Pre Ap b Days
Reminders...
- 1B: Click here for your Google Folder
- 4B: Click here for your Google Folder
- Our current text is Persepolis. Click here for a pdf of Persepolis.
syllabus_2019.docx | |
File Size: | 19 kb |
File Type: | docx |
May 31, 2019
Students spent the class period working on their mock English II EOC.
May 29, 2019
Students had their tutorial for the English II EOC, and then spent the rest of the class continuing to watch the film.
May 24, 2019
First period attended the all school awards day, while second period read "The Key," "The Wine," and "The Cigarette" as a class before beginning to watch the film version of Persepolis.
May 22, 2019
Students began class by doing a perspective activity by looking at several pictures and working with their point of view. They then moved on by reading the chapters titled "The F-14s" and "The Jewels" and using the instructions below to work with POV. Any extra time was used to work on their vignettes.
Students spent the class period working on their mock English II EOC.
May 29, 2019
Students had their tutorial for the English II EOC, and then spent the rest of the class continuing to watch the film.
May 24, 2019
First period attended the all school awards day, while second period read "The Key," "The Wine," and "The Cigarette" as a class before beginning to watch the film version of Persepolis.
May 22, 2019
Students began class by doing a perspective activity by looking at several pictures and working with their point of view. They then moved on by reading the chapters titled "The F-14s" and "The Jewels" and using the instructions below to work with POV. Any extra time was used to work on their vignettes.
perspectives_persepolis.jpg | |
File Size: | 541 kb |
File Type: | jpg |
May 20, 2019
Students began class by reading the chapters entitled "The Sheep" and "The Trip," and then moved on by beginning to work on their Persepolis Vignette Creation, which can be found here.
May 16, 2019
Students began class by discussing what made a hero and personal heroes they had in their own lives. They then moved on by reading chapters seven and eight and filling out an analysis based on it that can be found here.
May 14, 2019
Students read chapters five and six, and then moved on by finishing their anticipation guide, as well as beginning to work on their discussion board. The anticipation guide was due at the end of class time, and the discussion board is due on Thursday.
May 10, 2019
Students read chapter four, and then worked on their anticipation guides today in class, using this document and the sources below to answer if they agreed or disagreed with each statement.
Click here for your anticipation guide sources for Friday, May 10!
May 8, 2019
Students finished any leftover work in their analysis packet from Monday, and they moved on by working on a reflection for AP Semianr.
May 6, 2019
Students spent the class reading chapters 2-3 in Persepolis, and then moved on by filling out the analysis using the packet that can be found here.
May 2, 2019
Students did their presentations in class today, following along with any resources provided for them by the presenting group.
April 29, 2019
Students began class by reading the first chapter in Persepolis, and then moved on by continuing to work on their webquests in the media center.
April 25, 2019
Students began class by looking at three different images as well as a video, discussing it among themselves and as a class to get a better understanding on how to analyze visual media. They then moved on by being introduced to their Persepolis webquest using the folders above.
April 23, 2019
Students spent the class watching Rabbit Proof Fence, using the film to connect the ideas of colonialism.
April 11, 2019
Students spent the class doing a speaking and listening activity using questions they can find here and responding in the form of a discussion.
April 9, 2019
Students began class by turning in their podcast components, and then moved on by starting their speaking and listening activity by answering the following questions and sharing them with the class.
1. A box is invented that creates perfect happiness. The moment that you’re put into it, you forget your past life and are put into a computer simulation of your perfect version of life where you live until you die. Why or why don’t you choose to get into the box? (2 minutes)
2. That was my best question…What is your best question? (2 minutes)
3. Write down two creatures. Now, create a proverb in which you convey a theme through these two creatures. (5 minutes)
4. Compose a Haiku on “Spirit”. Remember, the abstract subject (Spirit) should be conveyed using a concrete image. (3 minutes)
5. Tell the story of Things Fall Apart in 6 words. (2 minutes)
6. Stream of Consciousness: I will put one word on the board. On your paper, begin writing whatever you think based on that word. DO NOT STOP WRITING. Do not worry about spelling or grammar. Do not let yourself be inhibited. Just write. I will then add another word to this “stream.” Begin connecting the words. DO NOT STOP WRITING. We will repeat this process for 10 words. Let the river of thought flow!
