Minutes for Thursday March 5, 2009
Objectives: relate author’s bias to fiction and nonfiction texts and discuss censorship in the world today and its affect on society
Agenda:
• We began class with a free write of our choice in our journals which took about 10 minutes. I think free writing gives us a good chance to write down our thoughts, which is very healthy for our minds and is a great way to relieve stress.
• Next, Ms. Chamberlain noticed that in our journals most of us expressed how stressed we were, so she reviewed a favorite exercise of hers to get rid of all the stress.
• After we were stress free, Zandria presented the minutes and read a poem titled “Do not go gentle into that good night.” The minutes were accepted by the class. This took about 5 minutes.
• Next, Ms. Chamberlain picked up our final copies of the close reading essay on Olaudah Equino, and informed us that if we did not have them ready for her today, then we could turn them in later with points being deducted.
• After that, we discussed and took notes on Fahrenheit 451, which we all should have finished reading. In this discussion we talked about:
1. How censorship relates to the coda of Fahrenheit 451
2. We related knowledge and ignorance. For example, Montag reads books but his job is to destroy them.
3. We defined paradox as two opposite forces trying to be combined into the same body. For example, a person cannot love books and hate them; one emotion has to take over.
4. We reviewed what the phoenix is, which symbolizes being reborn from its ashes. We related the phoenix to the city burning down and being built back up again.
• Last, we got into pairs and reviewed ads from magazines. Ms. Chamberlain assigned us to fill out the Analyzing Advertisements side of the worksheet she handed out using the ads.
Homework: complete the promises, promises side of the worksheet by Monday
Submitted by Jessie Fields
Wednesday, January 28, 2009
Daily Minutes Block III
Minutes 1-23-09
English Standards
3 2.1-evaluate thesis within a text
English 2 2.3-evaluate text for authors bias
Agenda
A. free write
B. class minutes
Connotation vs. denotation
C. excerpts from obama’s speech
D. 1491
• We took 15-20 minutes to have a free write or you could work on your essay. I thought that was beneficial to everyone and you could get help if you needed it.
• We took about 20-30 minutes to discuss the minutes thing we’re doing. We also learned Cornell’s note taking procedure
• Our lecture lasted for about 30-45 minutes and here’s what we learned
o Connotation is an emotion tactic or over tone of a particular word
o And we used context clues to help us figure that out.
o Denotation is the dictionary meaning of a word.
o Ex. Jay is wearing a green shirt.
o In this example green means color
• We used context clues to find out the connotation of the word green
• For about 10-15 minutes, we discussed an excerpt on Obama’s speech. I w was nice to see other people’s views. “Judge you on what you could build not what you destroy” and “We will extend a hand if you unclench your fist” are some quotes the class thought were important.
• We discussed tone, the voice and attitude towards the topic.
• During the last 5 minutes, Mr. Henthorne told us what we’ll be doing tomorrow
• I learned a lot from our open classroom discussion, and I enjoyed being able to speak freely on how I feel.
• Remember “Education is power”
Respectfully submitted,
Keira Barber
Friday’s 1-24 Minutes
Standards:
E3 2.1 Evaluate theses within and across informational texts
E3 2.3 Evaluate informational texts for indicators of author’s bias
Agenda:
• We started class off with a journal on having the whole class quarantine for Tuberculosis. We did this for about ten minutes, Then Kiera and Tamira shared their journals. Miss chamberlain took up papers and essays after that.
• Kiera read us the minutes from Thursday and they were approved, and next she shared her poem “phenomenal woman” by Maya Angelou. That took almost ten minutes.
• Mr. Henthorn then went over the discipline policy with us, where he and Miss Chamberlain shared gruesome stories with us about students throwing gummy bears and things, and poking peoples eyes out. That took about thirty minutes
• Next we had a discussion with Miss chamberlain on the model for analysis and then Miss Chamberlain and Mr. Henthorn gave us an example on how it goes. That took about twenty minutes.
• Mr. Henthorn and Miss Chamberlain then gave us partners, so we could do the model for analysis on Monday in class. Mr. Henthorn then assigned homework to read the whole article of 1491 by monday.
1-27 Minutes
The Standards of January 27th were:
E3 2.1: Evaluate theses within and across informational texts
E3 2.3: Evaluate informational texts for indicators of author’s bias
The Objective of January 27th was:
Student will identify point of view and its intended effect
The Proceedings of the Class of January 27th went as follows:
We did a Journal entry on our reflection of 1491 for 15 minutes, and then corrected a grammatically-incorrect sentence with Ms. Chamberlain for about 5 minutes.
Caitlin presented the Minutes from the previous day and Jonathan made a motion to accept the Minutes. The motion was seconded by De’Harion.
