Jennifer Northouse's blog

February 24, 2012 (Gold)

G1/G2 - Passed back graded work.  Students are always encouraged to record their grades on the Grade Record Sheet in their binders to turn in for Extra Credit at the end of the 9 weeks with the Binder Quiz.  Study Guide for pages 46-65 DUE and G2 also turned in the journal activity from last time.  Students worked on today's journal activity and wrote one paragraph about the item they were giving up today.  Next, I passed back the homework, and we went over it.  For the rest of the block, we worked on reading and discussing pages 66-84.  Assignment:  Read pages 66-84 and complete the study guide over those pages.  G2 should also complete the flashcards for SAT Vocab. Unit #10. 

G3 - Checked double-entries for "Fat and Happy: In Defense of Fat Acceptance," by Mary Ray Worley and the questions students were asked to answer about the candy activity from last time.  I also passed out copies of the supplementary pages from Writing Analytically that will most pertain to the Comparative Critique paper.  We talked about the candy activity and answers to the questions, then we discussed the article for quite a while.   After lunch, I walked through the notes for the Comparative Critique (BASE/LENS) paper, and we created a sample "chart" for the two articles we have read in this unit so far.  Assignment:  Read "Too 'Close to the Bone'" by Roberta Seid, and complete a double-entry for that article.  Also, create a comparative critique chart using that article and one of the other two from this unit.  Don't worry about the food journals for today.  We'll talk about that next week.

February 23, 2012 (Blue)

B2/B3/B4 - Passed back graded work.  Students took a quiz over pages 3-46 and some of the background information today.  B2 also took an SAT vocabulary test over Unit #9.  Next, students completed the day's journal activity and wrote about two additional items they will be giving up from their lists.  I gave out a few copies of last-minute entries for students to add into their class dictionaries, then we read in class (as time allowed).  Assignment: Read pages 46-65 and complete the Study Guide for those pages. 

February 22, 2012 (Gold)

G1/G2 - Passed back graded work.  Students took a quiz over pages 3-46 and some of the background information today.  G2 also took an SAT vocabulary test over Unit #9.  Next, in G1, students completed the day's journal activity and wrote about two additional items they will be giving up from their lists.  I gave out a few copies of last-minute entries for students to add into their class dictionaries, then we read in class.  Assignment: Read pages 46-65 and complete the Study Guide for those pages.  G2 -  Complete the journal activity from today, too. 

G3 - Collected the remaining Summary papers and checked double-entries for "Rethinking Weight" by Amanda Spake.  Discussed the article, then, after lunch, students worked through a comparison/contrast activity.  Assignment: Read "Fat and Happy: In Defense of Fat Acceptance," by Mary Ray Worley and complete a double-entry.  In addition, please write out some thoughtful, in-depth answers to the questions given to you in class about the candy activity.

February 21, 2012 (Blue)

B2/B3/B4 - Passed back graded work.  Collected the two study guides for pages 3-46 of Night.   Next, we walked through today's journal assignment.  I shared a set of sample paragraphs, then students began writing.  While students were working on the journal activity, I graded the homework for completion.  I collected their journals then went over the answers for the study guides.  Each student received a copy of the class dictionary for Night today.  I asked them to cut their entries apart and put them into alphabetical order.  B2 received their flashcards back from me by the end of the block.  Assignment:  Be ready for a quiz over Night (pages 3-46), the biography we highlighted about Elie Wiesel, and the notes I gave you in class last time about the book.  B2 - You also have SAT Vocab. Test #9 next time.

February 17, 2012 (Gold)

G1/G2 - Passed back graded work.  Collected the two study guides for pages 3-46 of Night.   Next, we walked through today's journal assignment.  I shared a set of sample paragraphs, then students began writing.  While students were working on the journal activity, I graded the homework for completion.  I collected their journals then went over the answers for the study guides.  Each student received a copy of the class dictionary for Night today.  I asked them to cut their entries apart and put them into alphabetical order.  G2 received their flashcards back from me by the end of the block.  Assignment:  Be ready for a quiz over Night (pages 3-46), the biography we highlighted about Elie Wiesel, and the notes I gave you in class last time about the book.  G2 - You also have SAT Vocab. Test #9 next time.

G3 - Collected some final drafts of the Summary paper today.  Collected Draft #3 from everyone for the Critique paper.  I will get these back to you with my comments as soon as I can, but it will be a while, so please be prepared for that.  Next, I distributed calendars and cartoons for the Comparative Critique unit and discussed the nature of this particular unit of study.  I did not discuss the paper yet.  We'll get into that next week.  For the majority of the block today, I showed students 13 minutes of video clips about various aspects of health, wellness, and body image.  We discussed the clips and the messages we were receiving from each of the various commercials, news segments, etc.  Assignment:  Read "Rethinking Weight" by Amanda Spake (p. 282+) and complete a double-entry notebook assignment.  Some of you still have final drafts of the Summary due to me next time as well.  

February 16, 2012 (Blue)

B2/B3/B4 - Collected dictionary entries in all three classes and flashcards in B2.  Today, we had a little disaster-prep discussion.  I provided a copy of an emergency preparedness handout I received a few years ago, then I had students narrow the extensive list to the 8 items they felt were most needed in the disaster scenario I described in class.  Next, I had students give up two of the items and write paragraphs about what they were, etc.  Those were collected.  I asked the kids to take the handout home and share it with their parents.  This will, hopefully, spark some discussion about what you and your family would do if there were ever a disasterous situation here in Indiana.  Next, I distributed copies of the novel, Night.  We highlighted some biographical information on a handout about Elie Wiesel, then I walked them through another handout of notes for the book.  At the end of the block, students received two study guides.  Assignment:  Read pages 3-46 in Night and complete BOTH study guides.  Please Note:  The study guides for this unit are not electronically available right now.  If you need the questions from home, please contact me as soon as possible, and I will see what I can do to get the questions typed up into an acceptable, alternate format. 

