"You must do the thing you think you cannot do." Eleanor Roosevelt

DV Weekly Update

  • Weekly Updates are sent out on Sundays or Mondays every week to ELA 1-2 Parents and Guardians.  They include the weekly agenda and assignments, and important reminders to nag your kid about.  You can check them here, or have them delivered to your email address.  If you would like to be added to our weekly email list, please email me at Sarah.Vecera@dvusd.org

    _____________________________________________________________________________________________

     

    Biweekly Update

    Weeks 15-16

    ELA 1-2

    Dear Parents and Guardians,

                We are getting into the home stretch of the Fall Semester! We only have about four-and-a-half weeks left until grades close.  I’ve been reminding students about turning in work on time, and submitting missing assignments before it is too late.  Anything you can do to support your student’s progress at home is much appreciated!  I will send out emails again to parents whose students currently have a D or F in the class, but please remember that you can log into PowerSchools at any time to check current grades.

     

    Our schedule:

    Day 1: Nov. 10

    • Review: Vocabulary Units 1-3- Canvas Quiz- Students will be given class time to work on this quiz on Canvas. It reviews the SAT vocabulary from units 1, 2, and 3.  They may re-take the quiz  to improve their score, if they would like.
    • Introduction Paragraph Notes- Students will take notes on Introduction Paragraphs in their ELA notebooks
    • Writing Challenge #3: Introduction Paragraph- Students will be given time to work on an introduction paragraph for their Argumentative Essay about a problem in education.
    • Review: Book Report Presentation expectations
      • Due December 1st—NO LATE WORK! (Long-term project)

    Day 2: Nov. 13

    • Quarter 2 Vocabulary- Students will define a few words on their Quarter 2 Vocabulary worksheet
    • Silent Sustained Reading- Students will be given time in class to read quietly and independently from a novel. Students who come unprepared will be given an alternate assignment, so please bring a novel!
    • Research Tips: Notes- Students will take very brief notes about some things to consider as they gather research for essays and projects
    • Speaking/Listening Activity- Count of Monte Cristo- Part 4- Students will watch the next clip from The Count of Monte Cristo film, answer comprehension questions on Canvas, and participate in a (very lively) class discussion. The kids are really getting into picking the story and characters apart together!

    Day 3: Nov. 17

    • Quarter 2 Vocabulary- Students will define a few words on their Quarter 2 Vocabulary worksheet
    • Review: Vocabulary Units 4-6- Canvas Quiz- Students will be given class time to work on this quiz on Canvas. It reviews the SAT vocabulary from units  4, 5, and 6.  They may re-take the quiz  to improve their score, if they would like.
    • Body Paragraph- Notes- Students will take notes on the components and structure of body paragraphs
      • Writing Challenge #4H: Body Paragraph 1- Students will write the first body paragraph for their Q2 Writing Project: Argumentative Essay. Due by Friday 11/20
    • Writing Work Time- Students will have time to begin gathering research and constructing their first body paragraph.

    Day 4: Nov. 19

    • Silent Sustained Reading- Students will be given time in class to read quietly and independently from a novel. Students who come unprepared will be given an alternate assignment, so please bring a novel!
      • Students who have finished their novel will be allowed to use this time to work on their Book Report Presentation
    • Quarter 2 Vocabulary Practice Activity
    • Speaking/Listening Activity- Count of Monte Cristo- Part 5- Students will watch the next clip from The Count of Monte Cristo film, answer comprehension questions on Canvas, and participate in a class discussion.

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

    Thank you for your time and support,

     

     

    ELA 1-2 Honors

    Dear Parents and Guardians,

                We are getting into the home stretch of the Fall Semester! We only have about four-and-a-half weeks left until grades close.  I’ve been reminding students about turning in work on time, and submitting missing assignments before it is too late.  Anything you can do to support your student’s progress at home is much appreciated!

                We are continuing our work with To Kill a Mockingbird, and with our Argumentative Essay.  For the most part, students are doing well with our novel study.  If you see zeroes for their quiz grade, either your student was absent and has not made up the quiz, or he or she was assigned a reading guide and did not complete it on time.  Please feel free to reach out to me if you are unsure about what is going on.  The TKAM Reading Guide + Schedule is available on Canvas if you would like to review the reading expectations.

    Our schedule:

    Day 1:  Nov. 9-10

    • CR: Archetypes- Students will read and annotate an article about character archetypes, and answer a few post-reading questions.
    • Review: Vocabulary Units 1-3- Canvas Quiz- Students will be given class time to work on this quiz on Canvas. It reviews the SAT vocabulary from units 1, 2, and 3.  They may re-take the quiz  to improve their score, if they would like.
    • Introduction Paragraph Notes- Students will take notes on Introduction Paragraphs in their ELA notebooks
      • Writing Challenge #3: Introduction Paragraph- Students will write an introduction paragraph for their Q2 Writing Project: Argumentative Essay. Due by Friday, 11/13
    • Speaking/Listening Activity- Count of Monte Cristo- Part 3- Students will watch the next clip from The Count of Monte Cristo film, answer comprehension questions on Canvas, and participate in a (very lively) class discussion. The kids are really getting into picking the story and characters apart together!

    Day 2: Nov. 12-13

    • TKAM Quiz- Chapters 10-12- Students will take a quiz to show their reading and comprehension of the assigned chapters.
      • Please remember that students who scored less than 8/15 on the last TKAM quiz (ch. 5-9), are assigned a reading guide for these chapters. They must complete the reading guide and turn it in on the day of the quiz.
    • TKAM Discussion- Students will participate in a class discussion or analysis activity about the text. Participation is graded.
    • Research Tips: Notes- Students will take very brief notes about some things to consider as they gather research for essays and projects.
    • Archetype Presentation- Students will work in groups to create a brief slideshow that demonstrates examples of an assigned character archetype.

