Jennifer Holzhausen's Homework Blog

August 31, 2016 (Blue)

B1 - After some independent reading time, we went through the Book Talk criteria, and students went ahead and signed up for a date to present their first book talks. The Book Talk documents are posted on Moodle, and they may be accessed at any time. The first Book Talk (BT) is due before we go on Fall Break. Please be sure you get this accomplished. It will count like a test grade (80 points). Students will give 3 Book Talks this semester.  After discussing Book Talks, students wrote in their journals to answer the following prompt: "If you were to write a book that would change the world, what would your book be about, and why would it 'matter'?"  Several students shared their ideas. For the rest of the block, students worked in groups of 8-9 to complete a "Round Robin" textual evidence activity for "The Destructors."  Assignment: If you are ready, start working on your first Book Talk. Otherwise, there is no additional assignment.

B3/B4 - Homework Questions for "The Interlopers" DUE. I shared a couple of short videos related to the theme of the day, then I asked students to write a half-page journal response about someone who had taught them a valuable life lesson. Students wrote about a specific situation, maybe painful, and wrote about the person who had taught them the lesson.  Next, we read "Thank You, Ma'am," by Langston Hughes (handout, but also available on Moodle). For the rest of the block, students worked on their own or with a partner to complete the Analysis Worksheet (posted on Moodle).  If you were absent, please complete this on your own. Submit your responses on Google Classroom.  Assignment: If you need to complete the analysis worksheet from class today, please finish that and submit it before class next time. If you need to work on late work, please do so.  Otherwise, there is no additional assignment.

August 30, 2016 (Gold)

G1 - Homework Questions 1, 2, and 4 for “The Destructors” DUE. I passed back several pieces of graded work. Students spent some time reading their pleasure reading books, then we read a short poem by Gwendolyn Brooks, titled “We Real Cool.” After some good discussion, students were asked to write a “Snapshot Journal” describing what “Cool” looks like today.  A few students shared their thoughts on the subject. For the remainder of the block, we worked through a STEAL Characterization Chart for “The Destructors.”  Assignment: None!

G2 - We discussed "Boy, You Fight Like a Girl," and I checked DEN's.  We mapped out strengths and weaknesses for the article.  Our conversation about the article eventually took us into the virtual reality world of Second Life.  We discussed online avatars, virtual worlds, virtual economies, etc. For the rest of the block, groups worked on their sample analysis paragraphs together.  Assignment: Read "The 15-Year-Old Legal Whiz" (on Moodle) and complete a DEN.

G3 - Homework Questions for "The Dinner Party" DUE (as needed). We began with a simple journal prompt about holding grudges.  A few students shared their responses, then we moved into notes over Irony, Parody, and Satire (on Moodle, if needed). For the rest of the block, we read and discussed "The Interlopers" (on Moodle).  Assignment: Answer questions #4, 5, 6, 8, 10, and 11 at the end of the story (p. 403).

August 29, 2016 (Blue)

B1 - Homework Questions 1, 2, and 4 for “The Destructors” DUE. I passed back several pieces of graded work. Students spent some time reading their pleasure reading books, then we read a short poem by Gwendolyn Brooks, titled “We Real Cool.” After some good discussion, students were asked to write a “Snapshot Journal” describing what “Cool” looks like today.  A few students shared their thoughts on the subject. For the remainder of the block, we worked through a STEAL Characterization Chart for “The Destructors.”  Assignment: None! Grades are finally CURRENT in this class.  :)

B3/B4 - Homework Questions for "The Dinner Party" DUE (as needed). We began with a simple journal prompt about holding grudges.  A few students shared their responses, then we moved into notes over Irony, Parody, and Satire (on Moodle, if needed). For the rest of the block, we read and discussed "The Interlopers" (on Moodle).  Assignment: Answer questions #4, 5, 6, 8, 10, and 11 at the end of the story (p. 403).

August 26, 2016 (Gold)

G1 - The Scavenger Hunt Activity was DUE on Google Classroom today. The librarian has renewed all of your library books until September 8.  Students had some time for independent reading, then we moved into their journal prompt for the day: Write about a time when you went along with the crowd to do something you knew you probably should not have done.  After sharing their responses, we began reading the story for today, “The Destructors.” I gave students a copy of the story and the Background Information, but this is also available to all of you on Moodle.  We read the first page together. Students were given the rest of the block to read and work on the assigned questions.   Assignment: Read “The Destructors,” and answer questions #1, 2, and 4.  Please write thorough and detailed responses.  It might take you more than a few sentences to answer a few of these questions.

