Hathorn4PHS: October 2014

Sunday, October 26, 2014

Environmental Science Week of 10-13

Monday (10/13):
- Water Wars Poster (students will work together to complete the water wars project poster.)
HW: None

Tuesday (10/14):
- Water Vocabulary (students will use a textbook to work with a partner to define vocabulary in the text)
- Water Distribution Notes (students will complete a graphic organizer about water distribution)
- Concept Map (students will use the vocabulary learned in today's notes and vocabulary activity to create a concept map that ties all of the words together)
HW: None

Wednesday (10/15):
- Water Quality Video (Students will watch a video and complete a graphic organizer about water quality)
- Active Reading (students will complete an active reading activity on water scarcity)
HW: None

Thursday (10/16):
- Women & Water (students will complete a jigsaw reading on 6 different scenarios about why water rights are women's rights also. They will then be grouped to share information from their reading)
HW: None

Friday (10/17):
- Eutrophication Notes (Students will take guided notes on eutrophication and how it affects the water)
- Wastewater Graphic Organizer (students will complete the graphic organizer on wastewater and how it flows)
HW: None

Environmental Science Week of 10-6

Monday (10/6):
- Final Destination for UV Rays Project (students will complete their project on creating a story on the final destination of UV Rays)
HW: None

Tuesday (10/7):
- Unit Test Review: (as a class. we will review all information presented in the air unit to prepare for the exam on Friday)
HW: Complete Air Study Guide (due Wednesday 10/8)

Wednesday (10/8):
- Air Pollution Unit Exam (students will be assessed over all information presented in the Air Unit)
HW: None

Thursday (10/9):
- Water Pollution Intro (students will watch a small video clip that introduces them to the water pollution unit)
- Water Pollution Guided Notes (students will complete guided notes on water pollution)
HW: None

Friday (10/10):
- Water Wars (students will complete an assignment about the history over what states go through to gain control of water in their areas)
HW: Enjoy your weekend :)

9th Lit. Weekn of 10-21

Tuesday, October 21, 2014

In what ways does watching the film versions of Romeo & Juliet help to enhance your understanding of the text?

Tuesday- 10/21/14

2nd block-

Quickwrite: Assert your own definition/description of the type of ideal romantic love Romeo and Juliet think they have. Then, use text from the play as positive or negative examples to support your definition/description.

Act V Journals are now past due!!! Please submit ASAP!

H.W.-Complete Movie analysis Graphic organizer(Lurhman and Text analysis sections)

3rd block and 4th block-

Quickwrite: Based on what you have watched so far of the Lurhmann version(Leonardo Dicaprio) and the Zeffirelli version (the older movie), which movie do you like best? Why do you like that movie better? What parts of the movie have been your favorite so far? Why?

Act V Journals are now past due!!! Please submit ASAP!

H.W.-Complete Movie analysis Graphic organizer(Lurhman, Zeffirelli and Text analysis sections)

ALL CLASSES: You need your own copy of The Fault in Our Stars by John Green on 10/27/14

Monday, October 20, 2014

Motivational Monday: BELIEVE That You Are SMART!!

Dear Scholars,

How do you see yourself...Do you think you can more than you think you can't?

Do you think that hard work is not not worth the struggle?

Where do you see yourself in five years?

Did you know...

Belief that you can become smarter and more talented opens the doorways to success. That’s what twenty years of research has shown Carol Dweck of Stanford University. She has identified two opposing beliefs about intelligence and talent, beliefs that strongly impact our ability to learn.

Though the fixed mindset has traditionally held sway, many recent studies show that the growth mindset better represents our abilities. Our brains are much more elastic than previously thought, constantly growing new connections. IQ and talent are not fixed, but are mutable based on experience and attitude.
In her book Mindset, Dweck outlines the dramatic effect that these opposing beliefs have on learners:

Fixed Mindset	Growth Mindset
Wants to prove intelligence or talent.	Wants to improve intelligence or talent.
Avoids challenges for fear of failure.	Engages challenges to improve.
Gives up in the face of tough obstacles.	Persists in overcoming obstacles.
Avoids hard labor.	Sees labor as the path to success.
Treats criticism as an attack.	Treats criticism as an opportunity.
Feels threatened by others’ success.	Feels inspired by others’ success.

