April 30

IRT: ~20 minutes
WNB: Outside entry

I introduced the 5 Conflicts assignment. Students will work on this while I'm attending a workshop on Wednesday and Thursday this week. They'll present the group portion in class Monday and turn in the individual part on Canvas Monday.

I recapped Scene 3 and Ode 3 and helped students fill in the literary devices page. I'll post the remaining notes for the literary devices page as a Canvas announcement tomorrow.

Lit devices for Scene 3 & Ode 3

Students worked with their groups to finish reading Antigone and completing the packet. The packet is due Friday.

Coming Up
Wednesday, 5/1, 8pm - Live Antigone Test Review Discussion on Canvas
Friday, 5/3 - Antigone Test

Today's Board

April 29

IRT: ~20 minutes
WNB: "The most valuable thing you have is your attention." - Lynda Barry (inspired by this episode of KERA's Think)

Students took the Greek roots quiz today. Absent students should plan to make up the quiz tomorrow before school or during B block lunch.

Students continued reading and working through the packet with their groups, focusing on Scene 4 and Ode 4 today. Students will hand in the packet on Friday before the test. We will fill in literary devices for Scene 3-Ode 4 tomorrow.

Coming Up
Wednesday, 5/1: Live Antigone test review on Canvas at 8pm
Friday, 5/3: Antigone test

Today's Board

Week-at-a-Glance

April 26

Students used the first 25 minutes of class to read, annotate, and respond to today's article and then read independently.

Today's article: "The Anti-Vaxxers' Impact"

We recapped Ode 1 and Scene 2 of Antigone and filled in the literary devices page of the packet.

Lit Devices through Scene 2

Students worked with their groups to read Ode 2, Scene 3, and Ode 3 and complete the work in the packet for these sections.

Coming Up
Monday, 4/29 - Greek Roots Quiz

• On the Greek Drama page on Canvas, I have added the Greek roots slides that we went over in class earlier this week.
• Absent students should make this up on Tuesday before school, during B block lunch, or after school--allow at least 15 minutes

Wednesday, 5/1, 8pm - Live Antigone Test Review Discussion on Canvas
Friday, 5/3 - Antigone Test

Today's Board

April 25

IRT: ~20 minutes
WNB: Recall your most and least important values from the last 2 entries. How could those two values come into conflict with one another?

Students calculated their reading rates today and recorded the results on the Reading Goals page of their writer's notebooks.

We recapped the Parados and Scene 1 of Antigone and filled in the literary devices page.

Through Scene 1

Students worked in their groups to read Ode 1, Scene 2, and Ode 2 and complete analysis pages in the packet. We will resume this work tomorrow.

Coming Up
Monday, 4/29 - Greek Roots Quiz (absent students should make this up before school, during B block lunch, or after school Tuesday)
Wednesday, 5/1, 8pm - Live Antigone Test Review Discussion on Canvas
Friday, 5/3 - Antigone Test

Today's Board

April 24

IRT: ~20 minutes
WNB: Of these 5 values, which do you believe is least important? Explain your response. Loyalty to family and friends // Obedience to local and national laws // Observance of religious beliefs and customs // Following your own conscience // Achieving respect and recognition

We reviewed the Greek roots page and went over the format of the quiz. The quiz is Monday, 4/29.

We recapped the Prologue of Antigone and filled in the literary devices for that section. I showed students where to find a list of literary devices with definitions and examples on Canvas. Students worked with their groups to read the Parados and Scene 1 and complete the analysis pages in their packets. We will continue reading tomorrow.

Today's Board

April 23

IRT: ~20 minutes
WNB: Of these 5 values, which do you believe is most important? Explain your response. Loyalty to family and friends // Obedience to local and national laws // Observance of religious beliefs and customs // Following your own conscience // Achieving respect and recognition

We wrapped up our reading of Oedipus Rex and cleared up any confusion. I'll have a copy of my answers to the packets of questions available on Canvas by the end of the week for students to refer to as they prepare for the final.

I introduced Antigone and provided some necessary backstory. Students received a packet of work to complete as they read Antigone with their groups. The first page is a list of Greek roots--they'll have a quiz over this on Monday, 4/29.

Students began reading with their groups. I shared a suggested reading schedule to keep them on track to finish before the test next Friday, 5/3.

Suggested Reading Schedule & Calendar through EOY

Today's Board

Week-at-a-Glance

April 18

Students used the first 25 minutes to read, annotate, and respond to today's article of the week and read independently.

Today's Article: "You Can't Do Two Things at Once"

We recapped yesterday's work and finished reading Oedipus Rex. Students used the remaining class time to complete the questions. I'm working on creating a set of notes that students can reference to check their answers to the questions. 

Today"s Board

April 17

IRT: ~20 minutes
WNB: "It is not in words that I should wish my life to be distinguished, but rather in things done." - Oedipus

We reviewed questions from yesterday's reading and resumed Oedipus Rex, covering Ode 2, Scene 3, and Ode 3 today. Students had time to work on questions through Ode 3. We didn't add anything new to the visual timeline today. We will finish reading this play tomorrow and begin Antigone on Tuesday.

