Tag Archives: group work

1/23/24

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We are continuing our table work to prepare for the essay. Remember last week when we played Jenga with quotes and made flashcards with quotes? We’re working with them today! Each table has a “deck” of cards and three intrepretations of the essay prompt: What is Greg’s transformation a metaphor for?


Decide as a group if the quote works best for the capitalism prompt, the mental illness prompt, or the trauma response.

 

When you are done with this, work on the Classical invention: Transformation brainstorming sheet. The essay is about TRANSFORMATION, so it might be useful to know more about that word.

1/22/23

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Happy Monday! No, really. Happy Monday! If I *have* to get out of bed and come to work, I’d rather be here with y’all rather than any place else. 🙂

We are spending the next few days preparing to write a literary analysis with your table group.

In the group analysis chart for The Metamorphosis, Philip Niemeyer is an art director who interpreted American life through this chart. On the left side, Niemeyer lists elements that he interprets (e.g. fears, fads, couples), and across the top, he lists the years in which these elements gained prominence. What makes this a great chart is that Niemeyer interprets our society metaphorically. For instance, in listing Demi Moore and Ashton Kutcher as the couple of the year in 2004, he represents them with a picture of a cougar. This chart also has the three essential elements of analyzing and interpreting embedded in it: (1) it helps the reader gain a better understanding of a person, place, phenomenon, or thing – in this case, American society; (2) it takes a subject apart and closely examines how it trends; and (3) it considers the societal context involved.

Chapter 1 Chapter 2 Chapter 3
Transformation
Isolation
Identity
Family
Existence
Noun
Most important quote or phrase

Here is an example of a completed chart over Romeo and Juliet created by a 9th grader:

1/5/2017

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Today is our first day of academic work. We are going to read Othello this term. The other English IV teachers are doing Macbeth, but you know me – I have to be different. 😉

In order to make sure we all have the same vocabulary when talking about this play, each group has five words to define with a drawing. We then presented the images to the class. If you need more “drill and kill” practice, here is my Quizlet that I made for these words. As you can see, some of them are very basic, and some you may need to study.

If you were absent today, here is the make up activity. I just took a few of the terms that will be tested and created a few visuals for you to fill in about the word.

I am going to put these up around the room so that they can help jog your memory while reading and during quizzes. 🙂

8/23/2016

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We survived Day 1! Today, I’m splitting you up into groups to read the Anglo-Saxon history before we start reading Beowulf.

If you were missing a group member, I took over for that person so your group wouldn’t suffer. I know, I know. I’m awesome.

 

We are not going to read this all individually ourselves, we are going to split up the work within our group. The sections you are responsible for are listed on the back of your Peanut Butter and Jelly card.

 

Read your sections, highlighting what you think are the important notes. If you need help or just want to double check to make sure that you got the best information, call me over so I can double check it.

Once you have read all of your sections, then you will DRAW your notes. You will draw each section on an index card for a total of three index cards.

Here is the one that I have already done for all groups:

PBJ SingleJust like I taught the class what each one of these pictures meant, tomorrow, you will teach your groups members the information, make a poster, and take a group quiz (daily grade!) over the information.

1/21/2015 – A

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So we started out today talking about GRADES! Namely, that in order to get “A” on an assignment, I need to see some independent thought in your assignment or some kind of risk. I compare grades to coffee.

If you missed today, if you go to Beowulf < Peanut Butter Jelly Time, you will see the map of where we are. You can print this out and fill it in. Here is a completed map:

Map of British Isles

If you fill this map out, you can use it on the final exam. There are about 3-5 final exam questions just over this map! So keep this in your folder. Remember: anything we do in class can be used on the final exam!

Now that we know where Britain is, I set you up into groups based on your Nature and Demeanors from yesterday. Each group member picked a role: Peanut, Butter, or Jelly.

We printed the Anglo-Saxon History (Peanut, Butter, Jelly) into OneNote. Except Garrett. He was absent. Sad face. We are not going to read this all individually ourselves, we are going to split up the work within our group. The sections you are responsible for are listed on the back of your card.

Read your sections, highlighting what you think are the important notes. If you need help or just want to double check to make sure that you got the best information, call me over so I can double check it.

Once you have read all of your sections, then you can DRAW your notes. You will draw each section on an index card for a total of three index cards.

Here is the one that I have already done for all groups:

PBJ SingleJust like I taught the class what each one of these pictures meant, tomorrow, you will teach your groups members the information, make a poster, and take a group test over the information (using your notes and text).

IV – 8/30/2012

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We went back to our Peanut Butter Jelly groups today and group taught the rest of our members what we learned.

We also did a Gallery Walk – one member of the group stayed with the poster and the other members rotated to hear the other group posters. While they were hearing, they completed a Word Storm with important words.

At the end of class, we compiled all the important vocabulary words together.

We also went out the map of the British Isles and talked about the United Kingdom, the two islands, and the five countries. I for Ireland!

3/27/2012

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Arghh, mateys!

We started out today by coloring. Yeah. And people say that Riley is HARD. Hah.

Each person chose a marker and couldn’t trade it in. The crew then had to draw one cohesive picture on posterboard and use each color at least once. You can’t switch out markers to the person who was the artist.

 

Here are the final posters:

 

Then we went to LMS and went to the Carpe Diem folder – the one with the sun on it. We worked on the 13 Questions – that is the pre-writing that is in the drop box.

After that, we worked on making our own Bucket List. There will be a rough draft grade and a final draft grade. The rough draft will be a completion grade and the final copy will be a poster. Riley suggested Glogster, but you can use any program as long as it is a pretty poster. The poster will be due on Friday in the drop box.

2/10/2012

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Pretty much, we just finished up our Quilts today and took a quiz with our partner. If you were absent yesterday, you just had to read all the sections by yourself, write down four nuggest for each section, and then take the quiz on your own.

Remember, we are now in a new “unit” – The Canterbury Tales. We are no longer Beowulf. If you still owe daily work from Beowulf, it will only be worth half credit.

We have completed a major writing assignment (Beo-Boast) and a major test grade (Metaphorical Response).

Make sure that you are at least Level 3: Cook on Monday!

2/9/2012

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Wiglaf followed through on Beowulf’s contract to help us rebuild our ship, and went above and beyond what we were expecting. We sailed happily for two weeks, when all of a sudden, we were greeted by a cannonball from a French galleon!

What the…?

Weren’t we friends with the French? We need to find out what happened to prompt this attack! (I think it’s because Raven was flirting with some guy who had a girlfriend.)

We partnered up (if you were absent, you are on your own, sorry!) and we read parts of The Middle Ages (found in the Canterbury Tales folder in LMS). Highlight the important sections, narrowing each selection down to the four most important words.

 For each section, make a quilt patch. Under the flap, write the KEY WORD and an explanation of that KEY WORD. On the top flap, sketch a picture to represent it.

 

Pretty nifty, huh?

 Check out the awesome pictures of the French quilts in the next post! 🙂