Daily Agenda

Wednesday, November 20:

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. 

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. 

CCSS.ELA-LITERACY.RI.11-12.9

Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance.

Student Learning Targets:

  • I can view the media selection of Patrick Henry: Voice of Liberty and analyze the historical significance and impact.

1. Grammar Slide

    a. Turn in corrected sentences to the box!

2. "A Soldier for the Crown" Quiz

    a. Finished Close Read Questions can be used if stamped!

3. Analyzing Media: Patrick Henry: Voice of Liberty

    a. Analysis Questions turn in for a daily grade score!

4. ONE DAY ONLY SPECIAL OFFER:  TODAY ONLY DURING S0S EXTRA CREDIT QUIZ OVER PATRICK HENRY ANALYSIS!

Tuesday, November 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. 

CCSS.ELA-LITERACY.RI.11-12.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Student Learning Targets:

  • I can read a fictional historical and comprehend independently.
  • I can cite the text to support inferences.

1. Grammar Slides

2. Constitution Quiz!

3. Read "A Soldier for the Crown"

    a. Reading ?'s

    b. Quiz Tomorrow

Monday, November 18:

RI 1: Cite textual evidence

RI 4: Determine the meaning of words and phrases as they are used in a text

RI 5: Evaluate the structure of a text

RI 6: Determine an author's point of view or purpose

RI 8: Delineate and evaluate the reasoning in U.S. texts and works of public advocacy

RI 9: Analyze foundational U.S. documents

Student Learning Targets:

  • I can analyze the features of a foundational U.S. document: The Constitution

1. Channel 1 Video Clip: Electoral College: Did you know?

2. Grammar Slides

3. Grammar Practice: A Sound Environment

4. Close Read: The Constitution

    a. Quiz over The Constitution tomorrow!

Friday, November 15:

RI 1: Cite textual evidence

RI 4: Determine the meaning of words and phrases as they are used in a text

RI 5: Evaluate the structure of a text

RI 6: Determine an author's point of view or purpose

RI 8: Delineate and evaluate the reasoning in U.S. texts and works of public advocacy

RI 9: Analyze foundational U.S. documents

Student Learning Targets:

  • I can analyze the features of a foundational U.S. document: from The United States Constitution: Preamble and Bill of Rights

1. Vocabulary: from The United States Constitution: Preamble and Bill of Rights

2. Read: from The United States Constitution: Preamble and Bill of Rights

a. Analysis Questions

Thursday, November 14:

RI 4: Determine the meaning of words and phrases as they are used in a text

RI 5: Evaluate the structure of a text

RI 6: Determine an author's point of view or purpose

RI 8: Delineate and evaluate the reasoning in U.S. texts and works of public advocacy

RI 9: Analyze foundational U.S. documents

Student Learning Targets:

  • I can analyze the features of a foundational U.S. document: The Declaration of Independence.
  • I can write my own Declaration on Independence following the style, tone, and voice of Thomas Jefferson.

1. Quiz: The Declaration of Independence

    a. Open Note/Open Book

2. Write your own Declaration of Independence from...w/ partner

    a. due tomorrow

Wednesday, November 13:

RI 1: Cite textual evidence

RI 4: Determine the meaning of words and phrases as they are used in a text

RI 5: Evaluate the structure of a text

RI 6: Determine an author's point of view or purpose

RI 8: Delineate and evaluate the reasoning in U.S. texts and works of public advocacy

RI 9: Analyze foundational U.S. documents

Student Learning Targets:

  • I can analyze the features of a foundational U.S. document: The Declaration of Independence
  • I can write a sentence that follows parallel structure.
  • I can identify and correct grammar, spelling, and usage errors in a passage.


1. Parallel Structure

    a. practice writing parallel structure with a partner

2. Daily Grammar: Jefferson and the Declaration of Independence

3. Continue Outlining The Declaration of Independence together

4. Grammar Practice: The History of the Dome

Tuesday, November 12:

SNOW DAY!

