Daily Agenda

Wednesday, June 13:
Exam Schedule: Dismissal at 11:15

5th hour 8:06 AM - 9:30 AM    EXAM

6th hour 9:35 AM - 11:15 AM  EXAM and iPad/cord/charger Collection and device wipe


Students are dismissed at 11:15 AM - No lunch will be served.  


Tuesday, June 12:
Exam Schedule

1st hour   8:06 AM - 8:51  AM

2nd hour 8:55 AM - 10:25 AM  EXAM

3rd hour 10:29 AM - 11:14 AM (PM Career Center iPad/cord/charger collection

   in Media Center)

4th hour 11:18 AM- 1:22 PM    EXAM

A Lunch (11:18 - 11:48)

B Lunch (12:52 - 1:22)

5th hour 1:26  PM- 1:56    PM

6th hour         2:00 PM - 3:00 PM


Monday, June 11:
Exam Schedule

Monday, June 11th - 1st & 3rd Hour Exams - No 2nd Hour


1st hour 8:06 AM - 9:36 AM    EXAM

9:36 AM - 9:44  AM Passing Time

3rd hour 9:44 AM - 11:14 AM  EXAM

4th - 6th Regular Schedule


Friday, June 8:
2. The Perfect Day...

Thursday, June 7:
2. The Perfect Day...

Wednesday, June 6:
2. The Perfect Day...

Tuesday, June 5:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Belle and the Beast take in the fairy tale musical Beauty and the Beast acknowledging how they change over the course of the film.

1. View Beauty and the Beast
    a. movie task
2. Beauty and the Beast Stained Glass Window Assignment
    a. Rubric due Monday at the end of the hour

Monday, June 4:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Belle and the Beast take in the fairy tale musical Beauty and the Beast acknowledging how they change over the course of the film.

1. View Beauty and the Beast
    a. movie task
2. Beauty and the Beast Stained Glass Window Assignment
    a. Rubric due Monday at the end of the hour

Friday, June 1:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Belle and the Beast take in the fairy tale musical Beauty and the Beast acknowledging how they change over the course of the film.

1. View Beauty and the Beast
    a. movie task
2. Beauty and the Beast Stained Glass Window Assignment
    a. Rubric due Monday at the end of the hour

Thursday, May 31:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Belle and the Beast take in the fairy tale musical Beauty and the Beast acknowledging how they change over the course of the film.

1. View Beauty and the Beast
    a. movie task
2. Beauty and the Beast Stained Glass Window Assignment
    a. Rubric due Monday at the end of the hour

Wednesday, May 30:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Belle and the Beast take in the fairy tale musical Beauty and the Beast acknowledging how they change over the course of the film.

1. View Beauty and the Beast
    a. movie task

Tuesday, May 29:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Belle and the Beast take in the fairy tale musical Beauty and the Beast acknowledging how they change over the course of the film.

1. View Beauty and the Beast
    a. movie task


Friday, May 25:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Learning Target:
I can define the literary term "parody".

I can create an original parody based on one of the films viewed in class this semester.


1. Parody Assignment (due today)
    a. Rubrics
        i. Each project has a specific rubric, so see Mrs. Iseler when you choose your type of parody project!  

Thursday, May 24:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Learning Target:
I can define the literary term "parody".

I can create an original parody based on one of the films viewed in class this semester.


    a. Rubrics
        i. Each project has a specific rubric, so see Mrs. Iseler when you choose your type of parody project!  
    b. Due Friday at the end of the hour!

Wednesday, May 23:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Learning Target:
I can define the literary term "parody".

I can create an original parody based on one of the films viewed in class this semester.


    a. Rubrics
        i. Each project has a specific rubric, so see Mrs. Iseler when you choose your type of parody project!  
    b. Due Friday at the end of the hour!

Tuesday, May 22:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Learning Target:
I can define the literary term "parody".

I can create an original parody based on one of the films viewed in class this semester.

1. What is parody?
    a. Rubrics
3. The Princess Bride
    a. Movie Task

Monday, May 21:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Learning Target:
I can define the literary term "parody".

I can create an original parody based on one of the films viewed in class this semester.

1. What is parody?
    a. Rubrics
3. The Princess Bride
    a. Movie Task

Friday, May 18:
SENIOR EXAMS: 2,4,6
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.AEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Learning Target:
I can identify elements of the plot of Alice in Wonderland  to incorporate in my own narrative that matches the tones, style, and voice of this film.
1. Pack your bags, next stop: Wonderland
    c. Due Monday!

