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     ENGLISH 9 DISTANCE LEARNING PHASE 2 (Beginning April 6, 2020)

     

    EXPECTATIONS

    • ATTEND our weekly class meetings via Teams. You will receive and invitation through your cbsd e-mail account with a link to join, and this link will also be available in your Outlook calendar in 365. Meeting times are as follows:
      • 3rd period @ 9:30AM on Tuesdays
      • 4th period @ 12:30PM on Tuesdays
      • 5th period @ 9:30AM on Wednesdays
    • CHECK cbsd e-mail, Outlook calendars, and Canvas calendars/in box regulary for information and time management. 
    • COMPLETE & SUBMIT assigned tasks on time.
    • Abide by the CB Meeting Guidelines, found here.
    • Please feel free to review the PowerPoint shared with students on expectations for Phase 2. 

    OFFICE HOURS

    • Mr. Sterner will be available to parents and students following each live class for one hour.
      • 3rd period 10:30-11:30 on Tuesdays
      • 4th period 1:30-2:30 on Tuesdays
      • 5th period 10:30-11:30 on Wednesdays
      • Open hours on Thursdays from 11:00-12:00 
    • Please contact me via e-mail (dsterner@cbsd.org), and we can arrange to meet via the Teams platform as needed. 

    CLASSROOM TOOLS

    • We will primarily conduct class using Canvas. This is where you will find tasks, directions, and resources, as well as where these completed tasks will be submitted. 
    • Below is the link to Canvas, and below that are resources for parents on how to become observers of the course in order to view relevant content for your child. 
    • Below that are helpful hints on file management and submitting items through Canvas. 

    LINK TO CANVAS

    Canvas

    Instructions for Parents who wish to be observers in Canvas:

     CANVAS LOGIN: https://cbsd.instructure.com/login/canvas

    CANVAS VIDEO TUTORIAL FOR PARENTS (Thank you to Colleen Haag for producing this!): https://www.youtube.com/watch?v=4t7Yh-NpvbQ&feature=youtu.be&hd=1

     

    RESOURCES

    • Beyond Canvas, any other resources used will be linked through Canvas and communicated here if necessary.
    • Additional parent and student resources on distance learning can be found here: https://www.cbsd.org/domain/3897

     

    HELPFUL HINTS TO MANAGE FILES AND SUBMIT WORK THROUGH CANVAS

    Unless noted otherwise here, most of our distance interactions and tasks will be published through Canvas. You will be asked in most cases to move to the modules part of Canvas. Once there, each day's task will be marked by that date. For example, the task to be done on Tuesday, March 17th will be a module titled, Tuesday, March 17, 2020. Please note that any documents (e.g. Word documents) attached that need to be opened, completed, and submitted, should FIRST be saved to your One Drive before you work on them. Simply open the document, click "Save As" from the File menu, rename it if you wish, and place it in your One Drive. This is the most effective way to make sure that your work is able to be attached and submitted through Canvas.

     

    If you are not properly synced with your One Drive, you can also attach the file directly from your One Drive by selecting the Office 365 tab from the window for attaching a file to submit.

    Submitting a file

     

    To sync your One Drive to your device, you can go to your virtual One Drive using Office 365 in your browser, and clicking the Sync command in the top menu above your files.

     Sync One Drive

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    PREVIOUS DAYS (March 17-April 2nd)

    Wednesday, April 1 and Thursday, April 2, 2020

    PLEASE NOTE: We are no longer adhering to the previously published due dates for drafts of the personal narrative. Please ignore those dates in the Narrative Core Assessment module. 

    English 9

    • Overview: Complex Sentence Review/Personal Narrative Core Assessment/Poetry/Indpendent Reading
    • Estimated Time: 60 minutes
    • Explanation/Learning Targets:
      • Students will review and practice complex sentence construction as a means to enhance/correct sentences in their personal narrative memoirs.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
      • Students will have the opportunity to explore several high-interest poems and advocate for their favorite(s) through an online discussion and voting area in a March Madness style bracket of 16 poems. 
      • Students will read independently for pleasure and skill development through a self-chosen book and maintenance of a weekly reading log.
      • Students have the option to write through a journal to record these truly unique times and as a way to practice voice and detail through narrative writing.  
      • Students will have the option today to attend a live class chat to check in, catch up, and ask any questions they may have.
    • Tasks:
      • Please join us for a 30 minute virtual class check-in, catch-up, Q&A session that will focus on Phase 2 of Distance Learning set to begin on Monday, April 6.  The one we ran last Thursday was very nice, and I enjoyed "seeing" and hearing from those of you who joined! You received an invitation from me with a time and link, which also appear below.  Please review the graphic below on Teams etiquette.
        3rd period (Noon on Wednesday, April 1st): Join Microsoft Teams Meeting
        4th period (1:00PM on Wednesday, April 1st): Join Microsoft Teams Meeting
        5th period (9:00AM on Thursday, April 2nd): Join Microsoft Teams Meeting

