Tag Archive for first ten days

World Lit: Bookmarks!

January 8, 2019 / / No comments

Welcome back to day 2, everyone!

Standard: ELAGSE9-10RL10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Target: I can learn how to use the media center effectively to find a book that suits my interests and challenges my reading capabilities.

Opening Session: Syllabus collection! If you returned your signed syllabus, give it to me so I can give YOU some extra credit!

Work Session: Today I want to give you guys some time to make a VERY important item you’ll need for the rest of this semester – a BOOKMARK! For this bookmark, we’re going to do a little activity called Illuminated Initials.

An Illuminated manuscript is one of those big fancy books with all the frilly illustrations around the edges of the page, and the BIG capital letter at the beginning of the chapter with all those decorations. Today, you’re going to write your own initials (now’s the time to get out those brush pens, handwriting geeks) on a paper bookmark and decorate and illustrate them in any way you feel like represents you. As you finish, I’d like you to write a short (1-paragraph) explanation on the back of your bookmark. At the end of class, I’ll take volunteers to share their bookmark, then I’ll collect them all to be laminated.

You can also finish your letter of introduction if you need to!

After we finish our bookmarks, we are going to head down to the Media Center for the second half of class. I want you to pick out a book to read for your first independent reading book! Remember, you can read anything you like – magazines and newspapers are OK, mangas are fine, whatever. So use this time in the library today to find something that *truly* interests you, because you will be reading it every day in class!

After you’ve chosen and checked out your book, you can hang out and read at the media center tables until it’s time to go.

Closing Session: Share out your illuminated bookmarks!

Differentiation: Process (free reign on making bookmarks); product (volunteers to share).

Assessment: Letters of introduction are graded; bookmarks will contribute to participation.

AP Lang: Living Like Weasels, Day 2

August 3, 2018 / / No comments

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target:  I can critically examine a text for details that support my analysis of the inferences I draw from the text.

Opening Session: Today is our first day of independent reading in class! I will be getting a book for us to read as a class as soon as we unpack them, but for now, go ahead and read your Free Choice book. I would also like to give everyone a chance to do a Book Talk about your book if you’d like 🙂

Work Session: Welcome to Friday! Let’s continue talking about the weasel text we started yesterday. Please take out your copy of the text and re-read paragraphs 8-13. Then, we’re going to have a little discussion about these paragraphs. I have some questions for you 🙂

After we discuss, we’re going to go even more in depth on paragraphs 10-13. I’ll read them aloud, and then I would like you guys to write an in-class journal entry about the effect the weasel locking eyes with the author had upon the author. For this journal entry, you will need to incorporate evidence from the text in the form of cited quotes or paraphrases.

Closing Session: I will take several volunteers to share your journal entries aloud with the class.

Assessment: Journal entries will be graded for completion.

Differentiation: Students extra time for journal entries as needed; extension activities for independent reading texts.

Homework: Read 20 minutes in your Free Choice book

World Lit: Mandala Project!

August 2, 2018 / / No comments

Standards

  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • ELAGSE9-10SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Objective Students will begin working on their sun/shadow mandalas.

Opening Session We’re heading down to the media center today to pick out our books for independent reading! Remember that we will begin every day with 20 minutes of silent independent reading, and you will have a project due every six weeks.

Work Session Today we are going to start working on our mandalas. I have made mandalas with my classes before, but this time we’re going to do something a bit different and work on what’s called a “Sun/Shadow” mandala. What the heck am I talking about, you ask? Great question!

SUN-SHADOW MANDALA PROJECT

Directions: Mandalas are one of the oldest art forms known to humanity. They are one of the oldest symbols in the world and one of the few universal ones. Translated from Sanskrit, mandala means circle – a symbol of completeness – the most perfect medium in which to present a picture of yourself. One type of mandala is called the sun-shadow mandala, and it represents, in part, the contrasts between one’s sun qualities – what is visible and projected – and the shadow qualities – what is interior and inward. I. The first step in making a mandala is writing two sets of answers to the questions below. One set represents the sun answers; the other set represents the shadow answers:

Sun-Images: How do you appear on the surface to the world? This is the part of you that is seen or projected to others.