Mr. Henthorn led a discussion on the reasons of making us read 1491—to set the tone, to challenge us, and to prepare us for Mr. Koon. We briefly talked about how most history book writers are white males. Also, Mr. Henthorn told us that culture and history go hand-in-hand and Aztecs used symbols, which created syntax, and made a word order, which means that they had language. All of this took about 25 minutes.
We were shown the critical questions for detecting bias and they were explained by Mr. Henthorn for 5 minutes. Then, we chose groups to read the Conquest of Mexico in, and read our assigned pages for the last 30 minutes of class.
Respectfully submitted,
Jay Crowder
Minutes for English III
Our objectives and standards for February 2, 2009 were as followed:
• R(2.1)- Show how cultural influences affect literary works.
• R(2.2)- Compare and contrast information within and across texts to draw conclusions and make inferences.
• W(3.3)- Use texts to make connections and support ideas.
• W(3.4)- Use grammatical conventions of written Standard American English to clarify and enhance meaning.
The following are the minutes for Monday. We started class with a fifteen minute journal about coming to the New World as a Pilgrim. We were to describe our first 3-5 days in the New World. Ms. Chamberlain proceeded to put up examples of vague language from our essays on the overhead. We discussed what vague language was and identified it in the examples. This took about ten minutes. Corey presented the minutes from Friday and read the poem, The Introduction to Poetry by Billy Cullins. There was a motion to accept the minutes and a second. The class voted and the minutes were accepted. Ms. Chamberlain put a chart she called Food For Thought, on the overhead. This chart displayed the idea of Bloom’s Taxonomy. The chart was divided into six different sections; Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. We learned the type of questions that were apart of each section as well. Ms. Chamberlain separated us into pairs and one group of three and we were to come up with fifteen questions. There was to be a least one question out of each section but totaling fifteen. Our questions were to be based out of the piece of literature was read last Thursday, “of Plymouth Plantation.” We worked on this for the rest of class. When the bell rang we starred our five best questions and turned the entire sheet into Ms. Chamberlain.
Respectfully submitted,
Scottie Turner
Minutes
2/11/09
Block 3
Objectives:
- Relate prior research of the Salem Witch Trails to the events in Acts I and II of the Crucible
- Discuss the relationship between Miller’s “ Why I Wrote The Crucible and The Play.”
We wrote in our journals for 10-15 minutes. The subject was to evaluate the work your group has done on the Salem Witch Trails project so far.
Next, we talked about what makes a story real. Examples of this would be voice, dialogue, and the writer putting himself in his writing.
Then we reviewed and discussed an article, entitled Why I Wrote The Crucible, written by Arthur Miller. Mrs. Chamberlin then read excerpts from the article and we discuss each one.
While still discussing the article we talked about the tower of power and how Abigail manipulated every one to get power and to get John Procter.
We then talked about the 1950’s , which was the time of the communist. Communist are people who believe in letting the government have absolute power. After discussing that we compared communism to the witch trails. If you were accused of being a communist then you were sent to jail. If you were accused of being a witch and you confessed you were set free but if you didn’t confess your were put to death. This all ties around history repeating itself.
After that we went to our text books and summarized Act II of the Crucible. At the end of class we were given homework on pages 849 and 862.
Brittany Thompson
English Standards
3 2.1-evaluate thesis within a text
English 2 2.3-evaluate text for authors bias
Agenda
A. free write
B. class minutes
Connotation vs. denotation
C. excerpts from obama’s speech
D. 1491
• We took 15-20 minutes to have a free write or you could work on your essay. I thought that was beneficial to everyone and you could get help if you needed it.
• We took about 20-30 minutes to discuss the minutes thing we’re doing. We also learned Cornell’s note taking procedure
• Our lecture lasted for about 30-45 minutes and here’s what we learned
o Connotation is an emotion tactic or over tone of a particular word
o And we used context clues to help us figure that out.
o Denotation is the dictionary meaning of a word.
o Ex. Jay is wearing a green shirt.
o In this example green means color
• We used context clues to find out the connotation of the word green
• For about 10-15 minutes, we discussed an excerpt on Obama’s speech. I w was nice to see other people’s views. “Judge you on what you could build not what you destroy” and “We will extend a hand if you unclench your fist” are some quotes the class thought were important.
• We discussed tone, the voice and attitude towards the topic.
• During the last 5 minutes, Mr. Henthorne told us what we’ll be doing tomorrow
• I learned a lot from our open classroom discussion, and I enjoyed being able to speak freely on how I feel.
• Remember “Education is power”
Respectfully submitted,
Keira Barber
Friday’s 1-24 Minutes
Standards:
E3 2.1 Evaluate theses within and across informational texts
E3 2.3 Evaluate informational texts for indicators of author’s bias
Agenda:
• We started class off with a journal on having the whole class quarantine for Tuberculosis. We did this for about ten minutes, Then Kiera and Tamira shared their journals. Miss chamberlain took up papers and essays after that.