Monday, November 11:

RI 1: Cite textual evidence

RI 4: Determine the meaning of words and phrases as they are used in a text

RI 5: Evaluate the structure of a text

RI 6: Determine an author's point of view or purpose

RI 8: Delineate and evaluate the reasoning in U.S. texts and works of public advocacy

RI 9: Analyze foundational U.S. documents

Student Learning Targets:

  • I can analyze the features of a foundational U.S. document: The Declaration of Independence

1. Parallel Structure

    a. practice

2. History Channel: Thomas Jefferson as an author

3. Daily Grammar: Jefferson and the Declaration of Independence

4. Continue Outlining The Declaration of Independence together

Friday, November 8:

RI 1: Cite textual evidence

RI 4: Determine the meaning of words and phrases as they are used in a text

RI 5: Evaluate the structure of a text

RI 6: Determine an author's point of view or purpose

RI 8: Delineate and evaluate the reasoning in U.S. texts and works of public advocacy

RI 9: Analyze foundational U.S. documents

Student Learning Targets:

  • I can analyze the features of a foundational U.S. document: The Declaration of Independence

1. Turn in your ten facts about The Declaration of Independence!

2. Unit 2 Opener

    a. America Gets A Constitution

    b. Go over Unit 2 Vocabulary List #1

3. Video Clip: What is parallel structure?  What purpose does it serve?

    a. practice

4. History Channel: Thomas Jefferson as an author

5. Start Outline together: The Declaration of Independence


Thursday, November 7:

1. Grammar Practice: American First Ladies (Daily Grade)

    a. Read the given passage and answer the multiple choice questions regarding grammar corrections.

2. Unit 2 Vocabulary List #1

    a. Complete using your device.

3. Reading Skills:

    a. Read the given passage and answer the questions regarding reading comprehension.

4. Google Search:  Make a list of ten facts related to The Declaration of Independence written in complete sentences on paper.  Bring to class with you tomorrow!

Wednesday, November 6: Early Release Schedule!

Student Learning Targets:

  • I can log into both College Board and Khan Academy successfully.
  • I can link my College Board and Khan Academy accounts.

1. College Board/Khan Academy Log In Instructions

    A. Khan Academy

    B. College Board

Tuesday, November 5

W 2b: Develop a topic by selecting significant and relevant information and examples.

Student Learning Targets:

  • I can analyze the effectiveness of an author's argument based on their choice of language and structure of the piece and express it in written form.
  • I can identify an author's purpose for particular lines in the text drawing conclusions about how they connect to the selection as a whole.

1. . Unit One Argument Essay

a. Graphic Organizer

b. Student Model

c. List of words to use in an argumentative paper 

d. Rough Draft due Monday! 11/4

e. Self Check due Monday 11/4

f. Peer Edit due Tuesday 11/5

g. Final Draft due Wednesday! 11/6

Monday, November 4

W 2b: Develop a topic by selecting significant and relevant information and examples.

Student Learning Targets:

  • I can analyze the effectiveness of an author's argument based on their choice of language and structure of the piece and express it in written form.
  • I can identify an author's purpose for particular lines in the text drawing conclusions about how they connect to the selection as a whole.

1. . Unit One Argument Essay

a. Graphic Organizer

b. Student Model

c. List of words to use in an argumentative paper 

d. Rough Draft due Monday! 11/4

e. Self Check due Monday 11/4

f. Peer Edit due Tuesday 11/5

g. Final Draft due Wednesday! 11/6

Friday, November 1

W 2b: Develop a topic by selecting significant and relevant information and examples.

Student Learning Targets:

  • I can analyze the effectiveness of an author's argument based on their choice of language and structure of the piece and express it in written form.
  • I can identify an author's purpose for particular lines in the text drawing conclusions about how they connect to the selection as a whole.

1. . Unit One Argument Essay

a. Graphic Organizer

b. Student Model

c. List of words to use in an argumentative paper 

d. Rough Draft due Monday! 11/4

e. Self Check due Monday 11/4

f. Peer Edit due Tuesday 11/5

g. Final Draft due Wednesday! 11/6


Thursday, October 31 Happy Halloween!

