Friday, October 31, 2014

All Boys, All Blogged: October 31, 2014

Focus: How can we augment our vocabularies and our reading skills?

1. Warming up: Enjoying our very first book talk

2. Asking questions and/or quickly reviewing The Kite Runner vocabulary, Chs 7-10

3. Taking a Halloween-themed vocabulary quiz

4. Delving into the world of independent reading

HW: 
1. Please read Chapter 13 of The Kite Runner for Monday and prepare your five journal entries or sticky notes.

2. Start preparing for Tuesday's fishbowl discussion, which will cover Chapters 14, 15, and 16 of The Kite Runner.

3. Don't eat any unwrapped candy and avoid masks that obstruct your peripheral vision.

Thursday, October 30, 2014

All Boys, All Blogged: October 30, 2014

Focus: How can student-led discussion lead us to a better understanding of The Kite Runner, Chapters 11 and 12?

1. Warm-up: Building up your background knowledge to better understand The Kite Runner

a. As a class, brainstorm which words, people, historical events, terms, etc. have come in The Kite Runner that you don't quite understand.

b. With your grid groups, select the two or three topics that you'd most like to know about, and take a little time to research them.  Discuss how the research helps you understand what's happening in The Kite Runner (be sure to write down research and responses in your grids).

2. Participating in Fishbowl #2: Chapters 11 and 12

3. Wrapping up a discussion with a whip-around: What are your take-aways and questions?

HW:
1. Study for tomorrow's vocabulary quiz over Kite Runner words in Chapters 7-10.

2. Bring your independent reading book or The Kite Runner to class tomorrow; also bring your sticky notes or blue journals.


3. Start reading and annotating Chapter 13 for Monday.

Tuesday, October 28, 2014

All Boys, All Blogged: October 29, 2014

Focus: How can student-led discussion lead us to a better understanding of The Kite Runner, Chapters 9 and 10?

1. Warming up: Nope (no time--PLC day)

2. Recapping Fishbowl expectations:

1. Everyone should have his or her Kite Runner book and annotations out.  This applies to both the outer and inner circles.

2. Reference the text frequently, reading passages aloud and giving people time to find the right page numbers.  

3. Leaders can and should jump into the discussion as well.

4. All participants in the outer circle should include at least one quotation in their blogs to receive full credit.

5. Outer circle participants must participate on the blog throughout the entire discussion; you should not disappear for large periods of time.

6. If you haven't read, you should not participate in fishbowl.  Instead, use this time to read and post on the blog tonight for homework.


3. Participating in Fishbowl #1: Chapters 9 and 10

4. Wrapping up the discussion with a "whip-around" (go around the circles and state what went well and/or what we need to improve upon and/or one take away from today's discussion you have regarding The Kite Runner)

HW:
1. Prepare for Thursday's fishbowl by reading and annotating Chapters 11 and 12. Fishbowl leaders should finish this reading tonight so that they have time to prepare a syllabus.

2. Start studying for Friday's vocabulary quiz over Chapters 7-10; finish your flashcards by tomorrow.

3. Keep bringing your annotations/journals to class so that they can be checked off.

Monday, October 27, 2014

All Boys, All Blogged: October 27, 2014

Focus: What is the hero's journey, and how can it help us deepen our understanding of The Kite Runner

1. Warming up with happy, happy Monday

2. Figuring out the first step of the hero's journey

What is the hero's journey?
  • Some critics believe that there exists a “collective unconscious,” or inner thoughts, feelings, instincts, and memories that reside in the unconsciousness of all people.


  • The hero’s journey ties into this, as heroes across all times and cultures share certain traits and experiences.

3. Viewing two examples of the first step of the hero's journey:


As you watch, please respond to the following questions in your notes:

    What do these clips have in common? Try to go beyond the obvious here.

      What heroic patterns do they reveal?

        How do these moments affect the main characters?




        3. Discussing in your grid groups:
        1. Which characters appear to be following this heroic pattern in The Kite Runner? How so?
        2. How has the separation (physical or emotional) affected these characters’ self-perception, behavior, and motivation?  Please include at least one specific passage from the novel to support your response.

