why the writer chose to use this type of language.
Active Engagement
Students will revisit their "noticings" and try to name the moves and explain why the author might have used those moves.
This is meant to help strengthen student's analysis and close-reading skills.
Next, it was time to see if students could TRANSFER this skill of close-reading to another text.
Students worked on chromebooks to complete this assignment where they found four noticings from The Last Leaf (our first mentor text) and had to name the noticing and come up with a theory for why the writer used it.
Closure:
Students will share out their findings and hopefully this will lead to a discussion about different theories.
Also, for homework: Students will also choose a short story of their choice to analyze on their own next week.
Day 8
Poem a Day
This is a wonderful video featuring two of my former students and current NMHS juniors. We watched the video and I asked students to identify the theme of the video/song and how they know.
Here we are, with seven lessons under our belts, and students are really starting to show new depths of thought. Here are a few of their responses in my A4 class:
POEM A DAY “7 Years” Lukas Graham
What is the theme?
Don’t waste your time in life; it is valuable
How do you know? (You can use details from either the song or the video, or both!)
Noticings: There is a real curve in the perception of time as you age- when you get older time seems to go faster. The song is about time.
At the start, the dancing of the seven year old was a lot slower, the dancing got faster once the character was in his thirties- The dancing is ___SYMBOLIC___ of the change in passage of time....
Also, there is much more time in the song spent on the younger ages- he goes from seven to eleven and spends a lot of time there because time moves slower when you are younger. When he gets older, he goes directly from 30 to 60.
The tone is depressing- the sound of the song is sad.
It depends on how you take it- you could think its sad because you’re gonna die in the end,. But its also beautiful because you have a whole life to live and experience.
Its like a paradox.
I was very proud to see students dig so deep and carry each other's thoughts through fully. What a wonderful warm-up!
Mini Lesson
Today's Objective: Students will perform a close-read of a text and identify at least four craft moves used by the author.
After students shared their slideshow presentations of their close-reading of flash fiction, it was clear to me that they needed a little more information about how to perform a close-read and what to look for. So I wanted to slow down and zoom in today on one of the pieces of flash fiction some of the groups analyzed.
First, I defined "close-read" and the difference between that and reading a text for the first time. Next, I clarified what I mean when I say we are "looking for author's craft."
“Craft” is: the choices a writer makes.
That’s it.
When we read a story for the first time, we are taking on the role of a reader. We simply kick back, listen to the story, find out what happens to the characters and how their conflicts are resolved. This alone, is enough to entertain us.
That said, most writers make intentional decisions in their writing in order to create a more dramatic response to their stories.
Students got a copy of the story "The Nicest Kid in the Universe" by Chuck Rosenthal. I used my doc cam to show them how I would look for author's craft.
In the first few paragraphs I noticed out loud the varying lengths of sentences and paragraphs (he mashes up long run on sentences and short, fragments), the multiple allusions to other stories, and the tone.
Active Engagement
Students got into pairs to finish close-reading the story for four more craft moves used by the author.
Closure
We shared out our findings. This lesson went really well, and reinforced some of the skills I feel are necessary before we move on to deeper analysis of longer texts.
Here we are, with seven lessons under our belts, and students are really starting to show new depths of thought. Here are a few of their responses in my A4 class:
POEM A DAY “7 Years” Lukas Graham
What is the theme?
Don’t waste your time in life; it is valuable
How do you know? (You can use details from either the song or the video, or both!)
Noticings: There is a real curve in the perception of time as you age- when you get older time seems to go faster. The song is about time.
At the start, the dancing of the seven year old was a lot slower, the dancing got faster once the character was in his thirties- The dancing is ___SYMBOLIC___ of the change in passage of time....
Also, there is much more time in the song spent on the younger ages- he goes from seven to eleven and spends a lot of time there because time moves slower when you are younger. When he gets older, he goes directly from 30 to 60.
The tone is depressing- the sound of the song is sad.