W 2b: Develop a topic by selecting significant and relevant information and examples.

Student Learning Targets:

  • I can analyze the effectiveness of an author's argument based on their choice of language and structure of the piece and express it in written form.
  • I can identify an author's purpose for particular lines in the text drawing conclusions about how they connect to the selection as a whole.

1. . Unit One Argument Essay

a. Graphic Organizer

b. Student Model

c. List of words to use in an argumentative paper 

d. Rough Draft due Monday!

e. Self Check due Monday

f. Peer Edit due Tuesday

g. Final Draft due Wednesday!


Wednesday, October 30

1. Unit 1 Test

Tuesday, October 29

Content Standards:

RL 5: Analyze the effectiveness of the structure an author uses

W 2b: Develop a topic by selecting significant and relevant information and examples.

Student Learning Targets:

  • I can analyze the effectiveness of an author's argument based on their choice of language and structure of the piece and express it in written form.
  • I can identify an author's purpose for particular lines in the text drawing conclusions about how they connect to the selection as a whole.

1. Unit One Grammar Review: Test Wednesday

2. Unit One Argument Essay

a. Interactive Lesson: Writing a Supported Argument

b. Graphic Organizer (due Thursday)

c. Student Model

Monday, October 28

Content Standards:

RL1: Cite textual evidence

RL 2: Determine themes of a text

RL 3: Analyze the impact of author's choices

Student Learning Targets:

  • I can identify and analyze an author's use of figurative language in a poem: imagery, simile, metaphor, symbolism, and personification.

1. Unit 1 Test Review

Understanding the Impact of Words

3. Read the poems "New Orleans" by Joy Harjo and "Indian Boy Love Song #2" together

Friday, October 25

Content Standards:

RL1: Cite textual evidence

RL 2: Determine the central idea of a text

RL 3: Analyze the impact of author's choices

RL 5: Analyze the effectiveness of the structure an author uses

W 2b: Develop a topic by selecting significant and relevant information and examples.

Student Learning Targets:

  • I can analyze the effectiveness of an author's argument based on their choice of language and structure of the piece and express it in written form.


1. Level Up Tutorial: Analyzing Arguments

2. "Blaxicans and Other Reinvented Americans" by Richard Rodriguez 

a. Main Idea: While America is made up of people from many different races, ethnicities, and cultures, they are all being mixed together into one American people.

3. Open Book/Notes Quiz

Thursday, October 24

Content Standards:

RL1: Cite textual evidence

RL 2: Determine the central idea of a text

RL 3: Analyze the impact of author's choices

RL 5: Analyze the effectiveness of the structure an author uses

Student Learning Targets:

  • I can identify an author's purpose for particular lines in the text drawing conclusions about how they connect to the selection as a whole.

1. Order the events in Balboa's life in chronological order

2. Who is Amy Tan?

    a. What are luminal characters?

3. View: When your parents speak "broken" English...

4. Read "Mother Tongue" by Amy Tan: Broken language doesn't equal broken thoughts

        a. Guided Reading Analysis


Wednesday, October 23

W2: Write informative/explanatory texts

W2b: Develop the topic thoroughly

RL1: Cite textual evidence

L1: Demonstrate command of the conventions of standard English grammar and usage.

Student Learning Target:

  • I can express my analysis of "Balboa" in written form.
1. Order the events from the story "Balboa" chronologically together

    a. Reminder of flashbacks, foreshadowing, and in media res

2. "Balboa" Performance Task for Test Grade

Tuesday, October 22

Content Standards:

RL1: Cite textual evidence

RL 4: Determine the meaning of words and phrases as they are used in the text

RL 5: Analyze how an author's choices concerning how to structure parts of a text contribute to overall meaning as well as its aesthetic impact

Student Learning Targets:

  • I understand the impact of flashbacks, flash forwards, and In media res in "Balboa" and analyze how they enforce the author's theme.
  • I can follow the author's use of flashbacks, flash forwards, and In media res in "Balboa" and chart the events that happen sequentially in Balboa's life.