        3. Be sure to write down the brilliant ideas your group members are offering!  You do need to read passages aloud, but you don’t need to rewrite all the passages (just discuss them and include page numbers in your grids).

        HW:

        1. Continue reading and annotating Chapters 9 and 10 to prepare for Wednesday's fishbowl discussion. Leaders of Fishbowl #1: Make sure you FOLLOW THE SAMPLE SYLLABUS, creating one syllabus together and creating copies for each member of your group as well as a copy for your teacher. These should be ready to go as you walk into class.


        2. Start making vocabulary flashcards for the next Kite Runner list (Chapters 7-10); these are due Wednesday.

        Friday, October 24, 2014

        All Boys, All Blogged: October 24, 2014

        Focus: How can we augment our vocabularies and our reading skills?

        Please have out your journal/annotations so I can check them!

        1. Warming up: Playing Round 2 of Scattergories to further familiarize yourself with the vocabulary words for Chapters 1-6

        2. Taking time to look over the other words and ask any questions you have

        3. Enjoying your first vocabulary quiz on The Kite Runner, Chapters 1-6

        4. Independent reading / The Kite Runner reading and annotating

        HW:
        1. Start making flashcards on www.quizlet.com for the next set of vocabulary words (due Wedensday): The Kite Runner, Chapters 7-10.

        2. Please read and annotate Chapters 9 and 10 for next Tuesday, which is the date of our first official fishbowl!

        Thursday, October 23, 2014

        All Boys, All Blogged: October 23, 2014

        Focus: Why does Khaled Hosseini include the violent scene in Chapter 7?

        1. Approaching the violence of Chapter 7 of The Kite Runner; either writing about or discussing Chapter 7 while keeping the following in mind:

        “Violence is one of the most personal and even intimate acts between human beings, but it can also be cultural and societal in its implications.  It can be symbolic, thematic, biblical, Shakespearean…Violence in real life just is.  If someone punches you in the nose in a supermarket parking lot, it’s simply aggression…Violence in literature, though, while it is literal, is usually also something else.  That same punch in the nose may be a metaphor.”  --Foster, How to Read Literature Like a Professor

        • What was most upsetting part of reading Chapters 7 and 8?

        • How do you feel about Amir right now?

        • What questions do you want to ask the author about this scene?
        • What might the violence in Chapter 7 represent on a larger scale? Think about the world of Afghanistan and how it's starting to change in these chapters.
        • What other stories does this scene of violence make you think of? Can those connections help you understand the nature of the rape in Chapter 7?

        • Why this sort of violence and not some other?  For example, why not just have Assef beat up Hassan?

        • Wondering what the author has to say about this convtroversial scene?

        2. Exploring the symbolism of the kite and kite running

        Find three different quotations about kites and kite running; try to spread these passages out, finding one quotation from one of the first few chapters, one from the middle chapters, and one from the chapters you've just read.

        With your membership grid groups, read your passages aloud and discuss the following:
        • In each quotation, which specific words and images stand out and why?
        • What might the kite symbolize in each quotation?
        • Is the meaning of the kite changing? If so, how?
        3. Finishing an exciting round 2 of Scattergories vocabulary (Kite Runner, Chapters 1-6)

        HW:
        1. Study for tomorrow's vocabulary quiz over the words in Chapters 1-6 of The Kite Runner.

        2. Bring either The Kite Runner or an independent reading book to class tomorrow.

        3. Please read and annotate Chapters 9 and 10 for next Tuesday, which is the date of our first official fishbowl!


        Wednesday, October 22, 2014

        All Boys, All Blogged: October 22, 2014

        Focus: How can we use good questions to lead us to a deeper understanding of The Kite Runner?

