Embedded Files
Unit 1 Non-Fiction: In the Non-Fiction Unit, students will be exposed to and practice active reading strategies so that they may read and understand grade appropriate literary non-fiction and informational texts. Students will explicitly practice writing summaries (expository writing) and narratives, and will begin practicing argument writing via short responses. Students will be introduced to "community," a re-occurring theme during the freshman year. Many of the pieces studied have connections to other freshman classes, especially History of World Civilizations and Physics, and reading and writing skills introduced and developed will apply to all of the student's academic classes.
Non Fiction Unit Enduring Understandings:
Readers and Writers are influenced by their community; communities are influenced by writers/readers.
We all have a responsibility to be a readers and writers in order to be an active participants in our communities.
Non-Fiction/Informational text is everywhere.
Non-Fiction/Informational text comes in many different forms.
Non-Fiction/Informational texts prepare learners to think logically, critically analyze evidence and data, and explore complex and controversial ideas and issues
Non-Fiction/Informational text is prose writing that presents and explains ideas or that tells about real people, places, ideas, or events. To be classified as nonfiction, a work must be true.
Essential Questions:
Unit 2 Myth:In the Mythology Unit, students will learn the characteristics of myth and read various myths from around the world with emphasis on creation myths. Students will compose a creation myth (narrative writing), and will continue practice with expository and argument writing via short responses. The content of the myths studied will provide a knowledge base that is alluded to through the English Cannon. Students will continue to explore the concept of "community" thought the myths created by many cultures throughout the world.
Enduring Understandings:
A myth is a traditional story, especially one concerning the early history of a people or explaining some natural or social phenomenon, and typically involving supernatural beings or events.
Creation myths help individuals and groups of people set the foundation for their communities' principles and beliefs.
Myths continue to be created and valued by readers and writers in modern communities.
A narrative has a purposeful sequence and uses specific details.
Essential Questions:
How did I become the person I am today?
How did a community/ people become the people they are today?
What is myth?/ What is a creation myth?
Why do societies need heroes/ mythical figures?
How do myths explain a community?
What makes a good narrative?
Unit 3 Short Story:In the Short Story Unit,students will read and analyze grade appropriate short stories,
with an emphasis on author's purpose and craft. Teachers will re-introduce various literature elements students learned in middle school such at plot, setting, characters, conflict and theme and will be expected to use this knowledge to support their analysis of the text. Students will explicitly practice writing short informational/expository pieces and arguments. Students will be introduced to "journey," a recurring theme during the freshman year. Students will continue to practice and hone their active reading skills during this unit.
Enduring Understandings:
Readers/Writers and all community members often act in response to the actions of others.
Actions have consequences.
Readers/Writers can analyze their own behavior by comparing it to that of fictional characters.
Writers use fiction to create a situation that expresses a theme.
Writers use literary devices purposefully to create a theme or message in a story.
A short story is a brief work of fiction. In most short stories, one main character faces a conflict that is resolved in the plot of the story.
Essential Questions:
Is conflict necessary?
What is the role of the short story writer in the community?
How does fact relate to fiction?
How do readers/writers find solutions to conflicts?
How are readers/writers connected to fictional characters?
How can readers/writers learn about themselves by reading fiction?
How does the author's use of literary devices help create the theme of the story?
Unit 4 Novel Unit: In the Novel Unit, students will actively read To Kill a Mockingbird by Harper Lee, with a focus on theme development. Students, with decreasing support from the teacher over the course of the unit, will follow the themes of empathy and injustice throughout the novel. Students will write, via the writing process, an expository essay analyzing the development of one theme over the course of the novel. Students continue to connect their learning to "community," a re-occurring theme during the freshman year.
Enduring Understandings:
A novel is a long work of fiction.
It has a plot that explores characters in conflict.
A novel usually has several themes.
Theme and characterization are driving forces in the plot of a novel.
Writers combine multiple literary elements to deliver theme, often commenting on society.
Gender, race, education, class, and language play a role in determining the distribution of power in a society.
A reader/writer or community member can be accepted, rejected, or influenced by community/society.
Essential Questions:
How should a community react to injustice?
When is it necessary to break societal norms?
What responsibility does a reader/writer have to others, to their community, and to society?
How do the themes presented by the writer continue to shape our world and our understanding of each other?
How does a writer create theme in a novel?
UNIT 5 Poetry and Drama Unit:
In the Poetry and Drama Unit, students will actively read Shakespearean sonnets and Romeo and Juliet, the most challenging text of the year.. Students will learn how about poetic devices including rhyme and rhythm are used to create effect and how to find meaning in complicated text. Students will write a formal argument, and will continue practicing all types of writing via short responses. Students will continue to connect with "community," a re-occuring theme during the freshman year.
Enduring Understandings:
A drama is a story written to be performed by actors. The script of a drama is made up of dialogue.
Great literature contains ideas about human nature that we can apply to our own lives.
By reading great works of literature, we acquire the tools to understand history and humanity, and our place in it.
How to sound out Shakespearan rhythms and find definitions for words they've never seen before.
Argument writing differs from expository writing.
Shakespeare uses poetic devices to give purpose to his writing.
Essential Questions:
How do a reader/writer's decisions impact his/her life or community?
Despite external differences, what are universal concerns facing teenagers throughout time?
What are the various causes of tragedy? Can wisdom and knowledge be gained from a "tragic" experience?
What makes an effective argument?
How is a drama different from other literary genres/forms?
How does Shakespeare use language and how does his language make is writing stand out?
REGULAR NOTES Link to Page
FINAL EXAMS
TURN IN: FINAL PRINTED ARGUMENTATIVE PAPER
Romeo and Juliet Reading Guide.
Don't for get to put your name on it!!!
PEDs MUST BE TURNED OFF
DESK CHECK:
ALL BACKPACKS MUST BE UNDER DESK
Note Card (Is your name on it?)
Writing Utensils on Desk
EXAM:
PLACE FINAL EXAM number on Answer sheet.
DO NOT WRITE ON THE EXAM
KEEP YOUR EYES ON YOUR OWN EXAM
COMPLETE EXAM
TURN IN exam, completed answer sheet, & Note Card
RETURN TO SEAT AND REMAIN QUIET
WARNING: ANY DISRUPTION OR CHEATING WILL RESULT
IN LOSS OF EXAM PRIVILEGES
Thursday, June 2, 2016
Take out: Argumentative Writing Guide, Romeo and Juliet Reading
Guide(Salmon), Evidence chart, Romeo and Juliet Text, and Paper
Activity:
Study for FINAL EXAM(Marigold handout)by constructing your note card(Neon)
and exploring web resources for grammar portion of final exam
(Class Notes page on website).
Finish FINAL EDIT FOR PRINT on Argumentative Paper.
Complete any unfinished chapter questions for Romeo and Juliet
Homework: Complete all of the following above.
Wednesday, June 1 , 2016
BELL WORK
Take out: Argumentative Writing Guide, Romeo and Juliet Reading
Guide(Salmon), Evidence chart, Romeo and Juliet Text, and Paper
Objective: Evaluate MLA Formatting
Activity: Construct MLA Work Cited Page
Confirm MLA formatting throughout paper
Submit Paper into GoogleClassroom
Assessment: Is your paper correctly formatted?
IS your paper submitted into Google Classroom?
Homework: Print Final Paper Copy of Argumentative Paper for submission
on the day of your Final Exam.
Study for Final Exam(See "Notes" on Webpage for reinforcement)
Tuesday, May 31, 2016
BELL WORK
Take out: Argumentative Writing Guide, Romeo and Juliet Reading
Guide(Salmon), Evidence chart, Romeo and Juliet Text, and Paper
Objective: Construct a forceful conclusion(IV)
Activity: Argumentative Writing Step (IV)
Assessment: Did you restate your position using different words
from the introduction?
Does your conclusion include a specific call to action?
Does your conclusion include some type of personal
insight?
Homework: Complete Conclusion
MLA FOMATing of Argument
All outstanding work is completed for grading
Friday, May 27, 2016
TAKE OUT: R and J Text, Argumentative Writing Guide, and
completed introduction
Objective: Develop and Argument
Activity Note: Today there will be two things going on at the same time in this class, film viewing and writing. You may choose to do both at the same time, but you must be quiet! It is your responsibility to have the body of your argument done by Tuesday; as the The PAPER IS DUE BY the END OF CLASS ON WEDNESDAY.
ASSESSMENT: SEE RUBRIC
Is your introduction from last night complete?
Do your body paragraphs support your claim?
HOMEWORK: Complete body Paragraphs.
Bring fully charged Chromebook to complete Map
testing on Tuesday as well.
THURSDAY, May 26, 2016
MAP TESTING
1.Turn off your chromebook/Turn on your chromebook to the MAP screen
2. Go to Apps and Choose MAP Chromebook testing
3. Type in the Session Name and Password
4. Type in Your Name and select the test
5. CHOOSE: MAP 6+ COMMON CORE 2010 v2
6. Confirm correct info by pressing YES
Wait quietly to be confirmed by me
Scores will be graded. It can only help your grade. DO WELL!!
When you are done, please organize your evidence for your argument and start your introduction
WEDNESDAY, May 25, 2016
MAP TESTING
1.Turn off your chromebook/Turn on your chromebook to the MAP screen
2. Go to Apps and Choose MAP Chromebook testing
3. Type in the Session Name and Password
4. Type in Your Name and select the test
5. CHOOSE: MAP 6+ COMMON CORE 2010 v2
6. Confirm correct info by pressing YES
Wait quietly to be confirmed by me
Scores will be graded. It can only help your grade. DO WELL!!
Monday, May 23, 2016
BELL WORK
Take out: Argumentative Writing Guide, Romeo and Juliet Reading
Guide(Salmon), Evidence chart, Romeo and Juliet Text, and Paper
Objective: Establish a clear claim (I)
Identify counterclaims (I)
Cite strong thorough textual evidence(II)
Activity: Argumentative Writing Steps I and II
Assessment: Did you establish a claim?
Does your claim have two(2) appropriate counterclaims?
Do you have enough evidence to prove your claim and conclusion is valid?
Homework: Complete ALL outstanding Activities:
Evidence of Valid Claim and Conclusion
Reading, Annotation, Questions, Evidence Chart Activity,
and Figurative Language Activity.
Friday, May 20, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon),
Evidence chart, and Romeo and Juliet Text
Objective: Establish a Claim
Activity: Use film to establish claim
Assessment: Enhance your evidence for a viable claim:
Who or what is to blame for the deaths of
Romeo and Juliet?
Homework: Complete ALL outstanding Activities:
Reading, Annotation, Questions, Evidence Chart Activity,
and Figurative Language Activity.
Thursday, May 19, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon) and
Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: Analyze Act V- Figurative language
Assessment: Were you able to Analyze Figurative Language presented in the
act?
Homework: Complete ALL outstanding Activities:
Reading, Annotation, Questions, Evidence Chart Activity, and Figurative Language Activity.
Wednesday, May 18, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon), Evidence Chart, and
Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: Analyze Act IV
Assessment: Were you able to read the selection with
understanding?
