All grades on Pinnacle are currently up to date with respect to work handed in in class and through Google Drive.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Sunday, December 22, 2013
Wednesday, December 18, 2013
12.18 - 1 Word, 2 Words, 3 Words
We started today's class with fifteen minutes of reading from everyone's free choice books (or any class novels that are currently being read). At the end of this reading time, everyone recorded their progress on their reading sheets.
We then were lead in the activity "1 word, 2 words, 3 words" by a student facilitator.
Following this activity, the facilitator completed a Facilitator Debrief Form and everyone else responded to the following 10-minute writing prompt:
Identify and describe what you see as being one of your strengths as a facilitator. What is something on which you feel you can improve as a facilitator?
At the end of class, everyone shared out one of their strengths. I will be using responses to these questions to help guide my feedback for facilitators in the next round of activities.
Homework:
If you did not do so in class, finish your activity comparison sheets.
If you have presented an activity and have not finish filling out the Facilitator Debrief Form in class, do so for homework.
Read for at least an hour from your free choice book and/or novel-style class texts.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Monday, December 16, 2013
12.16 - Picture Wall
We started today's class with fifteen minutes of reading from everyone's
free choice books (or any class novels that are currently being read).
At the end of this reading time, everyone recorded their progress on
their reading sheets.
We then were lead in the activity "Picture Wall" by a student facilitator.
Following this activity, I introduced and explained the Facilitator Debrief Form which all facilitators will be filling out after their activities during this round of activities.
Everyone then had the remaining time in class to complete Activity Comparison sheets for:
Picture Wall (this was a review using the comparison sheet, we did not have another activity to compare this to)
Homework:
If you did not do so in class, finish your activity comparison sheets.
If you have presented an activity and have not finish filling out the Facilitator Debrief Form in class, do so for homework.
Read for at least an hour from your free choice book and/or novel-style class texts.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
We then were lead in the activity "Picture Wall" by a student facilitator.
Following this activity, I introduced and explained the Facilitator Debrief Form which all facilitators will be filling out after their activities during this round of activities.
Everyone then had the remaining time in class to complete Activity Comparison sheets for:
Picture Wall (this was a review using the comparison sheet, we did not have another activity to compare this to)
Homework:
If you did not do so in class, finish your activity comparison sheets.
If you have presented an activity and have not finish filling out the Facilitator Debrief Form in class, do so for homework.
Read for at least an hour from your free choice book and/or novel-style class texts.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Thursday, December 12, 2013
12.12 - Free Choice Books and Language (Substitute)
The students who were scheduled to present the activities listed below will be presenting them on Monday.
Group Poem
Picture Wall
Have students complete the “Poetry and Language” sheet for their free choice book. Have them substitute the word “Poetry” for “Free Choice Book” in the sheet. They can flip through their book and find words from whatever portion they have already read.
Any remaining time in the period can be spent reading from their free choice book or working on the Activity Comparison or the Facilitator Debrief Form that I handed out last class (or any other past due work/revisions).
Homework:
Complete the Poetry and Language (now known as the "Free Choice Book and Language), Activity Comparison, and or the Facilitator Debrief Form assignments as necessary.
Read for two hours from your free choice book and/or novel-style class texts.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Group Poem
Picture Wall
Have students complete the “Poetry and Language” sheet for their free choice book. Have them substitute the word “Poetry” for “Free Choice Book” in the sheet. They can flip through their book and find words from whatever portion they have already read.
Any remaining time in the period can be spent reading from their free choice book or working on the Activity Comparison or the Facilitator Debrief Form that I handed out last class (or any other past due work/revisions).
Homework:
Complete the Poetry and Language (now known as the "Free Choice Book and Language), Activity Comparison, and or the Facilitator Debrief Form assignments as necessary.
Read for two hours from your free choice book and/or novel-style class texts.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Tuesday, December 10, 2013
12.10 - Follow Me, Follow You / Activity Comparisons
We started today's class with fifteen minutes of reading from everyone's
free choice books (or any class novels that are currently being read).
At the end of this reading time, everyone recorded their progress on
their reading sheets and then handed them in.
We then were lead in the activity "Follow Me, Follow You" by a student facilitator.
Following this activity, I introduced and explained the Facilitator Debrief Form which all facilitators will be filling out after their activities during this round of activities.
Everyone then had the remaining time in class to complete Activity Comparison sheets for:
"The Good Show" (this was a review using the comparison sheet, we did not have another activity to compare this to)
"Stand and Deliver" and "Info Flow"
Homework:
If you did not do so in class, finish your activity comparison sheets.
If you have presented an activity and have not finish filling out the Facilitator Debrief Form in class, do so for homework.
Read for two hours from your free choice book and/or novel-style class texts.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
We then were lead in the activity "Follow Me, Follow You" by a student facilitator.
Following this activity, I introduced and explained the Facilitator Debrief Form which all facilitators will be filling out after their activities during this round of activities.
Everyone then had the remaining time in class to complete Activity Comparison sheets for:
"The Good Show" (this was a review using the comparison sheet, we did not have another activity to compare this to)
"Stand and Deliver" and "Info Flow"
Homework:
If you did not do so in class, finish your activity comparison sheets.
If you have presented an activity and have not finish filling out the Facilitator Debrief Form in class, do so for homework.
Read for two hours from your free choice book and/or novel-style class texts.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Sunday, December 8, 2013
12.06 - Stand and Deliver - Info Flow
We started today's class with fifteen minutes of reading from everyone's
free choice books (or any class novels that are currently being read).
At the end of this reading time, everyone recorded their progress on
their reading sheets.
Next, one of the students in our class presented the activity, "Stand and Deliver" in which people discussed their perspective around four different questions stating whether they strongly agreed, agreed, disagreed, or strongly disagreed with the various statements.
We then had another student lead us in the activity "Info Flow" in which two groups worked together to summarize the story "The Most Dangerous Game" in poem/song format.
