Today you guys mostly worked with Zaq on grad projects. I was told that you guys had a chance to share out some of the work you've already done--metaphors, and challenges. Then you all looked at two poems to help make the point CONTENT BEFORE FORM! Some of you feel sure you want to do a song, or yours will definitely be funny, or you will do a story, but you cannot decide that until you have figured out the way you have changed or grown at TBS.
Some of you got to meet with either Zaq or I to finalize your topics, most of you did not. If you did not meet with us, you are still brainstorming ideas. If you did meet with us, then you are working on your project. There is a lot to do. Do not put it off. Start writing tonight.
emma
Monday, June 7, 2010
Friday, June 4, 2010
Friday
8th graders! Grad Project!
On Monday, you guys will be asked to come up with your topic--one way in which you have grown/changed while at TBS. You should marinate on that all weekend.
emma
On Monday, you guys will be asked to come up with your topic--one way in which you have grown/changed while at TBS. You should marinate on that all weekend.
emma
Thursday, May 27, 2010
Thursday
Grad Project! Grad Project! Grad Project!
So far you should all have:
1. A time line of your time at TBS with at least 5 facts for each year.
2. A 10 best and 10 worst list.
3. 3 challenges you've faced at school, the details of the event why it was a challenge and what affect it had on you (change, growth, overcoming etc)
Today we added activity number 4. You were to come up with at least 5 metaphors that represent your time at TBS. People shared out all kinds of metaphors--pregnant lady, marriage, bathroom, pair of jeans, plane ride, knife fight, rafting trip, flower--they were fun. Then you each had to choose ONE metaphor to extend. You were to explain that metaphor thoroughly, comparing details of your experience at TBS with details of that metaphor. Many of you aren't able to finish these activities in class. If that is the case, you are responsible for finishing the activity at home. We will be working on grad projects again on Tuesday.
I also reminded you all of your missing work--Lit circle packets and philosophy packets are overdue. Get those to me asap. Especially if you want to be a part of Physics Day.
I'm a glass of milk straight from the fridge--good for you, but COLD!
emma
So far you should all have:
1. A time line of your time at TBS with at least 5 facts for each year.
2. A 10 best and 10 worst list.
3. 3 challenges you've faced at school, the details of the event why it was a challenge and what affect it had on you (change, growth, overcoming etc)
Today we added activity number 4. You were to come up with at least 5 metaphors that represent your time at TBS. People shared out all kinds of metaphors--pregnant lady, marriage, bathroom, pair of jeans, plane ride, knife fight, rafting trip, flower--they were fun. Then you each had to choose ONE metaphor to extend. You were to explain that metaphor thoroughly, comparing details of your experience at TBS with details of that metaphor. Many of you aren't able to finish these activities in class. If that is the case, you are responsible for finishing the activity at home. We will be working on grad projects again on Tuesday.
I also reminded you all of your missing work--Lit circle packets and philosophy packets are overdue. Get those to me asap. Especially if you want to be a part of Physics Day.
I'm a glass of milk straight from the fridge--good for you, but COLD!
emma
Wednesday, May 26, 2010
Wednesday
We had a regular schedule today...finally! So we were back to doing our Philosophy. Today we talked about Chapter 10--Do Animals Have Rights? There were some disturbing comments about people kicking their dogs (or shooting them with bebe guns, ahem), but overall people agreed that the extremely mean tactics used to test drugs on animals are not necessary. But where do we draw the line?
I passed back your Philosophy Packet and we reviewed my expectations. I'm asking you to improve on your response for chapter 10. A lot of you didn't use evidence from the text, make sure you do that in chapter 10. I also found that too many of you are clearly rushing through your writing instead of trying to deeply think and respond to the question. I will collect your entire packet with chapter 10 stapled to the back, next Wednesday. Don't forget to check off each requirement. And remember that you are only allowed to respond to the questions that are circled on your packet.
On Tuesday you all had a sub. The sub asked you to finish your Literature Circle and then write a reflection on the back about the whole process. The sub left me a folder with those packets and some notes on how it went. It sounded like 8B was mostly off task and fooling around. I'm disappointed that you guys who misbehaved don't have a little more pride in your school and yourself to represent both maturely. I'll expect better next time. 8A--most of you did not turn in your packets, please make sure you get those to me asap.
Tomorrow we will get back to work on the Grad Project. Make sure you bring everything we've done so far: Timeline, 10 best and worst lists, 3 challenges. No one finished writing about their 3 challenges and I asked you to finish that for homework. Make sure you've got that ready to discuss tomorrow.
Also: Send your baby pictures to Luna!
emma
I passed back your Philosophy Packet and we reviewed my expectations. I'm asking you to improve on your response for chapter 10. A lot of you didn't use evidence from the text, make sure you do that in chapter 10. I also found that too many of you are clearly rushing through your writing instead of trying to deeply think and respond to the question. I will collect your entire packet with chapter 10 stapled to the back, next Wednesday. Don't forget to check off each requirement. And remember that you are only allowed to respond to the questions that are circled on your packet.
On Tuesday you all had a sub. The sub asked you to finish your Literature Circle and then write a reflection on the back about the whole process. The sub left me a folder with those packets and some notes on how it went. It sounded like 8B was mostly off task and fooling around. I'm disappointed that you guys who misbehaved don't have a little more pride in your school and yourself to represent both maturely. I'll expect better next time. 8A--most of you did not turn in your packets, please make sure you get those to me asap.
Tomorrow we will get back to work on the Grad Project. Make sure you bring everything we've done so far: Timeline, 10 best and worst lists, 3 challenges. No one finished writing about their 3 challenges and I asked you to finish that for homework. Make sure you've got that ready to discuss tomorrow.
Also: Send your baby pictures to Luna!
emma
Thursday, May 20, 2010
Thursday
Today we continued our Grad Project Work. I asked you guys to brainstorm challenges you have faced in your time here at TBS. We shared some and helped remind each other about the tough projects, the difficult social situations and some of the academics that made us shudder. In the end, I asked you to pick your 3 biggest challenges. These are the challenges that had the biggest impact on you.
The next step was to write about each of the 3 challenges. This was to be a detailed account of the challenge, followed by why it was challenging and finally how it impacted you. Even though you may still see parts of it as a continuing challenge, you may have learned something about yourself. Or maybe you've learned that this is a challenge you will have to focus on in the years to come. Or maybe the challenge went away on its own, but you still learned about your capability to overcome similar challenges should they arrive.
If you weren't able to finish your detailed reflection on all three challenges, then you must complete that for homework.
Be sure that you're keeping all of your Grad Project work together in a folder--all of this work will help you come up with your final project idea. We will go through this process of remembering, writing, and reflecting on your years at TBS to make sure you come up with a great project that shows how you have changed at TBS. Have faith in the process people!
Also, I've talked to some of you individuals about the work you are missing. Please be sure to get that stuff done. You may have heard that students who are behind on work will not be invited to Physics Day at 6 Flags.
emma
The next step was to write about each of the 3 challenges. This was to be a detailed account of the challenge, followed by why it was challenging and finally how it impacted you. Even though you may still see parts of it as a continuing challenge, you may have learned something about yourself. Or maybe you've learned that this is a challenge you will have to focus on in the years to come. Or maybe the challenge went away on its own, but you still learned about your capability to overcome similar challenges should they arrive.
If you weren't able to finish your detailed reflection on all three challenges, then you must complete that for homework.
Be sure that you're keeping all of your Grad Project work together in a folder--all of this work will help you come up with your final project idea. We will go through this process of remembering, writing, and reflecting on your years at TBS to make sure you come up with a great project that shows how you have changed at TBS. Have faith in the process people!
Also, I've talked to some of you individuals about the work you are missing. Please be sure to get that stuff done. You may have heard that students who are behind on work will not be invited to Physics Day at 6 Flags.
emma
Monday, May 17, 2010
Monday
Today we continued to work on the Graduation Project. We have now done a timeline and a top 10 best and worst list. Make sure you have both of those done and together. We will continue some brainstorming activities on Thursday, so be sure to have all of your Grad Project stuff.
Also, Luna needs your baby pictures for the yearbook! She is in the play and does not have a lot of time to keep hounding you guys. Email them to her asap!
