Reading (first period)- Students should spend the first 10 minutes studying their vocabulary with a partner. If Maverick is here today, please have him get the vocabulary from a classmate, as he was gone yesterday. Then they can spend the next 25 minutes reading. Please mark down if you need to remind anyone to get back on task and how many times. They receive five points a day and then lost hose points based on their reading. If they’ve done a good job, I would go ahead and let them chat at the end.
Brit Lit (second period). - Students should first be journaling (this journal is on the back white board). Once thdiscusey are done with this, please have them discuss at their tables what they read and paraphrased yesterday. Have them discuss the number of allusions they found and make sure everyone is on the same page. I’ll be talking to them a little more about this when I come back tomorrow, so please have them keep this. They will spend the rest of the class in a creative writing free write. Have them imagine they are in the mead-hall and Grendel is coming. Encourage them to try to build up the intensity of his coming, sort of like a scary story. Ask them to include a physical description of Grendel. Tomorrow we will be sharing these out and voting on the most “intense or scariest.”
21st Century (third period) - Angie Thomas is usually down here also. Have students Brainstorm the process of finding a job they are interested in all the way to being hired at that job. Highlight finding an opening, filling out an application, sending in a resume and cover letter, contacting them, pre-interview, in person interview, thank you cards, paperwork of being hired. Also have students come up with a list of places they could look to locate a hiring position. With the time that is remaining have the students search the internet to find open job positions they would be interested in applying for. This can be a job they are not yet qualified for (welder electrician etc) or one they maybe already are. They will need to print or bookmark this for tomorrow.
Advisory (fourth period)- Next to my desk is a filing cabinet, and on top of that filing cabinet is Icy Sparks. I didn’t read to them yesterday because my throat hurt, so if the office hasn’t given out other advisory plans, just read to them for about 15-20 minutes.
First Lunch
Creative writing (5th period) - Students usually spend the first ten minutes of class doing the warm up - on the front board, Once they are done they should get out their activities from yesterday. Have them partner up with someone who is NOT at their table to share their characters romantic interest. Discuss if this is a back story, present story, or future hope. How was this difficult? How was this easy? What personality traits come out from the characters? They also were supposed to read a blog last Friday and I forgot to thave them share that yesterday. With the remaining 10-15 minutes of class, have them discuss these articles they read on Friday. They should mostly just be sharing tips.
English 9 (6+ Hannah Hummel TA and 9th period) - students should come in and do the journal on the back white board. After about five minutes, ask them to share at their tables which sense they would rather lose. If you want you can do a quick poll, having students raise their hand for each sense and one or two students sharing why. While students are journaling ask them to get their pick sheets out. Please go around and check the “packets.” All you’re looking for is that the section two part is filled out. Please write down if anyone did not have any of these filled out or half of these filled out. Pam is down here during this period too, she knows what I’m looking for. Have students break into their groups and discuss the section they read. They should read through their questions, predictions, inferences, connections etc to see how their ideas are similar or different. With about the remaining 10-15 minutes of class, ask students to get out their personal narrative ideas from yesterday and have students brainstorm the sort of information they could include. Dates, times, feelings, thoughts, other people etc. They can also just be writing what they remember from each event.
English 11 (7th period) - Students should first be journaling from the back whiteboard. Once they are done ask them to get out their apocalypse writing from yesterday. Everyone should be sharing their free write. If they choose not to share, or do not have it please write their name down. Have them discuss how their apocalypse plans would change if they were an adult with a family? more specifically a son? Ask Alex and Zach (our cannibals) if they would train their child in hunting, killing and eating other people. Somebody will probably bring up that they would rather choose suicide than trying to survive. Discuss what sort of hope would be left during an apocalypse if any. If they are being total duds about discussion on the green book shelf in the front of the room is The Road. Read the first several pages aloud to them.