        1. Warming up with your inner and outer circle triumphs from yesterday (as well as a few suggestions from Ms. Leclaire)

        1. On page 42, Hassan defends Amir from Assef by threatening to blind Assef, and yet Amir doesn't think of Hassan as a friend. What does that say about Amir and Hassan's relationship?
          ReplyDelete

          Replies


          1. I think Amir and Hassan have a very bad relationship because the relationship is affected by their social standing and Amirs jealousy.
            Delete
          2. This shows that Amir probably takes advantage of their relationship, and he might not realize how special his relationship with Hassan is. Also, he might feel a little embarrassed by Hassan because he is lower than he is.
            Delete
        2. What does winter mean in the story? Winter is cold and dark. Does that mean the story is going to turn cold and dark?
          ReplyDelete

          Replies

          1. I think the change is foreshadowing something bad that is going to happen soon.
            Delete

        2. Trying out a different role in fishbowl discussion for practice

        3. Playing Scattergories to review the Kite Runner vocabulary for Chapters 1-6

        Round 1

        1. Something you might find in an affluent household.
        2. An unscrupulous celebrity.
        3. A food you disdain
        4. An example of unruly behavior in the classroom
        5. A trend that is fleeting

        Round 2

        1. A store where an impeccably dressed person might shop
        2. Something you might implore your parents to buy for you
        3. Something you would say to feign happiness
        4. An animal that makes you feel trepidation
        5. A viable excuse for missing curfew

        HW:
        1. Start studying for Friday's vocabulary quiz; remember that repetition is key (which is why I'm a big fan of having quizlet on your phone).

        2. Read Chapters 7 and 8 for Thursday.  It's going to be a rough read.  Very sad.  Please prepare five annotations for this reading assignment (journal entries or sticky notes).

        3. If you'd like to read another independent reading book, please bring it to class on Friday.

        Tuesday, October 21, 2014

        All Boys, All Blogged: October 21, 2014

        Focus: How can asking good questions deepen our understanding of characters and conflicts?

        If you have not yet signed up for your fishbowl dates or your book talk, please do so now.

        1. Warming up with HAPPY TUESDAY!

        2. Reviewing Level 1 and Level 2 questions and forming sample fishbowl questions

        Sample Level 1 and 2 Questions:

        • What happened to Amir's mother?
        • How does the way Amir's mother died impact Amir's relationship with his father?  
        • What was happening politically in Afghanistan in the 1970s?
        • How does the political unrest of Afghanistan mirror the inner turmoil of Amir's family?

        To prepare for our sample fishbowl today, please prepare FIVE questions with your assigned partner on Chapters 4, 5, and 6 (look to your journals and sticky notes for help).  At least FOUR of them should be Level 2 questions, but feel free to ask a Level 1 question about anything that's confusing you.

        Wondering what to do on the outer circle?  Click HERE to see a sample fishbowl blog.

        3. Trying out fishbowl discussion in fifteen minute intervals so that you get to try out at least two of the roles

        4. Debriefing what worked well and what didn't work so well in today's practice fishbowl

        HW:
        1. Please finish making flashcards for Chapters 1-6 Kite Runner vocabulary by tomorrow; I suggest that you use www.quizlet.com, but if you have another app, that's fine.  You only need to make flashcards for the words you don't know.  Vocabulary quiz this Friday.

        2. Read Chapters 7 and 8 for Thursday.  It's going to be a rough read.  Very sad.  Please prepare five annotations for this reading assignment (journal entries or sticky notes).

        3. If you'd like to read another independent reading book, please bring it to class on Friday.

        Monday, October 20, 2014

        All Boys, All Blogged: October 20, 2014

        Focus: How do we prepare and deliver a compelling speech?

        If you have not yet signed up for your fishbowl dates or your book talk date, please do so today.

        1. Warming up with happy Monday thoughts

        2. Entertaining you with good book talks from years past

        It all starts with excellent planning and writing; click HERE for a written version of one my student's excellent book talks from last year. Click HERE for another one.

        Use your slides sparingly.

        Practice, practice, practice.  What does a bad speech look like? What does a compelling speech look like?  We need a model.