April 5, 2019
Students finished working on their late breaking news assignment and spent any extra time working on their body biographies, using the picture below and instructions that can be found here.
Students began class by reading the chapters entitled "The Sheep" and "The Trip," and then moved on by beginning to work on their Persepolis Vignette Creation, which can be found here.
May 16, 2019
Students began class by discussing what made a hero and personal heroes they had in their own lives. They then moved on by reading chapters seven and eight and filling out an analysis based on it that can be found here.
May 14, 2019
Students read chapters five and six, and then moved on by finishing their anticipation guide, as well as beginning to work on their discussion board. The anticipation guide was due at the end of class time, and the discussion board is due on Thursday.
May 10, 2019
Students read chapter four, and then worked on their anticipation guides today in class, using this document and the sources below to answer if they agreed or disagreed with each statement.
Click here for your anticipation guide sources for Friday, May 10!
May 8, 2019
Students finished any leftover work in their analysis packet from Monday, and they moved on by working on a reflection for AP Semianr.
May 6, 2019
Students spent the class reading chapters 2-3 in Persepolis, and then moved on by filling out the analysis using the packet that can be found here.
May 2, 2019
Students did their presentations in class today, following along with any resources provided for them by the presenting group.
April 29, 2019
Students began class by reading the first chapter in Persepolis, and then moved on by continuing to work on their webquests in the media center.
April 25, 2019
Students began class by looking at three different images as well as a video, discussing it among themselves and as a class to get a better understanding on how to analyze visual media. They then moved on by being introduced to their Persepolis webquest using the folders above.
April 23, 2019
Students spent the class watching Rabbit Proof Fence, using the film to connect the ideas of colonialism.
April 11, 2019
Students spent the class doing a speaking and listening activity using questions they can find here and responding in the form of a discussion.
April 9, 2019
Students began class by turning in their podcast components, and then moved on by starting their speaking and listening activity by answering the following questions and sharing them with the class.
1. A box is invented that creates perfect happiness. The moment that you’re put into it, you forget your past life and are put into a computer simulation of your perfect version of life where you live until you die. Why or why don’t you choose to get into the box? (2 minutes)
2. That was my best question…What is your best question? (2 minutes)
3. Write down two creatures. Now, create a proverb in which you convey a theme through these two creatures. (5 minutes)
4. Compose a Haiku on “Spirit”. Remember, the abstract subject (Spirit) should be conveyed using a concrete image. (3 minutes)
5. Tell the story of Things Fall Apart in 6 words. (2 minutes)
6. Stream of Consciousness: I will put one word on the board. On your paper, begin writing whatever you think based on that word. DO NOT STOP WRITING. Do not worry about spelling or grammar. Do not let yourself be inhibited. Just write. I will then add another word to this “stream.” Begin connecting the words. DO NOT STOP WRITING. We will repeat this process for 10 words. Let the river of thought flow!
- Okonkwo
- Self
- Denial
- Communion
- Flame
- Ashes/shadow
- Why/question
- weakness
- wisdom
- ear
April 5, 2019
Students finished working on their late breaking news assignment and spent any extra time working on their body biographies, using the picture below and instructions that can be found here.
body_biography.docx | |
File Size: | 27 kb |
File Type: | docx |
March 27, 2019
Students began class by reviewing their reading, and then moved on by discussing in their pods about different images of America while their outlines were checked. They were brought back together to discuss as a group, and then finished class by trying to answer the question, is cultural appropriation a form of neo-colonialism?
