Friday, November 22, 2013

English 9 Honors Scribe 11-22-13

At the start of class, we turned in essay revisions. In the future, turn in work as soon as possible in consideration of Mrs. Smith's time. We then reviewed the previous day's lesson with Mrs. Fisch when we practiced deeper thinking and analysis of schools and education. During Thanksgiving Break it would not hurt to begin thinking about your "This I Believe Essay." At the end of class we were introduced to the “This I Believe Site” and began to brainstorm for our own essays
-personal style, creative liberty when it comes to format, as long as it makes your point, see examples on the site
-3-4 minute memorized speech
-300-500 words
-must be positive
-do not preach or lecture or editorialize
-relate a personal experience that matters to you; speak in a way that makes your experience matter to others
-“tell what you do believe, not what you don't”
Homework: “debrief your head”; plan for your “This I Believe Essay”, prepare to write when you come back from break
Think Big, Think Deep; Don’t Limit Yourself

Example Essays:
There is No God, by Penn Jillette: lacks a storyline: justifies his point with various examples and statements, negative and controversial, unconventional, intense, concrete belief; strongly personal- his choices, his actions based on his beliefs; example of pushing boundaries, no limits, freedom of expression
In Giving I Connect With Others, by Isabel Allende

Final Presentation is on December 19

December 16: 5-6 people need to volunteer to present

Thursday, November 21, 2013

11/21/13 English 9H Scribe

Today in English we needed to come to class with an open mind. We watched a presentation, done by Mr. Fisch. In the presentation, the class discussed what students need to be successful with their education. The class also discussed what they think would help make education better for modern day life. We submitted two Google forms that pertained to Mr. Fisch's presentation, the links to these forms can be found in Mrs. Smith's agenda.

Our homework was to come with an open mind tomorrow as well, also the redo essays for the c, d, and f grades on the LWG paper, these are technically due tomorrow, Friday 11/22/13, but Smith would've preferred them sooner. Another piece of homework was to look into the "This I believe" project, details can be found in the agenda.

Further details about the class and this past week can be found here

Wednesday, November 20, 2013

Scribe 11/20, Tatum Ramsey

Wed November 20th:
  • Homework is to redo LWG essays for C, D, and F grades
  • Fishbowl on 91-136
  • Quiz on Part III
  • Paper on 451: connect to Little Brother and 451, HB and Pedestrian

451 136-end Period 5


451 136-end Period 3


Monday, November 18, 2013

Scribe 11/18 (Spencer Morton)

Scribe: Smith English 9 Honors, Monday November 18

Today in class we had our fourth fishbowl over pages 91-136. Remember that our next and final fishbowl is on Wednesday. Be sure to read pages 136-end for that fishbowl on Wednesday. As you read, think about the essential questions: What does it take to challenge the system? How can literature be a motivator for social change?

Other Homework:

  • On Tuesday (tomorrow) we will have a quiz over part 2-you may want to review annotations
  • Final fishbowl on Wednesday-read 451 pgs. 136-end
  • Redo Long Way Gone papers for C, D, or F due on Friday

Check the agenda for a few essay/poetry contests that are available. Lets show our Warrior spirit and win those things!

451 91-136 Period 5


451 91-136 Period 3


Friday, November 15, 2013

Friday, 11/15/13- Scribe (Tatum R.)

Today’s agenda:
This is a work day. Mrs. Smith is meeting with students who had been scheduled to talk about their essays.
Things to do:
  • Work on Redo of Long Way Gone Essay if below a C, D, or F grade
  • Read & Annotate Fahrenheit 451 pages 91-130 (or 136 depending on which book you have)
  • Return S/R peer editing rubrics
  • Continue to edit Summary/Response: DUE 9:00 AM ON SUNDAY MORNING

Redo of Long Way Gone papers are due earlier than the 22nd of November.
Overview of the final- most likely will be a speech.

Thursday, November 14, 2013

Scribe 11/14 period 5


  • Summary response rubric filled out and turned in by tomorrow

                  -Summary response will be due Sunday at around 9:30 AM
                  - You have till then to edit and correct it

  • If you received a C, D, or F on the A Long Way Gone essay, redoes will be due by next Friday
                 - Analysis and explanation will be re-graded 
                 - Old paper, rubric, and new paper must be turned in
  • 91-130 451 by Tuesday
                 - Test over 91-130 Tuesday

Today in class:

451 68-91 Period 5


451 68-91 Period 3


Tuesday, November 12, 2013

451 41-68 Period 5


451 41-68 Period 3


Monday, November 11, 2013

Scribe 11-11-13
By Jordan Chandler

Today was great class!
In class we first heard from the daily announcements. Below is a link to the announcements said in class.

