• Week 29 March 9th - March 13th  

    Monday - BW: 

    Tuesday - BW:

    Wednesday - BW:

    Thursday/Friday - BW: 

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    Week 28 March 2nd - March 6th  

    Monday - BW: 

    Tuesday - BW:

    Wednesday -  BW:

    Thursday/Friday - BW: 

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    Week 27 February 24th - February 28th  

    Monday - BW: Describe Myrtle! Some class periods finished reading chapter 2 and finished the chapter 2 questions for turn in. 

    Tuesday - BW: What are your current favorite slang terms and phrases? Students were given a writing assignment that tasked them with writing a letter from Nick's perspective to a friend explaining his time in The Valley of the Ashes and Tom and Myrtle's apartment. In the letter, they must maximize on detail, and use at least 7 1920s slang terms from the list provided. They had the class to look over the list and begin writing. 

    Wednesday -  District Wide Mental health training!!!!

    Thursday/Friday - BW: What do we know about Gatsby so far? Students spent the class period working on their letter for turn in and then some periods began reaidng Chapter 3 of The Great Gatsby after recieving quetsions for the chapter.

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    Week 26 February 17th - February 21st  

    Monday - Presidents's Day - NO SCHOOL

    Tuesday - BW: 5 things that happened in Chapter 1 As a class, we finished the Symbolism Notes. Students then were given the Symbolism One Pager assignment, where they must think of 5 symbols that mean something to them and explain what they represent and what they mean in their life. 

    Wednesday -  BW: What does your favorite color off of the color Sheet symbolize? Students were given time to work on their symbolism one pager and had to turn it in at the end of the period. We then read pages 27-28 in The Great Gatsby Chapter 2 that covers the symbols of The Valley of the Ashes and The Eyes of Dr. TJ Eckleburg for the block day. 

    Thursday/Friday - BW: Why do people cheat? After a discussion about the bellwork, studnets began working on detetcing the mood created by the description of The Valley of the Ashes and analayzing The Eyes of Dr. TJ Eckleburg on their worksheet. We then read Chapter 2 in its entirety and students were required to answer these questions as they were reading.  

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    Week 25 February 10th - February 14th  

    Monday - BW: Old money or New Money? Students began reading Chapter 1 of The Great Gatsby pages 1-10. We listened the the audio as a class and discussed along the way. Gatsby Audio 

    Tuesday - BW: What is your impression of Nick So Far? We continued reading Chpater 1 of The Great Gatsby, pages 10-20. discussing along the way. Gatsby Audio Chapter 1

    Wednesday -  BW: Would you rather live a humble lifetsyle like Nick, or in a mansion like the Buchanan's? Students finished reading Chapter 1 as a class, pages 20-26. Students were then given a Chapter 1: Vocab in context sheet for Chapter 1 that enbaled theme to use context clues to find definitions to complex vocab words in the text. 

    Thursday/Friday - BW: What is your favorite color and symbol? Students were given an overview/recap of Chapter 1. They then started the Character report Card where they graded characters based on set personality traits and explained why they asssigned the grades, referring to the text. Some classes began the process of Color Symbolism Notetaking Prezi on the Color Symbolism Note Sheet 

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    Week 24 February 3rd - February 7th  

    Monday - BW: What do you know about the 1920s? Students were given guided notes on the 1920s and F. Scott Fitzgerald from this powerpoint to begin learning the historical context of "The Great Gatsby". 

    Tuesday - BW: What are your thoughts on prohibition? Students began working on a Gatsby Scavenger Hunt from this website that would guide them through more info on The Great Gatsby and the 1920s. 

    Wednesday -  BW: Students continued working on the scavenger hunt, aiming to finish it. They then were to study for the 1920s Quiz that would be given on the block day. 

    Thursday/Friday - BW: Would you like to live in the 1920s? Students were given 15-20 minutes to study for the 1920s quiz. We then took the quiz as a class, had a brain break, and began working on the 1920s peer interview activity. After getting a partner, students were to interview their partner with a list of questions about the 1920s and record them on the answer sheet and vice versa. Lesson was turned in at the end of the period.