February 15, 2012 (Gold)

G1/G2 - Collected dictionary entries in both classes and flashcards in G2.  Today, we had a little disaster-prep discussion.  I provided a copy of an emergency preparedness handout I received a few years ago, then I had students narrow the extensive list to the 8 items they felt were most needed in the disaster scenario I described in class.  Next, I had students give up two of the items and write paragraphs about what they were, etc.  Those were collected.  I asked the kids to take the handout home and share it with their parents.  This will, hopefully, spark some discussion about what you and your family would do if there were ever a disasterous situation here in Indiana.  Next, I distributed copies of the novel, Night.  We highlighted some biographical information on a handout about Elie Wiesel, then I walked them through another handout of notes for the book.  At the end of the block, students received two study guides.  Assignment:  Read pages 3-46 in Night and complete BOTH study guides.  Please Note:  The study guides for this unit are not electronically available right now.  If you need the questions from home, please contact me as soon as possible, and I will see what I can do to get the questions typed up into an acceptable, alternate format. 

G3 - Collected a few Final Drafts of the Summaries and checked Draft #2 of the Critique.  Students peer-edited for most of the block.  After lunch, we went to the computer lab for revisions.  Assignment:  Draft #3 of the Critique due on Friday for my comments.  Some of you have Final Drafts of the Summary due next time as well.  We will be starting the third unit on Friday!

February 14, 2012 (Blue) Valentine's Day

B2 - Finished notes over Holocaust and Genocide, then gave students some really brief notes over World War II.  I gave them a copy of a map of several of the labor, extermination, and concentration camps across Europe, then we discussed the Dictionary assignment.  For the rest of the block, students watched a biographical video called One Survivor Remembers.  For the short remainder of the period, I had students begin reading through two newspaper articles about some local Holocaust survivors.  Students in this class also received SAT Vocab. List #9 today.   Assignment:  SAT Vocab. List #9 Flashcards due next time.  Also, please complete the two dictionary entries for next time.  Use the two words you were given in class.  For each entry, you must include the word, definition (as it applies most closely to the Holocaust, if applicable), a pronunciation key, part of speech, and an appropriate drawing or picture.  Use the half sheet of instructions you were given.  Notes are all available on Moodle.

B3/B4 - Finished notes over Holocaust and Genocide, then gave students some really brief notes over World War II.  I gave them a copy of a map of several of the labor, extermination, and concentration camps across Europe, then we discussed the Dictionary assignment.  For the rest of the block, students watched a biographical video called One Survivor Remembers.  For the short remainder of the period, I had students begin reading through two newspaper articles about some local Holocaust survivors.   Assignment:  Complete the two dictionary entries for next time.  Use the two words you were given in class.  For each entry, you must include the word, definition (as it applies most closely to the Holocaust, if applicable), a pronunciation key, part of speech, and an appropriate drawing or picture.  Use the half sheet of instructions you were given.  Notes are all available on Moodle.

February 13, 2012 (Gold)

G1 - Finished notes over Holocaust and Genocide, then gave students some really brief notes over World War II.  I gave them a copy of a map of several of the labor, extermination, and concentration camps across Europe, then we discussed the Dictionary assignment.  For the rest of the block, students watched a biographical video called One Survivor Remembers.  For the short remainder of the period, I had students begin reading through two newspaper articles about some local Holocaust survivors.   Assignment:  Complete the two dictionary entries for next time.  Use the two words you were given in class.  For each entry, you must include the word, definition (as it applies most closely to the Holocaust, if applicable), a pronunciation key, part of speech, and an appropriate drawing or picture.  Use the half sheet of instructions you were given.  Notes are all available on Moodle.

G2 - Finished notes over Holocaust and Genocide, then gave students some really brief notes over World War II.  I gave them a copy of a map of several of the labor, extermination, and concentration camps across Europe, then we discussed the Dictionary assignment.  For the rest of the block, students watched a biographical video called One Survivor Remembers.  For the short remainder of the period, I had students begin reading through two newspaper articles about some local Holocaust survivors.  Students in this class also received SAT Vocab. List #9 today.   Assignment:  SAT Vocab. List #9 Flashcards due next time.  Also, please complete the two dictionary entries for next time.  Use the two words you were given in class.  For each entry, you must include the word, definition (as it applies most closely to the Holocaust, if applicable), a pronunciation key, part of speech, and an appropriate drawing or picture.  Use the half sheet of instructions you were given.  Notes are all available on Moodle.

 G3 - Two students had final Summaries due today... I collected those, then I checked Critique Draft #1.  Students peer-edited for most of the block today.  After lunch, I took the class to the computer lab to revise their drafts.  We will be doing pretty much the same thing on Wednesday.   Assignment:  Revise and complete Draft #2 for Wednesday.  Several of you have Final Summaries due on Wednesday, too.  Please try to remember to give me two copies of your final papers.  One copy will be stored in the file cabinet in my room - pretty much forever.  :)

February 10, 2012 (Blue)

B2 - SAT Vocab. Test #8.  After the test, students completed their Opinionnaires, then we discussed them.  I gave students some of the notes today.  We started working through the three pages titled "The Holocaust and Genocide."  We will wrap these up in class next time.  No Assignment.

B3/B4 - Students completed their Opinionnaires, then we discussed them for quite a while.  Next, we walked through a copy of an article which describes the Bystander Effect.  Toward the end of the block, I gave students some of the notes.  We started working through the three pages titled "The Holocaust and Genocide."  We will wrap these up in class next time.  No Assignment.