March 25, 2019
Students began class by reviewing their reading, and then moved on by reading and annotating the article based on the article below. They came together to discuss it as a class, and finished up by being asked questions about their familial traditions to compare it to those in Mbanta.
Students began class by reviewing their reading, and then moved on by discussing in their pods about different images of America while their outlines were checked. They were brought back together to discuss as a group, and then finished class by trying to answer the question, is cultural appropriation a form of neo-colonialism?
March 25, 2019
Students began class by reviewing their reading, and then moved on by reading and annotating the article based on the article below. They came together to discuss it as a class, and finished up by being asked questions about their familial traditions to compare it to those in Mbanta.
body_ritual_among_the_nacirema.docx | |
File Size: | 17 kb |
File Type: | docx |
sigmund_freud.pdf | |
File Size: | 255 kb |
File Type: |
March 19, 2019
Students began class with their vocab quiz, and then finished their discussion on the images from Thursday. They moved on by watching a video on Imperialism, which can be found here. They then continued on by getting their inquiries approved and working on the anticipation guide below.
Students began class with their vocab quiz, and then finished their discussion on the images from Thursday. They moved on by watching a video on Imperialism, which can be found here. They then continued on by getting their inquiries approved and working on the anticipation guide below.
anticipation-guide.pdf | |
File Size: | 10 kb |
File Type: |
March 15, 2019
Students spent the period in the OW pep rally.
March 13, 2019
Students began class by being introduced to their podcast project, using the instructions above to see what is expected of them. They then moved on by receiving their reading guide for Things Fall Apart (see above), and moved on by being introduced to the novel using the PowerPoint below.
Students spent the period in the OW pep rally.
March 13, 2019
Students began class by being introduced to their podcast project, using the instructions above to see what is expected of them. They then moved on by receiving their reading guide for Things Fall Apart (see above), and moved on by being introduced to the novel using the PowerPoint below.
things_fall_apart_intro.pptx | |
File Size: | 1174 kb |
File Type: | pptx |
March 11, 2019
Students began class by reviewing the new podcasts they listened to for today, using the same document below to analyze them. They then ended class by discussing what makes a good/bad podcast.
March 7, 2019
Students began class by reviewing their podcasts they listened to for today, using the document below to analyze each of them. They then moved on by presenting their favorites of each one and choosing two more for Monday.
Students began class by reviewing the new podcasts they listened to for today, using the same document below to analyze them. They then ended class by discussing what makes a good/bad podcast.
March 7, 2019
Students began class by reviewing their podcasts they listened to for today, using the document below to analyze each of them. They then moved on by presenting their favorites of each one and choosing two more for Monday.
podcast_review.docx | |
File Size: | 15 kb |
File Type: | docx |
March 5, 2019
Students began class by being introduced to experimental research as a class, and then moved on by clicking here for their irony Google form, where they researched something ironic from history. Using that idea, they chose two podcasts as a group to listen to by Thursday (using the link above), and then moved on by finishing their investigative research assignment.
March 1, 2019
Students began class by taking their vocabulary quiz, and then moved on by reviewing and practicing investigative research, using the document below to begin interviewing one another.
Students began class by being introduced to experimental research as a class, and then moved on by clicking here for their irony Google form, where they researched something ironic from history. Using that idea, they chose two podcasts as a group to listen to by Thursday (using the link above), and then moved on by finishing their investigative research assignment.
March 1, 2019
Students began class by taking their vocabulary quiz, and then moved on by reviewing and practicing investigative research, using the document below to begin interviewing one another.
investigative_class_instructions.docx | |
File Size: | 12 kb |
File Type: | docx |
February 27, 2019
Students began class by turning in their vocab sentences and any leftover work from Monday. They then moved on by reading the articles and responding to them with the Google form questions below. They discussed this, as well as a Paul Harvey radio program episode. Class finished with them choosing a discussion topic and responding with proof from the KQED discussion board below.