Thursday, May 17:
SENIOR EXAMS: 1,3,5
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.AEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Learning Target:
I can identify elements of the plot of Alice in Wonderland  to incorporate in my own narrative that matches the tones, style, and voice of this film.
1. Pack your bags, next stop: Wonderland
    c. Due Monday!

Wednesday, May 16:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.AEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Learning Target:
I can identify elements of the plot of Alice in Wonderland  to incorporate in my own narrative that matches the tones, style, and voice of this film.
1. Pack your bags, next stop: Wonderland
Due Today!


Tuesday, May 15:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Targets: I can create a multimedia project that represents my knowledge of a real pirate in history and a real life lost treasure.

I can write a persuasive paragraph employing the use of logical, emotional, and credibility appeals.


1. Pirate Treasure Presentations
2. Pack your bags, next stop: Wonderland

Monday, May 14:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Targets: I can create a multimedia project that represents my knowledge of a real pirate in history and a real life lost treasure.

I can write a persuasive paragraph employing the use of logical, emotional, and credibility appeals.


1. Pirate Treasure Presentations

Friday, May 11:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Targets: I can create a multimedia project that represents my knowledge of a real pirate in history and a real life lost treasure.

I can write a persuasive paragraph employing the use of logical, emotional, and credibility appeals.

I can identify the course of action Jack Sparrow takes on his adventure.

1. Finish Pirates of the Caribbean: on Stranger Tides.
    a. Plot Map-Turn in
2Pirates and Buried Treasure Project
    a. Choose a partner to work with
    b. Choose one pirate in history
    c. Choose one lost treasure in history
    b. Follow the instructions on the handout to create a presentation that you will give on Monday, May 14.  Be sure to follow the rubric and complete the pre-writing!

Thursday, May 10:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Target: I can create a multimedia project that represents my knowledge of a real pirate in history and a real life lost treasure.

I can write a persuasive paragraph employing the use of logical, emotional, and credibility appeals.

1. Pirates and Buried Treasure Project
    a. Choose a partner to work with
    b. Choose one pirate in history
    c. Choose one lost treasure in history
    b. Follow the instructions on the handout to create a presentation that you will give on Monday, May 14.  Be sure to follow the rubric and complete the pre-writing!

Wednesday, May 9:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Jack Sparrow takes on his adventure.

1. Yo Ho Yo Ho: Set sail with Jack Sparrow in Pirates of the Caribbean: on Stranger Tides.
    a. Plot Map

Tuesday, May 8:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

I can identify the course of action Jack Sparrow takes on his adventure.

1. Yo Ho Yo Ho: Set sail with Jack Sparrow in Pirates of the Caribbean: on Stranger Tides.
    a. Plot Map

Monday, May 7:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

I can create a multimedia project that represents both a true and fictionalized story as Abe did for Jacob in Miss Peregrine's Home for Peculiar Children.

    a. Presentations today!
2. Yo Ho Yo Ho: Set sail with Jack Sparrow in Pirates of the Caribbean: on Stranger Tides.
    a. Plot Map

Friday, May 4:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

Learning Target: I can identify specific details about the characters from Miss Peregrine's Home for Peculiar Children.

I can synthesize ideas from other works of fiction from the course with Miss Peregrine's Home for Peculiar Children.

1. Finish Miss Peregrine's Home for Peculiar Children
    a. Movie Assignment
    a. due Monday!
    b. Example

Thursday, May 3:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

Learning Target: I can identify specific details about the characters from Miss Peregrine's Home for Peculiar Children.

I can synthesize ideas from other works of fiction from the course with Miss Peregrine's Home for Peculiar Children.

1. Continue Miss Peregrine's Home for Peculiar Children
    a. Movie Assignment

Wednesday, May 2:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target:
I can identify how objects can inspire fictional.

I can write a fictional idea from a found object.

1. Tell Me a Story Activity Part 2
    a. Find your photo from Monday, and add the person/situation into your story.  If you need some direction, add an element from the film so far: a monster, the military, special power, mysterious past, time travel...the possibilities are endless.
2. Continue Miss Peregrine's Home for Peculiar Children
    a. Movie Assignment

Tuesday, May 1:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target:
I can identify how objects can inspire fictional.

I can write a fictional idea from a found object.