Tomorrow is Literature Circles. Be sure to have your reading and your job done.
I haven't received Philosophy packets from a lot of you. Be sure to turn those in to me.
emma
Also, Luna needs your baby pictures for the yearbook! She is in the play and does not have a lot of time to keep hounding you guys. Email them to her asap!
Tomorrow is Literature Circles. Be sure to have your reading and your job done.
I haven't received Philosophy packets from a lot of you. Be sure to turn those in to me.
emma
Thursday, May 13, 2010
Thursday
Today was our 3rd ever Literature Circle. We reviewed our agreements for active listening and looked at how your peers felt you did last week. You each set a specific listening goal to work on, and overall, I think you guys did much better.
Luke led his group through some interesting questions including, where are they getting their food if all the markets are closed? Nina volunteered to follow the director (good stepping up!) and pulled out nice passages and explained them well. Mesoma made vocabulary a little more fun by having everyone find the word in the book and then guess what it meant from the context. Nina was able to figure out the part of speech, and Max gave a great definition for "recuperate". Good team work!
Mickey took good control over the rowdy boys and kept them remarkably focused. Evan and Pascal politely took turns making connections. Christian gave a detailed description of his illustration even connecting it to other shows and movies. I loved hearing all the boys admit that if they had to walk through a field of dead bodies like Daisy does in the book, they would all "lose their minds", "scream", and "freak out". They all agreed that the author's use of a teenage voice is annoying and distracting. They like the content, but are tired of the run-on sentences, the lack of punctuation and the made up words. "It seems like the author was just being lazy".
Kelsey started by asking her group what they would do if their houses were robbed. "I'd get the sword and kill them" Thomas asserted. But the ladies admitted that they too would be scared, shocked and maybe not so ready to get revenge. Luna reminded everyone that the book is set in the past where they didn't know much about diseases and how they spread. They were all paranoid and panicked and weren't making decisions based on the information that we have today. "I don't want to call them stupid, but..."
Good work!
emma
P.S. If you didn't turn in your Philosophy Packet (Chapters 6-9 with checks) make sure I get that asap!) Also, don't forget to finish your Grad Bio because we'll be talking about those again on Monday.
Luke led his group through some interesting questions including, where are they getting their food if all the markets are closed? Nina volunteered to follow the director (good stepping up!) and pulled out nice passages and explained them well. Mesoma made vocabulary a little more fun by having everyone find the word in the book and then guess what it meant from the context. Nina was able to figure out the part of speech, and Max gave a great definition for "recuperate". Good team work!
Mickey took good control over the rowdy boys and kept them remarkably focused. Evan and Pascal politely took turns making connections. Christian gave a detailed description of his illustration even connecting it to other shows and movies. I loved hearing all the boys admit that if they had to walk through a field of dead bodies like Daisy does in the book, they would all "lose their minds", "scream", and "freak out". They all agreed that the author's use of a teenage voice is annoying and distracting. They like the content, but are tired of the run-on sentences, the lack of punctuation and the made up words. "It seems like the author was just being lazy".
Kelsey started by asking her group what they would do if their houses were robbed. "I'd get the sword and kill them" Thomas asserted. But the ladies admitted that they too would be scared, shocked and maybe not so ready to get revenge. Luna reminded everyone that the book is set in the past where they didn't know much about diseases and how they spread. They were all paranoid and panicked and weren't making decisions based on the information that we have today. "I don't want to call them stupid, but..."
Good work!
emma
P.S. If you didn't turn in your Philosophy Packet (Chapters 6-9 with checks) make sure I get that asap!) Also, don't forget to finish your Grad Bio because we'll be talking about those again on Monday.
Tuesday, May 11, 2010
Tuesday
Important: Literature Circles postponed until Thursday. Be prepared!
Today we reviewed all of the Philosophy work you've done so far. I handed out a Philosophy reflection sheet which has all of the requirements for your Philosophy responses. I passed out Chapters 6, 7, 8 and the article response and asked you to review each of them to be sure you met all of the requirements. On Thursday you are going to turn in your Chapter 9 along with that entire packet, stapled in order, with highlights, corrections and so on. The cover page should have check marks to indicate that you've checked over each requirement. Please ignore the questions below the chart. We will deal with those later.
More interestingly, Zaq joined us today to introduce...duhn duhn duhn... the Graduation Project! He explained the importance and we got started brainstorming. Everyone made their Graduation Biography, which consisted of a time line with facts. It was fun to hear some of the memories. Make sure you have that time line complete and ready to share with the whole 8th grade group on Monday. Keep thinking about what you've learned in your time at BMS. There will be much more Grad Project work in our future.
emma
Today we reviewed all of the Philosophy work you've done so far. I handed out a Philosophy reflection sheet which has all of the requirements for your Philosophy responses. I passed out Chapters 6, 7, 8 and the article response and asked you to review each of them to be sure you met all of the requirements. On Thursday you are going to turn in your Chapter 9 along with that entire packet, stapled in order, with highlights, corrections and so on. The cover page should have check marks to indicate that you've checked over each requirement. Please ignore the questions below the chart. We will deal with those later.
More interestingly, Zaq joined us today to introduce...duhn duhn duhn... the Graduation Project! He explained the importance and we got started brainstorming. Everyone made their Graduation Biography, which consisted of a time line with facts. It was fun to hear some of the memories. Make sure you have that time line complete and ready to share with the whole 8th grade group on Monday. Keep thinking about what you've learned in your time at BMS. There will be much more Grad Project work in our future.
emma
Monday, May 10, 2010
Monday
Your 8th grade yearbook page has been extended!
Give it or email it to Aster by this Friday, May 14th
Give it or email it to Aster by this Friday, May 14th
Wednesday, May 5, 2010
Wednesday
Today's Philosophy topic was Discrimination which turned out to be a very lively and interesting discussion. We started out thinking a lot about the recent Bart shooting in East Oakland and whether or not that constituted discrimination or just an accident. People shared some personal examples of being discriminated against--gender differences in PE class, teachers calling on some students and ignoring others, and being the only non-white flower girl in a wedding.
This was a perfect discussion following our debate about whether or not Philosophy should even be taught in school. The overwhelming opinion was that philosophy is important for developing minds because it gives young people the opportunity to actually discuss moral issues, complex ideas, and think about subjects that may have no right or wrong answer. Today's conversation gave students the opportunity to do exactly that.
Don't forget the old work that many of you still need to turn in.
emma
This was a perfect discussion following our debate about whether or not Philosophy should even be taught in school. The overwhelming opinion was that philosophy is important for developing minds because it gives young people the opportunity to actually discuss moral issues, complex ideas, and think about subjects that may have no right or wrong answer. Today's conversation gave students the opportunity to do exactly that.
Don't forget the old work that many of you still need to turn in.
emma
Monday, May 3, 2010
Monday
We got to meet today because Mitch was busy with other things. We had a great time writing short specific stories from Mexico. It was super fun hearing about the poop fights, the customs officer, the scorpion, Christian's cuddling, the poisonous tree, the soccer games, the card games, sleeping in and waking up to music. We all loved Evan's hilarious story about defeating the centipede with a paper cup. I'm thinking we should turn these into a book of Mexico memories because they were all such a joy to hear.
A few reminders we went over:
1. Philosophy is due on Wednesday. You are to write about whether or not Philosophy should be taught in school. I would like you to look at the comments I wrote to you on your chapter 8 and make sure you address those deltas.
2. Senior Page! Aster handed out the requirements. She's looking forward to getting those back to you soon. Feel free to look at old yearbooks in the main office for inspiration.
3. Don't forget your Lit Circle work due tomorrow!
See ya,
emma
A few reminders we went over:
1. Philosophy is due on Wednesday. You are to write about whether or not Philosophy should be taught in school. I would like you to look at the comments I wrote to you on your chapter 8 and make sure you address those deltas.
2. Senior Page! Aster handed out the requirements. She's looking forward to getting those back to you soon. Feel free to look at old yearbooks in the main office for inspiration.
