Final Farewell

This week marks not only the final week of the school year, but also my final week in Birmingham and as a K-12 teacher. The four years I have spent in this school district working with students at Berkshire, Derby, Groves and Seaholm as well as collaborating with colleagues and parents throughout the district to meet the needs of our English learners has been a life and career-changing experience.  Undoubtedly, I have learned as much from my students and their families as hopefully they have learned from me. We have explored what it means to be readers, writers and humans in our time together, and I know I am better for it. Thank you for the privilege of letting me learn and grow with you over the past four years.

Now back to business.  During the beginning of this week, students in ESL 2 and ESL 3 will prepare their final writing and speaking pieces for their finals, which they will present during exams on Wednesday and Thursday.  They will also receive their summer reading gifts; be sure to check in with me to receive these books before summer vacation begins.

Best of luck to you all on exams and beyond!

Wrapping it Up Weeks 10-11

ESL 3

Students in ESL 3 will focus on finalizing their persuasive research project about their human rights issue, which will include an abstract, their research proposal, a formal argument and a works cited page.  The argument will be a reflection of all of the skills ESL 3 students have learned this year about creating an argument with a clear and specific primary claim, collecting scholarly resources to serve as evidence, and composing a logical and engaging argument; this argument should focus on their proposed solution to the human rights problem they have identified.  At the end of the week, they will complete Article of the Week #3, which will focus on distinguishing between frequently confused words and applying knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Here are our slides and due dates for the week:

Thursday, June 2, 2016 Research Paper

(Final Assignment for Seniors)

Friday, June 3, 2016 Article of the Week #3
Friday, June 10, 2016 Article of the Week #4
Wednesday, June 15, 2016 Final Exam

ESL 2

This week, students will be introduced to William Shakespeare’s A Midsummer Night’s Dream.  We will be reading a graphic novel version of this story as well as performing several scenes and watching the movie in class.  As we study the play, we apply our literary analysis skills to explore the plot, characters and theme.  Students will continue to develop their literary analysis skills with this final text by choosing a character to focus on from the play and using textual evidence to create an argument about the character’s motives.

Here are our slides and due dates for the week:

Tuesday, May 31, 2016 Read AMND p. 3-41
Wednesday, June 1, 2016 Writing Task #4: Poetic Style Analysis
Wednesday, June 15, 2016 Final Exam:

Writing Task #5: Character’s Motives

AMND Performance

Farewell to Seniors in Week 9

This week marks the final week for our seniors, and it will be a bittersweet farewell!  For the rest of ESL 2 and ESL 3 students, we will continue onto our final instructional sequence for the school year:

ESL 3

This week will begin with our final speeches and speech analyses, which are focused on an expository speech about a human rights issue.  In addition to delivering their speeches, students must watch a video of their own speeches as well as a partner’s speech and write an evaluation of their speaker’s speech.  This will lead into the final large writing piece of the term, which is a research paper; this paper will be a reflection of all of the skills ESL 3 students have learned this year about creating an argument with a clear and specific primary claim, collecting scholarly resources to serve as evidence, and composing a logical and engaging argument; this argument should focus on their proposed solution to the human rights problem they have identified.  They will be applying MLA citation rules to this writing task in addition to including the components of a formal research paper: title page abstract, research proposal (which is already composed), a 2-3 page persuasive text, and a works cited page.  Though seniors finish on Thursday, May 26, I am giving them an extra week to complete this work if they like.  Here are our slides and due dates for the week:

Monday, May 23, 2016 Human Rights Speeches (Gr. 10-11)

Speech Analysis (Seniors)

Tuesday, May 24, 2016 Speech Analysis (Gr. 10-11)

Abstract (Seniors)

Thursday, June 2, 2016 Research Paper

(Final Assignment for Seniors)

ESL 2

This week will begin with a celebration of our poetry blogs and a performance of a poem of students’ choice during a poetry slam.  Students will continue to think about poetry for a writing analysis piece they will compose this week where they will analyze the style of a song/poem of their choice.  This week also marks the transition to our final instructional sequence for class, which will be an exploration of drama.  Students will participate in several acting activities this week as well as review basic vocabulary for acting.  At the end of this week, they will be introduced to William Shakespeare’s A Midsummer Night’s Dream.  We will be reading a graphic novel version of this story as well as performing several scenes and watching the movie in class.  Students will continue to develop their literary analysis skills with this final text.

Here are our slides and due dates for the week:

 

Monday, May 23, 2016 Poetry Slam – Pick a poem to perform

Poetry is Like…Expository Text

Friday, May 27, 2016 Read AMSND p. 3-41
Tuesday, May 31, 2016 Poetic Style Analysis

Working Hard in Week 8

We are excited for our field trip on Friday, May 20!  We will share pictures and details from the trip at our upcoming Family Potluck on Thursday, May 26.  In the mean time, seniors are beginning to wind down their work in ESL 3, and the rest of the students are continuing along with our objectives for the trimester.