G2 - I checked Double-Entries for "A Shared Sadness." We discussed the article and the various communities in which we are a part.  Next, we charted out the strengths and weaknesses of this article.  For the rest of the block, groups worked on their sample analysis paragraphs for "The Plug-In Drug."  Assignment: Read "Boy, You Fight Like a Girl," by Alex Pham, and complete a double-entry.  Work on supplementary readings.  

G3 - Homework questions for "Searching for Summer" DUE. We began with a journal prompt: How good are you at keeping your composure in a stressful situation? (ie. How's your Poker Face?)  After sharing a few journal responses, we went through notes for Theme and Symbol (posted on Moodle). We then read and discussed a very short story called "The Dinner Party," and students worked on completing a series of questions about the story.  I collected them when they were finished. Students were given the rest of the block to work on late or make-up work (if needed).  Assignment: If you did not complete the questions for "The Dinner Party," please do so for Tuesday.  Please be sure to put some thought and detail into your responses to the three written questions at the very end.  If you turned the questions in, there is no additional assignment. Please try to get caught up on late work. The sooner I receive it, the more points you will be able to earn.

August 25, 2016 (Blue)

B1 - The Scavenger Hunt Activity was DUE on Google Classroom today. The librarian has renewed all of your library books until September 8.  Students had some time for independent reading, then we moved into their journal prompt for the day: Write about a time when you went along with the crowd to do something you knew you probably should not have done.  After sharing their responses, we began reading the story for today, “The Destructors.” I gave students a copy of the story and the Background Information, but this is also available to all of you on Moodle.  We read the first page together. Students were given the rest of the block to read and work on the assigned questions.   Assignment: Read “The Destructors,” and answer questions #1, 2, and 4.  Please write thorough and detailed responses.  It might take you more than a few sentences to answer a few of these questions.

B3/B4 - Homework questions for "Searching for Summer" DUE. We began with a journal prompt: How good are you at keeping your composure in a stressful situation? (ie. How's your Poker Face?)  After sharing a few journal responses, we went through notes for Theme and Symbol (posted on Moodle). We then read and discussed a very short story called "The Dinner Party," and students worked on completing a series of questions about the story.  I collected them when they were finished. Students were given the rest of the block to work on late or make-up work (if needed).  Assignment: If you did not complete the questions for "The Dinner Party," please do so for Monday.  Please be sure to put some thought and detail into your responses to the three written questions at the very end.  If you turned the questions in, there is no additional assignment. Please try to get caught up on late work. The sooner I receive it, the more points you will be able to earn.

August 24, 2016 (Gold)

G1 - Homework Questions for "The Scarlet Ibis" and the Vocabulary Worksheets were DUE.  Students were given independent reading time at the beginning of the block. Next, we went through some notes on Theme and Symbol (on Moodle, if needed). Students wrote a half-page journal about the symbols which would most represent themselves and why (thinking about tattoos as symbols).  After sharing a few journals, we moved straight into the Scavenger Hunt Worksheet activity (on Google Classroom). Students were asked to work with one partner or on their own (if they chose to).  Assignment: Scavenger Hunt Worksheets are due through Google Classroom at the beginning of the block on Friday.  Only one person in each group needs to submit the assignment. 

G2 - Double-entry assignments for "The Flight From Conversation" DUE. We discussed the article and the assignment for quite a while. Students worked in their groups to write research-based questions for potential use on the last paper (form on Moodle). We went through the notes for the Critique paper and worked on laying out the strengths and weaknesses of Turkle's article.  I then shared a Ted Talk by Sherry Turkle. That was all we had time for today.  Assignment: Read "A Shared Sadness," by Russ Parsons (link on Google Classroom), and complete a double-entry notebook assignment for this article.

G3 - Homework for "The Possibility of Evil" DUE. Students wrote a half-page journal response today to the following question: What do you take for granted?  Explain.  After sharing several and discussing them, we began reading "Searching for Summer" together.  In G4, we read the whole story, and students had 20 minutes to work on the assignment in class.  Parents, there should be NO excuse for a missing assignment on Friday.  The assignment could have easily been completed in class during that time.  Assignment: Finish the story (if needed - on Moodle) and answer questions #6, 8, 9, 10, 11 on page 71 at the end of the story ON PAPER. Be sure to write at least two complete sentences to answer each question.