After completing these activities, everyone was given an activity comparison sheet to debrief these activities.
Homework:
Complete the activity comparison sheet for both of today's activities.
Read for two hours this week from your free choice book or other assigned narrative reading.
Next, one of the students in our class presented the activity, "Stand and Deliver" in which people discussed their perspective around four different questions stating whether they strongly agreed, agreed, disagreed, or strongly disagreed with the various statements.
We then had another student lead us in the activity "Info Flow" in which two groups worked together to summarize the story "The Most Dangerous Game" in poem/song format.
After completing these activities, everyone was given an activity comparison sheet to debrief these activities.
Homework:
Complete the activity comparison sheet for both of today's activities.
Read for two hours this week from your free choice book or other assigned narrative reading.
Thursday, December 5, 2013
12.04 - Activity: The Good Show
We started today's class with fifteen minutes of reading from everyone's
free choice books (or any class novels that are currently being read).
At the end of this reading time, everyone recorded their progress on
their reading sheets.
Next, one of the students in our class presented the activity, "The Good Show."
In this activity, the class was broken into two groups and had to prepare a skit with the following elements:
A car breaks down
Someone speaks French
There is a police officer
There is a store keeper
Someone gets criticized
After presenting the skit once, we had time to revise it and make it better and then presented it again. Our facilitator then lead us in a debrief of this activity.
Following the activity, everyone began critiquing it using the Activity Comparison Sheet. Since we did not have time to do another activity to compare this one to today, everyone was simply evaluating this activity using the format provided.
Homework:
If you did not do so in class, finish evaluating today's activity ("The Good Show") with the Activity Comparison Sheet.
Be sure to have your facilitator's note card prepared for when you present your activity to the class.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Next, one of the students in our class presented the activity, "The Good Show."
In this activity, the class was broken into two groups and had to prepare a skit with the following elements:
A car breaks down
Someone speaks French
There is a police officer
There is a store keeper
Someone gets criticized
After presenting the skit once, we had time to revise it and make it better and then presented it again. Our facilitator then lead us in a debrief of this activity.
Following the activity, everyone began critiquing it using the Activity Comparison Sheet. Since we did not have time to do another activity to compare this one to today, everyone was simply evaluating this activity using the format provided.
Homework:
If you did not do so in class, finish evaluating today's activity ("The Good Show") with the Activity Comparison Sheet.
Be sure to have your facilitator's note card prepared for when you present your activity to the class.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Tuesday, December 3, 2013
12.03 - Activity Notes
We started today's class with fifteen minutes of reading from everyone's free choice books (or any class novels that are currently being read). At the end of this reading time, everyone recorded their progress on their reading sheets.
Next, we went over the activities that people will be presenting starting next class. The activity schedule is as follows:
12/4 - The Good Show & Info Flow
12/6 - Follow Me, Follow You & Stand and Deliver
12/10 - class reading of a short story
12/12 - Group Poem & Picture Wall
12/16 - 1 word, 2 word, 3 word
For this next round of activities, facilitators will only be able to use an index card to aid them in the facilitation process. This card should contain the following pieces of information:
Activity name
Expected activity length
Instructions/Activity rules
Processing/Debrief Questions
In class, we looked at a one-page description of an activity called "Group Count." I went over how to set up the card and how to effectively summarize information. We then did this activity using the notes from the card. In the activity, the group tries to count to 10 with different people saying different numbers (in order) at random time intervals with no set plan or communication about who will speak when. As a class, we managed to make it to 9, but could not get 10.
Everyone then had the rest of the period to work with their partner (if they had one) to create an index card for their activity.
Homework:
If you did not do so in class, finish creating your note card.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Next, we went over the activities that people will be presenting starting next class. The activity schedule is as follows:
12/4 - The Good Show & Info Flow
12/6 - Follow Me, Follow You & Stand and Deliver
12/10 - class reading of a short story
12/12 - Group Poem & Picture Wall
12/16 - 1 word, 2 word, 3 word
For this next round of activities, facilitators will only be able to use an index card to aid them in the facilitation process. This card should contain the following pieces of information:
Activity name
Expected activity length
Instructions/Activity rules
Processing/Debrief Questions
In class, we looked at a one-page description of an activity called "Group Count." I went over how to set up the card and how to effectively summarize information. We then did this activity using the notes from the card. In the activity, the group tries to count to 10 with different people saying different numbers (in order) at random time intervals with no set plan or communication about who will speak when. As a class, we managed to make it to 9, but could not get 10.
Facilitator's Index Card for Group Count
(click image to enlarge)
Everyone then had the rest of the period to work with their partner (if they had one) to create an index card for their activity.
Homework:
If you did not do so in class, finish creating your note card.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Tuesday, November 26, 2013
11.26 - Activity Selection and Assignment Revision
We started today's class with 15 minutes of reading from free-choice or
class books. Everyone then recorded their reading progress on one of our
reading tracking sheets. This ended the reading section which ran from 11/18 - 11/26.
Next, I handed out packets featuring our next round of activities. Everyone read through these activities and ranked them according to which activities they would like to present. I will use these sheets to set up our next round of activity presentations.
Several students then helped me to return work and I handed out grade report sheets. I then went over the various assignments that had been assigned. Extra copies of each assignment and material that went with it were available at the front of the room. Everyone had the remaining time in period to complete any missing work and revise any assignments scoring below a 92. During this time, I met individually with students to answer questions and talk about assignments.
Homework:
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Next, I handed out packets featuring our next round of activities. Everyone read through these activities and ranked them according to which activities they would like to present. I will use these sheets to set up our next round of activity presentations.
Several students then helped me to return work and I handed out grade report sheets. I then went over the various assignments that had been assigned. Extra copies of each assignment and material that went with it were available at the front of the room. Everyone had the remaining time in period to complete any missing work and revise any assignments scoring below a 92. During this time, I met individually with students to answer questions and talk about assignments.
