Quarter 2 - week #2 (Nov. 19 - 21)
All late work will be worth zero credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
Quarter 2 - week #2 (Nov. 19 - 21)
Monday - The Element, Ch. 9 “Somebody Help Me”
Learning Target - When I leave room 205, I will have read Ch. 8 of The Element, “Somebody Help Me"” and can explain the importance of mentors. Then I will begin looking at Ch. 9 of The Element and timing and our elements.
Classroom activities - Quiz on Ch. 8. Read Ch 9 and complete the Google Classroom assignment.
Homework - Finish reading Ch. 9 and complete the assignment for Tuesday.
Evidence of Learning - Students will have met the learning target by reading Ch. 9 and completing the guide.
Tuesday - The Element, Ch. 10 “For Love or Money”
Learning Target - When I leave room 205, I will have read Ch. 9 of The Element, “Is It Too Late?” and can explain the importance the importance of having a mentor. I will also begin reading Ch. 10 and explore the importance of passion vs. money in a future career.
Classroom activities - Quiz on Ch.9 and begin reading Ch. 10 and complete the assignment shared via Google Classroom.
Homework - Finish reading Ch. 10 “For Love or Money” and the Google classroom assignment.
Evidence of Learning - Students will have met the learning target by reading Ch. 10 and completing the guide.
Wednesday - The Element, Ch. 11 “Making the Grade”
Learning Target - When I leave room 205, I will have read Ch. 10 “For Love or Money” of The Element, and can explain the importance of passion vs. money in a possible career.
Classroom activities - Quiz on Ch. 10 and begin reading Ch. 11 “Making the Grade”
Homework - Finish reading Ch. 11 “Making the Grade” and the assignment shared with you on Google Classroom (be sure to submit it via Classroom too).
Evidence of Learning - Students will have met the learning target by reading Ch. 11 and completing the guide.
Homework - Thanksgiving break assignment (if you want to start early . . .)
Final Element Paper - Options 1, 2, and 3
Below are links to the three options for your final paper on The Element.
Each assignment increases in difficulty. Be warned. However, they do increase in points. And if you choose the third option, you will be awarded 5 bonus points on your lowest theme at the end of second quarter.
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Monday - The Element, Ch. 5 “Finding Your Tribe”
Learning Target - When I leave room 205, I will have started reading / finished reading Ch. 5 of The Element and will have identified the key figures, key ideas, and key questions about the chapter through the main lesson assignment.
Classroom activities - Review the key people and ideas from Ch. 2, 3, and 4. Read Ch. 5 and complete this main lesson assignment.
Homework - Finish Ch. 5 and the main lesson assignment. Log in to Flipgrid with your myprowler.org email. Use this code - 22836c6e Then follow the instructions stated on the assignment.
Evidence of Learning - Students will have met the learning target by reading Ch. 5 and completing the Flipgrid assignment.
Wednesday - The Element, Ch. 6 “What Will They Think?” LINC Peer edit theme #3
Learning Target - When I leave room 205, I will have started reading / finished reading Ch. 6 of The Element and will have identified the key figures, key ideas, and key questions about the chapter through the main lesson assignment. I will also have put my second draft of either 3.1 (how to survive college) or 3.2 (how to of my choice) through a peer revision process.
Classroom activities - Quiz on Ch. 5. Read Ch. 6 and complete this main lesson assignment.
Homework - Finish Ch. 6 and the main lesson assignment.
Evidence of Learning - Students will have met the learning target by reading Ch. 6 and completing the guide and by peer editing their second drafts of theme #3.
Thursday - The Element, Ch. 7 “Do You Feel Lucky?”
Submit final draft of theme #3
Learning Target - When I leave room 205, I will have started reading / finished reading Ch. 7 of The Element and will have identified the key figures, key ideas, and key questions about the chapter through the main lesson assignment. I will have also submitted my final draft of theme #3 meeting the conventions of the how to essay.
Classroom activities - Quiz on Ch. 6. Read Ch. 7 and complete this main lesson assignment. Peer edit their theme #3 second draft.
Homework - Finish Ch. 7 and the main lesson assignment.
Evidence of Learning - Students will have met the learning target by reading Ch. 7 and submitting their third theme.
Friday - The Element, Ch. 8 “Somebody Help Me”
Learning Target - When I leave room 205, I will have started reading / finished reading Ch. 8 of The Element and will have identified the key figures, key ideas, and key questions about the chapter through the main lesson assignment.
Classroom activities - Quiz on Ch. 7. Read Ch. 8 and complete this main lesson assignment.
Homework - Finish Ch. 8 and the main lesson assignment.
Evidence of Learning - Students will have met the learning target by reading Ch. 8 and submitting their third theme.
Monday - The Element, Ch. 9 “Is It Too Late?’
Learning Target - When I leave room 205, I will have read Ch. 9 of The Element, “Beyond Imagining” and can explain the importance of creativity and imagination (in any field).
Classroom activities - Quiz on Ch. 8. Read Ch 9 and complete this assignment.
Homework - Finish reading Ch. 10 “For Love or Money” and 11 “Making the Grade” over the weekend and complete this assignment. Final Element Test on Wednesday, Nov. 21. Assign the final Element project on Monday, Nov. 19.
Evidence of Learning - Students will have met the learning target by reading Ch. 4 and completing the guide.
Thanksgiving break assignment (if you want to start early . . .)
Final Element Paper - Options 1, 2, and 3
Below are links to the three options for your final paper on The Element.
Each assignment increases in difficulty. Be warned. However, they do increase in points. And if you choose the third option, you will be awarded 5 bonus points on your lowest theme at the end of second quarter.
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Week 10 - Nov. 5-8
Monday - The Element, Ch. 1 “The Element”
Learning Target - When I leave room 205, I will have composed a rough draft of a how to essay (3.2 - how to of my choice); I will have composed an analytical essay on “The Yellow Wallpaper” analyzing a theme through an element (plot, character, setting, or symbol); I will have been introduced to The Element.
Classroom activities - Introduction to The Element. Watch this TED Talk and complete the assignments. Overview of chapters and topics. Assign Ch. 1 “The Element” and begin this assignment.
Homework - Read Ch. 1 “The Element” and complete the guide for class tomorrow. Quiz on Ch. 1. Let me know what essay 3.1 or 3.2 you want me to give you feedback on.
Evidence of Learning - Students will have met the learning target with the submission of essay 3.2, submitting their analytical paragraph, and reading Ch. 1 and completing the guide.
Tuesday - The Element, Ch. 2 “Think Differently”
Learning Target - When I leave room 205, I will have read Ch. 1 of The Element and can explain Robinson’s definition of “the element” and identify the key ideas, key people, and key quotes/lines.
Classroom activities - Quiz on Ch. 1. Review of key ideas and concepts. Preview Ch. 2 of The Element, “Think Differently” and complete this assignment.
Homework - Finish reading Ch. 2 and complete the reading guide. Quiz on Ch. 2 on Wednesday.
Evidence of Learning - Students will have met the learning target by reading Ch. 2 and completing the guide.
Wednesday - LINC - The Element, Ch. 3“Beyond Imagining”
Learning Target - When I leave room 205, I will have read Ch. 2 of The Element, “Think Differently” and can explain the importance of challenging what we take for granted about our own talents and perceptions and identify the key ideas, key people, and key quotes/lines from Ch. 2.
Classroom activities - Quiz on Ch. 2. Review of key ideas and concepts. Preview Ch. 3 of The Element, “Beyond Imagining” and complete this assignment.
Homework - Finish reading Ch. 3 and complete the reading guide. Quiz on Ch. 3 on Thursday.
Evidence of Learning - Students will have met the learning target by reading Ch. 3 and completing the guide.
Thursday - The Element, Ch. 4 “In the Zone”
Learning Target - When I leave room 205, I will have read Ch. 3 of The Element, “Beyond Imagining” and can explain the importance of creativity and imagination (in any field).
Classroom activities - Quiz on Ch. 3. Review of key ideas and concepts. Preview Ch. 4 of The Element, “In the Zone” and complete this assignment.
Homework - Finish reading Ch. 4 and complete the reading guide. Quiz on Ch. 4 on Monday. Final draft of theme #3 (how to) due on Wednesday, Nov. 14
Evidence of Learning - Students will have met the learning target by reading Ch. 4 and completing the guide.
Friday - No School
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Week 9 - Oct. 29 - Nov. 2
Monday - No school (insert unhappy smiley face)
Teacher Inservice
Here is a folder full of examples for essay #3
Tuesday -
Learning Target - When I leave room 205, I will have composed a rough draft of a how to essay (3.1 - how to survive college); I will have begun drafting a second how to essay (3.2 - how to of my own; I will have analyzed several how to examples for effectiveness; and I will have read the short story “Like a Winding Sheet” and applied lit theories to it.
Classroom activities - Discuss effectiveness of sample 3.2 essays; review lit theories; assign “Like a Winding Sheet” and reader responses.
Homework - Read “Like a Winding Sheet” and complete the reader responses. Quiz tomorrow. For Thursday, bring in a coffee cup.
Evidence of Learning - Students will have met the learning target with the submission of essay 31., drafting of 3.2, and reading and analysis of “Like a Winding Sheet” through completion of the reader response starters and quiz.
Wednesday - At CES for pumpkin carving with Mrs. Hegge’s class.
Thursday -
Learning Target - When I leave room 205, I will have analyzed how the author (Ann Petry) uses language skillfully to reveal the theme of “Like a Winding Sheet.” I will also have applied one literary theory to the story in order to analyze the theme.
Classroom activities - Discussion of “Like a Winding Sheet.” Work time on drafting an analytical paragraph on the story. Quiz on “Like a Winding Sheet” and discussion.
Homework - Read “The Yellow Wallpaper” and reader response starters. Quiz tomorrow.
Evidence of Learning - Students will have met the learning target with the submission of essay 31., drafting of 3.2, and reading and analysis of “The Yellow Wallpaper” through completion of the reader response starters and quiz.
Friday -
Learning Target - When I leave room 205, I will have analyzed how the author (Charlotte Perkins Gilman) uses language to reveal the theme of “The Yellow Wallpaper.” I will also have applied one literary theory to the story in order to analyse the theme.
Classroom activities - Listen to an audio version of the story.
Homework - Finish 3.2 for Monday. Finish paragraph on “The Yellow Wallpaper” for Monday: Link here.
Evidence of Learning - Students will have met the learning target with the drafting of 3.2, and reading and analysis of “The Yellow Wallpaper” through completion of the analytical paragraph on Monday.
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Week 8 - Oct. 22-26
Monday - "A Rose for Emily"
Learning Target - With the help of reader response strategies, students will analyze the language Faulkner uses to describe the setting and the characters. Students will also use discussion to explore why Faulkner would structure the plot in such a fashion. Ultimately, students will gain a greater understanding of how setting, character, and plot impact the all important concept of theme.
** in normal terms: Why is this story so complicated and hard to read? And what the H*&^ happens on the last page?
Classroom Activities - Quiz on "A Rose for Emily" and discussion of the story. We will re-read sections to make sense of the text and to re-evaluate our initial interpretations.
Homework - Read "Like a Winding Sheet" and complete the reader response starters.
Evidence of Learning - Students will turn in their reader response starters to illustrate their analysis of Faulkner's use of language for setting and characters. Through discussion and the quiz, students will apply their understanding of the setting, characters, and plot. Students will discuss the story's theme.
Tuesday - "Like a Winding Sheet"
Learning Target - With the help of reader response strategies, students will analyze the language Petry uses to describe the setting and the characters. Students will also use discussion to explore why Petry would foreshadow the resolution the way she does in her story. Ultimately, students will gain a greater understanding of how setting, character, and plot impact the all important concept of theme.
** in normal terms: I totally missed on why Johnson became so angry and took all of his hatred out on poor Mae at the end.
Classroom Activities - Quiz on "Like a Winding Sheet" and discussion of the story. We will re-read sections to make sense of the text and to re-evaluate our initial interpretations. What themes does the story explore?
Homework - None
Evidence of Learning - Students will turn in their reader response starters to illustrate their analysis of Petry's use of language for setting and characters. Through discussion and the quiz, students will apply their understanding of the setting, characters, and plot. Students will discuss the story's theme.
Wednesday - LINC - Intro to theme #3 (how to)
Learning Target - Students will be introduced to their third theme, a how to. Students will go over 3.1 (due Tuesday) and 3.2 (due Thursday) and read various examples. Students will explore techniques on how to best engage their reader in their topic.
Classroom Activities - Discussion of theme #3 (essay 3.1 - how to survive college). Read examples.
Homework - Brainstorm ways to survive college. Text someone in college and bring in their response to class.
Evidence of Learning - Students will apply what they have learned about crafting effective narratives (theme #2) to the introduction of theme #3 and students will illustrate various ways to survive college via discussion in class tomorrow.
Thursday -
Learning Target - Students will brainstorm the difficulties of college and share them in class. Ultimately, students will choose one difficult aspect of surviving college to focus on for theme 3.1.
Classroom Activities - Watch MTV's "I'm a College Freshman" and share evidence and responses from others in college.
Homework - Craft 3.1 to share in pieces on Friday.
Evidence of Learning - Students will apply what they have learned about crafting effective narratives (theme #2) to the introduction of theme #3 and students will illustrate various ways to survive college via discussion in class tomorrow.
