October 28 - B DAY

Day 21 B – 10/28/10

·      Silent reading – met with students about books

·      WKCE conversation – why it’s important, what it is, etc.

·      WKCE practice test – go through together and discuss.

·      Sandra Cisneros poetry – Effectively examine form and style

Homework: Finish first 3 pages of Cisneros packet

October 27 - A DAY

Day 21 A – 10/27/10 (60 minutes)

·      Researching to learn about Latin American countries

·      Groups presented countries researched to class

October 26 - B DAY

Day 20 B – 10/26/10

·      Silent reading – met with students about books (Checked off Pat Mora homework)

·      Researching to learn about Latin American countries

·      Groups presented countries researched to class

·      Discussed Pat Mora poems (Making interpretations about poetry) and homework

October 25 - A DAY

Day 20 A – 10/25/10

·      Silent reading – met with students about books

·      Computer research day for projects

Homework: Projects due WEDNESDAY.

October 19 - A DAY

Day 19 A – 10/19/10

·      Final drafts due!

·      Silent reading – I met with students individually to talk about books

·      Making connections between texts, creating spoken word poetry expressing theme of civil disobedience

·      We rehearsed our poems as groups before presenting them to the class (I videotaped these)

·      Began Latin American unit by assigning countries to be researched (Sign up sheet in the back of the room by the door – DO THIS!) We’ll have the computers on Wednesday to begin research.

·      Understanding author’s cultural identity through poetry

·      Making interpretations versus literal meaning

·      Prereading – our first poem is from a collection of poems titled “My Own True Name” – discussed what this means to students.

·      Read “Immigrants” by Pat Mora and annotated. Discussed literal meaning and students’ interpretations

·      Worked with a partner to read “A Voice” (page 68) and “Senora X No More” (page 70) answer reading questions (worksheet).

Homework: Finish reading questions and presentations due WEDNESDAY. (Computers Monday)

October 18 - B DAY

·      Final drafts due!

·      Silent reading – I met with students individually to talk about books

·      Making connections between texts, creating spoken word poetry expressing theme of civil disobedience

·      We rehearsed our poems as groups before presenting them to the class (I videotaped these)

·      Began Latin American unit by assigning countries to be researched (Sign up sheet in the back of the room by the door – DO THIS!) We’ll have the computers on Wednesday to begin research.

·      Understanding author’s cultural identity through poetry

·      Making interpretations versus literal meaning

·      Prereading – our first poem is from a collection of poems titled “My Own True Name” – discussed what this means to students.

·      Read “Immigrants” by Pat Mora and annotated. Discussed literal meaning and students’ interpretations

·      Worked with a partner to read “A Voice” (page 68) and “Senora X No More” (page 70) answer reading questions (worksheet).

Homework: Finish reading questions and presentations due TUESDAY.

October 13 - B Day

Day 17 B – 10/13/10

·      Silent reading – I met with students individually to talk about rough drafts.

·      (I checked off rough drafts)

·      Making connections between texts

·      We got into groups and, using the letters we wrote to either Creon or Coretta, created a poem we will present to the class on Monday, focusing on the theme of civil disobedience.

Homework: FINAL DRAFTS due MONDAY!

October 7 - B DAY

Day 16 B – 10/7/10

·      Connecting the theme of civil disobedience

·      We discussed civil disobedience and its definition

·      We listened to a letter from Martin Luther King, Jr. to some haters and filled out a worksheet comparing his letter to Antigone. I split the class in half, and one half is writing a letter (this only needs to be a paragraph) from the perspective of MLK to his family, while the other from Antigone to Creon. Both letters are explaining why you chose to break the laws you did.

·      I handed out an introduction and conclusion outline and looked at body paragraph outlines. Discussed changes/alterations with students.

Homework: Finish letter and have outline completely filled out by Monday.

October 6 - A DAY

Day 16 A – 10/6/10

·      Connecting the theme of civil disobedience

·      We discussed civil disobedience and its definition

·      We listened to a letter from Martin Luther King, Jr. to some haters and filled out a worksheet comparing his letter to Antigone. I split the class in half, and one half is writing a letter (this only needs to be a paragraph) from the perspective of MLK to his family, while the other from Antigone to Creon. Both letters are explaining why you chose to break the laws you did.

Homework: Finish letter

October 5- B DAY

Day 15 B – 10/5/10

·      We discussed the paper and received the outline and talked about it.

·      I collected the study guide

·      Took the Greece unit test

·      Worked on the paper outline with the time left in class

Homework: Finish outline

October 4 - A DAY

Day 15 A – 10/4/10

·      We discussed the paper and received the outline.

·      I collected the study guide

·      Took the Greece unit test

·      Worked on the paper outline with the time left in class

Homework: Finish outline

October 1 - B DAY

Day 14 B – 10/1/10

·      Ms. Matthews came in to talk about guidance and policies

·      Completed study guide for test

TEST TUESDAY!!! DON’T FORGET!