Here’s an overview of the work for this coming week:

ESL 3

Using their research from the previous week, students are preparing to “teach” the class about their human rights issue during a presentation on Wednesday.  On Monday and Tuesday, they will be working on these presentations, which will include learning how to create an infographic to represent data/statistics related to their topic; they will also watch a model speech and will evaluate the speaker based on a set of criteria.  They will use this same criteria to evaluate themselves and their partners, which will be due on Friday.  Additionally, their informative presentations will transform into an expository text, which they will be writing for the following Monday.  Here are the weekly slides and due dates:

Tuesday, May 18, 2016 Infographic
Wednesday, May 19, 2016 Expository Speech
Friday, May 21, 2016 Speech Analysis
Monday, May 23, 2016 Expository Text
Friday, May 27, 2016 Persuasive Speech; Finish Books
Thursday, June 2, 2016 Persuasive Text

(Final Assignment for Seniors)

ESL 2

This week, students will finish their poetry anthology blogs, which will include the nine poems they’ve written over the past two weeks, as well as a sonnet that they will write for Poem #10 after studying models of sonnets, including one of Shakespeare’s sonnets.  At the end of the week, they will perform one of their poems during a Poetry Slam.  In addition, students will write an informative text stating a simile/metaphor to illustrate their perspective of poetry.  Here is an overview of our weekly slides and due dates:

Monday, May 16, 2016 Poems #1-9 on blog
Wednesday, May 18, 2016 Poem #10
Friday, May 20, 2016 Poetry Slam – Pick a poem to perform

Poetry is Like…Expository Text

Coming Up Roses in Week 7

Our upcoming service-learning field trip is scheduled for Friday, May 20.  Students will be busy over the next two weeks collecting donations to purchase at least 50 rose bushes, which we will plant on the day of the field trip.

Here’s an overview of the work for this coming week:

ESL 3

This week, we will start to dig deep into our research, beginning with finding at least 5 sources to use for our research; at least 3 sources must be scholarly  Students will use these sources to compose a research proposal with annotated bibliography to inform their audience about their intended line of research.  This information will be used to create an infographic and informative presentation on Monday, which students will use to share their research with the class and to gather additional questions and opinions from their audience.  Here is an overview of our weekly slides and due dates:

Monday, May 10, 2016 Collect 5 Sources on Easy Bib
Wednesday, May 12, 2016 Research Proposal
Friday, May 14, 2016 Outline
Monday, May 17, 2016 Infographic/Expository Speech

ESL 2

Students will begin the week with their final Poetry Literature Circles on Monday about the Crossover or Brown Girl Dreaming. Their reading and writing this week will focus on exploring the structure, voice, and style of several other types of poetry, including a haiku, “Where I’m From,” pantoum, and a poem of their choice.  Students will also write an informative text stating a simile/metaphor to illustrate their perspective of poetry.  Here is an overview of our weekly slides and due dates:

Monday, May 9, 2016 Finish Book; Poems #1-5 on blog
Tuesday, May 10, 2016 Poem #6
Wednesday, May 11, 2016 Poem #7
Thursday, May 12, 2016 Poem #8
Friday, May 13, 2016 Poem #9

Halfway there in Week 6

We’re halfway through the final trimester already!  This week will be split between instruction and completing our final diagnostic assessment of the year, the WIDA MODEL test.

ESL 3

On Monday, students will wrap up their exploration of Nelson Mandela and his work by comparing the author’s choices, purposes and rhetoric in an autobiography and a movie through a Socratic Seminar. On Tuesday, we will complete Article of the Week #2, which will act an introduction to this next instructional sequence; through this reading, students will show that they can recognize and correct inappropriate shifts in verb, voice and mood and use punctuation to set off nonrestrictive/parenthetical elements.  Students will also choose an issue to research and compose an expository text and infographic to explain the right and describe how it is protected (or not protected) throughout the world through the research process, which will take the next three weeks.  On Wednesday, Thursday and Friday, they will complete the WIDA MODEL test, which will measure their listening, reading, writing and speaking skills; when they finish testing each day, they will use the time to complete Article of the Week #2 or to read their independent reading book.  Here is an overview of our weekly slides and due dates:

Monday, May 2, 2016 Pick Topic/Book
Wednesday, May 4, 2016 Article of the Week #2

ESL 2

This week, students will continue their analysis of the language and structure of their chosen books for our Poetry Literature Circles for Crossover or Brown Girl Dreamingwhich are both award-winning contemporary collections of poetry.  They will also explore two other types of poems, a cinquain and haiku, which they will compose using models that they have analyzed. On Wednesday, Thursday and Friday, they will complete the WIDA MODEL test, which will measure their listening, reading, writing and speaking skills; when they finish testing each day, they will use the time read their independent reading book.  Here is an overview of our weekly slides and due dates:

Monday, May 2, 2016 Poem #4
Tuesday, May 3, 2016 Poem #5
Monday, May 9, 2016 Finish Book

Poem # 2: 1/01/2001

I am born in Iraq
where the sun always shines.
I was born in a Hospital where people are treated with care.
It was in the city in Baghdad.
It was in Baghdad.
I am born…
it was at 9:45 p.m. the season was like spring in michigan.
It was January .
It was windy at night.
I am born…
my dad, my mom ,my grandma, aunts, uncles, older cousins.
And my family friends.
I would describe my family were happy because I was born.
When I was born…
My family is important because they are taking care
of me and if anything happens to me
they will do anything they can do to help me.
When I was young my family
was important to me because they make food for me
And help me with my homework if I needed help.

