Embedded Files
April 20th-24th
April 20th-24th
Unit EQ: To what extent should a person conform to societal expectations?
Lesson EQ: What factors drive a person to defy societal expectations?
✏️Monday: 1) View R&J Act 2, Scene 3; 2) Complete "Love Before the Law"
📚Tuesday: 1) View R&J Act 2, Scenes 4-6; 2) Read and annotate "Your Teen's Brain: Driving Without the Breaks"
✂️Wednesday: 1) STUCO election speeches; 2) Quick Write: "Reflecting on what you know about adolencent brain devlopment, to what extent can R&J be held responsible for their impulsive behavior in Act 2 of the play?"
💻Thursday: 1) Cause/effect pre-assessment; 2) Unit 8 vocab practice exercise #1
🔊Friday: 1) R&J acts 1-2 assessment
April 13th-17th
April 13th-17th
Unit EQ: To what extent should a person conform to societal expectations?
Lesson EQ: Who or what determines societal expectations?
✏️Monday: 1) View Act 1, scenes 1-3; 2) "The Elizabethan Household and Patriarchal Authority"
📚Tuesday: 1) Finish "The Elizabethan Household and Patriarchal Authority"; 2) Quick write over SQ#1
✂️Wednesday: View act 1, scenes 4-5; 2) "Dear Abby" organizer (Juliet's letter to Abby)
💻Thursday: 1) "Dear Abby" organizer (Abby's letter back to Juliet); 2) Type letters
🔊Friday: 1) Type/submit "Dear Abby" letters; 2) vocabulary
April 6th-10th
April 6th-10th
Unit EQ: To what extent should a person conform to societal expectations?
Lesson EQ: Who or what determines societal expectations?
✏️Monday:
Pre-unit 4 EQ response (pg. 29)
Philosophical Chairs (pg. 1)
📚Tuesday:
Philosophical Chairs continued (pg. 1)
"The Prologue" (pg. 3)
✂️Wednesday:
Pre-ACT (Frosh test in the upper gym at 8:00 A.M.)
💻Thursday:
View R&J film Act 1, scene 1 (through Prince's speech
"Civic Authority and the Role of Government" (pg. 11)
🔊Friday:
Fill in character tracker (pg.2)
Continue viewing R&J act 1, scene 1
Friday, MArch 20th
Friday, MArch 20th
Unit EQ: At what point does a person become an adult?
Lesson EQ: What universal experiences transition a person from childhood to adulthood?
Bell-Ringer: How does Lizabeth’s understanding of Miss Lottie change throughout the story? What's responsible for this shift?
Activity:
Finish text annotations for "Marigolds"
Quick Write: How do coming-of-age moments transition a person from childhood to adulthood?
Reminders: N/A
Monday, MArch 23Rd
Monday, MArch 23Rd
Unit EQ: At what point does a person become an adult?
Lesson EQ: What societal responsibilities, if any, does a person assume as they approach adulthood?
Bell-Ringer:
Activity:
Reminders: N/A
Thursday, MArch 19th
Thursday, MArch 19th
Unit EQ: At what point does a person become an adult?
Lesson EQ: What universal experiences transition a person from childhood to adulthood?
Bell-Ringer: Describe a moment from your childhood when you began to see the world in a more grown-up way. What caused this change in your thinking?
Activity:
Begin text annotations for "Marigolds"
Reminders: N/A
Wednesday, MArch 18th
Wednesday, MArch 18th
Unit EQ: At what point does a person become an adult?
Lesson EQ: What universal experiences transition a person from childhood to adulthood?
Bell-Ringer: Small-group assignments
Activity:
Group #1: Finish unit three essay
Group #2: Allegory practice (Inside Out)
Reminders: N/A
Tuesday, MArch 17th
Tuesday, MArch 17th
Unit EQ: At what point does a person become an adult?
Lesson EQ: Is age an appropriate marker for adulthood?
Bell-Ringer: True or false: 18 has always been the age of adulthood in the United States.
Activity:
🔗 "Why are 18-year-olds considered adults?" video notes
TEAL paragraph: Is age an appropriate marker for adulthood?
Reminders: N/A
Monday, MArch 16th
Monday, MArch 16th
Unit EQ: At what point does a person become an adult?
Lesson EQ: Is age an appropriate marker for adulthood?
Bell-Ringer: Reflecting on your video notes from Friday, should teenagers be trusted to make important decisions? Why or why not?