1. Tell Me a Story Activity
2. Begin Miss Peregrine's Home for Peculiar Children
    a. Movie Assignment


Monday, April 28:
CCSS.ELA-LITERACY.RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work 

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target:
I can identify how objects can inspire fictional.

I can write a fictional idea from a found object.



    a. Time Travel Journal: If time travel were possible, when and where would you go and why? Respond in 75 words or more.
Related image

Friday, April 27:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Target: I can identify connections between a social issue and works in relation to the zombie apocalypse.

I can create a multimedia project that represents my knowledge of surviving a zombie apocalypse.

    a. due Friday!

Thursday, April 26:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Target: I can identify connections between a social issue and works in relation to the zombie apocalypse.

I can create a multimedia project that represents my knowledge of surviving a zombie apocalypse.

    a. due Friday!

Wednesday, April 25:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Target: I can identify connections between a social issue and works in relation to the zombie apocalypse.

I can create a multimedia project that represents my knowledge of surviving a zombie apocalypse.

    a. due Friday!

Tuesday, April 24:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Target: I can identify connections between a social issue and works in relation to the zombie apocalypse.

I can create a multimedia project that represents my knowledge of surviving a zombie apocalypse.

    a. due Friday!

Monday, April 23:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

Learning Target: I can identify specific details and examples in a multimedia format of ways to survive the zombie apocalypse.

1. Finish I am Legend
    a. Movie Charts due!

Friday, April 20:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

Learning Target: I can identify specific details and examples in a multimedia format of ways to survive the zombie apocalypse.

1. I am Legend
    a. Movie Chart

Thursday, April 19:
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Learning Goals:
I can read an the article "The science behind zombies: Could it really happen?" and draw conclusions about how science and illnesses could be connected to the idea of zombies.

1. Turn in World War Z Chart if you haven't already!
2. Read the article: "The science behind zombies: Could it really happen?" from the website Global News by Nicole Mortillaro. Be sure to watch the embedded videos!
    a. Critical Thinking Questions
3. Zombie Mental Maps due Friday!
4. Begin I am Legend
    a. Movie Chart


Wednesday, April 18:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

Learning Target: I can identify specific details and examples in a multimedia format of ways to survive the zombie apocalypse.

1. World War Z
    a. Movie Chart

Tuesday, April 17:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details

Learning Target: I can identify specific details and examples in a multimedia format of ways to survive the zombie apocalypse.

2. World War Z
    a. Movie Chart

Monday, April 16:
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

Learning Target: I can read an original piece of literature and rewrite it to reflect a specific purpose.

1. Nursery Rhymes...and zombies?
    a. Rubric
    b. Due Today!
2. World War Z
    a. Movie Chart

Friday, April 13:
1. Pride and Prejudice and Zombies
    a. Movie Questions due today!
2. Nursery Rhymes...and zombies?
    a. Rubric
    b. Due Monday

Thursday, April 12:
1. Pride and Prejudice and Zombies
    a. Movie Questions

Wednesday, April 11:

2. Pride and Prejudice and Zombies

Tuesday, April 10:
SAT Testing Day- No Regular Class Period

Monday, April 9:
Welcome Back!

CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

Learning Target: I can read a nonfiction article, identify the main idea, and draw a conclusion about how learning about a zombie apocalypse is actually beneficial to my education.

4. Classic Literature...and zombies...???????

4. The original zombies Night of the Living Dead

Happy Spring Break!

Thursday, March 29:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target:
I can define the concepts of "good" and "great" from the point of view of Oscar in Oz the Great and Powerful.
I can identify examples that illustrate the concepts of "good" and "great" in the film Oz the Great and Powerful.

1. Finish Oz the Great and Powerful
    a. Assignment: Good vs Great

Wednesday, March 28:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target:
I can define the concepts of "good" and "great" from the point of view of Oscar in Oz the Great and Powerful.
I can identify examples that illustrate the concepts of "good" and "great" in the film Oz the Great and Powerful.

1. Oz the Great and Powerful
    a. Assignment: Good vs Great

Tuesday, March 27:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target:
I can define the concepts of "good" and "great" from the point of view of Oscar in Oz the Great and Powerful.
I can identify examples that illustrate the concepts of "good" and "great" in the film Oz the Great and Powerful.


1Journal: Good vs Great: What's the difference to you?  Which would you rather be in life?  Why?  75 words or more.
2. Oz the Great and Powerful
    a. Assignment: Good vs Great

Monday, March 26:
1. Fakebook Task
    a. Template Link
    b. Rubric
2. Journal: Good vs Great: What's the difference to you?  Which would you rather be in life?  Why?  75 words or more.


