Block Day, August 30 & 31 ~ True Colors Narrative

Prefix                                                        
  • auto - self                                           
  • bi - two
Suffix
  • ee - one who receives the action
  • en - made of, to make
 Root
  • vict, vinc - conquer

Finish up power point on teacher colors and begin essay.

Due Tuesday: Typed/Printed Essay ~ True Colors Assessment Journal
  • Write a 1-page reflection to describe a real example or two of how your personality type is true in your own life and how it interacts with others. Please include some reflection of how your personality traits can be a strength or weakness when it comes to school. What are your survival strategies for working well with both teachers and students who often have such different thinking styles?
 If you experience writer's block, go back to the IXL diagnostic.

Essays due on Tuesday (typed in MLA format and printed please!)

REMINDER: No school Monday!

HOMEWORK:
  • Essay - MLA and printed


Welcome Parents!

Instructor: Allison Witmer

Contact: allisonwitmer@mvcs.org

Blog: www.mvcseng2.blogspot.com

Welcome Parents!

Amber West 

amberwest@mvcs.org       

www.mvcseng2.blogspot.com

For God has not 
given us a spirit 
of fear, but of 
love, power and 
a sound mind. 

2 Timothy 1:7


Greece Trip informational meeting here tonight @ 8:15!

Wednesday, August 29 ~ Teachers Color our World

Roots Quiz - Today

Finish PPT and Discuss J1 
EQ: Are these colors true for you? Where do you see these traits come out in your life?

True Colors Part 2
EQ: How do your colors interact with those of your teachers and classmates?

  • Do you think it is more beneficial to have a teacher whose colors match yours or whose colors balance yours?
The second part of this concept is that we can think about the people we are learning with in terms of their strengths and weaknesses. If we know each other better, then we can value them and communicate better. Even teachers are part of that consideration.
TC Part 2: click here to view this power point.

  • Add to J1: Take notes on how your colors might interact with what you guess are your most challenging teacher's colors. How will you survive this year?

Due Tuesday: Typed/Printed Essay ~ True Colors Assessment Journal 
  • Write a 1-page reflection to describe a real example or two of how your personality type is true in your own life and how it interacts with others. Please include some reflection of how your personality traits can be a strength or weakness when it comes to school. What are your survival strategies for working well with both teachers and students who often have such different thinking styles?

Tuesday, August 28 ~ Let's Dive into Grammar!

EQ: How can understanding personality traits impact your relationships at home, work and school?

FYI: Roots Quiz tomorrow.

Let's get into IXL.com and take the diagnostic.

Are there any extra credit teacher colors?

Work on Journal 1 by taking notes from the powerpoint about your colors.

Monday, August 27 ~ True Colors

EQ: How can understanding personality traits better equip us in our relationships at home, work and school? 

FYI: Roots Quiz on Wednesday, August 29th. 

Prefixes
  • anthro - man
  • anti - against
Suffixes
  • ance, ancy - action, process, state
  • ary, ery, ory - relating to, quality, place where
Root
  • luc, lum, lus, lun - light
First, let's take the True Colors Test

Image result for cyndi lauper

Hopefully you were honest in your self-assessment when you completed the True Colors questionnaire.


True Colors Part 1
Psalm 139: 13-14 tells it best.
For you created my inmost being;
you knit me together in my mother's womb.
I praise you because I am fearfully and wonderfully made;
your works are wonderful, I know that full well.

EQ: So what do these colors mean?

Journal #1: True Colors
As we go through the power point, take notes on three things:
  • What words or ideas from your top color describe your personal strengths and weaknesses?
  • What words or ideas from your second color match you the most?
  • Considering your traits, record five examples of how you've seen your true colors manifest in your life circumstances...story time!
EC: Test a new staff member or teacher for their colors. Show me the form with your name and the staff member's name by tomorrow.

Friday, August 24 ~ IXL & Books

EQ: What's the big deal with roots?