After we heard from the announcers we handed in our SAT books because we have finished our work with SAT for the semester.
After this we recieved a Summery-Response Peer Editing paper linked below:
On this we filled out S/R Evaluatee: with your name and for the Blog Address you put in your blog address. After this Mrs. Smith collected them and handed different ones out to everyone. We were then assigned to grade someone else's Summary/Response. This was assigned as our homework. We were supposed to leave good comments and an accurate grade.

Tomorrow we have a fish bowl over pages 41-68 on 451.
The presenters are:
The Discussers are:

Come prepared to participate in conversation!
We then in the class had work time to either work on our fishbowl or our peer editing.
This is the link to the slides and Mrs. Smith's email is for further updates.

Scribe 11/11 period 5

Homework: Read 451 41-68
annotate, connections to text, world, and essential question, connections to other writing pieces we read
Fill out Summary response peer evaluation paper (you will grade someone elses) off the blue rubric given by Ms. Smith- PEER ASSESSMENT DUE FRIDAY

Quiz on 1-40 in groups of 3-4 people

Fishbowl tomorrow
these are the presenters and discussers

Friday, November 8, 2013

Scribe: November 17, 2013 P5

November 17th, 2013

On right of whiteboard:
On the left side of the whiteboard:

  -class size/connections with students

       traditional college is irrelevant

-education in classrooms doesn’t deal with patterns in the world      

 -tech used more than textbooks
   -disconnections with tech can be formed into engagement with tech       

-comfortability with tech, constraints of traditional education

-tech can be beneficial or detrimental     

-tech can be distracting

  -students grow with tech use but  teachers are not using tech     
^block learning^    

mass education= quantity of work vs. quality of work

students pay for this??

E9H Week 12: Thursday
  • scribe
  • SAT 10
  • Watch A Vision of Students’ Today” (take notes)
    • discuss- Smith suggested the book The World is Flat by Thomas Friedman as a great thinking book to make you really think about education. connect to essential question (see above notes on whiteboard)
    • connect to you, education, world (see above notes on whiteboard)
  • Brainstorm for S/R
  • Polleverywhere- We took a poll on whether or not history books are accurate. 9 people said yes; 16 people said no. Then we took another one on whether or not censorship is ever justified. 8 said no; 16 said yes.
  • Fishbowl sign up: once to present; once to discuss
  • Read 451 1-40:
    • annotate
    • make connections: to you, to text, to world, to essential question
Essential question:
What does it take to challenge the system?  How can literature be a motivator for social change?

HW: SAT,  S/R due Monday; post to personal blog, Read 451: 1-40, quiz, Fishbowl

451 1-40 Period 5


451 1-40 Period 3


Wednesday, November 6, 2013

Scribe 11/6 Period 3

In class today we talked about how to create a summary response. The summary response each student will be making will be on one of the three videos we watched in class. Our class has only watched two of the three: "Did You Know" by Karl Fisch and "The Machine is Using Us" by Dr. Michael Wesch. We will watch the third video, “A Vision of Students Today” by Dr. Michael Wesch, tomorrow in class.

The summary response for one of these videos should have this outline:

Summary (One Sentence):

  • Topic Sentence: Title, author, main idea
    • No opinion, no personal words, no contractions.

Response (New paragraph):

  • Topic Sentence: Title, author, take a position and why
    • When you take your position, use words like correctly/incorrectly or accurately/inaccurately.
    • To get the 'why' write "because..."
  • Two-Three Examples that support your position
    • Example (Primary Source) ----> Extension example
      • Use this layout for each example
      • The extension examples come from the two other videos we watched.
  • Citing Sources
    • Lead in, " "( ).
      • (Wesch, "Machines").
      • (Wesch, "A Vision").
      • (Fisch, "Did").
  • Concluding Sentence
If this was not helpful here is a picture of the board:

Next we talked about "The Pedestrian" by Ray Bradbury and "Harrison Bergeron" by Kurt Vonnegut. We connected the two saying they both had: Social conformity, differences are bad, total government control (technology connection to “Machines”), lack of human relationships, suppression of knowledge, and a lack of communication. There is more on each of the short stories in this picture of the board:

"The Pedestrian" is on the left, connections between the two are in the middle, and "Harrison Bergeron" is on the right side of the board.

