Peer Revisions

Goal: Give feedback on your rewritten endings to "The Story of an Hour" and make revisions

Agenda: 

Journal 

Revisit our collaborative writing
Rewrite the ending
Submit your best work 

1. Journal 

What do you like about your rewritten ending?

2. Revising Your Work

• On Friday, you used the LIST OF ALTERNATE ENDINGS to start rewriting your ending to "The Story of an Hour" 
• You should have finished on the document in Google Classroom
• You will revise another classmate's work on Peergrade and give feedback on how they might make it better.
• After you evaluate other classmates' work, you will get your own feedback so you can revise your ending and make it as solid as possible. 
• This is a performance task assessment, so your work counts highly toward your grade. Make it your best writing yet.

3. Writing Contest 

• You are going to read your alternate ending to your table group.
• Your table group will choose who will submit their work. 
• The winner of each table must submit their work to the WRITING CONTEST SUBMISSION FORM.

4. Write a Precis 

• In Google Classroom there is an assignment called "Rhetorical Precis: "The Story of an Hour" 
• Please write a precis using the template posted in class. 

4. Preview for Tomorrow 
Find out everything you can about Maya Angelou and put what you find in your journal.

Things you should have finished: 

• SOAPSTone Form investigating Chopin's purpose behind the story 
• Formative reading of "The Story of an Hour" with comprehension questions embedded 

If you're done with everything else: 

Check out a book from the class library! 

Open House is tomorrow night at 5PM. 

Please tell your families to come by so I can meet the people who are important to you! 

Rewrite an Ending

Goal: Rewrite the ending to "The Story of an Hour" mimicking the language of Kate Chopin's time

Agenda: 

Journal 

Revisit our collaborative writing
Rewrite the ending
Submit your best work 

1. Journal 

Think about one of the most important hours of your life. What happened that made it so important?

2. Revisit Collaborative Writing 

• Yesterday we experienced collaborative writing (when you passed your journals around the circle and added to classmates' stories)
• There should be at least FOUR sentences in your English Journal explaining your reflection on that task: 
• I (like/dislike) the direction in which my story went. 
• When I started, I was intending _________________.
• However, my classmates decided to take it in a direction where ________________. 
• If I could have written my own ending, it would have been ___________________.

3. Writing Contest 

• Yesterday, a few of you had the chance to brainstorm possible alternate endings to "The Story of an Hour" 
• Here is the LIST OF ALTERNATE ENDINGS brainstormed by 1st and 3rd 
• You can take inspiration from any of them, or you can create your own
• You can handwrite if you want, but eventually your final work has to go on the Google Doc in Google Classroom, so I would suggest you just type it.

4. Sharing your Work 

• You are going to read your alternate ending to your table group. 
• Your table group will choose who will submit their work. 
• The winner of each table must submit their work to the WRITING CONTEST SUBMISSION FORM.

5. Revising Your Work (3rd Period) 

• You will revise another classmate's work and give feedback on how they might make it better.
• After you evaluate other classmates' work, you will get your own feedback so you can revise your ending and make it as solid as possible. 
• This is a performance task assessment, so your work counts highly toward your grade. Make it your best writing yet.

Things you should have finished: 

• SOAPSTone Form investigating Chopin's purpose behind the story 
• Formative reading of "The Story of an Hour" with comprehension questions embedded 

Have a fantastic weekend! See you all Monday! 

SOAPSTone and Writing Collaboratively

Goal: Complete SOAPStone of the text "The Story of an Hour" and learn what it means to write
collaboratively

Agenda: 

Journal 

SOAPSTone
Formative
Collaborative Writing

1. Journal 

Have you ever been happy about something that you shouldn't have been happy about? Did you feel guilty for feeling happy in that situation?

2. SOAPSTone

• Some of you got this far yesterday but not everyone did. 
• Your goal is to fill out this SOAPSTone Form with a partner, investigating the elements of Kate Chopin's "The Story of an Hour" 
• If you already finished, help someone who wants help.

3. Formative

• If you did not finish your Formative reading of the text yesterday (where you answered questions along the way) please finish. 

4. Writing Collaboratively 

• We are going to experience collaborative writing today.
• We are moving the chairs into a big circle.
• All you need to take with you is your notebook and a writing utensil.

