Thursday, February 14th:
CP – 1st Block/5th Block: Students worked on their bell ringer and then used half of the period to finish their “love” poems. Students then read an article using new annotation methods and discussed how our words and actions can have a lasting impact, in preparation for tomorrow’s debate.
Pre-AP – 2nd Block: Students skipped their bell ringer in order to finish their analysis of Robert Frost’s “Nothing Gold Can Stay”. The teacher then reviewed the correct analysis and began explaining the use of the Rhetorical Triangle and Rhetorical Appeals. Students took notes on how each component was used in persuasion and then watched two commercials to see how companies manipulate their audience for desired purchases.
Wednesday, February 13th:
CP – 1st Block/5th Block: Students worked on their bell ringer and then reviewed yesterday’s analysis over “Sonnet 18”. Students then tried analyzing Robert Frost’s “Nothing Gold Can Stay” using their TPFASTT template. The class reviewed the correct analysis of the poem with the teacher and then turned in their work. Toward the end of class, students began planning their own love poem, which must contain a metaphor, 2 similes, personification, and repetition. Students will begin writing their actual poem tomorrow.
Pre-AP – 2nd Block: Students lost 30-40 minutes of class time due to the fire drill evacuation at the end of 1st block. Students skipped their bell ringer and worked on finishing their “Sonnet 18” analysis packet from yesterday. Students then reviewed the correct analysis with the teacher and used the last 20 minutes of class to TPFASTT “Nothing Gold Can Stay” independently.
Tuesday, February 12th:
All Classes – students worked on their revising bell ringer and then finished their D.P.A. analysis booklet (see picture below). Students then reviewed TPFASTT for poetry analysis and began reading Shakespeare’s “Sonnet 18”. The teacher reviewed the correct way to TPFASTT the poem with all CP classes; Pre-AP worked with partners/small groups to try to figure out the method on their own. Pre-AP also had an additional Laying the Foundation packet to help them analyze the poem (can be picked up in class – “Important Info.” bulletin board – blue folder).
Monday, February 11th:
All Classes – students worked on their revising bell ringer and then created analysis booklets to review their D.P.A. from last Tuesday. Students reviewed the correct answers and then analyzed each question for what the question asked, why the correct answer was correct, and which choices were the distractors.
Friday, February 8th:
All students used the period to write their final drafts based on yesterday’s peer review (2nd block peer reviewed and then wrote their final draft).
Thursday, February 7th:
CP – 1st Block/5th Block: Students wrote a journal entry in their interactive notebooks over the quote “Practice makes perfect.” and then reviewed their scores from last Friday’s test essay. Students then reviewed the EOC prompt from the 2017 exam and read a sample 4 essay. Students were also given a packet of essays associated with the 2017 prompt and had to figure out which of the four essays was the 1, 2, 3, and 4; students were allowed to do this with a partner. The class then discussed each essay score and were given the last 20 minutes of class to peer-review each other’s essays from Tuesday.
Pre-AP – 2nd Block: Students took notes on how to link their essays and on “mamas and babies” (see yesterday’s CP work). Students then used the next 30 minutes to finish their essays from Tuesday and reviewed the sample essays from above the last 15 minutes of class.
Wednesday, February 6th:
CP – 1st Block/5th Block: Students took notes over linking their essay together and the “mamas and babies” approach of understanding sentence structure (see picture below) in their interactive notebooks in order to understand what moves their “3” essay into the “4” category. Students then used the rest of the period to finish their essays from yesterday using the notes they took today.
Pre-AP – 2nd Block: All sophomores were released to the auditorium during 2nd block to discuss registration courses for next year.
Tuesday, February 5th:
All students tested over D.P.A. #1.
Monday, February 4th:
Friday, February 1st:
All blocks wrote a persuasive essay from start (brainstorming) to finish for a test grade.
Thursday, January 31st:
CP – 1st Block/5th Block: Students worked on their bell ringer and then reviewed their “2” practice from yesterday. The class was shown the teacher’s brainstorming practice and how to transform their 2 into a 3. The class then used the rest of the block to practice writing a “3” essay, based on their work from yesterday and the teacher’s examples. Those not in class may ask to see the teacher’s examples when necessary. Students were allowed to take their interactive notebooks home to study and prepare for tomorrow’s test writing.
Pre-AP – 2nd Block: Students peer-reviewed most of the beginning of the period while the teacher was pulled out for a meeting (sub present). Upon the teacher’s return, students also viewed the modeling of brainstorming and transforming a “2” into a “3”. Students then used the rest of the period to improve their writing and prepare for tomorrow’s test writing.