Did you show evidence in your annotation of your
understanding?
Continue to identify evidence for an a viable claim:
Who or what is to blame for the deaths of Romeo and Juliet?
Homework: Read, Annotate, and Questions for ACT V
Tuesday, May 17, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon), Venn Diagram, Evidence chart, and
Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: Analyze Fiction with support from film
Assessment: You have begun to identify and analyze evidence for an a viable claim:
Who or what is to blame for the deaths of
Romeo and Juliet?
Homework: Read, Annotate, and Questions Act IV iv-vi
Monday, May 16, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon) and Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: Pre-writing
Assessment: You have begun to identify and analyze evidence for an a viable claim:
Who or what is to blame for the deaths of
Romeo and Juliet?
Homework: Read, Annotate, and Questions Act IV i-iii
Friday, May 13, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon) and Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: Analyze Act III
Assessment: Were you able to read the selection with
understanding?
Did you show evidence in your annotation of your understanding?
Are you starting to identify evidence for an a viable claim: Who or what is to blame for the deaths of Romeo and Juliet?
Homework: Complete ACT III
Thursday, May 12, 2016
BELL WORK
Take out: Pencil, Romeo & Juliet text, Act II Activity(gold), and Reading Guide(Salmon)
Set Up: Open Reading guide to ACT I questions and place Act II activity on the left
corner of your desk.
Objective: Analyze Fiction
Activity: ACT II ASSESSMENT(30 minutes/Open Text)
Assessment: 70% or higher
Homework: Read, Annotate, & Questions Act III, scenes i-iii
Wednesday, May 11, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon) and Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Reading/Writing Focus: Identify evidence to support a claim
Who or what is to blame for the deaths of Romeo and Juliet?
Activity: Analyze Act II
Assessment: Were you able to accurately support your claims?
Homework: Complete Activity #3 and #4
Review ACT II notes for tomorrow's Assessment
ACT II ASSESSMENT Tomorrow MAY 12, 2016
Tuesday, May 10, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon) and Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: 1. Analyze Act II, ii with film for support
2. Analyze Act II, iii-vi Read and Annotate
Assessment: Were you able to read the selection with
understanding?
Did you show evidence in your annotation of your understanding?
Homework: Analyze Act II, iii-vi Read and Annotate
ACT II ASSESSMENT THURSDAY, MAY 12, 2016
MONDAY, May 9, 2016
BELL WORK
Take out: Pencil and Romeo & Juliet text
Objective: Analyze Fiction
Activity: PROLOGUE AND ACT I ASSESSMENT(35 minutes/Open Text)
Assessment: 70% or higher
Homework: Read, Annotate, & Questions Act II, Prologue and scenes i-ii
Friday, May 6, 2016
BELL WORK
Take out: Romeo and Juliet text and Venn Diagram
Objective: Analyze Fiction through film
Activity: 1. Viewing of Film Romeo and Juliet
2. Identify differences in Scenes and language
Assessment: How has the film supported your analysis of the text?
Homework: Review ACT I for Monday’s Assessment
Thursday, May 5, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon), and Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: 1. ALL PERIODS Analyze Act I, ii-iv Read and Annotate
Assessment: Were you able to read the selection with understanding?
Did you show evidence in your annotation of your understanding?
Homework: Act I, iv-v Read, Annotate, & Questions
ACT I ASSESSMENT IS on MONDAY, MAY 9, 2016
FIND AND BRING YOUR JOURNAL TO CLASS TOMORROW
Wednesday, May 4, 2016
BELL WORK
Take out: Romeo and Juliet Reading Guide(Salmon), and Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: 1. PERIOD 3 and 4 Analyze prologue- Questions review
2. ALL PERIODS Analyze Act I, i-iii Read and Annotate
Assessment: Were you able to read the selection with understanding?
Did you show evidence in your annotation of your understanding?
Homework: PERIOD 3 and 4 Questions for Act I, i-iii
PERIOD 2, 3, 7, and 8 Act I, iv-v Read, Annotate, & Questions
FIND AND BRING YOUR JOURNAL TO CLASS TOMORROW
Tuesday, May 3, 2016
BELL WORK
Take out: Pencil, Romeo and Juliet Reading Guide(Salmon), and Romeo and Juliet Text
Objective: Analyze Fiction- The Language of Shakespeare
Activity: 1. Analyze prologue- Questions review
2. Analyze Act I, i-iii Read and Annotate
Assessment: Were you able to read the selection with understanding?
Did you show evidence in your annotation of your understanding?
Homework: Questions for Act I, i-iii
FIND AND BRING YOUR JOURNAL TO CLASS TOMORROW
Monday, May 2, 2016
BELL WORK
Take out: Pencil, Romeo and Juliet Reading Guide(Salmon), and Romeo and Juliet Text
Objective: Analyze Fiction- The Sonnet Form
Activity: 1. SONNET ASSESSMENT
2. Complete the"Anticipation Guide" in the Reading Guide(Salmon) pg. 1
3. Analyze the Prologue for Romeo and Juliet ACT I pg. 11
4. Answer questions for the prologue in the Reading Guide
Assessment: Are you able to set forth in writing the general premise of the tragedy?
Homework: 1. Complete Anticipation Guide
2. Complete Analysis of the Prologue for R&J Act I
3. Complete questions for Prologue in Reading Guide
4. Read Pgs. 4-9 in R&J and annotate "Strategies for Reading"
Friday, April 29, 2016
BELL WORK
Purchase: Romeo and Juliet in the BOOKSTORE for $2 YOU NEED THIS MONDAY
Take out: Sonnet Practice Handout and a Pencil
Objective: Analyze Fiction- The Sonnet Form
CREATE a sonnet
Model/Example:
Assessment:
Does your sonnet follow the correct form?
Does your sonnet present a complete and consistent theme?
Homework: 1. Complete your sonnet
2. Review Sonnet notes and packet for Monday's Assessment
(11 Multiple Choice and Sonnet Scansion/Analysis)
3. Read Pgs. 4-9 in R&J and Annotate Strategies for Reading
SONNET ASSESSMENT Monday, May 1, 2016
Thursday, April 28, 2016
BELL WORK
Purchase: Romeo and Juliet in the BOOKSTORE for $2
Take out: Sonnet Practice Handout and a Pencil
Objective: Analyze fiction- The Sonnet Form
Activity: Analyze Sonnet #130
Don't CHEAT!!! http://www.shakespeare-online.com/sonnets/130detail.html
Assessment:
Did you correctly scansion the Sonnet?
Were you able to analyze the Sonnet?
Were you able to use the punctuation to help you determine the intent/Main idea of the stanzas?
Were you able to determine the Problem/Solution, Question/Answer, or Situation/Resolution?
Homework: Complete your analysis of Sonnet #130
SONNET ASSESSMENT Monday, May 1, 2016
Wednesday, April 27, 2016
BELL WORK
Purchase: Romeo and Juliet in the BOOKSTORE for $2
Take out: Sonnet Practice Handout and a Pencil
Objective: Analyze fiction- The Sonnet Form
Activity: Analyze Sonnet #18
Assessment:
Didi you correctly scansion the Sonnet?
Were you able to analyze the Sonnet?
Were you able to use the punctuation to help you determine the intent/Main idea of the stanzas?
Were you able to determine the Problem/Solution, Question/Answer, or Situation/Resolution?
Homework: Complete your analysis of Sonnet #18
SONNET ASSESSMENT Monday, May 1, 2016
Tuesday, April 26, 2016
BELL WORK
Purchase: Romeo and Juliet in the BOOKSTORE for $2
Take out: Sonnet Practice Handout and a Pencil
Objective: Analyze fiction- The Sonnet Form
Activity: Analyze Sonnet #1
Assessment:
Didi you correctly scansion the Sonnet?
Were you able to analyze the Sonnet?
Were you able to use the punctuation to help you determine the intent/Main idea of the stanzas?
Were you able to determine the Problem/Solution, Question/Answer, or Situation/Resolution?
Homework: Complete your analysis of Sonnet #1
Monday, April 25, 2016
BELL WORK
Purchase: Romeo and Juliet in the MAIN OFFICE for $2
Take out: Pencil
Objective: Analyze fiction- The Sonnet Form
Activity: BACKGROUND ASSESSMENT
Introduction to the Sonnet
Assessment: Were you able to analyze the Sonnet?
Homework: Construct your own Quatrain of Iambic Pentameter
Friday, April 22, 2016
BELL WORK
Purchase: Romeo and Juliet in the MAIN OFFICE for $2
Turn in: Printed final copy of Literary Analysis Essay and Soliloquy
Take out: Building Background Activity Packet (Buff)
Objective: Building background knowledge
Develop and support an argument through the writing process
Activity: 1. Building Background;FLAIR OR FRAUD:Film/Cornell Notes
Complete Viewing of Film(TURN INTO BOX)
2. Read and Annotate the Background reading
https://drive.google.com/a/wps60.org/file/d/0B9I9IOr0g-hBN19nZU05UHk3c3M/view?usp=sharing
Assessment: 1. With support for presented argument, did you
thoroughly answer the essential question from the
Cornell Notes?
2. Annotation Requirements: Prediction and Reader’s Purpose?,
Vocabulary, Main Ideas, Timeline of Life and Times,
Questions for Greater Understanding, and
Connections to Previous Learning
Homework: Complete Reading and Annotation of the Background Information
***BACKGROUND ASSESSMENT ON MONDAY, APRIL 25, 2016
Thursday, April 21, 2016
BELL WORK
Purchase: Romeo and Juliet in the MAIN OFFICE for $2
Turn in: Printed final copy of Literary Analysis Essay and Soliloquy
Take out: Building Background Activity Packet (Buff)
Objective: Develop and support an argument through the writing process
Activity: Building Background;FLAIR OR FRAUD:Film/Cornell Notes
Assessment: 1. Are your acquiring information to support your
understanding of the life and times of Shakespeare.
2. Are you developing evidence to support the claim that
Shakespeare is not the author of the works attributed to him?
http://www.themoviespoiler.com/Spoilers/anonymous.html
Homework: Clean up Cornell Notes to support the argument’s claim
***BACKGROUND ASSESSMENT ON MONDAY, APRIL 25, 2016
Wednesday, April 20, 2016
BELL WORK
Purchase: Romeo and Juliet in the MAIN OFFICE for $2
Turn in: Printed final copy of Literary Analysis Essay and Soliloquy
Take out: Building Background Activity Packet (Buff)
Objective: Develop and support an argument through the writing process
Activity: Building Background;FLAIR OR FRAUD:Film/Cornell Notes
Assessment: 1. Are your acquiring information to support your
understanding of the life and times of Shakespeare.
2. Are you developing evidence to support the claim that
Shakespeare is not the author of the works attributed to
him?
Homework: Clean up Cornell Notes to support the argument’s claim
Tuesday, April 19, 2016
BELL WORK
Purchase: Romeo and Juliet in the MAIN OFFICE for $2
Turn in: Printed final copy of Literary Analysis Essay
Take out: Building Background Activity Packet (Buff)
Text
Completed Soliloquy
Objective: Develop and support an argument through the writing process
Activity: Building Background;FLAIR OR FRAUD page 5
Assessment: 1. Define the characteristics of a Shakespearean tragedy.