It depends on how you take it- you could think its sad because you’re gonna die in the end,. But its also beautiful because you have a whole life to live and experience.
Its like a paradox.
I was very proud to see students dig so deep and carry each other's thoughts through fully. What a wonderful warm-up!
Mini Lesson
Today's Objective: Students will perform a close-read of a text and identify at least four craft moves used by the author.
After students shared their slideshow presentations of their close-reading of flash fiction, it was clear to me that they needed a little more information about how to perform a close-read and what to look for. So I wanted to slow down and zoom in today on one of the pieces of flash fiction some of the groups analyzed.
First, I defined "close-read" and the difference between that and reading a text for the first time. Next, I clarified what I mean when I say we are "looking for author's craft."
“Craft” is: the choices a writer makes.
That’s it.
When we read a story for the first time, we are taking on the role of a reader. We simply kick back, listen to the story, find out what happens to the characters and how their conflicts are resolved. This alone, is enough to entertain us.
That said, most writers make intentional decisions in their writing in order to create a more dramatic response to their stories.
Students got a copy of the story "The Nicest Kid in the Universe" by Chuck Rosenthal. I used my doc cam to show them how I would look for author's craft.
In the first few paragraphs I noticed out loud the varying lengths of sentences and paragraphs (he mashes up long run on sentences and short, fragments), the multiple allusions to other stories, and the tone.
Active Engagement
Students got into pairs to finish close-reading the story for four more craft moves used by the author.
Closure
We shared out our findings. This lesson went really well, and reinforced some of the skills I feel are necessary before we move on to deeper analysis of longer texts.
Day 7
Poem a Day
This is a great narrative with some figurative language. The theme is clear and easy for them to pick up on, so it makes for a great introduction to today's lesson about themes in narratives.
Mini-lesson:
Objective: Students will read flash fiction, identify a theme, and explain how the author used figurative language to develop that theme.
Today students shared their presentations about themes and figurative language in Flash Fiction.
I celebrated what they did well and added any information I felt was necessary.
Active Engagement:
Next, I collected another baseline assessment. I am really trying to understand where students are in their analysis and communication skills so that I can tailor-make my lessons for these students.
I asked students to pick their favorite Poem a day so far, and write an essay that summarizes the poem, identifies the theme, and explains how the theme is developed throughout the poem.
Closure:
I made sure there were no questions about the assignment and reminded students that this essay is due next class.
Mini-lesson:
Objective: Students will read flash fiction, identify a theme, and explain how the author used figurative language to develop that theme.
Today students shared their presentations about themes and figurative language in Flash Fiction.
I celebrated what they did well and added any information I felt was necessary.
Active Engagement:
Next, I collected another baseline assessment. I am really trying to understand where students are in their analysis and communication skills so that I can tailor-make my lessons for these students.
I asked students to pick their favorite Poem a day so far, and write an essay that summarizes the poem, identifies the theme, and explains how the theme is developed throughout the poem.
Closure:
I made sure there were no questions about the assignment and reminded students that this essay is due next class.
Day 6
Poem a Day
Today's lesson is a continuation of yesterday's, so in the interest of time, we are skipping a poem today, but we will talk about the relevance of the above quote to our work :)
Today's lesson is a continuation of yesterday's, so in the interest of time, we are skipping a poem today, but we will talk about the relevance of the above quote to our work :)
Mini-Lesson:
Today's objective: Students will read flash fiction, identify a theme, and explain how the author used figurative language to develop that theme.
In our last class, I modelled close reading- specifically looking for theme and figurative language. Students then got into groups, tackled a new text and close-read for these same features.
Today, it is time to tackle the next half of the objective : "and explain how the author used figurative language to develop that theme."
In order to do that, I am sharing and explaining three exemplar slideshows from previous years where students had the same objective. This will give my new students criteria for success. In other words, they will be able to assess their own work and make sure they are understanding the lesson.
Active Engagement:
Students will finish their slideshows and present if we have time.