Wednesday, January 30th:
CP – 1st Block/5th Block: Students worked on their bell ringer and then continued practicing their thesis statements from yesterday. Students then took notes on how to layer a 2 to a 3 and a 3 to a 4. The teacher also showed students how to create 6 sentences to support their thesis for a 2 and had students practice creating their own from beginning to end in their interactive notebooks, using the topic of privacy versus national security.
Sample Practice Over Good Leaders vs. Feared Leaders:
Pre-AP – 2nd Block: Students also worked on their bell ringer and then reviewed yesterday’s practice of turning a 2 into a 3. Students then used the rest of the block to practice from beginning to end also using the privacy versus national security prompt while the teacher scored yesterday’s practice writing and gave individual feedback to each student on their writing.
Tuesday, January 29th:
CP – 1st Block/5th Block: Students worked on their bell ringer and used 30 minutes to finish up their assignment from yesterday. Students then began working on their thesis generator handout with the teacher.
Pre-AP – 2nd Block: Students also worked on their bell ringer and then began working on their thesis generator with the teacher. Students then took brief notes on the difference between a 2, 3, and 4, and used one of the practice topics to formulate a 2. Students finished the block by turning their 2 into a 3.
Monday, January 28th:
All Blocks – Students received the article “Should We Scoff at the Idea of Love at First Sight?” and annotated it as they read. Students also answered multiple choice and short answer questions over the article before creating their T-chart to choose a side and develop a thesis/body paragraph defending their choice.
Friday, January 25th:
CP – 1st Block/5th Block: Students worked on their Friday Free Write bell ringer and then began taking notes on introductions. Students practiced brainstorming a new topic with the teacher and created a class introduction that was copied into their interactive notebooks. Students then began taking notes on body paragraphs and created two sample paragraphs with the teacher (see pictures below).
Pre-AP – 2nd Block: Students also worked on their bell ringer and began taking notes on thesis statements, hooks, complete introductory paragraphs, and body paragraphs (see pictures from Tuesday’s lesson).
Thursday, January 24th:
CP – 1st Block/5th Block: Students debated various persuasive topics to help with producing ideas for body paragraphs
Pre-AP – 2nd Block: Students finished their digital citizenship class in the library, since it was postponed Tuesday due to our fire drill. Students then used the remaining time in class to practice debating various persuasive ideas.
Wednesday, January 23rd:
CP – 1st Block/5th Block: Students worked all period on reading/annotating an article, labeling its text structure, and writing an introductory paragraph on their stance for the opinions in the article.
Pre-AP – 2nd Block: Students used the period to work on a diagnostic grammar exam and to write a diagnostic essay over fate vs. free will (The Alchemist).
Tuesday, January 22nd:
CP – 1st Block/5th Block: Students were in the library for the first half of the block due to a digital citizenship training; upon returning, students took notes in their interactive notebooks on persuasive thesis statements (stance) and introductory hooks (pick up handout from teacher). Students practiced with two prompts by creating their own examples of thesis statements and later, introductory paragraphs.
Interactive Notebook Notes:
Pre-AP – 2nd Block: Students were in the library for the first half of the block for their digital citizenship training but were postponed due to the practice fire drill. Upon returning from the fire drill, students began taking notes in their interactive notebooks on the difference between expository and persuasive writing, as well as how the state scores the persuasive essays on the EOC exam. Students created a T-chart in their notes over expository/persuasive writing, pasted a scoring rubric into their notebooks which outlined the differences in the 1, 2, 3, and 4 score point essay, and then created a tri-chart foldable for notes on the three categories the state uses to determine each score, organization/progression, development of ideas, and use of language/conventions (mechanics). See pictures below posted for CP classes on Thursday, Jan. 17th and Monday, Jan. 21st for more details.
Monday, January 21st:
CP – 1st Block/5th Block: Students worked on a revising/editing bell ringer and then reviewed the correct answers. Students then received a copy of the state 4-score rubric for the persuasive essay and pasted it onto the left side of page 4 (see picture below). On the right side, students created a tri-fold chart to take notes on the three categories the state looks at when scoring essays (see picture below). At the end of class, students received their diagnostic essays from Friday back and wrote comments on what they’d change given today’s notes.
Open Chart with Notes:
Pre-AP – 2nd Block: Students worked on a revising/editing bell ringer and then reviewed the correct answers. Students then held a debate to practice arguing both sides of a two-sided issue. Students used the last 25 minutes of class to write a diagnostic, persuasive essay to showcase their writing skills.