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    Week 23 January 27th - January 31st  

    Monday - BW: What is your favorite children's story and why? Students were tasked with choosing a children's short story that they would be using to practice reading and writing strategies all week. They found the text of the story online, read it and the summarized the story in a word document and submitted it to google classroom. 

    Tuesday - BW: What is the most interesting part about your story?  As a class, we briefly went over the literary elements. Students were given a plot diagram worksheet to fill out based on their short story. 

    Wednesday -  BW: What does it mean to cite textual evidence? Students were given a brief overview of the RACES method of writing paragraphs for citing textual evidence. They were tasked with finishing the first side of the Practicing the RACES method worksheet. They were to choose one question, and answering it using the RACES method we went over in class.

    Thursday/Friday - BW: What is the purpose of citing text evidence? After finishing the Practicing the RACES method worksheet at the beginning of the class, they then read Rumpelstiltskin and took a RACES Test on using the RACES method. 

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    Week 22 January 20th - January 24th  

    Monday - Martin Luther King Jr. Day

    Tuesday - BW: Students began working on a presentation for their Surviving Group Assignment. They are going to presnet their journey to their peers and will receive a grade based off this rubric. 

    Wednesday - BW: District Wide Mental Health trainings. Period 1 and 5 worked on Surviving Group Assignment Presentation. 

    Thursday/Friday - BW: Students were given 35 minutes in class to get their presentation finished. Then They were to present in front of  the class. 

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    Week 21 January 13th - January 17th  

    Monday - BW: 5 possible reasons why Mrs. Mallard was happy that her husband died Students were given time to finish the Realism Characteristics in The Story of an Hour Sheet. Some class periods were given a quick write after that. 

    Tuesday - BW: Was Mrs. Mallard wrong for being happy that her Husband died? Students were instructed to continue their Realism Characteristics Notes if they did not finish, Re-read "The Story of an Hour" and begin studying for the Realism Quiz. (Periods 1-3 Were in the PAC Since Ms. Gilliam was testing)

    Wednesday - BW: Thoughts on The Story of an Hour Students were given 10 minutes to preapre for the story of an hour Realism Quiz. They then took the quiz in Google Classroom. 

    Thursday/Friday - BW: Do you think you can survive the wilderness? Students were given a brief overview of Naturalism and what the literary movement was about. Ms. Gilliam then read aloud "To Build a Fire" By Jack London. We then watched a short animated film of the short story as a class. Students were put into groups and each assigned a terrain to which they had to survive the environment they were given. They had to fill out the Can you Survive Naturalism Handout by the end of the period. 

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    Week 20 January 7th - January 10th  

    Monday - Teacher Workday

    Tuesday - BW: 5 Things You Did over the break We went over the class rules as a class just to remind students of regular daily expectations. Class Rules Power Point Students were given 2 surveys to take: How Do I Learn survey and and Attitude Survey 

    Wednesday - BW: Would you rather read about Fantasy and Realistic things? Students were given some information about Realism and what the literary movement was about. They were tasked with going to a website with information about Realism and take notes on a notetaking worksheet

    Thursday/Friday - BW: What do you think about Today's Reality? Students were allowed up to 30 minutes to finish their Realism Notetaking. We then read "The Story of an Hour" by Kate Chopin as a class listening to the audio. After some class discussion and breakdown of the story, students were given the Realism in the Story of an Hour Handout. On this handout, they must find 3 Realism Characteristics in the displayed in the text and explain how they are shown, citing textual evidence. They are able to use the RACE handout to aid in writing to cite textual evidence in Paragraph Form.

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    Week 19 December 16th - December 20th 

    Monday - No Bellwork. All students were given a sheet that had all of their missing assignments on it. They were then given missing assignments and able to work on them for the duration of the period. Students with no missing assignments worked on Quill.org.

    Tuesday - Exam Day

    Thursday - Exam Day

    Thursday - Exam Day

    Friday - Last Day of School for 2019!!!!!!!

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    Week 18 December 9th - December 13th 

    Monday - BW: What do you think some of the elements of Gothic Literature are? Students began learning about the 10 key elements of Gothic Literature by working on the 10 Gothic Elements assignment in Google classroom. The assignemnet requires students to relate each Gothic element to a TV show, movie, piece of art etc. of today's time, find a picture and epxlain why this piece of work displays that Gothic element. 