Friday - SSR - Assign "The Yellow Wallpaper"
Learning Target - Students will brainstorm the difficulties of college and share them in class. Ultimately, students will choose one difficult aspect of surviving college to focus on for theme 3.1.
Classroom Activities - Work time on 3.1 or begin reading "The Yellow Wallpaper."
Homework - Craft 3.1 (due Tuesday) and read "The Yellow Wallpaper" and complete the reader response starters.
Evidence of Learning - Students will illustrate the learning target by crafting a solid rough draft (with an engaging introduction and at least three specific steps on how to survive one specific aspect of college) for Tuesday. Students will also read "The Yellow Wallpaper" and complete the reader responses for Tuesday.
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Week 6 - Oct. 8-12
Monday - Ch. 4 "That is to Say, Jo Has Not Yet Died" - William Farr
Learning Target - When students leave room 205, they will have revisited the key ideas of Ch. 3 (John Snow, the importance of consilient thinking, the rising death toll on Broadstreet, and Snow's fame for pain management); they will be introduced via notes to the key concepts of Ch. 4, and they will review sentence structure and issues as they relate to theme #2 (due Friday).
Classroom Activities - Notes on Ch. 3 and intro to Ch. 4. Finish Ch. 3 quiz. Revise theme #2 for punctuation and sentence issues. Draft check for theme #2.
Homework - Read Ch. 4 and revise theme #2. Complete this create a quiz for Ch. 4.
Evidence of Learning - Students will illustrate the learning target through discussion, draft check of theme #2, and the quiz on Ch. 3 and 4.
Tuesday - Ch. 5 "All Smell is Disease" - Edwin Chadwick
Learning Target - When students leave room 205, they will have revisited the key ideas of Ch. 4 (miasmatism and why this was so prominent, the role fear played in the rising tide of deaths, large cities are bound to collapse and fail); they will be introduced via notes to the key concepts of Ch. 5, and they will review punctuation of dialogue as it relates to theme #2 (due Friday).
Classroom Activities - Notes on Ch. 4 and intro to Ch. 5. Take quiz on Ch. 4 and submit their create a quiz for Ch. 4. Time to read Ch. 5 or revise theme #2 for dialogue and thoughts.
Homework - Read Ch. 5 (quiz on Wednesday), complete this assignment, and work on theme #2.
Evidence of Learning - Students will illustrate the learning target through discussion, continued revision of theme #2 (this time for dialogue), and the quiz on Ch. 4 and Ch. 5.
Wednesday - LINC - Early out (staff development day)
Many students gone for PSAT
Learning Target - When students leave room 205, they will have reviewed the key concepts and things to look for in Ch. 6.
Classroom Activities - Quiz on Ch. 5 and discussion of key things to look for in Ch. 6 (revisit in depth tomorrow).
Homework - work on developing theme #2
Evidence of Learning - Students will hit the learning target based on the quiz for CH. 5 and the eventual quiz for Ch. 6.
Thursday - P/T conferences 4-8 - Ch. 6 "Building the Case"
Learning Target - When students leave room 205, reviewed the key concepts of Ch. 5 and been introduced the key people, ideas, and questions of Ch. 6 ("Building the Case").
Classroom Activities - Notes on Ch. 6. Reading time on Ch. 6 and time to complete this assignment.
Homework - Read Ch. 6 and finish theme #2 (due Monday).
Evidence of Learning - Students will illustrate the learning target through the quiz on Ch. 5 and Ch. 6 and the completion of the Ch. 6 assignment.
Friday - Ch. 7 "The Pump Handle" - final chapter of The Ghost Map
Learning Target - When students leave room 205, they will have submitted theme #2 (narrative) and reviewed the key concepts of Ch. 6 and been introduced to the key concepts of the final chapter.
Classroom Activities - Peer edit theme #2. Quiz on Ch. 6. Begin assignment for Ch. 7 "The Pump Handle."
Homework - Read Ch. 7 and complete this assignment.
Evidence of Learning - Students will illustrate the learning target through submitting theme #2, reading Ch. 7 and submitting the assignment.
Up Next -
Monday - Review Jeopardy style for The Ghost Map final test (a take home test over MEA break).
Tuesday - SSR time and work time on the take home test.
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Week 5 - Oct. 1-5
Mid-quarter
Monday -
Learning Target - When students leave room 205, they will have read "Bodily Ritual Among the Nacirema" for author's intent and text clues. Students will summarize their section and then analyze the perspective of the piece.
Classroom Activities - Read "The Body Ritual of the Nacerima" and then discuss it. Begin introduction to our next book, Steven Johnson's The Ghost Map by watching Clean. Students will complete the "Clean" term assignment.
Homework - Visit this website and complete the assignment.
Evidence of Learning - Students will illustrate the learning target through discussion and watching Clean.
Tuesday - Ch. 1 "The Night Soil Men"
Learning Target - When students leave room 205, they will have been introduced to the key concepts of The Ghost Map: cholera, the 'long' zoom, the danger of population centers and the importance of waste management.
Classroom Activities - Finish the "Clean" video and read Ch. 1 "The Night Soil Men" and complete this assignment.
Homework - Finish Ch. 1
Evidence of Learning - Students will meet the learning target via reading Ch. 1, completing the assignment, and taking the quiz tomorrow.
Wednesday - LINC - Ch. 2 "Eyes Sunk, Lips Dark Blue"
Learning Target - When students leave room 205, students will have reviewed the key people, key terms, key ideas, and big questions from Ch. 1. They will be introduced as well to the key ideas in Ch. 2 - how cholera ravages its victims and the key role Henry Whitehead will play.
Classroom Activities - Quiz on Ch.1. Notes on Ch. 1. Intro to Ch. 2 and begin reading Ch. 2.
Homework - Read Ch. 2 "Eyes Sunk, Lips Dark Blue." Complete this assignment.
Evidence of Learning - Students will meet the learning target via reading Ch. 2, completing the assignment, and taking the quiz tomorrow.
Thursday - Ch. 3 "The Investigator"
Learning Target - When students leave room 205, students will have reviewed the key people, key terms, key ideas, and big questions from Ch. 2. They will be introduced as well to the key ideas in Ch. 3 - the importance of John Snow and what makes him the perfect figure to approach this problem.
Classroom Activities - Quiz on Ch. 2. Notes on Ch.2 and begin reading Ch. 3
Homework - Read Ch. 3 and complete this assignment.
Evidence of Learning - Students will meet the learning target via reading Ch. 3, completing the assignment, and taking the quiz tomorrow.
Friday - Ch. 3 due (end of class)
Learning Target - When students leave room 205, students will have reviewed the key people, key terms, key ideas, and big questions from Ch. 3. Students will develop their narrative for key scenes, rising action, flashbacks, use of dialogue and thoughts for Monday.
Classroom Activities - Quiz on Ch. 3. Notes on Ch. 3 and begin reading Ch. 4
Homework - Have a second draft of either 2.1 or 2.2 ready for some in depth revision on Monday.
Evidence of Learning - Students will meet the learning target by taking the Ch. 3 quiz and completing the second draft of their theme #2 (either your expertise or rite of passage).
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Week 4 - Sept. 24-28
Monday -
Learning Target - When I leave Mr. Reynolds' class, I will have begun writing my rite of passage narrative and begin analyzing "Doe Season" for symbolism and theme.
Classroom Activities - Begin reading "Doe Season" and begin drafting a rite of passage narrative. Review 2.1 (an expertise narrative).
Homework - Finish reading "Doe Season." Finish The Dip takehome test, due Wednesday.
Evidence of Learning - Students will illustrate the learning target through analyzing "Doe Season" for symbolism and theme and by applying the elements of narrative to their rough draft of 2.2 (rite of passage narrative).
Tuesday -
Learning Target - When I leave Mr. Reynolds' class, I will have analyzed "Doe Season" for symbolism and theme. I will read several examples of rites of passage for narrative effect too.
Classroom Activities - Quiz on "Doe Season" and discussion of the story, specifically for symbolism and theme. Read "A Girl Needs to Know How to Protect Herself" as a rite of passage example.
Homework - Work on 2.2 (rite of passage draft). Finish The Dip take home test.
Evidence of Learning - Students will illustrate the learning target through analyzing "Doe Season" for symbolism and theme and by applying the elements of narrative to their rough draft of 2.2 (rite of passage narrative).
Wednesday - LINC - The Dip take home test due. Return 2.1
Thursday -
Learning Target - When I leave Mr. Reynolds' class, I will have written an effective rough draft of a rite of passage narrative and submitted my rough draft.
Classroom Activities - "Doe Season" quiz and discussion. Final commentary on rites of passage. Finish composing 2.2, due by the end of class.
Homework - Choose which rough draft they'd like me to look at - either 2.1 (expertise) or 2.2 (rite of passage).
Evidence of Learning - Students will illustrate the learning target through submitting their 2.2 draft.
Friday -
Learning Target - When I leave Mr. Reynolds' class, I will have been introduced to the main ideas behind Steven Johnson's The Ghost Map.
Classroom Activities - Intro notes on The Ghost Map. Assign Ch. 1 for Friday.
Homework - Read Ch. 1 of The Ghost Map and complete this assignment.
Evidence of Learning - Students will illustrate the learning target by completing the assignment for Ch. 1 of The Ghost Map.
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Monday - Oct. 1
Learning Target - When I leave Mr. Reynolds' class, I will have been introduced to the main concepts of The Ghost Map via a term analysis assignment for How We Got to Now: Clean.
Classroom Activities - Take Ch. 1 quiz. Watch How We Got to Now: Clean and complete the term assignment.
Homework - Read Ch. 2 of The Ghost Map for Monday and complete this assignment.
Evidence of Learning - Students will illustrate the learning target by completing the assignment for Clean and by taking their quiz on Ch. 1 of The Ghost Map.
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Week 3 - Sept. 17-21
Monday -
Learning Target - When I leave Mr. Reynolds' class, I will have read and discussed sample narratives, including "A Lot to Learn" and "The Storm"
Classroom Activities - Return theme #1 (descriptive essay); read "A Lot to Learn" and discuss it. Time to read "The Storm."
Homework - Begin drafting narrative 2.1 (expertise). Finish reading "The Storm" and complete reader response starters.
Evidence of Learning - Students will illustrate their understanding of the descriptive writing via their first theme and their reader response starters for "The Storm."
Expertise examples
Tuesday -
Learning Target - When I leave Mr. Reynolds' class, I will have completed discussed the narrative structure of "The Storm" and apply narrative structure and stereotypes to "Listen to the End."
Classroom Activities - Quiz on "The Storm" and discussion. Revisit progress of 2.1 (expertise), which is due Thursday.
Homework - Continue drafting 2.1 and finish "Listen to the End."
Evidence of Learning - Students will illustrate their understanding the learning target through the quiz on "The Storm" and completing the reading assignment for "Listen to the End."
Wednesday - LINC
Learning Target - When I leave Mr. Reynolds' class, I will have completed "Listen to the End" and will analyze it via the reader response starters and class discussion.
Classroom Activities - Continue progressing on 2.1. Share examples and tips on revision. Quiz on "Listen to the End"
Homework - None. Begin writing 2.1
Evidence of Learning - Students will illustrate their understanding the learning target through the quiz on "Listen to the end" and completing the reading assignment.
Thursday - 2.1 due
Learning Target - When I leave Mr. Reynolds' class, I will continue writing my 2.1 and begin analyzing leads.
Classroom Activities - Keynote on leads.
Homework - Finish narrative 2.1 (expertise). Due end of class Friday. Submit a hard copy.
Evidence of Learning - Students will illustrate the learning target via submitting 2.1 and devising various leads.
Friday - SUB
Learning Target - Submit hard copy of rough draft of 2.1 (expertise).
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Week 2 - Sept. 10-14
Monday -
Learning Target - When I leave Mr. Reynolds' class, I will have completed my drafts for for theme #1 (1.1, 1.2, and 1.3), and I will know how to submit it to illustrate that I know how to write an effective descriptive essay; I will have been introduced to Seth Godin's The Dip.
Classroom Activities - Review of rough drafts and advice for theme #1. Intro to The Dip via Keynote.
Homework - Finish final draft of theme #1 (descriptive essay) and read The Dip, pages 1-24.
Evidence of Learning - Students will illustrate their understanding of the descriptive writing via their first theme.
Tuesday - Sub
Learning Target - When I leave Mr. Reynolds' class I will be able to explain a dip, a cul-de-sac, and a cliff. I will be able to illustrate the various parts of the dip.
Classroom Activities - Work on this assignment (a hyperdoc). Begin reading the second part of The Dip (pages 24-55) and complete this assignment. Quiz on Wednesday.
Homework - Work on hyperdoc and complete the readings and assignment.
Evidence of Learning - Students will illustrate their understanding by submitting their first theme and completing the hyperdoc on The Dip.
Wednesday - LINC
Learning Target - When I leave Mr. Reynolds' class I will be able to explain a dip, a cul-de-sac, and a cliff. I will be able to illustrate the various parts of the dip.
Classroom Activities - Finish work on this assignment (a hyperdoc). Begin reading the second part of The Dip (pages 24-55) and complete this assignment. There is an optional assignment for those who wish to accept the challenge. Here it is - Quiz on Thursday at the end of class. Hand out peer edit sheet and model how to revise.
Homework - Work the second reading and complete one of the reading assignments.