Friday, March 23:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Learning Target:
I can create my own digital heroic epic through the use of a storyboard.

1. Finish work on Lord of the Rings Storyboard Assignment due  at the end of the hour!
            i. Final Project: StoryboardThat!
            ii. Model

Thursday, March 22:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Learning Target:
I can create my own digital heroic epic through the use of a storyboard.

1. Begin work on Lord of the Rings Storyboard Assignment due Thursday at the beginning of the hour
            i. Final Project: StoryboardThat!
            ii. Model

Wednesday, March 21:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Learning Target:
I can create my own digital heroic epic through the use of a storyboard.

1. Create an account in Storyboard That
            i. Click "I'm a New User"
           ii. Your School/Teacher Name: iseler25
           iii. Your Access Key: wrote16
2. Begin work on Lord of the Rings Storyboard Assignment due Thursday at the beginning of the hour
            i. Final Project: StoryboardThat!
            ii. Model

Tuesday, March 20:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Learning Target:
I can create my own digital heroic epic through the use of a storyboard.

1. Finish Lord of the Rings: The Fellowship of the Ring
    a. Assignment

Monday, March 19:
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Learning Target:
I can create my own digital heroic epic through the use of a storyboard.
1. Continue Lord of the Rings: The Fellowship of the Ring
    a. Assignment

Friday, March 16:
1. Continue Lord of the Rings: The Fellowship of the Ring
    a. Assignment

Thursday, March 15:
Common Core Standard:CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 

Learning Target: I can demonstrate the art of storytelling.

1. Storytelling Performances!
    a. Have an assigned narrator
    b. Every character has a name tag
    c. All important elements of the story are covered
    d. No reading! Tell the story!
2. Begin Lord of the Rings: The Fellowship of the Ring
    a. Assignment

Wednesday, March 14:
Common Core Standard:CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 

Learning Target: I can demonstrate the art of storytelling.

1. Tradition of Oral Storytelling Activity (Performance tomorrow)
    a. Have an assigned narrator
    b. Every character has a name tag
    c. All important elements of the story are covered
    d. No reading! Tell the story!
2. Begin Lord of the Rings: The Fellowship of the Ring
    a. Assignment

Tuesday, March 13:
Common Core Standard:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Learning Target: I can identify connections between a social issue and works in relation to artificial intelligence and technology and express it in a fictional work of writing.

 1. Avengers Final Project (Due tomorrow): Heroes, Villains, and Artificial Intelligence

Monday, March 12:
Common Core Standard: CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can identify connections between a social issue and works in relation to artificial intelligence and technology.
1. Nonfiction Reading: Artificial Intelligence
    a. Assignment

 2. Avengers Final Project: Heroes, Villains, and Artificial Intelligence

Friday, March 9:
Common Core Standard: CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can identify connections between a social issue and works in relation to artificial intelligence and technology.

1. Continue/Finish: Avengers Age of Ultron
    a. Movie Assignment

Thursday, March 8:
SNOW DAY

Wednesday, March 7:
Common Core Standard: CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Learning Target: I can apply the theory of a literary hero in literature in relation to Carl Young and Joseph Campbell and identify examples from Avengers: Age of Ultron.

1. Avengers: Age of Ultron
    a. Assignment

Tuesday, March 6:
Common Core Standard: CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums determining which details are emphasized in each account.

Learning Target: I can define a hero in literature in relation to Carl Young and Joseph Campbell.

I can use technology to create a visual representation of the concept of a hero.

    a. Email to: riseler@croslex.org
    b. Subject line: Word Clouds
    a. Meet the Hero
    b. Meet the Villain
3. Begin: Avengers: Age of Ultron
    a. Assignment

Monday, March 5:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

I can create a multimedia project that represents my knowledge of a real life hero.

1. Submit your Sponsor Commercial!
    a. email: riseler@croslex.org
    b. Subject Line: Sponsor Commercial

        a. Presentations today!

3. Hero or Celebrity?  Is there a difference?

Friday, March 2:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

I can create a multimedia project that represents my knowledge of a real life hero.


1. Finish The Hunger Games


3. Individually complete: Everyday Hero Assignment

Thursday, March 1:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can create a multimedia project that represents my conceptual understanding of a film.

1. Continue The Hunger Games

Wednesday, February 28:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can create a multimedia project that represents my conceptual understanding of a film.