Homework:
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Sunday, November 24, 2013
11.22 - Writing Reviews
We started today's class with 15 minutes of reading.
We then resumed our work with book reviews and looked at what make effective editorial and reader reviews (see notes below).
Based on these responses, everyone then went and wrote a book review for a book that they have finished so far this year.
Homework:
Finish writing your book review if you did not do so in class. Reviews can be shared on Google Drive with: caleb.collins.lhs@gmail.com
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
We then resumed our work with book reviews and looked at what make effective editorial and reader reviews (see notes below).
(click image to enlarge)
(click image to enlarge)
Based on these responses, everyone then went and wrote a book review for a book that they have finished so far this year.
Homework:
Finish writing your book review if you did not do so in class. Reviews can be shared on Google Drive with: caleb.collins.lhs@gmail.com
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
11.20 - Editorial Reviews
We started today's class with 15 minutes of reading. We then took a look at how book reviews are set up and what makes an effective review.
To get a sense for what makes a good review. I handed out some reviews from Amazon.com. We are going to be taking a look at the official, editorial reviews and the top-rated reader-submitted reviews. We are looking at both of these since we went to have the "official" editorial voice and approach to reviews, but we also want to know what makes these reviews popular (the top-rated reviews).
In class today, we looked at the reader reviews and noted key features on the review comparison sheet that most (though not necessarily all) of the reviews seemed to have.
Homework:
If you did not do so in class, finish your notes on what makes an effective editorial review and an effective reader review.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
To get a sense for what makes a good review. I handed out some reviews from Amazon.com. We are going to be taking a look at the official, editorial reviews and the top-rated reader-submitted reviews. We are looking at both of these since we went to have the "official" editorial voice and approach to reviews, but we also want to know what makes these reviews popular (the top-rated reviews).
In class today, we looked at the reader reviews and noted key features on the review comparison sheet that most (though not necessarily all) of the reviews seemed to have.
Homework:
If you did not do so in class, finish your notes on what makes an effective editorial review and an effective reader review.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Monday, November 18, 2013
11.18 - Book Reviews
We started today's class with 15 minutes of reading from free-choice or class books. Everyone then recorded their reading progress on one of our reading tracking sheets. This started a new reading section which will run from 11/18 - 11/26.
Next, we began taking a look at writing good book reviews. This is going to prepare us for writing book reviews that will be available to people looking for books here in our library at the high school. A student in one of the technology classes will be organizing a web site of reviews that will be accessible to library patrons via QR codes that we will put on the book's binding.
To get a sense for what makes a good review. I handed out some reviews from Amazon.com. We are going to be taking a look at the official, editorial reviews and the top-rated reader-submitted reviews. We are looking at both of these since we went to have the "official" editorial voice and approach to reviews, but we also want to know what makes these reviews popular (the top-rated reviews).
In class today, we looked at the editorial reviews and noted key features on the review comparison sheet that most (though not necessarily all) of the reviews seemed to have.
Homework:
Read for at least two hours for this reading section (11/18 - 11/26) from your free choice book.
Next, we began taking a look at writing good book reviews. This is going to prepare us for writing book reviews that will be available to people looking for books here in our library at the high school. A student in one of the technology classes will be organizing a web site of reviews that will be accessible to library patrons via QR codes that we will put on the book's binding.
To get a sense for what makes a good review. I handed out some reviews from Amazon.com. We are going to be taking a look at the official, editorial reviews and the top-rated reader-submitted reviews. We are looking at both of these since we went to have the "official" editorial voice and approach to reviews, but we also want to know what makes these reviews popular (the top-rated reviews).
In class today, we looked at the editorial reviews and noted key features on the review comparison sheet that most (though not necessarily all) of the reviews seemed to have.
Homework:
Read for at least two hours for this reading section (11/18 - 11/26) from your free choice book.
Saturday, November 16, 2013
11.14 - The Most Dangerous Game
I had to attend a meeting during our class today so Mr. Lucarelli was in charge of today's class.
In class, everyone was independently reading the short story "The Most Dangerous Game" while completing a story review. After finishing the story, everyone should also fill out a reading format review.
Homework:
If you did not finish the story, story review, or reading format review in class, do so for homework.
In class, everyone was independently reading the short story "The Most Dangerous Game" while completing a story review. After finishing the story, everyone should also fill out a reading format review.
Homework:
If you did not finish the story, story review, or reading format review in class, do so for homework.
Tuesday, November 12, 2013
11.12 - Harrison Bergeron Analysis
We started today's class by visiting the library so that everyone could continue adding to their "Next Reads" book lists. When we returned to class, everyone had 10 minutes to read from their free choice book or another class novel. We used this 10 minute read to establish another two-hour overall reading pace.
Everyone then worked with a partner to share out their analysis of significant words, ideas, and questions in "Harrison Bergeron."
We will use this information to adapt experiential activities to this short story.
Homework:
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
Everyone then worked with a partner to share out their analysis of significant words, ideas, and questions in "Harrison Bergeron."
We will use this information to adapt experiential activities to this short story.
Homework:
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
Thursday, November 7, 2013
11.07 - Harrison Bergeron Processing
At the beginning of class today, everyone read from their free choice
books for fifteen minutes. After the reading, everybody recorded the
pages that they read today and in any other books that they have been
reading outside of class.
We then returned to our work with the short story "Harrison Bergeron." Everyone worked with their partner to complete the story review sheet and the reading format review sheet. After everyone had a chance to complete these, we discussed students' responses to the reading format for "Harrison Bergeron" (this time it was the partner read). Our discussion focused on strengths of partner reads and what can make the format challenging. From this we talked about when the partner read would be best used in a class.
Homework:
If you did not do so in class, finish reading "Harrison Bergeron."