Evidence of Learning - Students will hit the learning target by submitting their reading assignment for part 1 of The Dip.
Thursday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Explain why the dip should be avoided; 2. why being #1 is vital; 3. the importance of 'strategic' quitting.
Classroom Activities - Notes and discussion on The Dip. Time to read the second
part of The Dip and finish the assignment. Quiz at the end of class.
Homework - Finish the third (and final) reading of The Dip. Complete this assignment as you read.
Evidence of Learning - Students will illustrate their understanding of the the key points of The Dip via their reading guide.
Friday -
Learning Target - When I leave Mr. Reynolds' class I will have finished reading The Dip for Monday.
Classroom Activities - Finish reading The Dip and return theme #1.
Homework - Review for the final test on The Dip on Monday.
Evidence of Learning - Students will illustrate their understanding of the main concepts of The Dip via their final test on it on Monday.
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Week 1 - Sept. 1-9
Tuesday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Identify the elements of effective writing. 2. Examine pieces of writing for effective elements of writing. 3. Explain the writing process. 4. Write a rough draft using some of the effective elements of descriptive writing.
Classroom Activities - Intro to class (syllabus and paper requirements). Read sample essays (bad summer example and "Big Boy") and discuss effective elements of writing. Discuss the writing process. Begin writing draft 1.1 (describe your favorite time of year).
Homework - Finish draft 1.1 and begin working on the list of 111 Things About You (shared via Drive).
Evidence of Learning - Students will illustrate their understanding of the elements of effective writing via discussion and pointed questions. They will also illustrate it through pointing them out in sample essays and then using them in their own rough drafts (draft 1.1).
Wednesday - LINC
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Identify the elements of effective descriptive writing in my own draft as well as in the drafts of my peers. 2. Identify the elements of effective descriptive writing in sample essays. 3. Begin using effective leads.
Classroom Activities - Share drafts with peers and read aloud. Slideshow on writing effective leads. Intro and assign draft 1.2 (describe a favorite place).
Homework - Finish draft 1.2 and continue working on the list of 111 Things About You (shared via Drive).
Evidence of Learning - Students will illustrate their understanding of the elements of effective writing via sharing and discussing their rough drafts and the drafts of others. They will also illustrate it through pointing them out in sample essays and then using them in their own rough drafts (draft 1.2).
Thursday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Identify the elements of effective descriptive writing in my own draft as well as in the drafts of my peers. 2. Identify the elements of effective descriptive writing in sample essays. 3. Continue identifying and using effective leads
Classroom Activities - Share drafts with peers and read aloud. Slideshow on writing effective leads. Intro and assign draft 1.3 (describe a prized possession).
Homework - Finish draft 1.3 and continue working on the list of 111 Things About You (shared via Drive). Due Monday 9/10.
Evidence of Learning - Students will illustrate their understanding of the elements of effective writing via sharing and discussing their rough drafts and the drafts of others. They will also illustrate it through pointing them out in sample essays and then using them in their own rough drafts (draft 1.3).
Friday -
Learning Target - When I leave Mr. Reynolds' class I will be able to - 1. Identify the elements of effective descriptive writing in my own draft as well as in the drafts of my peers. 2. Identify the elements of effective descriptive writing in sample essays. 3. Continue identifying and using effective leads. 4. Be introduced to the key concepts of Seth Godin's The Dip.
Classroom Activities - Share draft 1.3 with peers and read aloud. Assign theme #1 (descriptive essay. Rough draft due Monday 9/10).
Homework - Finish draft 1.3 and continue working on the list of 111 Things About You (shared via Drive). Due Monday 9/10.
Evidence of Learning - Students will illustrate their understanding and ability to employ the effective elements of descriptive writing (key imagery, strong verbs, proper nouns, engaging leads, and focus on one moment) in their drafts 1.1, 1.2, and 1.3 and, ultimately, their final theme #1.
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Week 7 - Fourth Quarter, May 14-18
Monday - 5.14
Intro to exploratory essay. Work time.
Tuesday and Wednesday - 5.15 and 16
Work time on APA paper #4 (exploratory essay)
Thursday and Friday - 5.17 and 5.18
Go over to CES to visit Mrs. Strand's class for their definition poems and collages.
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Week 6 - Fourth Quarter, May 7-11
Monday - 5.7
Beauty scavenger hunt do. Demonstrate examples in front of the class.
Tuesday, Wednesday, and Thursday - 5.8-10
Work time on APA paper #3 (definition essay).
Friday - 5.11
APA Paper #3 (definition essay) due. Introduction exploratory essay.
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Week 5 - Fourth Quarter, April 30 - May 4
Monday - 4.30
Work day on final assignment for So Good They Can't Ignore You.
Tuesday - 5.1
Final So Good They Can't Ignore You assignment due. Begin intro to APA paper #3 (definition essay) with sample poems on Love.
Read - "Pearls Before Breakfast"
Wednesday - 5.2 - LINC
Continue discuss the concept of beauty and how to define it. Select terms to define.
Thursday - 5.3
Work time on definition essay, due Monday.
Friday - 5.4
Work time on definition essay, due Monday.
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Week 4 - Fourth Quarter, April 23-27
Monday - 4.23
· Due Reading – Ch. 12 - “The Meaningful life of Pardi Sabeti” (Cayley will present on Thursday) Ch. 13- “Missions require Capital ” (Marley and Kylea will present on Monday) and
Ch. 13 Assignment
Homework -
Read Ch. 15 "Missions Require Marketing" (Me)
Ch. 14 Assignment
Ch. 15 Assignment
Tuesday - 4.24
· Due - and Ch. 14 "Missions Require Little Bets" (Cameron) Ch. 15 "Missions Require Marketing" (Me) Assignment
Intro to the definition essay. Assignment
Wednesday - 4.25 - LINC
· Final review of SGTCIY.
* Final acitivity for SGTCIY. Link here. This will be due next Tuesday.
Thursday - 4.26 - Sub
Work time on final assignment assignment. Due next Tuesday
Friday - 4.27 - Sub
Work time final SGTCIY assignment. Due Tuesday.
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Week 3 - Fourth Quarter, April 16-20
Monday - 4.16 - Ch. 8 and Deliberate Practice Presentations
· Due - Ch. 8 "The Dream-Job Elixir" Maddie & Madelyn will present to the class on key people, main ideas, and important quotes from the chapter.
* Due - Deliberate practice presentations (day #1)
· Reading – Ch. 9 “The First Control Trap” (Erin will present on Tuesday) and Ch. 10 "The Second Control Trap (Hope will present on Tuesday)
Tuesday - 4.17 - Ch. 9 and Deliberate Practice Presentations
· Due - Ch. 9 and 10 "The First Control Trap" and "The Second Control Trap" Erin and Hopewill present to the class on key people, main ideas, and important quotes from the chapter.
* Due - Deliberate practice presentations (day #2)
· Reading – Ch. 11 - “Avoiding the Control Traps” (Jenna will present on Wednesday)
Wednesday - 4.18 - LINC
· Due - Ch. 11 "Avoiding the Control Traps" Jenna will present to the class on key people, main ideas, and important quotes from the chapter.
* Review of Rule #3 (Turn Down A Promotion)
· Reading – Ch. 12 - “The Meaningful life of Pardi Sabeti” (Cayley will present on Thursday)
Thursday - 4.19
APA day #1
Friday - 4.20
APA day #2
For Monday read Ch. 13 and 14 and do assignment shared with you.
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Week 2 - Fourth Quarter, April 9-13
Monday - 4.16 - Ch. 8 and Deliberate Practice Presentations
· Due - Ch. 8 "The Dream-Job Elixir" Maddie & Madelyn will present to the class on key people, main ideas, and important quotes from the chapter.
* Due - Deliberate practice presentations (day #1)
· Reading – Ch. 9 “The First Control Trap” (Erin will present on Tuesday) and Ch. 10 "The Second Control Trap (Hope will present on Tuesday)
Tuesday - 4.17 - Ch. 9 and Deliberate Practice Presentations
· Due - Ch. 9 and 10 "The First Control Trap" and "The Second Control Trap" Erin and Hope will present to the class on key people, main ideas, and important quotes from the chapter.
* Due - Deliberate practice presentations (day #2)
· Reading – Ch. 11 - “Avoiding the Control Traps” (Jenna will present on Wednesday)
Wednesday - 4.18 - LINC
· Due - Ch. 11 "Avoiding the Control Traps" Jenna will present to the class on key people, main ideas, and important quotes from the chapter.
* Review of Rule #3 (Turn Down A Promotion)
· Reading – Ch. 12 - “The Meaningful life of Pardi Sabeti” (Cayley will present on Thursday)
Thursday - 4.19
· Due - Ch. 12 "Avoiding the Control Traps" Cayley will present to the class on key people, main ideas, and important quotes from the chapter.
* Intro to Rule #4
· Reading – Ch. 13- “Missions require Capital ” (Marley and Kylea will present on Friday). Assignment
Friday - 4.20
· Due - Ch. 13- “Missions require Capital ” Marley and Kylea will present to the class on key people, main ideas, and important quotes from the chapter.
· Readings
Ch. 14 "Missions Require Little Bets" (Cameron) Assignment
Ch. 15 "Missions Require Marketing" (Me) Assignment
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Week 2 - Fourth Quarter, April 9-13
Monday - 4.9 - SGTCIY Day #5
· Due - Ch. #5 "The Power of Career Capital" Grace and Kendra present to the class on key people, main ideas, and important quotes from the chapter.
· Reading – Ch. 6 “The Career Capitalists” (Leah and Tessa will present on Tuesday)
· Upcoming - Rule #2 assignment – Passion Project (the craftsman mindset in action). Due next Monday.
Rule #2 assignment link here.
Tuesday - 4.10
· Due - Ch. #6 "The Career Capitalists" Leah and Tessa present to the class on key people, main ideas, and important quotes from the chapter. Review of Ch. 3 with Angel.
· Reading – Ch. 7 “Becoming a Craftsman” (Carter and Kayla will present on Wednesday)
· Upcoming - Rule #2 assignment – Passion Project (the craftsman mindset in action). Due next Monday.
Wednesday - 4.11 - LINC/Early Out
Due - Ch. #7 "Becoming a Career Craftsman" Carter and Kayla present to the class on key people, main ideas, and important quotes from the chapter.
· Reading – Ch. 8 “The Dream-Job Elixer” (Maddie And Madelyn will present on Friday)
· Upcoming - Rule #2 assignment – Passion Project (the craftsman mindset in action). Due next Monday.
Thursday - 4.12
Due - Ch. #8 "The Dream-Job Elixer" Maddie and Madelyn present to the class on key people, main ideas, and important quotes from the chapter.
· Reading – Ch. 9 "The First Control Trap"(Erin) and Ch. 10 "The Second Control Trap” (Hope) will present on Monday
· Upcoming - Rule #2 assignment – Passion Project (the craftsman mindset in action). Due next Monday.
Friday - 4.13th - Watch out!!!!
Due - Ch. #8 "The Dream-Job Elixer" Maddie and Madelyn present to the class on key people, main ideas, and important quotes from the chapter.
· Reading – Ch. 9 "The First Control Trap"(Erin) and Ch. 10 "The Second Control Trap” (Hope) will present on Monday
· Upcoming - Rule #2 assignment – Passion Project (the craftsman mindset in action). Due next Monday.
Monday
Due - Ch. #9 "The First Control Trap"(Erin) and #10 "The Career Capitalists" (Hope) present to the class on key people, main ideas, and important quotes from the chapter.
* Reading - Ch. 11 "Avoiding the Control Traps" (Jenna) for Monday.
· Upcoming - Rule #2 assignment – Passion Project (the craftsman mindset in action). Due Monday.
Samples of Rule #2 assignments -
Pole vaulting by Cristian Dahl
Deliberate Practice by Faith Dvergsten
The Perfect Party by Cooper Sorvig
Building a freakin' Patio by Kurt Reynolds
Public Speaking 101 by Kurt Reynolds
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Week 1 - Fourth Quarter, April 2-6
Monday - 4.2
No School - Spring Break. Submit the spring break 15 years from now essay.
Tuesday - 4.3
· Due – “A Day in My Life 15 years from now”
· Intro to the book. Watch Steve Jobs’ “Stanford CommencementSpeech.”
· In-class Reading / homework – Intro - “The Passion of the Monk” (me) and Ch. 1 -The “Passion” of Steve Jobs (Eric).
*** here is my link for what the notes will look like.
Wednesday - 4.4 - LINC
· Due – readings / discussion and questions Eric and I are up for notes/discussion.
· Watch Mike Rowe’s TED Talk – “What I Learned from Dirty Jobs.”
· Reading – Ch. 2 “Passion is Rare” (Mariah and Alyssa) and Ch. 3 “Passion is Dangerous” (Angel)
· Rule #1 assignment – look back at what you wrote about where you will be 15 years from now. How much of that was based on skill? How much was it based on passion/hope?
Thursday - 4.5
· Day #3 – watch Simon Sinek’s “Start With Why” – is this ludicrous in light of what we have read of Newport’s theories so far? Mariah/Alyssa and Angel are up for notes/discussion.
· Reading – Review of Rule #1 and Intro to Rule #2 – Ch. 4 “The Clarity of the Craftsman” (Kathryn and Josie)
Friday - 4.6
· Day #4 – Free reading / blog assignment / back channel discussion day. Kathryn/Josie are up for notes/discussion.