As you can see from this chart, the fixed mindset leads to many of the learning and discipline problems in school, while the growth mindset leads to optimal learning.

Homework: Please bring a copy of The Fault in Our Stars by John Green to class with you by 10-27-14.

9th Lit. Week of 10-13

Monday, October 13, 2014

What's Love Got To Do With IT??? How is analysis a detailed examination of a literary text?

Monday--

Quickwrite:

Take out clean paper or quickwrites from last week. Prepare to write a reaction to today’s motivational speaker: Mr. Eric Thomas: Nothing to Something

Your response should: identify author's purpose and intended message

make a connection to your life or to the world that we live in

http://www.youtube.com/watch?v=CocjtcTJaio

Student Grade Reflections-studentsUSED progress reports to analyze current progress. Students were minded of article analysis “Freshman Year: Make It or Break It” and were encouraged to take school seriously and see it as a vehicle to reach personal success.
Romeo & Juliet: Continue collaborative group work (see above)
Continue to work on ACT Journals & R & J Flipbooks

Tuesday---Wednesday---
Drama Elements Review (students use close notes):

http://prezi.com/9sp1qqppusjz/?utm_campaign=share&utm_medium=copy

ACTS III-IV Quiz (please come in during tutoring to make this up if you were not present.

Thursday--
Quickwrite:

Write Juliet’s or Romeo’s diary entry after Romeo has been banished by the Prince or after Juliet receives the potion from Friar Lawrence. How do you feel as Romeo or Juliet? What are you thinking about? Remember to consider all that has happened thus far in Romeo & Juliet.

Socratic Seminar Introduction/Guidelines

Friday--

Finishing up ACT V and ACT V QUIZ
Socratic Seminar Questions
PEP RALLY!!!

Weekly Reminders:

àFINISH READING ACT V if necessary. Do Act V Journal (due Monday October 20th)

àYou only have to do a single entry for all of Act V. BE DETAILED

àExpect journals back October 17th(at least Act II & III).

àAs always, if you need to do work that you are behind on, please come in during the morning tutoring hours EVERYDAY 7:45-8:15 before First Block.

YOU NEED A COPY OF THE FAULT IN OUR STARS BY JOHN GREEN NO LATER THAN OCTOBER 27, 2014.

9th Lit Week of 10-6

Monday, October 6, 2014

Week of October 6-10th: How is analysis a detailed examination of a literary text?

Monday- ACT II Quiz; ACT II T-Chart & Contructed Response
Update journals and flipbooks/ 30 minute Homeroom
Tuesday-Review ACT II and begin ACT III Musical Predictions
Wednesday- Continue whole class reading of ACTIII
Thursday-Poetry Intro & Spoken Word Analysis; continue ACT III
Friday- Poetry Analysis & Watch Act II & III

Click on the titles below to view activities or websites:

Musical Predictions ACT II

Musical Predictions ACT III

1.Fold a new sheet of paper into 8 squares.

2.Number each square.

Add the title “Act III Musical Predictions”

Spoken Word Videos

Identify author's purpose & message. Make a personal connection to the poem or a connection to something going on in the world around us for each piece. Constructed response should be 3-4 sentences.

Quickwrites

10/7-

Think back to the beginning of Romeo and Juliet…do you think it is ok for your parents to make decisions for you once you become a true teenager?

10/8-

In life, we are not allowed to choose our families. We are essentially “born into” a family without having any choice in the matter. If you were allowed to choose your family, would you make any changes? Why or why not?

Also, if you were living in Shakespearian times would you become a member of the Capulet or Montague family? Explain your response. Include details and examples to support your viewpoint.

