Wednesday 10/28

Morning classes had an assembly but students who are not done their videos need to be sure to see us period 5, 6 or 10 to complete their work. Afternoon classes used a period to catch up with video and then reviewed for the test on Friday.

HW:
Be sure you have submitted your final slideshow into Google classroom (note you already submitted one for slides 1-6 but we need a new one that is for the entire slideshow with the script)
PRINT Powerschool grade for English.

Tuesday 10/27

Today we revised our rough draft and typed a final draft in slide #7.  We then recorded and created an imovie, exported it using quicktime and sent it to youtube. The link then was shared to Mr. Clark for his playlist.
Final slideshow that has a perfectly edited script turned into google classroom (assignment=Final Slideshow) due tomorrow.

Please click this link for the necessary instructions for your work in class.

Logs from the week of 10/19-10/26 will now be  10/19-11/2. I will be looking for 150 minutes completed in your IR books (with post its) AND for your time reading for this project to be logged as well.  I will collect those on Monday.

Monday 10/26

1. Are all 4 slides completed?
2. For each word:
1. Is your definition 1-3 words only and from your brain?
2. Is your second box an anecdote (story or a scenario)? NOT a definition.
1. BAD example: If your word was slavery--- I think slavery is when people are forced to work and are controlled by the people forcing them to work. That is wrong.
2. Good Example: An anecdote--An African boy was taken from his tribe and forced to fight with a militia group and to fight in a war. That boy was put into harm’s way and has no way to get out of it because he would be shot.
3. Is your picture (not symbol) contemporary (from your lifetime 2000-2015)?
4. Does your link take us to the website that houses your picture?

3.  As  you look at your slide is it the big idea?  For instance when thinking about the word deprived are you looking at being deprived of candy (little idea) or is it when we are talking about a child being deprived of education or of basic needs (big idea).

PLEASE REVISE IF NEEDED--Will be graded.  

“Turn IN” to Google Classroom by class tomorrow.

Next we will go through the 14th amendment with the objective of getting students to understand the 14th amendment in their own words.

We will go through the 14th amendment calling for words to replace emboldened words so students are familiar with the amendment and we have clarified meanings.

Write rough draft of what does amendment mean to me on paper (NOT on SLide 7)

HW:     1. Revise slideshow and Turn In on Google classroom

2. Finish Rough draft and bring to class tomorrow. On Looseleaf ONLY.

All Classes: 
I have reassessed reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books  on Monday 11/2. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Thursday 10/22

Today we fixed the issues with yesterday's assignment then moved onto work on the 4 word slides.  Each slide needs to have a definition, and anecdote and a picture with a link.

HW: All slides on slide show complete except last slide by Monday.

All Classes: 
I have reassessed reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books  on Monday 11/2. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Wednesday 10/21

Today's work for CLARKLISTO.
Handout
Template

HW:
DO steps 1-4 from slide 1 on the template.
Also be sure back work is caught up in both classes.
 All Classes: 
I am going to reassess reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books by Friday the 30th. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Tuesday 10/20

Period 3:
Today we discussed last night's reading by finding instances in the story that caused a strong reaction and discussing those instances with a partner to discover what it really made us realize.  We then took a highlighter to the story and hi-lited instances where Richard Wright's rights were denied despite the fact that 59 years had passed since the abolition of slavery.  I then assigned the writing assignment that needs to be completed and turned into classroom by the end of the day tomorrow.

Period 4: We spent the class discussing ways that Richard Wright's rights were denied despite the fact that 59 years had passed since slavery was ended.

Period 7: We read the rest of "The Ethics of Living Jim Crow"noting times when Richard Wright's rights were denied. Your homework is to complete this assignment and turn it in to classroom by the end of the day tomorrow.

All Classes: 
I am going to reassess reading logs for next week.  I am going to ask that they be turned in with 150 minutes recorded in your independent reading books by Friday the 30th. In addition, I will ask you to record the time you spend researching the 14th amendment on your logs.

Monday 10/20

Today we reflected on the trip to Middlebury then read for 10 minutes. I collected old logs and the new log for the week of 10/19-10/26 was started.  We then moved on and began to read "The Ethics of Living Jim Crow"

HW: Read the rest of the story (period 4 just read to part II) and ANNOTATE as you read.  We will discuss it further tomorrow.

Thursday 10/15

Periods 3 and 7:
We began class with a reflection on the changes we made to our ad analysis and then moved on to talk about the bio Richard Wright, the author of Black Boy which is the book from which we will read excerpts next.
HW: Read/log/post it--120 minutes due on Monday and there is no class tomorrow.

Period 4:
Today we read for 10 minutes. We then chose our best ad analysis and found its strengths and identified its weaknesses in preparation to write the final draft for tomorrow. Please consult this document to see the pictures if you need or this document for some transitional phrase ideas. This Rewrite is due tomorrow on  loose leaf sheet of paper along with the original analysis papers you completed for class today--all will be collected during homeroom or on the bus.

Reminder logs collected Monday --120 minutes

Wednesday 10/14

Periods 3 and 7:
Today we chose our best ad analysis and found its strengths and identified its weaknesses in preparation to write the final draft for tomorrow. Please consult this document to see the pictures if you need or this document for some transitional phrase ideas. This paper is due in class tomorrow on  loose leaf sheet of paper along with the original analysis papers you completed for class today--all will be collected.


Period 4:
Today we worked on completing 2 ad analysis worksheets. Use the links below to help you complete the work.  These are due in class tomorrow.
Station pictures (you must choose pictures from two different stations)
transitional phrases to help you unpack

Tuesday 10/13

I hope everyone had a great long weekend. Today I collected old logs and handed out new ones for the week of 10/13-10/19. Only 120 minutes are expected this week but post its are expected as well.