    Day 3: Nov. 16-17

    • Review: Vocabulary Units 4-6- Canvas Quiz- Students will be given class time to work on this quiz on Canvas. It reviews the SAT vocabulary from units  4, 5, and 6.  They may re-take the quiz  to improve their score, if they would like.
    • Body Paragraph- Notes- Students will take notes on the components and structure of body paragraphs
      • Writing Challenge #4H: Body Paragraph 1- Students will write the first body paragraph for their Q2 Writing Project: Argumentative Essay. Due by Friday 11/20
    • Argumentative Essay Analysis- Students will work in partners or groups to analyze an argumentative essay

    Day 4: Nov. 18-19

    • Period 6:
      • Quarter 2 Vocabulary
      • Finish- Argumentative Essay Analysis Activity
      • Work Time: Writing Challenge #4H
    • Period 2 + 7:
      • Quarter 2 Vocabulary
      • TKAM Quiz- Chapters 13-16- Students will take a quiz to show their reading and comprehension of the assigned chapters.
        • Please remember that students who scored less than 8/15 on the last TKAM quiz (ch. 10-12), are assigned a reading guide for these chapters. They must complete the reading guide and turn it in on the day of the quiz.
      • TKAM Discussion- Students will participate in a class discussion or analysis activity about the text. Participation is graded.
      • Finish- Argumentative Essay Analysis activity

    Day 5: (period 6 only) Nov. 20

    • TKAM Quiz- Chapters 13-16- Students will take a quiz to show their reading and comprehension of the assigned chapters.
      • Please remember that students who scored less than 8/15 on the last TKAM quiz (ch. 10-12), are assigned a reading guide for these chapters. They must complete the reading guide and turn it in on the day of the quiz.
    • TKAM Discussion- Students will participate in a class discussion or analysis activity about the text. Participation is graded.
    • Quarter 2 Vocabulary Practice

     

     

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

    Thank you for your time and support,

     

     _______________________________________________________________________________

    Biweekly Update:

    Weeks 13-14

    ELA 1-2

    Dear Parents and Guardians,

                This module we will finish reading “When Mr. Pirzada Came to Dine”, and start looking at some concepts from Unit 2, which focuses on argumentation and rhetoric.   However, I am going to  continue working on literary analysis skills from Unit 1 because the students aren’t quite where they should be yet with these standards.  We will also continue with our grammar and vocabulary lessons.

                Students also told me today that they would like to have time to read at the beginning of class every day (these two-hour classes are rough for all of us!), so I told them to come prepared with a book, and we’ll see how it goes.  I also let them know that if they show up unprepared or are off-task, we’re only going to do Silent Sustained Reading on Fridays.  Please encourage your student to bring a book and be a reader, as it really can help them be more successful in all their classes! J

    Schedule:

    Day 1: Oct. 27

    • SAT Vocabulary #6 – Work Time
    • Read “When Mr. Pirzada Came to Dine” – I will read the story to students aloud in class, and students will complete the questions in the Pirzada packet and follow along.

    Day 2: Oct. 29

    • Quarter 2 Unit Vocabulary (Rhetorical Devices and Techniques, Argumentative Writing Terms)
    • Grammar #4: Subject-Verb Agreement
    • Read “When Mr. Pirzada Came to Dine”

    Day 3: Nov. 2

    • SAT Vocabulary #6- Work Time
    • Think + Respond- Canvas Discussion
    • Pirzada Packet- Post-Reading Analysis (last page of packet)
    • Speaking/Listening Activity*

    Day 4: Nov. 4

    • Quarter 2 Unit Vocabulary
    • Thesis Statements: Notes
      • Writing Challenge #2
    • Speaking/Listening Activity

    Day 5: Nov. 6

    • Quarter 2 Unit Vocabulary
    • Research Tips (notes)
    • Silent Sustained Reading—bring a novel!**

    *I am putting together a fun activity that would align with speaking/listening standards, and also allow for some character/plot analysis.  I am hoping to make it high-interest for the kids, because, to be honest, they need something lighter and fun to look forward to.

    **I realized that I set the due date for the Fall Semester Book Report on November 27th, which falls during Thanksgiving break.  I have moved the due date to December 1st, so it will be due on a day we actually have school.

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

    Thank you for your time and support,

     

     

    ELA 1-2 Honors

    Dear Parents and Guardians,

                This module we will finish reading “When Mr. Pirzada Came to Dine”, and start looking at some concepts from Unit 2, which focuses on argumentation and rhetoric.  We will also continue with our grammar and vocabulary lessons.

                As your students may have told you, we are starting our Quarter 2 Reading Project: To Kill a Mockingbird.  Last week, students were able to check out novels, and use time in class to read the assigned chapters.  Each week, students will be responsible for reading about 50 pages, and I’ve told them if they try to read 50 pages a day, they will finish early.  They agree that sounds reasonable, but you live with teenagers, so you know that some will procrastinate until the night before the quiz and then feel very overwhelmed.  I’ve pasted our reading schedule below so you are able to support their reading at home.  Students will take quizzes on the reading due dates, and do not have to complete reading guides unless they fail the quiz.  For example, their first assignment is chapters 1-4, and they will take a quiz on Thursday or Friday this week.  If they fail the quiz, they will have to complete the reading guide for chapters 5-9 for next week’s quiz.  If they fail to complete the reading guide, they are not allowed to take the quiz, and will receive a zero (and will receive another packet for chapters 10-12).  If they fail a quiz, it means they either did not complete the reading, or did not absorb what they read.  Either way, the reading guide will help!  Some students will fail a quiz, do the reading guide the next time, and start performing better on subsequent quizzes.  Invariably, I have a couple students who refuse to keep up with the reading at all, do not complete their assigned reading guides, and get zero after zero.  I would love for this year to be an exception!  The Honors/Dual Enrollment/AP route includes required texts, and they need to be able to complete reading assignments on time, and comprehend what they read in order to be successful.