5. Writing Contest 

• Your job is to rewrite the ending of "The Story of an Hour" 
• There is a list of potential alternate endings brainstormed by your classmates in 1st and 3rd period that you can use for inspiration.
• You can handwrite if you want, but eventually your work has to go on the Google Doc in Google Classroom. 
• At the end of the period, you will SUBMIT your writing to THIS SUBMISSION FORM.

Reminders: 

• Tomorrow is NEON DAY. We will also be on Sports Day schedule so we get a longer lunch. Come ready to play!

FAST Assessment (& Reading, of Course)

Goal: Complete FAST Testing (3rd period) and reading our new story

Agenda: 

Journal 

FAST Testing (3rd period) 

New Story 

3rd Period Only: 
FAST Assessment 

Click HERE to go to the Illuminate login for FAST Testing. 

1. Journal 

Write what you remember about the ending of our story yesterday. 

2. Story of an Hour

• Our new story, "The Story of an Hour" is uploaded to Formative. 
• I will help you log into this new site! Don't panic.
• You are going to need your stu.sandi.net login to make this work.
• We will go step by step.

3. Partner Work 

Fill out this SOAPSTone Form with a partner, investigating the elements of Kate Chopin's "The Story of an Hour" 

4. Writing Contest 

We are having a writing contest in class tomorrow. There will be prizes involved! 

Reminders: 

• Tomorrow is MEME DAY. (Dress like your favorite meme)

New Story Day! Welcome to Unit 2

Goal: Begin to read our new story, "The Story of An Hour" by Kate Chopin

Agenda: 
Journal
Surveying the Text
Reading the Text
Answering Questions

Before we start: Please fill out THIS CONTACT FORM to help me get in touch with an adult in your life about Open House.

1. Journal: 
The journal prompt for today is a picture of Kate Chopin, our new author. Write about the image on the board.

2. Surveying the text 

• I'm passing out our next reading (welcome to Unit 2!) 
• This reading is complex and you have already collected some background info on the time period (nice!) 
• Click HERE to see all of your beautiful whiteboard work from yesterday. What was happening during the 1890s? 

Hint: This story was first published in VOGUE Magazine (in 1894). 

       

Vogue in 1894

            

Vogue 1960                                 Vogue 2019

3. Reading the Story 

• We are going to listen to the story being read aloud. 
• I will pause so we can answer the questions together. 

REMINDERS:

• On Wednesday we have FAST Testing during 3rd period. Bring a pair of headphones if you have ones that connect to a Chromebook. 
• Tomorrow is DISNEY DAY. Dress up for Spirit Week! :) 

FlipGrid Dramatizations

Goal: Finish our Flipgrid dramatizations

Agenda: 
Journal
Dramatization
Film Script
FlipGrid

JOURNAL: 
How was your weekend? Tell me about it.

1. Recap of Friday: 

• We started our film dramatizations of an author's decision-making process on Friday, but I know there was a lot of work to be done and some of us didn't get there. That's okay! 
• We are going to finish that work today in class.
• Below, I've recapped some of the major points but if you need more detailed instructions you can scroll to last Friday's post (with screenshots and all!)

2. Film Script 

• You should have downloaded a film script template from Friday's blog post and shared it with each other
• Only one group shared it with me. Share it with me now, regardless of whether you're done or not.
• These were your author assignments:

PURPLE TABLE: How Iyengar says we make decisions
          automatic vs. reflective decision-making systems 

YELLOW TABLE: How O'Brien says we make decisions
          quietly, in your own headspace OR until you're pushed to the edge 

GREEN TABLE: How Sandel says we make decisions
          we have to talk other people to make good decisions  

BLUE TABLE: How Frost says we make decisions 
          at every fork in the road, a decision must always be made 

3. Using FlipGrid

• Our FlipGrid classroom can be found online HERE 
• Film your skit/play/film by placing your Chromebook on a table/chair and acting out your script
• When you are done, Flipgrid will tell you to take a selfie for the title card. Please get all of your faces in it so I can see who participated. 
• Title your video with the name of your author. Ex: Iyengar, O'Brien, Sandel, or Frost
• Submit the video and make sure you shared your script with me! (cdaniel@sandi.net)
• Your video will not show up until I approve it, so don't stress when you don't see it available. I will moderate the videos over the weekend and evaluate your work! 