1. Stamp Reading Guide ?'s and Vocabulary from "Balboa"

2. Reading Quiz: "Balboa"

Monday, October 21

Content Standards:

RL 2: Determine themes of a text

RL 3: Analyze the impact of the author's choices

RL 4: Determine the meaning of words and phrases as they are used in the text

RL 5: Analyze how an author's choices concerning how to structure parts of a text contribute to overall meaning as well as its aesthetic impact

L 4a: Use context as a clue to meaning

L 4d: Verify the preliminary determination of the meaning of a word or phrase

L 6: Acquire and use accurately general academic words and phrases

Student Learning Targets:

  • I can identify words through context relevant to the short story "Balboa" by Sabina Murray.
  • I understand the impact of flashbacks, flash forwards, and In media res in literature and follow them to find meaning in a story.
  • I can read "Balboa" independently and analyze the author's choices to understand the story on a deeper level.

1. Order the events from the story "Balboa"

2. Google SlideShow: Recognizing Flashbacks

3. Critical Vocabulary from "Balboa" by Sabina Murray

4. Read independently "Balboa" by Sabina Murray

a. Guided Reading Questions

5. Reading Quiz Tomorrow!

Friday, October 18

Early Release for Homecoming Parade!
1.  Bonus activity regarding the encounter between the Headless Horseman and Ichabod Crane from "The Legend of Sleepy Hollow".
    a. BONUS is only available for students who finished the sensory detail chart and turn in the stations and charts on Friday!

Thursday, October 17

RL1: Cite textual evidence

CCSS.ELA-LITERACY.RL.11-12.9

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. 

CCSS.ELA-LITERACY.SL.11-12.2

Integrate multiple sources of information presented in diverse format.

CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence.

Student Learning Targets:

  • I understand the historical connections to the works of Washington Irving, the father of American Literature.
  • I can cite textual examples of sensory details in a ghost story.

1 Read the encounter between the Headless Horseman and Ichabod Crane from "The Legend of Sleepy Hollow".

  1. a. Guided Reading: Citing textual evidence of mood and sensory images

Wednesday, October 16

Good luck in the NMSQT!
Resources for Washington Irving Stations:

ALL TASK SHEETS: Click Here to access all the task sheets

Follow the links below for the resources to complete each task sheet

Follow the link below to access the definitions for the vocabulary task    

Tuesday, October 15

CCSS.ELA-LITERACY.RL.11-12.9

Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. 

CCSS.ELA-LITERACY.SL.11-12.2

Integrate multiple sources of information presented in diverse format.

CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence.

Student Learning Targets:

  • I understand the historical connections to the works of Washington Irving, the father of American Literature.
  • I can explain how Jonathan Edwards and the Puritans made an impact on literature and identify in pop culture examples that represent it presently.

1. "The Legend of Sleepy Hollow" Work Stations

        a. Find the glowing candlesticks and get a vocabulary activity.

        b. Find your name and sit in that seat.

        c. Group Leaders: You have an object at your seat.  Find your yellow instruction sheet in the cemetery.

Monday, October 14:

Content Standards:

CCSS.ELA-LITERACY.W.11-12.1.A

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.11-12.1.B

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax 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.

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.W.11-12.5

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.L.11-12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

Student Learning Targets:

  • I can plan and write an analysis essay following the model given in class.

1. The Crucible Theme Analysis Essay Steps

    a.  Peer Edit (due 10/14)

    b. Final Draft (due 10/14)

2. Steps to Turn in the Paper

Friday, October 11:

Content Standards:

CCSS.ELA-LITERACY.W.11-12.1.A

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.11-12.1.B

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax 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.

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.W.11-12.5

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.L.11-12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

Student Learning Targets:

  • I can plan and write an analysis essay following the model given in class.