        3. Giving you some work time on your book talks

        4. Introducing you to the world of www.quizlet.com and learning the Kite Runner vocabulary words for Chapters 1-6 (see The Kite Runner page on my website for more information about vocabulary)

        HW:
        1. Finish reading and annotating/journaling Chapters 5 and 6 for a practice fishbowl discussion tomorrow

        2. Finish making your quizlet vocabulary cards for Chapters 1-6 by Wednesday; there will be a quiz over these words on Friday (throughout this unit, Friday quizzes will cover vocabulary instead of grammar).

        3. If you plan to read another independent reading book, please bring it on Friday.

        Wednesday, October 15, 2014

        All Boys, All Blogged: October 15, 2014

        PSAT: Shortened Class

        Focus: How can we take charge of The Kite Runner?

        1. Warming up with an overview of fishbowl discussions

        2. Signing up for fishbowl discussions

        3. Recapping your book talks and signing up for presentation dates

        HW:
        1. Please remind your parents that I will only be conferences tonight since I am part time.

        2. Read and annotate/compose journal entries for Chapters 5 and 6 by Tuesday for a practice fishbowl discussion.

        3. Bring your independent reading book to class on Monday; we will review what makes speeches strong and take a little more class time to work on these.

        4. PLEASE E-MAIL ME YOUR READING AND WRITING GOALS IF YOU HAVE NOT YET DONE SO; remember to include your parents in the e-mail.

        Tuesday, October 14, 2014

        All Boys, All Blogged: October 14, 2014

        Focus: How can making personal connections and asking questions help us understand the family in The Kite Runner?

        1. Warm-up: Creating a symbolic family drawing (much like the one you did yesterday) for the family in The Kite Runner:

        • Whatdoes the house/estate look like? Where do the different characters belong?
        • Which characters are symbolically small and powerless, and which ones have power?
        • Which characters are close to each other, and which maintain an emotional distance?
        • Find passages from the text to back up at least THREE of your symbolic choices and write them in your drawing.
        Follow-up class discussion: What important choices did you make, and what do they symbolize?  

        Can you relate to the family in The Kite Runner?  Anybody here overshadowed by siblings? How does your relationship with your parents compare to Amir's relationship with his dad?


        2. Discussing Chapter 2 with your membership grid groups

        Topic #1: Each member shares a significant question from Chapter 2; all members discuss possible answers to each question.

        Topic #2: Each member shares a significant passage (quotation) from Chapter 2; all members discuss the passage and its possible significance.

        Topic #3: Each member makes a text-to-self connection to understand the text on a more personal level.  In other words, can you relate to any of the characters or their relationships so far?

        3. Start reading and annotating Chapter 3 together, continuing to ask and discuss level 1 and 2 questions

        HW:
        1. Read and annotate Chapters 3 and 4 using sticky notes or a reading journal; remember to use your reading strategies as you annotate (make personal connections, ask level 1 and 2 questions, make inferences about important little details, build up your background knowledge by looking up things you don't understand).  Make sure you have annotations or reading journal in class each day for checks.

        2. Work on your book talks (we'll be signing up tomorrow for presentation dates).


        3. Please remind your parents/guardians that I will only be at conferences on Wednesday night.

        Monday, October 13, 2014

        All Boys, All Blogged: October 13, 2014

        Focus: What does it mean to ask a great question, and how can this help me understand the opening pages of The Kite Runner?

        1. Warm-up: Creating symbolic family drawings and interpreting them:

        Remember when you were in kindergarten, and you were asked to draw a picture of your house and family?  Little kids, without realizing, draw in an interpretive way rather than a literal way.  For example, they may draw their dad as tall as the house because he's that important.  They might draw a floating turtle in the sky because he's in heaven. They tend to place family members in the spaces in the home where they spend the most time, and how big they draw themselves often indicates how important they feel as part of the family.

        Go back to your kindergarten symbolic mind, and draw a symbolic picture of your family and home.  If your parents are divorced or one spends much time traveling, think about how you could represent that.  Think about how the size and location of people in your house represents a larger idea about the dynamics of your family relationships.