Students began class by turning in their vocab sentences and any leftover work from Monday. They then moved on by reading the articles and responding to them with the Google form questions below. They discussed this, as well as a Paul Harvey radio program episode. Class finished with them choosing a discussion topic and responding with proof from the KQED discussion board below.
February 21, 2019
Students began class by answering the journal prompt in the document below, and then listened to a chapter from Trevor Noah's Born a Crime which can be found here. Using this information, they filled out a chart using the document below.
Students began class by answering the journal prompt in the document below, and then listened to a chapter from Trevor Noah's Born a Crime which can be found here. Using this information, they filled out a chart using the document below.
trevor_noah_human.docx | |
File Size: | 14 kb |
File Type: | docx |
February 19, 2019
Students finished their tooth pulling assignment.
February 14, 2019
Students began class by having their annotations checked, and then moved on by beginning with part two of their tooth pulling assignment.
February 12, 2019
Students began class by discussing the final chapters in Night, responding in their journals to the prompt. "Why did Elie see himself as a corpse by the end of the book?" They then moved on by watching a portion of the liberation of the Buchenwald camp using this video (warning: graphic images). Class finished with them completing part one of their tooth pulling activity below.
Students finished their tooth pulling assignment.
February 14, 2019
Students began class by having their annotations checked, and then moved on by beginning with part two of their tooth pulling assignment.
February 12, 2019
Students began class by discussing the final chapters in Night, responding in their journals to the prompt. "Why did Elie see himself as a corpse by the end of the book?" They then moved on by watching a portion of the liberation of the Buchenwald camp using this video (warning: graphic images). Class finished with them completing part one of their tooth pulling activity below.
tooth_pulling.docx | |
File Size: | 44 kb |
File Type: | docx |
February 8, 2019
Students began with their vocab quiz, and then continued class by watching this video on the mind/body philosophical problem and applied it to their own life, responding in their journals about an experience in which they felt the effects of the mind/body problem. Class continued with them discussing Night and beginning to work on a chapter review (see below).
Students began with their vocab quiz, and then continued class by watching this video on the mind/body philosophical problem and applied it to their own life, responding in their journals about an experience in which they felt the effects of the mind/body problem. Class continued with them discussing Night and beginning to work on a chapter review (see below).
376736495-night-quadrants__1_.pdf | |
File Size: | 178 kb |
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February 4, 2019
Students began by writing a bare bones version of a story from their lives. They then moved on by telling the real version of it to show the importance of narrative. This continued with them responding in their journals to the opinion, "distant parents make distant children," and the song "Cat's in the Cradle." Class finished with them discussing Night and working on a found poem using the instructions below and the stories above.
Students began by writing a bare bones version of a story from their lives. They then moved on by telling the real version of it to show the importance of narrative. This continued with them responding in their journals to the opinion, "distant parents make distant children," and the song "Cat's in the Cradle." Class finished with them discussing Night and working on a found poem using the instructions below and the stories above.
found_poetry_instructions.docx | |
File Size: | 15 kb |
File Type: | docx |
- Holocaust Survivor Stories:
- Jeannine Burk: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=5
- Shep Zitler: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=4
- Eva Galler: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=6
- Joseph Sher: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=2
- Isak Borenstein: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=1
- Solomon Radasky: http://www.holocaustsurvivors.org/data.show.php?di=record&da=survivors&ke=7
January 31, 2019
Students began class by reviewing chapter three, and then moved on to their tag-team Socratic seminar.
January 29, 2019
Students began class by reviewing and discussing their chapters in Night, specifically looking for instances that related to Mrs. Schacter and the fire. They then moved on to having a demonstration of the Millgram experiment, and watching a video of it as well. Using this information, students answered the journal topic: "How much do you think you're influenced by those in power?", speaking to what exactly they were influenced by in the world. This introduced the idea of the powerful vs powerless, and introduced the assignment of a tag-team Socratic discussion. Being assigned a topic (see below), they began researching and creating arguments for the discussion on Friday.