    Schedule:

    Day 1: Oct. 26-27

    • 15 minutes of Silent Sustained Reading (SSR)- Read TKAM (Ch. 1-4)
    • SAT Vocabulary #6- Work Time
    • Read “When Mr. Pirzada Came to Dine”

    Day 2: Oct. 28-29

    • Quarter 2 Unit Vocabulary (Rhetorical Devices and Techniques, Argumentative Writing Terms)
    • Grammar #4: Subject-Verb Agreement
    • Period 2 +7= TKAM Ch.1-4 Quiz / Discussion
    • Finish: Pirzada packet

    Day 3: Oct. 30- Nov. 2

    • Speaking/Listening Activity*
    • Think + Respond- Canvas Discussion
    • Thesis Statements- Notes
      • Writing Challenge #2H: Thesis Statements (Argumentative Essay)
    • Period 6 = TKAM Ch. 1-4 Quiz / Discussion

    Day 4: Nov. 3-4

    • SAT Vocabulary #6- Work Time
    • Speaking/Listening Activity
    • Quarter 2 Unit Vocabulary
    • Character Analysis Practice- TKAM

    Day 5: Nov. 5-6

    • Quarter 2 Unit Vocabulary - Practice
    • TKAM Ch. 5-9 Quiz / Discussion
    • Silent Sustained Reading (bring a novel!)

    *I am putting together a fun activity that would align with speaking/listening standards, and also allow for some character/plot analysis.  I am hoping to make it high-interest for the kids, because, to be honest, they need something lighter and fun to look forward to.

     

    TKAM Reading Schedule

    (I have made this available to students on Canvas, as well as a reading guide to help them focus their comprehension)

    Reading Assignment

    A Day Students (Period 6)

    B Day Students (Periods 2 +7)

    Chapters 1-4

    Oct. 30

    Oct. 29

    Chapters 5-9

    Nov. 5

    Nov. 6

    Chapters 10-12

    Nov. 12

    Nov. 13

    Chapters 13-16

    Nov. 20

    Nov. 19

    Chapters 17-21

    READ TOGETHER IN CLASS

    READ TOGETHER IN CLASS

    Chapters 22-25*

    Dec. 11

    Dec. 10

    Chapters 26-31**

    Dec. 15

    Dec. 16

    * Subject to change, depending on how long it takes us to read chapters 17-21 together in class

    **If we run out of time this semester, I will simply include questions about the final chapters on our Fall Final Exam

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     

     _______________________________________________________________________________

    Biweekly Update:

    Weeks 11-12

    ELA 1-2

    Dear Parents and Guardians,

    I apologize for my late update.  As your students may have told you, last week I had to stay home, as my husband and I had symptoms and needed to get tested.  Thankfully, we both came back with negative results, and I was able to return to campus on Friday.

    This module we are beginning to read “When Mr. Pirzada Came to Dine”, and do a handful of activities that help us understand the setting of this short story.  We will also be reviewing the grammar lessons that we have completed so far, and continuing with SAT vocabulary.

    Now that we are back on campus, we are hoping that students will be working harder on completing their assignments.  Many students are struggling in some or all of their classes, and hopefully, if they work consistently for the rest of the semester, they will be able to pass their classes.  Many of the freshmen classes are mandatory to graduate, so please do what you can to support them at home.

    This Thursday and Friday we are on half-day schedule, and students will be released from school at 11:00am.   This is to accommodate Parent-Teacher Conferences on Thursday (I sent you a link on Friday, 10/9, to sign up for a conference time).  Teachers are asked to work a twelve-hour day on Thursday to make this happen.  Because of this, teachers are released at 11:00am on Friday to make up for the extra hours worked Thursday.  If you were unable to grab one of the limited conference slots, I suggest emailing the teacher and conferencing electronically about your student.  I especially recommend contacting teachers if your child has a D or F in a course.

     

    Our Schedule:

    Day 1: Thursday, 10/15

    - SAT Vocabulary Work Time- Vocabulary List #5 and PRACTICE Quiz on Canvas

    - Read and annotate: Why Gandhi Walked 240 Miles for Salt (students will read and annotate an article)

    - Answer questions 1-8 in Pirzada packet

    Day 2: Monday, 10/19

    • SAT Vocabulary Work Time – Vocabulary List #5 and PRACITCE Quiz on Canvas
    • Grammar Review 1-3 Quiz on Canvas- Students will be given time to take this quiz at least once in class, but may re-take the quiz until 10/23 to improve their scores)
    • Think Aloud: Break-Up of Colonial Empires (students will listen as teacher reads article, and answer questions 9-16 in their Pirzada packets)

    Day 3: Wednesday, 10/21

    • TED Talk: My Message of Peace from Pakistan (Students will listen to the TEDTalk, and answer questions in their Pirzada packets)
    • Read “When Mr. Pirzada Came to Dine” by Jhumpa Lahiri (Teacher and students will read the story together in class, and answer questions in the Pirzada packet)

    Day 4: Friday, 10/23 (early-release schedule 11:00am)

    • Silent Sustained Reading (Students need to bring a novel to class and will be given time to read quietly and independently. Students who do not bring a novel will be given an alternate assignment to complete to earn points.)
    • Work Time: Late/Missing assignments

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

    ELA 1-2 Honors

    Dear Parents and Guardians,

    I apologize for my late update.  As your students may have told you, last week I had to stay home, as my husband and I had symptoms and needed to get tested.  Thankfully, we both came back with negative results, and I was able to return to campus on Friday.

    This module we are beginning to read “When Mr. Pirzada Came to Dine”, and do a handful of activities that help us understand the setting of this short story.  We will also be reviewing the grammar lessons that we have completed so far, and continuing with SAT vocabulary.