4. After FlipGrid 

• Evaluate at least one video on Flipgrid (one besides yours) using THIS FORM
• Help another group with their video (maybe you can film their work?) 
• Check up on any missing assignments you have (see me if you need help) 
• Look up what was going on in the United States in the 1890s. Collect all the information you can in a fresh Google Doc or in your journal! 
• Check out a book from our classroom library (ask me for a recommendation if you need!)

Things to Know:

• On Wednesday we have FAST Testing during 3rd period. Bring a pair of headphones if you have ones that connect to a Chromebook. 

Dramatizing Decision Making

Goal: Get to the main idea of Frost's poem and prepare for tomorrow's lesson

Agenda: 
Journal
Dramatization
Film Script
FlipGrid

*First period, I know I told you we were reading a different story today. We are instead going to work with the 4 stories we've read so far! 

JOURNAL: 
What do you think you've earned on your English Journal for Week 4?
I believe I have earned a ___ (1=lowest, 5=highest) because _____________________.

1. Dramatization

• Dramatization is a VERB that means "to adapt (a novel or other work) as a play or movie" 
• TODAY your task is to dramatize the way our authors say we make decisions
• That means you are writing a script and acting out a short film 

2. Film Script 

• There is a template for a film script HERE
• ONE person at your group clicks "make a copy" to download the template 
• Share it with the others at your table AND me (cdaniel@sandi.net) 
• Ask Manny to make sure you did it correctly
• Here are your assignments for the script: 

PURPLE TABLE: How Iyengar says we make decisions
          automatic vs. reflective decision-making systems 

YELLOW TABLE: How O'Brien says we make decisions
          quietly, in your own headspace OR until you're pushed to the edge 

GREEN TABLE: How Sandel says we make decisions
          we have to talk other people to make good decisions  

BLUE TABLE: How Frost says we make decisions 
          at every fork in the road, a decision must always be made 

3. Using Flipgrid to Film your Videos

• Use your stu.sandi.net login to get onto Flipgrid (click this link!)
• If you need to enter a Flip code, it's msdaniel or 9268f397 (but you shouldn't need to do that as long as you click the link above) 

• Get yourself to this screen: 
  
• Scroll down to watch the video of me explaining your assignment: 
  
• Watch the video of me explaining the assignment, then write your script with your teammates (link above) 
• When you're ready to FILM, scroll a little lower on that page and find the green plus sign.

• Click on the plus sign to start filming (allow Flipgrid access to the Chromebook's camera and microphone)
  
• Film your skit/play/film by placing your Chromebook on a table/chair and acting out your script
• When you are done, Flipgrid will tell you to take a selfie for the title card. Please get all of your faces in it so I can see who participated. 
• Title your video with the name of your author. Ex: Iyengar, O'Brien, Sandel, or Frost
• Submit the video and make sure you shared your script with me! (cdaniel@sandi.net)
• Your video will not show up until I approve it, so don't stress when you don't see it available. I will moderate the videos over the weekend and evaluate your work! 

BEFORE YOU GO TODAY: 

• If you are done with all of your work, check out a book using the button on the blog >>
• At the end of class, someone needs to sign off the sheet of paper on your table saying that all laptops are plugged in and all supplies are left on the tables. 
• Email me if you have any questions! cdaniel@sandi.net
• See you Monday! 

Frost's Main Idea

Goal: Get to the main idea of Frost's poem and prepare for tomorrow's lesson

Agenda: 
Journal
Short Answer Responses
Precis Response
Decision-Making Process

1. Journal 
I heard some things about class yesterday. Explain what happened in detail.

2. New Poem 

• Yesterday you started reading a poem by Robert Frost called "The Road Not Taken" and began to answer questions posted in Google Classroom.
• Nobody in the class completely finished the assignment (MUCH more detail is needed to master the main ideas) 
• Today we are going to work through the questions together until we can all be proud of our work. 

3. Write a Precis

• On your own, your task is to write a rhetorical precis using the chart in class. 
• Your precis is about Frost's poem "The Road Not Traveled"
• You should write the precis by hand in your neatest writing on a clean sheet of paper. 