         
        • Here is a graphic regarding etiquette for participation:
        • Teams Etiquette.jpg.png
      • If you didn't finish this earlier in the week, please go to No Red Ink (https://www.noredink.com/). Click on SIGN UP in the upper right of the screen. On the next screen select "I AM A STUDENT." Then enter the following class code appropriate to your class:
        • 3rd period = daily pancake 30
        • 4th period = misty sea 56
        • 5th period = amusing book 52
          • Next, please sign up BELOW the options to sign in using Google or Clever. Enter your first and last name and complete the other required fields as well. Use the following screen shot to guide you. 
          • Sign Up Screen
          • Then please complete the assignment "Creating Complex Sentences."
    •  
      • Other tasks you should/could work on:
        • Please review the feedback provided for the lead paragraph you submitted in Canvas on Wednesday, 3/11 and/or the feedback from your submitted next paragraph from earlier this week.
        • Work on composing the next paragraph (or more if you're feeling inspired) of your personal narrative and submit it here for feedback. This paragraph should include AT LEAST another good example of sensory description, perhaps some dialogue, maybe an example of figurative langauge (simile, personification, hyperbole, irony, etc.), one absolute in one of  the sentences, and one use of an appositive phrase in another sentence (see Image Grammar.pptxPreview the document).
        • Read from your independent reading book for 10-15 minutes. Remember, "Reading is to the mind, what exercise is to the body."
        • As we are living through what will likely be considered a significant historical moment, one that you will likely talk about for years/decades to come, you may be grateful to yourself for keeping a running journal of events and what life is like under these current circumstances. This can be low-tech (paper/a journal book), or you can keep it like a blog or a video archive of your thoughts. This is not in any way an assignment. It is purely optional as a way to record what we are living right now for posterity (a record for future generations). 
    • Please don't hesitate to contact me with questions: dsterner@cbsd.org

     

    Monday, March 30 and Tuesday, March 31, 2020

    PLEASE NOTE: We are no longer adhering to the previously published due dates for drafts of the personal narrative. Please ignore those dates in the Narrative Core Assessment module. 

    English 9

    • Overview: Complex Sentence Review/Personal Narrative Core Assessment/Poetry/Indpendent Reading
    • Estimated Time: 60 minutes
    • Explanation/Learning Targets:
      • Students will review and practice complex sentence construction as a means to enhance/correct sentences in their personal narrative memoirs.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
      • Students will have the opportunity to explore several high-interest poems and advocate for their favorite(s) through an online discussion and voting area in a March Madness style bracket of 16 poems. 
      • Students will read independently for pleasure and skill development through a self-chosen book and maintenance of a weekly reading log.
      • Students have the option to write through a journal to record these truly unique times and as a way to practice voice and detail through narrative writing.  
      • Students will have the option today to attend a live class chat to check in, catch up, and ask any questions they may have.
    • Tasks:
      • If you haven't already, please join us in a March Madness style poetry bracket in the Discussions section of Canvas -(https://cbsd.instructure.com/courses/28784/discussion_topics/29156). Make sure to vote using the Forms survey for YOUR ASSIGNED REGION. We will advance the bracket with the winners every other school day. For those of you who have already voted the first round, thank you! Voting for this round of 16 will remain open until the end of Monday. Whether you voted or have not yet, PLEASE participate in the discussion component by posting quickly why you voted the way you did. What about that poem earned your vote over the other? 
      • Please go to No Red Ink (https://www.noredink.com/). Click on SIGN UP in the upper right of the screen. On the next screen select "I AM A STUDENT." Then enter the following class code appropriate to your class:
        • 3rd period = daily pancake 30
        • 4th period = misty sea 56
        • 5th period = amusing book 52
          • Next, please sign up BELOW the options to sign in using Google or Clever. Enter your first and last name and complete the other required fields as well. Use the following screen shot to guide you. 
          • Sign Up Screen
          • Then please complete the assignment "Creating Complex Sentences."
      • Please consider joining us for an optional 30 minute virtual class check-in, catch-up, Q&A session.  The one we ran last Thursday was very nice, and I enjoyed "seeing" and hearing from those of you who joined! You received an invitation from me with a time and link, which also appear below.  Please review the graphic below on Teams etiquette.
        3rd period (11:30AM on Tuesday, March 31st): Join Microsoft Teams Meeting
        4th period (12:00PM on Tuesday, March 31st): Join Microsoft Teams Meeting
        5th period (12:30PM on Tuesday, March 31st): Join Microsoft Teams Meeting
         