    This Thursday and Friday we are on half-day schedule, and students will be released from school at 11:00am.   This is to accommodate Parent-Teacher Conferences on Thursday (I sent you a link on Friday, 10/9, to sign up for a conference time).  Teachers are asked to work a twelve-hour day on Thursday to make this happen.  Because of this, teachers are released at 11:00am on Friday to make up for the extra hours worked Thursday.  If you were unable to grab one of the limited conference slots, I suggest emailing the teacher and conferencing electronically about your student.  I especially recommend contacting teachers if your child has a D or F in a course.

     

    Our Schedule:

    Day 1: 10/14-15

    - SAT Vocabulary Work Time- Vocabulary List #5 and PRACTICE Quiz on Canvas

    - Read and annotate: Why Gandhi Walked 240 Miles for Salt (students will read and annotate an article)

    - Answer questions 1-8 in Pirzada packet

    Day 2: 10/16; 10/19

    • SAT Vocabulary Work Time – Vocabulary List #5 and PRACITCE Quiz on Canvas
    • Grammar Review 1-3 Quiz on Canvas- Students will be given time to take this quiz at least once in class, but may re-take the quiz until 10/23 to improve their scores)
    • Think Aloud: Break-Up of Colonial Empires (students will listen as teacher reads article, and answer questions 9-16 in their Pirzada packets)
    • TED Talk: My Message of Peace from Pakistan- (Students will listen to the TEDTalk, and answer questions in their Pirzada packets)

    Day 3:  10/20-21

    • Think and Respond- Students will respond to a prompt and write their responses on a Canvas discussion board
    • Review: Figurative Language (Practice Kahoot)
    • Read “When Mr. Pirzada Came to Dine” by Jhumpa Lahiri (Teacher and students will read the story together in class, and answer questions in the Pirzada packet)

    Day 4: 10/22-23 (early-release schedule 11:00am)

    • Think and Respond- Students will respond to a prompt and write their response in Canvas or in their notebooks.
    • Read “When Mr. Pirzada Came to Dine” by Jhumpa Lahiri (We may or may not finish this reading.  If we don’t finish, the due date will be extended.  This packet will be done together in class, and as long as your child is keeping up with us, they do not need to complete it at home)

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     ____________________________________________________________________________________

    Biweekly Update

    Weeks 9-10

    ELA 1-2

    Dear Parents and Guardians,

                This week we will be reviewing literary elements, figurative language, and sentence structure, and beginning our first real writing assignment.  This is our last 2-week module before starting back on campus on October 14.

     

    Day 1: September 29-30

    • Work Time: Vocabulary Unit 4 Work Time (due by 10/9)
      • Vocabulary List #4 Submission
      • PRACTICE Quiz #4
    • Lesson: Grammar #3: Combining Sentences
    • Activity: Grammar #3 Quiz- Students may re-take to improve grade

    Day 2: October 1-2

    • Activity: Review Figurative Language (Figurative Language Practice #1 on Canvas)
    • Lesson: Details, Details, Details! (notes)
    • Activity: Writing Challenge #1: Details (due by 10/9)

    Day 3: October 5-6

    • Common Assessment: Literary Themes #1
    • Work Time: Vocabulary Unit 4 Work Time (due by 10/9)
      • Vocabulary List #4 Submission
      • PRACTICE Quiz #4
    • Review: Common Assessment results
    • Activity: Begin reading “All Summer in a Day” by Ray Bradbury

    Day 4: October 7-8

    • Lesson: Finish reading “All Summer in a Day”
    • Work Time: Writing Challenge #1

    Day 5: October 9 (B day- periods 2, 5, and 7 only)

    • Figurative Language Kahoot Review
    • Activity: Silent Sustained Reading (Students will read at least 20 pages and fill out SSR Log #4)
    • Work Time: Missing assignments from this module

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     

     

    ELA 1-2 Honors

    Dear Parents and Guardians,

                This week we will be reviewing literary elements, figurative language, and sentence structure, and beginning our first real writing assignment.  We will also be reading another short story to support our analysis of literary elements and structure.  This is our last 2-week module before starting back on campus on October 14.

                I want to remind parents and guardians that there is a long-term project due on October 16th, the Quarter 1 Reading Project.  Students will write a short (2 pages, double-spaced) business letter that focuses on the protagonist of the novel they are reading.  The project itself is not difficult to complete, but reading a novel can take some time.  Please encourage your student to make time to finish the book in the next week or so, that way they have plenty of time to complete the project.  Students were asked to read a Young Adult novel, and all of them read at or above grade level.  I’ve tried to remind students that these books really won’t be too difficult to read, but they may need to put other distractions aside and really focus on reading for a few hours after school or on the weekend.  Students have had few hours of class time to read as well.

    Here is our schedule:

    Day 1: September 29-30

    • Common Assessment: Literary Themes #1
    • Work Time: Vocabulary #4 Work Time (due 10/9)
      • Vocabulary List #4 Submission
      • PRACTICE Quiz: Vocabulary #4
    • Lesson: Grammar #3: Combining Sentences
    • Activity: Grammar #3 Quiz (students may re-take to improve grade)

    Day 2: October 1-2

    • Sound of Thunder: Post-reading Analysis
    • Lesson: Details, Details, Details! (Notes)
    • Activity: Writing Challenge #1H (due by 10/9)

    Day 3: October 5-6

    • Work Time: Vocabulary #4 Work Time (due 10/9)
      • Vocabulary List #4 Submission
      • PRACTICE Quiz: Vocabulary #4
    • Lesson: Close Reading Strategies (notes)
    • Activity: Read and annotate article- “Why Did Gandhi March 240 Miles for Salt?”

    Day 4: October 7-8

    • Activity: Myth of the Week: Sumerians Week 3
    • Lesson: Background information (War of Bangladesh) and TED Talk: My Message of Peace from Pakistan
    • Activity: Begin reading “When Mr. Pirzada Came to Dine”

    Day 5: October 9 (B day- periods 2, 5, and 7 only)

    • Activity: Silent Sustained Reading (Students will read at least 20 pages and fill out SSR Log #3)
    • Work Time: Missing assignments from this module

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     ______________________________________________________________

    Weeks 7-8

    Parent Update

    ELA 1-2

    Dear Parents and Guardians,

                This week we will begin reading our first short story, and utilize some reading strategies to make reading more interesting and fun!  Students will be reading A Sound of Thunder by Ray Bradbury.  I will be reading the story to them, and we will discuss the questions in the Reading Guide Canvas assignment.