        When everyone finishes, trade pictures with someone (if you feel comfortable doing so).  On the back of the drawing, write down a 3-5 sentence interpretation of this person's family based on the picture alone.  If you don't wish to trade, interpret your own drawing.

        As you meet the family of The Kite Runner today and tonight when you read Chapter 2, think about how the dynamics of this family compare and contrast to yours.

        2. Introducing three levels of questioning; please click HERE to read and discuss the explanation, then check out the questions below and decide if they're level one, two, or three questions.

        What is a Hazara?

        What does Hassan's physical's description represent about his social status?

        Why do societies always need a scapegoat?

        3. Distributing The Kite Runner and gathering book numbers

        4. Reading the opening pages of The Kite Runner together with sticky notes or a reading journal; pausing to write, ask aloud, and discuss your level one and level two questions

        HW:
        1. Finish reading and annotating Chapters 1 and 2 of The Kite Runner; annotate by asking level 1 and 2 questions using sticky notes or a reading journal; when you can, try to answer some of your questions. What reading strategies can you use to understand these opening chapters?

        2. Continue working on your book talk.  We will sign up on Wednesday for presentation dates.

        3. There is no grammar assignment this week.

        Friday, October 10, 2014

        All Boys, All Blogged: October 10, 2014

        Focus: How do we develop effective presentations on our independent reading books?

        1. Warming up with a brief and enjoyable quiz on colons and semicolons (www.noredink.com)

        2. Checking off last minute details on your summary-response essays

        a. Did you delete all comments and brainstorming?  (Make sure you have finished revising before you do this.)

        b. Do have a proper MLA heading and creative title?

        c. Is it double spaced?

        d. Is your thesis in bold?

        e. Has it been carefully proofread?

        f. Is it printed?  Remember that you must turn in a hard copy in order for it to be counted as on time.

        g. If you are absent Monday, you still need to make sure I have your final draft.

        3. Introducing you to your independent reading book talks, giving you time to get started, and signing up for presentation dates

        4. Offering you a little spoof of Of Mice and Men

        HW:
        1. A hard copy of your summary response is due first thing on Monday.  Late essays will be penalized 5 points a day.

        2. Work on your book talk (due on your presentation day).

        Thursday, October 9, 2014

        All Boys, All Blogged: October 9, 2014

        Focus: How does the film version of Of Mice and Men change or strengthen our interpretation of the novel? 

        Please bring home the letter on parent-teacher conferences and make sure your parents understand that I will only be at conferences on Wednesday night.

        1. Warming up with a quick mini lesson on colons and semicolons

        2. Enjoying and analyzing the film version of Of Mice and Men (while I FINALLY give you credit for your annotations and reading journals for Chapters 4-6)

        As you watch, please include a few notes on the following:

        • What does the film add that wasn't in the book?
        • What does the film delete that was in the book?

        • Why do you think the film made these changes?  What do you think of them?

        3. Wrapping up with a quick thesis:

        The film version of Of Mice and Men changes _____________ by _____________ in order to illustrate that _________________.

        HW:
        1. FINAL DRAFTS ARE DUE OCTOBER 13.  The grade you receive on this final draft is, in fact, final, so please see me or e-mail me if you need more feedback on your rough draft.

        2. Finish your independent reading book by tomorrow and BRING IT TO CLASS.


        3. Prepare for tomorrow's www.noredink.com quiz on Colons and Semicolons

        Wednesday, October 8, 2014

        All Boys, All Blogged: October 8, 2014

        Focus: How does the film version of Of Mice and Men change or strengthen our interpretation of the novel? 

        1. Warming up with a quick mini lesson on how to "read" movies

        Create a Google doc called "___________ (your last name) Film Notes"

        As you watch, please include a few notes on the following:

        • What does the film add that wasn't in the book?
        • What does the film delete that was in the book?
        • Why do you think the film made these changes?  What do you think of them?


        2. Enjoying and analyzing the film version of Of Mice and Men (while I FINALLY give you credit for your annotations and reading journals for Chapters 4-6)

        3. Wrapping up with a quick thesis:

        The film version of Of Mice and Men changes _____________ by _____________ in order to illustrate that _________________.