1. The Crucible Theme Analysis Essay Steps

    a. Planning and Prewriting Graphic Organizer (due 10/9)

                i. Model Thesis: Bad, Basic, Great

    b. Rough Draft (due 10/11)

    c. Peer Edit (due 10/14)

    d. Final Draft (due 10/14)

Thursday, October 10:

1.  NMSQT Bubble Sheets

2. The Crucible Theme Analysis Essay Steps

    a. Rough Draft (due 10/11)

Wednesday, October 9: Book Store Download Link for The Crucible

Content Standards:

CCSS.ELA-LITERACY.W.11-12.1.A

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.11-12.1.B

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax 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.

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.W.11-12.5

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.L.11-12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

Student Learning Targets:

  • I can plan and write an analysis essay following the model given in class.

1. The Crucible Theme Analysis Essay Steps

    a. Planning and Prewriting Graphic Organizer (due 10/9)

                i. Model Thesis: Bad, Basic, Great

    b. Rough Draft (due 10/11)

    c. Peer Edit (due 10/11)

    d. Self Edit (due 10/11)

    e. Final Draft (due 10/14)

Tuesday, October 8

Content Standards:

CCSS.ELA-LITERACY.W.11-12.1.A

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.11-12.1.B

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-LITERACY.W.11-12.1.C

Use words, phrases, and clauses as well as varied syntax 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.

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.1.E

Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.W.11-12.5

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.L.11-12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

Student Learning Targets:

  • I can plan and write an analysis essay following the model given in class.

1. The Crucible Theme Analysis Essay Steps

    a. Planning and Prewriting Graphic Organizer (due 10/9)

    b. Rough Draft (due 10/11)

    c. Peer Edit (due 10/11)

    d. Self Edit (due 10/11)

    e. Final Draft (due 10/14)


Monday, October 7

CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem.

CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Student Learning Targets:
I can analyze an interpretation of drama.

1. Stamp Study Guides for Act IV
2. Act IV The Crucible Quiz
3. Begin The Crucible Theme Essay (due Monday 10/14)

Friday, October 4

*ANY TASKS/QUIZZES NOT SUBMITTED BY THE END OF STUDY HALL SWEEP TODAY, WILL REMAIN A ZERO IN SKYWARD!

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can read a work of historical importance by understanding the context under which it was written.

1. Read Act IV The Crucible Independently
    a. Study Questions
    b. Vocabulary
    c. Quiz Monday- Be sure to have completed the article and questions on "Herd Behavior" as the short answer will apply that reading passage to The Crucible.

Thursday, October 3

CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem.

CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Student Learning Targets:
I can analyze an interpretation of drama.

1. Act III The Crucible Quiz
2. Read the article "Herd Behavior" and answer the attached questions (due tomorrow at the beginning of class)

Wednesday, October 2

CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem.

CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Student Learning Targets:
I can analyze an interpretation of drama.

1. Film vs Text: View Act III The Crucible
    a. Guided Questions

Tuesday, October 1

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Student Learning Targets:
I can read a work of historical importance by understanding the context under which it was written.

1.  Stamp Study Guides/Vocabulary
2. Model Quiz Short Answer
3. Act II The Crucible Quiz

Monday, September 30

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can read a work of historical importance by understanding the context under which it was written.

1. Grammar: Comma, Colon, or Semicolon
2. Finish Act II The Crucible
    a. Study Questions
    b. Vocabulary
    c. Quiz Tuesday (Vocab complete before class on Tuesday!)
3. Act II The Crucible Character Lessons

Friday, September 27

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can read a work of historical importance by understanding the context under which it was written.

1. The Crucible Act I Quiz
    a. Review
    b. Model Short Answers
2. Grammar: Comma, Colon, or Semicolon
3. Read Act II The Crucible
    a. Study Questions
    b. Vocabulary
    c. Quiz Tuesday (Vocab complete before class on Tuesday!)

Thursday, September 26

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can read a work of historical importance by understanding the context under which it was written.

1. Grammar: Comma, Colon, Semicolon
2. Read Act II The Crucible
    a. Study Questions
    b. Vocabulary

Wednesday, September 25

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can define a word based on the context the author uses it in.
I can read a work of historical importance by understanding the context under which it was written.