                District approved the Return to Learning plan.  Seniors will begin coming back to school next week, on September 24th.  There are three senior students in this class, and I am excited to meet them!  Gradually, the other grade levels will begin coming back to campus.  The freshmen are scheduled to return on October 14th.  I may have some answers to your questions and am happy to help if I can, but a better source of information would be our school principal, Kim Crooks ( Kim.Crooks@dvusd.org ).  I am also checking in with students about their questions, and trying to help them navigate this difficult transition.

                Please continue to monitor your child’s independent work on Canvas.  I am trying to talk to students and encourage them to complete their work, but I’m sure you know it is not always easy to motivate a teenager, and ultimately, they will make many of their own decisions.  By now they should be fully aware of the consequences of failing since I nag them every time I see them.  Students who fail will have to re-take this course, even if they are currently on an IEP or 504 plan.  This course is required by the State.  I also sent information about what a Grade Point Average (GPA) is, and how to calculate their own, in a Canvas Announcement from August 28th.   I do not believe students are struggling with content; the problem is motivation to complete assigned work.

     

    Day 1: 9/14

    • Vocabulary #3 Work Time
      • List Submission- due 9/25
      • PRACTICE Quiz- due 9/25
        • Students may re-take this quiz to improve their score as many times as they would like during this module
      • Homer Travels Through Time
        • Students will watch a clip and answer questions that review and practice key plot vocabulary (exposition, rising action, conflict, protagonist, etc.)

    Day 2: 9/16

    • Read Like a Reader- Notes
    • Begin reading…A Sound of Thunder by Ray Bradbury
      • Students will read this short story with the teacher and answer questions in a reading guide.

    Day 3:  9/18

    • Silent Sustained Reading Log #3
      • Students will read 20 pages of a novel of their choice and list key details about the content
    • Work Time: Missing Assignments

    Day 4: 9/22- Students will not have a Zoom session today to allow teachers to begin setting up their classrooms to welcome the first group of returning students to campuses.  Teachers are still being asked to provide content on Canvas for students to work on.

    • Vocabulary #3 Work Time
      • List Submission- due 9/25
      • PRACTICE Quiz- due 9/25
        • Students may re-take this quiz to improve their score as many times as they would like during this module
      • Catch up on MISSING ASSIGNMENTS

    Day 5: 9/24

    • Finish reading- A Sound of Thunder
      • Submit A Sound of Thunder Reading Guide on Canvas

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

    ELA 1-2 Honors

    Dear Parents and Guardians,

                This week we will begin reading our first short story, and utilize some reading strategies to make reading more interesting and fun!  Students will be reading A Sound of Thunder by Ray Bradbury.  I will be reading the story to them, and we will discuss the questions in the Reading Guide Canvas assignment.

                District approved the Return to Learning plan.  Seniors will begin coming back to school next week, on September 24th.  There are three senior students in this class, and I am excited to meet them!  Gradually, the other grade levels will begin coming back to campus.  The freshmen are scheduled to return on October 14th.  I may have some answers to your questions and am happy to help if I can, but a better source of information would be our school principal, Kim Crooks ( Kim.Crooks@dvusd.org ).  I am also checking in with students about their questions, and trying to help them navigate this difficult transition.

                Please continue to monitor your child’s independent work on Canvas.  I am trying to talk to students and encourage them to complete their work, but I’m sure you know it is not always easy to motivate a teenager, and ultimately, they will make many of their own decisions.  By now they should be fully aware of the consequences of failing since I nag them every time I see them.  Students who fail will have to re-take this course, even if they are currently on an IEP or 504 plan.  This course is required by the State.  I also sent information about what a Grade Point Average (GPA) is, and how to calculate their own, in a Canvas Announcement from August 28th.   I do not believe students are struggling with content; the problem is motivation to complete assigned work.

     

    Day 1: 9/14-15

    • Vocabulary #3 Work Time
      • List Submission- due 9/25
      • PRACTICE Quiz- due 9/25
        • Students may re-take this quiz to improve their score as many times as they would like during this module
      • Time Travel Discussion
        • Students will post their responses to a Canvas discussion board
      • Homer Travels Through Time
        • Students will watch a clip and answer questions that review and practice key plot vocabulary (exposition, rising action, conflict, protagonist, etc.)

    Day 2: 9/16-17

    • Read Like a Reader- Notes
    • Begin reading…A Sound of Thunder by Ray Bradbury
      • Students will read this short story with the teacher and answer questions in a reading guide.

    Day 3: 9/21-22

    • Vocabulary #3 Work Time
    • Figurative Language Notes
    • Figurative Language Practice
      • Students will take a quiz that asks them to identify various types of figurative language correctly

    Day 4: 9/23-24

    • Finish reading- A Sound of Thunder
      • Submit A Sound of Thunder Reading Guide on Canvas

    Day 5: Fridays – 9/18 or 9/25

    • Sumerian Mythology Basics (notes)
    • Silent Sustained Reading Log #3
      • Students will read 20 pages of a novel of their choice and list key details about the content

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     _________________________________________________________________________________________________________________________________

    Weeks 5-6

    Bi-Weekly Parent Update

     

    Dear Parents and Guardians,

                We have been in school for over a month! Hopefully your student is starting to settle into a routine, and has been adapting to online learning responsibilities.  It has been an adjustment for all of us, and I’m sure students have faced some challenges as the school year has taken off.