3. Don't forget your Lit Circle work due tomorrow!
See ya,
emma
Thursday, April 22, 2010
Thursday
I'm getting to to know your writing better and it is so exciting! Today we used the Self-Portrait poems as inspiration for new pieces. I was amazed with what you came up with. Luna wrote a dark piece with beautiful images, Kaya wrote an awesome short story inspired by just one line--it's nothing special--and Sylvia showed us her more complicated side (in a meadow). Luke wrote a great haiku using all found words while Vivek and Pascal had a lot of fun writing crazy stories (suddenly a dead fish hit me in the face). Mesoma showed us that in the end it's just a "chicken wing frozen in a box". Good times, good times.
I'm really enjoying writer's workshop and it seems like you all are too. There was a hush in the amphitheater minus the click of frantic keying. You may notice that I've been giving you a little more direction, prompts, activities to inspire your writing. This is not meant to take place of the free-writing you're all used to, but will hopefully push you in new directions. Try to stay open, you may learn something.
I do want to address some upcomings since you all are off to Mexico esta fin de semana.
Primero--no more book reviews. I still need the one from when Liz was still here, but no new ones. Look for more news on that in the near future.
Segundo--Don't forget to turn in Philosophy work! I'm missing Chapters 6, 7 and 8 from many of you!
Finalmente-- There are two things that will be due when you get back from Mexico. Your Philosophy argument based on the NYTimes article and your Literature circle work. That's it!
Have a wonderful trip!
emma
I'm really enjoying writer's workshop and it seems like you all are too. There was a hush in the amphitheater minus the click of frantic keying. You may notice that I've been giving you a little more direction, prompts, activities to inspire your writing. This is not meant to take place of the free-writing you're all used to, but will hopefully push you in new directions. Try to stay open, you may learn something.
I do want to address some upcomings since you all are off to Mexico esta fin de semana.
Primero--no more book reviews. I still need the one from when Liz was still here, but no new ones. Look for more news on that in the near future.
Segundo--Don't forget to turn in Philosophy work! I'm missing Chapters 6, 7 and 8 from many of you!
Finalmente-- There are two things that will be due when you get back from Mexico. Your Philosophy argument based on the NYTimes article and your Literature circle work. That's it!
Have a wonderful trip!
emma
Tuesday, April 20, 2010
Tuesday
Today was our first Literature Circle and you guys were awesome! There were some great discussions and you all led the conversation maturely and efficiently. I loved hearing you pull in the shyer voices and ask authentic questions even when they may have been embarrassing ("I really didn't understand this part").
I also saw you guys getting creative in how you presented your material. Many of the Vocabulary Highlighters played guessing games instead of just telling the group the correct definition. (Luna promised to come up with a great game for our next lit circle!) Evan illustrated the house in How I Live Now and Vivek urged him to explain his reasons for including each detail. Max drew a "coughy house" for Fever 1793 and Nina pointed out how clever that was considering that is how germs are passed. I loved listening to your conversations about these books.
I also have some reminders:
1. I won't see you tomorrow because you get to hear from a Holocaust survivor. So I passed out your next Philosophy assignment which is an article about teaching Philosophy in school. Your job is to choose a side and argue for or against teaching Philosophy in school (k-12). Be sure to support your position with evidence from the text. I am expecting 2 persuasive paragraphs from you. Since you'll be in Mexico, that will be due the Wednesday you get back, May 5th.
2. Philosophy Chapter 8 is due tomorrow. You won't have me for class but you can easily hand me your work, email it to me: battenbowman@gmail.com or put it in the folder in the amphitheater.
Hasta manana!
emma
I also saw you guys getting creative in how you presented your material. Many of the Vocabulary Highlighters played guessing games instead of just telling the group the correct definition. (Luna promised to come up with a great game for our next lit circle!) Evan illustrated the house in How I Live Now and Vivek urged him to explain his reasons for including each detail. Max drew a "coughy house" for Fever 1793 and Nina pointed out how clever that was considering that is how germs are passed. I loved listening to your conversations about these books.
I also have some reminders:
1. I won't see you tomorrow because you get to hear from a Holocaust survivor. So I passed out your next Philosophy assignment which is an article about teaching Philosophy in school. Your job is to choose a side and argue for or against teaching Philosophy in school (k-12). Be sure to support your position with evidence from the text. I am expecting 2 persuasive paragraphs from you. Since you'll be in Mexico, that will be due the Wednesday you get back, May 5th.
2. Philosophy Chapter 8 is due tomorrow. You won't have me for class but you can easily hand me your work, email it to me: battenbowman@gmail.com or put it in the folder in the amphitheater.
Hasta manana!
emma
Friday, April 16, 2010
Thursday, April 15, 2010
Thursday
Today you all presented your poems--what a treat! They were filled with detail, creative imagery and even some alliteration (we didn't even talk about this poetic device. Well done, well done). I was impressed by what good presenters you all are. You stood up straight, spoke loudly and clearly and looked up from your paper. Evan even memorized his! I was, however, disappointed by how many of you only shared a part of your poem instead of the entire piece. It is important to be proud and confident in everything you do. We will work on that.
Shout out to 8A who went above and beyond with beautiful decorations and creative presentations of who they are. You all obviously spent extra time and really put thought into your final product. I appreciate your effort and commitment to excellence.
NOTE: You all need to check Wednesday's blog for the Philosophy Chapter 8 questions. Choose ONE question and write at least TWO paragraphs about it.
Great job today!
emma
Shout out to 8A who went above and beyond with beautiful decorations and creative presentations of who they are. You all obviously spent extra time and really put thought into your final product. I appreciate your effort and commitment to excellence.
NOTE: You all need to check Wednesday's blog for the Philosophy Chapter 8 questions. Choose ONE question and write at least TWO paragraphs about it.
Great job today!
emma
Wednesday, April 14, 2010
Today we had the music assembly so schedules got switched. I didn't get to see you guys but Mitch did pass our your Philosophy Chapter 8. Based on your feedback from yesterday, I changed the assignment a little bit. Through our discussion we came up with 3 questions:
1. Is it okay to change your reality--shaving, dying hair, plastic surgery, make up--or should everyone just accept their own reality?
1. Is it okay to change your reality--shaving, dying hair, plastic surgery, make up--or should everyone just accept their own reality?
Ava felt that there are different levels of changing your reality. I mean, is wearing make up as extreme as surgery? Does it matter? What would Zeno say? Mario argued that all of those examples are now a part of our reality! Someone else felt the world would be so boring if we didn't ever change our realities. What do you think?
2. Argue for or against stoicism. Is it better to have ups and downs, highs and lows, or would it be ideal to live life evenly and unemotionally?
Ben brought up a great example of Spock from Star Trek. His race can't experience emotion as a way to avoid war. Is this a good thing? They can avoid horrible experiences like war, but aren't they also missing out on the good things in life? Someone else pointed out that your birthday wouldn't be as fun if it happened every single day. You need the monotony of every day to provide contrast to the fun of a celebration. Would vacation get boring if it never ended?
3. (From the packet) Do you agree with Zeno that the laws of nature necessitate everything you do or do you agree with Epicurus that your actions are free?
Your job is to choose ONE question to write a two paragraph response. Don't forget to write your heading in the top right hand corner, title your paper and please copy the question so that I know which one you are answering. Turn in your responses by next Wednesday.
IMPORTANT!
Tomorrow you guys get to turn in and present your fantastic Self-Portrait poems! I want to see what you've been working on all week. Practice reading it out loud in the mirror tonight so you'll be ready to give a great presentation.
I can't wait!
emma
Tuesday, April 13, 2010
Tuesday!
Don't forget to turn in your book reviews and Philosophy Chapter 7!
And of course you're spending every free moment working on your Self-Portrait Poem. Voracious Vivek has promised us a fabulous poem and presentation on Thursday. I can't wait! Remember to decorate it, make sure it represents you, be creative and have fun with it. You will all present on Thursday but you do not have to present the entire poem if you're somehow feeling shy with the peers you've known since kindergarten --ahem--
Today was a big improvement over yesterday. Thanks for your great comments and suggestions about English class. I'm getting more and more excited about working with you and creating some great new norms that will make the class more rigorous and engaging. Feel free to email me with more thoughts on the class: battenbowman@gmail.com
You also got your Literature Circle books today. I think you all will really enjoy the self-led discussions. It seemed like most of you are already really excited about your books. Speaking of, does anyone have an extra copy of Fever? I think I want to read that one along with you all. Let me know if I can borrow it.