Today's Board

April 16

IRT: ~20 minutes
WNB: Choose one statement that you strongly disagree with and explain your thoughts: The actions of one person can have widespread effects. // Leaders who rely on intimidation will ultimately fail. // A guilty person cannot escape justice. // What a person strives for may bring more sorrow than success. // Suffering helps a person gain knowledge. // It's always better to know the truth.

We recapped our reading and questions from yesterday and resumed reading Oedipus Rex, completing Ode 1 and Scene 2 today.

Updated Visual Timeline through Scene 2

Today's Board (we did not read Ode 2)

April 15

IRT: ~20 minutes
WNB: Choose one statement that you strongly agree with and explain your thoughts: The actions of one person can have widespread effects. // Leaders who rely on intimidation will ultimately fail. // A guilty person cannot escape justice. // What a person strives for may bring more sorrow than success. // Suffering helps a person gain knowledge. // It's always better to know the truth.

We recapped our reading of the Prologue of Oedipus Rex and went over questions. We read the Parados and Scene 1 and worked on questions. We added more details to the visual timeline organizer.

Updated Visual Timeline

Today's Board

Week-at-a-Glance

April 12

Students used the first 25 minutes to complete three tasks: a reading conference survey, today's article of the week, and independent reading.

We went over the SOAPSTone + Style work from Tuesday.

We began reading Oedipus Rex. We read the prologue, completed questions, and started some visual notes to help us keep events in order. A PDF version of the play is available on the Greek Drama page on Canvas.

Notes from day one. Students added this to their questions packet.

Today's Board

April 11

Today was the English II STAAR EOC! Since students were testing all morning (and some part of the afternoon), we used class time to relax and get ready to start reading Oedipus Rex tomorrow.

Here's a funny Liz Climo cartoon since there's no board photo today.

April 10

WNB: Write down 5 things to remember when taking a test.

We started our day in the library to check out the Reading Rodeo, an annual celebration of the new books that Mrs. Harrison has added to the collection.

Students worked in groups to create a test-taking tips poster to display in the hallway as we prepare for the English II STAAR EOC test tomorrow.

Students used the remaining time to resume the SOAPSTone work from yesterday.

Today's Board

April 9

IRT: ~20 minutes
WNB: Are there any present-day laws or rules that you feel are unjust? What laws would you like to see changed and why? What are some ways to protest an unjust law?

After some consideration, I have adjusted the schedule for the week to spend more time talking about persuasion as we prepare to take the English II STAAR EOC on Thursday. This means the Greek drama notes quiz scheduled for Wednesday has been postponed.

Today, we read 3 pieces, "A Call for Unity," an excerpt from Letter from Birmingham Jail, and a speech from Antigone. All connect to the idea of laws. Students worked with a partner to examine the pieces for elements of persuasion. We will continue this work tomorrow.

Today's Board

Updated Week-at-a-Glance

April 8

IRT: ~20 minutes
WNB: I shared ancient riddles with the students, and they guessed at the answers.

Students took notes over Greek drama today. The slides are available on the Greek Drama page on Canvas--students should complete and study these notes for a quiz on Wednesday.

I briefly introduced Oedipus Rex and Antigone, the two Greek plays we'll be reading over the next few weeks.

Coming Up
Thursday, 4/11: English II STAAR EOC

Today's Board

Week-at-a-Glance

April 5

IRT: ~15 minutes
WNB: Article of the Week - "Listening is an Overlooked Leadership Tool"

I held reading conferences with students in 3rd and 4th periods while they worked on today's article and read independently.

Students took a quiz over tone and purpose.

Students used the remaining class time to complete the tone Keynote we started yesterday. Students should turn in the video on Canvas by Sunday evening.

Today's Board

April 4

WNB: Outside entry

We applied our knowledge of tone as we created a presentation in Keynote to demonstrate how a specific tone word appears in multiple modes of media.

Students who were absent today will get caught up in class on Friday.

Tone & purpose quiz tomorrow! Review slides on the Tone page on Canvas.

Path to Tone Resources

Today's Board

April 3

IRT: ~20 minutes
WNB: Define the following tone words: optimistic, bitter, tolerant, sentimental, humorous, objective. Be sure to use the definition that matches a tone!

We looked at more sample student essays that scored a 3 or 4 and discussed what we noticed.

We reviewed tone and spent some time looking at various passages to identify tone. Students used Apple Pencils with their iPads to digitally mark up the text.

Students will need their charged iPads and headphones tomorrow. Don't forget to download the Keynote app!

Today's Board

April 2

IRT: ~20 minutes
WNB: We're going to be reading student essays that respond to this prompt today, so share your thoughts in your notebook. Write an essay stating your opinion on whether a person can choose to be happy. (A student pointed out that we wrote about this prompt back in February. I suggested that students take the other side for today's entry.)

We continued looking over the STAAR test from last week.

We practiced scoring student STAAR essays and discussed the differences between a score point 3 and score point 4 essay. We will continue this work tomorrow.

Students should download the Keynote app from self service before Thursday.

Today's Board

April 1

IRT: ~20 minutes
WNB: It's April Fool's Day! Write about your favorite prank that you've played on someone or had played on you. Here's my favorite: Teacher Gives Fake Spelling Test

Students worked in groups to discuss questions and correct answers on the STAAR practice test from last week. We will continue this work tomorrow.

Today's Board

Week-at-a-Glance