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Daily Assignments

What did we do today?

Tuesday 9/25

  • Analysis of the literal and figurative meanings of "My Papa's Waltz" (handout)
  • Grammar practice exercises on Quill via the link on Google Classroom 

Monday 9/24

  • Finish "Nurture"
  • Complete journal writing assignment on Google Classroom (determining Wendy's fate)
  • Share your journal with the person to your left; find ways to question your partner's stance--ask questions, suggest alternatives, and force them to defend their choice. 
 
Friday 9/21
  • Begin viewing "Nurture," an episode of Law and Order that shows a very fractured family unit with the disappearance of a young girl from her foster mother's care. 
Thursday 9/20
  • Read "Little Things" and discuss the format and impact 
Wednesday 9/19
  • Finish collaboration and turn in 
  • Grab the "Fast Facts" sheet and complete the journal writing on Google Classroom 
Tuesday 9/18
  • Reading quiz on "Teenage Wasteland"
  • Begin partner collaboration on the story to determine if the main characters have been static or dynamic. 
Monday 9/17
  • Review Soto's "Looking for Work"
  • Get a textbook and read "Teenage Wasteland" beginning on page 1216.  Be quiz-ready!
 
Friday 9/14
  • Finish yesterday's formal writing using evidence from the collaboration sheet.  Be sure to doulbe-check content and correctness before clicking Turn In.
  • Do the 30-second Brain test (link on the Stream page of Google Classroom); record your percentage results on the purpole half-sheet.
  • Read and annotate Soto's "Looking for Work" (handout); use the questions 1-5 at the end as your guide for what annotations to make.
  • MAP test make-ups?  See me! 
Thursday 9/13
  • In-class essay writing (on Google Classroom) using the collaboration sheet for notes 
Wednesday 9/12
  • Small groups collaborate on the convergent aspects and specific details of the two family units that we've seen.  This will be a prewriting for some formal writing.
Tuesday 9/11
  • MAP make-ups
  • Begin small-group collaboration on the convergent aspects of the two ideal families that we've seen.  This evidence gathered will be then used to write a formal essay, so the more detail you gather now, the more complete your writing will be. 
Monday 9/10
  • MAP Testing 
 
Friday 9/7
  • Review family dynamic and power writing for the Cleavers
  • View another ideal family, this time from the 1980s:  the Huxtables of The Cosby Show.   [episode 2.10, "Denise's Friend"]
  • Journal Writing on Google Classroom; see the assignment sheet here.
Thursday 9/6
  • Review yesterday's journal writing about the personalities of the Cleaver family members
  • Analyze two more aspects of the Cleaver family:  family dynamic and power structure.  This will be added to the journal doc, as always.
  • When you've finished your own writing, comment on the work of one other person and share your doc with that person so that they can comment on yours.  See detailed instructions on the Journal Writing assignment doc. 
Wednesday 9/5
      GOAL:  To analyze aspects of a family unit from popular culture to determine its contribution to our concept of an ideal family 
  • Discuss yesterday's writing about the concept of the ideal family and how this is formed.
  • Since popular media is instrumental in creating this vision, we will look at an example that was foundational for television families:  Leave It to Beaver
  • HMWK:  On Google Classroom, complete the journal writing for today.  [Remember that you are just going to keep adding journal writings to the same doc that you created yesterday.  See the Journal Guidelines if you're unsure what to do.  Here is the link to the assignment doc
Tuesday 9/4
  • On Google Classroom, go to the Classwork page and open the assignment entitled Journal Writing. FIRST, read the guidelines for this informal writing, which explains why and how this should be done.  SECOND, open next line entitled English 11 Journal Prompts to find out the focus of your writing.  THIRD, create a new doc, set up the page according to the guidelines, and start writing; if you're doing this on your own, write for seven minutes straight.
  • Finish up any work on Classroom from last week that you did not get done, like the Quill Diagnostic or the Multiple Intelligences/Learning Styles quizzes and the Google Form for the results (and don't forget to turn in the purple half sheet of paper, too!) 
 
Friday 8/31
  • Biopoem due to Google Classroom
  • Scavenger Hunt--let's see how strange and wonderful you all are! 
Thursday 8/30
  • Scavenger Hunt Items
  • Complete Quill Diagnostic (link on the stream on Google Classroom)--be sure to sign in with Google, using your Field email
  • Complete the two multiple intelligences quizzes and record your results on the purple paper I give you; then, record your results on the Google Form link AND turn in the purple paper.
  • Complete your biopoem and TURN IN by Friday; don't forget to add a picture for bonus points!
  • Did you TURN IN your self-inventory from the "Traits of Intelligent People"?  Make sure you do so via Google Classroom. 
Wednesday 8/29
  • Writing for "Traits of Intelligent People" (on Google Classroom)
  • Begin typing final copy of Biopoem (on Google Classroom)
  • If you were absent, the Google Classroom code is r8455h7 to join. 
Tuesday 8/28
  • Congratulations on finding your way here--tomorrow, you can share with me the answer to this question:  What would be on your plate for your very last meal? 
  • Course guide and syllabus distributed
  • Parent information--Remember to return the completed forms ASAP; when you do, you will receive extra points!
  • Biopoem drafting (handout)--due by Friday 8/31

Field Local Schools | 2900 Door #5, State Route 43 | Mogadore, OH 44260 | Phone: 330.673.2659 | Fax: 330.673.0270
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Field Local Schools | 2900 St Rt 43, Door #5 | Mogadore, OH 44260 | Phone: 330.673.2659 | Fax: 330.673.0270
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