        HW:
        1. FINAL DRAFTS ARE DUE OCTOBER 13.  The grade you receive on this final draft is, in fact, final, so please see me or e-mail me if you need more feedback on your rough draft.

        2. Finish your independent reading book by Friday.


        3. By tomorrow, complete your www.noredink.com assignment of the week: Colons and Semicolons

        Tuesday, October 7, 2014

        All Boys, All Blogged: October 7, 2014

        Focus: How can improve the maturity of our writing style?

        1. Warming up with SAS Writing Reviser (let it help you with sentence variety)

        I'm going to walk you through the program using Kyle L's essay, and then I'll give you time to play around with it on your own.

        Remember that it's a computer program, not artificial intelligence.  You have to use your own brain to interpret the results it will offer you.

        I would make any revisions directly in your Google doc, not in SAS.

        2. Editing and "grading" each other's essays using the official rubric

        3. If time allows, completing your www.noredink.com assignment of the week: Colons and Semicolons


        HW:
        1. FINAL DRAFTS ARE DUE OCTOBER 13.  The grade you receive on this final draft is, in fact, final, so please see me or e-mail me if you need more feedback on your rough draft.

        2. Finish your independent reading book by Friday.

        3.  By tomorrow, e-mail me a childhood picture of you with a sibling or best friend (it cannot be an imaginary friend).


        Sunday, October 5, 2014

        All Boys, All Blogged: October 6, 2014

        Focus: How can we add maturity to our lead-outs and writing style?

        1. Warming up with happy Monday journaling

        2. Examining the victories and failures of your rough drafts; please take at least a few minutes to read my feedback and ask questions

        3. Whipping those drafts into fine shape with peer and self editing; click HERE for the slides on format, content, and style

        HW:
        1. Edit your summary-response based on today's lessons.  Tomorrow will be the last day for in-class editing, so you want to bring your strongest, almost A-worthy draft to class. 

        2. Independent reading (books must be finished by Friday).

        3. Of Mice and Men books must be turned in by Friday.

        4. By Wednesday of next week, e-mail me a childhood picture of you with a sibling or best friend (it cannot be an imaginary friend).



        Friday, October 3, 2014

        All Boys, All Blogged:October 3, 2014

        Focus: How can we strengthen our essay content?

        Note: The grammar quiz on quote transitions is cancelled because you will be assessed on this skill in your essay. Happy Friday!

        You can access the editing slides by clicking HERE or by checking out the "Essay Writing" page on my website.

        1. Warming up with your independent reading book (these are the last moments of class time I'm giving you to read this book, men, so use them well!)

        2. Looking a strong summary response together

        3. Editing your rough draft by smoothing out lead-ins, deepening lead-outs, and including transitions and a concluding sentence.

        Click HERE for some helpful transitional words and phrases.

        HW:
        1. Aim to finish your independent reading book over the weekend if you have not done so; next week, you're going to be worrying about reading The Kite Runner and finishing your Of Mice and Men essay.

        2. Edit your paragraph of response based on today's editing.  When you walk in Monday, you should have a complete, pretty good draft ready to go.

        3. By Wednesday of next week, e-mail me a childhood picture of you with a sibling or best friend (it cannot be an imaginary friend).




        Thursday, October 2, 2014

        All Boys, All Blogged: October 2, 2014

        Focus: How can we improve our essay writing skills?

        PLC: Shortened Class

        Please click HERE for today's editing presentation.

        1. Warming up with peer editing your summaries and thesis statements

        2. Previewing and color coding what the summary-response looks like

        3. Working on leading into your quotations with context and leading out with close readings (basically, this is writing the rough draft of response)



        HW:
        1. Finish a rough draft of your response paragraph by following today's lesson on leading into your quotations with context and leading out with close readings.

        2. Edit your summary and thesis based on today's peer editing.

        3. Study for tomorrow's grammar quiz on quote transitions; please bring your independent reading book on Friday as well.