Closure:
Students were asked to think about a piece of media they might want to analyze and bring a few choices to class next week.
Today's objective: Students will read flash fiction, identify a theme, and explain how the author used figurative language to develop that theme.
In our last class, I modelled close reading- specifically looking for theme and figurative language. Students then got into groups, tackled a new text and close-read for these same features.
Today, it is time to tackle the next half of the objective : "and explain how the author used figurative language to develop that theme."
In order to do that, I am sharing and explaining three exemplar slideshows from previous years where students had the same objective. This will give my new students criteria for success. In other words, they will be able to assess their own work and make sure they are understanding the lesson.
Active Engagement:
Students will finish their slideshows and present if we have time.
Closure:
Students were asked to think about a piece of media they might want to analyze and bring a few choices to class next week.
Day 5
Poem a Day
Lyrics are here. It's a great song, and we found metaphors and allusions (nice review). We tried to figure out the theme.
Mini-lesson:
Today's objective: Students will read flash fiction, identify a theme, and explain how the author used figurative language to develop that theme.
I modeled this behavior by showing students how I annotated the first page of my copy of "The Last Leaf". I showed them the imagery I noticed, the foreshadowing, and the repetition of colors or phrasing. I showed them the similes I found and the rich personification.
Then, as a class, students shared out what they noticed (I asked them to find three things for homework last class) and I collected their responses on a Google doc. I posted this to Google Classroom for students to reference.
Together we attempted to
-identify a theme or themes
and find
-symbolism, imagery and personification
Active Engagement:
Students worked together in small groups to read a new piece of Flash Fiction. Each group read a different story. Then students were asked to work in their groups to identify figurative language in that story, attempt to figure out a/some theme(s), and create a slideshow to present their story to the class. The directions are here.
I used the following stories:
"Here's another Ending" by Diane Williams
"The Nicest Kid in the Universe" by Chuck Rosenthal
"What Happened During the Ice Storm" by Jim Heynen
"Snow" by Julia Alvarez
Closure:
THIS WAS A TWO DAY LESSON. STUDENTS FINISHED THEIR PRESENTATIONS IN THE NEXT CLASS AND PRESENTED TOWARD THE END. My classes have a wide range of student numbers and abilities- it is a challenge to keep them all on the same pace.
Mini-lesson:
Today's objective: Students will read flash fiction, identify a theme, and explain how the author used figurative language to develop that theme.
I modeled this behavior by showing students how I annotated the first page of my copy of "The Last Leaf". I showed them the imagery I noticed, the foreshadowing, and the repetition of colors or phrasing. I showed them the similes I found and the rich personification.
Then, as a class, students shared out what they noticed (I asked them to find three things for homework last class) and I collected their responses on a Google doc. I posted this to Google Classroom for students to reference.
Together we attempted to
-identify a theme or themes
and find
-symbolism, imagery and personification
Active Engagement:
Students worked together in small groups to read a new piece of Flash Fiction. Each group read a different story. Then students were asked to work in their groups to identify figurative language in that story, attempt to figure out a/some theme(s), and create a slideshow to present their story to the class. The directions are here.
I used the following stories:
"Here's another Ending" by Diane Williams
"The Nicest Kid in the Universe" by Chuck Rosenthal
"What Happened During the Ice Storm" by Jim Heynen
"Snow" by Julia Alvarez
Closure:
THIS WAS A TWO DAY LESSON. STUDENTS FINISHED THEIR PRESENTATIONS IN THE NEXT CLASS AND PRESENTED TOWARD THE END. My classes have a wide range of student numbers and abilities- it is a challenge to keep them all on the same pace.
Day 4
Poem a Day
I love to use this song when I am teaching symbolism. It strikes a perfect balance between being kind of hard for the kids to grasp, but also obvious enough for them to get there on their own in small groups with some discussion. It's great to hear what they think the sunglasses represent!
Mini-lesson:
Today's objective: Students will identify and discuss symbols that authors use to develop themes.