        • Here is a graphic regarding etiquette for participation:
        • Teams Etiquette.jpg.png
    •  
      • Other tasks you should/could work on:
        • Please review the feedback provided for the lead paragraph you submitted in Canvas on Wednesday, 3/11 and/or the feedback from your submitted next paragraph from earlier this week.
        • Work on composing the next paragraph (or more if you're feeling inspired) of your personal narrative and submit it here for feedback. This paragraph should include AT LEAST another good example of sensory description, perhaps some dialogue, maybe an example of figurative langauge (simile, personification, hyperbole, irony, etc.), one absolute in one of  the sentences, and one use of an appositive phrase in another sentence (see Image Grammar.pptxPreview the document).
        • Read from your independent reading book for 10-15 minutes. Remember, "Reading is to the mind, what exercise is to the body."
        • As we are living through what will likely be considered a significant historical moment, one that you will likely talk about for years/decades to come, you may be grateful to yourself for keeping a running journal of events and what life is like under these current circumstances. This can be low-tech (paper/a journal book), or you can keep it like a blog or a video archive of your thoughts. This is not in any way an assignment. It is purely optional as a way to record what we are living right now for posterity (a record for future generations). 
    • Please don't hesitate to contact me with questions: dsterner@cbsd.org

     

    Thursday, March 26, 2020

    PLEASE NOTE: We are no longer adhering to the previously published due dates for drafts of the personal narrative. Please ignore those dates in the Narrative Core Assessment module. 

    English 9

    • Overview: Personal Narrative Core Assessment
    • Estimated Time: 30 minutes
    • Explanation/Learning Targets:
      • Students will explore and apply elements of stylistic writing (sensory description, image grammar brush strokes, and figurative language) to apply to the composition of a personal narrative memoir.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
      • Students will have the opportunity to explore several high-interest poems and advocate for their favorite(s) through an online discussion and voting area in a March Madness style bracket of 16 poems. 
      • Students have the option to write through a journal to record these truly unique times and as a way to practice voice and detail through narrative writing. 
      • Students will read independently for pleasure and skill development through a self-chosen book and maintenance of a weekly reading log. 
      • Students will have the option today to attend a live class chat to check in, catch up, and ask any questions they may have about any of the given tasks. 
    • Tasks:
      • Please join us in a March Madness style poetry bracket in the Discussions section of Canvas -(https://cbsd.instructure.com/courses/28784/discussion_topics/29156). Make sure to vote using the Forms survey for YOUR ASSIGNED REGION. We will advance the bracket with the winners every other school day. Have fun with it, and I hope you use Discussions as a way to promote your favorite ones! 
      • Please consider joining us for a 30 minute virtual class check-in, catch-up, Q&A session.  We will begin at 11:30AM today, Thursday, March 26th. Please review the graphic below on Teams etiquette. Here is a link to the Teams meeting:

        Join Microsoft Teams Meeting

        • Here is a graphic regarding etiquette for participation:
        • Teams Etiquette.jpg.png
      • Other tasks you could work on:
        • Please review the feedback provided for the lead paragraph you submitted in Canvas on Wednesday, 3/11 and/or the feedback from your submitted next paragraph from earlier this week.
        • Work on composing the next paragraph (or more if you're feeling inspired) of your personal narrative and submit it here for feedback. This paragraph should include AT LEAST another good example of sensory description, perhaps some dialogue, maybe an example of figurative langauge (simile, personification, hyperbole, irony, etc.), one absolute in one of  the sentences, and one use of an appositive phrase in another sentence (see Image Grammar.pptxPreview the document).
        • Read from your independent reading book for 10-15 minutes. Remember, "Reading is to the mind, what exercise is to the body."
        • As we are living through what will likely be considered a significant historical moment, one that you will likely talk about for years/decades to come, you may be grateful to yourself for keeping a running journal of events and what life is like under these current circumstances. This can be low-tech (paper/a journal book), or you can keep it like a blog or a video archive of your thoughts. This is not in any way an assignment. It is purely optional as a way to record what we are living right now for posterity (a record for future generations). 
    • Please don't hesitate to contact me with questions: dsterner@cbsd.org

    Wednesday, March 25, 2020

    PLEASE NOTE: We are no longer adhering to the previously published due dates for drafts of the personal narrative. Please ignore those dates in the Narrative Core Assessment module. 

