Sep 25, 2020
Panthers and Panther Parents, we are excited about welcoming you back to campus for Hybrid Learning on Monday, September 28th. Students with last names that begin with the letters A-K will report to campus on Monday and Tuesday, and students with the last name L-Z will report to campus on Thursday and Friday. All students will participate in virtual learning from home on Wednesdays.
Masks and IDs will be an essential part of every students’ uniform. Students must wear their masks at all times, unless eating. Masks with valves will not be allowed. Because of the mask policy, it is extremely important that students also wear their IDs everyday. Students should wear their ID around their neck or clipped to their collar at all times.
When your student returns to school, there will be some changes to our normal school routine. Students will begin entering the building no sooner than 6:40 am. Students must exit their bus or car wearing a mask. As students exit their bus or car, their temperature will be checked. All students who drive to school or are in carpool must enter the building through the gym foyer. No students will be allowed to enter the building through the main office, with the exception of Community Based students.
Students will be offered a “grab and go” breakfast. Students will not be allowed to enter the cafeteria during breakfast. Breakfast will be passed out at stations near the bus drop off area and carpool area. Students are asked to please throw all trash in receptacles around campus.
Students with a temperature of 100.4 degrees or higher or displaying one or more symptoms will be sent to an isolation room or asked to return to their car. A parent will be contacted and be required to pick up the student. We ask that all sick students stay at home.
Once students enter their classroom, students will be required to wipe their desks. All students must wear masks for the entirety of the class period. Desks will be spaced apart and will be asked to stay seated in class to practice social distancing. Before the end of class, students will use wipes to clean their desk.
Once bells ring for class change, students should follow markings on the walls indicating the direction of traffic flow. Hallways will be one way, and students should not walk against the flow of traffic in hallways. Students should also attempt to maintain social distance while changing classes. Students are expected to wear their masks during class change.
Lunch will be broken into three lunch shifts this year. Students’ lunch shift will be determined by their 3rd Block class. The daily bell schedule for each lunch shift is listed below.
Daily Bell Schedule – 1st Lunch Shift (3rd Block in the 200 or 300 Hall)
1st Block – 7:10 – 8:55
2nd Block – 9:00 – 10:35
1st Lunch Shift – 10:35 – 11:05
3rd Block – 11:10 – 12:45
4th Block – 12:50 – 2:25
Daily Bell Schedule – 2nd Lunch Shift (3rd Block in the 500/700/800/900/1200 Hall)
1st Block – 7:10 – 8:55
2nd Block – 9:00 – 10:35
3rd Block – 10:40 – 11:35
2nd Lunch Shift – 11:35 – 12:05
3rd Block – 12:10 – 12:45
4th Block – 12:50 – 2:25
Daily Bell Schedule – 3rd Lunch Shift (3rd Block in the 100 & 400 Hall & Gym)
1st Block – 7:10 – 8:55
2nd Block – 9:00 – 10:35
3rd Block – 10:40 – 12:15
3rd Lunch Shift – 12:15 – 12:45
4th Block – 12:50 – 2:25
At 2:25, when the bell rings to end the school day, students will still be required to wear their masks. Students will also be reminded to follow the one way signs throughout hallways. Carpool parents are asked to park in spaces without designated numbers in front of the gym foyer entrance.
Jul 28, 2020
As the 2020-2021 school year approaches, the faculty and staff at Woodlawn High are diligently preparing for a virtual teaching environment. EBRPSS has announced that all classes will be held virtually through Labor Day, with a decision about future classes to be made at a later date.
While Woodlawn High students had a taste of virtual learning for the final six weeks of the 2019-2020 school year, the new school year will come with some changes by EBRPSS.
First, Woodlawn High will be one of many schools in the district switching from an “A-B” block schedule to a 4×4 block schedule. Students will have four periods a day, and will attend those four periods daily. Students will not switch schedules daily as in previous “A-B” block years. At the end of the semester (typically December), students will complete their four classes and begin four new classes when the new semester begins. Students taking a traditional semester course, such as Health, will switch courses at the end of the nine-week period. Students course load will drop from eight courses to four courses at one time.