Poem #2: October 5th, 2001

I am born in Southfield hospital in Michigan, United States.
I am born on a dark stormy night on October 5th at 12:30 pm. It was on a Wednesday. It was not far from where my grandparents live. I am born on the day of a full moon, that shined brightly through the night filled with lightning and thunder.
I am born and my family was there. When I was born a crow flew through the window and sat on my hand. I felt that he was my mother. The nurse took out a broom and scared him so he would fly back out the window, and finally I understood.
I am born to the Chikhalenko family who were always important to me since I was young till now.

image

Flying into Week 5

This week will be back to work as usual–which will be the case from now until the end of the school year thanks to fewer instructional interruptions.  Here’s an overview of what we will be accomplishing this week:

ESL 3

ESL 3 students will begin planning our upcoming field trip in addition to starting their first research series, which will build on the topic of how we balance everyone’s rights and responsibilities.  On Monday, we will complete Article of the Week #2, which will act an introduction to this next instructional sequence; through this reading, students will show that they can recognize and correct inappropriate shifts in verb, voice and mood and use punctuation to set off nonrestrictive/parenthetical elements.  On Tuesday, we will begin  learning about Nelson Mandela and his work through an autobiographical text and movie this week; then we will transition to identifying a human rights issue we think is important.  This will lead into student’s choosing an issue to research and compose an expository text and infographic to explain the right and describe how it is protected (or not protected) throughout the world through the research process.  At the of the week, student’s will choose a topic to focus on and will choose an independent reading text to kick off their exploration of their chosen topics.  Here is an overview of our weekly slides and due dates:

Tuesday, April 26, 2016 Article of the Week #2
Wednesday, April 27, 2016 Annotate “A Long Walk to Freedom”
Friday, April 28, 2016 A Long Walk to Freedom Notes

Choose book

ESL 2

This week, we will start by playing catch up on some of the goals from last week that we did not complete.  On Monday, we will begin our Poetry Literature Circles for Crossover or Brown Girl Dreamingwhich are both award-winning contemporary collections of poetry.  Students will use the poems we read as models to write their own poetry anthologies, which they will publish on their own blogs.  This week, we will write 3 poems in addition to reading models as a class and on our own.  Here is an overview of our weekly slides and due dates:

Tuesday, April 26, 2016 Poem #2
Thursday, April 28, 2016 Poem #3
Friday, April 29, 2016 Poem #4

Full Speed Ahead in Week 4

 

This week will be back to work as usual–which will be the case from now until the end of the school year thanks to fewer instructional interruptions.  Here’s an overview of what we will be accomplishing this week:

ESL 3

This week, ESL 3 students will present their field trip proposals to the ESL classes and building administration.  During the course of the week, they will finalize their written proposals and will rehearse their presentations.  We will also wrap up our analysis and discussion of A Long Walk to Water; students will demonstrate their analysis of the author’s choices about structure and point of view as well as their ability to determine the meaning of words in context through a Socratic Seminar on Tuesday and a Reading Check on Wednesday.  At the end of the week, they will also begin Article of the Week #2, which will ask them to correct inappropriate shifts in verb, voice, and mood and to use punctuation to set off parenthetical/nonrestrictive elements.  Here is an overview of our weekly slides and due dates:

Monday, April 11, 2016 Field Trip Proposal DraftA Long Walk to Water
Wednesday, April 13, 2016 Field Trip Final DraftA Long Walk to Water
Friday, April 15, 2016 Field Trip Proposal PresentationA Long Walk to Water

 

ESL 2

We will kick off our month-long study of poetry, which will ask students to explore how an author strategically chooses structure and word choice to create effect. This week, students will develop a “heuristic,” or roadmap for how to analyze poetry by considering the overall structure and meaning as well as individual word choices.  We will be reading some classic poems as well as choosing between two options for our Poetry Literature Circles, Crossover or Brown Girl Dreamingwhich are both award-winning contemporary collections of poetry.  Students will use the poems we read as models to write their own poetry anthologies, which they will publish on their own blogs.  Here is an overview of our weekly slides and due dates:

Monday, April 18, 2016 Literature Circle Meeting

Figurative Language Mini-Lesson

Wednesday, April 20, 2016 Literature Circle Meeting

Poem #1

Friday, April 22, 2016 Poem #2

Poem #3