2. Compare and contrast the Essex affair with the definition
of a Shakespearean tragedy.
3. Have you started to develop Cornell Notes to support
your argument?
Homework: Clean up Cornell Notes to support your argument
Monday, April 18, 2016
BELL WORK
Purchase: Romeo and Juliet in the MAIN OFFICE for $2
Objective: Develop and support an argument through the writing process
Activity: Building Background;FLAIR OR FRAUD pages 1-4
Assessment: 1. Have you discussed, in writing, your initial argument on the
authorship of William Shakespeare’s works?
2. Were you able to transfer your greater understanding of the
authorship of William Shakespeare’s works in poetic form?
Homework: Complete Soliloquy
PRINT FINAL COPY OF LITERARY ANALYSIS FOR SUBMISSION
Friday, April 15, 2016
BELL WORK
Turn In: Friday’s Video Cornell notes
Take out: Novel, Activities Sheets, writing handout, and ENTIRE PAPER
Objective: Analyze Fiction through writing
Activity: Literary Analysis Writing; Formatting and Work Cited
Assessment: 1. Is your essay in MLA format?
2. Does your essay have a correctly formatted Work Cited Page?
3. Submit your Essay in "GOOGLE CLASSROOM"
Homework: Continue to Edit and revise Essay against Rubric
Videos:
Google Docs- How to Set Up MLA Format 2015 - YouTube
Formatting Works Cited list, MLA Format, Google Docs
Google Docs MLA Format Tutorial (Tabs, Outline, Headings)
How to make a Works Cited page in MLA format
Thursday, April 14, 2016
BELL WORK
Turn In: Friday’s Video Cornell notes
Take out: Novel, Activities Sheets, writing handout, and BODY
Objective: Analyze Fiction through writing
Activity: Literary Analysis Writing; Essay CONCLUSION
Assessment: 1. Does your conclusion effectively restate/rephrase your THESIS?
2. Does your conclusion summarize your main points?
3. Is your conclusion in the same style as your introduction/framing devices ?
4. Does your essay/CONCLUSION leave an impression on the reader?
Homework: Complete your CONCLUSION
Videos:
Writing a Killer Conclusion - YouTube
Essay Conclusions, pt. 1 - YouTube
Essay Conclusions, pt. 2 - YouTube
Essay Conclusions, pt. 3 - YouTube
How To Write An Essay Conclusion Quickly and Easily
English Essay Formula- Conclusion Paragraph - YouTube
How to Write a Conclusion Paragraph - YouTube
How To Write An Essay Conclusion Quickly and Easily
How to write a Conclusion - YouTube 1
How to write a conclusion - YouTube
Wednesday, April 13, 2016
BELL WORK
Turn In: Friday’s Video Cornell notes
Take out: Novel, Activities Sheets, writing handout, and INTRODUCTION
Objective: Analyze Fiction through writing
Activity: Literary Analysis Writing; Essay BODY
Assessment: 1. Do your paragraphs have a clear main idea that support the thesis/Claim of your essay?
2. Do your paragraphs have evidence to support their main ideas?
3. Is your evidence cited correctly
4. Do your paragraphs move and wrap up smoothly using transition words?
5. Have you checked your writing against the rubric(Green)?
Homework: Complete your BODY
Videos:
Quote Bombs and Incorporating Quotes - YouTube
How to Integrate Quotations - YouTube
Integrating Quotes into a Literary Analysis Part 1 - YouTube
How to Use Quotations in a Literary Essay - YouTube 1
Smooth- writing paragraph transitions - YouTube
100 Transition Words to Use Between Paragraphs
Using Transition Words & Phrases - YouTube
How to Write an Effective Essay- Paragraph Transitions & Connect
Tuesday, April 12, 2016
BELL WORK
Turn In: Friday’s Video Cornell notes
Take out: Novel, Activities Sheets, writing handout, and THESIS
Objective: Analyze Fiction through writing
Activity: Literary Analysis Writing, your introduction
Assessment: 1. Does your introduction have a clear “hook”
that is NOT a question?
2. Is your introduction 3-5 sentences long?
3. Is your THESIS/CLAIM in the correct position?
Homework: Complete your Introduction
https://www.youtube.com/watch?v=clPtbFT23Bs&spfreload=10&scrlybrkr=9ae7af14
https://www.youtube.com/watch?v=_p9FVfJ6urA
https://www.youtube.com/watch?v=TesAVXWYCtw
Monday, April 11, 2016
BELL WORK
Turn In: Film Analysis
Take out: Novel and all Activities Sheets
Objective: Analyze Fiction through writing(Informative)
Activity: Literary Analysis Prewriting
1. Choose one theme to focus your writing.
Empathy Or Injustice
2. Construct a clear thesis statement
Assessment: 1. Did you choose the correct format for your writing?
2. Does your thesis provide a clear focus?
Homework: Complete Thesis/Claim statement
https://www.youtube.com/watch?v=pr4BjZkQ5Nc&nohtml5=False
https-::www.youtube.com:watch?v=8kaRzCBCI-0&scrlybrkr=09e22971
https-::www.youtube.com:watch?v=mpDGhJroqJk&scrlybrkr=09e22971
Friday, April 1, 2016
BELL WORK
Turn in: Film Analysis Sheet
Take out: Novel and Chrome book(Open to web page)
Objective: Analyze the relationship between Fiction and Nonfiction (History)
Activity: BEYOND To Kill A Mockingbird ,
View selected videos(Student Choice) and complete Cornell Notes
General Resources for Activity/Cornell Notes:
American Masters:
https://www.youtube.com/watch?v=IE6us6Zkz00
Beyond to Kill A Mockingbird:
https://www.yahoo.com/katiecouric/beyond-to-kill-a-mockingbird-the-lost-novel-of-123555389873.html
History Channel:
http://www.history.com/topics/black-history/civil-rights-movement?scrlybrkr=e82fb023#
Biography:
http://www.biography.com/people/groups/african-american-firsts-film-tv?scrlybrkr=dfbc6e48
Assessment: Answer Essential Questions:
1. How does history influence literature?
2. Can fictional literature, be trusted to re-tell history?
Homework Regular: Clean up an old activities and read 30-40 minutes a day
Homework Regular: Clean up any old activities and read Of Mice and Men
Thursday, March 31, 2016
BELL WORK
Take out: Novel and Film Analysis Sheet
Objective: Analyze Fiction
Activity: To Kill A Mockingbird Film vs. Literature
Assessment: Were you able to organize observations on the differences in
presentation of the same fiction?
Homework: Fine tune observations and complete pertaining questions
Wednesday, March 30, 2016
BELL WORK
Turn in: Final Seminar Question, Rubric/Self Reflection
Take out: Novel and Film Analysis Sheet
Objective: Analyze Fiction
Activity: To Kill A Mockingbird Film vs. Literature
Assessment: Were you able to organize observations on the differences in
presentation of the same fiction
Homework: Fine tune observations and complete pertaining questions
Tuesday, March 29, 2016
BELL WORK
Turn in: Final Seminar Question, Rubric/Self Reflection
Take out: Novel and Film Analysis Sheet
Objective: Analyze Fiction
Activity: To Kill A Mockingbird Film vs. Literature
Assessment: Were you able to organize observations on the differences in
presentation of the same fiction
Homework: Fine tune observations and complete pertaining questions
Monday, March 28, 2016
BELL WORK
Take out: Novel and outstanding activity, 28-31(if you need credit)
Objective: Analyze Fiction
Activity: To Kill A Mockingbird Film vs. Literature
Assessment: Were you able to organize observations on the differences in
presentation of the same fiction
Homework: Fine tune observations and complete pertaining questions
Complete answers to seminar questions(DUE Tuesday)
Thursday, March 24, 2016
BELL WORK
Take out: Novel
Objective: Analyze Fiction
Activity: To Kill A Mockingbird Final Assessment
Assessment: Summative, 50 MC, Open Book
Homework: Complete outstanding activity, 28-31(DUE Monday)
Complete answers to seminar questions(DUE Tuesday)
Wednesday, March 23, 2016
BELL WORK
Take out:
INSIDE PEOPLE: Novel and prepared questions
OUTSIDE PEOPLE: Novel, Reading guide, and Chapter Activities
Objective: Analyze Fiction
Activity: Socratic Seminar (Novel’s End)
Assessment: Were you able to analyze fiction?
Homework: PREPARE FOR ASSESSMENT
Complete outstanding activity
Read, annotate, and complete questions for Chapter 28-31.
Complete answers to seminar questions(Outside)
Complete coaching rubric for partner(Outside)
Tuesday, March 22, 2016
BELL WORK
Take out: Novel and Reading guide, and Chapter Activity 26-27(Buff)
DO NOW: Chapter 28-31 Chapter at a glance(Page 17)
Objective: Analyze Fiction
Activity: Work chapters 28-31
Assessment: Were you able to analyze fiction through Theme and Figurative
Language?
Homework: All: Complete Chapter Activity 28-31
Inside: Prepare Questions
Outside: Clean up any incomplete chapter activities, complete
reading, be ready to coach.
Friday, March 18, 2016
BELL WORK
Take out: Novel and Reading guide
Verdict and Reaction Activity
Turn In: Seminar questions, reflection or rubric(Stapled together)
DO NOW: Chapter 26-27 Chapter at a glance(Page 17)
Objective: Analyze Fiction
Activity: Work chapters 26-27
Assessment: Were you able to analyze fiction through Theme and Figurative
Language?
Homework:
Thursday, March 17, 2016
BELL WORK
Take out: Novel, Reading guide, and Chapter Activities
Verdict and Reaction Activity
Turn In: Seminar questions, reflection or rubric(Stable together)
DO NOW: Chapter 25 Chapter at a glance(Page 17)
Objective: Analyze Fiction
Activity: Read, Annotate, and Questions for chapters 26-27
Assessment: Were you able to analyze fiction through annotation?
Homework: Complete Chapters 26-27
Monday, March 14, 2016
BELL WORK
Take out:
INSIDE PEOPLE: Novel and prepared questions
OUTSIDE PEOPLE: Novel, Reading guide, and Chapter Activities
Objective: Analyze Fiction
Activity: Socratic Seminar Trial and Verdict
Assessment: Were you able to analyze fiction?
Homework: Complete outstanding activity “Verdict and Reaction” (Green)
Read, annotate, and complete questions for Chapter 25.
Complete answers to seminar questions(Outside)
Complete coaching rubric for partner(Outside)
Tuesday, March 15, 2016
BELL WORK
Take out: Novel, Reading guide, and Chapter 20-21 Activity( Blue)
DO NOW: “Chapter At A Glance” for chapters 22-24 (page 16-17)
Organize previous reading materials for grading
Objective: Analyze Fiction
Activity: Verdict and Reaction
Assessment: Were you able to analyze the novel for specific characters reactions
to the verdict and demonstrate a thorough understanding of the author’s craft ?
Homework: Read, annotate, and complete questions for Chapter 25.