The second major change will be the platform on which virtual classes will be held. The current plan is to switch from Microsoft Teams to Google Meets. When more information on this switch is finalized, it will be announced and made public by Woodlawn High.
Virtual classes at Woodlawn High will begin on Monday, August 10th, at 7:20 am. Students will attend each of their four classes, with a common lunch break from 12:15 pm until 12:50 pm. The school day will end at 2:25 pm.
Wednesdays will feature a Club Day schedule, with classes ending at 1:35 pm. Students will then be allowed to meet with their Club Sponsors or Athletic Coaches from 1:40 pm until 2:25 pm on Google Meets. Talented students will be required to meet with their talented teachers during this Club Time. Students may also utilize this time as a virtual office hour to meet with teachers. This time allows students to maintain relationships with Teachers, Sponsors and Coaches while not allowed on campus.
Student schedules will be available via Parent Access Center. These schedules will be available once the district makes Parent Access Center accessible for the new school year. Students are reminded that their password changes each year; the last two digits of their password change to their current classification (ex: a sophomore’s password will end in “10” this school year instead of “09”).
Woodlawn High is also preparing to meet the commitment by EBRPSS to make sure that every student has access to necessary technology. Families are encouraged to read about the Chromebook distribution schedule. Students without reliable internet access should complete the EBR Technology Survey to apply for a WiFi Hotspot.
Families looking for additional information are encouraged to visit the COVID-19 & 2020-2021 Page on the EBR website. EBR has also set up an FAQ Page to answer common questions. Families can also contact Woodlawn High directly by calling 225-753-1200.
Bell Schedule – Monday, Tuesday, Thursday, & Friday
- 1st Period – 7:20 AM – 8:55 AM
- 2nd Period – 9:00 AM – 10:35 AM
- Lunch – 10:35 AM – 11:15 AM
- 3rd Period – 11:15 AM – 12:50 PM
- 4th Period – 12:55 PM – 2:30 PM
Bell Schedule – Wednesday
- 1st Period – 7:20 AM – 8:45 AM
- 2nd Period – 8:50 AM – 10:15 AM
- 3rd Period – 10:20 AM – 11:45 AM
- Lunch – 11:45 AM – 12:25 PM
- 4th Period – 12:25 PM – 1:40 PM
- Club Period – 1:45 PM – 2:30 PM
Jul 27, 2020
After the announcement by the East Baton Rouge Parish School System that all students would participate in an all-virtual learning model beginning on August 10th and lasting through at least Labor Day, administration at Woodlawn High is preparing for an unprecedented beginning to the school year.
The announcement also stated that the district is prepared to achieve a 1:1 student-to-device ratio by the beginning of the school year. Students enrolled at Woodlawn High who did not return their Chromebook after the 2019-2020 school year should keep their Chromebook and utilize it again this year. Students in need of a Chromebook should see the following schedule and plan on picking up their Chromebook during their scheduled time.
Students do not need to come to school, but Chromebooks can only be handed out to student or a parent/guardian of record. A picture ID will be required to receive a Chromebook. A family with multiple students at Woodlawn High can pick up all needed Chromebooks at one of the students’ designated times. Chromebook distribution will take place in front of the gym foyer, where normal student drop off takes place.
Students with a Chromebook that does not currently operate should plan to bring it to Woodlawn High during the designated makeup time on Friday. Replacement Chromebooks are currently limited, so they will be passed out on a first-come, first-served basis.
EBR is also prepared to provide WiFi Hotspots to families without reliable internet. Students who had a Hotspot during the 2019-2020 school year and did not return it can use the same Hotspot during the 2020-2021 school year. If a student had a Hotspot and returned in at the conclusion of the school year, that Hotspot can be picked up during their scheduled Chromebook time.