1. What animal are you most like?

2. What plant are you most like?

3. What color are you most like?

4. What shape are you most like?

5. What number are you most like?

6. What mineral or gem are you most like?

7. What natural element are you most like?

Shadow-Images: The part of you that is not shown. The shadow images can be considered the direct opposites to the sun images.

1. What animal are you like internally?

2. What plant are you like internally?

3. What color are you like internally?

4. What shape are you like internally?

5. What number are you like internally?

6. What mineral or gem are you like internally?

7. What natural element are you like internally?

Remember:

Sun Image – what is visible and projected (what is seen)

Shadow Image – what is interior and inward (what is hidden; the opposite of the sun image)

 

Once the questions are complete, the next step is to write a sentence for each of your symbols. The most important part of your sentence is the “why” part. Through your sentences you will share why you feel a certain symbol represents you. In the end you will have a total of 14 sentences. Here are some examples:

Sun Sentence Frame:

I am like a/the (sun image), because like the (sun image), I __________________________________.

Ex: I am like poison oak, because like poison oak, I’m harmless until stepped on.

Shadow Sentence Frame:

I am like a/the (shadow image), because like the (shadow image), I ___________________________.

Ex: I am like a Venus flytrap, because like a Venus flytrap, I want to capture you and make you a part of me.

Closing Session Once you have your sun and shadow sentences written, I will give you a template to trace a circle and begin working on your mandala. You should incorporate all of your sun and shadow symbols into your mandala. We will work on this all day in class, and we will have all day tomorrow for coloring your mandalas in. Enjoy, everyone

Assessment Summative (mandala project); Formative (participation)

Differentiation Process (visual/kinesthetic learning styles), Product (student choice of symbols)

WELCOME to Honors World Literature!

July 31, 2018 / / No comments

Welcome, everyone, to the FIRST day of your Sophomore year of high school, and WELCOME to my World Literature class!

Standard: ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I will write a letter to introduce myself to the class.

Opening Session: Transcript check – everyone in the right place?

Work Session: Today we’re going to kick it off with a little introductory PowerPoint!

Welcome to World Literature

Next up on our list, we’re going to go over the syllabus and discuss class procedures, policies, and so on. If you get this syllabus signed and returned to me before Friday, I’ll give you a free 100 on a daily grade!

Syllabus_Bristow_HonorsWorldLit_Fall2018

Finally, with whatever time we have left, I would like for you to write a letter of introduction and tell me and the class a little about yourself 🙂 This will be due at the end of class tomorrow.

LETTER OF INTRODUCTION_1

Closing Session: Share out and tell  us about yourself!

Differentiation: Product (modified letter directions)

Assessment: Students will be given a daily grade for their letter of introduction.

AP Lang: Living Like Weasels, Day 1

January 5, 2018 / / No comments

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target:  I can critically examine a text for details that support my analysis of the inferences I draw from the text.

Opening Session: For your In Class Reading today, I would like for you to read the narrative “Living Like Weasels” by Annie Dillard. After you finish reading (if you’re done before the 20 minute timer is up), please write a short journal entry (about a paragraph) about the first paragraph of the story. You should talk about what makes the weasel wild.

Work Session: Welcome to day 2! Let’s talk a little bit about this piece we just read. I’m going to read the first couple paragraphs aloud to you, then I’d like to have a class discussion with you.

After we discuss some of these questions, I want you guys to write (or re-write with your newfound knowledge) a journal entry discussing what makes the weasel so wild.

We will end class with a discussion of paragraphs 3-7, which I have more questions to discuss with you 🙂

Closing Session: Re-read paragraphs 5 and 6, and begin writing a journal entry on the connection between nature and humans. You will finish this journal entry for homework, along with your 20 minutes of independent novel reading.

Assessment: Journal entries will be graded for completion.

Differentiation: Students extra time for journal entries as needed; extension activities for independent reading texts.

Homework: Read 20 minutes in your Free Choice book; write a journal entry on paragraphs 5-6 of the narrative we read in class today where you discuss the connection between nature and humans.

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