1 Day seminar tomorrow. Inside people come with prepared questions
Monday, March 14, 2016
BELL WORK
Take out: Novel, Reading guide, and Chapter 18-19 Activity(White)
DO NOW: “Chapter At A Glance” for chapters 20-21 (page 16)
Organize previous reading materials for grading
Objective: Analyze Fiction
Activity: Chapter 20-21 Activity (blue)
Assessment: Were you able to analyze the Novel for specific literary devices?
Homework: Read, annotate, and complete questions for Chapters 22-24
Friday, March 11, 2016
BELL WORK
Take out: Novel, Reading guide, and Chapter 16-17 Activity(Salmon)
DO NOW: “Chapter At A Glance” for chapters 18-19 (page 16)
Organize previous reading materials for grading
Objective: Analyze Fiction
Activity: Chapter 18-19 Activity (White)
Assessment: Were you able to analyze the Novel for specific literary devices?
Homework: Read, annotate and complete questions for Chapters 20-21
Thursday, March 10, 2016
BELL WORK
Take out: Novel, Reading guide, and Chapter 14-15 Activity(Gold)
DO NOW: “Chapter At A Glance” for chapters 16-17 (page 16)
Organize previous reading materials for grading
Objective: Analyze Fiction
Activity: Chapter 16-17 Activity (Salmon)
Assessment: Were you able to analyze the Novel for specific literary devices?
Homework: Read, annotate and complete questions for Chapters 18-19
Wednesday, March 9, 2016
BELL WORK
Take out: Novel, Reading guide, and Chapter 12-13 Activity(Pink)
DO NOW: “Chapter At A Glance” for chapters 14-15, page 16 of reading guide
Objective: Analyze Fiction
Activity: Chapter 14-15 Activity (Gold)
Assessment: Were you able to analyze the Novel for specific literary devices?
Homework: Read, annotate and complete questions for Chapters 16-17
Organize previous reading materials for later use.
Tuesday, March 8, 2016
BELL WORK
Take out: Novel and Reading Guide
DO NOW: “Chapter At A Glance” for chapters 12-13, page 16 of reading guide
Objective: Analyze Fiction
Activity: Chapter 12-13 Activity (Pink)
Assessment: Were you able to analyze the Novel for specific literary devices?
Homework: Read, annotate and complete questions for Chapters 14-15
Organize previous reading materials for later use.
Monday, March 7, 2016
BELL WORK
DO NOW: Clear off desk and place novel under your desk.
Take out: Pencil
Objective: Analyze Fiction
Assessment: To Kill A Mockingbird Part I Assessment
Activity: You may read after you have turned in your assessment
Homework: Read, annotate and complete questions for Chapters 12-14
Friday, March 4, 2016
BELL WORK
Take out: Novel,
Gold Socratic Seminar Packet
Socratic Questions,
Name Tag
Reading packet
Chapter 1-11 activity sheets
Theme resources(Pink).
Objective: Analyze Fiction
Activity: Socratic Seminar TKM Chapters 4-11
Assessment: Self Reflection in Gold Packet
Homework: Read, annotate and complete questions for Chapters 12-13
Thursday, March 3, 2016
BELL WORK
Take out: Novel,
Gold Socratic Seminar Packet
Socratic Questions,
Name Tag
Reading packet
Chapter 1-11 activity sheets
Theme resources(Pink).
Objective: Analyze Fiction
Activity: Socratic Seminar TKM Chapters 6-11
Assessment: Self Reflection in Gold Packet
Homework: Prepare for Day 2 of Socratic Seminar
Wednesday, March 2, 2016
BELL WORK
Take out: Novel, Reading packet(Green),
your Chapter 1-11 Activity Sheets,
and your Theme Resources(Pink).
Objective: Create questions (open, world connection, and universal/theme) for
deeper understanding of text.
Activity: Preparation for Socratic Seminar
Assessment: Did you prepare and do you have the answers for your prepared
questions?
Homework: Prepare any unfinished questions
Review rubric for Socratic Seminar
Assessment Chapters 1-11 Socratic Seminar(Summative) Thursday(3-3-16) and Friday(3-4-16)
Assessment Chapters 1-11 Multiple Choice(Summative) Monday (3-7-16)
Tuesday, March 1, 2016
BELL WORK
Take out: Reading packet(Green), novel , and all other chapter activities for support.
DO NOW: Chapter 9-11 “At- a- Glance” (5 Minutes)
Objective: Using textual evidence, analyze elements of fiction in chapters 7 and 8.
Activity: Chapter 9-11 Analysis (Due at End of Period)
Assessment: Were you able to correctly identify elements of fiction and support with
textual evidence?
Homework: Complete Chapter Activity for 9-11
Monday, February 29, 2016
BELL WORK
Take out: Reading packet(Green), novel , and all other chapter activities for support.
DO NOW: Chapter 7-8 “At- a- Glance” (5 Minutes)
Objective: Using textual evidence, analyze elements of fiction in chapters 7 and 8.
Activity: Chapter 7-8 Analysis (Due at End of Period)
Assessment: Were you able to correctly identify elements of fiction and support with
textual evidence?
Homework: Read and Annotate Chapter 9-11
Questions for Ch.9-11
Friday, February 26, 2016
BELL WORK
Take out: Reading packet(Green), novel and
ALL (Chapter 1-6) activity sheets.
DO NOW: Update Calendar
2/29 Monday- Work chapters 7-8
3/1 Tuesday- Work chapters 9-11
3/2 Wednesday-Socratic Seminar Prep
3/3-4 Thursday-Friday- Socratic Seminar Part I of TKM
3/7 Monday- Part I Assessment
Objective: Using textual evidence, analyze elements of fiction.
Activity: Chapter 4-6 Analysis(DUE AT END OF PERIOD)
Assessment: Were you able to correctly identify elements of fiction and
support with textual evidence?
Homework: Read and Annotate Chapter 7-8 of TKAM.
Questions for Ch.7-8 in your Reading Guide/Packet
Thursday, February 25, 2016
BELL WORK
Take out: Reading packet(Green), novel and Chapter 4 Activity(Goldenrod).
Do NOW: "Chapter at a Glance" "Chapter 6" pg. 15
Objective: Using textual evidence, analyze elements of fiction.
Activity: Chapter 6 Analysis(Individual)
Assessment: Were you able to correctly identify elements of fiction and
support with textual evidence?
Homework: Read and Annotate Chapter 4-6 of TKAM.
Chapter Questions for Ch.4-6 in your Reading Guide/Packet
Group Activity tomorrow. Don’t embarrass yourself!!!
Wednesday, February 24, 2016
Regular BELL WORK
Take out: your Reading packet(Green) and your novel.
Do NOW: "Chapter at a Glance" "Chapter 5" pg. 15 this should be a plot summary
Objective: Using textual evidence, analyze elements of fiction.
Activity: Chapter 5 Analysis(Individual)
Assessment: Were you able to correctly identify elements of fiction and support with textual evidence?
Homework: Read and Annotate Chapter 6 of TKAM.
Chapter Questions for Ch.6 in your Reading Guide/Packet.
Tuesday, February 23, 2016
Regular BELL WORK
Take out: your Reading packet(Green) and your novel.
Do NOW: "Chapter at a Glance" "Chapter 4" pg. 15 this should be a plot summary.
Objective: Using textual evidence, analyze elements of fiction.
Activity: Chapter 4 Analysis(Individual)
Assessment: Were you able to correctly identify elements of fiction and support with textual evidence?
Homework: Read and Annotate Chapter 5 of TKAM.
Chapter Questions for Ch.5 in your Reading Guide/Packet.
Monday, February 20, 2016
BELL WORK
Take out: Novel, Socratic Questions(BLUE), New rubric(Goldenrod),
Name Tag( Purple or yellow),Reading packet(Green),
Chapter 1-3 activity sheets(Pink, Green, and Yellow), and
Theme resources(Pink).
Objective: Analyze Fiction
Activity: Socratic Seminar TKM Chapters 1-3 DAY 2
Assessment: Rubric and Self Reflection(Green) completed and submitted
Homework: Read Chapter 4 of TKM, annotation, and questions
Friday, February 19, 2016
BELL WORK
Take out: Novel, Socratic Questions(BLUE), New rubric(Goldenrod,
Name Tag( Purple or yellow),Reading packet(Green),
Chapter 1-3 activity sheets(Pink, Green, and Yellow), and
Theme resources(Pink).
Objective: Analyze Fiction
Activity: Socratic Seminar TKM Chapters 1-3
Assessment: Self Reflection(Green)
Homework: Prepare for Day 2 of Socratic Seminar
Thursday, February 18, 2016
BELL WORK
Take out: Novel, Reading packet(Green),
your chapter 1-3 activity sheets( Pink, Green, and Yellow),
and your theme resources(Pink).
Objective: Create questions( open, world connection, and universal/theme) for
deeper understanding of text.
Activity: Preparation for Socratic Seminar
Assessment: Did you prepare and do you have the answers for your prepared
questions?
Homework: Prepare any unfinished questions
Review rubric for Socratic Seminar
Assessment Chapters 1-3 Socratic Seminar(Discussion) tomorrow, Friday, February19, 2016
Wednesday, February 17, 2016
BELL WORK
Take out: your Reading packet(Green) and your Novel.
Do NOW: "Chapter at a Glance" "Chapter 3" pg. 15 this should be a plot summary 5min.
Objective: Using textual evidence, analyze elements of fiction as presented in the novel
Assessment: Were you able to correctly identify elements of fiction and support with textual
evidence?
Homework: Complete Activity Chart and Questions
Chapter 3 questions pg. 18
Assessment Chapters 1-3 Socratic Seminar(Discussion) on Friday, February19, 2016
Friday, February 12, 2016
BELL WORK
Take out: your Reading packet(Green) and your Novel.
Do NOW: "Chapter at a Glance" "Chapter 2" pg. 15 this should be a plot summary 5min.
Objective: Using textual evidence, analyze elements of fiction
Assessment: Were you able to correctly identify elements of fiction and support with textual
evidence?
Homework: Complete Activity Chart and Questions
Chapter 2 questions pg. 18
Read, Annotate and complete questions for Chapter 3 of TKM
Assessment Chapters 1-3 Socratic Seminar(Discussion) on Friday, February19, 2016
Thursday, February 11, 2016
Regular BELL WORK
Take out: your Reading packet(Green) and your Novel.
Do NOW: "Chapter at a Glance" "Chapter 1" pg. 15 this should be a plot summary
Objective: Using textual evidence, analyze elements of fiction
Assessment: Were you able to correctly identify elements of fiction and support with textual
evidence?
Homework: Complete Activity Chart and Questions
Read and Annotate Chapter 2 of TKM
Wednesday, February 10, 2016
BELL WORK
Take out: your Reading packet(Green) and your Novel.
Do NOW: Using your pre-reading Background notes, walk around the room and
place your ideas/understandings of each term. 5 minutes
Return to your seats
Objective: Accessing background knowledge to place Novel in Historical Context.
Analyze how complex characters develop over the course of a text,
interact with other characters, and advance the plot to develop theme.