August 23, 2016 (Blue)

B1 - Homework Questions for "The Scarlet Ibis" and the Vocabulary Worksheets were DUE.  Students were given independent reading time at the beginning of the block. Next, we went through some notes on Theme and Symbol (on Moodle, if needed). Students wrote a half-page journal about the symbols which would most represent themselves and why (thinking about tattoos as symbols).  After sharing a few journals, we moved straight into the Scavenger Hunt Worksheet activity (on Google Classroom). Students were asked to work with one partner or on their own (if they chose to).  Assignment: Scavenger Hunt Worksheets are due through Google Classroom at the beginning of the block on Thursday.  Only one person in each group needs to submit the assignment. 

B3/B4 - Homework for "The Possibility of Evil" DUE. Students wrote a half-page journal response today to the following question: What do you take for granted?  Explain.  After sharing several and discussing them, we began reading "Searching for Summer" together.  In B3, we were able to read the whole story together, and students had almost 15 minutes to start their homework assignment.  In B4, we read the whole story, and students had 35 minutes to work on the assignment in class.  Parents, there should be NO excuse for a missing assignment in Blue 4 on Thursday.  The assignment could have easily been completed in class during that time.  Assignment: Finish the story (if needed - on Moodle) and answer questions #6, 8, 9, 10, 11 on page 71 at the end of the story. Be sure to write at least two complete sentences to answer each question.

August 22, 2016 (Gold)

G1 - Students were asked to complete a half-page journal on why we hurt the ones we love. After some discussion, they were directed to the story, "The Scarlet Ibis" (on Moodle).  Assignment: Read "The Scarlet Ibis," do the vocabulary worksheet, and complete reading questions #1, 2, 4, 5, and 10 (at the end of the story - on Moodle) ON PAPER. 

G2 - Rough Drafts of the Summary were DUE. In class today, we started our Cyberspace unit for the Critique.  Students discussed a series of questions related to the topics we will be covering. We also spent quite a bit of time discussing "Digital Citizenship."  At the end of the block, we walked through the Double-Entry Notebook assignment.  Assignment: Read "The Flight from Conversation, by Sherry Turkle, and do a Double-Entry Notebook assignment (DEN) for next time. A link is provided on Google Classroom, and a template for the assignment is posted on Moodle.

G3 - Students were asked to complete a half-page journal on how they define what is "evil." After some discussion, they were directed to the story, "The Possibility of Evil" (on Moodle).  Assignment: Read "The Possibility of Evil," and complete reading questions #5, 7, 8, 9, and 10 (at the end of the story - on Moodle) ON PAPER. 

August 19, 2016 (Blue)

Mrs. Northouse was out today. This was the plan:

B1 - Students were asked to complete a half-page journal on why we hurt the ones we love. After some discussion, they were directed to the story, "The Scarlet Ibis" (on Moodle).  Assignment: Read "The Scarlet Ibis," do the vocabulary worksheet, and complete reading questions #1, 2, 4, 5, and 10 (at the end of the story - on Moodle) ON PAPER. 

B3/B4 - Students were asked to complete a half-page journal on how they define what is "evil." After some discussion, they were directed to the story, "The Possibility of Evil" (on Moodle).  Assignment: Read "The Possibility of Evil," and complete reading questions #5, 7, 8, 9, and 10 (at the end of the story - on Moodle) ON PAPER. 

August 18, 2016 (Gold)

G1 - Students took the NWEA Test for Reading today. After they completed their tests, they were asked to read from their pleasure reading books for the rest of the block.  Assignment: None!

G2 - Draft #2 of the Summary DUE. Students were asked to read through a document called "Guidelines for Summary Writing" on Moodle prior to peer-editing. Next, students made copies of their drafts to share with their groups then completed three rounds of 7 minutes each for peer-editing. For the remainder of the block, we watched more of the documentary footage from "The Stanford Prison Experiment."  Assignment: Revise your paper one more time. Draft #3 will come to me through Google Classroom as the "Official" Rough Draft for the Summary. I will comment on those heavily, so please get them as clean as possible for me.  Use the information in the common errors document along with any comments I have given you or your group members about errors that need to be remedied. If you print one copy for me for next time, you will receive a little bump toward Participation at the end of the 9 weeks.

G3 - Students took the NWEA Test for Reading today. After they completed their tests, they were asked to copy notes on Analyzing Characters (posted on Moodle) for the rest of the block. Assignment: If you need to finish copying the notes, please do so before class on Monday. Other than that, there is no additional assignment.