    Tuesday - BW: Which gothic element was the easiest for you to find a match for? Students continued working on the 10 Gothic Elements Assignment. 

    Wednesday -  BW: Name all Poe Stories you have read. Students were given a copy of the Tell-Tale Heart text to read with their table partners. They then had to take the Tell-Tale Heart Test in Google Classroom. 

     Thursday/Friday - BW: What are 5 Test Taking Strategies you use? As a class, we reviewed the Tell-Tale Heart Test after ecah studnet was finished taking it. Students were then handed an analysisquestion sheet to utilize while watching Season 2, Episode 11 of the TV show "Supernatural". This was their final assignment to assess their skills at finding Gothic elements in pieces of entertainment. 

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    Week 17 December 2nd - December 6th 

    Monday - BW: 5 Things you did over Thanksgiving Break Students finished the Budget Activity by receiving a random salary and re-doing their budget based on the new salary. Students also got numerous papers passed back to them.

    Tuesday - BW: Do you feel close to Nature? Students took Fill-in Notes on Transcendentalism and did a short written assignment on whether or not they agree with Kant's Theory or Locke's Theory. 

    Wednesday -  Bw: Does Society appreciate nature? Students began reading Nature by Ralph Waldo Emerson and read paragraph 2 to answer Question 1 on the worksheet.

    Thursday/Friday - Bw: Write a few sentences about YOUR Connection to Nature Students continued reading Nature by Emerson, this time reading the last 2 paragraphs of the text to answer question 2 on the worksheet. They completed the back of the sheet spotting unknown Vocabulary as well. Some class periods were able to play Walden, A Game to study Henry David Thoreua's journey at Walden Pond. 

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    Week 16 November 25th - November 30th -    THANKSGIVING BREAK!!!!!!

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    Week 15 November 18th - November 22nd 

    Monday - BW: Which literary movement did you find the most interesting? Students were able to finish their note-taking on the literary periods from last week class. They turned in their literary Gallery walk pamphlet.

    Tuesday - BW: 4 elements of Romantic Poetry Students took fill-in notes on the history and beginning of the Romantic Period and The American Renaissance. SOme period received worksheets for the next day's activity.

    Wednesday -  BW: Is it easy or hard for you to understand poetry? Students were shown how to breakdown poetry analysis and find the characteristics of Romantic Writing in poems by Romantic Authors. They were given a Romantic Poetry Analysis Chart as well as the original texts of Romantic poems.

    Thursday/Friday - BW: What was the poem that we read Wednesday about?  Students finished their Analysis of Romantic Poetry and turned in their notes and Poetry Analysis Charts, we then began to continue work on our budgeting activity so studnets could finalize their budget on their budget sheet based on their questionairre. 

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    Week 14 November 11th - November 14th 

    Monday - BW: Honest Thoughts on The Crucible Students were given time to finish their 7 Deadly Sins Long Response Activity and Compare and Contrast sheet to turn in both. They then were to work on Quill.org.

    Tuesday - BW: Are you a saver or a spender?  Students began a unit on Budgeting and were challenged with filling out a quesstioanire that posed questions to them about  what they would do with thier future finances.

    Wednesday -  BW: What do you think average cost per month is for everyday necessities?  As we continued the budgeting unit, students began to create an actual numerical budget for themselves to see how they manage their theoretical salaries and if they would end up with a surplus or defecit.

    Thursday/Friday - BW: How can you tell the difference between a literary work made now and decades ago? Students participated in a Gallery Walk that gave them a chance to learn about the literary periods. They rotated to different stations around the room and analyzed pictures and a brief description of the literary movement. Tehy filled out a literarry movements pamphlet with some analytical questions as they did the gallery walk.  They then discussed the periods with their tablemates and started rotating the room again to take notes on the periods to study the literary movements and create their own point of reference as we study literary works throughout the year. 

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    Week 13 November 4th - November 8th 

    Monday - No Bellwork Students continued watching The Crucible Film and creating and filling out their self-made Compare and Contrast Chart between the Film and Play. 