Activity: Round the Room accessing historical background
Chapter One Introduction/Read and annotate Chapter One(1) .
Assessment: Were you able figure out the age of the Protagonist in the reading?
Homework: Chapter One(1) questions page 18
TUESDAY, February 9, 2016
BELL WORK
Take out your reading packet(Green)
Continue yesterday's activity... If you are done, skip to "Homework," ENJOY!!!
Objective: Building Background Knowledge
Activity: 1. Read and Annotate pages 5-9
2. Using your annotated reading, complete the Cornell Notes pages 10-11
Assessment:
Were you able to develop a greater understanding of the events
surrounding the time period of the novel?
Were you able to answer the Cornell notes questions?
Did you develop new questions of your own?
Homework: Read and annotate Chapter One(1) .
MONDAY, February 8, 2016
BELL WORK
Open your New reading packet(Green) and scan through the packet-2 Minutes
Turn to page 4 and read the directions then complete the activity-5 Minutes
Objective: Building Background Knowledge
Activity: 1. Read and Annotate pages 5-9
2. Using your annotated reading, complete the Cornell Notes pages 10-11
Assessment:
Were you able to develop a greater understanding of the events
surrounding the time period of the novel?
Were you able to answer the Cornell notes questions?
Did you develop new questions of your own?
Homework: Complete Activity
Friday, February 5, 2016
BELL WORK
Take out:Yellow Reading Packet,
Blue Theme Activity,
Pink Theme resource, and
Loose Leaf Paper.
Place: above materials under your desk in the basket.
Objective: Prove mastery when analyzing a short story.
Activity: Assessment( 22 MC and writing on theme)
Homework: If you haven't done so already, please purchase your novel
To Kill A Mocking Bird by Harper Lee.
Thursday, February 4, 2016
BELL WORK
Take out: Reading Packet and turn to page 15 for an annotation check
DO NOW: Identify the narrator in the story.
Objective: Analyze the short story for theme
Activity: Discussion
Theme Activity
Assessment: Were you able to determine the theme of the short story?
Homework: Study for Assessment
Wednesday, February 3, 2016
BELL WORK
Take out: Reading Packet and turn to page 9 for an annotation check
DO NOW: Tone Activity(All "1-5" should read 4-9)
Objective: Analyze the short story
Activity: Read pages 9-15
Full Annotation and margins
End of reading box
Homework: Complete unfinished class work
Tuesday, February 2, 2016
BELL WORK
Take out: Old Homework (Salmon)and Reading Packet
Turn to New Homework( page 2) of reading packet
Do Now: Synthesize(Combine) predictions and place NEW prediction at the top of
page 4 and create a reader's purpose question
Objective: Analyze the short Story for Setting and Mood
Activity: Review old homework(Salmon) #4 and #5
Close reading Paragraph 1-3
Assessment: Were you able to establish the characteristics of the setting?
Were you able to correctly identify the Mood of the exposition?
Homework: Read to the end of page 9
Monday, February 1, 2016
BELL WORK
Take out: Homework and Journal
Turn to page 3 of reading packet.
DO NOW: Journal 15 minutes
OBJECTIVE: Analyze the short story
Make Accurate predictions
Activity: Journal
Grade Homework
Vocabulary
Make Accurate predictions
Assessment: Were you able to use previous learning to make fairly accurate predictions?
Homework: Fine tune predictions.
Friday, January 29, 2016
BELL WORK
Take out Family Tree
Last day for extra credit on novel purchase
Objective: Access and activate previous knowledge and build understanding for predictions
Activity: While students are completing their MAP testing, you will need to complete the Pre-reading Activity(salmon).
You may use your Chromebook for this activity.
Homework: Complete Pre-reading Activity
Thursday, January 28, 2016
- Turn off your Chromebook (Do not just close the lid)
- Turn on your Chromebook to the MAP screen
- Do not press Ctrl+Alt+S!
- Type in the Session Name and Password
- Type in Your Name and select the Reading test
Wait SILENTLY to be confirmed by me
Test SILENTLY
When your testing is complete, remain SILENT and...
Create a Family Tree on the paper provided
Wednesday, January 27, 2016
- Turn off your Chromebook (Do not just close the lid)
- Turn on your Chromebook to the MAP screen
- Do not press Ctrl+Alt+S!
- Type in the Session Name and Password
- Type in Your Name and select the Reading test
Wait SILENTLY to be confirmed by me
Test SILENTLY
When your testing is complete, remain SILENT
Tuesday, January 26, 2016
BELL WORK
Take Out: Reading Packet and Pencil
Objective: Analyze a Short Story
Activity: Assessment
Homework: Get a good night sleep
MAP testing tomorrow
Monday, January 25, 2016
BELL WORK
Take Out: Reading Packet & Chrome book
Do Now: Complete page 4 of reading packet
Objective: Analyze a Short Story
Identify and analyze Irony
Activity: page 19-20 Irony Activity
Page 21 Author's craft Activity
Homework: Study for tomorrow's assessment
Multiple Choice
Bring STORY with you to class!
Friday, January 22, 2016
BELL WORK
Take Out: Reading Packet & Chrome book
Read Agenda for today
DO NOW: Make a predictions page 4 of reading packet
Objective:Make a Logical Predictions
Analyze a Short Story
QUIET INDIVIDUAL ACTIVITY
Activity: "The Cask of Amontillado" Page 6 -18
Prediction and Readers Purpose at top of story
Complete Annotation and Margin Boxes
** Vocabulary is Paramount(VERY IMPORTANT)
Ask Questions
Develop Predictions:Foreshadowing
Make Connections to previous learning
Literary Techniques
Literary Elements:Plot:
Setting, Conflict, Climax, & Resolution etc.
Literary Devices: Language and Style:
Irony, Characterization, Mood, & Theme etc.
Assessment: Were you able analyze the short story?
Is your annotation developed and complete?
Homework: Complete Reading, Annotation, & Margins pg. 6-18
Thursday, January 21, 2016
BELL WORK
Take Out: Reading Packet, Chrome book, Writing utensil,
and yellow handout.
DO NOW: Make a prediction page 3 of reading packet
Objective:Make a Logical Prediction
Analyze a Short Story
Evaluate text complexity
Activity: Conver- Stations
Cite textual evidence
Determine/Analyze theme, POV, and Conflict
Author's Affect- Mood/Setting
Determine meaning of words
Assessment: Were you able analyze the short story?
Day Two Wrap Up and Write
Homework: FINISH CATACOMB VIDEO
JOURNAL PAGE 2 IN READING PACKET
HEADING FOR TOC AND PAGE
CASK: REVENGE
WRITE FOR 10 MINUTES STRAIGHT
INCREASE YOUR WRITING 3-4 LINES
CURSIVE
Wednesday, January 20, 2016
BELL WORK
Chrome book, Writing utensil, and yellow handout.
Be ready to move!
Objective: Analyze a Short Story
Evaluate text complexity
Activity: Conver- Stations
Cite textual evidence
Determine/Analyze theme, POV, and Conflict
Author's Affect- Mood/Setting
Determine meaning of words
Assessment: Were you able analyze the short story?
How complex is the reading for you at this time?
Homework: FINISH CATACOMB VIDEO
JOURNAL PAGE 2 IN READING PACKET
HEADING FOR TOC AND PAGE
CASK: REVENGE
WRITE FOR 10 MINUTES STRAIGHT
INCREASE YOUR WRITING 3-4 LINES
CURSIVE
Tuesday, January 19, 2016
Bell Work
Objective: Analyze the importance of setting.
Activity: Video: Cornell Notes: Setting
https://www.youtube.com/watch?v=Pq8bVo72oa4
https://www.youtube.com/watch?v=DuHb9b_ykhM
https://www.youtube.com/watch?v=3Lxe3Qh-pzw
Assessment: Were you able to analyze the importance of setting in a short story?
Homework: FINISH CATACOMB VIDEO
JOURNAL PAGE 2 IN READING PACKET
HEADING FOR TOC AND PAGE
CASK: REVENGE
WRITE FOR 10 MINUTES STRAIGHT
INCREASE YOUR WRITING 3-4 LINES
CURSIVE
Monday, January 11, 2016 through Wednesday, January13,2016
FINAL EXAMS
Take out: Pencil and
Annotated Reading Gary Soto's "Looking for Work"
Sit Quietly and wait for instructions
Friday,January 8, 2016
CLEAR YOUR DESK EXCEPT FOR A PENCIL
COMPLETE PERA ASSESSMENT TODAY
Final Exam Review: Annotation and Parts of Speech
Homework: STUDY AND COMPLETE ANNOTATION
BRING YOUR ANNOTATED READING TO THE FINAL EXAM!
Thursday, January 7, 2016
PERA ASSESSMENT TODAY
CLEAR YOUR DESK EXCEPT FOR A PENCIL
Homework: Complete parts of speech activity.
Watch Videos to assist you:
https://www.youtube.com/playlist?list=PL6795522EAD6CE2F7
Wednesday, January 6, 2015
Reminder: PERA ASSESSMENT ON THURSDAY, January 7, 2016
Bell work: Take out "The Most Dangerous Game" and the conflict analysis activity.
Objective: Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Activity: Making inferences "TMDG"
Conflict Analysis in "The Most Dangerous Game"
Assessment: Were you able to pull text to support your analysis of conflict?
Homework: Complete activity
Complete parts of speech activity.
Watch Videos to assist you:
https://www.youtube.com/playlist?list=PL6795522EAD6CE2F7
Tuesday, January 5, 2016
Reminder: PERA ASSESSMENT ON THURSDAY, January 7, 2016
Take out: Reading: "The Most Dangerous Game"
Yesterday's Activity: The Hero's Journey
Objective: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Activity: Evaluate the Hero's Journey
Literary Analysis; Conflict
Assessment: Were you able to pull text to correctly support your analysis
Homework: Complete today's activity
Complete the NEW parts of speech(POS) activity.
Watch Videos to assist you:
https://www.youtube.com/playlist?list=PL6795522EAD6CE2F7
Monday, January 4, 2016
Reminder: PERA ASSESSMENT ON THURSDAY, January 7, 2016
Bell Work:
Objective: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
Activity: Analyze the Hero's Journey in "The Most Dangerous Game"
Assessment: Were you able to pull text to support your analysis
Homework: Complete activity
Complete parts of speech activity.
Watch Videos to assist you:
https://www.youtube.com/playlist?list=PL6795522EAD6CE2F7
REGULAR Periods 2,4,7, & 8
BELL WORK:
Take out Reading, “The Most Dangerous Game”
Look over agenda
Objective: Analyze a Short Story
Activity: Read, annotate, and complete the boxes for the entire reading.
Homework: Complete activity due upon return to school
Do not waste time. I'm always watching.
Enjoy your break and happy holidays to you and your loved ones.
Thursday, December 17, 2015
Bell work:
#1 Journal Heading: MDG: Rules of the game
Journal Prompt: Describe a time when someone else had different rules for playing a game than you had. What happened when you started to play? was there conflict? What were the consequences for these different rules? Respond and go beyond.
