Mrs. Hernandez

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Friday, May 17th:
Library – Final Drafts (due Monday @ 11:59 PM)

Thursday, May 16th:
Students continued reading their assigned novels and received individualized feedback on their research rough drafts. Students were also shown where to submit their final project on http://www.turnitin.com.

Class ID: 21255726
Enrollment Key: research

Wednesday, May 15th:
Students continued reading their assigned novels and received individualized feedback on their research rough drafts.

Tuesday, May 14th:
*Substitute*
Rough draft revising/editing with a partner.

Monday, May 13th:
Library – Research: Rough Drafts Due!

Friday, May 10th:
Library – Research (rough drafts due Monday!)

Thursday, May 9th:
CP – Students created maps of Santiago’s travels in the book so far, complete with cities and characters.

Pre-AP – Students continued reading Ch. 37-41 and working on their book projects.

Wednesday, May 8th:
CP – Students read pgs. 80-104 of The Alchemist and were quizzed over their reading at the end of the block.

Pre-AP – Students read Ch. 37-41 of A Thousand Splendid Suns and worked on their book projects.

Monday, May 6th – Tuesday, May 7th:
Library – Research (rough drafts due Monday, May 13th)

Friday, May 3rd:
Library – Research

Thursday, May 2nd:
*Substitute*
CP – Students created a character sketch of Santiago’s character in The Alchemist, complete with an visual representation, physical and personality traits supported with textual evidence, and a quote which captures the essence of the character.

Pre-AP – Students used the block to work on their book projects over A Thousand Splendid Suns.

Wednesday, May 1st:
CP – Students continued reading pgs. 64-79 of The Alchemist and worked on examples of internal/external conflict.

Pre-AP – Students used the block to read chapters 31-36 of A Thousand Splendid Suns.

Tuesday, April 30th:
CP – Students gathered textual evidence of the different conflicts present in part one of The Alchemist and then discussed their findings as a class. Students then continued reading part two together with the teacher.

Pre-AP – Students used the block to continue part three of A Thousand Splendid Suns. Students then used the last 30 minutes of the class to either work on their book project or their research outline.

Monday, April 29th:
Students were in the library working on gathering more information for their notes or already working on putting their outline together (due Friday).

Friday, April 26th:
Students either worked on their works cited page (due that day) or continued reading their assigned novel. CP classes were also quizzed over yesterday’s reading.

Thursday, April 25th:
CP – Students submitted their signed plagiarism forms and source cards/note cards. Students then continue reading pgs. 33-47 of The Alchemist.

Pre-AP – Students submitted their signed plagiarism forms and source cards/note cards. Students then took their exam over parts one and two of A Thousand Splendid Suns.

Wednesday, April 24th:
Library – Research

Tuesday, April 23rd: 
Library – Research

Monday, April 22nd:
Easter Holiday

Friday, April 19th:
Early Release

Thursday, April 18th:
Library – Research

Wednesday, April 17th:
Students participated in a library presentation over proper research sources and materials.

Tuesday, April 16th:
Students continued reading their assigned novels. CP classes answered comprehension questions over today’s reading.

Monday, April 15th:
CP – Students began reading The Alchemist.

Pre-AP – Students continued reading A Thousand Splendid Suns.

Wednesday, April 10th – Friday, April 12th:
EOC Preparation/Testing

Tuesday, April 9th:
All students created a personalized H.E.L.P. chart to assist with examples for the EOC persuasive essay prompt. Students then connected their examples to previously released EOC prompts.

Monday, April 8th:
All students used to block to revise/edit their rough drafts and begin writing their final drafts. Students also received last week’s essay with teacher feedback for today’s writing purpose.

Friday, April 5th:
All students used the block to plan/write their last rough draft before the EOC next week.

Thursday, April 4th:
CP – Students reviewed the answers to the poem “Mother to Son” and then read the article “Self Concept” together as a class. Students used the remainder of the block to answer questions over the article and connect the article to “Everyday Use” and “Mother to Son” using textual evidence as support.

Pre-AP – Students used the entire block to read Ch. 16-19 of A Thousand Splendid Suns and work on their book project.