    Tuesday - BW: 5 Things in the film that are different from the play Students continued watching The Crucible Film and creating and filling out their self-made Compare and Contrast Chart between the Film and Play.

    Wednesday -  BW: What are the 7 deadly sins Students continued watching and finished The Crucible Film and creating and filling out their self-made Compare and Contrast Chart between the Film and Play. Students began writing a long response assignment that challenges studnets to relate the 7 Deadly Sins to the characters in The Crucible and the story as a whole.

    Thursday/Friday - BW: What is the Theme of The Crucible? Students were challenged in completing and solving an escape room that served as an assessment in their knowledge of the cruicble as well as Literary Devices, Theme and Assessing information and inference skills.

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    Week 12 October 28th - November 1st 

    Monday - No Bellwork Students were given the study guide for the test on "The Crucible" Students were also given the Eulogy assignment for John Proctor's funeral to be held on the Half Day on Wednesday. 

    Tuesday - BW: Should John proctor have died or stayed alive? Students spent the class period working on their Eulogies for the next day's funeral for John Proctor in class and also were encouraged to use some time to study. 

    Wednesday -  FUNERAL DAY! HALF DAY!! BW: Funeral Students came into the classroom and held a Funeral service for John Proctor. They took on roles in the Order of Service on the program, Student led roles included, opening the service, introducing friends and family (Students to read aloud eulogies), Introducing the reflection and analysis of the text and charcater's death, and reading the ceremonies closing remarks. Students eulogies were read aloud in a mock funeral setting and discussion questions answered and collected for grading. 

    Thursday/Friday - BW: 5 things that are essential to being in the Crucible Film Students were given the Test on the play The Crucible and began watching the film for comparison to the play and literature as film analysis. 

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    Week 11 October 21st - October 25th 

    Monday - BW: 5 reasons people lie Students were given a Pre/Post Reading Table for Act 3 where they were to answer post questions pertaining to the text before they read and will update them after reading the whole Act 3. They then began reading Act 3 pages 505-510.

    Tuesday - BW: When you were blamed Students were given a Trial Notes paper to look over for answering as we read the text. The Trial Notes gives them level 1-3 questions to answer regarding the text and also a short response question to analyze Act 3. They then continued reading Act 3 Pages 510-521 and some periods finished Act 3. 

    Wednesday - BW: Which Character Resembles you from the Crucible? Students finished Act 3 and worked on the Pre/Post Reading Table for Act 3. 

    Thursday/Friday - BW: Crucible Definition Students Read Act 4 as a whole. They were given time to finsh the Pre/Post Act 3 Table, Finish filling in their Character Anlaysis Sheet, as well as The Trial Notes Short Response. Those 3 documents were then turned in at the end of the period.

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    Week 10 October 14th - October 18th 

    Monday - Teacher Workday

    Tuesday - BW: 5 things that took place in Act II Students finished Reading ACt II of "The Crucible" as a class. Students were given the Act II Questions worksheet and began working on it with their groups.


    Thursday/Friday - BW: 5 things that convey mood in a play Students were given time to fully complete the ACT II questions. Some class periods were then given a Movie Trailer Remix paper that allowed them to analyze tone and mood through watching original and remixed movie trailers. 

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    Quarter 1

    Week 9 October 7th - October 11th 

    Monday - BW: Should you stay with someone if they cheat on you? Students read pages 487-490 of "The Crucible" and were shown how to analyze text to prepare analyzing dialogue between 2 characters the next class period. Ms. Gilliam spoke about what to look for when annotating and modeled annotating dialogue on the projector. 

    Tuesday - BW: Whose side are you on, John or Elizabeth? Students were given a Annotation task card that had 4-9 lines of dialogue between John Proctor and Elizabeth Proctor on it. They were to annotate the dialogue with their group, write a short summary of their annotations and chose which character was the most reasonable in  the discussion/argument.

    Wednesday - MAKEUP DAY!!!!! Students were given the opportunity to make up all work given during Quarter 1 and turn it in for credit.

    Thursday/Friday - BW Name 5 Voodoo/Witchcraft practices Students presented their Annotation findings to the class and received a grade. We then read the rest of Act 2 in class. 