I wanted to reinforce our discussion about short stories from last week, today so we reviewed our notes from last week.
I told them that today we would focus on how writers use symbols in stories to develop bigger ideas and add depth to short works. I asked students to define symbolism in small groups and to come up with a few examples.
Active Engagement:
Next, we read "The Last Leaf" by O'Henry and searched for symbols he used. I used a document camera to show students on the smart board how I like to annotate looking for symbolism as we read as a whole group- students watched me and were also asked to annotate their own documents for symbolism. I annotated for the first few pages and then stopped so they could try on their own.
Students are having an easier time identifying important objects, and trying to suss out the deeper meaning behind those objects. When I asked them to tie it to the theme, things became tricky. So, we discussed and defined theme.
Closure:
We watched this adorable short film and tried to find the theme- just to practice what we just reviewed. We will pick up with our discussion of theme next class.
Finally, I asked students to re-read their "Last Leaf" stories and to find at least three examples of figurative language- whether they know what kind it is or not- and to come to class prepared with these next time.
Mini-lesson:
Today's objective: Students will identify and discuss symbols that authors use to develop themes.
I wanted to reinforce our discussion about short stories from last week, today so we reviewed our notes from last week.
I told them that today we would focus on how writers use symbols in stories to develop bigger ideas and add depth to short works. I asked students to define symbolism in small groups and to come up with a few examples.
Active Engagement:
Next, we read "The Last Leaf" by O'Henry and searched for symbols he used. I used a document camera to show students on the smart board how I like to annotate looking for symbolism as we read as a whole group- students watched me and were also asked to annotate their own documents for symbolism. I annotated for the first few pages and then stopped so they could try on their own.
Students are having an easier time identifying important objects, and trying to suss out the deeper meaning behind those objects. When I asked them to tie it to the theme, things became tricky. So, we discussed and defined theme.
Closure:
We watched this adorable short film and tried to find the theme- just to practice what we just reviewed. We will pick up with our discussion of theme next class.
Finally, I asked students to re-read their "Last Leaf" stories and to find at least three examples of figurative language- whether they know what kind it is or not- and to come to class prepared with these next time.
Day 3
Poem a Day
Here we discussed conflict in the song- in some classes it was organic, as our last lesson was about conflict in storytelling :) In other classes, I made sure to bring it up to reactivate all that goodness.
We also discussed the symbolism in the song- there are many important objects that represent bigger ideas- the shoes, the air bubble, the laces, the parachute, etc. This song always leads to a lot of great discussion- even among my reluctant learners- this year many of them knew the song already and therefore had more insight to offer on the themes and ideas than those who were hearing it for the first time.
Mini-lesson:
Today I introduced the project that students are going to begin working on. I like to give the students outlines of their objectives and goals for each unit at the beginning, so they know what they are working toward. This way, their work is more purposeful.
Next, today's objective is to define the short story genre. We watched this video to review. One takeaway is that short stories are narratives that convey or revolve around a theme. Writers of short stories use narrative techniques to deliver their theme, entertain the reader, or make them think.
As a group we discussed the video, and then brainstormed literary devices that authors use to impact readers. This was a way of checking their prior knowledge, and getting on the same page, speaking the same academic language- very useful at the beginning of the year. I used the list my classes came up with to create this study guide for a quiz on literary devices. I wanted students to know that we would be using all of these terms all year, and that I was not going to bother defining them over and over- they needed to commit them to memory. I reinforced this by using the poems a day throughout the unit to show examples of each literary device.
Active Engagement:
Today I am collecting baseline data for narrative writing. I want to see what kind of skills they have now- before they take my class. This will help me assess their growth. They answered this simple prompt in class today.
Closure:
I reminded students that their original stories were due next class and we wrapped it up.
We also discussed the symbolism in the song- there are many important objects that represent bigger ideas- the shoes, the air bubble, the laces, the parachute, etc. This song always leads to a lot of great discussion- even among my reluctant learners- this year many of them knew the song already and therefore had more insight to offer on the themes and ideas than those who were hearing it for the first time.