· Reading – Ch. 5 – “The Power of Career Capital” (Grace and Kendra)
· Homework – Read Ch. 6 “The Career Capitalists”
Grace/Kendra will have notes/discussions for Ch. 5 on Monday.
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Week 9 - March 19-23
Monday - 3.19
Inception day #1
Learning Target - When students leave, they will have discussed their initial viewings of Inception (done on their own over the weekend). Students will have been introduced to Steven Johnson's theory about multiple plot threads and plot complexity.
Classroom Activities - Watch Inception as a class.
Homework - Read sections from Steven Johnson.
Evidence of Learning - Students will write an analytical essay in which they use Inception as an example of one of Steven Johnson's theories from the reading.
Tuesday - 3.20
Inception day #2
Learning Target - When students leave, they will have discussed their initial viewings of Inception (done on their own over the weekend). Students will have been introduced to Steven Johnson's theory about multiple plot threads and plot complexity.
Classroom Activities - Watch Inception as a class.
Homework - Read sections from Steven Johnson.
Evidence of Learning - Students will write an analytical essay in which they use Inception as an example of one of Steven Johnson's theories from the reading.
Wednesday - 3.21
Inception day #3
Learning Target - When students leave class, they will have had a class-long discussion on the various possible aspects of complexity in Inception. Students will brainstorm ideas and discuss possible topics.
Classroom Activities - Discussion on topics related to their Inception analysis.
Homework - Work on Inception analysis (due Monday)
Evidence of Learning - Students will write an analytical essay in which they use Inception as an example of one of Steven Johnson's theories from the reading.
Thursday and Friday - 3.22 - 23
Drafting days #1 and #2 for Inception analysis.
Learning Target - When students leave class, they will have begun writing an analysis of Inception using one of Johnson's theories from the reading.
Classroom Activities - Writing time.
Homework - Work on Inception analysis (due Monday)
Evidence of Learning - Students will write an analytical essay in which they use Inception as an example of one of Steven Johnson's theories from the reading.
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Week 8 - March 12-16
Book Talk Week
Monday - Book Talk Day #1
Kathryn Kruta, Hope Holte, Leah Kainz, and Alyssa Kasprick.
Tuesday - Book Talk Day #2
Jenna Von Holtum, Kendra Wiggs, Madelyn Westlin, Cam Dahlin, and Kayla Selvig.
Wednesday - Early Out - Book Talk Day #3
Josie Davis, Maddie Stewart, Carter Onkka, Cayley Sabol
Thursday - Book Talk Day #4
Tessa Jorde, Angel Cullen, Marley Nelson, Kylea Praska, Eric Buckley, Mariah Iverson.
Friday - Intro to our next theme (Inception Analysis)
Assign reading for the Inception Analysis (chapter on the complexity of TV from Steven Johnson's Everything Bad is Good for You). Watch Inception over the weekend. Bring questions to class.
Any book talks we didn't get to.
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Week 7 - March 5 - 9
Sticky Note book report days all week. Book talks begin the following week.
Here is the format you book talk with take. Choose a sign up time too.
Here is the link to the Book talk format.
Here is a link to the sign up form.
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Week 6 - Feb. 26 - March 1
Monday - 2.26
No School Teacher Inservice.
Tuesday - 2.27 Friday - March 1 - Sticky Note book report day #1
Free reading time on their sticky-note book report.
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Week 5 - Mid-Term Qtr. 3 - Feb. 19-23
Monday - 2.19
No School Teacher Inservice.
Tuesday - Guest speaker: Mrs. Reese
Students will listen and talk with Mrs. Reese about her passion for reading, most influential books, and how she puts the practices of Gladwell's Outliers to work in her life and her choir program.
Learning Target - When students leave, they will have listened to and asked questions of Mrs. Reese as her talk relates to our Sticky-Note book report unit and Outliers.
Classroom Activities - Mrs. Reese
Homework - Work on the final outliers paper and read your Sticky-Note book.
Link to my example of final paper.
Evidence of Learning - Students will see an example of an outlier in Reese and see that outliers read and constantly learn and grow.
Wednesday - LINC -
Free reading/work day on Sticky-Note books and final Outliers paper.
Thursday -
Free reading day on Sticky-Note books/work on Outliers paper.
Friday -
Students will listen and talk with Mr. Zutz about his passion for reading, most influential books, and how he puts the practices of Gladwell's Outliers to work in his life and his division at Digi-Key
Learning Target - When students leave, they will have listened to and asked questions of Mr. Zutz's as his talk relates to our Sticky-Note book report unit and Outliers.
Classroom Activities - Mr. Zutz
Homework - Work on the final outliers paper and read your Sticky-Note book.
Link to my example of final paper.
Evidence of Learning - Students will see an example of an outlier in Mr. Zutz and see that outliers read and constantly learn and grow.
Remember!!!!!!!!!
Outliers final paper will be due on Feb. 26
Link to my example of final paper.
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Week 4 - third Quarter - Feb. 5-9
Monday -
Due - Response Paper for Barb Schmitz
Learning Target - When students leave, they will have reviewed the importance of hidden advantages, extraordinary opportunities, and cultural legacies. Students read Ch. 9 "Marita's Bargain" and complete the short essay topic. We will also look at one of the main focuses of Ch. 9: the American school system and how that is tied in to cultural legacy.
Classroom Activities -
Discussion of videos.
Read CH. 9 and complete the assignment linked below.
Homework - Finish reading Ch. 9 and complete this assignment when you finish reading it.
Evidence of Learning - Students will illustrate their understanding of Ch. 9 via their essay.
Tuesday -
Due - Ch. 9 short response essay
Learning Target - When students leave, they will have listened to our final guest speaker, Laura Brickson, on success and searching for work that matters.
Classroom Activities - Students will listen to and ask questions of our guest speaker.
Homework - None
Evidence of Learning - Students will listen to the guest speaker and connect the content to what we have read in Outliers so far.
Wednesday - LINC -
Learning Target - When students leave, they will have completed reading Outliers and listened to this podcast. (Scroll to the bottom of that page to find the podcast audio). Students will apply what they have read in Outliers to the podcast and share their ideas in a class discussion on Thursday.
Classroom Activities - Discussion of Ch. 9. Time to work listen and take notes on the podcast.
Homework - Listen to the podcast and take notes on how it connects to Outliers in at least five ways. Bring notes to class for a socratic seminary style discussion.
Evidence of Learning - Students will demonstrate their five connections to Outliers via Thursday's discussion.
Final day for scores on responses for Dave Doherty, Sara Pederson, and Barb Schmitz. Work for Outliers (guides) will be final today too.
Thursday - Graded discussion. Last chance at discussion points for Outliers.
Socratic Seminar discussion of Outliers and the Brian Buffini interview.
Friday -
Introduction to the final Outliers research paper.
Students will be given their Sticky-Note book reports to begin reading on Monday.
Outliers final paper will be due on Feb. 26
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Week 3 - third Quarter - Feb. 5-9
Monday -
Due - Response Paper for Sara Pederson
Learning Target - When students leave, they will have discussed what Mr. Doherty and Mrs. Pederson have in common when it comes to their definition of and paths to success. Students will also have begun reading Ch. 6 of Outliers (Harlan, Kentucky) and begun examining cultural legacy.
* What is cultural legacy?
* How did it impact the people of Harlan, Kentucky?
* How else did it impact others?
* What is YOUR cultural legacy?
* What can you do to take advantage or overcome your cultural legacy?
Classroom Activities - Discussion and reading time on Ch. 6. Complete this assignment for Ch. 6.
Homework - Finish reading Ch. 6 and complete guide.
Evidence of Learning - Students will illustrate their understanding of Ch. 6 (most importantly the impact cultural legacy has on success) on their guide and in discussion.
Tuesday -
Due - Ch. 6 and Double Sided Response Guide
Learning Target - When students leave, they will have read Ch. 6 and engaged in a class discussion related to cultural legacies. Students will also address the topic below in our discussions.
On page 167, Gladwell quotes ethnographer J. K. Campbell, “’The critical moment in the development of the young shepherd’s reputation is his first quarrel . . . Quarrels are necessarily public. They may occur in the coffee shop, the village square, or most frequently on a grazing boundary where a curse or a stone aimed at one of his straying sheep by another shepherd is an insult which inevitably requires a violent response.” Explain how this relates to “cultural legacies.”
Classroom Activities - Students will listen and engage in a discussion on Ch. 6
Homework - None
Evidence of Learning - Students will illustrate their understanding of Ch. 6 (most importantly the impact cultural legacy has on success) on their guide and in discussion.
Wednesday - LINC -
Learning Target - Work day on Ch. 8 (Rice Paddies and Math Scores) and to get their Sara Pederson Paper done (if they haven't finished it yet).
Thursday - work day
Due - Guest speaker - Barb Schmitz
Friday - Mrs. Peterson
Due - Ch. 8 and assignment
Learning Target - When students leave, they will have discussed how the cultural legacy of Asians contributes to their superiority in math.
Classroom Activities - Discussion of Ch. 8 and application to their lives.
Homework - Read Ch. 9 (Marita's Bargain) and complete the assigned essay topic in class on Monday.
Evidence of Learning - Students will summarize their thoughts on Outliers via the in class essay on Monday.
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Week 2 - third Quarter - Jan. 29 - Feb. 2
Monday -
Due - Ch. 3 and assignment
Learning Target - When students leave, they will have read, discussed, and analyzed Ch. 3 of Outliers for the following concepts -
* Who is Chris Langan and why isn't he a household name like Einstein?
* If simply IQ isn't enough, what else is vital to success?
* What do the "termites" prove?
* Opportunity is as important as talent or IQ it seems.
Classroom Activities - We will discuss the key concepts of Ch. 3. Students will have time to read Ch. 4 for tomorrow. Prepare questions based on what we have read for our real life outlier who will be with us tomorrow.
Homework - Read Ch. 4 and prep questions for speaker.
Evidence of Learning - Students will illustrate their understanding of Ch. 3 via discussion in class.
Tuesday - Mrs. Reese
Due - Ch. 4 and questions for Mrs. Reese
Learning Target - When students leave, they will have listened to and discussed with Mrs. Reese the concepts we've covered in Outliers so far (the importance of opportunity - birth and location and luck - as well as the importance of hard work and personality).
Classroom Activities - Students will listen and engage in a discussion with Mrs. Reese.
Homework - Students will write a one page, single spaced reaction paper to Mrs. Reese, due Wednesday. Example #1. Example #2. Example #3.
Evidence of Learning - Students will connect comments, examples, and ideas from the talk to what we have read in Outliers so far.
Wednesday - LINC - Mr. Doherty
Due - Paper on Reese's talk. Questions for Mr. Doherty.
Learning Target - When students leave, they will have listened to and discussed with Mr. Doherty the concepts we've covered in Outliers so far (the importance of opportunity - birth and location and luck - as well as the importance of hard work and personality).
Classroom Activities - Students will listen and engage in a discussion with Mr. Doherty.
Homework - Students will write a one page, single spaced reaction paper to Mr. Doherty, due Thursday. Example #1. Example #2. Example #3.
Evidence of Learning - Students will connect comments, examples, and ideas from the talk to what we have read in Outliers so far.
Thursday - work day
Due - Paper on Doherty's talk at the end of the block.
Learning Target - When students leave, they will have had time to work on the essay on Mr. Doherty's talk and time to begin reading Ch. 5
Classroom Activities - Students will have time to read Ch. 5 in class and complete this assignment.
Homework - Read Ch. 5 "The Three Lessons of Joe Flom" for Friday.
Evidence of Learning - Students will illustrate their understanding of the chapter by submitting the assignment.
Friday - Mrs. Peterson
Due - Ch. 5 and assignment.
Learning Target - When students leave, they will have listened to and discussed with Mrs. Peterson the concepts we've covered in Outliers so far (the importance of opportunity - birth and location and luck - as well as the importance of hard work and personality).
Classroom Activities - Students will listen and engage in a discussion with Mrs. Peterson.
Homework - Students will write a one page, single spaced reaction paper to Mrs. Peterson, due Monday. Example #1. Example #2. Example #3.
Evidence of Learning - Students will connect comments, examples, and ideas from the talk to what we have read in Outliers so far.
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Week 1 - third Quarter - Jan. 22-26
Monday - Inservice
Tuesday - First day of the new semester
Learning Target - When students leave, they will have gone over the syllabus and expectations, turned in their first day essay, discussed the concept of "Success," been introduced to their second essay (an exploratory essay).
Classroom Activities - Students will be given a syllabus. Students will then discuss success and be given a copy of Malcom Gladwell's Outliers. Students will have to read the introduction ("The Roseto Mystery") of Outliers and Ch. 1 ("The Matthew Effect") for tomorrow.
Here is how some of the most successful people on earth define success. How do you define it?
Here is a very brief list of key traits for success. What traits do you think are key to success?
Homework - Read introduction and Ch. 1 for Wednesday. Quiz on Wednesday.
Evidence of Learning - Students will illustrate their understanding of the key concepts of "The Roseto Mystery" and "The Matthew Effect" on their quiz and through discussion.
Wednesday - LINC
Learning Target - When students leave, they will be able to explain what makes the Roseto and "outlier" and what how birthday contributes to success and how vital deliberate practice is.