Prefixes
  • ad - toward
  • agere - act
Suffixes
  • age - act of, state of, result of
  • al - relating to
Root
  • mit, miss - send
FYI: Roots Quiz next Wednesday


Friday, August 24, 2018
HS Bell Schedule
Flex
8:10 - 8:40
30 minutes
First
8:45 - 9:15
30 minutes
Second
9:20 - 9:50
30 minutes
Third
9:55 - 10:25
30 minutes
Break
10:25 - 10:40
15 minutes
Fourth
10:45 - 11:15
30 minutes
Fifth
11:20 - 11:50
30 minutes
Sixth
11:55 - 12:25
30 minutes
Seventh
12:30 - 1:00
30 minutes
Lunch
1:00 - 1:35
35 minutes
Buses leave at 1:50

IXL

Your user name is your first and last name followed by @mvchs

See the screen to get your password if you've forgotten it.

If you've never set up an IXL account, then you will need to follow the prompts to get a password.

Books Dispersed

Thursday, August 23 ~ ICE ICE Baby!

In Class Essay

You may have:
  • your novel
  • your prompt
  • your notes
  • pen/pencil
  • paper 
You have the entire period to write. Pace yourself accordingly.

Wednesday, August 22 ~ Lit Circles Discussion Day

Word Parts: Create a Prefixes/Suffixes section of the notebook, please record the beginning of all three lists and brainstorm at least two words for each part. BONUS! Can you create a word that uses a part from all three lists?

Prefixes
a, an - without or not
ab, abs, a - apart, away from

Suffixes
able, ible - able, capable
ade - result of action

Root Review
duc, duct ~ lead

Summer Reading: 
EQ: How should you approach your Lit Circle in order to make it a beneficial experience?

DISCUSSION

Today is the day that your group will present to each other and conduct an in depth discussion about your summer reading. Feel free to take notes that might assist you in writing a stellar essay.

Turn in your packet at the end of the period. Your packet must include:
  • all work from each member with names at the top
  • the filled out form attached to the outside of your packet
Housekeeping:
If we have time, let's get your login to ixl.com worked out. Please use the website, not the app. I can reset your password or show you your username at my desk.

Homework:
IMPORTANT - BRING YOUR SUMMER READING BOOK, ALONG WITH ANY NOTES ON A PIECE OF BINDER PAPER.



Tuesday, August 21 ~ Lit Circles cont.

REMINDER
No Block this week.

Picture Times
  • Period 2 (West) - 9:56
  • Period 5 (Witmer) - 1:08
  • Period 6 (Witmer) - 2:06
  • Period 7 (Witmer) - 2:53
Lit Circles
Continue your work and be ready for discussion tomorrow.
Written work due tomorrow.
 

Monday, August 20 ~ Let the Lit Circles Begin!

REMINDERS:
  • Tuesday is picture day. 
  • No Block this week.
 EQ: How should you approach your Lit Circle in order to make it a beneficial experience?

Literature Circles Roles
Summarizer: Your job is to write a summary of at least one page covering all the important events from the assigned reading and explaining why these events were significant. How did they change the characters? How did they develop themes? 

Discussion Director: Your job is to write down at least five questions for discussion. These questions should be open-ended (not "yes/no" questions) and designed to spark interesting discussion. Questions that are controversial or require students to think about what they would do in a situation that relates to the story are good conversation starters.  You also must write a 3-5 sentence response to each of your questions to share with your circle after they have had a chance to answer.  