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    Week 8 September 30th - October 4th 

    Monday - BW: Describe 5 Characters in "The Crucible" The Crucible Act I Reading + Discussion. Pages 468 -478 Students were given a speaking and Listening Grade for the day. 

    Tuesday - BW: What are two examples of the Puritan lifestyle and customs that we have seen in the play so far? The Crucible Act I Reading + Discussion. Pages 479- 485 Students were given a speaking and Listening Grade for the day.

    Wednesday - BW:Who is the Blame for all the Hysteria taking place at the end of Act I? The Crucible Act I work.  Students were challenged with deciding whose fault it is for the hysteria taking place in The Crucible. They given a Blame Chart. This chart enabled them to create a pie chart assigning percentages of blame to at least 4 characters and explaining why by citing textual evidence for their decisions. 

    Thursday/Friday - BW: What are some examples of hysteria in our society today? Students were given time to finish their blame chart. They were then projected in frontof the class and students were individually given time to justify why they assigned certain percentages of the blame to various characters. We then went over the Character Analysis sheet as a whole class and made sure students were up to date. Students were then given a brain break in some periods and  then answered Act 1 questions for a grade at the last 30 minutes of class in Starbucks Mode. 

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    Week 7 September 23rd - September 27th  

    Monday - BW 5 Things you Know about the Puritans Students were given the opportunity to turn in the following assignments: The Sountrack to your life, Origin Myths Paperwork, Salem Witch Trials Article + KWL Chart. Students were then given notes on the connection between McCarthyism, Arthur Miller and The Crucible and were given instructions on what key points to highlight to preapre for the Crucible Reading. 

    Tuesday - BW 5 things you learned about Arthur Miller Students continued the given notes on the connection between McCarthyism, Arthur Miller and The Crucible and were given instructions on what key points to highlight to preapre for the Crucible Reading. When finished, students were given time to study for the quiz to be given on the half day. 

    Wednesday -  HALF DAY!!!! BW Quiz Time Students took a quiz on McCarthyism, Arhur Miller and The Crucible. We then played the Dot Game to aid students in understanding the mass hyteria that took place during the McCarthy Era as well as the Salem Witch Trials. Students were given popsicles for a job well done through the Native American Myths Unit.

    Thursday/Friday - BW What Do You Think The Crucible is about? Students went over 17th Century Terminology as a class to aid in reading "The Crucible". We went over each word whole group and then they were to match the words with the correct sentences. Students then were given an overview of the Characters in "The Crucible". We began reading by listening to the audio in Act I. Pd 1- Page 458- 468

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    Week 6 September 16th - September 20th  

    Monday - BW: London Students were given time to complete and turn  in all of the Native American myth classwork. They were then assigned an article on the Salem Witch Trials to read and finish a KWL Chart on the information they read. After that they were to work on the Soundtrack to Your Life Assignment and/or Quill.org

    Tuesday - Substitute in classroom. Students were to continue working on any work not finished from the previous day. 

    Wednesday -  BW Bulgaria and Bahamas Students continued working on the following assignments to complete and turn in: The Soundtrack to Your life, All Origin Myths paperwork, Salem Witch Trials Article + KWL Chart and Quill.org. 

    Thursday/Friday - BW Greece or BW Ecuador Students were split into 4 groups and rotated in centers around the room. Each center was a lesson about the Puritans and there way of life or any information needed to give them background knowledge before reading The Crucible. 

    Station1: Puritan Code of Ethics       

    Station 2: How Puritan Are You? Quiz 

    Station 3: Puritand Beliefs on Witchcraft     

    Station 4: Arthur Miller Biography Chart

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    Week 5 September 9th - September 13th  

    Monday - BW: Different Accounts of Creation Students discussed different creation myths about the creation of man, animals and lanscapes. Students took fill-in notes about Origin Myths. We then read the story "The Earth on Turtle's Back" Native American myth outside.

    Tuesday - BW: Tone and Mood Students were given a copy of the Earth on Turtle's Back and highlighted any references to mythology or the bible as well as Cultural customs and details through the text and discussed it as a class and in groups! 