Students began class with discussing chapter one as a class, using the ideas of time to springboard into a discussion of the chapter as a whole. They were then introduced to the idea of superposition and the Libary of Babel, using this short story text and this video to help them understand it better. Class ended with them doing an anticipation guide for Night.
January 23, 2018
Students received their Night annotation guide (see above), and had their war debate in class using the documents below.
Students began class by reviewing chapter three, and then moved on to their tag-team Socratic seminar.
January 29, 2019
Students began class by reviewing and discussing their chapters in Night, specifically looking for instances that related to Mrs. Schacter and the fire. They then moved on to having a demonstration of the Millgram experiment, and watching a video of it as well. Using this information, students answered the journal topic: "How much do you think you're influenced by those in power?", speaking to what exactly they were influenced by in the world. This introduced the idea of the powerful vs powerless, and introduced the assignment of a tag-team Socratic discussion. Being assigned a topic (see below), they began researching and creating arguments for the discussion on Friday.
- Society vs. Women
- Rich vs. Poor
- Police vs. Civilian
- None
- Corporations vs Small Businesses/Society
- Society vs. Religion
- Society vs. Racial Minorities
- Society vs. Age
- Society vs. Immigrants
Students began class with discussing chapter one as a class, using the ideas of time to springboard into a discussion of the chapter as a whole. They were then introduced to the idea of superposition and the Libary of Babel, using this short story text and this video to help them understand it better. Class ended with them doing an anticipation guide for Night.
January 23, 2018
Students received their Night annotation guide (see above), and had their war debate in class using the documents below.
FOR WAR
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AGAINST WAR
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December 21, 2018
Students began class by responding to the journal, "What do you think happened to Paul at the end of the novel?" They then moved on by having a discussion based on the novel as their last talking points opportunity.
December 19, 2018
Students began class by answering three questions that had to do with their lecture for the day in their journals: You're stranded on a desert island. What do you look for first and why? Do you use social networking because you identify with it, or because your friends do? Lastly, they were told to watch this video and respond with one of the solutions given, as well as telling why. They then moved on to taking notes on three major theories of human development and their reasoning for people moving out of morality (see below). They then moved on to filling out a triagram Venn diagram to compare/contrast the three theories, and used that information with a character from the book and identifying their stage in each theory.
More information on Maslow
More information on Erikson
More information on Kohlberg
December 17, 2018
Students spent the class working with each other's papers, peer editing it for grammar, spelling, and formatting before using the packet below.
Students began class by responding to the journal, "What do you think happened to Paul at the end of the novel?" They then moved on by having a discussion based on the novel as their last talking points opportunity.
December 19, 2018
Students began class by answering three questions that had to do with their lecture for the day in their journals: You're stranded on a desert island. What do you look for first and why? Do you use social networking because you identify with it, or because your friends do? Lastly, they were told to watch this video and respond with one of the solutions given, as well as telling why. They then moved on to taking notes on three major theories of human development and their reasoning for people moving out of morality (see below). They then moved on to filling out a triagram Venn diagram to compare/contrast the three theories, and used that information with a character from the book and identifying their stage in each theory.
More information on Maslow
More information on Erikson
More information on Kohlberg
December 17, 2018
Students spent the class working with each other's papers, peer editing it for grammar, spelling, and formatting before using the packet below.
narrative_essay_peer_editing_preap_spring15__1_.docx | |
File Size: | 27 kb |
File Type: | docx |
December 13, 2018
Students began class by looking at this identity format and creating one for themselves based on an identity marker they have for their journal. They moved on by watching a video based on identity and discussing it as a class. They finished class by filling out the AP Seminar graphic organizer by analyzing chapters six and seven.
