Jennifer Holzhausen's Homework Blog

September 16, 2016 (Gold)

G1 - We had four students give Book Talks in class today. Students spent some time reading their pleasure reading books. Journal: Write about your writing style and process. Is it more natural for you to write Formally? Informally? In a Journalistic style? or is it natural for you to write in a more Literary style?  After sharing a few journals, we read and discussed "Eleven," by Sandra Cisneros (handout).  Next, I shared the Personal Narrative Assignment (posted on Moodle), and we walked through the first stages for Brainstorming. Students were asked to write a list of 5-10 "indelible" (unerasable) memories in their journals. From there, I shared a sample Storyboard I created and walked through what I did to create mine. Assignment: Finalize your "indelible memory" and create a Storyboard in a Google Doc or on Google Slides. Submit it on Google Classroom before class on Tuesday (more details posted on Google Classroom).  

G2 - DENs for "Fat and Happy: In Defense of Fat Acceptance" DUE. We discussed the magazine ads as well as the Worley article and the subject matter therein. For the remainder of the block, students completed a comparison/contrast activity to introduce the main concept of the Comparative Critique paper. At the end of the block, I directed students to Moodle for the Exit Slip. Assignments: Complete the Candy Activity Exit Slip posted on Moodle as soon as possible.  Read "Too 'Close to the Bone': The Historical Context for Women's Obessession with Slenderness" (p. 167+), and do a DEN.  

G3 - Students took a Reading Comprehension Assessment over the skills we have been reviewing and working on in class today. All late work was due by the end of the block.    No Assignment!

September 15, 2016 (Blue)

B1 - We had three students give Book Talks today. Students then spent some time reading their pleasure reading books. Journal: Write about your writing style and process. Is it more natural for you to write Formally? Informally? In a Journalistic style? or is it natural for you to write in a more Literary style?  Next, I shared the Personal Narrative Assignment (posted on Moodle), and we walked through the first stages for Brainstorming. Students were asked to write a list of 5-10 "indelible" (un-erasable) memories. From there, I shared a sample Storyboard I created and walked through what I did to create mine.  Assignment: Finalize your "indelible memory" and create a Storyboard in a Google Doc or on Google Slides. Submit it on Google Classroom before class on Monday (more details posted on Google Classroom).  

B3/B4 - Students took a Reading Comprehension Assessment over the skills we have been reviewing and working on in class today. All late work was due by the end of the block.    No Assignment!

September 14, 2016 (Gold)

G1 - Homework Questions for "The Cask of Amontillado" DUE. We had one student give a Book Talk today. Students then spent some time reading for pleasure. I distributed some magazines from the Guidance Department today. Next, we read some informational pages from the textbook (in-class, not on Moodle) and students took notes over Style and Voice (posted on Moodle) after we read and discussed it.  That was all we had time for today.  No Assignment! 

G2 - Rough Drafts of the Critique (Draft #4) were DUE today. I collected those, then checked Double-Entry Notebook assignments for "Rethinking Weight." Students discussed a series of questions to introduce this unit, and I shared a "Teaser" Trailer for "Killer at Large" to open up dialogue about the subject of obesity and its impact on our nation. We discussed the article, BMI charts, which I distributed to the class, and the statistics Amanda Spake shares in her article.  For the rest of the block, students spent some time watching trailers for related documentaries (chart on Moodle) for their Documentary DEN assignment due by the end of the 9 weeks.  Assignments: Read “Fat and Happy: In Defense of Fat Acceptance", by Mary Ray Worley, (p. 163+) & complete a DEN. Bring your magazine back on Friday.  Put the documentary DEN on your list of “to-do’s” before the end of the 9 weeks. 

G3 - I gave bonus points to the students who completed the STEAL chart for class today. We then walked through the chart together, and students wrote down their responses as we discussed them. I asked students to find three quotations that BEST demonstrate how Poe establishes a mood or setting of fear and terror. I then shared an analysis paragraph "Formula" (MESHY Notes, on Moodle), and students wrote a sample paragraph using three quotations from the story to answer the following question: "How effective is Poe at establishing a mood or setting of fear and terror in 'The Pit and the Pendulum'?"  I collected all of this by the end of the block.  NOTE FOR PARENTS: Students were given at least 45 minutes to do this in class today before it was collected. Assignment:  Study for the Reading Comprehension Test for Friday. I posted a brief outline of skills we have covered for you to review on Google Classroom.  Notes and most of the materials we have covered are posted on Moodle. ALL LATE WORK is DUE on Friday by the end of the block. Unless you were absent today, there are no exceptions.