Classroom Activities - Students will take a quiz on Ch. 1 and then illustrate what they have learned regarding success.
Homework - Read Ch. 2 ("The 10,000 Hour Rule") of Outliers. Complete this assignment.
Evidence of Learning - Students will illustrate their understanding of the key concepts of deliberate practice and 10,000 hours.
Thursday
Learning Target - When students leave, they will be able to explain why 10,000 hours of practice is so important to success. Students will also be able to summarize how 10,000 hours played a key role in the success of Bill Gates and the Beatles. Students will apply this concept to their own lives in terms of what they have done to acquire 10,000 hours and what type of things they will have to do to gain 10,000 hours for their future degrees or professions.
Classroom Activities - Students will discuss Ch. 2. Then they will be introduced to Ch. 3, "The Trouble with Genius, Part 1." Students will be shown these articles (How to Get in to All 8 Ivy League Schools and This Girl's IQ rivals Einstein's and Hawking's)and discuss them. Then we will apply what we learn in Ch. 3 to these articles.
Homework - Read Ch. 3 and complete this assignment.
Evidence of Learning - Students will illustrate their understanding of the key concepts of deliberate practice and 10,000 hours.
Friday LINC -
Final day of class. Goodbyes.
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Week 9 - Second Quarter - Jan. 16-19
Monday
MLK tech day
Tuesday
Linchpin boards due. Prep for MGRP and DK exit interviews.
Wednesday - LINC
DK exit interviews.
Thursday
MGRP due and final displays of Linchpin boards.
Friday LINC -
Final day of class. Goodbyes.
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Week 8 - Second Quarter - Jan. 8-12
Monday
Learning Target - When students leave Mr. Reynolds class, students will have been introduced to ACT writing prompts and strategies to (namely, the Toulmin Method of Persuasion) to effectively support their responses.
Here is a good video tutorial with suggestions on how to write the ACT essay.
Classroom Activities - Free reading / work time.
Homework - Read their second novels (Novel test will be another take home test). Due at the end of MLK day (Monday).
Evidence of Learning - Students will, ultimately, show their understanding of the Toulmin method and the ACT writing method on their in-class essay on Tuesday.
Tuesday
Learning Target - When students leave Mr. Reynolds class, students will have written an essay in response to a sample ACT prompt.
Classroom Activities - Work time on ACT prompt (due by the end of class). Free reading time after that.
Homework - Read their second novels (Novel test will be another take home test). Due at the end of MLK day (Monday).
Evidence of Learning - Students will, ultimately, show their understanding of the Toulmin method and the ACT writing method on their in-class essay today.
Wednesday - Friday LINC -
Free reading time on their second novels.
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Week 7 - Second Quarter - Jan. 1-5
Monday
No School
Tuesday
Learning Target - When students leave Mr. Reynolds class, students will have written at least two analytical paragraphs supporting their analysis of "Young Goodman Brown."
Classroom Activities - Work time on supporting/analytical paragraphs for "YGB." Return their braided essays. Grade their novel tests.
Homework - Read their novels and work on their papers.
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme on their "YGB" paper and their research paper.
Wednesday - LINC -
Learning Target - When students leave Mr. Reynolds class, students will have developed a rough draft of their analysis of "Young Goodman Brown."
Classroom Activities - Work time on supporting/analytical paragraphs for "YGB." Free reading time if they want it.
Homework - Read their novels and work on their papers. Have a rough draft ready for Thursday.
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme on their "YGB" paper and their research paper.
Thursday
Learning Target - When students leave Mr. Reynolds class, they will have peer edited their "YGB" lit analysis.
Classroom Activities - Peer edit and revise lit analysis. Lit analysis due on Friday.
Homework - Read their novels and work on their papers. Have a rough draft ready for Thursday.
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme on their "YGB" paper and their research paper.
Friday
Learning Target - When students leave Mr. Reynolds class, they will have submitted their lit analysis and continued reading their second novel.
Classroom Activities - Free reading day.
Homework - Read their novels. Second novel test will be next Friday.
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme on their "YGB" paper and their research paper.
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Week 6 - Second Quarter - Dec. 18-22
Monday
Learning Target - When students leave Mr. Reynolds class, students will have read more of their first novels and continued to identify themes and analyze examples of each theme.
Classroom Activities - Reading day.
Homework - Read their novels.
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme on their final novel test and research paper.
Tuesday
Learning Target - When students leave Mr. Reynolds class, students will have been introduced to "Young Goodman Brown."
Classroom Activities - Discussion and notes on "Young Goodman Brown."
Homework - Read their novels.
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme on their final novel test and research paper.
Wednesday - LINC -
Learning Target - When students leave Mr. Reynolds class, they will have had time to begin reading "Young Goodman Brown."
Classroom Activities - Read "Young Goodman Brown"
Here is a link to the story. You will have to scroll down to get to "Young Goodman Brown."
Homework - Read their novels. Finish "Young Goodman Brown"
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme in a literary analysis paper on "Young Goodman Brown."
Thursday
Learning Target - When students leave Mr. Reynolds class, they will continue reading their first novel for their final research paper. They will also have "Young Goodman Brown" to read over break.
Classroom Activities - Quiz on "Young Goodman Brown." Discuss "Young Goodman Brown" and outline their literary analysis theme.
Homework - Finish novel #1 and finish first novel test (this will be shared with them).
Evidence of Learning - Students will ultimately show their ability to analyze theme and examples of the theme on their literary analysis papers for "Young Goodman Brown" and for their novels.
Friday - half day
Early out - wrap up "Young Goodman Brown" and lit analysis.
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All late work will be worth zero credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
Monday & Tuesday - work days on Jaws theme and /or free reading on your first novel (the final novel test is due the day you get back from Christmas break).
Wednesday - Intro to Jaws - LINC - abbreviated day
Due - rough draft of Jaws film review.
Learning Target - When students leave Mr. Reynolds class, they will have drafted a rough draft of their film review and have completed a peer edit sheet on it.
Classroom Activities - Peer edit Jaws film review.
Homework - Have a final draft of the Jaws film review for Thursday.
Evidence of Learning - Students will, ultimately, show their understanding of analyzing theme and film techniques in a movie via their film review.
Thursday
Due - Jaws final draft.
Learning Target - When students leave Mr. Reynolds class, they will have begun reading their first novel for their final research paper.
Classroom Activities - Free reading on novel #1.
Homework - Continue reading novel #1.
Evidence of Learning - Students will complete a novel reading check assignment.
Friday -
Learning Target - When students leave Mr. Reynolds class, they will have begun reading their first novel for their final research paper.
Classroom Activities - Free reading on novel #1.
Homework - Continue reading novel #1.
Evidence of Learning - Students will complete a novel reading check assignment.
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Week 5 - Second Quarter - Dec. 4-8
All late work will be worth zero credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
Monday - "The Short Happy Life of Francis Macomber"
Due -
1. The Braided Essay
Learning Target - When students leave Mr. Reynolds class, they will have read "The Short Happy Life of Francis Macomber" and discussed the story for theme and elements (character, setting, plot, and symbol).
Classroom Activities - Students will take a reading check quiz on "The Short Happy Life of Francis Macomber." We will then discuss the story and begin writing an analytical essay on it. Introduction to the film review assignment.
Homework - None.
Evidence of Learning - Students will illustrate the learning target by writing their analytical paragraph on "The Short Happy Life of Francis Macomber."
Tuesday - Begin theme #5 (film review)
Due -
1. Nothing
Learning Target - When students leave Mr. Reynolds class, they will have been introduced to the format of the film review (intro, summary, theme, film technique, and conclusion).
Classroom Activities - Students will take notes on the format of the film review and discuss various elements of films.
Students will view this Storify and analyze film clips.
Homework - Complete the scene analysis assignment from the Storify link.
Evidence of Learning - Students will illustrate their understanding of the elements of film technique by analyzing a scene of their choice from Youtube in a short analytical paragraph.
Wednesday - Intro to Jaws - LINC
Due -
Learning Target - When students leave Mr. Reynolds class, they will have been introduced to several key film techniques that make Jaws remarkable (Spielberg's use of fear, his use of facts, lighting, music, the cast, and camera angles). Begin watching Jaws.
Classroom Activities - Students will engage in a discussion and take notes on the key film techniques of Jaws.
Students will view this Storify and analyze film clips.
Intro to Jaws Storify. (Background info)
Homework - None
Evidence of Learning - Students will, ultimately, show their understanding of the film review format and the film technique on theme #5 (film review).
Thursday and Friday -
Due - Storify assignment on film techniques.
Continue to watch Jaws. Take notes on it. Film review on Jaws will be due Dec. 13th.
Extra credit - Go to this link and complete the assignment for 25 points in the assignment category.
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Week 4 - Second Quarter - Nov 27-Dec. 1
All late work will be worth zero credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
Monday - "The Yellow Wallpaper" 2.0 - hand out sample braided essays.
Due -
1. "The Lottery" Lit analysis paragraph (from Friday). Here is my example.
2. Reading guide for "The Yellow Wallpaper." Guide found here.
Learning Target - When students leave Mr. Reynolds class, they will have re-read "The Yellow Wallpaper," analyzing it for themes and for plot, character, setting, and symbolism. Students will analyze a theme from "The Yellow Wallpaper' by writing an analytical paragraph.
Classroom Activities - Students will take a reading check quiz on "The Yellow Wallpaper." We will listen to "The Yellow Wallpaper" and analyze it for theme and the elements plot, character, setting, and symbolism through discussion and individual questions.
Homework - Finish the analytical paragraph on "The Yellow Wallpaper." Students will choose their novels by Friday. Students must show me their novels by December 15.
Evidence of Learning - Students will illustrate the learning target by discussion questions, a reading check quiz, and, ultimately, their analytical paragraph on "The Yellow Wallpaper."
IMPORTANT - here is a link to the novel list. You must have your two novels selected by Friday.
Tuesday - Finish "The Yellow Wallpaper" and work on analytical paragraph
Learning Target - When students leave Mr. Reynolds class, they will have finished "The Yellow Wallpaper" and begun working on the paragraph for "The Yellow Wallpaper."
Classroom Activities - Students will finish discussing themes and elements from "The Yellow Wallpaper" and will work on writing their analytical paragraph.
Homework - Finish the analytical paragraph.
Evidence of Learning - Students will illustrate their understanding of theme by analyzing it through an element of story and submitting an analytical paragraph.
Wednesday - "Like a Winding Sheet" - LINC
Due -
1. "The Yellow Wallpaper" Lit analysis paragraph (if you didn't finish on Monday). Here is my example (actually it is several examples as well as a reminder of the proper analytical format for the analysis).
Learning Target - When students leave Mr. Reynolds class, they will have submitted their analytical paragraph for "The Yellow Wallpaper" and been assigned the short story "Like a Winding Sheet." Students will also have had time to workshop their individual essays that will make up theme #4. Students will be introduced to how to braid them together.
Classroom Activities - Students will read and discuss "Like a Winding Sheet" for theme and plot, character, setting, and symbolism. Students will complete this guide on "Like a Winding Sheet." Students will begin crafting an analytical essay on a theme from the story too.
Homework - Finish reading "Like a Winding Sheet." Students must show me their novels by December 15.
Evidence of Learning - Students will illustrate the learning target by discussion questions, a reading check quiz, and, ultimately, their analytical paragraph on "Like a Winding Sheet." Students will display their understanding the braided essay format by correcting braiding 4.1, 4.2, and 4.3 together.
Thursday -
Due - a rough draft of your braided essay.
Learning Target - When students leave Mr. Reynolds class, they will have read and discussed "Like a Winding Sheet" and begun writing an analytical paragraph on it.
Classroom Activities - Students will read and discuss "Like a Winding Sheet" for theme and plot, character, setting, and symbolism. Students will complete this guide on "Like a Winding Sheet." Students will begin crafting an analytical essay on a theme from the story too.
Homework - Finish the analytical paragraph for "Like a Winding Sheet." Students must show me their novels by December 15.
Evidence of Learning - Students will illustrate the learning target by discussion questions, a reading check quiz, and, ultimately, their analytical paragraph on "Like a Winding Sheet."
Friday - "The Short Happy Life of Francis Macomber" - SSR
Due -
1. Analytical paragraph for "Like a Winding Sheet."
Learning Target - When students leave Mr. Reynolds class, they will have read and discussed "The Short Happy Life of Francis Macomber" and analyzed it for plot, theme, and symbolism in an analytical essay.
Classroom Activities - Share with me their novel selections. Free reading on "Macomber" or their novels.
Homework - Read "The Short Happy Life of Francis Macomber" and complete the guide (quiz on Monday). Students must show me their novels by December 11.
Evidence of Learning - Students will display their understanding of "The Short Happy Life of Francis Macomber" through discussion and an analytical paragraph and they will do the same for "The Short Happy Life of Francis Macomber" by next week.
For Monday -
Have read "The Short Happy Life of Francis" and be ready for a quiz.
Submit your braided essay (theme #4)
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Week 3 - Second Quarter - Nov. 20-24
Reminder #1:
Beginning this week, any and all late work will be worth zero credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
Reminder #2:
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
Monday - Final Test on The Ghost Map -
Learning Target - When students leave Mr. Reynolds class, they will have illustrated their understanding of the key people, key events, and key ideas from the book. Students will also begin reading "A Rose for Emily" and analyze it for plot on a guide.
