Blog Archives

Friday, September 14th

9/13/2018

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Goals:

I can identify the strong qualities of writing in my peers' essays and offer specific and useful suggestions.
I can read a text closely, tracking my thinking in a reading journal.

Announcements:

Read about 100 pages of your independent novel, tracking your thinking in your reading journal. Turn in reading journal on Friday.
Revise your college essay. Submit your revised version and revision annotations on Friday.

1. Book Talk & Reading /Reading Journal Work

Highlight the note you want me to read--the one that shows your thinking about the book the best or that asks a question you want to talk about.

2. Workshop

Use feedback from your writing group to work on your essay and confer with Ms. Feliks.
Turn your essay into Google Classroom:
- Resolve all the comments or make a clean copy.
- Identify what you revised that made the essay stronger.
- Tell me what you still need feedback on.
- Submit to Google Classroom.

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Thursday, September 13th

9/12/2018

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Goals:

I can identify the strong qualities of writing in my peers' essays and offer specific and useful suggestions.
I can read a text closely, tracking my thinking in a reading journal.

Announcements:

Read about 100 pages of your independent novel, tracking your thinking in your reading journal. Turn in reading journal on Friday.
Revise your college essay. Submit your revised version and revision annotations on Friday.

1. Book Talk & Reading /Reading Journal Work

2. Writing Groups

Share your draft essay with your writing group and Ms. Feliks. Make sure it is annotated and includes the prompt.
Writing groups--read the essays and annotations and give feedback to your peers.

3. Workshop---at about the 1/2 way point in the class.

Use feedback from your writing group to work on your essay and confer with Ms. Feliks.

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Wednesday, September 12th

9/11/2018

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Goals:

I can identify the strong qualities of writing in my peers' essays and offer specific and useful suggestions.
I can read a text closely, tracking my thinking in a reading journal.

Announcements:

Read about 100 pages of your independent novel, tracking your thinking in your reading journal. Turn in reading journal on Friday.
Revise your college essay. Submit your revised version and revision annotations on Friday.

1. Book Talk & Reading /Reading Journal Work

2. Writing Groups

Share your draft essay with your writing group and Ms. Feliks. Make sure it is annotated and includes the prompt.
Writing groups--read the essays and annotations and give feedback to your peers.

3. Workshop

Use feedback from your writing group to work on your essay and confer with Ms. Feliks.

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Tuesday, September 11th

9/10/2018

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Goals:

I identify the strong qualities of writing in my peers' essays and offer specific and useful suggestions.
I can read a text closely, tracking my thinking in a reading journal.

Announcements:

Read about 100 pages of your independent novel, tracking your thinking in your reading journal. Turn in reading journal on Friday.
Revise your college essay. Submit your revised version and revision annotations on Friday.

1. Book Talk & Reading /Reading Journal Work

3. Writing Group Demo--Whole Class

4. Writing Groups

Share your draft essay with your writing group and Ms. Feliks. Make sure it is annotated and includes the prompt.
Writing groups--read the essays and annotations and be prepared to discuss them.

5. Workshop

Use feedback from your writing group to work on your essay.

Tech set up

Google Classroom
- 2nd Block: 7d3nvmy
- 5th Block: ad7xmqw
feliksa.weebly.com

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Monday, September 10th

9/7/2018

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Goals:

I can identify the strong qualities of a college essay and use this criteria to evaluate my own draft.
I can read a text closely, tracking my thinking in a reading journal.

Announcements:

Read about 100 pages of your independent novel, tracking your thinking in your reading journal. Turn in reading journal on Friday.
Revise your college essay. Submit your revised version and revision annotations on Friday.

1. Book Talk & Reading /Reading Journal Work

2. What makes a "good" college essay

Read some examples
List criteria

3. Workshop Time

Revisit your college essay drafts with our criteria in mind.
- Write off the page--parts you think are already strong and parts you think need something.
- What kind of specific feedback do you need?
- Please make sure to include the prompt at the top of the page. Share your drafts with your writing group and Ms. Feliks.
Writing groups--read the essays and annotations and be prepared to discuss the drafts tomorrow.
What does it look like to workshop a piece with a writing group? Let's demo one as a whole class (today or tomorrow).

Tech set up

Google Classroom
- 2nd Block: 7d3nvmy
- 5th Block: ad7xmqw
feliksa.weebly.com

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Friday, September 7th

9/6/2018

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Goals:

I can enhance my understanding of a text by listening and participating in a class discussion.
I can choose a book that fits my academic goals and interests.