                I’m working hard to keep up with grading our assignments.  Please remember to check PowerSchools to view your child’s overall grade in the course.  We are having a problem with students not completing the assignments for their courses.  I have built in time for students to complete all of the work I assign.  However, when I give them work time, I cannot force them to actually use it well.  If your child has zeros in the gradebook, it is because they are not completing the assignments on time (or possible at all).  Please remember that your student must pass this course in order to graduate, so these assignments are NOT optional.  If your child fails this semester of ELA 1-2, he or she will have to re-take it in order to graduate.  Students will have some time this week to work on catching up, but once again, I cannot force them to do anything.  If your child is still failing at the end of this week, I would suggest having a frank discussion about their responsibilities as a student, and how you can support their progress during this time.

    Our schedule:

    • Day 1: Tuesday, 9/1
      • Conferences / Work time
        • Students will be put into individual breakout rooms on Zoom and conference with the teacher.
        • Students who have missing assignments will work on catching up
        • Students without missing assignments can start on Vocabulary Module 2 (List Submission and PRACTICE Quiz on Canvas)
      • Day 2: Thursday, 9/3
        • Lesson: Grammar #2- Correcting Run-On Sentences
        • Activity/Work Time: Canvas Quiz- Grammar #2: Correcting Run-On Sentences
        • Lesson: Plotline Vocabulary
        • Activity/Work Time: Plot a Movie Slideshow
      • Day 3: Tuesday, 9/8
        • Activity/Work Time: Vocabulary Module 2
        • Activity/Work Time: Plot a Movie Slideshow (finish and submit!)
        • Begin reading “A Sound of Thunder” by Ray Bradbury
          • Canvas Assignment- Students will work on a Reading Guide as we read the text together. We will discuss the questions as we read.
        • Day 4: Thursday, 9/11
          • Read- “A Sound of Thunder” by Ray Bradbury
            • I am not sure if we will finish reading the story or not. If we finish, the due date for the reading guide will be Friday, 9/11.  If we do not finish reading, we will continue working on this short story in the next Module, next week.
          • Work Time: Late/Missing assignments from this Module

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     

     

     

     

    ELA 1-2 Honors

    Dear Parents and Guardians,

                We have been in school for over a month! Hopefully your student is starting to settle into a routine, and has been adapting to online learning responsibilities.  It has been an adjustment for all of us, and I’m sure students have faced some challenges as the school year has taken off.

                I’m working hard to keep up with grading our assignments.  Please remember to check PowerSchools to view your child’s overall grade in the course.  We are having a problem with students not completing the assignments for their courses.  I have built in time for students to complete all of the work I assign.  However, when I give them work time, I cannot force them to actually use it well.  If your child has zeros in the gradebook, it is because they are not completing the assignments on time (or possible at all).  Please remember that your student must pass this course in order to graduate, so these assignments are NOT optional.  If your child fails this semester of ELA 1-2, he or she will have to re-take it in order to graduate.  Students will have some time this week to work on catching up, but once again, I cannot force them to do anything.  If your child is still failing at the end of this week, I would suggest having a frank discussion about their responsibilities as a student, and how you can support their progress during this time.

    Our schedule:

     

    • Day 1: Monday-Tuesday, 8/31-9/1
      • Conferences / Work time
        • Students will be put into individual breakout rooms on Zoom and conference with the teacher.
        • Students who have missing assignments will work on catching up
        • Students without missing assignments can start on Vocabulary Module 2
      • Day 2: Wednesday-Thursday, 9/2-3
        • Lesson: Grammar #2- Correcting Run-On Sentences
        • Activity/Work Time: Canvas Quiz- Grammar #2: Correcting Run-On Sentences
        • Lesson: Plotline Vocabulary Notes
        • Activity/Work Time: Plot a Movie Slideshow (partner project)
      • Day 3: Tuesday-Wednesday, 9/8-9
        • Activity/Work Time: Vocabulary Module 2
        • Activity/Work Time: Plot a Movie Slideshow – Finish and submit by Day 4!
      • Day 4: Thursday-Friday, 9/10-11
        • Presentations- Plot a Movie Slideshow
        • Activity: Time Travel and The Simpsons
        • Work Time: Missing assignments from this Module
      • Day 5: Friday, 9/4 (PERIOD 6 ONLY!)
        • Silent Sustained Reading Log #2
        • Work Time: Plot a Movie Slideshow

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     

     

    _________________________________________________________________________________________________________

    Biweekly Update

    Weeks 3-4

    August 17th-28th, 2020

    ELA 1-2

    Dear Parents and Guardians,

                I hope the beginning of the semester has gone well for you and your families.  Moving to online learning has certainly been a big adjustment for us all.  I wouldn’t be surprised to hear that you’ve heard Canvas being cursed and had to save iPads from being thrown against the wall in frustration.  I am trying to remind the kids (and myself) that this is a learning process, to have patience, and that to cut ourselves a little bit of slack now and then.

                I’m going to continue planning in two-week modules on Canvas.  I’m convinced this will be easier for planning because in two weeks, I see your children 5 times, regardless of what class period they may have with me.  I am organizing the assignments in Canvas in two-week modules as well, with each day’s work labelled for clarity.  During class, I have been teaching a lesson and assigning a task, and then letting students have work time to complete that task.  Then we return to our Zoom meeting and continue with another lesson, activity, discussion, etc.  Right now we are still in the “Kickoff” unit that teaches freshmen some basics before going forward with literature analysis or other types of writing.  In the next Module (weeks 5-6), we will begin reading short stories and talking about literary elements.