Mini-lesson:
Today I introduced the project that students are going to begin working on. I like to give the students outlines of their objectives and goals for each unit at the beginning, so they know what they are working toward. This way, their work is more purposeful.
Next, today's objective is to define the short story genre. We watched this video to review. One takeaway is that short stories are narratives that convey or revolve around a theme. Writers of short stories use narrative techniques to deliver their theme, entertain the reader, or make them think.
As a group we discussed the video, and then brainstormed literary devices that authors use to impact readers. This was a way of checking their prior knowledge, and getting on the same page, speaking the same academic language- very useful at the beginning of the year. I used the list my classes came up with to create this study guide for a quiz on literary devices. I wanted students to know that we would be using all of these terms all year, and that I was not going to bother defining them over and over- they needed to commit them to memory. I reinforced this by using the poems a day throughout the unit to show examples of each literary device.
Active Engagement:
Today I am collecting baseline data for narrative writing. I want to see what kind of skills they have now- before they take my class. This will help me assess their growth. They answered this simple prompt in class today.
Closure:
I reminded students that their original stories were due next class and we wrapped it up.
Day 2
Poem a Day
This is a classic (if you were born in 1985 lol). It's all about conflict- and so is today's lesson.
*My A day classes were cut short on the first day of school, so their classes may have varied a bit- all the same points were still hit eventually...
This is a classic (if you were born in 1985 lol). It's all about conflict- and so is today's lesson.
*My A day classes were cut short on the first day of school, so their classes may have varied a bit- all the same points were still hit eventually...
Mini-lesson
Today we discussed how humanity and the complexity of our situation (keeping it light for the first "lesson" lesson. We watched this great TED talk (language alert) about Humans and I asked students, "What is the speaker saying about humanity?" This led to a great discussion!!
I wrapped up the discussion by telling students that this course would focus on humans- since most literature and media is written by humans, for humans, about humans. So, studying literature is studying humanity. Good times. Real world connections abound.
Active Engagement:
Students were asked in the last class to bring a notebook in today for all of their English class work. I supplied composition notebooks for any students who could not afford one or couldn't bring one for any reason.
After discussing my expectations for responses to literature, we practiced our first response to literature- the focus of this response is "Conflict".
Students read "The Appalachian Trail" by Bruce Eason and responded to these prompts.
Closure:
Students discussed their ideas about the central conflicts and it was interesting to see how differently students interpreted the conflicts and the characters in the story and their relationship. We had a whole discussion about reader-response theory which was cool and unexpected.
Today we discussed how humanity and the complexity of our situation (keeping it light for the first "lesson" lesson. We watched this great TED talk (language alert) about Humans and I asked students, "What is the speaker saying about humanity?" This led to a great discussion!!
I wrapped up the discussion by telling students that this course would focus on humans- since most literature and media is written by humans, for humans, about humans. So, studying literature is studying humanity. Good times. Real world connections abound.
Active Engagement:
Students were asked in the last class to bring a notebook in today for all of their English class work. I supplied composition notebooks for any students who could not afford one or couldn't bring one for any reason.
After discussing my expectations for responses to literature, we practiced our first response to literature- the focus of this response is "Conflict".
Students read "The Appalachian Trail" by Bruce Eason and responded to these prompts.
Closure:
Students discussed their ideas about the central conflicts and it was interesting to see how differently students interpreted the conflicts and the characters in the story and their relationship. We had a whole discussion about reader-response theory which was cool and unexpected.
Day 1
Welcome To Ms. Minto's Classroom
Welcome to my classroom blog where I intend to post my daily lessons for my freshman classes this school year 2017-18.
Today is the first day of school, and in my class, it is all about establishing a positive and fun rapport, and setting up classroom routines.