Students who did not have a WiFi Hotspot during the 2019-2020 school year who are in need of internet access should complete the EBR Technology Survey. Those WiFi Hotspots will be available for pick-up once approved.
Families looking for additional information are encouraged to visit the COVID-19 & 2020-2021 Page on the EBR website. EBR has also set up an FAQ Page to answer common questions. Families can also contact Woodlawn High directly by calling 225-753-1200.
Chromebook Distribution Schedule
- Monday, August 3rd – 7:30 am – 9:00 am – Seniors, Last Name beginning with the letters A-G
- Monday, August 3rd – 9:30 am – 11:00 am – Seniors, Last Name beginning with the letters H-O
- Monday, August 3rd – 1:00 pm – 2:30 pm – Seniors, Last Name beginning with the letters P-Z
- Tuesday, August 4th – 7:30 am – 9:00 am – Juniors, Last Name beginning with the letters A-G
- Tuesday, August 4th – 9:30 am – 11:00 am – Juniors, Last Name beginning with the letters H-O
- Tuesday, August 4th – 1:00 pm – 2:30 pm – Juniors, Last Name beginning with the letters P-Z
- Wednesday, August 5th – 7:30 am – 9:00 am – Freshmen, Last Name beginning with the letters A-G
- Wednesday, August 5th – 9:30 am – 11:00 am – Freshmen, Last Name beginning with the letters H-O
- Wednesday, August 5th – 1:00 pm – 2:30 pm – Freshmen, Last Name beginning with the letters P-Z
- Thursday, August 6th – 7:30 am – 9:00 am – Sophomores, Last Name beginning with the letters A-D
- Thursday, August 6th – 9:30 am – 11:00 am – Sophomores, Last Name beginning with the letters E-K
- Thursday, August 6th – 1:00 pm – 2:30 pm – Sophomores, Last Name beginning with the letters L-P
- Friday, August 7th – 7:30 am – 9:00 am – Sophomores, Last Name beginning with the letters R-Z
- Friday, August 7th – 9:30 am – 11:30 am – Make-Ups & Replacements
May 27, 2020
Panthers, we want to thank you for an incredible school year and for your patience through Distance Learning. We greatly missed the last few months with our students, and we cannot wait to have them back on campus in the upcoming weeks.
While there are still many unknowns regarding what next fall will look like, we want to assure you that we are preparing for every possible outcome. Please take a minute to fill out this brief survey to let us know what health concerns you have for the year ahead, and how we can enhance distance learning to meet those needs. The survey is in both English and Spanish.
https://tinyurl.com/EBRDE2020
https://tinyurl.com/EBRDE2020SPAN
We will continue to communicate with you about summer enrichment opportunities and all other important updates.
And as always, thanks for your continued support!
May 27, 2020
For questions about summer reading, please email Ms. Collins at [email protected].
“The role of a writer is not to say what we can all say, but what we are unable to say.”
— Anais Nin
Introduction
Your summer assignment is a chance for you to read Daniel Defoe’s Journal of a Plague Year (Diario del año de la peste) to explore ideas, and to write in response to what you are reading and thinking. The task has three parts, and all work is due September 4, 2020.
I have linked to all the texts that are available online, but in some cases, you may need to go to your local library to get a copy. In many cases, I have included additional links if you are fascinated by what you read and are interested in exploring more.
As Voltaire said, “Think for yourself and let others enjoy the privilege of doing so too.” Enjoy the privilege of reading great texts. Enjoy the writing process.
Part I — Organizing
Text — How I Take Notes and 10 Note-Taking Tips
After watching StudyTee’s notes system, I want you to think about how you can benefit from this organization method that will be used for this summer and throughout the year.
Assignment — Two options
- Get a notebook of your choice with the style of paper that you prefer (lined, graph, blank, bullet point, etc.). We will use this notebook to create notes for The Journal of a Plague Year.
- Students may also create a Google Docs to create notes for The Journal of a Plague Year.