My next step is figuring out how to upload the new reading assignments to this blog so that you can have access to a copy with the right dates and with Pascal in the right group. You should have all five handouts for the various roles and if you do lose those they are on the blog ready for you to download.
Hasta manana!
emma
And of course you're spending every free moment working on your Self-Portrait Poem. Voracious Vivek has promised us a fabulous poem and presentation on Thursday. I can't wait! Remember to decorate it, make sure it represents you, be creative and have fun with it. You will all present on Thursday but you do not have to present the entire poem if you're somehow feeling shy with the peers you've known since kindergarten --ahem--
Today was a big improvement over yesterday. Thanks for your great comments and suggestions about English class. I'm getting more and more excited about working with you and creating some great new norms that will make the class more rigorous and engaging. Feel free to email me with more thoughts on the class: battenbowman@gmail.com
You also got your Literature Circle books today. I think you all will really enjoy the self-led discussions. It seemed like most of you are already really excited about your books. Speaking of, does anyone have an extra copy of Fever? I think I want to read that one along with you all. Let me know if I can borrow it.
My next step is figuring out how to upload the new reading assignments to this blog so that you can have access to a copy with the right dates and with Pascal in the right group. You should have all five handouts for the various roles and if you do lose those they are on the blog ready for you to download.
Hasta manana!
emma
Monday, April 12, 2010
Monday, April 12, 2010
Okay, so this is my first time blogging ever! Please forgive any errors as I learn.
We changed things up a little bit today--thanks for being flexible and understanding. We did a little 'getting to know you' through metaphors. It was fun to hear all of the creative answers. There were so many great ones, here's only a sampling of what I remember:
"I would be an avocado because I can be both sweet and savory!"
"I would be a road bike because I'm skinny. And it would have a yellow basket because I'm unique!"
"I would be a lollipop because I'm hard on the outside and soft and sweet in the middle."
Then we talked about how to turn those metaphors into a great Self-Portrait poem. I passed out a guideline and my own example of a complete poem. I'm asking you all to spend the week writing your own Self-Portrait Poem where you are detailed, honest, and creative. Unlike my own example, I want you all to make your final drafts beautiful. Decorate them with pictures, colors, cool fonts, or whatever else represents who you are. I can't wait to see and hear them when we share on Thursday <--notice the due date change!
I'm learning your routines and reading some of your past work. I know Liz expected you all to be reading independent books throughout the year. You were supposed to turn in a Book Review of one of those books last week. I do not have Book Reviews from all of you. Make sure you turn that in to me this week. You also needed to turn in your Philosophy Chapter 7 work to me. Again, I do not have this from everyone. Please get that to me this week.
NOTE: Be sure to put your name on all of your work. I've already got a stack of stuff and I don't know who it belongs to! This includes stuff that you email. I print that stuff out so the actual attachment needs to include your name. This is a good habit to work on!
Lastly, I'm excited to continue getting to know all of you. Feel free to email me with any questions, concerns, or work: battenbowman@gmail.com
emma
We changed things up a little bit today--thanks for being flexible and understanding. We did a little 'getting to know you' through metaphors. It was fun to hear all of the creative answers. There were so many great ones, here's only a sampling of what I remember:
"I would be an avocado because I can be both sweet and savory!"
"I would be a road bike because I'm skinny. And it would have a yellow basket because I'm unique!"
"I would be a lollipop because I'm hard on the outside and soft and sweet in the middle."
Then we talked about how to turn those metaphors into a great Self-Portrait poem. I passed out a guideline and my own example of a complete poem. I'm asking you all to spend the week writing your own Self-Portrait Poem where you are detailed, honest, and creative. Unlike my own example, I want you all to make your final drafts beautiful. Decorate them with pictures, colors, cool fonts, or whatever else represents who you are. I can't wait to see and hear them when we share on Thursday <--notice the due date change!
I'm learning your routines and reading some of your past work. I know Liz expected you all to be reading independent books throughout the year. You were supposed to turn in a Book Review of one of those books last week. I do not have Book Reviews from all of you. Make sure you turn that in to me this week. You also needed to turn in your Philosophy Chapter 7 work to me. Again, I do not have this from everyone. Please get that to me this week.
NOTE: Be sure to put your name on all of your work. I've already got a stack of stuff and I don't know who it belongs to! This includes stuff that you email. I print that stuff out so the actual attachment needs to include your name. This is a good habit to work on!
Lastly, I'm excited to continue getting to know all of you. Feel free to email me with any questions, concerns, or work: battenbowman@gmail.com
emma
Wednesday, March 24, 2010
Wednesday, March 24
It was with a heavy heart that Liz led her last Philosophy discussion at TBS for this year. It was, as always, a heated and enjoyable one grappling with the question, "Does every question have an answer?" As you all head off into a relaxing and fun Spring Break, do not forget about the homework due the week that you return:
Homework for Wednesday, April 7: Answer one of the discussion questions at the end of Chapter 7 OR one of the exercises. Your answer needs to be at least two paragraphs (5-8 sentences each) and highlight all "too/to/two"s, "their/they're/there"s, and "your/you're"s.
If you are emailing your homework, please email your homework to Emma, battenbowman@gmail.com. However, Liz would love to continue to read your thoughts and questions, so she would love it if you continue to "cc" her, eamheck@gmail.com
Homework for Thursday, April 8: A Book Review of at least two paragraphs (5-8 sentences each) and highlight all "too/to/two"s, "their/they're/there"s, and "your/you're"s.
Homework for Wednesday, April 7: Answer one of the discussion questions at the end of Chapter 7 OR one of the exercises. Your answer needs to be at least two paragraphs (5-8 sentences each) and highlight all "too/to/two"s, "their/they're/there"s, and "your/you're"s.
If you are emailing your homework, please email your homework to Emma, battenbowman@gmail.com. However, Liz would love to continue to read your thoughts and questions, so she would love it if you continue to "cc" her, eamheck@gmail.com
Homework for Thursday, April 8: A Book Review of at least two paragraphs (5-8 sentences each) and highlight all "too/to/two"s, "their/they're/there"s, and "your/you're"s.
Tuesday, March 23, 2010
Tuesday, March 23
Homework for tomorrow, Wednesday, March 24: Choose one of the discussion questions at the end of Philosophy Chapter 6 and answer it in at least two paragraphs (5-8 sentences each). As always, please make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
Wednesday, March 17, 2010
Wednesday, March 17
Today in Philosophy, we debated and examined the question, "Is Lying Always Wrong?" We learned about the competing philosophies of Kant and Mill, as part of our discussion.
HOMEWORK FOR TOMORROW:
A two paragraph book review- make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
For Wednesday, March 24: Choose one of the discussion questions at the end of Philosophy Chapter 6 and answer it in at least two paragraphs (5-8 sentences each). As always, please make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
HOMEWORK FOR TOMORROW:
A two paragraph book review- make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
For Wednesday, March 24: Choose one of the discussion questions at the end of Philosophy Chapter 6 and answer it in at least two paragraphs (5-8 sentences each). As always, please make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
Tuesday, March 16, 2010
Tuesday, March 16
Liz handed out enveloped of disengaged stanzas from a poem today. Alone, or in pairs, you took the stanzas, read them carefully, and arranged them in the way that you felt worked best. You then shared your work with the class. The next part of this assignment will be to read the poem in the poet's original order and then write a paragraph making a claim as to why your ordered version is more effective than the original poet's order.
Remember HOMEWORK DUE TOMORROW!
For Wednesday, March 17: Choose one of the discussion questions at the end of Philosophy Chapter 5 and answer it in at least two paragraphs (5-8 sentences each) OR choose one of the three activities. Remember, if you choose to draw your own paradox picture, it must be accompanied by one paragraph explaining why it is a paradox. If you choose to examine an already created paradox picture, you must write two paragraphs explaining why it is a paradox. If you choose to write a song about tolerance, it must be at least one page. And if you choose to answer the question about "The Matrix," your answer must be at least two paragraphs. As always, please make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
For Thursday, March 18: A two paragraph book review- make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
Remember HOMEWORK DUE TOMORROW!