Students began class by looking at this identity format and creating one for themselves based on an identity marker they have for their journal. They moved on by watching a video based on identity and discussing it as a class. They finished class by filling out the AP Seminar graphic organizer by analyzing chapters six and seven.
lenses_graphic_organizer.pdf | |
File Size: | 24 kb |
File Type: |
December 7, 2018
Students began class by watching a video titled, "Man," responding in their journal with whether or not they agreed with the message. They then moved on by having a discussion on All Quiet on the Western Front, finishing class by filling out the proposals below.
Students began class by watching a video titled, "Man," responding in their journal with whether or not they agreed with the message. They then moved on by having a discussion on All Quiet on the Western Front, finishing class by filling out the proposals below.
humanity_good_or_evil.docx | |
File Size: | 16 kb |
File Type: | docx |
a_letter_of_war.docx | |
File Size: | 12 kb |
File Type: | docx |
December 3, 2018
Students began class by taking their vocabulary quiz, and then moved on by writing as many words for "death" as they could in their journals. They were introduced to the idea of euphemisms, using two different posters of propaganda to further their understanding. They then moved on by receiving notes on the different propaganda techniques, and used these to begin the assignment below.
Students began class by taking their vocabulary quiz, and then moved on by writing as many words for "death" as they could in their journals. They were introduced to the idea of euphemisms, using two different posters of propaganda to further their understanding. They then moved on by receiving notes on the different propaganda techniques, and used these to begin the assignment below.
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November 28, 2018
Students began class by listening to the song "War!" and responding with whether or not they agreed with it in their journals. Class continued with them discussing All Quiet on the Western Front, and then by being introduced to their first essay and reading an example using the links above.
November 27, 2018
Students began class by answering the journal prompt, "Write about a time you were afraid. What did you do to avoid/escape that fear?" They then moved on by discussing chapter one, as well as going over SPES, using the document below to practice using evidence.
Students began class by listening to the song "War!" and responding with whether or not they agreed with it in their journals. Class continued with them discussing All Quiet on the Western Front, and then by being introduced to their first essay and reading an example using the links above.
November 27, 2018
Students began class by answering the journal prompt, "Write about a time you were afraid. What did you do to avoid/escape that fear?" They then moved on by discussing chapter one, as well as going over SPES, using the document below to practice using evidence.
cdw_crime_and_puzzlement.pdf | |
File Size: | 72 kb |
File Type: |
November 20, 2018
Students began class by taking their vocabulary quiz, and then moved on by finishing Macbeth. They moved on by working on creating their own sonnet using the instructions below.
Students began class by taking their vocabulary quiz, and then moved on by finishing Macbeth. They moved on by working on creating their own sonnet using the instructions below.
sonnet_macbeth_theme.docx | |
File Size: | 12 kb |
File Type: | docx |
November 16, 2018
Students began class by watching and voting on their Weight of a Leader projects, and then moved on by reading in Macbeth.
November 14, 2018
Students began class with being introduced to vocabulary, soliloquies, monologues, and asides using the PowerPoint below. They then moved on by reading and either working on their monologue work (see below) or their Weight of a Leader project, both due on Thursday.
Students began class by watching and voting on their Weight of a Leader projects, and then moved on by reading in Macbeth.
November 14, 2018
Students began class with being introduced to vocabulary, soliloquies, monologues, and asides using the PowerPoint below. They then moved on by reading and either working on their monologue work (see below) or their Weight of a Leader project, both due on Thursday.
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November 9, 2018
Students took their vocabulary quiz, and then continued by reading. Class finished with them working on their "Weight of a Leader" project.
November 7, 2018
Students spent half the class reading in Macbeth, and then moved on by working on their "Weight of a Leader" project (see above).
The 5th of November, 2018
Students began class by answering the journal, "Do you believe in superstition or luck? Why or why not?" They then moved on by reading from Macbeth, and then continuing their Weight of a Leader activity, using the document above.
November 1, 2018
Students began class by answering the journal, "What makes a good leader?" They then moved on by reading most of Act I in Macbeth. Once finished, they read an excerpt from Outliers (see below), and then submitted an outlier from their pod using the link below.