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
We then returned to our work with the short story "Harrison Bergeron." Everyone worked with their partner to complete the story review sheet and the reading format review sheet. After everyone had a chance to complete these, we discussed students' responses to the reading format for "Harrison Bergeron" (this time it was the partner read). Our discussion focused on strengths of partner reads and what can make the format challenging. From this we talked about when the partner read would be best used in a class.
Homework:
If you did not do so in class, finish reading "Harrison Bergeron."
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
Wednesday, November 6, 2013
11.05 - Harrison Bergeron
At the beginning of class today, everyone read from their free choice books for fifteen minutes. After the reading, everybody recorded the pages that they read today and in any other books that they have been reading outside of class.
Next, we began the next phase of applying experiential learning activities in the English classroom by taking a look at some short stories that English teachers said they teach in their classrooms. Our work will focus on looking at these stories and how they can be connected with activities so that our activities will be more easily used in classes at LHS.
When reading stories we will look at the different ways that stories can be read and different elements of the stories so that we can connect them to appropriate activities.
Today, we read the short story "Harrison Bergeron." The class elected to read this story with partners (we'll conduct the reading of the short story in a different way each time). While reading the story, everyone should complete a story review sheet and, after reading the story, a reading format review sheet.
Homework:
If you did not do so in class, finish reading "Harrison Bergeron."
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
Next, we began the next phase of applying experiential learning activities in the English classroom by taking a look at some short stories that English teachers said they teach in their classrooms. Our work will focus on looking at these stories and how they can be connected with activities so that our activities will be more easily used in classes at LHS.
When reading stories we will look at the different ways that stories can be read and different elements of the stories so that we can connect them to appropriate activities.
Today, we read the short story "Harrison Bergeron." The class elected to read this story with partners (we'll conduct the reading of the short story in a different way each time). While reading the story, everyone should complete a story review sheet and, after reading the story, a reading format review sheet.
Homework:
If you did not do so in class, finish reading "Harrison Bergeron."
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
Friday, November 1, 2013
11.01 - Reading and Activity Assessment Reflections
We started today's class with 15 minutes for everyone to read independently from their free choice books. At the end of this time, everyone recorded their progress in the books and tallied the progress they had made for this section of reading.
I then handed out reading reflections for reading sections 1 and 2 (we just finished our third reading section). Everyone then set up their fourth reading section sheet. This reading section will run from 11/01 to 11/12.
Everyone then had the remaining time in the period to work on their
Activity Assessment Reflection (which were handed out last class. These will be included on first quarter grades so this was a final opportunity to get these in for the quarter one eligibility check.
Homework:
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
If you did not do so today in class, complete your Activity Assessment Reflections
I then handed out reading reflections for reading sections 1 and 2 (we just finished our third reading section). Everyone then set up their fourth reading section sheet. This reading section will run from 11/01 to 11/12.
Everyone then had the remaining time in the period to work on their
Activity Assessment Reflection (which were handed out last class. These will be included on first quarter grades so this was a final opportunity to get these in for the quarter one eligibility check.
Homework:
Read for at least two hours for this reading section (11/01 - 11/12) from your free choice book.
If you did not do so today in class, complete your Activity Assessment Reflections
Thursday, October 31, 2013
10.30 - Eye to Eye and Activity Assessments
We started today's class with an activity called "Eye to Eye" which was lead by one of our peer facilitators. In this activity, we explored the power of direct connections and how people respond to and give attention to others. Our peer facilitator lead us in a debrief of this activity and then everyone assessed the activity.
After today's activity, all partner groups have presented an activity. I returned the activity assessments that I had collected from people throughout the last few weeks and returned those sheets. We looked at how thorough critiques identified specific behaviors on the rubric and identified specific examples of when those behaviors came up in our activities.
With the activity assessments, I handed out revision options for those people from whom I did not receive assessments of all the activities. This revision option asks individuals to reflect on all of the activities we have done and assess the class' performance on a specific element (safety, fun, respect, participation, or facilitation) across all of the activities.
Activity Assessment Reflection (revision for missing activity assessments)
Everyone had the rest of the period to work on these revisions. Individuals who received a 92 or above on the assessments had the option of going for the 100 grade by using their assessments to specifically assess class performance on any two of the identified elements.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
Complete any Activity Assessment Reflections
After today's activity, all partner groups have presented an activity. I returned the activity assessments that I had collected from people throughout the last few weeks and returned those sheets. We looked at how thorough critiques identified specific behaviors on the rubric and identified specific examples of when those behaviors came up in our activities.
With the activity assessments, I handed out revision options for those people from whom I did not receive assessments of all the activities. This revision option asks individuals to reflect on all of the activities we have done and assess the class' performance on a specific element (safety, fun, respect, participation, or facilitation) across all of the activities.
Activity Assessment Reflection (revision for missing activity assessments)
Everyone had the rest of the period to work on these revisions. Individuals who received a 92 or above on the assessments had the option of going for the 100 grade by using their assessments to specifically assess class performance on any two of the identified elements.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
Complete any Activity Assessment Reflections
Wednesday, October 30, 2013
10.28 - Group Juggle
We started today's class with 20 minutes of reading time for people in
their free choice books. At the end of this time, everyone recorded
their progress in their free reading books and in any other books they
are currently reading.
We were then lead in the activity "Group Juggle" by one of our peer facilitators. After the facilitator ran us through one version of this activity, I shared an alternate version. The peer facilitator then debriefed the whole activity focusing on how the literal juggling taking place in the activity could give us perspective on different activities and prioritites that we are required to juggle daily in life.
We then reviewed this activity using our class rubric.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
If you did not finish your activity assessment sheet in class, do so for homework.
We were then lead in the activity "Group Juggle" by one of our peer facilitators. After the facilitator ran us through one version of this activity, I shared an alternate version. The peer facilitator then debriefed the whole activity focusing on how the literal juggling taking place in the activity could give us perspective on different activities and prioritites that we are required to juggle daily in life.