    English 9

    • Overview: Personal Narrative Core Assessment
    • Estimated Time: 30 minutes
    • Explanation/Learning Targets:
      • Students will explore and practice elements of stylistic writing to apply to composition of a personal narrative memoir.
      • Students will read an analyze short mentor texts for these elements of style to be applied to the composition of a personal narrative memoir.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
      • Students have the option to write through a journal to record these truly unique times and as a way to practice voice and detail through narrative writing. 
      • Students will read independently for pleasure and skill development through a self-chosen book and maintenance of a weekly reading log. 
      • Students will have the option today to join a virtual presentation by author Joelle Charbonneau.  Who knows? You may find your next book to read from this author! Thanks to our librarian, Mrs. Holloway for organizing this. 
    • Tasks:
      • Please consider joining us for a 30 minute virtual assembly with author Joelle Charbonneau. It is nice to hear from authors, especially as you continue to craft your personal narrative. If you choose to participate, then you may take the rest of the day off from English. She will speak with us at 11:00AM today, Wednesday, March 25th. Here is a link to the Teams presentation:

        Join Virtual Author Visit here

        • Here is a graphic of her books as well as some etiquette for participation:
          • Author book collage.jpg
          • Teams Etiquette.jpg 
            • Please take a quick minute to complete the following survey:
            • Please review the feedback provided for the lead paragraph you submitted in Canvas on Wednesday, 3/11 and/or the feedback from your submitted next paragraph from earlier this week.
            • Work on composing the next paragraph (or more if you're feeling inspired) of your personal narrative and submit it here for feedback. This paragraph should include AT LEAST another good example of sensory description, perhaps some dialogue, maybe an example of figurative langauge (simile, personification, hyperbole, irony, etc.), one absolute in one of  the sentences, and one use of an appositive phrase in another sentence (see Image Grammar.pptxPreview the document).
            • Read from your independent reading book for 10-15 minutes. Remember, "Reading is to the mind, what exercise is to the body."
            • As we are living through what will likely be considered a significant historical moment, one that you will likely talk about for years/decades to come, you may be grateful to yourself for keeping a running journal of events and what life is like under these current circumstances. This can be low-tech (paper/a journal book), or you can keep it like a blog or a video archive of your thoughts. This is not in any way an assignment. It is purely optional as a way to record what we are living right now for posterity (a record for future generations). 

     

     

    Monday & Tuesday, March 23-24, 2020 (2 Days)

    PLEASE NOTE: We are no longer adhering to the previously published due dates for drafts of the personal narrative. Please ignore those dates in the Narrative Core Assessment module. 

    English 9

    • Overview: Personal Narrative Core Assessment
    • Estimated Time: 60 minutes
    • Explanation/Learning Targets:
      • Students will explore and practice elements of stylistic writing to apply to composition of a personal narrative memoir.
      • Students will read an analyze short mentor texts for these elements of style to be applied to the composition of a personal narrative memoir.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
    • Tasks:
      • Please review the feedback provided for the lead paragraph you submitted in Canvas on Wednesday, 3/11.
      • Work on composing the next paragraph (or more if you're feeling inspired) of your personal narrative and submit it here for feedback. This paragraph should include AT LEAST one good example of sensory description, one absolute in one of  the sentences, and one use of an appositive phrase in another sentence (see Image Grammar.pptxPreview the document).
      • IF (purely optional) you'd like to record yourself reading your paragraph so that we can see one another's faces and hear one another's voices and give some positive and constructive feedback, please use Flipgrid to post a video clip of you reading this narrative paragraph. The original link wasn't working, so if you login to Flipgrid, click Join a New Grid and use this code: sterner6601.   This QR code may work also: QR code Flipgrid Narrative Paragraph-1.png
        I have included a video clip there to say hello as well as a second clip of me reading a next paragraph in my narrative about the ski jump mishap  :)
      • Read from your independent reading book for 10-15 minutes. Remember, "Reading is to the mind, what exercise is to the body."
      • As we are living through what will likely be considered a significant historical moment, one that you will likely talk about for years/decades to come, you may be grateful to yourself for keeping a running journal of events and what life is like under these current circumstances. This can be low-tech (paper/a journal book), or you can keep it like a blog or a video archive of your thoughts. This is not in any way an assignment. It is purely optional as a way to record what we are living right now for posterity (a record for future generations). 
    • Please don't hesitate to contact me with questions: dsterner@cbsd.org