September 13, 2016 (Blue)

B1 - Homework Questions for "The Cask of Amontillado" DUE. We had one student give a Book Talk today. Students then spent some time reading for pleasure. I passed back some graded work, school pictures, and some magazines from the Guidance Department today. Next, we read some informational pages from the textbook (in-class, not on Moodle) and students took notes over Style and Voice (posted on Moodle) after we read and discussed it.  That was all we had time for today.  No Assignment! 

B3/B4 - I gave bonus points to the students who completed the STEAL chart for class today. We then walked through the chart together, and students wrote down their responses as we discussed them. I asked students to find three quotations that BEST demonstrate how Poe establishes a setting of fear and terror. I then shared an analysis paragraph "Formula" (MESHY Notes, on Moodle), and students wrote a sample paragraph using three quotations from the story to answer the following question: "How effective is Poe at establishing a setting of fear and terror in 'The Pit and the Pendulum'?"  I collected all of this by the end of the block.  NOTE FOR PARENTS: Students were given at least 30 minutes to do this in class today before it was collected. Assignment:  Study for the Reading Comprehension Test for Thursday. I posted a brief outline of skills we have covered for you to review on Google Classroom.  Notes and most of the materials we have covered are posted on Moodle. ALL LATE WORK is DUE on Thursday by the end of the block. Unless you were absent today, there are no exceptions.

September 12, 2016 (Gold)

G1 -  Vocabulary and Video Worksheets DUE. We spent a little bit of time on pleasure reading, then students wrote a half-page journal on the subject of "Forgiveness or Revenge?" For the rest of the block, we read and discussed "The Cask of Amontillado," by Edgar Allan Poe.    Assignment:  Please complete Homework Questions #1, 5, 6, 8, and 9 for "The Cask of Amontillado" at the end of the story (on Moodle). Please remember to write at least two complete sentences to answer each question, and use quoted and cited textual evidence when it asks for evidence or support. Please be sure to sign up for a day to give your Book Talk before Fall Break. There is a maximum of 4 Book Talks each block, so please be sure you sign up accordingly.

G2 - Final Draft of the Summary DUE. Critique Draft #3 DUE for peer-editing. I collected the final drafts of the Summary right way. Before peer-editing for the Critique, I asked students to generate some questions for the previous unit for potential use for the Research-Based Analysis paper (spreadsheet on Moodle).  Students peer-edited, then we began the Comparative Critique unit with a teaser trailer and some initial discussion questions.  Assignments: Critique Draft #4 (the official Rough Draft) due next time for my comments.  Upload it to Google Classroom and print one copy for me if you can. I will give you extra points if you do. If you haven’t printed your article for this paper yet, be sure to print a copy for your binder.  Use the page numbers in your citations. In addition, please read "Rethinking Weight" (p. 154+) and do a double-entry notebook assignment. Upload it to Google Classroom. I suggest that you focus your note-taking on the topics or subjects that come up in the article and record the author’s thoughts on those particular subjects or topics. It will help you construct your Comparative Critique later in the unit.  In addition, please bring a magazine (with ads) and a pair of earbuds to class next time.

G3 - In class today, I distributed school pictures and IDs. "The Pit and the Pendulum" Reading Guide and Sensory Details chart were DUE. Students wrote in their journals today to create an alternate ending to the story (small slips of paper were handed out to outline a few ideas for this).  After sharing a few of the alternate endings, we discussed the Sensory Details they found. For the rest of the block, we worked through a STEAL Chart, using examples from the story of ways in which Poe uses indirect characterization to reveal information about the character.  No Assignment!  If you want to finish the STEAL Characterization chart for next time, I will give you 5 points extra credit for having it completed at the beginning of the block next time. I will post it on Moodle if you need an extra copy.

September 9, 2016 (Blue) "Blue and Gold Day" - Homecoming Week!

We were on a shortened schedule today for Homecoming.  Classes were shortened to about 50 minutes each.

B1 - Vocabulary and Video Worksheets DUE. We had one Book Talk today. For the rest of the block, we read and discussed "The Cask of Amontillado," by Edgar Allan Poe.    Assignment:  Please complete Homework Questions #1, 5, 6, 8, and 9 for "The Cask of Amontillado" at the end of the story (on Moodle). Please remember to write at least two complete sentences to answer each question, and use quoted and cited textual evidence when it asks for evidence or support.  I have your school pictures sorted and ready to return to you.