1. Reading Skills: Timed Comprehension Task
2. Grammar: Commas and Semicolon Practice
3. Act I The Crucible Characterization Chart
    a. Cite textual evidence to illustrate the character traits of four characters from Act I

Tuesday, September 24

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can define a word based on the context the author uses it in.
I can read a work of historical importance by understanding the context under which it was written.

1. Stamp Study Guides/Vocabu from Act I The Crucible
    a. Answer any vocab questions
2. Quiz: Act I The Crucible
    a. Stamped Study Guides/Vocab can be used on the quiz

Monday, September 23

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.


Student Learning Targets:
I can define a word based on the context the author uses it in.
I can read a work of historical importance by understanding the context under which it was written.

1. Vocabulary Skills: Act I The Crucible
2. Finish Act I The Crucible

Friday, September 18

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can read a work of historical importance by understanding the context under which it was written.

1. Read Act I The Crucible (up to pg 76)

Thursday, September 17 (Altered Schedule)

CCSS.ELA-LITERACY.RL.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.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.L.11-12.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.11-12.1

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

Student Learning Targets:
I can define a word based on the context the author uses it in.
I can read a work of historical importance by understanding the context under which it was written.
I can properly identify the subject in a sentence.

1. How to Spot a Witch (Extra Credit for hours 4-6)
    a. Text Dependent Questions

Wednesday, September 16

Content Standards: 

CCSS.ELA-LITERACY.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.RI.11-12.10

By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Student Learning Targets:

I can identify independent and dependent clauses.

I can read a selection to skim for specific details in a text.


1. SAT Grammar Skills: Commas, Semicolons, and Colons

2. SAT Reading Skills: Skimming for Patterns, Content, and Purpose

3. SAT Grammar Skills: Independent vs Dependent Clauses (4, 5, & 6 Hrs only)

Tuesday, September 15

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

RI 4: Determine the meaning of words and phrases.

Student Learning Targets:

I can identify correctly a dependent or independent clause.

I can analyze a selection in terms of a historical context.

1. Figurative Language

    a.  "Coming of Age in the Dawnland" Sensory Chart w/partner (finish in class)

2. Introduction to The Crucible by Arthur Miller

    a. Notes

Monday, September 14

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

RI 4: Determine the meaning of words and phrases.

Student Learning Targets:

I can identify correctly a dependent or independent clause.

I can analyze a selection in terms of a historical context.

1. Grammar: Independent and dependent clauses (1st Hour Only)

2. Stamp Close Reading for "Coming of Age in the Dawnland"

    a. Discuss Vocabulary

3. Vocabulary.com List

    a. "Coming of Age in the Dawnland" due Monday by 3:00pm

    b. 1st Hour Only Extra Credit if complete

4. Figurative Language

    a.  "Coming of Age in the Dawnland" Sensory Chart w/partner (finish in class tomorrow)

5. "Coming of Age in the Dawnland" Quiz

Friday, September 13

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can analyze a selection in terms of a historical context.

1. . Plymouth Plantation Performance Task due now!

    a.  Rubric in box for all formats, 

    b. Digital files shared or sent to riseler@croslex.org with subject line: Plymouth Performance Task

2. Go over the quiz Plymouth Plantation

3. Read: "Coming of Age in the Dawnland"

    a. Close Reading Guide

    b. Vocabulary

4. Vocabulary.com List

    a. "Coming of Age in the Dawnland" due Monday by 3:00pm


Thursday, September 12

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can identify organizational patterns in a text to analyze an author's intended meaning

1. Reading Skills Practice: Recognizing Patterns

2. Plymouth Plantation Performance Task

    a. due Friday

3. Vocabulary.com List

    a. "Coming of Age in the Dawnland" due Friday by 3:00pm


Wednesday, September 11

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can identify run ons and comma splices.

I can analyze a selection in terms of a historical context.

I can label active and passive voice examples correctly.