During the discussion, your job is to encourage all group members to participate by involving them in the discussion, to ask follow-up questions when conversation lags, and to be sure that every participant has a chance to present his or her preparation.  
*When you don’t know what to say… 
Sentence Starters for Discussions
Relate to Personal Experience:
1. If I were__________, I would ______________ because_______. 
2. I am a lot like ___________ because____________.
3. This scene in the novel reminds me of ___________.
4. I would like to be like _________ because he/she_____________. 
5. My experience is similar/different because _____.
6. I understand how you feel because _____.
7. If I could introduce one character to my family or friends, it would be __________.
Go to the Text:
1. What evidence do you have from the book that leads you to believe that_____?
2. How do you know that_____?
3. Can you show me where it says __________?
4. Remember the part when _______?
5. The author creates conflict when __________.
Ask a Question:
1. What do you mean when you say __________?
2. Why do you think that __________?
3. Can you give an example?
4. Why does ________ do __________?
5. I think _______ is confusing because _________.
6. If I could ask __________ one question, this would be my question:
7. Why does the author __________?
Express an Opinion:
1. I agree that _____ because _____.
2. I think that _____ because _____.
3. I disagree with _________'s actions because___________. 
4. I like the way the author uses __________ because__________.
5. If ___________ had not done ___________, I think__________.
6. I like _______, because____________.
7. I would be embarrassed to introduce _____ to my family because_______.
8. I want to tell the author of the story that ___________.
9. I just hate that _________ because ___________.
Speculate: 
1. If I could change anything in the story I would change ________ because________.
2. I wonder if ________________.
3. I wish that _________________.
4. I would like to give the following advice to___________:
5. If only ___________ had _________ I think he/she would have ___________

Connector:
Your job is to find at least four connections between the story and the world/present. These connections might relate to current events, personal experiences, movies or other books, or anything else that relates to the story in some way. Write a paragraph explanation of each connection (4-8 paragraphs total).

During the literature circle, present each connection to your group, and ask them if they can provide additional connections for this section of the text. 


Literary Luminary: Your job is to compile at least four quotations from the reading that you think are significant or include interesting/poetic language. Be sure to use MLA format for your citations. For each quote, write a paragraph discussing what the quote means and what role it plays in the story. (4 paragraphs total)

During the Literature Circle, you will read each quotation to your group, then ask your group what they notice about the quotation, what they think it means, and what role the quotation plays in the story. 

Literary Terms Expert: Your job is to write down at least four examples of magical realism and figurative language (metaphors, similes, symbolism, etc.). Be sure to use MLA format for your citations. For each example, write a paragraph discussing the example's meaning and what role it plays in the story. (4 paragraphs total)

During the Literature Circles, share these examples with your group and ask them to discuss their meaning before you offer your answers.  

**We will group up by books and we will make adjustments for those that happen to be the only one who read a certain novel.

You will be graded on:
  • participation in group discussion (5 points)
  • depth of understanding (5 points)
  • following the directions for your assigned role(s) (10 points 
NO HOMEWORK

Block Day, Aug. 16 & 17 ~ Check out the syllabus

EQ: Why is the syllabus so important?

Click here for the syllabus.


IMPORTANT ~ DO NOT FORGET TO BRING YOUR SUMMER READING BOOK M-W NEXT WEEK!

Literature Circles Roles
Summarizer: Your job is to write a summary of at least one page covering all the important events from the assigned reading and explaining why these events were significant. How did they change the characters? How did they develop themes? 

Discussion Director: Your job is to write down at least five questions for discussion. These questions should be open-ended (not "yes/no" questions) and designed to spark interesting discussion. Questions that are controversial or require students to think about what they would do in a situation that relates to the story are good conversation starters.  You also must write a 3-5 sentence response to each of your questions to share with your circle after they have had a chance to answer.  