For Wednesday, March 17: Choose one of the discussion questions at the end of Philosophy Chapter 5 and answer it in at least two paragraphs (5-8 sentences each) OR choose one of the three activities. Remember, if you choose to draw your own paradox picture, it must be accompanied by one paragraph explaining why it is a paradox. If you choose to examine an already created paradox picture, you must write two paragraphs explaining why it is a paradox. If you choose to write a song about tolerance, it must be at least one page. And if you choose to answer the question about "The Matrix," your answer must be at least two paragraphs. As always, please make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
For Thursday, March 18: A two paragraph book review- make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
Monday, March 15, 2010
Monday, March 15
Today, chapters 24-27 of To Kill A Mockingbird were due. In honor of that, we asked you to make your understanding of many of the characters, and your thinking about their relationships and their places in the world that Harper Lee creates, as visible as possible.
To do this, we allowed you to find a partner, or to work independently. Next, we gave you a sheet with 18 character names, 1 place name, and a "wild card" box, where you could write any name (or object, or place) from the book. We then asked you to follow these directions:
Step 1: Cut out each of the text boxes. One of them is a “wild card” -- you can write any TKM-related name or “thing” in it.
Step 2: With your partner, make sure you understand who each character is. Feel free to use your book for clarification.
Step 2: With your partner, in discussion, arrange the text boxes on your poster in some way that will demonstrate two things:
A) Your understanding of the events in TKM so far;
B) Your thinking about the events or characters in TKM.
Step 3: Once you and your partner have come up with an arrangement that makes sense to both of you, ask Mitch to take a picture of your arrangement. Then, make it permanent with glue.
Step 4: If you need to add anything to your poster (lines, arrows, words, symbols), do so.
Step 5: When you are finished, find Mitch or Liz and explain your poster and your arrangement. Be prepared to have your explanation recorded via Flip.
Most of you completed Step 3, and a few of you completed Step 4 before the end of class. Tomorrow, all of you will have the opportunity to explain your poster and arrangement before a wider audience.
For a copy of the two handouts (character/place names and assignment), please click on the link below:
Character Names Assignment
Your only homework (aside from Philosophy) is to finish the novel by next Monday, March 22.
To do this, we allowed you to find a partner, or to work independently. Next, we gave you a sheet with 18 character names, 1 place name, and a "wild card" box, where you could write any name (or object, or place) from the book. We then asked you to follow these directions:
Step 1: Cut out each of the text boxes. One of them is a “wild card” -- you can write any TKM-related name or “thing” in it.
Step 2: With your partner, make sure you understand who each character is. Feel free to use your book for clarification.
Step 2: With your partner, in discussion, arrange the text boxes on your poster in some way that will demonstrate two things:
A) Your understanding of the events in TKM so far;
B) Your thinking about the events or characters in TKM.
Step 3: Once you and your partner have come up with an arrangement that makes sense to both of you, ask Mitch to take a picture of your arrangement. Then, make it permanent with glue.
Step 4: If you need to add anything to your poster (lines, arrows, words, symbols), do so.
Step 5: When you are finished, find Mitch or Liz and explain your poster and your arrangement. Be prepared to have your explanation recorded via Flip.
Most of you completed Step 3, and a few of you completed Step 4 before the end of class. Tomorrow, all of you will have the opportunity to explain your poster and arrangement before a wider audience.
For a copy of the two handouts (character/place names and assignment), please click on the link below:
Character Names Assignment
Your only homework (aside from Philosophy) is to finish the novel by next Monday, March 22.
Thursday, March 11, 2010
Wednesday, March 11
What an incredibly dynamic discussion we had today in Philosophy on the question, "Is there anything that cannot be true?" We shared dreams, explored paradoxes, debated the nature of reality, and puzzled over MC Escher's visual paradoxes. As you go into your long weekend please make sure that you are prepared for the homework assignments below:
For Monday, March 15: Check the syllabus and be prepared with the TKM reading.
For Wednesday, March 17: Choose one of the discussion questions at the end of Philosophy Chapter 5 and answer it in at least two paragraphs (5-8 sentences each) OR choose one of the three activities. Remember, if you choose to draw your own paradox picture, it must be accompanied by one paragraph explaining why it is a paradox. If you choose to examine an already created paradox picture, you must write two paragraphs explaining why it is a paradox. If you choose to write a song about tolerance, it must be at least one page. And if you choose to answer the question about "The Matrix," your answer must be at least two paragraphs. As always, please make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
For Monday, March 15: Check the syllabus and be prepared with the TKM reading.
For Wednesday, March 17: Choose one of the discussion questions at the end of Philosophy Chapter 5 and answer it in at least two paragraphs (5-8 sentences each) OR choose one of the three activities. Remember, if you choose to draw your own paradox picture, it must be accompanied by one paragraph explaining why it is a paradox. If you choose to examine an already created paradox picture, you must write two paragraphs explaining why it is a paradox. If you choose to write a song about tolerance, it must be at least one page. And if you choose to answer the question about "The Matrix," your answer must be at least two paragraphs. As always, please make sure to highlight or underline all "to/too/two"s, "there/they're/their"s, and "your/you're"s.
Tuesday, March 9, 2010
Tuesday, March 9
Today, we finally got to our rhetoric and claim analysis of television! Your job was to view a series of Super Bowl commercials, and, in each one, identify claims that were stated directly, and claims that were stated indirectly. To see the commercials, follow the links on the March 2 blog entry.
When you finished that task, you were then directed to the blog -- here! -- where you watched Tiger Woods' public speech, from two weeks ago, and analyzed the different forms of rhetoric he used. To see the speech, follow the links on the March 2 blog entry.
Remember that after Philosophy class tomorrow, you have a four day week-end ahead of you, so don't forget to stay on top of your TKM reading!
When you finished that task, you were then directed to the blog -- here! -- where you watched Tiger Woods' public speech, from two weeks ago, and analyzed the different forms of rhetoric he used. To see the speech, follow the links on the March 2 blog entry.
Remember that after Philosophy class tomorrow, you have a four day week-end ahead of you, so don't forget to stay on top of your TKM reading!
Wednesday, March 3, 2010
Wednesday, March 3
Today the students spent our usual Philosophy time reflecting and assessing their work so far this semester, in preparation for conferences next week.
Homework due tomorrow: A book review of at least two paragraphs (5-8 sentences each). Please email it to Liz before 8:30am or put it in the blue tray in the Main Room when you get to school, because we are going on an Art field trip tomorrow morning.
Homework due tomorrow: A book review of at least two paragraphs (5-8 sentences each). Please email it to Liz before 8:30am or put it in the blue tray in the Main Room when you get to school, because we are going on an Art field trip tomorrow morning.
Tuesday, March 2, 2010
Tuesday, March 2
Today, you began class by working on revisions to recent logos-based paragraphs. The most common revision goal was to write a more effective warrant -- to explain, and interpret, your textual evidence, using specific words and phrases from the evidence itself. Several of you also needed to work on incorporating textual evidence in the first place.
When you were finished, we asked you to watch television! Your job was to view a series of Super Bowl commercials, and, in each one, identify claims that were stated directly, and claims that were stated indirectly.
2008 Super Bowl Commercials
When you finished that task, you were then directed to the blog -- here! -- where you watched Tiger Woods' public speech, from two weeks ago, and analyzed the different forms of rhetoric he used. To see the speech, follow the link below:
Tiger Woods' Speech
When you were finished, we asked you to watch television! Your job was to view a series of Super Bowl commercials, and, in each one, identify claims that were stated directly, and claims that were stated indirectly.
2008 Super Bowl Commercials
When you finished that task, you were then directed to the blog -- here! -- where you watched Tiger Woods' public speech, from two weeks ago, and analyzed the different forms of rhetoric he used. To see the speech, follow the link below:
Tiger Woods' Speech
Monday, March 1, 2010
HOMEWORK: For Tomorrow: Make sure that you have read through (that means including) Chapter 18 of TKM
For Wednesday, March 3- Write at least two paragraphs (5-8 sentences each) answering one of the discussion questions from the end of Philosophy Chapter Four. Highlight (and edit if you need to) all "to/too/two"s, "there/their/they're"s, and "your/you're"s.