Classroom Activities - Take The Ghost Map final test. Begin reading Faulkner's "A Rose for Emily" and analyze the plot structure and main events from the story.
Homework - Finish reading "A Rose for Emily." Guide for the story. Due on Tuesday at the start of class.
Evidence of Learning - Students will illustrate their mastery of key people, key events, and key ideas from The Ghost Map. Students will analyze "A Rose for Emily" for plot structure on a guide, quiz, and discussion in class on Tuesday.
Tuesday - "A Rose for Emily" and "The Lottery"
Learning Target - When students leave Mr. Reynolds class, they will have demonstrated their knowledge and understanding of the plot of "A Rose for Emily" through discussion and a quiz.
Classroom Activities - Students will take a quiz on "A Rose for Emily" and discuss it. Students will have time to read "The Lottery."
Homework - Read "The Lottery" and complete this guide. This is due on Wednesday at the beginning of class.
Evidence of Learning - Students will illustrate their understanding of the plot of "A Rose for Emily" via a quiz and discussion.
Extra Credit Assignment for "The Lottery" Due Wednesday morning.
Here is a link to illustrate the importance of location and tradition.
Wednesday - LINC - "The Lottery" and "The Yellow Wallpaper"
Learning Target - When students leave Mr. Reynolds class, they will have read and discussed "The Lottery" and analyzed it for plot, theme, and symbolism.
Classroom Activities - Students take a quiz on "The Lottery" and discuss it (mainly whether a lottery could actually happen in the modern world).
Homework - Read "The Yellow Wallpaper" and complete these reader response starters for Monday.
Evidence of Learning - Students will display their understanding of "The Lottery" through discussion and an analytical paragraph.
Thursday - Thanksgiving - No School
Friday - No School
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Week 2 - Second Quarter - Nov. 13-17
Reminder #1:
Beginning this week, any and all late work will be worth zero credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
Reminder #2:
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
Monday - Ch. 6 of The Ghost Map "Building the Case" -
Mrs. Hetherington will sub
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 5 "All Smell is Disease" (over break) and completed the Ch. 5 assignment (see link below under "Classroom Activities") and taken the Ch. 5 quiz.
Key concepts - there seems to be glimmers of hope that the cholera epidemic will spread (remember, cholera is so deadly that it often burns itself out); the Health Board (under their new Benjamin Hall) actually walk through Broad Street to survey the damage; review of the history of "miasma" and why it was such a common belief; the importance of Edwin Chadwick and just how much damage his good intentions with the sewer systems really did to the people of London; John Snow will begin searching for patterns (a modern day Sherlock Holmes as he tries to solve what is killing the people of Broadstreet).
Classroom Activities - Turn in Ch. 5 create a quiz, Take a quiz on Ch. 5; Begin reaching Ch. 6 "The Pump Handle," which will be the final chapter we read. Students will work on this assignment as they read Ch. 6.
Homework - Finish reading Ch. 6 and complete the two assignments linked below.
2. Begin writing 4.2 (a how to related to your passion/expertise/hobby/obsession). Here is a link to the folder in Drive for the entire theme. In the folder you will see another folder for 4.2. There will be an assignment sheet and examples inside for you.
Evidence of Learning - Students will display their understanding of they key people, events, and ideas of Ch. 5 on both the guide and the quiz. Students will next begin displaying their mastery and understanding of the how-to essay format on essay 4.2 for their braided essay.
Tuesday - Break Out Activity for The Ghost Map in the Training Center.
Learning Target - When students leave Mr. Reynolds class, they will have demonstrated their knowledge and understanding of The Ghost Map in a break out activity where they will work in teams to find and solve clues concerning the key people, places, and events.
Classroom Activities - Students will take part in a break out session concerning the key concepts from the book.
Homework - Finish reading Ch. 7 and complete this assignment.
Evidence of Learning - Students will work together in teams to answer questions and solve clues related to the key people, events, and ideas from The Ghost Map.
Extra Credit Assignment for Ch. - due Thursday (Nov. 16) morning ONLY.
Wednesday - LINC - Ch. 7 ("The Pump Handle")
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 7 "The Pump Handle" and begun working on the Ch. 7 guide (due Thursday)
Key concepts - This is climax of the book. Snow presents his case to the city board with Whitehead in full opposition. Snow states the important concept - if the pump hand is removed, at worst, people will go thirsty. But if it is, in fact, the pump that is causing the cholera outbreak (instead of the smell) then lives will be saved. Whitehead works hard to disprove Snow's ideas, but in doing so, he actually helps prove Snow's theory.
Classroom Activities - Students will have time to finish reading Ch. 7 and take the quiz on Ch. 7 and turn in the assignment tomorrow. Students will have time to work on 4.2 (a how to related to their passion).
Homework - Finish 4.2 and Ch. 7.
Evidence of Learning - Students will display their understanding of they key people, events, and ideas of Ch. 5 on both the guide and the quiz. Students will next begin displaying their mastery and understanding of the how-to essay format on essay 4.2 for their braided essay.
Thursday - Sub - Mrs. Hetherington
Learning Target - When students leave Mr. Reynolds class, they will have reviewed for The Ghost Map by identifying key people, events, and concepts from their chapters.
Classroom Activities - Do the following during class -
1. Take Ch. 7 quiz.
2. Share or submit Ch. 7 assignment with me.
3. Turn in / Share 4.2 with me.
4. work in groups on their The Ghost Map final review activity.
Homework - Work on 4.3 (due Monday)
Evidence of Learning - Students will display their understanding of the key people, concepts, and events from The Ghost Map by completing the group review activity. Students will display their ability to craft an effective and engaging narrative on 4.3.
Friday - final review for The Ghost Map Test.
Learning Target - When students leave Mr. Reynolds class, they will have reviewed the key people, key ideas, key quotes, and important events from The Ghost Map for Friday's final exam.
Classroom Activities - Students will review Jeopardy style in two teams. The winning team is exempt from all but one of the essay questions on the test.
Homework - Study for The Ghost Map final test and complete 4.3.
Evidence of Learning - Students will illustrate their knowledge of the key people, key ideas, key quotes, important events, and other information related to The Ghost Map and other things covered in class via a Jeopardy style review session. Test on Monday.
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Week 10 - Nov. 6-10
Reminder #1:
Beginning next week and all throughout second quarter, any and all late work will be worth zero credit. Check this website ahead of time for your assignments and get them done on time. If you are going to be absent or miss time, talk to me ahead of time (the morning you are about to leave doesn't count as 'ahead of time').
Reminder #2:
When an essay/theme is due, it is due at the start of class. You will be given zero time to print it and staple it. I will give you the cover sheet ahead of time. You must bring it in properly stapled. If you do not, you will be docked one letter grade from your final grade and lose your chance to revise that theme.
I'm not being mean or nefarious. I'm just trying to get you ready for the rigors of college. If you don't believe that college is really like this, text a friend or sibling who is in college and then get back to me.
Monday - Ch. 2 of The Ghost Map "Eyes Sunk, Lips Dark Blue"
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 2 of The Ghost Map and been introduced to the concept of "the long zoom" and why Henry Whitehead will serve as a pivotal player in The Ghost Map. Students will also have their third theme (how to) returned and will examine it for errors.
Classroom Activities - Students will take a quiz on Ch. 2 (Eyes Sunk, Lips Dark Blue) and submit the Ch. 2 assignment. Students will watch Steven Johnson's How We Got to Now: Clean and complete the terms assignment.
Homework -
1. Read Ch. 3 (complete the assignment) for The Ghost Map.
2. Revise theme #1, #2, or #3. Revisions are due by 3:45 on Thursday.
Evidence of Learning - Students will illustrate their understanding of key figures and ideas on a short quiz and via discussion and notes. Students will also illustrate their understanding of revision (for topic and copy editing) on their revised theme.
Tuesday - Ch. 3 of The Ghost Map "The Investigator"
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 3 (The Investigator) of The Ghost Map and been introduced to the concept of the scientific method and why John Snow is perfectly equipped to solve the cholera problem in The Ghost Map. Students will also have their third theme (how to) returned and will examine it for errors.
Classroom Activities - Students will take a quiz on Ch. 3 and submit/share the Ch. 3 assignment. Will will finish Steven Johnson's How We Got to Now: Clean. Students will then have time to work on these various things -
1. Watch Clean video and complete term assignment.
2. Revise theme #1, #2, or #3. Revisions are due by 3:45 on Thursday.
Homework - Revise theme #1, #2, or #3.
Evidence of Learning - Students will illustrate their understanding of key figures and ideas on a short quiz and via discussion and notes for Ch. 4. Students will also illustrate their understanding of revision (for topic and copy editing) on their revised theme.
Extra Credit Assignment for Ch. 3 - due Wednesday morning ONLY.
Wednesday - LINC - Ch. 4 of The Ghost Map "That is to Say, Jo Has Not Yet Died"
Learning Target - When students leave Mr. Reynolds class, they will have started reading Ch. 4 ("That is to Say, Jo Has Not Yet Died") of The Ghost Map and been introduced to the concept of the how horrific of a disease cholera was and what it was like for the victims.
Important Link for Theme #4 (the braided essay) - Here.
Classroom Activities - Students will have class time to read Ch. 4 and complete the assignment. Students will have time to work on these various things -
1. Start reading Ch. 4 for The Ghost Map. Complete this guide for Ch. 4. If you finish the chapter, you can take the quiz today at the end of the block; otherwise, you can take it tomorrow at the start of the block.
2. Revise theme #1, #2, or #3. Revisions are due by 3:45 on Thursday.
Homework - Read Ch. 5 Develop a second draft for theme #3 (either how to survive college or a how to topic of their choice).
Evidence of Learning - Students will illustrate their understanding of key figures and ideas on a short quiz and via discussion and notes for Ch. 4. Students will also illustrate their understanding of revision (for topic and copy editing) on their revised theme.
Thursday - Ch. 5 of The Ghost Map "All Smell is Disease"
Learning Target - When students leave Mr. Reynolds class, they will have started reading Ch. 5 ("All Smell is Disease") of The Ghost Map and been introduced to the concept of the superstition reigning over scientific reasoning and why the miasmatists believed that all smell was disease. Students will also understand the basic concept of a braided essay and begin writing 4.1.
Classroom Activities - Students will have class time to read Ch. 5 -
1. Start reading Ch. 5 (Complete this create a quiz)
2. Revise theme #1, #2, or #3. Revisions are due by 3:45.
3. Begin working on 4.1 (a personal history) of theme #4 (the braided essay). Due over break (just share it with me).
Homework - Read Ch. 6 and develop a personal history draft for their theme #4.
Finish Ch. 5 assignment "All Smell is Disease" (complete the assignment) for The Ghost Map.
Read Ch. 6 "Building the Case" (complete the assignment) for The Ghost Map.
Evidence of Learning - Students will illustrate their understanding of key figures and ideas on a short quiz and via discussion and notes for Ch. 4. Students will also illustrate their understanding of revision (for topic and copy editing) on their revised theme.
Friday - No School
Read Ch. 6 "Building the Case" for Monday and complete the assignment.
Begin working on 4.1 (a personal history) of theme #4 (the braided essay)
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Week 9 - Oct 30 - Nov. 3
Monday - Link to the folder on Theme #3 (with samples)
Learning Target - When students leave Mr. Reynolds class, they will have written a rough draft of their 3.1 essay (how to survive college) and begun drafting a rough draft of their 3.2 essay (how to of their choice).
Classroom Activities - Students will review their 3.1 draft and read student samples of 3.2 essays. Students will have work time to begin drafting steps and an engaging introduction to their second how to essay (due on Thursday).
Homework - Begin drafting the steps for 3.2. Bring in a a coffee cup.
Evidence of Learning - Students will illustrate the importance of an engaging introduction and the importance of clear topic sentences and transitions in their body paragraphs for their how to survive college draft.
Tuesday - Happy Halloween
Learning Target - When students leave Mr. Reynolds class, they will have written a full rough draft of 3.2 (how to . . . of their choice). Students will also have been introduced to the concept of style and voice via student generated writing.
Classroom Activities - Students will work on developing a second rough draft for either 3.1 or 3.2 for theme #3 (we will peer edit these in class on Wednesday).
Homework - Develop a second draft for theme #3 (either how to survive college or a how to topic of their choice).
Evidence of Learning - Students will illustrate the importance of an engaging introduction and the importance of clear topic sentences and transitions in their body paragraphs for their how to survive college draft or their original how to draft.
Wednesday - LINC
Learning Target - When students leave Mr. Reynolds class, they will have peer edited their rough draft for theme #3 and witnessed how I grade a how to final draft.
Classroom Activities - Students will peer edit their second draft of either 3.1 or 3.2. The Final draft is due on Thursday.
Homework - Revise their theme #3, due Friday.
Evidence of Learning - Students will illustrate the importance of an engaging introduction and the importance of clear topic sentences and transitions in their body paragraphs in their final drafts of either 3.1 or 3.2.
Thursday -
Learning Target - When students leave Mr. Reynolds class, they will have been introduced to Steven Johnson's The Ghost Map. Students will be introduced to the concept of cholera, innovations, infrastructure, and the importance of science over superstition.
Classroom Activities - Students will join in a discussion and take notes on the key concepts of Steven Johnson's The Ghost Map.
Homework - Read Ch. 1 of The Ghost Map.