Objective: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Activity: 1. Anticipation guide on back of handout
2. Close Reading of "The Most Dangerous Game"
Characterization
Mood
Order of events
Homework: Read, Annotate, and answer boxes through the end of page 10.
Wednesday, December 16, 2015
Bell work
Objective: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are used in the text
Activity: Complete/Go over Reading Warm up A and B
Assessment: Were you able to Cite strong and thorough textual evidence?
Were you able to Determine the meaning of words and phrases as
they are used in the text?
Homework: None
Tuesday, December 15, 2015
Bell work: Clear Desk of all materials except for a pencil
Activity: Assessment
Fiction/Short Story/Pre-Assessment
Homework: Complete Fiction/Short Story/Pre-Assessment
Monday, December 14, 2015
BELL WORK: Take out calendar and reading packet, The Odyssey Part II.
Look over agenda
Objective: Analyze complex characters
Analyze world literature
Activity: Review for Assessment
"Apply The Skills" Pg. 1018 Entire Page
"Vocabulary Skill" and "Grammar Lesson" Pg. 1020 Entire Page
Assessment: Are you ready for your assessment tomorrow?
What more do you have to do?
Homework: Look over Reading, The Odyssey Part II.
Examine all margins and activity work.
Friday, December 11, 2015
BELL WORK: Take out calendar and reading packet, The Odyssey Part II.
Look over agenda
Objective: Analyze complex characters
Analyze world literature
Activity: Read, annotate, and complete the margins for “Penelope's Test”
pages 1015-1017
Complete the Assessment questions↓
Assessment: What qualities of the Epic Hero did Odysseus employ in this
section of the text?
What historic and cultural BVAs are evident at this point for the Ancient
greeks? Are they similar or in contrast to ours?
Homework: "Thinking About the Selection" on pg. 1017, numbers #4 and #5.
Thursday, December 10, 2015
BELL WORK: Take out calendar and reading packet, The Odyssey Part II.
Look over agenda
Objective: Analyze complex characters
Analyze world literature
Activity: Read, annotate, and complete the margins for “Odysseus’ Revenge”
pages 1009-1013
Complete the Assessment questions↓
Assessment: What qualities of the Epic Hero did Odysseus employ to achieve his “revenge?”
What historic and cultural BVAs are evident at this point for the Ancient
greeks? Are they similar or in contrast to ours?
Homework: Finish up any incomplete activities from the last two days.
Wednesday, December 9, 2015
Bell Work
Objective: Analyze complex characters
Analyze world literature
Activity: Read, Annotate, and complete the Margins for
The Odyssey Part II
"Argus," "The Suiters," "Penelope," and "The Challenge"
pages 1000-1008
Assessment: Now that Odysseus is "back again on my own island" (996), does he have to change, and if so, how and why?
Homework: "Thinking About the Selection" page 1008
Tuesday, December 8, 2015
Bell Work
Objective: Analyze complex characters
Analyze world literature
Activity: Read and Annotate The Odyssey Part II
"The Return of Odysseus" pages 993-999
Assessment: How, if at all, has Odysseus changed now that he has returned?
What new cultural insights into the Ancient Greek BVAs have you gleaned?
Homework: Margins
Monday, December 7, 2015
Bell Work: Review Calendar for December
Objective: Identify the characteristics of an Epic Simile
Building understanding through Historical and Cultural Context
Activity: The Odyssey Part II, pages 992.
Literary Analysis: Epic Simile
Reading Skill:Historical and Cultural Context
Assessment: Were you able to identify characteristics of an EPIC Simile?
Were you able to use source information to develop your understanding?
HOMEWORK: Complete in-class work.
Friday, December 4, 2015
Bell work
Objective: Identify and Analyze characteristics of an epic hero.
Activity: The Odyssey Part 1 Assessment (One(1) Period Only)
18 Multiple Choice
1 Essay
Thursday, December 3, 2015----Guest Teacher
BELL WORK: Take out calendar and reading packet.
Look over agenda
Objective: Identify and Analyze characteristics of an epic hero.
Activity: 1. “Apply the Skills” pg 988 in reading packet
- Thinking about the selection (#1)
- Literary Analysis(#5)
- Reading Skill(#8)
2. Literary Analysis: Epic Hero handout
Assessment: Were you able to support your growing characterization of the protagonist with textual evidence?
Homework: Journal #4
Use reading material, The Odyssey, and other given/completed resources to study for tomorrow’s assessment
(18 multiple choice and one essay).
Reading packets and Journals due tomorrow
Wednesday, December 2, 2015
Objective: Use active reading strategies for textual understanding.
Cite textual evidence to support a character analysis of the protagonist
Activity: Discussion of "The Sirens" and "Scylla and Charybdis"
Read, Annotate, and Margins for "Cattle of the Sun God"
Assessment: Do you have clear evidence, from the text, to support a characterization of Odysseus, the epic hero?
Homework: Complete all of "Thinking About The Selection" on page 987
#3,#4,  ONLY
Tuesday, December 1, 2015
Objective: Use active reading strategies for textual understanding.
Cite textual evidence to support a character analysis of the protagonist
Activity: Using your annotation and margin notes, complete:
"Thining about the Selection" on page 974 #s 5, 6, and 7.
Partner discussion of "The Land of the Dead"
Assessment: Do you have clear evidence, from the text, to support a characterization of Odysseus, the epic hero?
Homework: "The Sirens" and "Scylla and Charybdis"
Read pgs. 975-987 annotations and margins
Monday, November 30, 2015
Bellwork: Journal #3
Objective: Use active reading strategies for textual understanding.
Cite textual evidence to support a character analysis of the protagonist
Activity: Discussion of “The Cyclops”
Read and annotate "The Land of the Dead" with an emphasis on characteriation and questioning.
Assessment: Do you have clear evidence, from the text, to support a characterization of Odysseus, the epic hero?
Homework: All margin questions as noted on calendar
Tuesday, November 24, 2015
Bell Work
Objective: Use active reading strategies for textual understanding.
Cite textual evidence to support a character analysis of the protagonist
Activity: Read and annotate “The Cyclops” with an emphasis on characterization and questioning. Pgs. 956-968(Noted on Calendar)
Assessment: Do you have clear evidence, from the text, to support a characterization of Odysseus?
Homework: All margin questions
(Noted on Calendar)
Monday, November 23, 2015
Objective: Use active reading strategies for textual understanding.
Cite textual evidence to support a character analysis of the protagonist
Activity: “Sailing from Troy” Read and annotate with an emphasis on characterization and questioning. Pgs. 951-955(Noted on Calendar)
Assessment: Do you have clear evidence, from the text, to support a characterization of Odysseus?
Homework: All margin questions and “thinking about the selection on pg.955.
(Noted on Calendar)
Friday, November 20, 2015
BELLWORK
Objective: Make accurate predictions
Create Reader's Purpose
Activity: Scan pg.946-949 and add to notes
(new /additional information reading)
Anticipation Guide
Assessment: Prediction and RP?
Homework: Journal #2
Thursday, November 19, 2015
Objective: Build background knowledge to analyze complex characters
Activity:
1. Video: establish characteristics of the epic hero/Cornell Notes
2. What questions did you create/ do you still have about the Epic Hero?
3. Reading partner discussion.
4. Organize notes and imput into Note document.
Assessment/Homework: Journal #1
Wednesday, November 18, 2015
BELLWORK
Objective: Define myth
Analyze Greek Creation Myth(Sequence of events and Value)
Assessment: Complete Greek Creation Story board.
Answer the New Google Question
Tuesday, November 17, 2015
Bellwork
Objective: Use active reading strategies to define myth.
Activity: Actively read "What Is A Myth?", "An Example of A Myth", and "Mythology."
Assessment: Define Myth in Google Classroom.
Homework: Define Myth in Google Classroom.
Essential Student Goals
1. ANALYZE ELEMENTS WHICH MAY AFFECT ONE'S DEFFINITON AND PERCEPTION OF SELF, FAMILY, AND COMMUNITY.
2. ANALYZE AND CRITIQUE HOW AUTHORS OF FICTION AND NON-FICTION TEXT ADDRESS THE THEME OF HUMAN RESPONSIBILITY IN COMMUNITY.
Monday, November 9, 2015 through Monday, November 16, 2015
FINAL ELECTRONIC COPY DUE TODAY
Objective: Produce clear and coherent writing using narrative techniques
Monday Activity:
(M 11/16 in class)_______________ Final Copy /Electronic
(M 11/16 in class/homework)_____ Reflection on writing
(M 11/16 homework)____________Final Copy Print : MLA, Typed, and Printed
ASSESSMENT:
Have you submitted your Final Electronic Copy of your narrative Memoir in
Google Classroom?
Did you complete your Refection of the writing process?
What is your plan for submitting your Final Printed Copy of your writing at the start of class tomorrow?
FRIDAY Activity:
(F 11-13 in class )_________ Peer Edit
(F 11-13 homework)________Re-write Rough Draft to include suggestions from Peer Edit
ASSESSMENT:
Using your Peer Feedback:
Does your writing have a clear timeline of events(Literary Elements:
Exposition, Rising action/Conflict, Climax, Falling Action, and Resolution)?
Have you made your writing more interesting ( Literary Techniques:
Metaphore, simile, illusions, imagery etc.)?
Did you use the Rubric to construct your Final Copy?
IS your FINAL COPY READY TO Submitt?
THURSDAY Activity:
(R 11-12 in class) __________Strengthening your Rough Draft with Literary Devices
http://www.literarydevices.com/
ASSESSMENT:
Does your writing have a clear timeline of events(Literary Elements:
Exposition, Rising action/Conflict, Climax, Falling Action, and Resolution)?
Have you made your writing more interesting ( Literary Techniques:
Metaphore, simile, illusions, imagery etc.)?
HOMEWORK:
(R 11-12 homework)________ Re-write Rough Draft to include literary devices
TUESDAY Activity:
(11-10 in class) __________ Start Rough Draft – (prologue, background information,
main event, falling action, epilogue)
(11-10 homework)_________Complete Rough Draft
ASSESSMENT:
HOMEWORK:
Did you use Narrative and Literary Devices to construct your Rough Draft?
"I"
Dialogue
Plot
HOMEWORK:
(11-10/11 homework)__________Complete Rough Draft
(11-10/11 homework)___________ Check Completed Rough Draft for MLA format
https://owl.english.purdue.edu/owl/resource/747/01/
Monday ACTIVITY
(11-9in class) __________Identify Your Main Event_________________________
(11-9 in class) __________Analyze Structure in The Boy Who Harnessed the Wind &
ASSESSMENT: Were you able to identify a main event that you can write about?
Did you accurately analyze structure in TBWHTW?
HOMEWORK: Brainstorm ideas & map your memoir structure
Thursday, November 5, 2015
TBWHTW Assessment-Summative
HOMEWORK: Narrative Memoir Full Annotation-Summative
THE BOY WHO HARNESSED THE WIND
ASSESSMENT PART II
TOMORROW Thursday, November 5, 2015
Wednesday, November 4, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Discussion Chapters 14-Epilogue
This is an academic discussion so utilize the provided discussion starters.