The Chapters are not accessible online, so please remember that you have a whole week for this assignment and can ask me for an additional packet any day from now until next Tuesday.
For Thursday- A book review of at least two paragraphs.
Remember, if you are going to email homework to Liz, lheck@theberkeleyschool.org, you must email it BEFORE the class when it is due.
For Wednesday, March 3- Write at least two paragraphs (5-8 sentences each) answering one of the discussion questions from the end of Philosophy Chapter Four. Highlight (and edit if you need to) all "to/too/two"s, "there/their/they're"s, and "your/you're"s.
The Chapters are not accessible online, so please remember that you have a whole week for this assignment and can ask me for an additional packet any day from now until next Tuesday.
For Thursday- A book review of at least two paragraphs.
Remember, if you are going to email homework to Liz, lheck@theberkeleyschool.org, you must email it BEFORE the class when it is due.
Wednesday, February 24, 2010
Wednesday, February 24
For Chapter Four of our Philosophy Unit we had an intense and thought-provoking discussion on the question, "Is Beauty the same thing as health?" We delved into the complicated topics of genetic engineering and what traits people value in their children.
HOMEWORK: Due next Wednesday, March 3- Write at least two paragraphs (5-8 sentences each) answering one of the discussion questions from the end of Chapter Four. Highlight (and edit if you need to) all "to/too/two"s, "there/their/they're"s, and "your/you're"s.
The Chapters are not accessible online, so please remember that you have a whole week for this assignment and can ask me for an additional packet any day from now until next Tuesday.
HOMEWORK: Due next Wednesday, March 3- Write at least two paragraphs (5-8 sentences each) answering one of the discussion questions from the end of Chapter Four. Highlight (and edit if you need to) all "to/too/two"s, "there/their/they're"s, and "your/you're"s.
The Chapters are not accessible online, so please remember that you have a whole week for this assignment and can ask me for an additional packet any day from now until next Tuesday.
Monday, February 22, 2010
Monday, February 22
Today, chapters 4-14 of To Kill A Mockingbird were due -- although, as several students pointed out, last week's blog entry said that you were only required to read through chapter 12. Fortunately, class activities didn't require reading through chapter 14, and your teacher promises to pay more attention to his own syllabus when posting in the future!
You began class by using three sticky notes to write the following:
1) Three facts about TKM;
2) Three questions about TKM;
3) A 25-word review/summary of the book so far, featuring the words "Boo," "Dill," and "Maycomb."
We were particularly interested in seeing how your sticky notes indicated your understanding of the reading thus far.
When you finished, we discussed Miss Maudie's pronouncement that "No one should take pride in his talents." You worked to define "talent" and "pride," and in a less-than-smooth discussion, batted about some thoughts and opinions about her statement.
Finally, we asked you to write down three criteria for "effective disciplinarian," a relative term that will come into play during tomorrow's rhetoric/paragraph-centered class.
No homework was assigned for Tuesday, but please keep in mind that the next reading assignment (chapters 15-18, or chapters 13-18 if you only read through chapter 12) are due on Monday, March 1.
You began class by using three sticky notes to write the following:
1) Three facts about TKM;
2) Three questions about TKM;
3) A 25-word review/summary of the book so far, featuring the words "Boo," "Dill," and "Maycomb."
We were particularly interested in seeing how your sticky notes indicated your understanding of the reading thus far.
When you finished, we discussed Miss Maudie's pronouncement that "No one should take pride in his talents." You worked to define "talent" and "pride," and in a less-than-smooth discussion, batted about some thoughts and opinions about her statement.
Finally, we asked you to write down three criteria for "effective disciplinarian," a relative term that will come into play during tomorrow's rhetoric/paragraph-centered class.
No homework was assigned for Tuesday, but please keep in mind that the next reading assignment (chapters 15-18, or chapters 13-18 if you only read through chapter 12) are due on Monday, March 1.
Thursday, February 11, 2010
Thursday, February 11
After reading Donald Justice's poem, "Memo from the Desk of X," students shared their thoughts on what they liked, noticed, or didn't like. Then, they were off and madly writing for Writer's Workshop.
HOMEWORK FOR THURSDAY, FEB 18:
1. Respond to one of the discussions questions at the end of Chapter Three of the Philosophy packets. Yesterday, we had a lively and insightful conversation about "The Purpose of Art" and answering one of the discussion questions is an opportunity for every student to demonstrate his/her understanding of the chapter and class discussion. REMEMBER: Your answer must be at least two paragraphs and each paragraph is five-eight sentences. Use evidence and support from the chapter to support your claims. After you have printed/finished your answer, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
2. A book review of at least two paragraphs. If you feel that you have run out of books that you have read recently to review, email/see Liz for an alternative assignment. After you have printed/finished your book review, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
HOMEWORK FOR THURSDAY, FEB 18:
1. Respond to one of the discussions questions at the end of Chapter Three of the Philosophy packets. Yesterday, we had a lively and insightful conversation about "The Purpose of Art" and answering one of the discussion questions is an opportunity for every student to demonstrate his/her understanding of the chapter and class discussion. REMEMBER: Your answer must be at least two paragraphs and each paragraph is five-eight sentences. Use evidence and support from the chapter to support your claims. After you have printed/finished your answer, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
2. A book review of at least two paragraphs. If you feel that you have run out of books that you have read recently to review, email/see Liz for an alternative assignment. After you have printed/finished your book review, highlight ALL instances of too/to/two, there/their/they're, your/you're. If you need to edit one of these after highlighting, please do so.
Tuesday, February 9, 2010
Tuesday, February 9
Today, you had an important assignment due: the "poetry packet" in which you reflected on the three poems you chose as potential recitation pieces. Those of you who didn't have it ready to turn in need to do so as soon as possible.
After you turned in your assignments, we looked at a particular passage from chapter 6 of To Kill A Mockingbird -- even though we have not technically read to this point yet, no advance knowledge was needed to understand the events that transpired in the two pages we examined.
Individually, you read the passage (the first two pages of chapter 6), and we then asked you to fill out a pre-writing sheet, on which you proposed a theory that would unify the events described in the passage and provided at least two pieces of textual evidence to support your thinking. When you finished, you showed us your work, and you used the information to write a content sandwich paragraph (or two) that proved your theory. We then gave you some feedback on that paragraph and asked you to revise it. Almost all of you finished these steps by the end of the period.
For a copy of the writing and reading exercise, follow the link below:
"Close Reading" of Chapter 6
The only homework due (aside from your philosophy homework, which is due next Thursday) is to complete a lot of reading in To Kill A Mockingbird. To keep on pace, you should have completed chapter 8 by Monday, February 15; the next "official" due date is Monday, February 22, at which time you should have completed the first 12 chapters of the book.
After you turned in your assignments, we looked at a particular passage from chapter 6 of To Kill A Mockingbird -- even though we have not technically read to this point yet, no advance knowledge was needed to understand the events that transpired in the two pages we examined.
Individually, you read the passage (the first two pages of chapter 6), and we then asked you to fill out a pre-writing sheet, on which you proposed a theory that would unify the events described in the passage and provided at least two pieces of textual evidence to support your thinking. When you finished, you showed us your work, and you used the information to write a content sandwich paragraph (or two) that proved your theory. We then gave you some feedback on that paragraph and asked you to revise it. Almost all of you finished these steps by the end of the period.
For a copy of the writing and reading exercise, follow the link below:
"Close Reading" of Chapter 6
The only homework due (aside from your philosophy homework, which is due next Thursday) is to complete a lot of reading in To Kill A Mockingbird. To keep on pace, you should have completed chapter 8 by Monday, February 15; the next "official" due date is Monday, February 22, at which time you should have completed the first 12 chapters of the book.
Monday, February 8, 2010
Monday, February 8
Today, your first reading assignment in To Kill A Mockingbird was due -- chapters 1-3. Even though chapter 1 might take the award for "slowest opening chapter of a great book," the subsequent events seemed to interest, if not enthrall, you, and most people came to class prepared.
That was a good idea, because a reading/writing assessment greeted you. Students who had completed the reading assignment responded to one prompt, and students who had not completed the reading tackled another prompt. See below:
"Reading Completed" and "Reading Not Completed" Prompts
Regardless of your state of readiness, you all worked diligently to complete the writing assignments, and finished them in varying degrees of time: some of you wrote up to the end of the period.