Announcements:

Reading Autobiography is due tonight by midnight to Google Classroom.

1. Discuss "The Barrio"

Please turn in your annotations

2. Select Choice Reading Books

Look through books in the room, research books from the AP Book list or search other lists for books that you want to read!
Thought logs to Track your Thinking
Requirements--at least 100 pages a week (Friday--Friday). Turn in thought logs next Friday.

3. Workshop Time

Take the college essay survey (in Google Classroom) AND
Read your new book OR
Use a Chromebook to Finish your Reading Autobiography.

Tech set up

Google Classroom
- 2nd Block: 7d3nvmy
- 5th Block: ad7xmqw
feliksa.weebly.com

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Thursday, September 6th

9/5/2018

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Goals:

I can use collaboration and discussion to analyze rhetorical devices in a poem.
I can reflect on the strategies I used to understand a poem to identify close reading skills and techniques.

Announcements:

Reading Autobiography is due tomorrow by midnight to Google Classroom.
We will select novels to read tomorrow . Please be ready to make a decision and grab a book that you can start reading over the weekend.

1. Book Talk: Brave New World--Aldous Huxley & The Road--Cormac McCarthy

2. Tech set up

Google Classroom
- 2nd Block: 7d3nvmy
- 5th Block: ad7xmqw
feliksa.weebly.com

3. Writing Section: My Three Solaces

Staple/Tape the poem in your notebook
Write next to it (What are the characteristics of the poem? Is there a pattern? What is the language like?)
- Write your own poem in a similar pattern.

4. Finish Reading your poem

(5th)--Do one final read though of your poem with your partner and discuss what you notice/think about it.
(5th)--Write a paragraph about your poem.
Tape the poem and the paragraphs about it up around the room.
Select a person in your group to read this poem the way it should be read.
Silent gallery walk where we read the paragraphs and comment back to at least two of them.
- I agree/disagree... I would add..... I agree but... I think also... I never thought about....

4. Close Reading

What does it mean to read something closely? What questions are you trying to answer? What techniques did you find yourself using?

5. Apply Close Reading to a "The Barrio"

Closely read the text
Track your thinking through annotations and be ready to talk about the text.

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Wednesday, September 5th

9/2/2018

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Goals:

I can use collaboration and discussion to analyze rhetorical devices in a poem.
I can reflect on the strategies I used to understand a poem to identify close reading skills and techniques.

Announcements:

Read "The Barrio"--Robert Rameriez. Annotate and be prepared to discuss it tomorrow.
Reading Autobiography is due on Friday to Google Classroom.
We will select novels to read by Friday . Please be ready to make a decision and grab a book that you can start reading over the weekend.

1. Book Talk: Books about Drama Madame Bovary--Gustave Flaubert & Jane Eyre--Charlotte Bronte

2. Syllabus & Set up Writer's/Reader's Notebook

15-20 pages for notes
1/3 Writing
3/4 Reading

3. Finish Introduction to Poetry (5th Hour)

Third read (Zooming In)--Can you answer any of the previous questions, or do more questions come up? Write notes even closer to the poem.
- Is there one line or part that seems most important to you? Underline it!
Fourth Read--Select a person to read this poem how it should be read. Add some specific thoughts/annotations right next to the poem.

4. Reading a poem

Select a poem that you want to read.
First read--First impressions--using the sentence stems (or with images), write something about the poem.
- So I was sitting next to this poem waiting for the bus and it....
- In this poem's pockets are....
- This poem is hiding...
- If this poem were a burrito, it would...
Second read--questions that come up. Put them closer to the poem.
Third read (Zooming In)--Can you answer any of the previous questions, or do more questions come up? Write notes even closer to the poem.
- Is there one line or part that seems most important to you? Underline it!
Fourth Read--Add some specific thoughts/annotations right next to the poem.
Select a person in your group to read this poem the way it should be read.
Write a your own paragraph about this poem. Tape the poem and the paragraphs about it up around the room.
Silent gallery walk where we read the paragraphs and comment back to at least two of them.

4. Close Reading

What does it mean to read something closely? What questions are you trying to answer? What techniques did you find yourself using?

5. Apply Close Reading to a "The Barrio"

Closely read the text
Track your thinking through annotations and be ready to talk about the text tomorrow.

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