• Kiera read us the minutes from Thursday and they were approved, and next she shared her poem “phenomenal woman” by Maya Angelou. That took almost ten minutes.
• Mr. Henthorn then went over the discipline policy with us, where he and Miss Chamberlain shared gruesome stories with us about students throwing gummy bears and things, and poking peoples eyes out. That took about thirty minutes
• Next we had a discussion with Miss chamberlain on the model for analysis and then Miss Chamberlain and Mr. Henthorn gave us an example on how it goes. That took about twenty minutes.
• Mr. Henthorn and Miss Chamberlain then gave us partners, so we could do the model for analysis on Monday in class. Mr. Henthorn then assigned homework to read the whole article of 1491 by monday.
1-27 Minutes
The Standards of January 27th were:
E3 2.1: Evaluate theses within and across informational texts
E3 2.3: Evaluate informational texts for indicators of author’s bias
The Objective of January 27th was:
Student will identify point of view and its intended effect
The Proceedings of the Class of January 27th went as follows:
We did a Journal entry on our reflection of 1491 for 15 minutes, and then corrected a grammatically-incorrect sentence with Ms. Chamberlain for about 5 minutes.
Caitlin presented the Minutes from the previous day and Jonathan made a motion to accept the Minutes. The motion was seconded by De’Harion.
Mr. Henthorn led a discussion on the reasons of making us read 1491—to set the tone, to challenge us, and to prepare us for Mr. Koon. We briefly talked about how most history book writers are white males. Also, Mr. Henthorn told us that culture and history go hand-in-hand and Aztecs used symbols, which created syntax, and made a word order, which means that they had language. All of this took about 25 minutes.
We were shown the critical questions for detecting bias and they were explained by Mr. Henthorn for 5 minutes. Then, we chose groups to read the Conquest of Mexico in, and read our assigned pages for the last 30 minutes of class.
Respectfully submitted,
Jay Crowder
Minutes for English III
Our objectives and standards for February 2, 2009 were as followed:
• R(2.1)- Show how cultural influences affect literary works.
• R(2.2)- Compare and contrast information within and across texts to draw conclusions and make inferences.
• W(3.3)- Use texts to make connections and support ideas.
• W(3.4)- Use grammatical conventions of written Standard American English to clarify and enhance meaning.
The following are the minutes for Monday. We started class with a fifteen minute journal about coming to the New World as a Pilgrim. We were to describe our first 3-5 days in the New World. Ms. Chamberlain proceeded to put up examples of vague language from our essays on the overhead. We discussed what vague language was and identified it in the examples. This took about ten minutes. Corey presented the minutes from Friday and read the poem, The Introduction to Poetry by Billy Cullins. There was a motion to accept the minutes and a second. The class voted and the minutes were accepted. Ms. Chamberlain put a chart she called Food For Thought, on the overhead. This chart displayed the idea of Bloom’s Taxonomy. The chart was divided into six different sections; Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. We learned the type of questions that were apart of each section as well. Ms. Chamberlain separated us into pairs and one group of three and we were to come up with fifteen questions. There was to be a least one question out of each section but totaling fifteen. Our questions were to be based out of the piece of literature was read last Thursday, “of Plymouth Plantation.” We worked on this for the rest of class. When the bell rang we starred our five best questions and turned the entire sheet into Ms. Chamberlain.
Respectfully submitted,
Scottie Turner
Minutes
2/11/09
Block 3
Objectives:
- Relate prior research of the Salem Witch Trails to the events in Acts I and II of the Crucible
- Discuss the relationship between Miller’s “ Why I Wrote The Crucible and The Play.”
We wrote in our journals for 10-15 minutes. The subject was to evaluate the work your group has done on the Salem Witch Trails project so far.
Next, we talked about what makes a story real. Examples of this would be voice, dialogue, and the writer putting himself in his writing.
Then we reviewed and discussed an article, entitled Why I Wrote The Crucible, written by Arthur Miller. Mrs. Chamberlin then read excerpts from the article and we discuss each one.
While still discussing the article we talked about the tower of power and how Abigail manipulated every one to get power and to get John Procter.
We then talked about the 1950’s , which was the time of the communist. Communist are people who believe in letting the government have absolute power. After discussing that we compared communism to the witch trails. If you were accused of being a communist then you were sent to jail. If you were accused of being a witch and you confessed you were set free but if you didn’t confess your were put to death. This all ties around history repeating itself.
After that we went to our text books and summarized Act II of the Crucible. At the end of class we were given homework on pages 849 and 862.
Brittany Thompson
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