Your short-term homework (which has been assigned for a week) is to finish the poetry recitation packet that was assigned last Tuesday. Information about it can be found on last week's Tuesday, February 7 blog entry. Your long-term homework -- REALLY long-term -- is to complete a lot of To Kill A Mockingbird reading in time for Monday, February 22. Please check the syllabus for complete reading assignments and due dates.
That was a good idea, because a reading/writing assessment greeted you. Students who had completed the reading assignment responded to one prompt, and students who had not completed the reading tackled another prompt. See below:
"Reading Completed" and "Reading Not Completed" Prompts
Regardless of your state of readiness, you all worked diligently to complete the writing assignments, and finished them in varying degrees of time: some of you wrote up to the end of the period.
Your short-term homework (which has been assigned for a week) is to finish the poetry recitation packet that was assigned last Tuesday. Information about it can be found on last week's Tuesday, February 7 blog entry. Your long-term homework -- REALLY long-term -- is to complete a lot of To Kill A Mockingbird reading in time for Monday, February 22. Please check the syllabus for complete reading assignments and due dates.
Thursday, February 4, 2010
Thursday, February 2
Before the students were off and writing for Writer's Workshop today, we did our weekly Philosophy lesson since the 8th graders were having a fantastic learning experience at Chabot Space and Science Center yesterday.
This week's lesson is entitled, "Is Beauty a Matter of Fact or a Matter of Taste?" and lively discussions ensued after learning the philosophical reasonings of Socrates and David Hume.
HOMEWORK: Wednesday, February 10: Write at least two full paragraphs, with supported evidence, answering one of the Discussion Questions below. Highlight every "to/too/two," "there/they're/their," and "your/you're" and edit them if required.
1. Review the dialogue at the beginning of this chapter. Would Duana agree more with Socrates or Hume? What about Zach? Give evidence.
2. Do you think statements about beauty are objective or subjective? Defend your answer.
3. Do you agree with Socrates that human beings are born with natural knowledge of beauty? Why or why not?
4. Do you agree with Hume's belief that all knowledge comes from experience? Why or why not?
5. Socrates is famous for having said "The unexamined life is not worth living." What do you think he meant in this statement?
This week's lesson is entitled, "Is Beauty a Matter of Fact or a Matter of Taste?" and lively discussions ensued after learning the philosophical reasonings of Socrates and David Hume.
HOMEWORK: Wednesday, February 10: Write at least two full paragraphs, with supported evidence, answering one of the Discussion Questions below. Highlight every "to/too/two," "there/they're/their," and "your/you're" and edit them if required.
1. Review the dialogue at the beginning of this chapter. Would Duana agree more with Socrates or Hume? What about Zach? Give evidence.
2. Do you think statements about beauty are objective or subjective? Defend your answer.
3. Do you agree with Socrates that human beings are born with natural knowledge of beauty? Why or why not?
4. Do you agree with Hume's belief that all knowledge comes from experience? Why or why not?
5. Socrates is famous for having said "The unexamined life is not worth living." What do you think he meant in this statement?
Tuesday, February 2, 2010
Tuesday, February 2
Today, we began class by continuing yesterday's discussion of the use of a racial/ethnic epithet in To Kill A Mockingbird. To get yet another sense of different opinions about appropriation and the "n-word," we watched a short segment from a documentary -- entitled, appropriately, "The N-Word." View it at the link below:
The N-Word Documentary
Afterwards, we also discussed and viewed a (slightly bowlderized) version of comedian Richard Pryor describing his "conversion" around using the "n-word."
8B then wrote a brief, "content sandwich" paragraph in response to the claim below:
The N-Word Documentary
Afterwards, we also discussed and viewed a (slightly bowlderized) version of comedian Richard Pryor describing his "conversion" around using the "n-word."
8B then wrote a brief, "content sandwich" paragraph in response to the claim below:
Books that include racial and ethnic slurs and insults should/should not be taught in schools.
We then moved on to poetry, and your poetry recitation projects. Today, you should have come to class with three potential recitation poems chosen. We gave you a packet (four sheets in all) and asked you to begin filling out the sheets, which are designed to get you thinking more about your poems in preparation for choosing ONE to memorize and recite. A copy of the packet is below:
Writing About Your Poems
For those of you who would like to write your answers directly onto the handout, here is a Word version of the same document:
Writing About Your Poems (Word Version)
You worked on this for the remainder of the period. The entire packet is due on Tuesday, February 9.
Don't forget that chapters 1-3 of To Kill A Mockingbird are due on Monday, February 8.
Writing About Your Poems
For those of you who would like to write your answers directly onto the handout, here is a Word version of the same document:
Writing About Your Poems (Word Version)
You worked on this for the remainder of the period. The entire packet is due on Tuesday, February 9.
Don't forget that chapters 1-3 of To Kill A Mockingbird are due on Monday, February 8.
Monday, February 1, 2010
Monday, February 1
Today, we began class by collecting your three-paragraph responses to last week's philosophy questions (see last Wednesday's blog for details). Some of you didn't have them and will need to turn them in ASAP.
Next, we handed out a syllabus for our next book, To Kill A Mockingbird. The readings will be due each Monday, and they will constitute the bulk of your homework over the next two months; additionally, although we've broken the book up into manageable chunks, you'll need to stay on top of deadlines in order to manage the workload. For a copy of the syllabus, click on the link below:
To Kill A Mockingbird Syllabus
In order to read this book properly, and to consider its ramifications and effects completely, we need to address the author's incorporation of a racial epithet into some of her characters' dialogue. Consequently, we spent a great deal of time discussing that word -- its origins, its use over time, its use today, its impact, and so forth. Different students shared their experiences and feelings about the word, and the terms "appropriation" and "gratituous" were useful lenses through which to discuss those feelings. We agreed that, regardless of people's individual feelings about the word (or about the "right" context in which one could use it), it is a word not to be used, or considered, lightly.
Tomorrow, we will finish that discussion, and establish some parameters for dealing with it when it crops up in the text.
Your homework for tomorrow is to come to class with three potential recitation poems chosen. Your homework for next Monday is to read chapters 1-3 of To Kill A Mockingbird -- see the audio area for downloadable audio segments.
Next, we handed out a syllabus for our next book, To Kill A Mockingbird. The readings will be due each Monday, and they will constitute the bulk of your homework over the next two months; additionally, although we've broken the book up into manageable chunks, you'll need to stay on top of deadlines in order to manage the workload. For a copy of the syllabus, click on the link below:
To Kill A Mockingbird Syllabus
In order to read this book properly, and to consider its ramifications and effects completely, we need to address the author's incorporation of a racial epithet into some of her characters' dialogue. Consequently, we spent a great deal of time discussing that word -- its origins, its use over time, its use today, its impact, and so forth. Different students shared their experiences and feelings about the word, and the terms "appropriation" and "gratituous" were useful lenses through which to discuss those feelings. We agreed that, regardless of people's individual feelings about the word (or about the "right" context in which one could use it), it is a word not to be used, or considered, lightly.
Tomorrow, we will finish that discussion, and establish some parameters for dealing with it when it crops up in the text.
Your homework for tomorrow is to come to class with three potential recitation poems chosen. Your homework for next Monday is to read chapters 1-3 of To Kill A Mockingbird -- see the audio area for downloadable audio segments.
Thursday, January 28, 2010
Thursday, January 28th
We began Writer's Workshop with a mini-lesson and discussion about what makes a good book review. Starting next Thursday, students will turn in a book review about a book that they are reading (or read recently) every other Thursday.
HOMEWORK: Monday, 2/1- 3 paragraph answer to Philosophy question (see Wednesday's blog for details)
Tuesday, 2/2- pick 3 poems from poetryoutloud.org (see Monday's blog for details)
Thursday, 2/4- Book Review, at least 2 paragraphs in length
HOMEWORK: Monday, 2/1- 3 paragraph answer to Philosophy question (see Wednesday's blog for details)
Tuesday, 2/2- pick 3 poems from poetryoutloud.org (see Monday's blog for details)
Thursday, 2/4- Book Review, at least 2 paragraphs in length
Wednesday, January 27, 2010
Wednesday, January 27
We kicked off our weekly (every Wednesday) Philosophy unit with a riveting discussion on the nature of love. We learned about Plato's and Montaigne's views on love and explored their positions through philosophical dialogue.