Why it is essential — The process of learning something often starts out feeling disorganized and unwieldy; the most important aspects are not always salient. Consolidation helps organize and solidify learning. This notebook will serve as a means to consolidate what you have learned from The Journal of Plague Year. Make it your own. Decorate it if you like or keep it clean and clear.
Part II — Reading
Text 1 — Leo Babauta’s Why I Read (+ a Dozen Book Recommendations)
Assignment — Write a page of notes about your relationship with reading. Share an honest assessment of the role that it plays in your life. Think about how you would conceptualize and categorize reading’s impact on you. I value honesty over flattery. If reading is not your thing, say it. If you love it, then let me know. I don’t care so much which side you take. More important than what you choose is the truth of your reflection. I want to read about why you feel the way that you do. I want to get to know you as a reader.
Why it is essential — This is the first step in me getting to know you as a reader. What’s more important than that?
Text 2 — Journal of a Plague Year
Assignment –Create three pages of notes about the book. How you organize those three pages is up to you. I know that this is vague and undefined but look at it another way. I am empowering you to do what you feel is right. You have the freedom to do what you want. You can create whatever you want. All I’m asking you to do is create three new pages of notes about your reading experience. When there are little to no rules, the possibilities are endless. It is up to you to make it awesome!
The former is the free-style version of developing your intellectual acumen. A more structured style known as dialectical journals will be introduced as the class progresses. It is a format that involves talking your way through a text and being able to analyze content material through conversations that you have with the reading material. For example, you would ask yourself: What exactly was the Black Death? Then explore the question through information found in the reading. The point is for you to expand your boundaries and intellectual curiosity by asking questions and finding answers. You will discover that the process serves to broaden your horizons and allows you to be comfortable in your own skin!
Why it is crucial — A mature thinker chooses and develops his or her criteria to evaluate the quality of texts. I respect your ability to make connections to other books, ideas, cultural perspectives, eras, and personal experiences. When you have control over how you do that, you often exceed my expectations. So do it.
Text 3 –Poems That Say Thank You
Assignment — Choose two poems from this list and create notes for each. The notes should focus on an analysis of each poem. Look for the interrelated parts. Use SWIMTAG. Find the individual aspects of the poem that give it meaning.
Why it is essential — Thoughtful readers write to examine and convey complex ideas, concepts, and information clearly and accurately. How? Selecting apt and specific evidence, organizing that evidence into broader purposes, and communicating the impact of its meaning make you a keen reader.
Part III — Seeing-BONUS
Text — The Nerdwriter Analyzes Edward Hopper’s “Nighthawks”
Evan Puschak has his own YouTube channel (NerdWriter) in which he offers video essays. I admire these essays that range from art, to film, to politics, to literature. He is thoughtful, well-researched, and has a keen sense of timing and audience awareness. In this video essay, he analyzes one of the iconic 20th century American paintings, “Nighthawks.” Pay attention to not only what he sees, but also notice the biographical and historical context he weaves into his analysis and pay attention to how he uses both the images and words to teach you about the painting.
Assignment — For your first set of notes, I want you to write two pages. Choose a 2-D or 3-D work of art from Google Arts and Culture (https://artsandculture.google.com/). It can be any creative endeavor that has some fascinating artistry. I want you to analyze that work of art on a similar level to Evan Puschak (the Nerdwriter). If you look at his show notes on the YouTube page for the “Nighthawks” video essay, he has done a fair amount of research. I want you to do the same. In your notes, find an organized way to explain its artistic merit and value. Don’t just provide a summary of what it is, analyze how it operates, and why it is essential.
Why it is necessary — I want you to use your notes to enrich your language, background knowledge, and vocabulary. For that to happen, these notes should be so much more sophisticated than a summary. They should reveal the complexity of the work of art. You have to articulate not only what it means to you. You should also have a broader appreciation for the artist, the cultural and historical context concerning its creation, and how the work has transcended time and remains relevant.