4. Preparation for Tomorrow 

• I will have a substitute tomorrow for the second part of my training. 
• You are going to have an assignment due through an application called Flipgrid. 
• Click HERE to ensure you can get to the assignment. (You are going to have to select "sign in with Google" and use your stu.sandi.net login to make it work)
• If you need to enter a Flip code, it's msdaniel

Reminders:

• If you are done with all of your work, check out a book using the button on the blog >>
• At the end of class, someone needs to sign off the sheet of paper on your table saying that all laptops are plugged in and all supplies are left on the tables. 
• Email me if you have any questions! cdaniel@sandi.net

The Road Not Taken

Welcome back, Ms. Natheos! 

Goal: Start a new text (it's a poem!)

Agenda: 
Journal
New Poem
Respond to Questions

1. Journal 
What do you think it means to "take the road less traveled?"

2. New Poem 

• We will be reading a poem by Robert Frost called "The Road Not Taken." 
• Read THIS BACKGROUND INFO to understand why he wrote the poem (hint: it's not really as deep as we think).

3. Respond to Questions 

• There are questions posted in Google Classroom.
• Your answers to these questions are due by the end of the period (Please click "Turn in" when you're done so I know you finished. I will read through your work tonight). 

Reminders:

• If you are done with all of your work, check out a book using the button on the blog >>
• At the end of class, someone needs to sign off the sheet of paper on your table saying that all laptops are plugged in and all supplies are left on the tables. 
• Email me if you have any questions! cdaniel@sandi.net 
• See you all tomorrow!

Catch Up + Individual Conferences

Goal: Catch up on missing classwork and have an individual conference with Ms. Daniel

Agenda:
Journal
Individual Conferences
Catch Up

1. Journal
What is your current grade in this class? Explain why.

2. Individual Conferences 

• The first grading period ends this Friday. 
• We are going to have individual conferences today to discuss your goals and progress. 
• There is an assignment in Google Classroom that you need to fill out before our conference. 
• I will be calling you one-by-one to discuss your class progress outside. 

3. Catch Up 
There are so many things you could be working on today (phones are not necessary - put them in a pouch).

1. Finish your RACE Paragraph for "Doing the Right Thing" (it should be turned into Google Classroom). 
2. Make sure your journal is up to date. I've given many of you feedback about adding more detail.
3. Check Powerschool. Is anything missing? Is there any low score you can make up? 
4. Go to https://quizizz.com/join/ and enter the game code 273199. Tomorrow you're going to read a piece of poetry and write about it! 
5. Find a book in our classroom library, check it out, and start to read. 

Reminders:
Our classroom library is open. Use the QR Codes around the room to check out a book!

Finish our RACE Responses

Goal: Finish our constructed responses to Sandel's "Doing the Right Thing"

Agenda:
Journal
Vocabulary
Reading
RACE Response

1. Journal
How are you feeling as we head into a new week? Explain in detail.

2. Reading 

• We will read the last two pages of our story together to get to the main idea. 

3. RACE Response 
(This is another way of responding to a text, like a precis or an essay).

• You have evidence charts in your journals (the ones with the main idea, paragraph number, and direct quote). 
• Use the chart in your journal to complete the graphic organizer I am handing out on paper. 
• You will have at least three sentences complete by the time you finish. 

When you finish the graphic organizer: 

1. Translate your three sentences to the assignment in Google Classroom (called RACE Paragraph 1: Doing the Right Thing)
2. Add your two other pieces of text evidence to make it one long paragraph.
3. I will show an example in class. 

• Restate the prompt and answer the prompt. Cite evidence. Explain evidence. Cite evidence. Explain evidence. Cite evidence. Explain evidence. Remind us of the main idea. 

Reminders:
Our classroom library is open. Use the QR Codes around the room to check out a book!

Using Text Evidence to Make a Claim

Goal: Finish reading "Doing the Right Thing" and learn how to construct a response to the text

Agenda:
Journal
Vocabulary
Reading
RACE Response

1. Journal
What is the biggest decision you have ever made in your life? Explain.

2. Frayer a New Word 

• Check out THIS LIST OF NEW WORDS.
• You may choose one of these words (or any other word you came across that was challenging).  

2. Reading 

• Yesterday you set up the below chart in your journals.
• Today we are going to finish reading and start our response to the text.