Click here for your outlier submission
Students took their vocabulary quiz, and then continued by reading. Class finished with them working on their "Weight of a Leader" project.
November 7, 2018
Students spent half the class reading in Macbeth, and then moved on by working on their "Weight of a Leader" project (see above).
The 5th of November, 2018
Students began class by answering the journal, "Do you believe in superstition or luck? Why or why not?" They then moved on by reading from Macbeth, and then continuing their Weight of a Leader activity, using the document above.
November 1, 2018
Students began class by answering the journal, "What makes a good leader?" They then moved on by reading most of Act I in Macbeth. Once finished, they read an excerpt from Outliers (see below), and then submitted an outlier from their pod using the link below.
Click here for your outlier submission
outliers_excerpt.pdf | |
File Size: | 76 kb |
File Type: |
October 30, 2018
Students began class by having a lecture based on Shakespeare and Elizabethean theatre, using the PowerPoint below. They then moved on by talking about this anticipation guide as a class.
Students began class by having a lecture based on Shakespeare and Elizabethean theatre, using the PowerPoint below. They then moved on by talking about this anticipation guide as a class.
shakespeare.pptx | |
File Size: | 2077 kb |
File Type: | pptx |
October 24, 2018
Students continued their character investigation trials.
October 20, 2018
Students completed the accused side of the character investigation and began their trials.
October 18, 2018
Students began class by responding to the journal, "Is any action redeemable?" They then moved on by beginning their character investigation using the instructions below.
Students continued their character investigation trials.
October 20, 2018
Students completed the accused side of the character investigation and began their trials.
October 18, 2018
Students began class by responding to the journal, "Is any action redeemable?" They then moved on by beginning their character investigation using the instructions below.
character_investigation.docx | |
File Size: | 15 kb |
File Type: | docx |
October 16, 2018
Students began class by responding in their journals, "Write about a time where something wasn't what you expected." They then moved on by taking notes on TP-CASTT using the link below and applied it to a poem (see below).
Click here for your TP-CASTT notes
Students began class by responding in their journals, "Write about a time where something wasn't what you expected." They then moved on by taking notes on TP-CASTT using the link below and applied it to a poem (see below).
Click here for your TP-CASTT notes
trees_tpcastt.docx | |
File Size: | 14 kb |
File Type: | docx |
October 9, 2018
Students began class by agreeing or disagreeing in their journals based on the prompt, "An unjust law is no law at all." They then moved on by reading the text of the Bill of Rights and comparing it to the French Declaration of Rights (see below). Using these two documents, they completed an assignment of creating rights of a new society.
Click here for your text of the Bill of Rights
Students began class by agreeing or disagreeing in their journals based on the prompt, "An unjust law is no law at all." They then moved on by reading the text of the Bill of Rights and comparing it to the French Declaration of Rights (see below). Using these two documents, they completed an assignment of creating rights of a new society.
Click here for your text of the Bill of Rights
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October 8, 2018
Students began class by answering the journal prompt, "Do you agree or disagree with the following statement: Parents always know better than their children. Why do you feel that way?" They then moved on by working on their lit circles, using the instructions below.
Students began class by answering the journal prompt, "Do you agree or disagree with the following statement: Parents always know better than their children. Why do you feel that way?" They then moved on by working on their lit circles, using the instructions below.
October 4, 2018
Students began class by responding in their journals, "Do you think Amir deserves this second chance? Why or why not?" They then finished their fishbowl assignment, pulling five topics from their responses below and submitting it through a Google form.
Students began class by responding in their journals, "Do you think Amir deserves this second chance? Why or why not?" They then finished their fishbowl assignment, pulling five topics from their responses below and submitting it through a Google form.
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October 2, 2018
Students began class by responding in their journal, "Think back to the character you were assigned for the pie graph. What other character would you consider to be that character's opposite? Why do you feel that way?" They then moved on by working on their fishbowl assignment, using these instructions to do so.