These starters will eventually enhance your writing, practice makes perfect.
Assessment: Did you actively participate in the discussion?
Use sentence starters
Contribute insightful ideas
Listen with purpose
Tarea/HOMEWORK Prepare for tomorrow's assessment by skimming back through chapters 8-Epilogue.
Monday, October 26,2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Discussion Questions
Activity: Discussion Prep
Discussion Chapters 8-10
This is an academic discussion so utilize the provided discussion starters.
These starters will eventually enhance your writing, practice makes perfect.
Assessment: Were your discussions richer because you utilized the discussion starters? Why?
Are your questions developed enough to generate discussion?
HOMEWORK: CONTINUE YOUR DISCUSSSIN PREPARATION
Read and annotate chapters 11-13
THE BOY WHO HARNESSED THE WIND
ASSESSMENT PART II
Thursday, November 5, 2015
Tuesday, November 3, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: 1. Open previous group document.
2. Go down the page and create new heading
Chapters 14 through Epilogue discussion
3. Choose your two (2) best question, the ones that you think will generate the most discussion and utilize the text as well as schema.
4. Enter your two (2) questions into the document.
5. COMPLETE HINT BOXES TODAY
Assessment: Were you able to place, create, and develop a question for direct textual reference and critical thinking beyond the text to use for a group discussion?
HOMEWORK: Prep for completion of group discussion tomorrow by COMPLETING HINT BOXES
THE BOY WHO HARNESSED THE WIND
ASSESSMENT PART II
Thursday, November 5, 2015
Monday, November 2, 2015
Open your personal questions
Take out your text
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Creating Questions for greater understanding, chapters 11-13.
Assessment: Were you able to place, create, and develop questions for direct textual reference and critical thinking beyond the text to use for a group discussion tomorrow?
Chapter 14: 2(L2) and 1(L3)
Chapter 15: 2(L2) and 1(L3)
Epilogue: 1(L3)
Homework: Complete Questions
Friday, October 30, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: 1. Open previous group document.
2. Go down the page and create new heading
Chapters 11 through 13 discussion
3. Choose your best question, the one that you think will generate the most discussion and utilize the text as well as schema.
4. Enter your question into the document.
5. NO HINT BOXES TODAY
6. Begin Discussion. Take good detailed notes of your discussion.
Assessment: Were you able to place, create, and develop a question for direct textual reference and critical thinking beyond the text to use for a group discussion?
Was your discussions richer because you utilized the discussion starters? Why?
HOMEWORK: Read and annotate chapters 14-Epilogue
Thursday, October 29, 2015
BELLWORK:
Take out text
Open your creating questions document
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Creating Questions for greater understanding, chapters 11-13.
Assessment: Were you able to place, create, and develop questions for direct textual reference and critical thinking beyond the text to use for a group discussion tomorrow?
Homework: Finish up questions for tomorrow's discussion.
Read and annotate 14-Epilogue
Wednesday, October 28, 201
MAP TESTING TODAY
Chromebook out WAIT for Testing instructions!!!
TBWHTW under your desk
Tuesday, October 27, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Discussion Chapters 8-10
This is an academic discussion so utilize the provided discussion starters.
These starters will eventually enhance your writing, practice makes perfect.
Assessment: Did you actively participate in the discussion?
Use sentence starters
Contribute insightful ideas
Listen with purpose
HOMEWORK Read and annotate chapters 11-15
Monday, October 26,2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Discussion Questions
Activity: Discussion Prep
Discussion Chapters 8-10
This is an academic discussion so utilize the provided discussion starters.
These starters will eventually enhance your writing, practice makes perfect.
Assessment: Were your discussions richer because you utilized the discussion starters? Why?
Are your questions developed enough to generate discussion?
HOMEWORK: CONTINUE YOUR DISCUSSSIN PREPARATION
Read and annotate chapters 11-13
Friday, October 23, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Yesterday's Assignment
Activity: 1. Create a ONE(1) Group google doc that all students and myself have editing privileges in. (Share via e-mail)
Document Title: Period# TBWHTW Discussion Chapters 8-10
Header: Last, First
Last, First
Last, First
Last, First
Chapters 8 through 10 discussion
2. Choose three (3) of your best questions, the ones that you think will generate the most discussion and utilize the text as well as schema.
3. Enter your questions into the document.
4. Create "hints" chart fro discussion under each question.
You can get the chart from the previous discussion and cut and paste.
5. Start to input "hints" for discussion help.
Assessment: Were you able to place, create, and develop questions for direct textual reference and critical thinking beyond the text to use for a group discussion?
Were your discussions richer because you utilized the discussion starters? Why?
HOMEWORK: Complete "hints" for all group questions
Read and annotate chapters 11-13
Thursday, October 22, 2015
BELLWORK:
Take out text
Go to Google Classroom and open assignment
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Today's Assignment
Activity: Creating Questions for greater understanding.
Assessment: Were you able to place, create, and develop questions for direct textual reference and critical thinking beyond the text to use for a group discussion tomorrow?
Homework: Finish up questions for tomorrow's discussion.
Complete annotations with an emphasis on questioning for chapters 11 through 13.
Wednesday, October 21, 2015
The Boy Who Harnessed the Wind Assessment Chapters 1-7
Reflection on Group Discussions
Tuesday, October 20, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Discussion Questions
Activity: Discussion Chapters 6-7
This is an academic discussion so utilize the provided discussion starters.
These starters will eventually enhance your writing, practice makes perfect.
Assessment: Were your discussions richer because you utilized the discussion starters? Why?
Chapters 1-7 ASSESSMENT ON Wednesday
HOMEWORK: CONTINUE YOUR DISCUSSION PREPARATION
Read and annotate chapters 8-10
Monday, October 19,2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Discussion Questions
Activity: Discussion Chapters 6-7
This is an academic discussion so utilize the provided discussion starters.
These starters will eventually enhance your writing, practice makes perfect.
Assessment: Were your discussions richer because you utilized the discussion starters? Why?
Chapters 1-7 ASSESSMENT ON Wednesday
HOMEWORK: CONTINUE YOUR DISCUSSSIN PREPARATION
Read and annotate chapters 8-10
Friday, October 16, 2015 and Monday, October 19,2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Yesterday's Assignment
Activity: 1. Create a ONE(1) Group google doc that all students and myself have editing privileges in. (Share via e-mail)
Document Title: Period# TBWHTW Discussion Chapters 6-7
Header: Last, First
Last, First
Last, First
Last, First
Chapters 6 and 7 discussion
2. Choose two of your best questions, the ones that you think will generate the most discussion and utilize the text as well as schema.
3. Enter your questions into the document.
4. You will take turns taking notes for one question at a time, a rotation.
5. This is an academic discussion so utilize the provided discussion starters.
These starters will eventually enhance your writing, practice makes perfect.
Assessment: Were you able to place, create, and develop questions for direct textual reference and critical thinking beyond the text to use for a group discussion?
Were your discussions richer because you utilized the discussion starters? Why?
Chapters 1-7 ASSESSMENT ON Wednesday
HOMEWORK: Read and annotate chapters 8-10
Homework: Finish up questions for tomorrow's discussion.
Complete annotations with an emphasis on questioning for chapters 8 through 10.
Thursday, October 15, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Go to Google Classroom and open Today's Assignment
Activity: Creating Questions for greater understanding.
Assessment: Were you able to place, create, and develop questions for direct textual reference and critical thinking beyond the text to use for a group discussion tomorrow?
Homework: Finish up questions for tomorrow's discussion.
Complete annotations with an emphasis on questioning for chapters 8 through 10.
Wednesday, October 14, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Creating Questions for greater understanding.
Assessment: Were you able to place, create, and develop questions for direct textual reference and critical thinking beyond the text?
Homework: Complete annotations with an emphasis on questioning for chapters 8 through 10.
Friday, October 9, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Reading annotation groups
Assessment: Were you able to successfully cite strong and thorough textual evidence to support your understanding of the text?
Homework: Read and annotate chapters 5 through 7
Thursday, October 8, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Go to Google Classroom and COMPLETE any outstanding activities from the google classroom
Assessment: Were you able to successfully cite strong and thorough textual evidence to support
your understanding of the text?
Homework: Finish Chapter 4 annotations
Wednesday, October 7, 2015
Objective: Cite strong and thorough textual evidence
Write for clear intent
Activity: Go to Google Classroom and start:
TBWHW Graphic Organizer: Compare/Contrast Community
You have exactly one(1) period to complete this activity with your reading partner.
Assessment: Were you able to successfully cite strong and thorough textual evidence to support your understanding of the text?
Homework: Any outstanding activities
Tuesday, October 6, 2015
Objective: Cite strong and thorough textual evidence
Activity: Go to Google Classroom and start the Chapter 2 Annotation Check
You have exactly one(1) period to complete this activity with your reading partner.
Assessment: Were you able to successfully Cite strong and thorough textual evidence to support your understanding of the chapter?
Homework: Any outstanding activities
Monday, October 5, 2015
Objective: Analyze author's craft and purpose
Cite thourough textual evidence
Write for clear intent
Activity: Go to Google Classroom and start the Summative Assessment for Characterization and BVAs. You have exactly one(1) period to complete this individual Assessment(Test).
Assessment: Summative
Homework: Any outstanding activities
Friday, October 2, 2015
Bell work
Objective : Cite textual evidence
Write for clear and coherent purpose
Analyze Author's Craft
Activity:
1. Acquire New Notes
Google Classroom TBWHTW BVAs
Assessment: Analyze Author's Craft
Homework: BVA Activity completion
Read and annotate Chapter 3 and 4
Any outstanding assignments from Google Classroom
Thursday, October 1, 2015
BELL WORK
Objective : Cite textual evidence
Write for clear and coherent purpose
Activity:
1. Acquire New Notes
Google Classroom TBWHTW BVAs
Assessment: Were you able to identify text that demonstrates the author's communal beliefs?
Define attitude.
Explore communal values( author's and yours).
Homework: BVA Activity completion
Any outstanding assignments from Google Classroom
Wednesday, September 30, 2015
Objective: Cite Textual evidence to support characterization.
Activity: Characterization Activity(Google Classroom)
Assessment: Were you able to use textual evidence to accurately characterize the main characters in the text?
Homework: Complete Characterization Activity
Any outstanding assignments from Google Classroom
Tuesday, September 29, 2015
Objective: Produce clear and coherent writing that is appropriate to task.
Cite textual evidence
Activity #1 15 minutes: Journal
Table of Contents/Writing Heading: BWHW:Responsible member of a community.
Prompt(Does not need to be written out):
What does it mean to be a responsible member of a community? How do human beings demonstrate responsibility for their actions and for the well being of others in their community?
Activity #2: Reading check Prologue and Chapter 1
Homework: Video Blog
Reading check Chapter 2
Waukegan Now; Go!! completion(Summative Grade)
Monday, September 28, 2015
Bell Work
Objective: Produce clear and coherent writing that is appropriate to task.
Cite textual evidence
Activity #1 15 minutes: Journal
Table of Contents/Writing Heading: BWHW:Responsible member of a community.