We then reviewed this activity using our class rubric.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
If you did not finish your activity assessment sheet in class, do so for homework.
Monday, October 21, 2013
10.18 - Zip Zap Zup
We started today's class with 20 minutes of reading time for people in
their free choice books. At the end of this time, everyone recorded
their progress in their free reading books and in any other books they
are currently reading.
We reviewed our critique of the "Eye Lines" activity that was presented last class and used this to prepare us for today's activity "Zip, Zap, Zup."
The facilitators for "Zip, Zap, Zup" presented their activity and ran the debrief for it. We then reviewed this activity using our class rubric.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
If you did not finish your activity assessment sheet in class, do so for homework.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
We reviewed our critique of the "Eye Lines" activity that was presented last class and used this to prepare us for today's activity "Zip, Zap, Zup."
The facilitators for "Zip, Zap, Zup" presented their activity and ran the debrief for it. We then reviewed this activity using our class rubric.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
If you did not finish your activity assessment sheet in class, do so for homework.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Wednesday, October 16, 2013
10.16 - Eye Lines
We started today's class with 10 minutes of reading from free choice books. Next, everyone recorded the reading that they had done since October 7, recording all of the books that they read for class or their free choice reading. On the back of this sheet, everyone responded to the following question:
How did this span of reading go for you?
What went well? What was challenging?
What is your perspective so far on this approach to reading in class?
After everyone had a chance to respond to these questions, we talked about the different perspectives that people had on the reading so far.
I then did a book talk for the book "Count Zero" by William Gibson.
We then had a student lead us in the activity "Eye Lines" with a debrief of the activity at the end.
Next, everyone evaluated the activity and debrief using the activity assessment sheet.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
If you did not finish your activity assessment sheet in class, do so for homework.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
How did this span of reading go for you?
What went well? What was challenging?
What is your perspective so far on this approach to reading in class?
After everyone had a chance to respond to these questions, we talked about the different perspectives that people had on the reading so far.
I then did a book talk for the book "Count Zero" by William Gibson.
We then had a student lead us in the activity "Eye Lines" with a debrief of the activity at the end.
Next, everyone evaluated the activity and debrief using the activity assessment sheet.
Homework:
Read for two hours this week (10/16 - 10/24) from your free choice book.
If you did not finish your activity assessment sheet in class, do so for homework.
Complete missing work and revise any assignment that scored below a 92.
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/piv
Saturday, October 12, 2013
10.09 - Activity Review and Debrief Form
We started today's class with about 15 minutes of time to read. Everyone then recorded their progress in reading this week on some new reading log sheets. We reviewed in class how to track reading progress on these sheets.
We then went over when partner groups will be presenting their experiential activities and the assessment sheet we will be using to review these activities.
Next, I lead an activity called "Snickersnack and Anikanipanisan" which we then debriefed. After this, everyone reviewed the activity and debrief through the assessment sheet. Assessment sheets were due at the end of class.
Homework:
If you did not finish your review sheet in class, do so for homework.
We then went over when partner groups will be presenting their experiential activities and the assessment sheet we will be using to review these activities.
Next, I lead an activity called "Snickersnack and Anikanipanisan" which we then debriefed. After this, everyone reviewed the activity and debrief through the assessment sheet. Assessment sheets were due at the end of class.
Homework:
If you did not finish your review sheet in class, do so for homework.
Monday, October 7, 2013
10.07 - Free Choice Reads
Today in class, we went down to the library so that people could find new free choice reading books and/or add to their "Next Reads" sheet.
When we returned to class, everyone had 10 minutes to read from their free choice book. We used this reading time to reassess individuals' reading paces for the next week of reading. I then returned a formal assessment of each person's reading from the previous week which asked each person to reflect on and assess their progress with their reading so far. If you need a copy of one of these sheets, please see Mr. Collins.
Homework:
Read for two hours from your free choice book (use the page count we established today).
When we returned to class, everyone had 10 minutes to read from their free choice book. We used this reading time to reassess individuals' reading paces for the next week of reading. I then returned a formal assessment of each person's reading from the previous week which asked each person to reflect on and assess their progress with their reading so far. If you need a copy of one of these sheets, please see Mr. Collins.
Homework:
Read for two hours from your free choice book (use the page count we established today).
Friday, October 4, 2013
10.03 - Rubric Creation
We started today's class out by recapping what happened last class when there was a sub in for me.
Everyone then had the next 10 minutes to read from their free choice books. At the end of this time, we checked in on individuals' page progress to calculate reading credit. We will spend more time talking about this next class.
We then returned to finalizing the rubric categories for which everyone wrote descriptions last class. Working in groups of four, everyone was given the written descriptions of one of the categories and then worked with their group to draft a comprehensive definition of this category. As an example of this definition, I introduced a rubric category that we will be using, "safety" and wrote a comprehensive definition (see below).
Read for two hours from your free choice book (use the page count we established on 09/19).
Everyone then had the next 10 minutes to read from their free choice books. At the end of this time, we checked in on individuals' page progress to calculate reading credit. We will spend more time talking about this next class.
We then returned to finalizing the rubric categories for which everyone wrote descriptions last class. Working in groups of four, everyone was given the written descriptions of one of the categories and then worked with their group to draft a comprehensive definition of this category. As an example of this definition, I introduced a rubric category that we will be using, "safety" and wrote a comprehensive definition (see below).
(click image to enlarge)
Groups produced the following three categories which will be on the rubrics that we use to assess activities. We will use this rubric three times and then re-evaluate it's effectiveness in helping us assess activities. The category descriptions that people came up with were as follows:
Fun
An activity that is successfully fun is one in which the participants seem to be engaged and enjoying themselves. The participants should be interested in the activity.
An activity that is successfully fun is one in which the participants seem to be engaged and enjoying themselves. The participants should be interested in the activity.
Respect
An activity that is successfully respectful is one in which everyone listens, no one judges others, and everyone is trustworthy with other people’s opinions.