3. RACE Response 
(This is another way of responding to a text, like a precis or an essay).

• Use the chart posted in class and the chart in your journal with text evidence to complete the graphic organizer I am handing out on paper. 

Reminders:
Check out a book and take it home to read this weekend.

Doing the Right Thing

Goal: Introduce our new text, "Doing the Right Thing"

Agenda: 
Journal
Finish yesterday's film
Begin new text

1. Journal 
What were some similarities and differences between the episode of This is Us directed by Tim O'Brien and the short autobiographical story about his draft experience we read called "On the Rainy River?"

2. Film Wrap-Up 

• Yesterday we finished watching an episode of This is Us directed by Tim O'Brien.
• What were some of the big decision-making moments in the episode? 

3. A New Text! 

• Today we are beginning a new text. We will read it in partners like we did with our last story.
• I will stop you midway through to show you a video clip. 
• Please set up your journals like this: 

Reminders: 
ASB after school! Come talk about Sports Day with us!

Screening a Media Piece on the Vietnam War

Goal: Watch an episode of This is Us directed by the author of our story, Tim O'Brien and compare to his autobiographical narrative account of Vietnam

Agenda: 
Watch Party
Journal
Reminders

1. Watch Party 

• We are going to watch the episode of This is Us. 
• No phones during the screening of the episode. 
• Pay special attention to similarities and differences between the written story and this episode. 

Reminders: 

• Today is 9/11. For those of you interested in learning more, there is an episode of CNN 10 I am watching with my government class that gives a timeline of the day's events as well as the media coverage that followed the event. (Warning: There is traumatizing footage from that day in the video.) 
• Soccer after school today at 12:30. All are welcome! 

Essay Support

Goal: Workshop our essay responses

Agenda: 
Journal
Essay Work
Peer Support
Self-Reflect

1. Journal 
When are you at your happiest? Why?

2. Essay Work

• Yesterday, we started our essays in Google Classroom. 
• You are responding to the questions on the Google Doc, and that is turning into your essay. 
• Some of you are ready for intros and conclusions. 
• Your intro must have a thesis statement (roadmap for your readers):
• SAMPLE: 
• After receiving his draft notice, O'Brien goes on a journey where he is impacted by Elroy Berdahl, a man with the great qualities of a listener, who supports him quietly as he makes one of the biggest decisions of his life.
• You can find fill-in sentence frames for your thesis statement HERE. (Only use these AFTER your three body paragraphs are finished.

3. Peer Support 
If you are done, find a classmate who could use your help.

TRY THIS: 
If you've finished everything else, try writing a precis for the story!
It's different than the essay format since it's just 4 sentences.

Reminders:
If our essays are complete, tomorrow we can watch an episode of This is Us all about getting drafted to fight in Vietnam (directed by our author, Tim O'Brien.)

Finish Our Timelines

Shoutout to Gavin and Jerry for the great work in
3rd period! I can't wait to hang all of your work! 

Goal: Finish your chronological timelines for "On the Rainy River"

Agenda:
Journal
Timeline
Precis
Essay

1. Journal: 
How are you feeling today? Explain why.
(Give detail, and look at the feedback I gave you from last week (Your Week 2 score is in PS)).

2. Finish your Timelines

• On Friday, you worked with a partner to put the events of "On the Rainy River" in chronological order.
• Today, your goal is to finish.
• It is important to understand the turning points of Tim's Decision Making.

3. Essay Response

• I've created an assignment in Google Classroom.
• It is titled "Essay Response: 'On the Rainy River'"
• Use the template provided to formulate the response to the question posted: 
• What role did Elroy Berdahl play in O'Brien's decision-making process? 
• What was it about the character of Berdahl that allowed him to have such an influence on O'Brien in this situation?

4. Learning Extension: Write a precis! 

• Only do this if you have totally finished your essay in Google Classroom! 
• We practiced precis writing with nonfiction research article, but what about an autobiographical narrative?
• It is possible to write a precis about an autobiographical narrative. 
• Need help with tone words? Check this out: 155 Words To Describe an Author's Tone

Reminders: 
Catch up on your English Journal. Make sure Week 3 is off to a solid start! 

