Warm up: Write a sentence for each of your vocab words.
Today we went over some business after reviewing our sentences from the warm up. First, we went over what is expected when there is a substitute. Secondly, I discussed the cloning letters. I didn't receive letters from half of first period and from half of sixth period. Since this is a major grade, those students who didn't turn in their letters had their grades drop immensely. Due to the number of missing letters and below passing grades, I allowed those students to turn in the missing letter for partial credit. This will be due Monday October 11. After this conversation, I allowed students to continue working on the assignment from yesterday. Since students worked so well today, I allowed this assignment to be due tomorrow. HOMEWORK: Finish your description of what the word "superior" means to our characters.
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Today there was a substitute but here is what you should have completed:
Warm up: Vocab #2 4/4 TEST FRIDAY!! (Quizlet --->) Working in groups, closely read through chapter 8. I want you to focus on the word "superior". What does this word mean to the characters in our story? What makes someone superior in this society? Does Grant Wiggins's agree with what society decides? What is the only way for Grant to feel superior, according Matthew Antoine (Grant's teacher)? Warm up: Write a sentence using each of your vocabulary words.
We backtracked to chapters 7 and 8 today. I handed out photocopies of the chapters so we could read through them more closely. I demonstrated a "think-aloud" as I read through chapter 7. Through this think-aloud you were able to hear what I think as I read so you can try to do the same tomorrow. HOMEWORK: None. Warm up: Commonly Confused Words pt. 2
Today we started with a journal entry and then discussed our answers in small groups using talking chips before sharing as a class. Journal Prompt: If there had been an Innocence Project in Louisiana in the 1940s, do you think they would have taken Jefferson’s case? From the information you learned during the webquest yesterday, what issues would they have found with his case? HOMEWORK: None. Catch up on reading if you're behind. Warm up: Sound-alike words part 1
Today we did a webquest on the California Innocence Project. This assignment can be found on Google Classroom. HOMEWORK: Finish webquest by midnight tonight. Warm up: Vocab #2 3/4 (psst! Check the Quizlet!) I handed back vocab tests today. If you weren't happy with your score, start studying for next week so you can do better! We did a journal entry and discussed the death penalty. Then students either (a) finished our hexagonal activity from Friday, or (b) read chapters 15 and 16. Either way, both need to be done by tomorrow. HOMEWORK:
Finish the assignments listed above. ^ Warm up: Vocab #2 2/4 practice sentences
We read chapter 14 and did a quickwrite in our journals: "Discuss Grant’s inability to act. Why does he hate his town so much but refuse to leave? Find one piece of evidence (quote + pg #) from the text to support your reason." We discussed our answers in groups and then read "The Road Not Taken", a poem by Robert Frost. We then started a hexagonal activity. HOMEWORK: Hexagonal activity with the poem. Separate a piece of paper into 6 squares. In each square do one of the following:
Each period had a slightly different lesson today so here is everything done across periods.
Journal entry: "What does it mean to be committed to something or someone? Name one person/thing that you are committed to, and explain how and why you are committed." Discussed as a class. "Looking back at your notes and journal entries, draw a Venn diagram in your journal and compare and contrast what it means to be obligated vs. what it means to be committed to someone or something." Read chapters 10 and 11 then add the following to your journal: "At this point in the novel, does Grant feel obligated to help Jefferson or committed to helping Jefferson? Explain your position with evidence from the text." Period 5 was able to make it to the next activity called "On the Fence". Students went to either one side of the room or the other depending on their answer to the above question. They then had to convince someone sitting "On The Fence", or in the middle, that their evidence and their point of view was correct. HOMEWORK: Regardless of which period you are in, you should have all the journal entries done for today. Warm up: Vocab #2 2/4. Quizlet is updated so you can start studying! --->
Today we read through chapters 7 and 8. This took most of the period so I allowed you to take home an open book quiz. HOMEWORK: Word Quiz Explain how each word or phrase relates to the reading. You will need to think deeper about the text. What is the underlying meaning of each of these words within the text? I’m looking for more than a summary of the text. Your response to each should be 3-5 sentences. Be sure write in complete sentences, explain, and be specific.
Warm up: Vocab practice
Today we listened to and then analyzed the song "Song of the South" by Alabama. We analyzed the music video and the song lyrics to make connections to what life was like in the south during the 1930s and 1940s. Students worked in small groups to discuss the lyrics. We then started reading chapter 6. HOMEWORK: Read chapter 6 and list quotes in your journal that show how Grant Wiggins struggles with racism. You can find the assignment posted on Google Classroom as well. |
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