September 28, 2018
Students began class by responding in their journals by writing everything they knew about Afghanistan. They then moved on by watching a video about the danger of a single story. They used this video, as well as other resources, in order to complete the activity below.
Click here for your instructions on 9/28
September 26, 2018
Students began class by finishing their Google Slides presentations, and then moved on by answering the journal, "What was an event in your past that influenced who you are today?" They then completed an activity wherein they mapped their own identity into a pie graph, as well as for an assigned character, using the document below.
Students began class by responding in their journal, "Think back to the character you were assigned for the pie graph. What other character would you consider to be that character's opposite? Why do you feel that way?" They then moved on by working on their fishbowl assignment, using these instructions to do so.
September 28, 2018
Students began class by responding in their journals by writing everything they knew about Afghanistan. They then moved on by watching a video about the danger of a single story. They used this video, as well as other resources, in order to complete the activity below.
Click here for your instructions on 9/28
September 26, 2018
Students began class by finishing their Google Slides presentations, and then moved on by answering the journal, "What was an event in your past that influenced who you are today?" They then completed an activity wherein they mapped their own identity into a pie graph, as well as for an assigned character, using the document below.
character_pie_graph.docx | |
File Size: | 301 kb |
File Type: | docx |
September 24, 2018
Students started class with receiving their reading schedule, using the guide in their Google folder. They then moved on by presenting their H2RLlaP projects in the Google Slides.
September 20, 2018
Students began class by watching a commercial and then identifying the rhetorical situation and the rhetorical appeals in it. They then moved on by watching two different speeches and identifying/analyzing the rhetoric in them using the document below.
Students started class with receiving their reading schedule, using the guide in their Google folder. They then moved on by presenting their H2RLlaP projects in the Google Slides.
September 20, 2018
Students began class by watching a commercial and then identifying the rhetorical situation and the rhetorical appeals in it. They then moved on by watching two different speeches and identifying/analyzing the rhetoric in them using the document below.
great_dictator_wallstreet.pdf | |
File Size: | 257 kb |
File Type: |
September 12, 2018
Students began class by reviewing rhetoric as a class, using advertisements to help them understand ethos, pathos, and logos. They then moved on by starting their archetype fill-in using the document in their Google folder, having it due by Friday.
September 10, 2018
Students began class by being introduced to their How to Read Literature like a Professor project, using the instructions, rubric, and assignments above. They then moved on by reading the flood account of Noah and Gilgamesh and compared/contrasted them using the questions below.
Students began class by reviewing rhetoric as a class, using advertisements to help them understand ethos, pathos, and logos. They then moved on by starting their archetype fill-in using the document in their Google folder, having it due by Friday.
September 10, 2018
Students began class by being introduced to their How to Read Literature like a Professor project, using the instructions, rubric, and assignments above. They then moved on by reading the flood account of Noah and Gilgamesh and compared/contrasted them using the questions below.
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September 6, 2018
Students spent the class completing a benchmark as a formative assessment.
September 4, 2018
Students spent the class being introduced to the hero's journey, using the PowerPoint below to take notes.
Click here for your hero's journey fill-in
Students spent the class completing a benchmark as a formative assessment.
September 4, 2018
Students spent the class being introduced to the hero's journey, using the PowerPoint below to take notes.
Click here for your hero's journey fill-in
the_hero’s_journey_harry_potter.pptx | |
File Size: | 2486 kb |
File Type: | pptx |
August 30, 2018
Students finished their talking day from yesterday, using this slideshow to complete the tasks.
August 28, 2018
Students began class by going over classroom procedures and doing a get to know you activity. They finished class by filling out the "What's the Story" Google form below.
Click here for your "What's that Story?" Google Form
Students finished their talking day from yesterday, using this slideshow to complete the tasks.
August 28, 2018
Students began class by going over classroom procedures and doing a get to know you activity. They finished class by filling out the "What's the Story" Google form below.
Click here for your "What's that Story?" Google Form