     I’ve been reminding students frequently of the assignments that are overdue or have upcoming due dates, and over the weekend, I turned on the automatic zeros for missing assignments.  If you see a zero in the gradebook on PowerSchools, your child did not turn in that assignment on Canvas.  They can still turn it in late, and will not lose points for being tardy until 2 weeks after the due date.  Some students have been more successful to adapting to online learning than others. I think a few students are still convinced everything is optional, or that their parents won’t find out if they skip class or don’t complete assignments. Over the next two weeks, I will be reaching out to parents whose students have a D or F in ELA.  This is a required course, and students must pass to graduate.  If your child has work completed, but is struggling to submit it on Canvas, the district has a help guide.  Unfortunately, a lot of my suggestions are along the lines of, “Have you tried turning it off and then on?”  If the help guide doesn’t help, and you suspect something is wrong with the iPad or the complex settings in various apps, our media center specialist, Mrs. Kranz ( Lisa.Kranz@dvusd.org ) may be the person you need to write to.

     

    Reminder:  Last week I went over the long-term reading project for Fall Semester (directions attached to this email).  Students were asked to read a young adult novel independently (one that they have not read before) and create an analytical slideshow by mid-November.  On Friday, 8/28, I would like to give students time to read from the novel they have selected.  Students can order or download their novels, check it out from the public library (they are doing book check-outs and e-card book checkouts to read digitally!), or even find a novel online for free!  I have one option on my school website as well.

    Module: Weeks 3-4: August 17-28

    Day 1: Tuesday, 8/18

    • Warm-Up: Kahoot Trivia
    • Lesson: Introduction to SAT Vocabulary program
    • Work time: Vocabulary Unit #1 Module on Canvas
    • Lesson: Essential Terms
    • Work time: Essential Terms Quiz on Canvas (1 question, can take again to improve); Why We Laugh- Video Quiz on Canvas

    Day 2: Thursday 8/20

    • Warm-Up: Kahoot Trivia
    • Lesson: Grammar #1: Complete and Incomplete Sentences
    • Work time: Grammar #1 Quiz on Canvas (students can re-take to improve their score)
    • Lesson: Read “Monkey See, Monkey Do, Monkey Connect” Part 1
    • Work time: Monkey Canvas Assignment

    Day 3: Monday, 8/24

    • Warm-Up: Play Get-to-know-you Kahoots (students will submit their own Kahoot for the class to play)
    • Work time: Vocabulary Unit #1 Module on Canvas
    • Lesson: Read “Monkey See, Monkey Do, Monkey Connect” Part 2
    • Work time: Finish Monkey Canvas Assignment

    Day 4: Wednesday, 8/26

    • Warm-Up: Get-to-know-you Kahoots
    • Lesson: Plagiarism (notes)
    • Work time: Citing Sources Practice #1
    • Module Reminders
    • Work Time: late/missing assignments, upcoming assignments, etc.

    Day 5: Friday, 8/28

    • Lesson: Career Exploration Task #1
    • Activity: Silent Sustained Reading
    • Canvas Assignment: SSR Log #1 (students will log how much they read, and some details about the text they read today)

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     

    ELA 1-2 Honors

    Dear Parents and Guardians,

                I hope the beginning of the semester has gone well for you and your families.  Moving to online learning has certainly been a big adjustment for us all.  I wouldn’t be surprised to hear that you’ve heard Canvas being cursed and had to save iPads from being thrown against the wall in frustration.  I am trying to remind the kids (and myself) that this is a learning process, to have patience, and that to cut ourselves a little bit of slack now and then.

                I am going to continue planning in two-week modules on Canvas.  I am convinced this will be easier for planning because in two weeks, I see your children 5 times, regardless of what class period they may have with me.  I am organizing the assignments in Canvas in two-week modules as well, with each day’s work labelled for clarity.  During class, I have been teaching a lesson and assigning a task, and then letting students have work time to complete that task.  Then we return to our Zoom meeting and continue with another lesson, activity, discussion, etc. Right now we are still in the “Kickoff” unit that teaches freshmen some basics before going forward with literature analysis or other types of writing.  In the next Module (weeks 5-6), we will begin reading short stories and talking about literary elements.

     I have been reminding students frequently of the assignments that are overdue or have upcoming due dates, and over the weekend, I turned on the automatic zeros for missing assignments.  If you see a zero in the gradebook on PowerSchools, your child did not turn in that assignment on Canvas.  They can still turn it in late, and will not lose points for being tardy until 2 weeks after the due date.  Some students have been more successful to adapting to online learning than others. I think a few students are still convinced everything is optional, or that their parents won’t find out if they skip class or don’t complete assignments. Over the next two weeks, I will be reaching out to parents whose students have a D or F in ELA.  This is a required course, and students must pass to graduate.  If your child has work completed, but is struggling to submit it on Canvas, the district has a help guide.  Unfortunately, a lot of my suggestions are along the lines of, “Have you tried turning it off and then on?”  If the help guide doesn’t help, and you suspect something is wrong with the iPad or the complex settings in various apps, our media center specialist, Mrs. Kranz ( Lisa.Kranz@dvusd.org ) may be the person you need to write to.

     

    Reminder:  Last week I went over the long-term reading project for Quarter 1 (directions attached to this email).  Students were asked to read a young adult novel independently (one that they have not read before) and create an analytical slideshow by mid-October.  On Friday, 8/28, I would like to give students time to read from the novel they have selected, so please encourage them to find a novel.  Students can order or download their novels, check it out from the public library (they are doing book check-outs and e-card book checkouts to read digitally!), or even find a novel online for free!  I have one option on my school website as well.