I am Malala Project (MultiLit)

Unit 3: Defining Moments

Count down summary. Use the graphic organizer below to summarize chapters 19-22

5 new words or names you learned while reading the chapter I am Malala. (include the meaning) Malala- name meaning Muniba name meaning Rickshaw

–

a carriage pulled by a bicycle or motor bike 4 adjectives that describe the setting , people or era/time period and event that occurs in the chapter Birmingham, England- modern and different orderly and Swat valley- green lush and hot Shooting- cold-blooded, calculated, senseless and traumatic 3 inferences about the culture, traditions and customs or the people in the chapter

Malala worried more about her father’s safety and may not have been as careful as she should have

been about her own safety 2

reflections or connections you have about everyone’s right to an education.

Reflection 1. Malala kept feeling like she was safe because she believed the Taliban would never come for a young girl. Reflection 2: Mala seems to be comfortable breaking with tradition and this behavior probably makes her stand out in a crowd. 1 H.O.T .question and answer.

Question: Might Malala have been able to stop the shooting if she’d had a chance to speak to the

shooter as she imagined?

Wednesday, October 15, 2014

Environmental Science Week of 10/13-10/17

Sunday, October 12, 2014

9th Lit. Assignments Oct. 6-10, 2014

Click on the titles below to view activities or websites:

Musical Predictions ACT II

Musical Predictions ACT III

1.Fold a new sheet of paper into 8 squares.

2.Number each square.

Quickwrites

10/7-

Think back to the beginning of Romeo and Juliet…do you think it is ok for your parents to make decisions for you once you become a true teenager?

10/8-

Also, if you were living in Shakespearian times would you become a member of the Capulet or Montague family? Explain your response. Include details and examples to support your viewpoint.

Friday, October 10, 2014

9th Lit. Week of October 6-October 10, 2014

No Fear, It's Shakespeare!!!!

Listen UP GUYS and GALS...This week it's super important for you to keep up with the weekly reading and journal assignments. Last week we took an assessment for Act II. As mentioned in class at the start of this unit, it is your responsibility to keep up with what's going on with Romeo & Juliet. This is also the case if you are absent from class. If you are out, please know that you are still required to keep up with the reading and journals for each Act.

Suggestions for keeping up if you are absent for all or part of class:

1. Call or text a classmate to find out what you missed

2. Check the blog

3. Keep up with what we are doing daily, and read the next part of the play

Monday- Act II Constructed Respnse:complete a t-chart and write a thesis statement for the following prompt. In Act II the characters of Friar Lawrewnce and Nurse are developed more fully. Identify TWO traits of FL or N that are seen in this Act. Write a character description in which you identify tese traits, and provide a specific quotation from the text to support each. Be sure to cite quotations. Once finished

Tuesday- Review Key Events of ACT II and then begin Musical Predictions Performance Task for ACT III: http://prezi.com/ouhlonq5yc3w/?utm_campaign=share&utm_medium=copy (Fold a new sheet of paper into 8 squares. Number each square. Add the title “Act III Musical Predictions”. Assign roles and allow students to choose roles for whole class reading of ACT III. Today we will read modern text and answer guided reading questions about key events as we read. Students will be reminded that dramatic literary texts are meant to be performed and encouraged to read enthusiastically.

Wednesday- Continue Romeo & Juliet Activiites: Film analysis, significant quote analysis, character impact on plot.

Thursday- Film analysis. Introductory to Poetry. Cornell notes on Poetry. Intoduce new vocabulary words...Poetry, Rhyme, Meter, Alliteration, and Onomatopoeia.

Friday- SONNET Review. Continue Romeo & Juliet Activites: Students will continue to work on body bios for character in text. We will also watch Romeo & Juliet ACT III-IV.

Multi. Lit. Week of 10/6-10-10

Monday-Thursday.....Students will work on Culture Projects in class.

Friday.....Be prepared to present your final project.