Continuing with our Reading PALS

Goal: Keep Reading "On the Rainy River"

Agenda: 
Self-Score Journal
Reading PALS
Create a Timeline
Tone
Questions

1. Self-Score Journal
Use this SCORING GUIDE to let me know what score you think you deserve on your English journal this week.

2. Reading PALS
We are continuing with our reading PALS today.

3. Make a Timeline: 

• When you have finished, you are going to make an illustrated timeline of the story you just read. 
• I'm going to give you a sheet of paper, and you will make a timeline with as many events and illustrations as you can. 
• (HINT: The story is not really told in complete chronological order) 

Draft notice from Illinois man Tom Bowman

Learning Extension Opportunity: 
Look at the "Navigating the Waters" questions at the end of the story. Begin to think about how you would answer them - we will be discussing those next week.

Reminders: 

Have a great weekend!

Reading PALS: Peer Assisted Learning Strategy

An actual photo of Tip Top Lodge where Tim stayed
when he was trying to make his decision: run
for the border or stay in the US? 

Goal: Keep reading "On the Rainy River"

Agenda: 
Journal
Keep Close Reading

1. Journal: 
If you had a tough choice to make, would you make it alone or would you want someone to talk to about it? Please give detail.

2. KWL Chart 
We are going to make a KWL Chart for this reading. What do we already know about Tim?

3. PALS: Peer Assisted Learning Strategy

• Instead of reading as a whole class, I'm going to show you a new strategy for reading. 
• Your partner is the person sitting next to you at your table. 
• I will use the timer to keep track for you. 
• Partner A will read for five minutes, then Partner B will retell what Partner A read. 
• Then Partner B will read for five minutes, and Partner A will retell what Partner B read. 
• You should feel free to help each other through this. If neither of you know a certain word, ask me. I'm here to help!

4. Draft Dodgers

To extend our knowledge, let's learn more about people who escaped the draft by fleeing to Canada (hint: they're now Canadian citizens and have lived in Canada since they fled the US).

5. Would you have been drafted? 
Put the month and day of your birthday in on this website. It's a pretty accurate measurement of whether you would have been drafted or not. 

Reminders: 
ASB meets today after school. Come check it out!

Reading "On the Rainy River"

Our next reading is a story from this book,
which is told in autobiographical narrative style. 

Goal: Introduce our new reading, "On the Rainy River" by Tim O'Brien

Agenda: 
Journal
Quickwrite
"On the Rainy River"

1. Journal 
1st period: 
What do you know about the Vietnam War?

3rd period: 
Write about someone who has been there for you when you have had to make a tough decision in your life. What did this person do to help you?

2. Quickwrite 
1st period needs to catch up on a QuickWrite that 3rd period finished yesterday.

3. Reading "On the Rainy River" 

• We are close reading today 
• Grab a highlighter or a light colored marker (put back supplies if you borrow them from our classroom) 

*Lesson Extension: 

Check out these videos to further your understanding: 

• Many Vietnam veterans still suffer from PTSD decades later
• Tim O'Brien tells a true war story 

? Ask Yourself: 

What do you think Tim O'Brien is referring to in the second video when he says "the things they carried?" 

Reminders: 
Today is a modified day. We get out early, but there is still lots to do!

Precis + New Reading!

Goal: Finish the precis we worked on last week, review, and start a new story

Agenda: 
Journal
About You
Syllabus Review
Unscramble a precis
Submit handwritten precis
New Story

1. Journal 
Your journal assignment today is to finish telling me three things about yourself (from 8/30/19).

• If you already gave me three, add more details. 
• EVERYONE must finish this. 
• I gave you feedback over the weekend. 

2. About You 

Please fill out this ABOUT YOU FORM.
Make sure I receive it by the end of the period (if I have you for both English and Government, please fill it out in both classes).

3. Syllabus Review 

• The course syllabus is linked on the blog (above). 
• It's infographic style, and I'm working on a PDF style for those who prefer to just read a document. 

4. Unscramble a Precis 
To review what we did last week, you will be unscrambling a precis.

5. Submit handwritten precis 
You are submitting your own handwritten precis today. I will help you through it individually, but you should think about this like a test.

6. New Story 
We are starting a new story today. You will need your binders, but you can close your computers.

Reminders:
Welcome to the second week of school! I'm proud of you.