    Module: Weeks 3-4: August 17-28

    Day 1: Monday-Tuesday, 8/17-18

    • Warm-Up: Kahoot Trivia
    • Lesson: Introduction to SAT Vocabulary program
    • Work time: Vocabulary Unit #1 Module on Canvas
    • Lesson: Essential Terms
    • Work time: Essential Terms Quiz on Canvas (1 question, can take again to improve); Why We Laugh- Video Quiz on Canvas

    Day 2: Wednesday-Thursday -8/19-20

    • Warm-Up: Kahoot Trivia
    • Lesson: Grammar #1: Complete and Incomplete Sentences
    • Work time: Grammar #1 Quiz on Canvas (students can re-take to improve their score)
    • Lesson: Read “Monkey See, Monkey Do, Monkey Connect” Part 1
    • Work time: Monkey Canvas Assignment

    Day 3: Monday-Tuesday, 8/24-25

    • Warm-Up: Play Get-to-know-you Kahoots (students will submit their own Kahoot for the class to play)
    • Work time: Vocabulary Unit #1 Module on Canvas
    • Lesson: Read “Monkey See, Monkey Do, Monkey Connect” Part 2
    • Work time: Finish Monkey Canvas Assignment

    Day 4: Wednesday-Thursday, 8/26-27

    • Warm-Up: Get-to-know-you Kahoots
    • Lesson: Plagiarism (notes)
    • Work time: Citing Sources Practice #1
    • Module Reminders
    • Work Time: late/missing assignments, upcoming assignments, etc.

    Day 5: Friday, 8/21 or 8/28

    • Lesson: Introduction to Ancient Sumer (mythology notes)
    • Activity: Silent Sustained Reading
    • Canvas Assignment: SSR Log #1 (students will log how much they read, and some details about the text they read today)

     

    If your child is struggling with any of the concepts, I am more than happy to help.  Please have your student reach out to me via email or on Canvas messaging, and I will do my best to get back to him or her ASAP.  If you would like to be removed from this email list, please email me with your request, and I will exclude you from future Bi-Weekly Updates.

     

    Thank you for your time and support,

     __________________________________________________________

     

    Weekly Update:

    Weeks 1-2: August 3rd-14th

    Dear Parents and Guardians,

    Welcome to the Weekly Parent Update for ELA 1-2 at DVHS!  Usually I have parents sign up to be added to my weekly email list in the syllabus, but that would be very difficult to do this year.  Instead, I have pulled your email addresses from PowerSchools.  If you would like to be removed from this list, please email me and let me know.

    The purpose of the Weekly Update is to let parents know about this week’s agenda and expected assignments.  Some students require more reminders and/or nagging than others, and this gives you ample opportunity to do both.  It also lets you explore what we are learning about in the current unit.  I also keep Updates on my class webpage.

    We begin our course today with a Kick-Off Unit that focuses on some basic policies and practices.  We also have a few diagnostic pre-tests planned to assess students’ progress with the ELA standards.  Naturally, we will also be doing some introduction activities.

    During digital learning, our coursework will be kept on Canvas.  Some weeks I will see your students 2 days, and other weeks it will be 3 due to the A/B schedule.  This can make lesson planning difficult and due dates different.  The previously mentioned pre-assessments will take place this week and next, but once they are over, we should have a bit more regularity and routine.  Here is how I would like to structure our time:

    Day 1

    (Monday or Tuesday)

    Day 2

    (Wednesday or Thursday)

    Friday

    (every other week / shortened school day)

    ·         SAT Vocabulary / Unit Vocabulary

    ·         Reading 1

    ·         Grammar

    ·         Writing

    ·         Work Time/Interventions

    ·         Reading 2

     

    I strongly recommend getting a Canvas Parent Account to better keep track of what assignments students need to complete.  At first, my prediction is that things will be pretty messy and confusing until students adjust to online learning and the Canvas platform.  I hope that within a few weeks it will become easier to understand and manage digital assignments.

    Canvas module

    For planning and communication purposes, this time it will be easiest for me to give you our schedule in a two-week block.  During the next two weeks, I will see your student 5 times.  On Canvas, students will see a MODULE that contains the courses week for each of the 5 times they see me, and each day will be labelled and separated.  Some assignments should be done during class time and submitted the same day; other assignments will be ongoing, and they might have a few days or weeks to complete them.  During online learning, students may turn in missing assignments without incurring a late penalty for two weeks.  As students begin understanding the expectations and how to use Canvas and their device, I should not see as many late assignments.

    Here is our  assignment schedule for the first two weeks of school:

    • Day 1: August 3-4
      • Syllabus- Students will read and sign the class syllabus, and will have their parents or guardians sign as well. Due 8/7
      • Syllabus Quiz- Students will take this quiz once together during class. If they do not like their score, they can re-take the quiz and the highest grade they earn will be put into the gradebook. Due 8/7
      • Four-Square Biography- Students will practice using their iPad to create a graphic that answers a few questions about who they are and what they value. Due on Day 2.
    • Day 2: August 5-6
      • My Territories- These will be notes that students put in their notebooks. If they do not have notebooks, they can use paper.  Students will take a photo of their work and submit on Canvas.
      • DOK Vocabulary Slideshow- Students will take 12 words that are commonly found in assignments and assessments. They will define and explain each, and find a graphic that illustrates what that verb is all about.  Due on Day 5.
    • Day 3: August 7 + August 10
      • Lexile Test- Students will take a reading comprehension test and submit a picture of their score. Freshmen should score about a L1050 to be considered reading at grade-level. Due by the end of class.  Students must take the Lexile Test on the assigned day.
      • Stories Activity- Students will compose 3 paragraphs following 3 different prompts about their favorite topics in fiction. Due by Day 4.
    • Day 4: August 11-12
      • District Comprehensive Pre-Assessment- Students will take a test on SchoolCity to gather formative data on their progress with the ELA standards.
    • Day 5: August 13-14
      • Plotline Vocabulary Notes- Students will take notes about key literary elements and the plotline.
      • Plotline Slideshow- Students will create a Google slideshow that shows the detail of the plot for one of their favorite movies. Students will be assigned a partner to work with.  Due next class (August 16-17)

     

    The next time I write a Weekly Update, it will be for one week and we will be done with the mandated Pre-Assessments that are throwing off our learning schedule.  As I said before, if you would like me to remove you from my email list, please email me with your request.

    If your child is struggling with any of the concepts, please let me know.  If they are struggling with Canvas or submitting an assignment, in the current Module there is a Page called How To Canvas that can help with technical issues.

    Thank you for your time and support,

                Sarah Vecera