An activity that is successfully respectful is one in which everyone listens, no one judges others, and everyone is trustworthy with other people’s opinions.
Pure Quality
An activity that is successfully pure quality is one in which you are judged on the amount of the category you fall in, we’re not looking to see whether you can be it, but how much you have, how much participation you’re putting in, or how respectfully you’re acting in the activity. To make sure you’re being at that level where you’re not disrespecting others.
An activity that is successfully pure quality is one in which you are judged on the amount of the category you fall in, we’re not looking to see whether you can be it, but how much you have, how much participation you’re putting in, or how respectfully you’re acting in the activity. To make sure you’re being at that level where you’re not disrespecting others.
Homework:
Wednesday, October 2, 2013
10.01 - Guidance Talk (sub)
I was not in class today as I was out on a NEASC school visit. The instructions for today for the class were as follows:
Guidance will be in during this period to present a talk.
If there is free time at the end of the period, students should read from their free choice books.
Guidance will be in during this period to present a talk.
If there is free time at the end of the period, students should read from their free choice books.
Saturday, September 28, 2013
09.27 - Activity Sign Up
We started class today with everyone having the first 15 minutes to read from their free choice books. During this time, I went around and spoke with people individually about their books.
Next, everyone chose a partner with whom they would like to lead an activity. Partners reviewed a packet of possible activities to choose from and then signed up for an activity and a day to present the activity to the class (we established a choosing pattern via a rock, paper, scissor bracket).
At the end of class, everyone reviewed the categories that we created to evaluate activities (below) and responded to the following prompt:
Next, everyone chose a partner with whom they would like to lead an activity. Partners reviewed a packet of possible activities to choose from and then signed up for an activity and a day to present the activity to the class (we established a choosing pattern via a rock, paper, scissor bracket).
At the end of class, everyone reviewed the categories that we created to evaluate activities (below) and responded to the following prompt:
(click image to enlarge)
Looking at the evaluation categories we chose; "fun," "to be," and "to have" come up with a description for this category that would tell someone unfamiliar with it what sort of behaviors it evaluates. Also, see if we can come up with official, user-friendly category titles ("to be" and "to have" are ok working titles, but will be difficult for outside people to understand).
Homework:
If you did not finish your category description for the activity categories, do so for homework.
Read for two hours from your free choice book (use the page count we established on 09/19).
Wednesday, September 25, 2013
09.25 - Experiential Rubric
We started today's class with some time for everyone to read from their free choice books. From there we moved into using the categories we created last class to evaluate the tarp flip activity and debrief that we also did last class. After everyone had a chance to fill this rubric out, we discussed students' answers.
Next class, everyone will partner up and select an activity which they will present to the class.
Homework:
Continue to read from your free choice book so that you read for at least two hours over the course of the week.
Next class, everyone will partner up and select an activity which they will present to the class.
Initial Draft of our Experiential Rubric
(click image to enlarge)
Homework:
Continue to read from your free choice book so that you read for at least two hours over the course of the week.
Monday, September 23, 2013
09.23 - Experiential Rubric
Today in class we were building an experiential rubric that we will
use to evaluate and talk about the activities that we use in class. To
start this process off, everyone responded to the following writing
prompt in their journal. The experiential elements list (see below) was
displayed for people to work with while responding.
Look at the list of experiential elements that should be a part of most or all experiential activities. Find a way to categorize these elements in 4 to 8 categories that could be put on a rubric to talk about an activity. (Think of this as funneling 20 elements into 4 - 8 natural categories)
We then did an activity in which the class had to fit everyone on a tarp and then flip the tarp over. In this activity, one side of the tarp was labeled "Traditional English" and the other was labeled "Experiential English." When we debriefed the activity we talked about what worked well, what was challenging, and how the tarp flip from the "Traditional English" side to the "Experiential English" side could represent our experience in attempting to make the same transition in our class.
In the last few minutes we talked about using the "To Be," "To Have," and "Fun" rubric to assess how well this activity went. This assessment would include both the activity and the debrief. Everyone should write this debrief for homework and we will talk about these discussions next class.
Homework:
Evaluate how well you feel today's activity went (including the debrief). Discuss the activity and debrief in terms of the "To Be," "To Have," and "Fun" categories that we created today in class.
Read from your free choice book.
Look at the list of experiential elements that should be a part of most or all experiential activities. Find a way to categorize these elements in 4 to 8 categories that could be put on a rubric to talk about an activity. (Think of this as funneling 20 elements into 4 - 8 natural categories)
(click image to enlarge)
After
coming up with these categories, I organized the class into groups of
three and each group was tasked with sharing their categories and then
agreeing upon 4 - 8 categories that best represented the list. These
groups then combined with another group of three and did the same thing.
This left two groups that then met, shared the categories that their
groups had refined, and produced one final group of categories. The
master group of categories that the class selected were: To Be, To Have,
and Fun. Elements were sorted into these categories as follows:
We then did an activity in which the class had to fit everyone on a tarp and then flip the tarp over. In this activity, one side of the tarp was labeled "Traditional English" and the other was labeled "Experiential English." When we debriefed the activity we talked about what worked well, what was challenging, and how the tarp flip from the "Traditional English" side to the "Experiential English" side could represent our experience in attempting to make the same transition in our class.
In the last few minutes we talked about using the "To Be," "To Have," and "Fun" rubric to assess how well this activity went. This assessment would include both the activity and the debrief. Everyone should write this debrief for homework and we will talk about these discussions next class.
Homework:
Evaluate how well you feel today's activity went (including the debrief). Discuss the activity and debrief in terms of the "To Be," "To Have," and "Fun" categories that we created today in class.
Read from your free choice book.
Thursday, September 19, 2013
09.19 - Leadership
We started today's class with ten minutes of reading from everyone's free choice books. At the end of the ten minutes, we used this number to calculate how many pages per week each person should be reading if they are reading for approximately two hours per week.
