Wednesday, June 13, 2018

Daily Agenda: Wednesday, May 13

We finished up our final day of classes with a variety of activities:

  • We had a parts of speech quiz on all 8 parts of speech.
  • Each student received the summer reading assignment for Intro to Lit or Honors Intro to Lit.
  • With a graphic organizer, we thought through the perspective to write about on the final exam, and chose one or two core texts to focus on.
  • We had a discussion on the Terezin Project and branched out from there to a discussion about all of our books.  The questions for the discussion are here.
HW Eng:  

1. Think about your perspective for the final exam written question.  What text will you write about?  Prepare some ideas on the graphic organizer (optional).  Print out the anthology poem you will read to the class on the day of your final exam.

2. Bring all books due to the Harvard Public Library, Bromfield School Library, and classroom library to Ms. H. tomorrow.  Please bring the books during A, C, and G periods and stop by the classroom if you are in B and F classes, which will not be in ELA on Thursday, May 14.  If you have any copies of any book from ELA, please bring it and pass it back.  You can hold onto To Kill a Mockingbird until the day of your final.

Monday, June 11, 2018

Daily Agenda: Monday, May 11

Today we had a final review of the 8 parts of speech, focusing on twenty questions on page 84 of the yellow grammar book in the classroom.

We also read and discussed Tom Robinson's death.  Why do you think Tom ran?

HW Eng:
1. Finish reading To Kill a Mockingbird for Wednesday's class.  As you read pages 324-376, you'll know a) Who is injured? b) Who is the killer? and c) Who is the perpetrator?  A perpetrator is someone who carries out an awful crime, and there is indeed an awful crime in the final fifty pages of this story.

2) Read and enjoy your quarter 4 choice book!  Please plan to return all books to Ms. Hodgens on Thursday -- class books, classroom library books, school library books, and Harvard Public Library books. 

Friday, June 8, 2018

Daily Agenda: Friday, May 8

We started class with a reading check quiz on the conclusion of the trial.

Next, each student submitted their peer review work for the poem on Google classroom.

We reviewed parts of speech, with an emphasis on prepositional phrases. 

The Terezin survey was a place to write ideas about yesterday's performance.  On Monday, we'll have a class discussion about the performance.

And finally, we began watching the trial scene in To Kill a Mockingbird.  Gregory Peck stars as Atticus, and Brock Peters plays Tom Robinson.

HW Eng: 1. Skim chapter 24 and read chapter 25 in TKAM.  2. Read and enjoy your quarter 4 choice book.

Wednesday, June 6, 2018

Daily Agenda: Wednesday, June 6 and Thursday, June 7

Though the final exam will not have a final component on the parts of speech, it is important for you to understand the role grammar will continue to play in ninth grade English.  We looked over the grammar assessment on "Shooting an Elephant" and a passage from Atticus's speech on Wednesday and Thursday, learning more about the prepositional phrase formula.

We prepared for a special performance on Thursday: the Terezin Project.

First, we briefly compared pages 241-260 in To Kill a Mockingbird to The Boys Who Challenged Hitler.  This creates some background understanding for the performance, which takes place at a concentration camp during World War Two in which art and friendship had an outcome.  

Then we read through these two articles to prepare further understanding of tomorrow's performance:

Terezin Concentration Camp: History and Overview

Children's Drawings from the Terezin Ghetto

Finally, it is time to respond to the peer review feedback you got last night and to polish up your poem for the anthology.    Please respond to the feedback from your peer review partner and then make revisions.  Here is a sample revision.  

Please write 1-2 sentences per stanza of your poem to explain the implicit or explicit connection to your quarter 4 choice book. Please include brief quotes as you do so.

For example, for the first stanza in "Summer," this is the 1-2 sentence explanation:

Like the narrator, Scout adores summer as a state of mind and a place in nature. "Summer was Dill." 

Next I would move on to 1-2 sentences about the next stanza, and so on.

Please let me know if you have questions.

Include this writing under the poem itself.

The document you submit on Google classroom tomorrow should be your poem title in quotes and then your last name.

There was a lot of time to read and write poetry and response to the peer review partner for Thursday's C, F and G classes.

HW Eng: 1. React to your partner's feedback on the peer review sheet; revise and submit your poem with brief, 1-2 sentence explanations of how each stanza relates to your quarter 4 choice book. If you would like to publish anything else in the anthology, include that writing with what you submit on Google classroom tonight for the poetry anthology assignment. 2. Read pages 260-300 for Friday.  

Tuesday, June 5, 2018

Daily Agenda: Tuesday, May 5

Today's Plan:  Pop quiz today.  Get to know the new cast of characters from the trial in small group discussions.  Continue reading To Kill a Mockingbird in class and begin the poetry peer review.  You may peer review with a partner of your choice in your grade.

HW Eng:  Read Chapters 241-660 in To Kill a Mockingbird for Wednesday.  Complete the peer review for your partner's poem.  

The final exam was shared, and the best way to prepare is here:

1) Continue the thinking, brainstorming, and writing.  There are lots of ways you can write out a few ideas to prepare.  What have been the ways you have found most helpful to brainstorm for any piece of writing this year?


2) Choose any writers' workshop piece of writing which you will read to your classmates -- a piece of writing written in class this year comes from our writers' workshop.  Most people will probably read their poem for the anthology.  Your reading should be approximately 1-2 minutes long.

Monday, June 4, 2018

Daily Agenda: Monday, June 4

Today, we had Poetry Circle discussions on Chapters 15 and 16 of TKAM.  Chapter 15 is the "mob scene," where Scout talks about what's interesting to Mr. Cunningham and his Old Sarum Ku Klux Klan-like gang out of lynching Tom Robinson, who Atticus guards in his fiery pursuit of justice.  The trial starts in Chapter 16, as the whole town comes to watch.

The poems are by classic and recent American poets from the 1800s to the present.  The poetry circle roles are here.

Students received back the literary devices survey, twenty questions from last week, and the "Building Bridges" assignment OR turned it in at the end of class if finished over the weekend.  C period students -- please turn in "Building Bridges" on Tuesday if necessary.

HW Eng: Read 220-240 in TKAM and type up the poem you drafted on Friday or today in response to how "Building Bridges" relates to your Q4 choice book.

Friday, June 1, 2018

Daily Agenda: Friday, June 1

Today we brought our thoughts on To Kill a Mockingbird and the fourth quarter choice books to a photo exhibit called "Building Bridges," about the stories of immigrants, refugees, and asylum seekers in our state. 

After silently observing, viewing, and reading stories from many individuals, it was time to answer questions 1, 2, and 11 (a poem) in the attached packet.

HW Eng (due Monday): 1. Read pages 208-220 in To Kill a Mockingbird.  2. If you did not finish questions 1 and 2 in the "Building Bridges" packet, please finish writing your responses this weekend.  We will write #11, a poem, in class on Monday.