I started today with the same ice breaker I use every year: I stare awkwardly at my students as I take attendance for the first time. The purpose is three-fold. One: To remember 120 names in a day is challenging. This helps. Two: It makes the students feel really weird and uncomfortable and unsure of me- I look at it as a catharsis. Now that they have felt all these ways, there is no need to fear these emotions in our future together. Finally: it is hilarious, and makes me laugh and makes them laugh. It works every time.
Next, I showed this fun slideshow, to allay the concerns of the students; they always want to know the silly, boring details instead of all the "good stuff." So, I get all that other stuff out of the way early. I breeze through this quickly, and I almost NEVER mention school rules on my first day. Why? Because inevitably, ALL of their other teachers mention NOTHING but rules on the first day- so I assume the kids GET IT at this point.
Next, students introduce themselves briefly, and I launch into the first Poem a Day and the instructions for said activity.
Each day's activities will be broken into four sections, and, so will each of my blogs: Poem a Day, Mini-lesson, Active Engagement, and Closure. I like to open with the poem/song, then have a short mini lesson, where I teach a new skill, model a new skill, demonstrate a new skill, or we read and discuss new content. Active Engagement is most of the class, where students practice whatever the lesson is, and work with their peers. Finally is Closure, where I check for understanding and wrap up the learning objectives.
Poem A Day:
Welcome to my classroom blog where I intend to post my daily lessons for my freshman classes this school year 2017-18.
Today is the first day of school, and in my class, it is all about establishing a positive and fun rapport, and setting up classroom routines.
I started today with the same ice breaker I use every year: I stare awkwardly at my students as I take attendance for the first time. The purpose is three-fold. One: To remember 120 names in a day is challenging. This helps. Two: It makes the students feel really weird and uncomfortable and unsure of me- I look at it as a catharsis. Now that they have felt all these ways, there is no need to fear these emotions in our future together. Finally: it is hilarious, and makes me laugh and makes them laugh. It works every time.
Next, I showed this fun slideshow, to allay the concerns of the students; they always want to know the silly, boring details instead of all the "good stuff." So, I get all that other stuff out of the way early. I breeze through this quickly, and I almost NEVER mention school rules on my first day. Why? Because inevitably, ALL of their other teachers mention NOTHING but rules on the first day- so I assume the kids GET IT at this point.
Next, students introduce themselves briefly, and I launch into the first Poem a Day and the instructions for said activity.
Each day's activities will be broken into four sections, and, so will each of my blogs: Poem a Day, Mini-lesson, Active Engagement, and Closure. I like to open with the poem/song, then have a short mini lesson, where I teach a new skill, model a new skill, demonstrate a new skill, or we read and discuss new content. Active Engagement is most of the class, where students practice whatever the lesson is, and work with their peers. Finally is Closure, where I check for understanding and wrap up the learning objectives.
Poem A Day:
I chose this to be my first Poem a Day because it captures the melancholy we all feel on the first day of school, as the sweet summer, and all of its hopes and dreams and promises, draw to a close. Also there is some great figurative language that I want to review with these students who have just spent the last three months forgetting what a metaphor is.
Mini-lesson:
Students are introduced to the class and to me with this adorable slideshow.
Active Engagement:
Students Introduce themselves. Then participate in an activity called "Write Something." Students can write fiction, or nonfiction, about themselves, or their summer, or anything at all. I tell them I am looking for a 250-500 word sample of their writing skills. It helps me to get to know them, and know what we are working with. I learn which skills need reinforcement, which can be skipped right off, and which may need introductions.
Closure:
I answer any questions the students may have, and we dismiss.
Day one: In the books.
Mini-lesson:
Students are introduced to the class and to me with this adorable slideshow.
Active Engagement:
Students Introduce themselves. Then participate in an activity called "Write Something." Students can write fiction, or nonfiction, about themselves, or their summer, or anything at all. I tell them I am looking for a 250-500 word sample of their writing skills. It helps me to get to know them, and know what we are working with. I learn which skills need reinforcement, which can be skipped right off, and which may need introductions.
Closure:
I answer any questions the students may have, and we dismiss.
Day one: In the books.