HOMEWORK FOR MONDAY, FEBRUARY 1st: Choose one of the Discussion Questions (either 2, 3, 4, or 5- not #1) and write THREE full paragraphs answering the question.
2. Construct a real-life example of having to choose between two people (e.g., an old friend versus a new romantic interest). Is the choice rational or irrational in your view? How would you defend yourself if someone thought differently from you?
3. Do you agree with Plato that the Form of Beauty is reflected in all beautiful things? Why or why not?
4. Which is more important to you: being rational or being free? Explain why.
5. Do you think it is possible for a friendship love to change into a romantic love? Do you think the reverse is possible? Do you think it is possible to have both with the same person at the same time?
HOMEWORK FOR MONDAY, FEBRUARY 1st: Choose one of the Discussion Questions (either 2, 3, 4, or 5- not #1) and write THREE full paragraphs answering the question.
2. Construct a real-life example of having to choose between two people (e.g., an old friend versus a new romantic interest). Is the choice rational or irrational in your view? How would you defend yourself if someone thought differently from you?
3. Do you agree with Plato that the Form of Beauty is reflected in all beautiful things? Why or why not?
4. Which is more important to you: being rational or being free? Explain why.
5. Do you think it is possible for a friendship love to change into a romantic love? Do you think the reverse is possible? Do you think it is possible to have both with the same person at the same time?
Tuesday, January 26, 2010
Tuesday, January 26
Today, we began class by assessing your understanding of last night's reading homework -- "The Ethics of Living Jim Crow," by Richard Wright. You answered three questions: one asked you to sketch a scene from the essay, one asked you to choose the most difficult experience (and explain why you chose as you did), and one asked you to specify the "Jim Crow" rules that the narrator uncovered in the course of his experiences.
Those of you who did not do the reading answered the questions while referring to a hard copy of the essay.
When you finished, we asked you to begin looking on the "Poetry Out Loud" website for potential recitation choices (last week, we began discussing the upcoming middle-school poetry recitation project). Your homework for next Tuesday is to choose three potential poems for memorization. Three guidelines govern your choices:
Poetry Out Loud
Finally, the 8A group watched two short videos that provided more background about the time and place in which our next novel, To Kill A Mockingbird, takes place. The 8B group will watch these next Tuesday. Links to the videos are below:
The Rise and Fall of Jim Crow
TKM and the Great Depression
Those of you who did not do the reading answered the questions while referring to a hard copy of the essay.
When you finished, we asked you to begin looking on the "Poetry Out Loud" website for potential recitation choices (last week, we began discussing the upcoming middle-school poetry recitation project). Your homework for next Tuesday is to choose three potential poems for memorization. Three guidelines govern your choices:
- The poem must be more than 12 lines long.
- The poem must be from the "Poetry Out Loud" website.
- The poem must be new to you -- not one that you recited last year.
Poetry Out Loud
Finally, the 8A group watched two short videos that provided more background about the time and place in which our next novel, To Kill A Mockingbird, takes place. The 8B group will watch these next Tuesday. Links to the videos are below:
The Rise and Fall of Jim Crow
TKM and the Great Depression
Monday, January 25, 2010
Monday, January 25
Today, we began class by collecting your "Poetry Out Loud" logos paragraphs. Some of you didn't have them, and they are due as soon as possible. Please see last Tuesday's blog post for copies of the assignment and a description.
Next, in preparation for reading our next novel (To Kill A Mockingbird), we began a "3-2-1-Bridge" thinking routine about the American South from the period 1900 - 1940. We asked you to write down 3 words you associate with the American South during that time period, 2 questions that you have about it, and 1 metaphor, analogy, or simile that you could construct about it. You worked on this for about five minutes, and then we shared some of the items you wrote down. We'll return to these tomorrow to see how your thinking has changed.
We then talked briefly about some important dates and events that figure into the American South -- the Emancipation Proclamation, post-Civil-War Southern society and economic structure, and the rise/emergence of Jim Crow laws.
To illustrate the latter, we began reading Richard Wright's autobiographical essay "The Ethics of Living Jim Crow." Find a copy at the link below:
The Ethics of Living Jim Crow
We read through the first section, and focused discussion on the narrator's mother -- why she reacted so strongly and so (to our way of thinking) bizarrely to the narrator's experience. We then read halfway through the next section.
For homework, we asked you to finish reading the essay -- due tomorrow.
Next, in preparation for reading our next novel (To Kill A Mockingbird), we began a "3-2-1-Bridge" thinking routine about the American South from the period 1900 - 1940. We asked you to write down 3 words you associate with the American South during that time period, 2 questions that you have about it, and 1 metaphor, analogy, or simile that you could construct about it. You worked on this for about five minutes, and then we shared some of the items you wrote down. We'll return to these tomorrow to see how your thinking has changed.
We then talked briefly about some important dates and events that figure into the American South -- the Emancipation Proclamation, post-Civil-War Southern society and economic structure, and the rise/emergence of Jim Crow laws.
To illustrate the latter, we began reading Richard Wright's autobiographical essay "The Ethics of Living Jim Crow." Find a copy at the link below:
The Ethics of Living Jim Crow
We read through the first section, and focused discussion on the narrator's mother -- why she reacted so strongly and so (to our way of thinking) bizarrely to the narrator's experience. We then read halfway through the next section.
For homework, we asked you to finish reading the essay -- due tomorrow.
Tuesday, January 19, 2010
Tuesday, January 19
After almost a month out of English class, we returned to the (very warm) amphitheater today to continue working on rhetoric, the English language, and literature.
The author Mitali Perkins is visiting us tomorrow, and in preparation, we discussed some of the work she did last year with TBS middle-school students around linguicism. Then, you received a copy of a short story that Perkins recently wrote -- "Fire Escape." To get another copy, visit the link below:
Fire Escape
In the blank space at the end of the story, we asked you to write three "I see..." statements (facts about the story) and three "I think..." statements (ideas you have about the story or the author). We also gave you a Post-It note and asked you to write down three "I wonder..." statements about the story or the author. If you didn't turn in your Post-It note today, we expect you to have it tomorrow for Mitali's visit.
We then went on to watch some video clips of contestants from the National Poetry Recitation Competition. We asked you to make some notes on each contestant's recitation, and to use those notes to fill out a pre-writing sheet for two "content sandwich" expository paragraphs. The sheet can be found at the link below:
Effective Poetry Recitation Sheet
You'll need to finish the paragraphs described on this sheet by next Monday, January 25.
The author Mitali Perkins is visiting us tomorrow, and in preparation, we discussed some of the work she did last year with TBS middle-school students around linguicism. Then, you received a copy of a short story that Perkins recently wrote -- "Fire Escape." To get another copy, visit the link below:
Fire Escape
In the blank space at the end of the story, we asked you to write three "I see..." statements (facts about the story) and three "I think..." statements (ideas you have about the story or the author). We also gave you a Post-It note and asked you to write down three "I wonder..." statements about the story or the author. If you didn't turn in your Post-It note today, we expect you to have it tomorrow for Mitali's visit.
We then went on to watch some video clips of contestants from the National Poetry Recitation Competition. We asked you to make some notes on each contestant's recitation, and to use those notes to fill out a pre-writing sheet for two "content sandwich" expository paragraphs. The sheet can be found at the link below:
Effective Poetry Recitation Sheet
You'll need to finish the paragraphs described on this sheet by next Monday, January 25.
Monday, January 4, 2010
Monday, January 4 - Monday, January 18
"Where's the English blog update?"
This week and next week, all TBS middle-school students are engaged in interdisciplinary intersession classes -- either Cooking, Pinnacles, or Film. So there's no English class to update.
We'll return on Tuesday, January 19!
This week and next week, all TBS middle-school students are engaged in interdisciplinary intersession classes -- either Cooking, Pinnacles, or Film. So there's no English class to update.
We'll return on Tuesday, January 19!
Subscribe to:
Comments (Atom)
Posts