Next, we started a discussion around leadership by doing an activity in which one partner was tasked with getting their partner to open their closed fist (without touching or threatening them). We talked about how this was like being a leader where the leader needs to get someone to do something or to work with that person to achieve a goal.
We then did an activity in which people designed leadership flags. These flags feature two pictures, one that represents one of their strengths as a leader and another representing how they would like to grow as a leader. At the end of class, everyone shared out what they put on their flag. The template we used in class for these flags is included below.
Homework:
Read for two hours from your free choice book.
Next, we started a discussion around leadership by doing an activity in which one partner was tasked with getting their partner to open their closed fist (without touching or threatening them). We talked about how this was like being a leader where the leader needs to get someone to do something or to work with that person to achieve a goal.
We then did an activity in which people designed leadership flags. These flags feature two pictures, one that represents one of their strengths as a leader and another representing how they would like to grow as a leader. At the end of class, everyone shared out what they put on their flag. The template we used in class for these flags is included below.
(click image to enlarge)
Homework:
Read for two hours from your free choice book.
Tuesday, September 17, 2013
09.17 - Evaluating Experiential Activities
Today in class, we finished sharing out the elements that people noted as being important in experiential activities from our group reads last class. The elements we identified were:
(click image to enlarge)
We then did an experiential activity called "The Wind Blows" in which people share something about themselves and learn who has that interest or fact in common with them. We then expanded the activity to include a moment of reflection in which the person picked one of the terms/ideas from our list of elements on the board and either defined what that element meant to them or shared an example of what that element would look like. After sharing, the person went on to share a fact about themselves. I kept track of which items people chose to talk about and what they said. This is what our notes looked like at the end:
(click image to enlarge)
Black text = text added during the "The Wind Blows" activity
We debriefed this activity with the concentric circle discussion format. In this type of discussion everyone rotates partners spending two minutes with that partner. One minute is spent responding to a discussion question and the other minute is spent listening to their partner's response. The questions we discussed were:
What did you think of the "The Wind Blows" activity?
What worked well in the activity today?
What could have been improved upon in the activity today?
Which elements of experiential education that we identified did this activity do a good job of focusing on?
Which elements of experiential education that we identified did this activity fail to really focus on?
After engaging in discussions around these questions. Everyone responded individually in writing to the following prompt which was submitted for assessment at the end of the period.
Evaluate how effective today's activity was in terms of being engaging (fun) and in terms of being successful in discussing the important elements of experiential activities? Identify both strengths and weaknesses for the level of engagement and discussion. Explain your responses by referring to specific moments from the activity or your discussion with others.
Homework:
If you did not finish responding to the final question at the end of class, do so for homework.
Friday, September 13, 2013
9.13 - Elements of Experiential Programming
I started today's class off with a book talk regarding two books available as free choice books in our class library. These books were Small Gods by Terry Pratchet and Gang Leader for a day by Sudhir Vankatesh. If you were interested in these books, you can add them to your "Next Reads" list from class.
In today's class, we were looking at elements of experiential facilitation (the type of activities we hope to use to make English instruction more fun and engaging). I had five reading selections photocopied and organized the class into groups of three (with one group of four).
In their groups, everyone chose a reading and highlighted or underlined key pieces of information in the text that tell what important elements of running these activities are. After everyone read their own article, they shared what they had read with their groups.
I gave groups large sheets of paper and markers to record the range of important elements that came up in the readings.
We began sharing these out at the end of class and will review these lists again next class as we begin to work with and look at these elements more.
Homework:
Read from your free choice book (we will establish appropriate page amounts next class).
In today's class, we were looking at elements of experiential facilitation (the type of activities we hope to use to make English instruction more fun and engaging). I had five reading selections photocopied and organized the class into groups of three (with one group of four).
In their groups, everyone chose a reading and highlighted or underlined key pieces of information in the text that tell what important elements of running these activities are. After everyone read their own article, they shared what they had read with their groups.
I gave groups large sheets of paper and markers to record the range of important elements that came up in the readings.
We began sharing these out at the end of class and will review these lists again next class as we begin to work with and look at these elements more.
Homework:
Read from your free choice book (we will establish appropriate page amounts next class).
Wednesday, September 11, 2013
09.11 - Recapture Reads
We started today's class by reviewing our plan for free choice reading in class (see Monday's post for more information)
We then headed down to the library where people were to find a book they could start reading and to start building a list of books that might be good to read next.
The idea behind the "Next Reads" list is that there is something on deck to read when someone finishes a book or something to go back to and look at if one book falls flat so that someone can drop the uninteresting book and check out one that might be better.
On the "Next Reads" sheet it was also an option to add illustrations to the margin which represent areas of interest (types of books and/or life interests, hobbies, and activities). This can help people focus on what types of books they would like to find or can help us start some conversations around what kinds of books they are interested in. People are also welcome to get recommendations from friends and classmates about other books to read.
Extra copies of the reading sheets are available here: Recapture Reads.
Homework:
Start reading your chosen book!
We then headed down to the library where people were to find a book they could start reading and to start building a list of books that might be good to read next.
The idea behind the "Next Reads" list is that there is something on deck to read when someone finishes a book or something to go back to and look at if one book falls flat so that someone can drop the uninteresting book and check out one that might be better.
On the "Next Reads" sheet it was also an option to add illustrations to the margin which represent areas of interest (types of books and/or life interests, hobbies, and activities). This can help people focus on what types of books they would like to find or can help us start some conversations around what kinds of books they are interested in. People are also welcome to get recommendations from friends and classmates about other books to read.
Extra copies of the reading sheets are available here: Recapture Reads.
Homework:
Start reading your chosen book!
Monday, September 9, 2013
9.09 - Reading Plan and Intro to Experiential Activities
We started today off by talking about the role that reading plays in high school English classes and how much students actually read. To get this conversation started, everyone responded to the following question in their writing journal:
What percentage of a class do you think actually finishes the book(s) that are assigned in English?