Friday, January 18th:
CP – 1st Block/5th Block: Students finished the week’s bell ringers and pasted them into the back of their interactive notebooks. Students then practiced debating persuasive topics for practice with choosing a side and defending it. After the debate, students practiced writing a diagnostic, persuasive essay to showcase their writing skills on the topic.
Pre-AP – 2nd Block: Students finished the week’s bell ringers and pasted them into the back of their interactive notebooks. Students then used the next 45 minutes to finish their characterization posters and presented them to the class at the end of the block.
Thursday, January 17th:
CP – 1st Block/5th Block: Students worked on their bell ringer and then took a brief quiz over parts of speech (must be made up with the teacher). Students then read the following article, “He’s 22, She’s 14. Should They Be Allowed to Marry?” and annotated as they read. The class discussed the text structure (cause and effect) and then debated the issue briefly (can pick up in class; see picture below). Students then created a T-chart in their interactive notebooks and took notes on the differences between expository and persuasive writing (see pictures below).
Interactive notebook notes:
Pre-AP – 2nd Block: Students worked on their bell ringer and then used the rest of the block to finish working on their characterization posters with their group.
Wednesday, January 16th:
CP – 1st Block/5th Block: Students worked on their bell ringer and then reviewed yesterday’s examples for parts of speech labeling. Students were then given a parts of speech practice packet (pick up in class) to work on for the remainder of the period. Students reviewed the answers to a few examples from each section at the end of class.
Pre-AP: 2nd Block: Students worked on their bell ringer and were then introduced to their characterization poster project over The Alchemist. Students worked in groups the remainder of the period (see teacher for instructions).
Tuesday, January 15th:
CP – 1st Block/5th Block: Students worked on their bell ringer and then continued taking notes in their interactive notebooks. Students finished filling out their chart from yesterday, received a copy of their annotation guide for gluing, and also constructed a parts of speech foldable to add refresher notes (see pictures below). Students ended the period by copying three sentences from the teacher to practice labeling each part of speech in the examples.
Finished Text Structure Chart:
Annotation Chart/Parts of Speech Foldable:
Pre-AP – 2nd Block: Students worked on their bell ringer and then used the period to conduct a Socratic seminar over the summer reading novel, The Alchemist. Students discussed various points of the novel all block and turned in their guiding questions from yesterday at the end of the block.
Monday, January 14th:
CP – 1st Block/5th Block: Students received their writing portfolios from their English I teachers, along with their assigned seat in the class, and began working on their bell ringer (pick up in class). Students then added to their interactive notebook by filling in the first two pages of their table of contents (see picture below) and creating their upside-down “Bell Ringer” space at the back of the notebook (see picture below). Students also began taking notes on text structures and created a foldable chart to continue adding notes (see pictures below).
Table of Contents:
Back of Notebook:
Turn notebook upside-down to glue a colored paper (can pick up from me) labeled “Bell Ringers”; the second half of your notebook will be for this.
Pg. 1 Text structure notes with added foldable on right-side of notes. The foldable does require an additional flap to add two more columns (visuals and examples). Picture one shows the notes and chart open with the first three columns, and picture two shows the extra two columns added by flipping the tab. We will continue adding to our chart tomorrow.
Pre-AP – 2nd Block: Students also picked up their writing portfolios, were given their assigned seat, and practiced their first bell ringer. This class also followed the instructions for pasting their “Bell Ringer” page at the end of their notebook (see above) but then turned their notebooks in; next week students will begin taking the notes shown above to allow for summer reading discussion this week. After turning in notebooks, students were given the new Class ID and Enrollment Key (password) for http://www.turnitin.com in order to submit their summer reading assignments specifically to their teacher versus a general English II folder containing all Pre-AP students. The information for that folder is as follows:
Class ID: 20107713
Enrollment Key: diamondbacks
Students have until 11:59 PM Friday evening to submit their assignments. The class reviewed the actual assignment and what was expected of them. Students then discussed tomorrow’s upcoming Socratic seminar and were given questions to work on with their novels for the rest of the period to prepare for tomorrow’s discussion on the novel.
Friday, January 11th:
Students finalized their mobiles, reviewed the one-pager assignment, and began putting their interactive notebooks together (can be discussed on Monday in class). One-pagers are to be finished over the weekend.
Back to School One Pager
Thursday, January 10th:
Students finished working on their New Year mobiles.
Wednesday, January 9th:
Students were introduced to the course syllabus and began working on their New Year resolution mobile (pick up in class).
English II Syllabus 18-19