Wednesday, April 3rd:
CP – Students reviewed the story “Everyday Use” and read the poem “Mother to Son”. Students connected the poem to the story through analytical questions requiring textual evidence for support.

Pre-AP – Students reviewed the answers to the New Zealand massacre article from yesterday and then reviewed one of two poems on Endurance. Students then read the second poem called “Endurance of Faith” and answered various analytical questions over the poem. Once finished, the class began reading Part Two of A Thousand Splendid Suns together.

Tuesday, April 2nd:
CP – Students used the entire block to read “Everyday Use” in their textbooks and work through an analysis packet for EOC preparation.

Pre-AP – Students discussed Ch. 10-15 of A Thousand Splendid Suns and then read/analyzed an article over the New Zealand massacre. Students answered EOC preparation questions over the article and connected its theme to the novel.

Monday, April 1st:
All students used the block to finish Friday’s rough drafts, have them peer-reviewed, and begin transferring their final draft to a lined paper.
*Pre-AP – also read chapters 13-15

Friday, March 29th:
All students worked on their bell ringer and then began working on a new essay prompt incorporating themes we’ve been practicing all week in our text analysis. Students also received last week’s essays with feedback/scoring to use while they wrote today’s essay.

Thursday, March 28th:
CP – Students reviewed their bell ringer on improving thesis statements and then finished their poem analysis from yesterday. Students then reviewed the correct answers to their “Harrison Bergeron” analysis packet and poem analysis. The end of class was used for reading the poem “Love Song, with Two Goldfish” and answering various questions over the reading (HW if not completed).

Pre-AP – Students had the block to read Ch. 10-12 of ATSS and work on their book project.

Wednesday, March 27th:
CP – Students reviewed their bell ringer on complex sentences and sentence combining and then finished their “Harrison Bergeron” analysis packet. Students then used a blank TPFASTT template to analyze the poem “I am the People, the Mob”.

Pre-AP – Students also reviewed their bell ringer as well as the questions to yesterday’s non fiction article. Students then used a blank TPFASTT template to analyze the poem “Psalm of Life”. At the end of class, students wrote a brief essay over the thematic connection between ATSS, the non fiction article, and the poem, complete with supporting textual evidence from each.

Tuesday, March 26th:
CP – Students reviewed their bell ringer on thesis statements and began reading “Harrison Bergeron”. Students then began working on a literary analysis packet over the story.

Pre-AP – Students reviewed their bell ringer on thesis statements and began reading Ch. 8-9 of ATSS. Students then read a related non fiction article over similar themes and answered comprehension questions over the article.

Monday, March 25th:
CP – Students reviewed their bell ringer on complex sentences and sentence combining and then began taking notes over fictional devices (click link below for PPT presentation).

Fiction Devices

Pre-AP – Students had a Socratic seminar to discuss Ch. 1-5 of ATSS and then began reading Ch. 6-7 together.

Friday, March 22nd:
*Substitute*
CP – Students used the block to form their essay from yesterday’s planning.

Pre-AP – Students used the block to silently read Ch. 3-5 of ATSS and answer accompanying questions.

Thursday, March 21st:
CP – Students read the article “Abolishing the Penny Makes Good Sense” and discussed the importance one cent makes in our economy. Students then brainstormed ideas for their position on the topic and filled out an accompanying graphic organizer leading to a completed thesis statement and examples for the body paragraph.

Pre-AP – Students began discussing the setting, characters, and plot for the novel A Thousand Splendid Suns and watched a video over the author discussing his novel. The class reviewed the important themes present throughout the novel and also reviewed the ongoing book project associated with the novel. The class then read Ch. 1-2 together.

Wednesday, March 20th:
Exam – Drama/A Marriage Proposal & Essay Final Draft

Tuesday, March 19th:
All students used the block to study for tomorrow’s drama test over A Marriage Proposal and accompanying drama terms. Students were also given their rough drafts back and asked to peer-review their drafts for improvements to be made for tomorrow’s final draft.

Monday, March 18th:
*Substitute*
All students read the article “Doing Nothing is Something” on pg. 640 of their textbooks and answered question #8. Students then planned and wrote a rough draft to a persuasive essay on the topic, defending whether or not they agreed with the author’s point of view.

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