Evidence of Learning - Students will complete a guide for Ch. 1 of The Ghost Map (link here) highlighting the importance of science over superstition and the cholera once posed to cities.
Cover rubric - include this with your final draft of theme #3.
Friday - Theme #3 due
Learning Target - When students leave Mr. Reynolds class, they will have discussed how the key concepts of the importance of science over superstition and the dangers of cholera are evident in Ch. 1 of The Ghost Map.
Classroom Activities - Students will take a reading check quiz on Ch. 1. Discussion and notes. Students will have free time (including 15 minutes of SSR) to read Ch. 2-3 of the book.
Homework - Read Ch. 2-3 for Monday.
Evidence of Learning - Students will illustrate their mastery of the concepts of Ch. 1 and the key details on a quiz and in a discussion.
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Week 7 - Oct. 30 - Nov. 1-3.
Monday -
Learning Target - When students leave Mr. Reynolds class, they will have discussed how to survive college and narrowed down their topic for theme #3 (how to . . . survive college). Students will then apply those to the MTV video, I'm a College Freshman.
Classroom Activities - Watch I'm a College Freshman episode.
Homework - Devise a rough draft of theme #3. Title it 3.1 - first draft - First and last name. In 3.1 students should focus on developing at least three steps to accomplish their survival technique. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Evidence of Learning - Students will apply their survival technique and explain how to accomplish it in at least three steps in 3.1 - first draft.
Tuesday
Learning Target - When students leave Mr. Reynolds class, they will have been introduced to theme #3 (how to . . .). Students will discuss various ways to "survive" college and share their fears. Students will read the blog post 10 Tips for College Students. Then students will choose one way (or come up with one of their own ways) to survive college. Students will devise at least three ways to accomplish that survival technique.
Classroom Activities - Discussion of How to . . . survive college as it relates to the blog post. Students will get their theme #2 back and will work on revising errors (namely run-ons, verb tense, and fragments).
Homework - Read blog post; devise one thing they need to focus on most in order to survive college. Come up with three ways to ensure they accomplish that survival technique.
Evidence of Learning - Students will share their concerns about surviving college and then state them on their rough draft for theme #3 as well as explain how to accomplish that survival technique.
Due - Take home test for The Element.
Wednesday - LINC -
Learning Target - When students leave Mr. Reynolds class, they will have discussed how to survive college and narrowed down their topic for theme #3 (how to . . . survive college). Students will then apply those to the MTV video, I'm a College Freshman.
Classroom Activities - Watch I'm a College Freshman episode.
Homework - Devise a rough draft of theme #3. Title it 3.1 - first draft - First and last name. In 3.1 students should focus on developing at least three steps to accomplish their survival technique. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Evidence of Learning - Students will apply their survival technique and explain how to accomplish it in at least three steps in 3.1 - first draft.
Thursday
Learning Target - When students leave Mr. Reynolds class, they will have written the rough steps to their how to 3.1. Students will share their topics and steps and receive feedback from their peers.
Classroom Activities - Students will share their steps and receive feedback from their peers. Students will then have time to craft their engaging introductions to their theme #3 (how to . . . survive college).
Homework - Devise a rough draft of theme #3. Title it 3.1 - second draft - First and last name. In 3.1 students will add an engaging, narrative introduction that illustrates the importance of their topic and steps. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Evidence of Learning - Students will illustrate their understanding of crafting an effective narrative and apply that to their introduction of their third theme.
Friday -- SSR
Learning Target - When students leave Mr. Reynolds class, they have added key supporting details to their steps in their 3.1 essay.
Classroom Activities - Students will have time to craft 3.1 - third draft - first and last name. In 3.1 students will add more evidence and support to their steps, including specific steps and transitions. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Homework - Devise a rough draft of theme #3. Title it 3.1 - third draft - First and last name. In 3.1 - third draft - students will combine their introduction (3.1 - second draft) with their steps (3.1 - first draft) while adding more information and support to their steps. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Here is what my 3.1 - third draft - Kurt Reynolds looks like. I've combined my introduction with my steps. I also added tips and more support to each of my three steps and added a conclusion.
Evidence of Learning - Students will illustrate their understanding of adding supporting evidence to their steps in 3.1.
Due - The Element final project is due by 3:45.
Samples from How to Survive College
Example #1 - Here is a rough draft with comments from me explaining what to improve and what is effective.
Example #2 -Here is one I wrote a few years ago. This was maybe the most important thing I learned about learning while I was in college.
Example #3 - This one is interesting - how to make friends while at college. The intro is great and the steps are solid.
Example #4 - A creative and engaging introduction. The rest is formulaic, but very well supported.
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Week 8 - Oct. 23 - 27
Monday -
No School. Inservice.
Tuesday
Learning Target - When students leave Mr. Reynolds class, they will have been introduced to theme #3 (how to . . .). Students will discuss various ways to "survive" college and share their fears. Students will read the blog post 10 Tips for College Students. Then students will choose one way (or come up with one of their own ways) to survive college. Students will devise at least three ways to accomplish that survival technique.
Classroom Activities - Discussion of How to . . . survive college as it relates to the blog post. Students will get their theme #2 back and will work on revising errors (namely run-ons, verb tense, and fragments).
Homework - Read blog post; devise one thing they need to focus on most in order to survive college. Come up with three ways to ensure they accomplish that survival technique.
Evidence of Learning - Students will share their concerns about surviving college and then state them on their rough draft for theme #3 as well as explain how to accomplish that survival technique.
Due - Take home test for The Element.
Wednesday - LINC -
Learning Target - When students leave Mr. Reynolds class, they will have discussed how to survive college and narrowed down their topic for theme #3 (how to . . . survive college). Students will then apply those to the MTV video, I'm a College Freshman.
Classroom Activities - Watch I'm a College Freshman episode.
Homework - Devise a rough draft of theme #3. Title it 3.1 - first draft - First and last name. In 3.1 students should focus on developing at least three steps to accomplish their survival technique. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Evidence of Learning - Students will apply their survival technique and explain how to accomplish it in at least three steps in 3.1 - first draft.
Thursday
Learning Target - When students leave Mr. Reynolds class, they will have written the rough steps to their how to 3.1. Students will share their topics and steps and receive feedback from their peers.
Classroom Activities - Students will share their steps and receive feedback from their peers. Students will then have time to craft their engaging introductions to their theme #3 (how to . . . survive college).
Homework - Devise a rough draft of theme #3. Title it 3.1 - second draft - First and last name. In 3.1 students will add an engaging, narrative introduction that illustrates the importance of their topic and steps. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Evidence of Learning - Students will illustrate their understanding of crafting an effective narrative and apply that to their introduction of their third theme.
Friday -- SSR
Learning Target - When students leave Mr. Reynolds class, they have added key supporting details to their steps in their 3.1 essay.
Classroom Activities - Students will have time to craft 3.1 - third draft - first and last name. In 3.1 students will add more evidence and support to their steps, including specific steps and transitions. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Homework - Devise a rough draft of theme #3. Title it 3.1 - third draft - First and last name. In 3.1 - third draft - students will combine their introduction (3.1 - second draft) with their steps (3.1 - first draft) while adding more information and support to their steps. This will be due by midnight for credit. Anything after that will be a zero. This will be in the "assignment" category.
Here is what my 3.1 - third draft - Kurt Reynolds looks like. I've combined my introduction with my steps. I also added tips and more support to each of my three steps and added a conclusion.
Evidence of Learning - Students will illustrate their understanding of adding supporting evidence to their steps in 3.1.
Due - The Element final project is due by 3:45.
Samples from How to Survive College
Example #1 - Here is a rough draft with comments from me explaining what to improve and what is effective.
Example #2 -Here is one I wrote a few years ago. This was maybe the most important thing I learned about learning while I was in college.
Example #3 - This one is interesting - how to make friends while at college. The intro is great and the steps are solid.
Example #4 - A creative and engaging introduction. The rest is formulaic, but very well supported.
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Week 7 - 10. 16 and 10.17 - Conferences and MEA break
Monday -
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 10 and discussed the key people, ideas, and quotes about "For Love or Money." Students will then be introduced to the final chapter, Ch. 11 "Making the Grade."
Classroom Activities - Discussion of Ch. 10 and quiz on Ch. 10. Introduce Ch. 11 and complete guide on Ch. 11.
Homework - Read Ch. 11 and watch this TED Talk. Be ready to discuss it in class on Tuesday.
Evidence of Learning - Students will identify the key people, ideas, and quotes (as they relate to finding your tribe and dealing with a barriers to your element) from Ch. 10 on a quiz and in discussion.
Tuesday
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 11 and discussed the key people, ideas, and quotes about "Making the Grade." Students will share their reactions to the TED Talk too.
Classroom Activities - Final discussion of Ch. 11 and outline the take home test/paper option.
Homework - Complete the take home test/paper option.
Evidence of Learning - Students will identify the key people, ideas, and quotes (as they relate to finding your tribe and dealing with a barriers to your element) from the book in either a take home test OR a paper. See below.
College Comp students - Complete the take home test over break. Then choose ONE of the other options below for your final assignment for The Element.
Required - Complete this take home test for The Element. This is due Tuesday, October 24th (no exceptions). Please print out a hard copy to turn in that day.
Choose ONE of the following options.
1. Complete this research project for The Element. Note - if you choose this one, I will add an automatic 5 points to your lowest theme at the end of the quarter.
OR
2. Complete this interview and research project for The Element.
Or
3. This personal passion/why evaluation.
This second assignment will be due on Friday, October 27th. Again, I want a hard copy submitted by 3:45.
Wednesday - Friday - No School
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Week 6 - 10.9-13
Monday -
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 5 and 6 of The Element and will be able to explain what the element is and how it relates to these key people - Don Lipski, Helen Pilcher (for the importance of finding your tribe) - and these key people - Chuck Close and Paulo Coelho (for barrier to finding your element). Here is a link to the guide for Ch. 5 and 6.
Classroom Activities - Take a quiz on Ch. 5 and 6. Discuss key people, key quotes, and key ideas. and complete peer editing activity.
Homework - Read Ch. 7 and complete this assignment. Be ready to submit a final draft of theme #2 on Tuesday.
Evidence of Learning - Students will identify the key people, ideas, and quotes (as they relate to finding your tribe and dealing with a barriers to your element) from Ch. 5 and 6 on a quiz and in discussion.
Tuesday
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 7 "Do You Feel Lucky" and explored the importance of optimism and perspective as it relates to finding your element. Students will also be introduced to the concept of style and voice as it relates to writing. Students will try to identify it in a variety of writing samples. Students will also submit theme #2 (narrative) today.
Classroom Activities - Kahoot on Ch. 7. Look at and discuss various examples of voice and style.
Homework - Read Ch. 8 ("Somebody Help Me") and complete this guide, which is due Wednesday.
Evidence of Learning - Students will identify the key people, ideas, and quotes from Ch. 7 on a guide and then later on a quiz. Students will try to find and identify the key aspects of voice in various samples of writing.
Wednesday - LINC - Early out (1:00)
Learning Target - When students leave Mr. Reynolds class, they will have explored the importance of mentors and role models as it element. Students will. Identify the roles mentors serve. Students will also continue to be introduced to the concept of style and voice as it relates to writing. Students will try to identify it in a variety of writing samples.
Classroom Activities - Discussion of Ch. 8 and voice and style examples.
Homework - No reading homework.
Evidence of Learning - Students will identify the key people, ideas, and quotes from Ch. 8 on their create a quiz assignment.
Thursday
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 9 ("Is It Too Late?") and explored it as it relates to the element. We will focus on the story of Walt Jones and how finding our elements is more of a process of elimination rather than just following our passion. Students will also review the key theme from "re-framing" by examining "Body Rituals of the Nacerima."
Classroom Activities - Students will have time to read Ch. 9 and do the assignment. We will focus on the story of Walt Jones and how finding our elements is more of a process of elimination rather than just following your passion.
Homework - Finish reading Ch. 9 and complete the assignment for tomorrow.
Evidence of Learning - Students will identify the key people, ideas, and quotes from Ch. 9 on their assignment.
Friday -- SSR
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 10 and explored it as it relates to the element. We will preview the last chapter and watch Ken Robinson's iconic TED Talk "How Schools Kill Creativity" and write a short one paragraph essay in response to it.
Classroom Activities - Students will have time to read Ch. 10 ("For Love or Money") and complete the assignment (linked here). We will discuss the key people, ideas, and quotes from Ch. 10 and then explore the importance of impact, money, and passion in doing work that matters. We will preview the last chapter and watch Ken Robinson's iconic TED Talk "How Schools Kill Creativity" and write a short one paragraph essay in response to it.
Homework - Read Ch. 10 and 11 and listen to this podcast. Be sure to take notes on at least 10 key points that relate to the element. For your notes, connect the key ideas in the podcast to specific ideas and people and quotes from the book. You will share your notes with me and we will have a full block on Monday of graded discussion as it relates to The Element. Links - Ch. 10 and 11 assignment. Example of podcast notes.
Evidence of Learning - Students will identify the key people, ideas, and quotes from Ch. 11 on their assignment and connect those concepts to the podcast.
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Week 5 - 10.2-6
Monday -
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 1 of The Element and will be able to explain what the element is and how it relates to these three key people - Gillian Lynn, Matt Groening, and Dr. Samualson.
