Summer Reading for Wheeler H.S. 2015-2016

This is, in essence, a re-post from March of this year.

For those students headed to Wheeler High School in August, you must be sure to read the texts outlined in the link below:

Summer Reading 2015-16


 

From March 2015:

I just received information about the Summer Reading Requirements for the students attending Wheeler HS next school year and have copied and pasted them below.  Please do not hesitate to get these books sooner than later.  Besides, it will make for a more restful summer. 🙂

9th Grade Honors

  1. All students must read and prepare outline (provided on Wheeler’s web site) on The Woman in White by Wilkie
    Collins. ****All students must prepare a TYPED outline for submission to Turnitin.com the first week of the semester on this book.

    1. Each heading and subheading must have at least two parts. Do not exceed 2 pages typed using 1”
      margins and Times New Roman 12 point font.
    2. Be consistent. Use either complete sentences or brief phrases, but do not use both.
    3. This outline will be submitted to www.turnitin.com once information is provided by the teacher at the beginning of class.
    4. Be prepared to discuss this novel and participate in novel-related activities the first two weeks of the
      semester.
  2. All students will select a second book to read from the On-Level 9th Grade Reading List (see below), then be prepared to write an in-class essay on the novel the first week of the semester.
    • During the essay, students may use one handwritten 4 x 6 index card containing notes on
      characters, plot, setting, etc. The card is NOT required, but if students use a card, it will be
      collected and kept at the end of the essay test. Typed and/or cut and pasted notes are NOT acceptable.

9th Grade Reading List

Should I receive or find information about the summer reading requirements for any of the other Magnet schools, I will be sure to update and republish this post–links and all!

-Ms. W.

Work Ahead/Catch Up Day

I am so glad that so many of my students are also involved in the arts.  That said, with today’s band LGPE (Large Group Performance Evaluation), just shy of half of my students were absent after lunch.  As a result, the following happened:

  • The quiz was rescheduled from today to this Friday, March the 13th and
  • The Vocabulary In-Context assignment is now due tomorrow (Thursday, March 12th, 2015).

The students who were present in class were permitted to either:

  • read their novel (either TKAM or ROTHMC),
  • work on the Vocabulary In-Context assignment,
  • catch up on any missing ELA assignments, or
  • begin work on the TKAM/ROTHMC unit final project.

Homework:

  • Read:
    • TKAM- Through Chapter 23
    • ROTHMC-Begin Chapter 10

PowerPoint:

Fishbowl Finishing and Student-Created Tests

Today’s class was a hodgepodge of activities.  We first, wrapped up our general thoughts from yesterday’s fishbowl discussion of both novels’ themes.  Then, I took a moment to discuss the Character Chart, the top half of which was due today.  The completed version of this chart is due on Monday, March 9th, 2015.  (Side note: The “Vocabulary in Context” assignment, which was given this week, is due next Wednesday, March 11th, 2015.)

Next, we harnessed the power of the iPads and Google Docs, as the students created their own multiple choice test questions and submit them into this Google Form.  This will count as each student’s grade for the day and these questions will be used for review and subsequently, for the final test over the novel as well.

Once each student finished this task, they were able to work on their own and read in the time remaining in class.

Homework:

  • Read through:
    • TKAM- Chapter 18
    • ROTHMC- Chapter 7

PowerPoint:

Quiz and Fishbowl Discussion Day



Today started with the long-awaited quiz.  I opted to have the students answer a 5-question short answer quiz to reflect what they had learned from reading either To Kill a Mockingbird or Roll of Thunder, Hear My Cry.  The students had roughly twenty minutes to complete the quiz, but, of course, could work at their own paces as necessary.

Once the quiz was finished, I gauged the time remaining in class.  For classes where there was more than twenty minutes remaining, we began our Fishbowl discussion.  For this, the students sat in a circle in the center of the room while two sat in the center.  The students in the center would discuss one of the themes in their story of choice, providing their thoughts and what evidence from the text they found to support their views.  Then, as other students had something to share, those would raise their hand slightly and be tagged by one of the students inside the circle to replace them.  Only the students in the center could actively discuss the topic at hand.  This provide students with the opportunity to have a focused approach to discussing these themes (outlined in yesterday’s blog post) and to practice really active listening.