    Thursday, March 19, 2020 (A-Day)

    PLEASE NOTE: We are no longer adhering to the previously published due dates for drafts of the personal narrative. Please ignore those dates in the Narrative Core Assessment module. 

    English 9

    • Overview: Personal Narrative Core Assessment
    • Estimated Time: 30 minutes
    • Explanation/Learning Targets:
      • Students will explore and practice elements of stylistic writing to apply to composition of a personal narrative memoir.
      • Students will read an analyze short mentor texts for these elements of style to be applied to the composition of a personal narrative memoir.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
    • Tasks:
      • Please open the attached document Roller Coaster Ride 2020.docPreview the document and do a Save As to your One Drive before doing the following:
        • Using the highlighter tool in Word, highlight 2 visual sensory descriptions in yellow, 1 sound sensory description in green, 1 sensory description of how something feels to the touch in blue, 1 sensory description of how something smells in pink, and 1 description of emotion in light gray.
        • Next choose two sentences from the narrative and rewrite them with improved detail, voice, word choice, and or use of image grammar and figurative language. Think about what you did in yesterday's lessons as this is a similar task. 
        • Please submit here through Canvas once completed. 
      • Read from your independent reading book for 10-15 minutes. Remember, "Reading is to the mind, what exercise is to the body."
      • As we are living through what will likely be considered a significant historical moment, one that you will likely talk about for years/decades to come, you may be grateful to yourself for keeping a running journal of events and what life is like under these current circumstances. This can be low-tech (paper/a journal book), or you can keep it like a blog or a video archive of your thoughts. This is not in any way an assignment. It is purely optional as a way to record what we are living right now for posterity (a record for future generations). 
    • Please don't hesitate to contact me with questions: dsterner@cbsd.org

     

    Wednesday, March 18, 2020 (B-Day)

    PLEASE NOTE: We are no longer adhering to the previously published due dates for drafts of the personal narrative. Please ignore those dates in the Narrative Core Assessment module of Canvas and on the Canvas calendar. 

    English 9

    • Overview: Personal Narrative Core Assessment
    • Estimated Time: 30 minutes
    • Explanation/Learning Targets:
      • Students will explore and practice elements of stylistic writing to apply to composition of a personal narrative memoir.
      • Students will read an analyze short mentor texts for these elements of style to be applied to the composition of a personal narrative memoir.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
    • Tasks:
      • Please open the attached document Writing to Engage the Reader (Sensory Details).docxPreview the document and do a Save As to your One Drive before completing.
      • Complete the table in "Writing to Engage the Reader (Sensory Details)" and submit through Canvas once completed. 
      • Read from your independent reading book for 10-15 minutes. Remember, "Reading is to the mind, what exercise is to the body."
    • Please don't hesitate to contact me with questions: dsterner@cbsd.org

     

    Tuesday, March 17, 2020 (A-Day)

    English 9

    • Overview: Personal Narrative Core Assessment
    • Estimated Time: 30 minutes
    • Explanation/Learning Targets:
      • Students will explore and practice elements of stylistic writing to apply to composition of a personal narrative memoir.
      • Students will read an analyze short mentor texts for these elements of style to be applied to the composition of a personal narrative memoir.
      • Students will develop ideas and stylistic elements they have for the composition of a personal narrative memoir.
    • Tasks:
      • Complete and submit the Image Grammar Brushstrokes in Canvas if you did not previously finish this.
      • Complete and submit the Mentor Text Analysis in Canvas if you did not previously finish this.
      • If you did previously finish these items, I reward you with the opportunity to read independently from your self-selected book today. Remember, "Reading is to the mind, what exercise is to the body."
        • More information will be coming regarding changed expectations for independent reading requirements, so please make sure you have/find a book you WANT to read if you don't have your current one with you.
    • Please don't hesitate to contact me with questions: dsterner@cbsd.org

     

    Here is a link to the Tamanend Distance Learning page for your reference: 

    https://www.cbsd.org/Page/47852