Classroom Activities - Take a quiz on Ch. 1. Discuss key people, key quotes, and key ideas. Assign Ch. 2 ("Think Differently") and complete guide.
Homework - Read Ch. 2 and complete this guide. Link to guide here.
Evidence of Learning - Students will identify the key people, ideas, and quotes from Ch. 1 on a quiz and in discussion.
Tuesday
Learning Target - When students leave Mr. Reynolds class, they will have read Ch. 2 of The Element and will be able to explain the importance of thinking differently as it relates to your element. Students will also demonstrate in discussion and on the quiz how these people relate to thinking differently - Mick Fleetwood and Bart Connor.
Classroom Activities - Take quiz on Ch. 2. Discussion and notes on Ch. 2. Assign Ch. 3 ("Beyond Imagining") and give time to craft either 2.1 or 2.2 into a second draft.
Homework - Develop a second draft for Theme #2 (peer edit on Thursday). Read Ch. 3 and complete this assignment. Link to the assignment here. Students will also add an example to the proper Padlet board below.
Block 1 - Block 1 Padlet
Block 5 - Block 5 Padlet
Evidence of Learning - Students will identify the key people, ideas, and quotes from Ch. 2 on a quiz and in discussion.
Wednesday - LINC
Learning Target - When students leave Mr. Reynolds class, they will be able to explain what is so important about human imagination as it relates to "The Element" and their future careers. They will explain their Padlet examples during class.
Classroom Activities - Discussion of and notes on Ch. 3 and explain it to the class.
Homework - No reading homework. Make sure 2.1 or 2.2 is a fully second draft for peer editing tomorrow.
Evidence of Learning - Students will identify the key people, ideas, and quotes from Ch. 1 on a quiz and in discussion and on their Padlet boards.
Thursday
Learning Target - When students leave Mr. Reynolds class, they will have revised a second draft of 2.1 (rite of passage) or 2.2 (an expertise) and work to finalize it for submission on Friday.
Classroom Activities - Peer edit and revise 2.1 or 2.2. Work on developing it into a final draft. Read Ch. 4 ("In the Zone").
Homework - Develop a final draft of theme #2 (due Friday) and read Ch. 4 and complete the assignment. Link to the assignment here.
Evidence of Learning - Students will develop a final draft of their theme #2 and illustrate the key elements of a narrative in their final draft.
Friday
Learning Target - When students leave Mr. Reynolds class, they be able to explain how being in the element empowers you and puts you "in the zone." Students will also explain a time they were "in the zone" in their own lives.
Classroom Activities - Submit theme #2. Take a quiz on Ch. 4. Discussion of the key elements of Ch. 4. Free reading time on Ch. 5 ("Finding Your Time") and Ch. 6 ("What Will They Think?") and SSR time (last 25 minutes of class). Quiz on Ch. 5 and 6 on Monday.
Homework - Read Ch. 5 and 6 - quiz Monday. Link to assignment for both chapters here. This will be due on Monday.
Evidence of Learning - Students will illustrate the main ideas, key figures, and key quotes on the quiz and guide.
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Week 3 -9.18-22
Monday - sub
Learning Target - When students leave Mr. Reynolds class, they will have begun drafting 2.2 (rough draft narrative on an expertise) and taken a quiz on "Doe Season."
Classroom Activities - Work on 2.2 and take quiz.
Homework - None
Evidence of Learning - Students will have identified the key elements of "Doe Season" on the quiz and begun applying the key parts of descriptive and narrative writing to their expertise draft (due Thursday).
Tuesday
Learning Target - When students leave Mr. Reynolds class, they will have analyzed "Doe Season" for plot techniques, theme, and symbolism.
Classroom Activities - Discussion of "Doe Season" and answer the "big questions" on each table.
Homework - Work on 2.2.
Evidence of Learning - Students will have worked in small groups to answer the five "big questions" assigned them. Then we will have a discussion in which students cite using textual evidence answers to each question.
Wednesday - LINC
Learning Target - When students leave Mr. Reynolds class, they will been introduced to the concept of The Element and read Ch.1.
Classroom Activities - Introduction to The Element and focus on the key ideas of Ch. 1
Key questions - What is unique about Gillian Lynn and her element? What is unique about Matt Groening and his element? What is unique about Paul Samuelson and his element? How might this relate to other students and their elements?
Homework - Read Ch. 1 and finish rough draft of 2.2.
Evidence of Learning - Students will illustrate the main ideas in Ch. 1 of The Element by reading it and answering the guide for it.
Thursday -
Learning Target - When students leave Mr. Reynolds class, they will been introduced to the concept of The Element and read Ch.2. Students will analyze the importance of thinking differently.
Classroom Activities - Why is thinking differently so vital, especially today? Examine this and the key questions below in Ch. 2 of The Element. Read "The Body Rituals of the Nacirema."
Key questions - Who is Mick Fleetwood and what do you find shocking or interesting in his element? Why is it vital to analyze what we take for granted?
Homework - Read Ch. 2 and complete the guide.
Evidence of Learning - Students will illustrate the main ideas in Ch. 2 of The Element by reading it and answering the guide for it.
Friday - Abbreviated schedule
Learning Target - When students leave Mr. Reynolds class, they will been introduced to the concept of The Element and read Ch. 3.
Classroom Activities - Why is imagination so vital, especially today? Examine this and the key questions below in Ch. 3 of The Element.
Key questions - Who is Fait Ringgold? Why is creativity so important?
Homework - Read Ch. 3 and finish the guide. Read Ch. 4 for Monday.
Evidence of Learning - Students will illustrate the main ideas in Ch. 3 of The Element by reading it and answering the guide for it.
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Week 3 -9.18-22
Monday
Learning Target - When students leave Mr. Reynolds class, they will have examined their first themes for errors and begun identifying what makes a solid narrative. Students will have finished reading The Dip and completed a quiz on the key aspects of it (identifying the parts of "The Dip" as well as the three curves and why it's vital to be #1).
Classroom Activities - Return theme #1 and take the final quiz on The Dip. Introduce our next topic - the narrative and what makes an effective story.
Homework - Read "Listen to the End" and do reader response starters.
Evidence of Learning - Students will have identified what they have learned from The Dip on their final quiz.
Tuesday
Learning Target - When students leave Mr. Reynolds class, they will have analyzed "Listen to the End" for plot techniques and suspense.
Classroom Activities - Discussion of "Listen to the End" and take a cell phone quiz. Read "A Lot to Learn" and analyze it for story.
Homework - Read "Doe Season" and do reader response starters. Quiz tomorrow.
Evidence of Learning - Students will have illustrated the learning target by examining their own themes for errors and making the proper revisions; students will also analyze the elements of story in "A Lot to Learn" through discussion and in "Listen to the End" in reader response starters.
Wednesday -
Learning Target - When students leave Mr. Reynolds class, they will have read and analyzed, especially the conclusion, of "Listen to the End." Students will also be able to identify what make the narrative effective. Students will read "Doe Season."
Classroom Activities - Written quiz on "Doe Season" and discussion of how it works as a rite of passage. Further discussion of what makes a story. Read "A Girl Has to Know How to Defend Herself."
Homework - brainstorm ideas for essay 2.1 (a rite of passage).
Evidence of Learning - Students will have illustrated the learning target by identifying the elements of a narrative that are effective (character development and suspense).
Thursday -SUB
Learning Target - When students leave Mr. Reynolds class, students will begin examining their own lives for a rite of passage to write their next theme on.
Classroom Activities - Begin drafting a rough draft of 2.1 (to be shared with me). Read various student examples.
Homework - Work on 2.1
Evidence of Learning - Students will meet the learning objective by drafting a rite of passage that clearly shows how they were changed by the event.
Friday - SUB
Learning Target - When students leave Mr. Reynolds class, they will have finished their rough draft of 2.1 (a rite of passage narrative).
Classroom Activities - Work time on their 2.1 draft (aim for a 3-4 page rough draft).
Homework - None
Evidence of Learning - Students will have illustrated the learning target by completing an effective rite of passage narrative that not only is vivid (using the skills they learned in theme #1) but also shows how the rite of passage event changed them (using the skills of narrative they have encountered this week).
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Week 2 - 9.11 - 9.15
Monday -
Learning Target - When students leave Mr. Reynolds class, they will have shared their 1.3 essays (a prized possession) and discussed their strengths. Students will also begin selecting from 1.1, 1.2, and 1.3 for their second draft (due Tuesday).
Classroom Activities - Share 1.3 and offer positive feedback. Continue to focus on the traits of effective descriptive writing.
Homework - Develop a second draft of either 1.1, 1.2, or 1.3 for Tuesday.
Evidence of Learning - Students will have illustrated the learning target by crafting effective descriptive essays for 1.3 (a prized possession) and by discussion and analysis of several descriptive examples in class.
Tuesday -
Learning Target - When students leave Mr. Reynolds class, they will be introduced to The Dip. Students will be able to explain what the dip is and why quitting isn't always a bad idea.
Classroom Activities - Introduction to The Dip. Discussion on quitting and grit. Explanation of The Dip. Peer edit theme #1 (due Thursday)
Homework - Read pages 1-25 and answer guide.
Evidence of Learning - Students will have illustrated the learning target by a short writing assignment in which they explain wha the dip is and share their thoughts on Godin's take on quitting.
Wednesday -
Learning Target - When students leave Mr. Reynolds class, they will have discussed what they three curves of the dip are and what is the worst thing schools teach students.
Classroom Activities - Discuss the three curves and share personal examples. Students will also watch me score two descriptive themes so they know what to expect on theme #1.
Homework - Read pages 26-55 and complete Storify assignment.
Evidence of Learning - Students will have illustrated the learning target by analyzing the key concepts of the curves of the dip and what the worst thing school teach students through their reading guide and discussion.
Thursday -
Learning Target - When students leave Mr. Reynolds class, they will have submitted theme #1 and explain why average is for losers. Students will also be able to make sense of the 8 Dip curves.
Classroom Activities - Discussion and explanation of what the 8 dip curves are and why it's important to know them.
Homework - Finish The Dip.
Evidence of Learning - Students will have illustrated the learning target by explaining which of the 8 dip curves is the most important via an exit slip.
Friday -
Learning Target - When students leave Mr. Reynolds class, they will finished reading the dip and will be able to apply the concept to a time they quit or refused to quit and it paid off.
Classroom Activities - Short writing example.
Homework - Short take home test on The Dip.
Evidence of Learning - Students will illustrate their knowledge of The Dip through a short written narrative as well as apply its concepts to their lives via a short take home test on the book.
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First week!
Monday - Labor Day. No school.
Tuesday - 9.5
Learning Target - When students leave my class, they will have discussed the basics of college writing, be able to identify what the traits of effective college writing, and discussed and explored the key elements of descriptive writing.
Class Activities - Analyze if "Summer" is a good piece of writing or not and explore how to fix it. Analyze if "Big Boy" is a good piece of writing and explore why it may be. Boring stuff - syllabus and stuff like that. Go over the writing process.
Homework - Begin writing 111 things about you. Essay 1.1 (One paragraph description of favorite time of year)
Evidence of Learning - Students will show their learning through discussion of "Summer" and "Big Boy", an exit slip (padlet link) and in their rough draft 1.1 due Wednesday.
Wednesday - 9.6
Learning Target - When students leave class, they will have examined their own writing (essay 1.1) for effective descriptive elements; students will listen to the work of others and offer feedback on the effective use of descriptive elements. Students will continue to identify effective college writing and the effective elements of descriptive writing.
Class Activities - Listen to drafts from their peers. Analyze "Paret" for effective descriptive elements (particularly similes). Begin drafting 1.2 (favorite place).
Homework - Continue to work on 111 things about you and finish 1.2.
Evidence of Learning - Students will show their learning through discussion of "Paret" and from their comments from their peers, an exit slip (respond to one of my comments on 1.1 via Google Drive) and in their rough draft 1.2 due Thursday.
Thursday - 9.7
Learning Target - When students leave class, they will have examined their own writing (essay 1.2) for effective descriptive elements: students will listen to the work of others and offer feedback on their effective use of descriptive elements. Students will continue to identify effective college writing and the effective elements of descriptive writing. Students will begin explaining and analyzing HOW and WHY the pieces are effective.
Class Activities - Read and analyze past examples of effective descriptive writing pieces from former students; listen to the drafts from peers; analyze "Time Keeps on Slipping" for effective descriptive elements (particularly key details). Begin drafting 1.3 (prized possession).
Homework - Continue to work on 111 things about you and finish 1.3.
Evidence of Learning - Students will show their learning through discussion of "Time Keeps on Slipping" and from their comments from their peers, and exit slip (Padlet examples of favorite lines from 1.1 or 1.2) and in their rough draft of 1.3 for Friday.
Friday - 9.8
Learning Target - When students leave class, they will have examined their own writing (essay 1.3) for effective descriptive elements: students will listen to the work of others and offer feedback on their effective use of descriptive elements. Students will continue to identify effective college writing and the effective elements of descriptive writing. Students will begin explaining and analyzing HOW and WHY the pieces are effective.
Class Activities - Listen to drafts from peers and offer comments on their effective use of descriptive elements. Slideshow on 10 ways to begin an essay. Share 1.3 with me digitally via Drive.
Homework - Theme #1 is due Monday.
Evidence of Learning - Students will illustrate their understanding of effective college writing and effective descriptive writing by turning in a final draft example on Monday.