1. Grammar: Run On's and Comma Splices

    a. Model: The north tower collapsed at 10:28, the south tower collapsed at 9:59.

        i. Comma Splice = Two independent clauses separated by only a comma

2. Join Vocabulary.com

    a. 1st Hr

    b. 4th Hr

    c. 5th Hr

    d. 6th Hr

3. Active vs Passive Voice Practice

    a. Model: 

            i. Active Voice: I'm going to take my horse down to Old Town Road.

           ii. Passive Voice: I was taken by my horse down to Old Town Road.

5. Of Plymouth Plantation Reading Quiz

6. Assign Performance Task

    a. due Friday

Tuesday, September 10

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can identify run on's and comma splices.

I can analyze a selection in terms of a historical context.

I can label active and passive voice examples correctly.

1. Future Plans Survey with Mr. Davis

2. Grammar: Run On's and Comma Splices

    a. Model: You're being too loud, you need to calm down.

        i. Comma Splice = Two independent clauses separated by only a comma

3. Join Vocabulary.com and complete the vocab list from Of Plymouth Plantation

    a. 1st Hr

    b. 4th Hr

    c. 5th Hr

    d. 6th Hr

4. Active vs Pass Voice Practice

    a. Model: 

            i. Active Voice: Hurricane Dorian destroyed the Bahamas.

           ii. Passive Voice: The Bahamas were destroyed by Hurricane Dorian.

5. Finish reading Of Plymouth Plantation Part II

    a. Close Reading Guide

Monday, September 9

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can identify run on's and comma splices.

I can analyze a selection in terms of a historical context.

1. Grammar: Run On's and Comma Splices

    a. Model

           i. Antonio Brown was released by the Raiders and picked up by the Patriots, I'm sure Tom Brady is thrilled. 

            ii. Comma Splice = Two independent clauses separated by only a comma

2. Join Vocabulary.com and complete the vocab list from Of Plymouth Plantation

    a. 1st Hr

    b. 4th Hr

    c. 5th Hr

    d. 6th Hr

3. Active vs Pass Voice Practice

    a. Model

    b. #3 and #6 from Part I Of Plymouth Plantation

4. Discuss Of Plymouth Plantation Part I

    a. Stamp Close Reading Guides

5. Begin reading Of Plymouth Plantation Part II

    a. Close Reading Guide


Friday, September 6

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can identify simple and compound sentences correctly.

I can analyze a selection in terms of a historical context.

1. Grammar: Simple and Compound Sentences

2. Archaic Language from Of Plymouth Plantation

3. Read from Of Plymouth Plantation by William Bradford pg 5-8

    a. History  Channel Video Segment: from of Plymouth Plantation

    b. Active Reading

Thursday, September 5

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can label subjects and predicates in sentences correctly.

I can analyze a selection in terms of a historical context.

Class Website: https://tinyurl.com/Iseler11A2019

1.  Collection 1: Exploration and Settlement

    a. Active Reading (Finish)

2. Grammar: Subjects and Predicates

    a. Model

3. The Mayflower's Journey: Video Clip

    a. List ten things you learned about the Mayflower's Passage to America

Wednesday, September 4

Content Standards: 

RI 3: Analyze a complex sequence of events and explain how individuals, ideas, or events interact. 

Student Learning Targets:

I can label the types of sentences correctly.

I can analyze a selection in terms of a historical context.

Class Website: https://tinyurl.com/Iseler11A2019

1. Grammar: Kinds of Sentences

2. Channel 1: Coming to America

3. Reading Skills: Different Kinds of Reading

4. Collection 1: Coming to America Vocabulary List #1

5. Collection 1: Exploration and Settlement

    a. Active Reading

Tuesday, September 3

1. Welcome Back!

2. Class Website: https://tinyurl.com/Iseler11A2019

3. Syllabus

4. School Handbook

5. Class textbook

6. Journal #1: In your opinion, how does immigration change America?

        a. Name in the right hand margin at the top

        b. Word Count of 75 words or more under your name