In the classes with less than twenty minutes remaining, the students were permitted to either:

  • review his or her Fishbowl statements from yesterday’s class,
  • read either To Kill a Mockingbird or Roll of Thunder, Hear My Cry, or
  • work on the discussion questions in preparation for tomorrow’s Journal check

NOTE: The students reading Roll of Thunder, Hear My Cry received information on their “Friendship Essay” which will be due next Thursday, March 12th, 2014

  • Topic: What is a friend?
  • Directions: Discuss the relationship between Stacey and T.J. in the story.  Write an essay describing what you think a good friend should be and how Stacey and T.J. stack up as friends.  Remember to use text evidence.  The essay should be at least 5 paragraphs in length.

Homework:

  • None.  Use this time to catch up as necessary.

PowerPoint:

Fishbowl Discussion Preparation Day

Both Roll of Thunder, Hear My Cry and To Kill a Mockingbird are filled with rich themes.  Some of these themes are common between the two, such as racism, but others are more unique to each text.  At any rate, each both texts present complimentary themes.

Today, the students worked with their partners to identify themes they wished to explore and they set about locating examples within their text of choice.  The themes we explored were:

To Kill a Mockingbird:

  • Racism
  • Social Inequality
  • Coexistence of Good and Evil
  • Appropriate Gender Roles

Roll of Thunder, Hear My Cry:

  • Racism
  • Land as Independence
  • Family and Community
  • Injustice and Dignity
  • The Power of Silence

The quotes, notes, and examples that each group acquired will be used in tomorrow’s in-class fishbowl discussion.

We finished today’s lesson with a brief discussion of the themes and how they shape our understanding of the text.

Homework:

  • Read for 30 minutes and log this in the AC Reading Log.
    • TKAM- Review for tomorrow’s quiz.  Use the discussion questions for assistance.
    • ROTHMC- Review for tomorrow’s quiz.  Use the discussion questions for assistance.

PowerPoint:

3.4.15 Fishbowl Discussion Prep

Summer Reading for the 2015-2016 School Year

I just received information about the Summer Reading Requirements for the students attending Wheeler HS next school year and have copied and pasted them below.  Please do not hesitate to get these books sooner than later.  Besides, it will make for a more restful summer. 🙂

9th Grade Honors

  1. All students must read and prepare outline (provided on Wheeler’s web site) on The Woman in White by Wilkie
    Collins. ****All students must prepare a TYPED outline for submission to Turnitin.com the first week of the semester on this book.

    1. Each heading and subheading must have at least two parts. Do not exceed 2 pages typed using 1”
      margins and Times New Roman 12 point font.
    2. Be consistent. Use either complete sentences or brief phrases, but do not use both.
    3. This outline will be submitted to www.turnitin.com once information is provided by the teacher at the beginning of class.
    4. Be prepared to discuss this novel and participate in novel-related activities the first two weeks of the
      semester.
  2. All students will select a second book to read from the On-Level 9th Grade Reading List (see below), then be prepared to write an in-class essay on the novel the first week of the semester.
    • During the essay, students may use one handwritten 4 x 6 index card containing notes on
      characters, plot, setting, etc. The card is NOT required, but if students use a card, it will be
      collected and kept at the end of the essay test. Typed and/or cut and pasted notes are NOT acceptable.

9th Grade Reading List

Should I receive or find information about the summer reading requirements for any of the other Magnet schools, I will be sure to update and republish this post–links and all!

-Ms. W.

Vocabulary in Context

Today’s class was relatively sparse in comparison to my typical lessons because the students in two of my four classes were selected to go into the Media Center in order to complete a survey on my effectiveness as an educator.  This survey data, which will become a part of my TKES (Teacher Keys Effectiveness System) evaluation for the year, sought to identify my instructional strengths and weaknesses.