Ms. Gosling also came in to talk about the field trip to Middlebury College on Friday. Please see me for a permission slip.  All permission slips need to be returned by Thursday of this week.

Periods 3 and 7:
We spent the remainder of the class working on finishing the deconstructon of 3 ads by tomorrow when Ms. Carlisto will collect them at the beginning of class.  We talked about transtions in all classes. Please find attached here a link to some possible transitons to use in order to force yourself to unpack the evidence you have cited.
HW: read/log/post it and be prepared to turn in three completed ad analysis worksheets at the beginning of class tomorrow.

Period 4:
We spent the remainder ofhte period looking at and talking about the great transisitons Zac used in his masterful response.  I also explained how in class tomorrow you will work at completeing deconstructing 2 ads.

HW:Read/log/post it. Be ready to deconstruct ads tomorrow.

Friday 10/9

Period 4 and period 7:
We began the period sharing out our fixes and I will say they are much closer to master than the originals. Nice job adding transitions and unpacking!

Please watch this intro video as a refresher then move from station to station to begin the process of completing 4 thorough ad analysis worksheets as a major grade.
Station 4--Video links for the one tv commercial you must complete--choose 1. The other three stations are around the room  and have print ads.
You will choose one ad from each station and complete a side of the worksheet (layer 1 chart and layer 2 paragraph).  You will be given 2 full class periods to complete these worksheets (10/9 and 10/13). At the end of the period on Tuesday, I will collect these for a major grade.  You are allowed to ask a partner for feedback BUT you are each responsible for writing your own paragraph.

HW: I will collect logs and post it sheets on Tuesday.

PERIOD 3:
We began the period listening to some master responses and looking at the rubric.

We then looked at the responses written yesterday and applied the rubric to those responses to determine how we all did.
The homework assignment is to choose one of the responses that you feel scored an apprentice rating and rewrite it making changes you feel are necessary to make it a response earning a master rating.  This should be done on a looseleaf sheet of paper and turned in tomorrow.
HW: I will collect logs and post it sheets on Tuesday AND the rewrite if you did not turn it in during class.

Thursday 10/8

Period 3 and Period 7:
Today we read for ten minutes then looked at the responses written yesterday and applied the rubric to those responses to determine how we all did.
The homework assignment is to choose one of the responses that you feel scored an apprentice rating and rewrite it making changes you feel are necessary to make it a response earning a master rating.  This should be done on a looseleaf sheet of paper and turned in tomorrow.

Period 4: 
We used the period to work with partners to continue the work of writing a response that identified the ad as using logos, pathos or ethos in a masterful way.  I showed an additional example of a master response in order to ensure everyone understood the expectation.
The homework assignment is to use the powerpoint to write your own response to any other ad on this presentation than the one you worked on today in class (or the Crest one that I used as an example).  This should be done on  looseleaf sheet of paper or on google docs and shared with me at acarlisto@lakeplacidcsd.net

Wednesday 10/7

• Ten minutes of reading during which time I checked post its and logs.--see me if you were absent today this is a grade.
• You will work with a partner, choose an ad and together deconstruct it, analyze it and present your analysis to the class.

HW: Read/log/post it
3rd and 7th period you have an additional assignment which is simply to reflect on the activity you did today--What did you realize about the assignment? yourself? the appeal? etc.. and how/why did you realize it?  Please see below for an example:
I realize that when I worked on the assignment with Frank today I had some trouble.  The first thing I realize by looking back is that all the ads had all three appeals so we had to really talk about which one fit our criteria best.  I guess I know that I have to have reasons for my choices.  Another thing we found is that if we skipped the step of looking closely at what was there--we struggled with giving specific details and even unpacking them so I guess this means not to waste our time. Additionally I found that it took quite a bit of work to be able to produce something that was at the mastery level. I was glad Frank was there to listen to my ideas because I think that made our response better.  We were better abel to use transitions and unpack our evidence if we first talked it through. I think I learned that planning and working with a partner is something I like to do since it forces me to think and to plan.

Tuesday 10/6

Today I shared the rubric for analysis with the students.  They worked together to craft a piece that a master would craft and we discussed why/how it was great.

I explained post its and students read for 10 minutes and practiced taking post its while they read.

HW: Read/log and post it--I will look at post its tomorrow be prepared to show them.

Monday 10/5

I collected reading logs today. We then read for 10 minutes, talked books for 5 and then assessed ad responses in order to model what the expectations are for the writing assignments to come.
In our careful study of the responses, we noted that the best responses did the following:

• Named the appeal and defined it.
• Told why using specific details from the text (3)
• Unpacked the evidence--that is to say-explained how the specific detail worked to appeal to the audience in the way we claimed.

We then partnered up to write a stand out response in our tips section of the notebook in order to have a model from which to work.

HW: read/log time 150 minutes due on this new log which is for 10/5-10/12

Friday 10/2

Today we read for 10 minutes.
Then we looked closely at the ads and wrote our responses.

Period 3--Be sure to complete your 150 minutes AND finish your response based on this ad--

Period 4 and 8--complete your logs with 150 minutes

Thursday 10/1

Today we looked at the example for the PEL and then worked with partners to deconstruct an ad.  We really hammered home the idea that in order to be successful the analysis must:
Name the appeal
Tell why w/SPECIFIC DETAILS
Unpack the evidence

HW: READ/Logs will be collected Monday 150 minutes!