Activity:
Read and annotate "You're an adult. You're brain, not so much."
Reminders: N/A
Friday, MArch 13th
Friday, MArch 13th
Unit EQ: At what point does a person become an adult?
Lesson EQ: Is age an appropriate marker for adulthood?
Bell-Ringer: Do all people grow and mature at the same speed? Why or why not?
Activity:
🔗"When are you actually an adult?" video notes
Quick Write: Is age an appropriate marker for adulthood?
Reminders: N/A
Thursday, MArch 12th
Thursday, MArch 12th
Unit EQ: At what point does a person become an adult?
Bell-Ringer: Pre-Unit EQ response
Activity:
Unit 3.5 gateway activity (coming-of-age image analysis)
Reminders: N/A
Wednesday, MArch 11th
Wednesday, MArch 11th
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: What is the function of an essay conclusion paragraph?
Activity:
Conclusion notes
Continue work on unit three essay assignment (conclusion)
Prompt: In a well-developed essay, identify two persuasive appeals used in Animal Farm and explain the impact of the appeals on the audience.
Reminders: N/A
Tuesday, MArch 10th
Tuesday, MArch 10th
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: What three components make up an essay introduction paragraph?
Activity:
Continue work on unit three essay assignment (typing rough draft)
Prompt: In a well-developed essay, identify two persuasive appeals used in Animal Farm and explain the impact of the appeals on the audience.
Reminders: N/A
Monday, MArch 9th
Monday, MArch 9th
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: What is the function of the introduction paragraph of an essay?
Activity:
Essay introduction notes
Continue work on unit three essay assignment (introduction paragraph)
Prompt: In a well-developed essay, identify two persuasive appeals used in Animal Farm and explain the impact of the appeals on the audience.
Reminders: N/A
Friday, MArch 6th
Friday, MArch 6th
Unit EQ: How is language used to influence and persuade?
Bell-Ringer: Mrs. Vallincourt is out today. Sub reviews assignment list.
Activity:
Unit 7 vocab packet--practice exercises 1-3
Vocab packet posted to TEAMS. Complete on a lined sheet of paper.
Reminders: N/A
Thursday, MArch 5th
Thursday, MArch 5th
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: Class discussion over yesterday's quick write: What real-world issue(s) does Animal Farm address? Why would Orwell choose to present this text in the form of an allegory?
Activity:
Continue work on unit three essay assignment (body paragraph #2)
Prompt: In a well-developed essay, identify two persuasive appeals used in Animal Farm and explain the impact of the appeals on the audience.
Reminders: N/A
Wednesday, MArch 4th
Wednesday, MArch 4th
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: What is an allegory?
Activity:
Read and discuss "The Russian Revolution"
"The Allegory of Animal Farm" character/concept matching activity
Quick Write: What real-world issue(s) does Animal Farm address? Why would Orwell choose to present this text in the form of an allegory?
Reminders: N/A
Tuesday, MArch 3rd
Tuesday, MArch 3rd
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: How does a children’s book author help their reader understand the message of a story?
Activity:
"The Sneetches" (unit three packet. pg. 36)
Quick Write: What real-world issue(s) does the story of "The Sneetches" address?
Reminders: N/A
MONDAY, MArch 2nd
MONDAY, MArch 2nd
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: Which rhetorical choice does Old Major use to evoke pathos in the line below? (Your answer will begin with a verb -- e.g. stirs, personalizes, reminds, etc.)
"And you, Clover, where are those four foals you bore, who should have been the support and pleasure of your old age?"
Activity:
Blooket - Unit 5 Vocab Review
Vocabulary Skill Drill (Unit 5 word list)
Reminders: N/A
FRIday, February 27th
FRIday, February 27th
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: Blooket - Unit 5 Vocab Review
Activity:
Complete unit 5 vocab packet
Exercise 1: Complete the sentence
Exercise 4: Multiple Choice
Reminders: N/A
Thursday, FebRuary 26th
Thursday, FebRuary 26th
Unit EQ: How is language used to influence and persuade?
Lesson EQ: What strategies do writer's use to influence the beliefs and behaviors of their audience?
Bell-Ringer: Class reading of Animal Farm Ch. 10
Activity:
Independent Skill Application
Rhetorical Analysis (Animal Farm Ch. 9 passage)
Reminders: N/A
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