What percentage do you think start the book and don't finish it?
What percentage do you think never finish the book?
What do you think prevents people from finishing (or maybe even starting) assigned books in English?
After everyone had a chance to respond to this prompt, we discussed students' answers.
In general, estimates ran that only about 50% of the people in a class were reading with 25% finishing the assigned book(s) and the other 25% starting, but not finishing the book.
Reasons for these rates were attributed to lack of interest in reading, lack of interest in a specific book, and trouble with the class' pacing (too fast or too slow).
I then talked about the two plans I had for reading in our Recapture class.
Plan 1 -
Students read 2 - 3 of the books for the English class they need recaptured credit in and use those books for the material we discuss in class.
Plan 2 -
Students read free choice books instead of assigned books. However, there is not a number of books assigned, but an amount of time assigned (2 hours per week). Time spent reading will be verified by figuring out how much a student can read in ten minutes and then figuring out how many pages that is over the course of two hours. We'll check in each week to see what people have for page counts and conference to talk about books that students are reading.
The idea for Plan 2 came from the book Book Love by Penny Kittle. In class we talked about the book and I answered students' specific questions about the plan. In the end, everyone elected to go with Plan 2. If any student is interested in pursuing Plan 1, that remains an option.
We will go to the library next class to select books. People are also free to bring in books from home that they would like to read.
Our next activity was a reading that focused on the experiential approach we will be exploring in our class. The reading talked about how and why experiential approaches can be beneficial to meetings of people (which can include our English class). See Mr. Collins if you need a copy of this reading.
Homework:
If you have a free choice book at home that you would like to read, bring it in next class.
Thursday, September 5, 2013
09.05 - Marigolds (Writing)
For today's class, everyone had time to write their response to the short story "Marigolds" that we read in class yesterday. Everyone had the period to write their response. These essays will be assessed to help me plan and structure our work in English this year by showing me what people can already do well and what areas we should focus on improving. These essays will not be entered into the grade book.
Materials for this writing are available here:
Additional information on this assignment is available through Tuesday's post.
Homework:
If you did not do so in class, finish writing your essay for tomorrow.
Tuesday, September 3, 2013
09.03 - Marigolds (Reading)
At the beginning of class, everyone responded to the following prompt in their writing journal:
Have you moved from childhood to adulthood yet? How do you know or how will you know? Explain your response.
After everyone had a chance to respond to this prompt, students formed groups based on their general answer (yes, no, it's complicated). Groups discussed and then shared out the reasons they had for their choices.
We used this discussion to prepare us for our reading of the story "Marigolds" by Eugenia Collier in which a young woman transitions from childhood to adulthood.
We will be writing an in class essay using this story next class. Before reading the story, we looked at the assignment, prompt choices, and rubric that will be used to assess students' responses. This essay will not go in the grade book as a formal grade. The essay is an opportunity for me to see where everyone is at in terms of their essay writing.
I read the story aloud with the help of some students volunteers.
Handouts from today's class:
"Marigolds" by Eugenia Collier
Essay assignment and prompts
Essay assessment rubric
Homework:
Think about which essay prompt you would like to respond to next class.
Revisit the story to firm up your understanding of it and how you can use it to respond to one of the essay prompts.
If you do not have one already, be sure to get a writer's journal for class. See the posts on 08.29 and 08.30 for details.
Have you moved from childhood to adulthood yet? How do you know or how will you know? Explain your response.
After everyone had a chance to respond to this prompt, students formed groups based on their general answer (yes, no, it's complicated). Groups discussed and then shared out the reasons they had for their choices.
We used this discussion to prepare us for our reading of the story "Marigolds" by Eugenia Collier in which a young woman transitions from childhood to adulthood.
We will be writing an in class essay using this story next class. Before reading the story, we looked at the assignment, prompt choices, and rubric that will be used to assess students' responses. This essay will not go in the grade book as a formal grade. The essay is an opportunity for me to see where everyone is at in terms of their essay writing.
I read the story aloud with the help of some students volunteers.
Handouts from today's class:
"Marigolds" by Eugenia Collier
Essay assignment and prompts
Essay assessment rubric
Homework:
Think about which essay prompt you would like to respond to next class.
Revisit the story to firm up your understanding of it and how you can use it to respond to one of the essay prompts.
If you do not have one already, be sure to get a writer's journal for class. See the posts on 08.29 and 08.30 for details.
Thursday, August 29, 2013
Class Introduction and General Policies
Today's class served as an introduction to our course. I introduced
myself and talked about general class policies.
We also talked about the purpose of school being to have youth learn society's acquired knowledge so that they are able to leave positive, fulfilling lives and make positive contributions to society. Ultimately this should improve our world and people's lives individually. In class, I compared this to Willy Wonka bringing the children to his chocolate factory in Willy Wonka and the Chocolate Factory so that he could find someone to learn and take over his enterprise (children being better because they lack all of the problems adults have acquired and still have their imagination).
Homework:
Find a writing journal to use for English this year.
- A composition notebook should be fine (Staples often sells them at this time of year for less than a dollar). The journal should just be one that you use for English only. You will not have to tear pages out of the journal.
We also talked about the purpose of school being to have youth learn society's acquired knowledge so that they are able to leave positive, fulfilling lives and make positive contributions to society. Ultimately this should improve our world and people's lives individually. In class, I compared this to Willy Wonka bringing the children to his chocolate factory in Willy Wonka and the Chocolate Factory so that he could find someone to learn and take over his enterprise (children being better because they lack all of the problems adults have acquired and still have their imagination).
Homework:
Find a writing journal to use for English this year.
- A composition notebook should be fine (Staples often sells them at this time of year for less than a dollar). The journal should just be one that you use for English only. You will not have to tear pages out of the journal.
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