As a result of this impact to two of my classes, I opted to push today’s scheduled quiz to tomorrow.  The quiz will cover chapters 1-11 in To Kill a Mockingbird and chapters 1-5 Roll of Thunder, Hear My Cry.

As a review and in preparation for the quiz, the students worked on vocabulary activities corresponding to their book of choice.  Those assignments can be found here.

Homework:

  • Read for 30 minutes and log it into the reading log.
    • TKAM-Chapter 13-14
    • ROTHMC-Finish Chapter 6

PowerPoint:

Advice to Scout and Cassie

Friday’s empathy activity really helped the students take the time to observe how destructive it can be when people jump to conclusions erroneously.  Thus, today, the students had to put themselves into the place of the two narrators of our books of choice, Scout in To Kill a Mockingbird and Cassie from Roll of Thunder, Hear My Cry.  When posed with a hypothetical situation, the students had to construct advice to either character.

The instructions and situations were as follows:

  • To Kill a Mockingbird:
    • Since Jem is spending more time with Dill, imagine that Scout befriends a young black child around town and they become fast friends. After noticing the odd looks and comments from the people around town when playing with this other child, she writes a letter to the local paper asking for advice.
    • Option A: Write Scout’s question and the paper’s response to her in the form of an advice column.
    • Option B: Write a dialogue between Scout and Calpurnia where Calpurnia provides some advice.
  • Roll of Thunder, Hear My Cry:
    • Cassie goes into Strawberry to run errands for Mama. On her way back, she enters a store and is refused service because she is black. Upon returning home, she writes a letter to the local paper asking for advice.  What do you think she would say?
    • Option A: Write Cassie’s question and the paper’s response to her in the form of an advice column.
    • Option B: Write a dialogue between Cassie and Mama where Mama gives Cassie advice. What would she say?

After a moment to share what had been written, the students then had time to read for the remainder of class.

Homework:

  • Read for at least 30 minutes and log it in the reading log (check #2 will be on Friday):
    • TKAM- Chapter 12
    • ROTHMC- Chapter 5
  • Catch up on any outstanding work or discussion questions.

PowerPoint:

Unit Overview, Setting, and Some Characters

Beyond what was planned, we only briefly discussed the setting of Roll of Thunder, Hear My Cry and To Kill a Mockingbird.  More importantly, I went into detail about the unit materials by distributing a calendar of all of the assignments and required items for the entirety of this novel study.  This way, students who fall behind or are ahead of the the class’ pacing can also work ahead as well to keep them locked into the unit.  The detailed unit information can be found on the page below.  The page will be updated as we move throughout the unit.

To Kill a Mockingbird and Roll of Thunder, Hear My Cry Novel Study Unit Resources

TKAM and ROTHMC Discussion Questions Ch4 and Ch2

Homework:

  • Read for at least 30 minutes and record it on your reading log.

PowerPoint:

Getting into Setting

The original goal for today’s lesson was to get into discussing the similarities and differences in the settings of each book; either To Kill a Mockingbird by Harper Lee or Roll of Thunder, Hear My Cry by Mildred D. Taylor.  That said, with many students out after the Orchestra’s LGPE performance and others on the Junior Wildcat Basketball team (good luck tonight young men!), I opted to push that back until Monday’s lesson.

The students completed the discussion questions listed below.  Thereafter, they were encouraged to read for the remainder of class.

To Kill a Mockingbird Discussion Questions:

1.Why is Scout so looking forward to starting school?

2.Why does Jem not want anything to do with Scout at school? Is his behavior typical of an older child?

3.What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job?

Roll of Thunder, Hear My Cry Discussion Questions:

1.Where does this story take place? In what year?

2.Describe the schools that the black and white children attend.  Who is the “white” school named for?

3.Name the members of the Logan family.  What grades are the children in?

4.Why does Little Man stomp on the school book he is given?  What does the teacher mean by “That’s what you are”?

Homework:

  • Read:
    • TKAM- through chapter 4
    • ROTHMC- through chapter 3

PowerPoint: