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:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work 
Learning Targets:
  • I can identify examples in Indiana Jones Raiders of the Lost Ark that match the components of an Arthurian Legend.
1. Modern Day Arthurian Legend
    a. Outline Assignment: Find examples in a modern day Arthurian Legend to match the notes we took earlier in the unit.

Thursday, June 7:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work 
Learning Targets:
  • I can identify examples in Indiana Jones Raiders of the Lost Ark that match the components of an Arthurian Legend.
1. Modern Day Arthurian Legend
    a. Outline Assignment: Find examples in a modern day Arthurian Legend to match the notes we took earlier in the unit.

Wednesday, June 6:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work 
Learning Targets:
  • I can identify examples in Indiana Jones Raiders of the Lost Ark that match the components of an Arthurian Legend.
1. Modern Day Arthurian Legend
    a. Outline Assignment: Find examples in a modern day Arthurian Legend to match the notes we took earlier in the unit.

Tuesday, June 5:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "The Death of Arthur"
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. "The Death of Arthur"
    a. Vocabulary Practice #2
    b. Punctuating Titles
2. "The Death of Arthur"
    a. Reading Quiz
3. Modern Day Arthurian Legend
    a. Outline Assignment: Find examples in a modern day Arthurian Legend to match the notes we took earlier in the unit.

Monday, June 4:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "The Death of Arthur"
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. "The Death of Arthur" (read from Ipad)
    a. Vocabulary Practice #1
    b. Punctuating Titles
2. Read independently "The Death of Arthur"
    a. Command of Evidence Activity
    b. Reading Quiz tomorrow!

Friday, June 1:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "The Tale of Sir Launcelot du Lake"
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
  • I can use a semicolon correctly.
1. Sir Launcelot du Lake
    a. Vocabulary Kahoot!
2. Plural/Singular Nouns & Allusions
3. Reading Quiz "The Tale of Sir Launcelot du Lake"
4. View Launcelot clips in Merlin (ITA)

Thursday, May 31:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "The Tale of Sir Launcelot du Lake"
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
  • I can use a semicolon correctly.
1. Sir Launcelot du Lake
2. Read independently "The Tale of Sir Launcelot du Lake"
3.  Reading Quiz Tomorrow!
4. Extra Task If Needed: Plural/Singular Nouns & Allusions

Wednesday, May 30:
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Learning Targets:
  •     I can create a Coat of Arms as a visual representation of the values of myself or a character from the Arthurian Legends we have read in class.
    a. Due at the end of the hour!

Tuesday, May 29:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "Knights in Many Guises".  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
    a. Due Now!
2. Read "Knights in Many Guises"
    a. Reading Assignment
3. View from Merlin:
    a. Uther and Igraine
    b. Lady of the Lake and Excalibur
    c. Sword in the Stone

Friday, May 25:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "The Establishment of the Round Table".  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
    b. Open Book Reading Comprehension Assessment
    a. due Tuesday at the beginning of the hour

Thursday, May 24:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "Hollow Hills" and "Coronation of Arthur".  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
  • I can use a semicolon correctly.
1. "The Coronation of Arthur"
    a. Vocabulary Practice #2
3.  "The Hollow Hills" and "The Coronation of Arthur"
    a. Reading Quiz

Wednesday, May 23:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "Hollow Hills" and "Coronation of Arthur".  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
  • I can use a semicolon correctly.
1. "The Coronation of Arthur"
    a. Vocabulary Practice #1
3. Read independently "The Hollow Hills" and "The Coronation of Arthur"
    a. Command of Evidence/Reading Comprehension Assignment
    b. Reading Quiz tomorrow!

Tuesday, May 22:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "Youth and Chivalry".  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
  • I can use a semicolon correctly.
1. from "Youth and Chivalry" by Barbara Tuchman
    a. Vocabulary Practice #2
2. Reading Quiz w/ Vocabulary
3. The Sword in the Stone- Is any of this true?  One sword, one boy, three different stories.
               i. Kay needs a sword
              ii. Prove it
                   iii. Arthur is King
        
4. "The Coronation of Arthur"
    a. Semicolon Practice

Monday, May 21:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
Learning Targets:
  • I can read to understand "Youth and Chivalry".  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Persuasive Essay Due
2. Journal: Children Today...
    a. Respond in seventy-five or more words on paper and turn into the box: Life for children in the United States today...
3. from "Youth and Chivalry" by Barbara Tuchman
    a. Vocabulary Builder
    b. Reading Task: Command of Evidence
    c. Reading Quiz tomorrow

Friday, May 18:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Learning Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1.Welcome to Camelot Presentations

2. Persuasive Essay: Did the men from Twelve Angry Men fulfill the purpose of a jury in the American justice system and reach the correct verdict in their case?
    a. Rubric
    d. Final Draft due Monday, May, 21

Thursday, May 17:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Learning Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Correct together Twelve Angry Men Vocabulary Activity Act III
    a. Put these words to use in your papers!
2. Persuasive Essay: Did the men from Twelve Angry Men fulfill the purpose of a jury in the American justice system and reach the correct verdict in their case?
    a. Rubric
    b. Rough Draft Check Today
    c. Peer Edits Today
    d. Final Draft due Monday, May, 21
3. Welcome to Camelot Activity (due tomorrow)

Wednesday, May 16:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Learning Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Twelve Angry Men Vocabulary Activity Act III (5th and 6th hours)
2. Persuasive Essay: Did the men from Twelve Angry Men fulfill the purpose of a jury in the American justice system and reach the correct verdict in their case?
    a. Rubric
    b. Rough Draft Work (Check today)
    c. Peer Edits on Thursday
    d. Final Draft due Monday, May, 21

Tuesday, May 15:
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 Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Finish viewing Act III from Twelve Angry Men
    a. Evidence chart
2. Act III Quiz
3. Twelve Angry Men Vocabulary Activity Act III (3rd Hour)
4. Persuasive Essay: Did the men from Twelve Angry Men fulfill the purpose of a jury in the American justice system and reach the correct verdict in their case?
    a. Rubric
    b. Rough Draft Work
    c. Peer Edits on Thursday
    d. Final Draft due Monday, May, 21


Monday, May 14:
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 Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Read Act III from Twelve Angry Men by Reginald Rose
    a. Guided Questions
2. View Act III (ITA)
    a. Evidence chart

Friday, May 11:
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 Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Act II Vocabulary Activity: Twelve Angry Men
2. View Act II from Twelve Angry Men
    a. Evidence Chart

Thursday, May 10:
Substitute:
Learning Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
  • I can write with a semicolon and colon correctly.
  • I can find the main idea when reading a passage.

Wednesday, May 9:
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 Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Juror Introductions
    a. "Hello, I am..."
2. Read Act II from Twelve Angry Men
    a. Guided Reading Questions

Tuesday, May 8:
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 Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Act I Vocabulary Activity: Twelve Angry Men
2. Act I Close Read Character Analysis: Twelve Angry Men
3. Complete Sentence Review

Monday, May 7:
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 Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Juror Introductions
    a. "Hello, I am..."
2. View Act 1 from Twelve Angry Men
3. Quiz over Act 1

Friday, May 4:
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 Targets:
  • I can read to understand the plot in Twelve Angry Men.  
  • I can use the text to cite evidence in support of conclusions I draw about the characters.
  • I can draw conclusions about characters when given specific textual evidence.
1. Change Essay Due
2. Juror Introductions
    a. "Hello, I am..."
3. Read Act 1 from Twelve Angry Men by Reginald Rose
    a. Guided Reading Questions

Thursday, May 3:
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • I can write a narrative about an event in my life and make a connection to a theme or idea in literature we have covered this term.
1. Change Essay
    a. Rubric
    b. Peer Edit Today!
    c. Final Draft due Friday (tomorrow)
2. Assign Juror Parts
    a. Court is in session tomorrow!

Wednesday, May 2:
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • I can write a narrative about an event in my life and make a connection to a theme or idea in literature we have covered this term.
1. Who's Who in Twelve Angry Men
2. Work Time on the Change Essay
    a. Rough Draft due tomorrow

Tuesday, May 1:
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • I can write a narrative about an event in my life and make a connection to a theme or idea in literature we have covered this term.
1. American Justice System Poll (polleverywhere)
2. Twelve Angry Men Close Read
3. You Be the Judge Activity
4. Work Time: Change Essay
    a. Rough Draft Work
    b. Rubric
    c. Peer Edit Thursday
    d. Final Draft due Friday

Monday, April 30:
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Targets:
  • I can write a narrative about an event in my life and make a connection to a theme or idea in literature we have covered this term.
  • I can write a poem to represent a character's significance in A Midsummer Night's Dream.
  • I can identify objects of symbolism in A Midsummer Night's Dream.
1. MSND Bio Poem (due today!)
2. MSND Symbolism Activity
3. Assign: Change Essay
    a. Rough Draft Work
    b. Rubric
    c. Peer Edit Thursday
    d. Final Draft due Friday

Friday, April 27:
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 

Learning Targets:
  • I understand the plot of A Midsummer Night's Dream.
  • I can write a poem to represent a character's significance in A Midsummer Night's Dream.
1. MSND Act V Test
2. Assign: MSND Bio Poem (due Monday!)
    b. Rubric

Thursday, April 26:
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.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Targets:
  • I understand the plot in Act V of A Midsummer Night's Dream.
1. Read Act V from A Midsummer Night's Dream
    a. Reading Questions
2. View Act V

Wednesday, April 25:
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.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Targets:
  • I understand the plot in Act 4 Scene i and ii of A Midsummer Night's Dream.
1. Read Act 4 Scene i and ii from A Midsummer Night's Dream
    a. Reading Questions
2. View Act 4

Tuesday, April 24:
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.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Learning Targets:
  • I can write about the important concepts from A Midsummer Night's Dream in a modern voice appropriate for the purpose of my task.
1. MSND Tabloid Assignment (Timed Quiz Grade/Due at the end of the Hour!)
    a. Example
    b. Rubric


Monday, April 23:
CCSS.ELA-LITERACY.L.9-10.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • Identify and analyze the use of similes, metaphors, and symbols in poetry.
  • Synthesize the concept of "love" in "Heart's Limbo" as compared to A Midsummer Night's Dream
1. Poetry Review
2. Analysis Poems "Heart's Limbo"

Friday, April 20:
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 Targets:
  • I understand the plot in Act 3 Scene ii of A Midsummer Night's Dream.
1. View Act 2 and 3 from A Midsummer Night's Dream


Thursday, April 19:
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.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Targets:
  • I understand the plot in Act 3 Scene ii of A Midsummer Night's Dream.
1. Finish Act 3 Scene ii from A Midsummer Night's Dream
    a. Reading Questions
2. Act 3 Test

Wednesday, April 18:
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.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Targets:
  • I understand the plot in Act 3 Scene ii of A Midsummer Night's Dream.
1. Finish viewing Act II
2. Read from Act 3 Scene i from A Midsummer Night's Dream
    a. Reading Questions

Tuesday, April 17:
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.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Targets:
  • I understand the plot in Act 3 Scene i of A Midsummer Night's Dream.
1. Read Act 3 Scene i from A Midsummer Night's Dream
    a. Reading Questions
2. Character Play List Assignment

Monday, April 16:
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.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Targets:
  • I understand the plot in Act 2 Scene ii of A Midsummer Night's Dream.
1. Extra Credit Line Presentations: Any takers?
2. Read Act 2 Scene ii from A Midsummer Night's Dream
    a. Reading Questions
3. Act III Vocabulary Activity w/ a partner

Friday, April 13:
The PSAT and upcoming SAT focus on basic skills. The rest of this week will be spent working on a series of timed basic ELA skills tasks each day.
1. Task #1: The Dash (Grammar)
2. Task #2: “The Chaser” (Reading Comprehension, Synthesis)
3. Extra Credit Line Presentation: Change in due date: April 16!
    a. See Mrs. Iseler for a passage of ten lines from the play
    b. Type out the passage indicating the Act, Scene, and Line #'s
    c. Recite your memorized passage to the class on April 16
    d. Up to 30 daily assignment extra credit points!

Thursday, April 12:
The PSAT and upcoming SAT focus on basic skills. The rest of this week will be spent working on a series of timed basic ELA skills tasks each day.
1. Task #1: Further Clues from Context (Vocabulary)
2. Task #2: Parenthesis (Grammar)
3. Task #3: A Nobel Endeavor (Grammar)

Wednesday, April 11: Back to Basics!
The PSAT and upcoming SAT focus on basic skills. The rest of this week will be spent working on a series of timed basic ELA skills tasks each day.
1. Task #1: Context and Context Clues (Vocabulary)
2. Task #2: Inferring Author’s Tone (Analysis)
3. Task #3: Take Your Pick (Grammar)

Tuesday, April 10:
PSAT/SAT Testing Day: Tasks listed on this day are only for hours that meet for class!
1. Act 1 Close Read and Text Message Assignment
2. Read something of your choice

Monday, April 9:
Welcome Back!
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.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I understand the plot in Act 1 of A Midsummer Night's Dream.
1. Read Act 2 Scene i from A Midsummer Night's Dream
    a. Study Questions
2. Extra Credit Line Presentation: Change in due date: April 16!
    a. See Mrs. Iseler for a passage of ten lines from the play
    b. Type out the passage indicating the Act, Scene, and Line #'s
    c. Recite your memorized passage to the class on April 16
    d. Up to 30 daily assignment extra credit points!

Have a nice 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.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I understand the plot in Act 1 of A Midsummer Night's Dream.
1. Character Metaphors: A Midsummer Night's Dream

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.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I understand the plot in Act 1 of A Midsummer Night's Dream.
1. View Act I from A Midsummer Night's Dream
    a. Study Questions
2. Test over Act 1 Tomorrow!
3. Extra Credit Line Presentation: Change in due date: April 16!
    a. See Mrs. Iseler for a passage of ten lines from the play
    b. Type out the passage indicating the Act, Scene, and Line #'s
    c. Recite your memorized passage to the class on April 16
    d. Up to 30 daily assignment extra credit points!

Tuesday, March 27:
Learning Targets:
  • I know what to expect on the Writing and Language Test on the PSAT scheduled for April 10.
  • I know that my PSAT score will have a direct effect on my eligibility for dual enrollment.
1. PSAT Practice Test: Writing and Language
    a. 35 minute timed session/44 questions
    b. After the timed session, score your own bubble sheet taking note of the answer rationales.
    c. Total up your number correct/44 on the bubble sheet
    d. Write a reflection (5 sentence minimum) in the empty space below your answers on the bubble sheet responding to the prompt:
        i. What are some things that you noticed about the test?  What does your score tell you about yourself relative to grammar and writing?  What did you find easy about the test?  What did you find challenging?

Monday, March 26:
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.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I can read Shakespeare's iambic pentameter and understand the plot in Act 1 Scene ii of A Midsummer Night's Dream.
1. Read Act I Scene ii from A Midsummer Night's Dream
    a. Study Questions
2. Extra Credit Line Presentation: Due April 13!
    a. See Mrs. Iseler for a passage of ten lines from the play
    b. Type out the passage indicating the Act, Scene, and Line #'s
    c. Recite your memorized passage to the class on April 13
    d. Up to 30 daily assignment extra credit points!

Friday, March 23:
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.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I can read Shakespeare's iambic pentameter and understand the plot in Act 1 Scene ii of A Midsummer Night's Dream.
1. Research Paper Rewrite due by the end of Study Hall Sweep today!
2. Hermia's Choice Graphic Organizer
3. Vocabulary from Act I and II Activity
4. March is reading month!  Read something of your choice: just because!
Image result for It's called reading

Thursday, March 22:
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.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I can read Shakespeare's iambic pentameter and understand the plot in Act 1 Scene 1 of A Midsummer Night's Dream.

1. A Midsummer Night's Dream 1.1
    a. Study Questions
    a. Assignment

Wednesday, March 21:
Related image
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.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I know who William Shakespeare is.
  • I can read Shakespeare's iambic pentameter and understand the plot in Act 1 Scene 1 of A Midsummer Night's Dream.
1. Turn in your Thank You's
2. Assign Roles
3. A Midsummer Night's Dream 1.1
    a. Study Questions
4. Research Paper Rewrite: SOS time today I will be going over a model paper for anyone who would like attend.

Tuesday, March 20:
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.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Learning Targets:
  • I know who William Shakespeare is.
  • I can read Shakespeare's iambic pentameter and understand the plot in Act 1 Scene 1 of A Midsummer Night's Dream.


Monday, March 19:
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

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

Learning Targets:
  • I can compare one piece in literature in two different mediums. (Traditional Short Story vs Graphic Novel)
  • I can cite evidence from the text to support my thoughts and ideas.
1. The Metamorphosis Graphic Novel by Peter Kuper
    a. Quiz
2. Research Paper Rewrite Instructions (due Friday, March 23)
3. A Midsummer Night's Dream Introduction

Friday, March 16:
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

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

Learning Targets:
  • I can compare one piece in literature in two different mediums. (Traditional Short Story vs Graphic Novel)
  • I can cite evidence from the text to support my thoughts and ideas.
1. The Metamorphosis by Franz Kafka Reading Quiz
2. Read The Metamorphosis Graphic Novel by Peter Kuper
    a. Close Reading Assignment

Thursday,March 15:
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

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

Learning Targets:
  • I can relate to the root idea that Kafka use to write his story The Metamorphosis on and express my thoughts on change in written form.
  • I can identify characteristics of Kafakesque literature.
  • I can define "metamorphosis".
  • I can cite evidence from the text to support my thoughts and ideas.
1. Read from The Metamorphosis
    a. Close Reading Assignment
   
Wednesday,March 14:
Class Scheduling Meetings

Tuesday, March 13:
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

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

Learning Targets:
  • I can submit a complete and successful research paper.
  • I can identify characteristics of Kafakesque literature.
  • I can define "metamorphosis".
  • I can relate to the root idea that Kafka use to write his story The Metamorphosis on and express my thoughts on change in written form.
    a. Any paper sent after the first five minutes of class will be subject to a late point penalty.
2. Collections Unit 3: Opening Activity
3.  (ITA) Read from The Metamorphosis
    a. Close Reading Assignment


Monday, March 12:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
  • I can collect factual information by searching the internet relevant to my research topic.
  • I can form relationships between my research and the literature from Unit 2 of Collections to include synthesis in my research project.
1. Peer Edit Checklist
2. Final draft due tomorrow
    Highlight: 
  • Thesis in intro and conclusion
  • Three synthesis ideas

Friday, March 9:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
  • I can collect factual information by searching the internet relevant to my research topic.
  • I can form relationships between my research and the literature from Unit 2 of Collections to include synthesis in my research project.
1. Rough draft time
    a. Synthesis Examples from your peers
    b. What is synthesis? from earlier in the project
    c. . Punctuating Titles
2. Peer Edit Monday
3. Final draft due Tuesday
Thursday, March 8:
SNOW DAY
Wednesday, March 7:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
  • I can collect factual information by searching the internet relevant to my research topic.
  • I can form relationships between my research and the literature from Unit 2 of Collections to include synthesis in my research project.
1. Organize an outline
    a. Rubric (checked by Wednesday!)
2. Begin Rough Drafts

Tuesday, March 6:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
  • I can collect factual information by searching the internet relevant to my research topic.
  • I can form relationships between my research and the literature from Unit 2 of Collections to include synthesis in my research project.
    a. Rubric (checked ASAP)

2. Organize an outline
    a. Rubric (checked by Wednesday!)
3. Begin Rough Drafts

Monday, March 5:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
  • I can collect factual information by searching the internet relevant to my research topic.
  • I can form relationships between my research and the literature from Unit 2 of Collections to include synthesis in my research project.
1. Level Up Tutorial: Synthesizing
a. Complete and email to: riseler@croslex.org
    Subject line: synthesizing
   2. .Continue work on Research Log Template
    a. Rubric (checked today by the end of the hour)

3. Begin organizing an outline
    a. Rubric (checked by Wednesday)

Friday, March 2:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
  • I can define synthesis.
  • I can identify synthesis in written form.
2. Find five credible sources and build five citations for them in MLA style to be checked and approved.
    a. Citation Machine: MLA format
    b. Have all five websites open in separate tabs and all five citations copied and pasted into a Google Doc to get signed off by Mrs. Iseler
3.Continue work on Research Log Template
    a. Rubric (Monday)

Thursday, March 1:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
  • I can define "synthesis".
1. What is a synthesis essay?
2. Research Project: Find five credible sources and build five citations for them in MLA style to be checked and approved.
    a. Citation Machine: MLA format
    b. Have all five websites open in separate tabs and all five citations copied and pasted into a Google Doc to get signed off by Mrs. Iseler
    a. Rubric (Monday)

Wednesday, February 28:
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Targets:
  • I can identify reliable and credible sources suitable for academic research.
  • I can write a citation in MLA format.
    a. Complete and email to: riseler@croslex.org
    Subject line: credible sources
2. Research Project: Find five credible sources and build five citations for them in MLA style to be checked and approved.
    a. Citation Machine: MLA format
    b. Have all five websites open in separate tabs and all five citations copied and pasted into a Google Doc to get signed off by Mrs. Iseler
    a. Rubric

Tuesday, February 27:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Learning Targets:
1. Research Project: Topic and Thesis Statements (meet with Mrs. Iseler)
    b. Topics
2. Modeling research
    a. Source Materials for Step One
        i. Read the model research paper and answer the questions regarding the structure and elements illustrated in the model.

Monday, February 26:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

Craft and Structure:

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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.

Craft and Structure:

CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.ELA-LITERACY.L.9-10.2.B
Use a colon to introduce a list or quotation.
CCSS.ELA-LITERACY.L.9-10.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Learning Targets:
  • I can assess my progress in skills at grade level in the areas we will be covered in Unit 2 of the Collections material.
1. Unit 2 Collections Test
2. Read something of your choice if you finish before the end of class.

Friday, February 23:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets:
  • I can reflect on the PSAT test from the fall to see my strengths and weaknesses in the areas of usage and grammar.
  • I can compose a proper thesis statement for a research paper.
  • I can identify the positive and negative attributes of a research paper.
1. PSAT Remediation
    a. Questions
    b. Your Data
    c. Reflection Task
2. Research Project Preparation Work
    b. Topics

Thursday, February 22:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets:
  • I can reflect on the PSAT test from the fall to see my strengths and weaknesses in the areas of usage and grammar.
  • I can identify the positive traits of an analysis response in a model and compare it to my own work.
  • I can identify examples of figurative language in the poem "Carry" and analyze the impact of the author's use of it on the message of the poem.
1. PSAT Remediation
    a. Questions
    b. Your Data
    c. Reflection Task
3. "Carry" (Quiz Open Book)
        iModel Responses


Wednesday, February 21:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Targets:
  • I can reflect on the PSAT test from the fall to see my strengths and weaknesses in the areas of usage and grammar.
  • I can identify the positive traits of an analysis response in a model and compare it to my own work.
  • I can identify examples of figurative language in the poem "Carry" and analyze the impact of the author's use of it on the message of the poem.
1. PSAT Remediation
    a. Questions
    b. Your Data
    c. Reflection Task
2. Grammar: Other Types of Punctuation (hyphens, dashes, parenthesis)
    a. Practice #2
3. "Carry"

Tuesday, February 20:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Learning Targets:
  • I can reflect on the PSAT test from the fall to see my strengths and weaknesses in the areas of usage and grammar.
  • I can identify the positive traits of an analysis response in a model and compare it to my own work.
1. PSAT Remediation
    a. Questions
    b. Your Data
    c. Reflection Task
2. "The Seventh Man" Analysis Review
    b. How did yours compare?
    c. What can you improve on?
    d. What did you do really well on?


Thursday, February 15:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • I can correctly use dashes, hyphens, and parenthesis in sentences.
  • I can cite strong and thorough textual evidence of figurative language from "The Seventh Man".
  • I can analyze an author's use of figurative language and how it strengthens the story in "The Seventh Man".
1. Grammar: Other Types of Punctuation (hyphens, dashes, parenthesis)
2. Paper Pass Back!
    a. Writing an analysis
            i. Link the question
           ii. Cite the text
           iii. Give each quote a life line by explaining the significance.
           iv. Close by reconnecting to the question
    
Wednesday, February 14:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • I can identify relative clauses.
  • I can cite strong and thorough textual evidence from "The Seventh Man" to answer analysis questions.
  • I can determine figurative meanings of words and phrases.
  • I can analyze an author's choices concerning how to structure a text.

All Hours:
1. Grammar: Relative Clause Quiz
2. Close Read: "The Seventh Man"
    a. Read and complete all activities

Tuesday, February 13:
5th and 6th Hour Only:
1. Create a College Board account
2. Create a Khan Academy account
3. Link the two accounts
4. Join Mrs. Iseler's 10B classroom

CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • I can identify relative clauses.
  • I can cite strong and thorough textual evidence from "The Seventh Man" to answer analysis questions.
  • I can determine figurative meanings of words and phrases.
  • I can analyze an author's choices concerning how to structure a text.

All Hours:
1. Grammar: Review Relative Clauses
    a. Practice
2. Close Read: "The Seventh Man"
    a. Read and complete the activities pg 27-34
    b. Turn in at the end of the hour

Friday, February 9:
EARLY DISMISSAL!

1. Create a College Board account
2. Create a Khan Academy account
3. Link the two accounts
4. Join Mrs. Iseler's 10B classroom

Thursday, February 8:
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.
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. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
Learning Targets:
  • I can present my persuasive paragraph about an object in nature to the class.
  • I can identify relative clauses.
1. Reading Quiz: "My Life as a Bat" 
2. Share your Object in Nature paragraphs with the class!
    a. Reading your paragraph= 10 points
    b. Writing the paragraph= 35 points


Wednesday, February 7:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Learning Targets:
  • I can define a relative clause.
  • I can identify relative clauses.
  • I can revise sentences to include relative clauses.
  • I can cite multiple pieces of textual evidence in nonfiction.
  • I can analyze how an author's ideas and claims are developed in a nonfiction piece.
  • I can asses an author's claims and reasoning.
1. Submit Writing Task Paragraphs: (You will share your paragraphs with the class on Thursday)
    a. Highlight figurative language examples in yellow
    b. Highlight technical language in pink
    c. Highlight the central claim in green
    d. Share with riseler@croslex.org
            i. Subject line: Object in Nature
    a. Practice #2
3. Reading task: "My Life as a Bat"

Tuesday, February 6:
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Learning Targets:
  • I can define a relative clause.
  • I can identify relative clauses.
  • I can revise sentences to include relative clauses.
  • I can write a persuasive piece with a solid central claim supported by evidence and supporting details.
  • I can write with figurative language to make emotional connections to my audience.
  • I can write with technical language to create a scientific base to make logical connections to my audience.
    a. Practice
    a. Choose an object in nature
    b. Write to persuade people to protect it
    c. Use figurative language
    d. Use technical language
    e. Replicate the tone of the pieces we have read in Unit 2 of Collections so far
    f. Due tomorrow when class begins!
Monday, February 5:
SNOW DAY!

Friday, February 2:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Targets:
  • I can read "Hope for Animals", identify examples of figurative language, and analyze their impact on readers.
  • I can read "Hope for Animals", identify examples of technical language, and analyze their impact on readers.
  • I can identify participial phrases used correctly as adjectives in a sentence.
1. Grammar Quiz: Participial Phrases
2. "Sea Stars" Close Read Activity
    a. Discuss
3. "Hope for Animals" Reading Quiz
4. "Hope for Animals" Rhetorical Analysis

Thursday, February 1:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Targets:
  • I can read "Hope for Animals", identify examples of figurative language, and analyze their impact on readers.
  • I can read "Hope for Animals", identify examples of technical language, and analyze their impact on readers.
  • I can join sentences using participial phrases correctly.
  • I can identify the elements of an argument.
1. Combining Participial Phrases
    a. Practice (Model)
    b. Trade Papers and Correct Together
    c. Participial Phrase Quiz Tomorrow!
    a. Screenshot when finished
    b. email to: riseler@croslex.org  Subject Line: Elements of an  Argument
3. Read "Hope for Animals"

Wednesday, January 31:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Targets:
  • I can analyze the effect of examples of figurative language in the nonfiction passage "Sea Stars".
  • I can identify participial phrases in sentences.
1. Identifying Participial Phrases #2
    a. Watch this Video
    b. Practice Sheet only do part B front and back!
    c.  Trade Papers and Correct Together
2. Compare your short answer response for the poem "Starfish" to the model: Short Answer Response (Model) and notice any improvements or changes your could make.
3. Complete all components to the close Reading Exercise "Sea Stars"
    a. Complete individually
    b. Make sure to compare the structure of your short response to the models discussed in class and linked to the website!
    c. Due tomorrow.  If not finished in class, must be completed as homework!
4. Reading time
    a. Read from a book of your choice as time allows

Tuesday, January 30:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Targets:
  • I can analyze the effect of examples of figurative language in the poem "Starfish".
  • I can identify participial phrases in sentences.
  • I can cite textual evidence to support the conclusions I draw from the text "Called Out".
1. Introduce Participial Phrases
    a. Video
    b. Practice
    c. Correct Together
2. "Called Out" Analysis Task
    a. Choose one of the three questions to respond to
    b. See student model examples
    c. Compare your answer to the model
3. Close Reading Exercise "Starfish" (Together)
    b. Close Reading Questions together

Monday, January 29:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Targets:
  • I can analyze the effect of examples of figurative language in the nonfiction piece "Called Out".
  • I can identify the main idea and most important supporting details in the nonfiction piece "Called Out.
  • I can cite textual evidence to support the conclusions I draw from the text "Called Out".
1. Reading quiz over "Called Out" (51)
    a. Timed Task (12 minutes)
    b. Correct and Remediation
    c. See model short answer response
2. Library
    a. Check out a book of your choice that you can bring to class daily to read from as time allows

Friday, January 25:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Targets:
  • I can find examples of figurative language in the nonfiction piece "Called Out".
  • I can identify the main idea and most important supporting details in the nonfiction piece "Called Out.
  • I can cite textual evidence to support the conclusions I draw from the text "Called Out".
    a. Screenshot
    b. Send to: riseler@croslex.org
    c. Subject line: Main Ideas
2. Where is the Sonoran Desert?
3. Read "Called Out"
    a. Active Reading Assignment
    b. Reading Quiz Monday!

Thursday, January 24:
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Learning Targets:
  • I can define figurative language.
  • I can create my own examples of figurative language.
1. Collections Unit 2 Test Remediation
2. Review: Figurative vs Literal Language

Wednesday, January 23:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail 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.

Craft and Structure:

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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.

Craft and Structure:

CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
CCSS.ELA-LITERACY.L.9-10.2.B
Use a colon to introduce a list or quotation.
CCSS.ELA-LITERACY.L.9-10.4.B
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Learning Targets:
  • I can assess my progress in skills at grade level in the areas we will be covering in Unit 2 of the Collections material.
1. Unit 2 Collections Test

Tuesday, January 22:
Common Core Standards:
CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Learning Targets:
  • I can find the classroom website on the internet.
  • I understand the rules and expectations my teacher has for their classroom.
  • I can define figurative language and identify examples in a text.
1. Class Website: https://tinyurl.com/10BIseler18
2. Seating Chart
3. Class Syllabus/Rules/Expectations
4. Begin Collections Unit 2
    a. Stream to Start: Exploring the human connection to nature
    b. Journal: 80+ words: Recall a time in your life when nature played an important part or made an emotional impact on you.
    a. Screen shot final score