During the discussion, your job is to encourage all group members to participate by involving them in the discussion, to ask follow-up questions when conversation lags, and to be sure that every participant has a chance to present his or her preparation.  
*When you don’t know what to say… 
Sentence Starters for Discussions
Relate to Personal Experience:
1. If I were__________, I would ______________ because_______. 
2. I am a lot like ___________ because____________.
3. This scene in the novel reminds me of ___________.
4. I would like to be like _________ because he/she_____________. 
5. My experience is similar/different because _____.
6. I understand how you feel because _____.
7. If I could introduce one character to my family or friends, it would be __________.
Go to the Text:
1. What evidence do you have from the book that leads you to believe that_____?
2. How do you know that_____?
3. Can you show me where it says __________?
4. Remember the part when _______?
5. The author creates conflict when __________.
Ask a Question:
1. What do you mean when you say __________?
2. Why do you think that __________?
3. Can you give an example?
4. Why does ________ do __________?
5. I think _______ is confusing because _________.
6. If I could ask __________ one question, this would be my question:
7. Why does the author __________?
Express an Opinion:
1. I agree that _____ because _____.
2. I think that _____ because _____.
3. I disagree with _________'s actions because___________. 
4. I like the way the author uses __________ because__________.
5. If ___________ had not done ___________, I think__________.
6. I like _______, because____________.
7. I would be embarrassed to introduce _____ to my family because_______.
8. I want to tell the author of the story that ___________.
9. I just hate that _________ because ___________.
Speculate: 
1. If I could change anything in the story I would change ________ because________.
2. I wonder if ________________.
3. I wish that _________________.
4. I would like to give the following advice to___________:
5. If only ___________ had _________ I think he/she would have ___________

Connector:
Your job is to find at least four connections between the story and the world/present. These connections might relate to current events, personal experiences, movies or other books, or anything else that relates to the story in some way. Write a paragraph explanation of each connection (4-8 paragraphs total).

During the literature circle, present each connection to your group, and ask them if they can provide additional connections for this section of the text. 


Literary Luminary: Your job is to compile at least four quotations from the reading that you think are significant or include interesting/poetic language. Be sure to use MLA format for your citations. For each quote, write a paragraph discussing what the quote means and what role it plays in the story. (4 paragraphs total)

During the Literature Circle, you will read each quotation to your group, then ask your group what they notice about the quotation, what they think it means, and what role the quotation plays in the story. 

Literary Terms Expert: Your job is to write down at least four examples of magical realism and figurative language (metaphors, similes, symbolism, etc.). Be sure to use MLA format for your citations. For each example, write a paragraph discussing the example's meaning and what role it plays in the story. (4 paragraphs total)

During the Literature Circles, share these examples with your group and ask them to discuss their meaning before you offer your answers.  

**We will group up by books and we will make adjustments for those that happen to be the only one who read a certain novel.

You will be graded on:
  • participation in group discussion (5 points)
  • depth of understanding (5 points)
  • following the directions for your assigned role(s) (10 points)

Wednesday, August 15 ~ Welcome to English 2

For Starters...

EQ: Do you have the blog saved to your home screen?

😉The blog is where you will find information on announcements, the day's agenda, assignments, due dates, and important links.

Info Card

  • On the front please write your preferred name (Write big to fill the card! It has to show up in the picture:)
  • On the back...
  • Where are you from?
  • What is your passion?
  • What is your pet peeve?
  • What is one thing you want people to know or understand about who you are? 
  • What should I know about you as a student to help me teach you better this year?
  • Which book did you choose to read this summer? 

Activity: Zoom


Instructions and The Final Goal:

  • Goal: to put pictures in order without looking at anyone else's picture. This is a game of communication!
  • Rules: Each person may ONLY look at his/her own picture(s).
  • Process: Start by studying your image. Then talk to people to see whether their pictures might have anything in common with yours. 
  • You have 20 minutes!
Debriefing Questions:
  • What was the underlying goal of the activity?
  • What did your class do well? How could your class improve?
  • How did you make decisions? Was it effective or ineffective?
  • What does it mean to be inclusive? Exclusive?
  • Why is inclusion important for our class? Our school community?
  • Why is feedback important? What kind of feedback?
  • What did this activity tell you about yourself? your class? 
  • What did you learn about perspective in this activity?
And finally, the overarching question...
How can we implement these lessons in our school?