B3/B4 - In class today, I distributed school pictures and IDs. "The Pit and the Pendulum" Reading Guide and Sensory Details chart were DUE. Students wrote in their journals today to create an alternate ending to the story (small slips of paper were handed out to outline a few ideas for this).  After sharing a few of the alternate endings, we discussed the Sensory Details they found. For the rest of the block, we worked through a STEAL Chart, using examples from the story of ways in which Poe uses indirect characterization to reveal information about the character.  No Assignment!  If you want to finish the STEAL Characterization chart for next time, I will give you 5 points extra credit for having it completed at the beginning of the block next time. I will post it on Moodle if you need an extra copy.

September 8, 2016 (Gold) "The Colors of the Rings" - Homecoming Week!

G1 - Homework Questions for “Where Have You Gone, Charming Billy?” DUE. Mrs. Kile came down from guidance to share information about the PSAT test in October. Students may take this practice SAT test for $20 on October 19, “Don’t Fear the Future Day.” We had one student present a Book Talk, then students spent some time reading their pleasure reading books. Due to time, we did not have a journal today.  Next, we went through notes for Setting, Mood, and Imagery (on Moodle).  We then read and discussed "Annabel Lee," a poem by Edgar Allan Poe (link to the poem on Moodle). For the remainder of the block (about 10 minutes), students were asked to start working on the vocabulary assignment for “The Cask of Amontillado,” which could be completed in class. Assignment: Watch the video biography over Edgar Allan Poe (link on Moodle) and complete the video worksheet for next time (extra on Moodle, if needed). In addition, please complete the vocabulary worksheet for “The Cask of Amontillado.” The story is posted on Moodle. Please use the definitions in the margins of the story for the vocabulary assignment (extra copies are also posted on Moodle, if needed).

G2 - Draft #2 of the Critique DUE for peer-editing. Students peer-edited in their groups in three rounds of 10-12 minutes each.  I chimed in during peer-editing to monitor the frequency and quality of the comments and feedback students were receiving. We discussed common issues and problems in the drafts. For the remainder of the block, students were asked to work on their revisions and type their Work Cited page.  Assignments: Please revise and complete Draft #3 of the Critique paper for peer-editing for Monday.  Add a Work Cited page (page 3) this time.  Submit your completed draft through Google Classroom.  We will plan to begin the third unit after peer-editing on Monday.

G3 - In class today, we wrapped up the mini-research presentations on the Torture Devices of the Spanish Inquisition.  I reiterated the fact that these presentations were not intended to glorify or celebrate the devices but to remember the victims, the events, and to ensure that the history is not lost or forgotten. Prior to reading the story, "The Pit and the Pendulum," by Edgar Allan Poe, I shared a Flocabulary video/rap song about the story to preview the basic storyline. For the rest of the block, we read and discussed as much of the story as we were able to together before the end of the block.  Students were asked to jot down quotations from the story as they read to record examples of sensory imagery. Poe was masterful at describing a scene using all 5 of the senses.  We were able to get pretty close to the end of the story in class today.  Assignments: Please finish the story, do the reading guide (instead of the traditional questions this time), and record at least two quotations for each of the 5 senses on the Sensory Details chart. I will collect both of these items next time.  The story and extra materials are posted on Moodle.

September 7, 2016 (Blue) "Worldwide Sports Day" - Homecoming Week!

B1 - Homework Questions for “Where Have You Gone, Charming Billy?” DUE. Mrs. Kile came down from guidance to share information about the PSAT test in October. Students may take this practice SAT test for $20 on October 19, “Don’t Fear the Future Day.” We had two students present Book Talks, then students spent some time reading their pleasure reading books. Due to time, we did not have a journal today.  Next, we went through notes for Setting, Mood, and Imagery (on Moodle).  We then read and discussed "Annabel Lee," a poem by Edgar Allan Poe (link to the poem on Moodle). For the remainder of the block (about 10 minutes), students were asked to start working on the vocabulary assignment for “The Cask of Amontillado,” which could be completed in class. Assignment: Watch the video biography over Edgar Allan Poe (link on Moodle) and complete the video worksheet for next time (extra on Moodle, if needed). In addition, please complete the vocabulary worksheet for “The Cask of Amontillado.” The story is posted on Moodle. Please use the definitions in the margins of the story for the vocabulary assignment (extra copies are also posted on Moodle, if needed).