1. Continue The Hunger Games

Tuesday, February 27:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Learning Target: I can conduct research and draw conclusions about how fiction and reality compare and contrast.

2. Begin The Hunger Games

Monday, February 26:
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums determining which details are emphasized in each account.

Learning Target: I can conduct research and draw conclusions about how fiction and reality compare and contrast.

1. Introduction to the Hunger Games Assignment Parts 1-4(with a fellow tribute)

Friday, February 23:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Learning Target: I can conduct research and draw conclusions about how fiction and reality compare and contrast.

Thursday, February 22:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can write fiction to adapt to a specific audience on Harry Potter's first year at Hogwart's.

1. Harry Potter final project (due at the end of the hour)

Wednesday, February 21:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I can write fiction to adapt to a specific audience on Harry Potter's first year at Hogwart's.


Tuesday, February 20:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


Learning Target:
  • I can read a nonfiction article about fiction and pop culture and relate the information to Harry Potter and why the public finds the story and characters so relatable.
    a. Ted TV Clip: "How Fiction Can Change Reality"

Thursday, February 15:
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can identify examples of allusion in Harry Potter and explain their significance. 

1. Finish allusion presentations
3. Harry Potter and the Sorcerer's Stone
    a. Movie Assignment

Wednesday, February 14:
Common Core Standard:CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Learning Target: I can identify examples of allusion in Harry Potter and explain their significance. 

    a. Presentations
2. Harry Potter and the Sorcerer's Stone
    a. Movie Assignment

Tuesday, February 13:
Common Core Standard:  CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I can watch a film and identify literary elements.

1. Harry Potter and the Sorcerer's Stone
    a. Movie Assignment

Friday, February 9:
Common Core Standard: CCSS.ELA-LITERACY.W.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Learning Target:  I can write from different points of view while considering the same situation.

1. Harry Potter in 99 seconds!
2. Letter to Hogwarts Assignment (due tomorrow)
    a. Rubric
3. Harry Potter and the Sorcerer's Stone
    a. Movie Assignment

Thursday, February 8:
Common Core Standard: CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

1. Hogwart's House Presentations
2. Begin Harry Potter and the Chamber of Secrets


Wednesday, February 7:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Learning Target:  I can research the internet to locate specific information about J.K. Rowling's fictional world created in the Harry Potter book series.


Tuesday, February 6:
Common Core Standard:  CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I can draw conclusions between works of fiction and current social issues.

1. The Maze Runner final project (due Tuesday)
    a. WCKD Lab Report

Monday, February 5:
SNOW DAY!

Friday, February 2:
Common Core Standard:  CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I can draw conclusions between works of fiction and current social issues.

1. The Maze Runner final project
    a. WCKD Lab Report

Thursday, February 1:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Learning Target: I can problem solve with my peers and work collaboratively towards a common goal.

1. Can you break out?

Wednesday, January 31:
Common Core Standard: CCSS.ELA-LITERACY.SL.9-10.5
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Learning Target: I can draw conclusions between works of fiction and current social issues.

    a. Is there something to learn about our world from The Maze Runner?
    b. SKIP STEP 3: BOARD TALK!

Tuesday, January 30:
Common Core Standard:  CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target:  I can analyze a character to understand their point of view and motivation for the actions they take.

1. The Maze Runner
        a. Movie Assignment

Monday, January 29:
Common Core Standard:  CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target:  I can analyze a character to understand their point of view and motivation for the actions they take.

1. The Maze Runner
        a. Movie Assignment

Friday, January 25:
Common Core Standard:  CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can compare my personal interests to a fictional character, find a connection, and write a paragraph expressing that connection to others.

1. The Maze Runner
        a. Movie Assignment

Thursday, January 24:
Common Core Standard: CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Common Core Standard:  CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Learning Target: I can define the concept of cryptography.

1. Share The Maze Runner Assignment #1
    a. Computer Lab
    b. Use Google Chrome to run this activity!
3. Begin The Maze Runner
    a. Movie Assignment

Wednesday, January 23:
Common Core Standard: CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Common Core Standard:  CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Learning Target: I can define the concept of cryptography.
    a. Plague Presentations

Tuesday, January 22:
Common Core Standard: CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Learning Target: I understand the expectations of my teacher's classroom.

1.Class Website:   https://tinyurl.com/fantasyfictionfilm2018
2. Seating Charts
3. Syllabus
4. Class Rules
5. What do I already know about fiction and film?