After we talked about those two short stories, went went on to talk about the Synthesis Essay we recently wrote. Mrs. Smith has just started grading, but has decided to help our learning by grading in a different way. Now you can either choose to, a) come in during an unscheduled hour or after school and talk to Mrs. Smith one on one as she grades your paper, b) have Mrs. Smith grade your essay and then come in during an unscheduled hour or after school to talk about the paper, or c) just have Mrs. Smith grade your paper normally and have it handed back to you. Once you have decided, write it on the top of your rubric and schedule a time in Mrs. Smith's planner.

Homework for today: SAT, Read 451: 1-40 (1-38 if you have the 60th anniversary edition) S/R due Monday (this is a link to an outline for the summary/response)

11/6 period 5

Today in class, multiple topics were discussed, among them the essay turned in recently, the summary response format, went over SAT questions, and the annotations of the text, “The Pedestrian” by Ray Bradury, read last night. To continue, if you haven’t signed up for an appointment yet, to either grade your essay one on one or just grade then read, make a plan to write a conference time in Mrs. Smith’s planner. For homework tonight, read pages 1-40 in Fahrenheit 451, this is not due till Friday. A test will be given on these pages on Monday, be prepared, the quizzes are very precise. Plan ahead, if you are busy this weekend read 41-68, this will be due either Tuesday or Wednesday. Also, summary responses to one of the three videos watched in class will be due on Monday, which will be posted to your personal blog. The third video will not be watched today and will be viewed tomorrow. Pick one of the videos as a primary source and use the other two videos to extend evidence and support  your argument. Note that during your summary, never use an opinion, and in your response state your position and argue against or validate the video. Keep in mind to not limit yourself, if you have seen another video that provokes thought and has produced a new idea, use it to your ability, Mrs. Smith should be in return by taught by her students.

Videos Watched:
  • Wesch, “Machines”
  • Wesch, “A Vision”
  • Fisch, “Did You Know”
(This format for the summary response has also been posted by Mrs. Smith as a picture from the board, can view if this isn't helpful)
Summary: (1 sentence)
Topic Sentence: title, author, main idea -strong verbs (elucidates, portrays, illustrates, delineates) -no opinion -no personal words -no contraptions
  • Example of Topic Sentence:  Karl Fisch’s “Did You Know” accurately portrays the change in the U.S. educational system because otherwise, the U.S. will not just fall further back in the race, but will be left behind.
Response: (new paragraph)
Topic Sentence: title, author, take a position and why because . . .
use correctly/incorrectly or accurately/inaccurately
2-3 examples that support position
  • Example (primary source) -Extension example +Explain point of example, connect to topic sentence
  • Example (primary source) -Extension
  • Example (can use another video to further support) -Extension
Concluding Sentence

Subsequently, SAT questions were addressed. Please acknowledge that next week there will be no SAT work
Exercise 3 #2 collector, select
Exercise 3 #3 lecture, collect
Exercise 3 #4 renege
Exercise 3 #5 Legends are

Connections to Bradbury/Vonnegut made during the short story readings produced:
  • Equality (dangers of)
  • Labels
  • Social Conformity
  • Power of government (over 200 amendments made during 68 years
Maxwell’s Question: What was the part when the Empress and Emperor began to fly in short story Harrison Bergeron?
Josie’s Answer: It symbolizes the release and the freedom experienced when the weights are taken away, so they begin to fly.

This question and answer led to further notes of:
  • lack of relationships
  • lack of emotion
  • lack of communication
  • lack of knowledge (remembering)
  • lack of ambition/desire for change

Jumping ahead to “The Pedestrian”:
  • power of government (police/tv, Diana Moon Glampers)
  • social conformity
-Mr. Mead outside                                        -People inside watching TV
-light is on in his house                                 -dark in others houses
-lack of literature leads to lack of knowledge
-forms decisions on the way they want them to act (connection: in a poppy seed farm all poppy seeds must be the same                        
-lack of power of the individual
-Purpose to redefine relationships    
-lack of relationships                 
 -power of tv
              -new laws violate old laws (freedom of speech)

At the end of reading Fahrenheit 451, the class is writing an essay connecting “The Pedestrian” and “Harrison Bergeron” and the novel. What do all pieces of writing suggest?
Continue to connect to the essential question.
Guiding Focus:
What three things are Bradbury and Vonnegut trying to warn our society about?
How have they come true in our society?