Prompt(Does not need to be written out):
What does it mean to be a responsible member of a community? How do human beings demonstrate responsibility for their actions and for the well being of others in their community?
Activity #2: Reading check Prologue and Chapter 1
Homework: Classroom Activities Catch up
Waukegan Now; Go!! completion(Summative Grade)
Friday, September 25, 2015
GO to Google Classroom
Objective: Cite textual evidence
Produce clear and coherent writing
Activity: Reading Check
Homework: Complete and "Turn In" reading check
Read Chapter 2
Thursday, September 24, 2015
BELL WORK
Objective: Produce clear and coherent writing that is appropriate to task
Practice Active Reading Strategies
Activity: Using your active reading strategies, Before, During , and After, Read the prologue with your reading partner.
Assessment: Minimum requirements for ARS
Homework:
Actively Read Prologue
Actively Read Chapter One of TBWHW
Wednesday, September 23, 2015
MAP ASSESSMENT
Homework: Complete and submit any outstanding writing to Google Classroom.
In your copy of The Boy Who Harnessed the Wind, turn to the village map at the beginning and
on the adjacent blank page, draw an map of Waukegan.
TUESDAY, September 22, 2015
OBJECTIVE: To produce clear and coherent writing which cites strong and thorough textual evidence to support a claim.
Activity: Summative Writing Assessment for Waukegan Now; Go!
Assessment: You will be graded on the following items:
Evidence to support claim from other sources
Clear Thesis/Claim
Grammar usage and mechanics
Homework: Complete and Submit WAUKEGAN NOW to our NEW GOOGLE CLASSROOM
Sleep, Eat Breakfast, and come ready to MAP TEST
BRING YOUR TEXT The Boy Who Harnessed the Wind to Class tomorrow.
Monday, September 21, 2015
BellWork
Objective: Use active reading strategies to understand text
Determine Central Idea
Activity #1: Annotation of 2015 article on Waukegan Harbor
Assessment: Were you able to successfully complete a full annotation of the 2015 article?
SUBMIT ANNOTATION through Google Classroo
Activity #2: Copy Waukegan Go!! for tomorrow
SAVE as: Last name , First name P# Waukegan Now; Go!!
Homework: Start the Waukegan Go!! Evidence collection PART I ONLY
NOTE: IF you have Not Submitted your Lake Effect form, the window is closing today at 9:00 p.m.
Friday, September 18, 2015
Bell Work(Housekeeping)
Objective: Use active reading strategies to understand text
Activity: Annotation using Kami(Former notable PDF)
Assessment: Were you able to successfully complete a full annotation?
Homework: Complete full annotation of 2012 piece.
Edit window still open on yesterday's form.
$$$$ for The Boy Who Harnessed the Wind
Thursday, September 17, 2015
Bell work
Objective: To create clear and coherent writing
Identify and support Author's Purpose
Activities: Identify Author's Purpose
Identify textual evidence to support your claim
Defend your choice in Writing
https://drive.google.com/open?id=1g0I65b-knImcj0AMiiiE5j_WM399IrC43X0nSWJ65so
Assessment:
Did you identify the correct text to defend your claim of Author's Purpose?
Did you clearly defend your claim of Author's Purpose in paragraphical form?
Homework: Compete Defense of your claim.
Wednesday, September 16, 2015
Bell Work
Objective: Use active reading strategies to understand text
Activity: Full Annotation(Partner read)
Assessment: Were you able to successfully complete a full annotation?
Homework: Complete annotation of text, Lake Effect Chptr. 1
Tuesday, September 15, 2015
Bell Work
Objectives: Use active reading strategies to understand text
Activity: Close Reading( Guidelines shared in your drive)
Make inferences
Characterize the author
Assessment:
Were you able to make fairly accurate predictions?
Did you develop a reader's purpose?
Were you able to characterize the author?
Where you able to make fairly accurate inferences?
Homework: Period 2-#3 of the close reading
Monday, September 14, 2015 Writing Assessment Clairification
Friday, September 11, 2015 WRITING ASSESSMENT
Housekeeping:
Open tab for website
Take out readings
Open a tab for your research Document(your evidence)
Open tab for Love Canal Go! directions that we have been working with this week.
Objective: To produce clear and coherent writing which cites strong and thorough textual evidence to support a claim.
Activity: Summative Writing Assessment for Love Canal Go!
Complete Part II of Love Canal Go! a Google Form(assessment)
http://goo.gl/forms/kUr4AuE2bG
********Remember to click the box that sends you your responses before you submit
*******You may use all readings and charts that you have created to support their writing.
******DO not discuss your claim or writing with other students.
*******You will not be able to edit your responses. This is a one time deal.
Assessment: You will be graded on the following items:
Clear Thesis/Claim
Evidence to support claim from other sources
Grammar usage and mechanics
Homework: Edit and submit Form
Read your google book
Consider viewing the film Erin Brocovich
Thursday, September 10, 2015
Assessment: PERA
Homework: Have you found enough evidence to support your writing tomorrow?
NO WRITING TONIGHT for GO!!! web quest.
Tuesday, September 9, 2015 and Wednesday, September 10, 2015
Bell Work
Obj: Gather and evaluate evidence to support a claim
Use active reading strategies to produce clear and coherent writing.
Activity: Love Canal GO!! Web-Quest
Assessment: Were you able to find and cite at least three sources to support your claim?
Homework: Have you found enough evidence to support your writing?
NO WRITING TONIGHT for GO!!! web quest.
Get a good night's sleep and eat a good breakfast/lunch
HAVE AT LEAST ONE GOOD CITED SOURCE AND EVIDENCE
Make sure all Google Forms are updated with best efforts for previous writings. Window closes tonight at 9:00 p.m
Friday, September 4,2015
BELL WORK
Objective: Use active reading strategies to produce clear and coherent writing.
Activities: 1. Explore End of Reading(EOR) questions from BELL WORK?
(Partner and whole group).
2. DO WHAT GOOD READERS DO FIRST (INDIVIDUAL on TEXT)
3. Partner discussion of new prediction/Reader's Purpose
4. UTILIZE ACTIVE READING STRATEGIES(Annotation) for understanding(INDIVIDUAL).
Formative Assessment:
Create, Develop, and Change your prediction/create new one(s)/ as you read.
Create and develop your reader's purpose question/create new one(s)/ as you read.
Circle all unknown vocabulary as you read.
Define all unknown vocabulary in the margin.
Did you correctly identify the main ideas(3-4) of the piece?
Did you use the main idea strategies to develop a central idea for the text?
Did you use your notes to support the construction of a formal summary of the text?
Does your summary employ the correct grammar usage and mechanics?
COMPLETE FORMATIVE ASSESSMENT
https://docs.google.com/a/wps60.org/forms/d/1IzLWeYfSamIajdA3YysQ6gSWE_-WBCcz5g4QwGOZMU8/viewform
Homework: Edit and submit
Thursday, September 3, 2015
Bell Work
Objective: Determine Central Idea
Produce clear and coherent writing
Activities:
Identifying Main Idea strategies. Let's make a story.
Create a rough draft paper copy of the central idea
Using your notes as a refresher, complete central idea and summary of "Love Canal"
https://docs.google.com/a/wps60.org/forms/d/1p4x9hwhoOyQh7s8NIegdPEyNSE-661XZMPUD5oh1yUE/viewform
Assessment:
Did you correctly identify the main ideas of the piece?
Did you use the main idea strategies to devlop a central idea for the text?
Did you use your notes to support the construction of a formal summary of the text?
Does your summary employ the correct grammar usage and mechanics?
Homework: Edit summary for final submission and submit.
Wednesday, September 2, 2015
House Keeping: Take out completed homework for credit
BELL WORK
Objective: Use active reading strategies to identify the main idea, mood/tone of a text,
and summarize said text.
Cite evidence to support conclusion
Activities:
CLOSE READ ON TEXT
Mark the text with a (+) for the positive images that the author has
used to describe “Life at Love Canal.”
Mark the text with a (-) for the negative images that the author
has used to describe “Life at Love Canal.”
Underline (___________) the MAIN IDEAS in “Life at Love Canal.”
Assessment:
Were you able to identify mood/tone of the article and support your conclusion with textual evidence.
Were you able to use your active reading strategies to identify the MIs of the text correctly?
Were you able to use your active reading to summarize the reading?
Summary Construction Link:
http://goo.gl/forms/6wvk8eivRM
Homework:
Period 2, 4, 7, & period 8 : Underline Main Ideas(one per Paragraph)
Tuesday, September 1, 2015
Bell Work
Obj:
Make fairly accurate predictions
Develop a reader's purpose
Activities for learning:
Making a good prediction, Create a Readers purpose, First Reading Annotation
Assessment:
Did you make a prediction that was fairly accurate based on your first reading?
Did create a reader's purpose question?
Did you answer and/or evolve/change your reader's purpose.
Did you acknowledge unknown vocabulary?
Did you define unknown vocabulary?
HMWRK: Period 2,4, 7, and 8 :
Reading Strategy #1 Change your prediction/create new one and developing your reader's purpose question or develop new questions as you read.
Reading Strategy #2: Circle all unknown vocabulary as you read.
Define all unknown vocabulary in the margin.
Monday, August 31, 2015
Complete Bell Work
House Keeping:
If you haven't made a Literature Notes document, please do. This should be done as a Google Doc and placed in your Lit/Comp folder.
When your document is created, copy and paste the notes from the "Honors Notes" page, 8-28-15 and 8-31-15, into your new document.
Obj: Identify strategies for Make Accurate Predictions
Activities for learning:
Notes: Strategies for Making a good prediction
Assessment:
Were you able to enhance your notes to include diagram of strategies
Hmwork: Period 2: Love Canal Pre-Reading Activity #1 and #2 Predictions only
Period 3: Love Canal Pre-Reading Activity #1 and #2 Predictions only
Period 7: Love Canal Pre-Reading Activity #1 and #2 Predictions only
Period 8: Love Canal Pre-Reading Activity #1 and #2 Predictions only
Friday, August 28, 2015
Bell Work
Obj: Identify the characteristics of good readers
Activities for learning:
What good readers do?
Writing: Bell Work
Assessment: Were you able to identify the characteristics of a good reader?
Homework: 1.Get Caught up.
Get Syllabus signed by parents and
2. Gather materials for class
3. Be prepared to write about your weekend
4.Navigate the Readings>For fun> free google books
5. Choose a "classic" title to download
6. Start reading. ( It is important to start reading e-texts. This will train your brain for testing in the same medium.
Thursday, August 27, 2015
Obj:
Set up Google Tone on my Chormebook
https://chrome.google.com/webstore/detail/google-tone/nnckehldicaciogcbchegobnafnjkcne?hl=en
Set up link to Mrs. Peña's Website in my toolbar.
Complete the Bell Work for today's class.
Navigate Web Site "Regular"
Complete Homework
Assessment:
Did you use google tone to acquire Mrs. Peña's website?
Did you successfully complete the Bell Work?
Hmwrk: Create a list( OP: on paper) of mentionable qualities about your community.
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