B3/B4 - In class today, we wrapped up the mini-research presentations on the Torture Devices of the Spanish Inquisition.  I reiterated the fact that these presentations were not intended to glorify or celebrate the devices but to remember the victims, the events, and to ensure that the history is not lost or forgotten. Prior to reading the story, "The Pit and the Pendulum," by Edgar Allan Poe, I shared a Flocabulary video/rap song about the story to preview the basic storyline. For the rest of the block, we read and discussed as much of the story as we were able to together before the end of the block.  Students were asked to jot down quotations from the story as they read to record examples of sensory imagery. Poe was masterful at describing a scene using all 5 of the senses.  We were able to get pretty close to the end of the story in both classes today.  Assignments: Please finish the story, do the reading guide (instead of the traditional questions this time), and record at least two quotations for each of the 5 senses on the Sensory Details chart. I will collect both of these items next time.

September 6, 2016 (Gold) "Tacky Tourist Tuesday" - Homecoming Week!

G1 - After counting ONE student dressed up for today’s spirit day, students spent some time pleasure reading. Next, students wrote a half-page journal response about their responses to fear or how they have handled a traumatic moment in their lives. I collected the remaining packets for "The Destructors," then we moved into notes over Plot and Conflict (on Moodle, if needed). With the remainder of the block, students began reading the assigned story.  Assignment: Read "Where Have You Gone, Charming Billy?" (on Moodle) and answer questions #4, 5, 6, 8, and 9 at the end (on page 761). Be sure to write at least two complete sentences to answer each question and include quotations from the story if the question asks for support or evidence.

G2 - Draft #1 of the Critique DUE. I returned Summary Rough Drafts and Goals.  In class today, we looked at a couple of students’ analysis paragraphs, then students peer-edited their drafts.  We discussed the expectations for Draft #2 (Guidelines are posted on Moodle).  For the rest of the block, students were given some time to work on revisions and Draft #2.  Assignment: Revise and resubmit your final goal statements. Complete a full 2-page draft of the Critique for Thursday.  Please be sure to submit that to me prior to class through Google Classroom.  Final Drafts of the Summary are due on Monday.

G3 - Analysis Worksheets for "Thank You, Ma’am" DUE on Google Classroom. We went through notes on Narrative Devices and Author's Style and Voice today (posted on Moodle, if needed).  Students then wrote a half-page journal on the subject of Fear and Terror.  After sharing some of them with partners, I shared some brief background information about the Spanish Inquisition.  In order to understand the story we will read next week, it is important for students to have some understanding of the historical context. For the remainder of the block, students were asked to research one of the torture devices that was used during that time period and present it to the class.  PLEASE NOTE: The Spanish Inquisition was a gruesome period that lasted for several centuries. Some of these torture devices were brought to America and used during the Salem Witch Trials and during the period of slavery.  This research activity is not meant to be a celebration of the torture devices by any means. The purpose of the activity is to help students gain some understanding of the severity of the Spanish Inquisition and build some prior knowledge before reading "The Pit and the Pendulum," Edgar Allan Poe's fictional account of one prisoner's terrifying experiences during the Spanish Inquisition.  No Assignment! We didn't get through all of the presentations today. We’ll wrap those up at the beginning of the block on Thursday.  

September 2, 2016 (Blue)

B1 - We had 2 Book Talks today, then students spent some time pleasure reading. Next, students wrote a half-page journal response about their responses to fear or how they have handled a traumatic moment in their lives. I collected the remaining packets for "The Destructors," then we moved into notes over Plot and Conflict (on Moodle, if needed). That was all we had time for today.  Assignment: Read "Where Have You Gone, Charming Billy?" (on Moodle) and answer questions #4, 5, 6, 8, and 9 at the end (on page 761). Be sure to write at least two complete sentences to answer each question and include quotations from the story if the question asks for support or evidence.

B3/B4 - Analysis Worksheets for "Thank You, Ma’am" DUE on Google Classroom. We went through notes on Narrative Devices and Author's Style and Voice today (posted on Moodle, if needed).  Students then wrote a half-page journal on the subject of Fear and Terror.  After sharing a few of these, I shared some brief background information about the Spanish Inquisition.  In order to understand the story we will read next week, it is important for students to have some understanding of the historical context. For the remainder of the block, students were asked to research one of the torture devices that was used during that time period and present it to the class.  PLEASE NOTE: The Spanish Inquisition was a gruesome period that lasted for several centuries. Some of these torture devices were brought to America and used during the Salem Witch Trials and during the period of slavery.  This research activity is not meant to be a celebration of the torture devices by any means. The purpose of the activity is to help students gain some understanding of the severity of the Spanish Inquisition and build some prior knowledge before reading "The Pit and the Pendulum," Edgar Allan Poe's fictional account of one prisoner's experiences during the Spanish Inquisition.  No Assignment! We didn't get through all of the presentations today. We’ll wrap those up at the beginning of the block on Wednesday.  Have a great Labor Day weekend!