    Wednesday -  BW: Verbs, Adjectives, Nouns, Pronouns Students analyzed the text of Earth on Turtle's Back looking for specific and engaging language in the form of verbs, nouns, adjectives, and pronouns to analyze author's word choice that helped create a mental picture while reading the Native American Myths. They were given and Analyze Word Choice Sheet to aid in this and discussed their findings with their peers and the class. At the end of class, "When Grizzlies Walked Upright" was read.

    Thursday/Friday - BW: What did you think about Earth on Turtle's back" Students took out the story "When Grizzlies walked upright" and analyzed the text for creation myths as well as Native American references.  They used different colored highlighters to highlight each. Students finished filling out the back of the Analyze Word Choice Sheet for When Grizzlies Walked Up Right. Students were given a Compare and Contrast sheet at the end of the period that was used to compare and contrast both Native American Myth stories after clsoe reading. They ended the class period in Starbucks mode. 

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    Week 4 September 2nd - September 6th  

    Monday - Labor Day, No School.

    Tuesday - No School (Hurricane Dorian) 

    Wednesday -  No School (Hurricane Dorian)

    Thursday/Friday - Bellwork: Hurricane Dorian Discussion Students were given 20 minutes to make finishing touches on their Native American Group Assignment and were to present them in class. Students filled out the peer evaluation form as their peer groups presented and turned in them in for speaking and listening credit. 

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    Week 3 August 26th - August 30th  

    Monday - Bellwork: Native American Stereotype questions, then answers. Students were assigned the Native American Tribe Group Assignment and each student was given a handout to explain the assignment in detail. Groups were assigned and students were to create a google slide presentation and share it with the members of their group. They were then to choose a Native American tribe in their assigned region to start their research assignment. 

    Tuesday - Bellwork: Strengths and weaknesses of research projects Students continued working in their groups on the Native American Tribe Group assignment. They were also supposed to share their presentation with the teacher in Google Drive.

    Wednesday -  Bellwork: 5 Facts about your Tribe. Students spent the period continuing working on their Native American Research Assignment

    Thursday/Friday - Bellwork: Reading Self Evaluation Students participated in a state mandanted Insight testing from  the beginning of the period until finished. Students spent the rest period continuing working on their Native American Research Assignments and/or their "Soundtrack to your life Assignment".

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    Week 2 August 19th - August 23rd  

    Monday - Bellwork: Read the article, summarize, then write down the points that stood out to you the most. The Surprising Science Behind What Music Does To Our Brains  Students began working on the How does Music Affect you essay Prompt. The Introductory paragraph was to be done in class.

    Tuesday -  Bellwork Introduce Yourself, Affects of Music Essay: How to Write Body Paragraphs Outline Each students was given a folder for the class that was to be labeled for English 3.  Students wrote their 1st body paragraph for the essay and began working on the 2nd one. The last 15 minutes of class ended in Starbucks mode. 

    Wednesday - Bellwork: Neitzsche Quote Analysis   Students got Textbooks from the Den during class. Students were expected to begin finishing Affects of Music Essay to turn in on the next Block Day. 

    Thursday/Friday - Bellwork: What are 5 events that changed your life and shaped who you are? Students then began working on the "Soundtrack of your life" assignment. They were to finish part 1 and 2 througout the class period (20 minutes) Students then analyzed the article "8 Ways to determine website reliability". Students were to highlight the most important point in each paragraph of the article. Students were also introduced to how use Citationmachine.net and given examples of how to effectively use google as a tool to help in researching new information and concepts. 

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    Week 1 August 12th - August 16th  

    Monday - Welcome remarks! Shedules and going over WP Rules!  First Day in Ms. Gilliam's Class Power Point

    Tuesday - Website Review, Ms. Gilliam's Class Room Tour, Gilliam's Room Tour sheet Survey 

    Wednesday - Syllabus Review, Google Classroom Sign-Up,  Extra Syllabus Info, Classroom Discipline Rules

    Thursday/Friday - English Anonymous: Introduce yourself to your classmates and share your guilty pleasure! English Anonymous fill out sheet

    English Centers: Students went around the room and answered various questions about English class using sticky notes.

    Students got to learn about Ms. Gilliam!  English Centers Activity Instructions and Sentences



Each day/week is listed here with all the information and links to documents of what was done in class!

Last Modified on March 11, 2020