Pre-AP GEN ENG 2     

Q4 Week 9A: 5/31-6/4/2021

FOCUS:  The Tragedy of Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. NO SCHOOL

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. "Pandora's Box" activity

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. "Pandora's Box" follow up.

3. Continue The Tragedy of Julius Caesar

1. 1. Practice Monologue/Duet Rubric (9 minutes)

   2. Continue movie (51:59)

      1. Watch for your Monologue/Duet 

2. HOMEWORK: 

   1. Practice your Monologue/Duet.

   2. Study for Final Exam

Thursday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

3. Continue The Tragedy of Julius Caesar

   1. Continue movie (1:05:53)

4. HOMEWORK: 

   1. Practice your Monologue/Duet.

   2. Study for Final Exam

5. AFTER-SCHOOL TUTORING (3:00–4:00)

6. TUESDAY, 6/8, Social Philosophy Group: in pursuit of ideas. 

   1. Meet at Bread & Brew from 3:20–4:20pm

   2. Discussion topic: 

      1. Music—lyrical, thematic analysis & discussion

      2. NEXT MEETING: Chapter 12-14 The Autobiography of Malcolm X 

Friday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Conclude movie (1:39:04)

   2. Begin performances in chronological order as the chosen scenes occur in the play.

3. HOMEWORK: 

   1. Study for Final Exam

FINAL EXAM (6/9/21)

1. Semicolon

2. Colon

3. Hyphens & Dashes

4. Parallel Structure

5. NMSI Rhetorical Devices

6. Caesar selected quiz questions

7. Springboard: From On Civil Disobedience; On Women's Right to Vote

Objectives/Standards:

• Oral interpretation

• Interpret universal themes and apply them to contemporary life

• Study craft & structure of poetry

• Interpret & apply metaphor & other figures of speech

Purdue Owl

Q4 Week 8: 5/24-28/2021

FOCUS:  The Tragedy of Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Discuss Monologue/Duet Rubric

   2. Act V, Scene (3), Line (92) page 222 

   3. Act V study groups (7 minutes)

      1. Josh H., Joey, 

      2. Hayden, Dominic

      3. Brayden, Gavin, Rachel

      4. Kyleigh, Josh B., Autumn

      5. Justin, Riley

   4. Choose Monologue/Duet excerpt

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act V study groups (8 minutes)

      1. Josh H., Joey, 

      2. Hayden, Dominic

      3. Brayden, Gavin, Rachel

      4. Kyleigh, Josh B., Autumn

      5. Justin, Riley

   2. Act V Qiz

   3. Review Monologue/Duet Rubric

3. Social Philosophy Group: in pursuit of ideas. 

   1. Meet at Bread & Brew from 3:20–4:20pm

1. 1. Discussion topic: Chapter 10-11 The Autobiography of Malcolm X 

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

1. Continue The Tragedy of Julius Caesar

   1. Discuss Monologue/Duet Rubric and determine excerpts

2. HOMEWORK: Practice your Monologue/Duet.

Thursday 

1. Climate Survey

2. Journal

1. 2. four minutes of focus documenting your thoughts (5 points this week)

4. Continue The Tragedy of Julius Caesar

   1. Practice your monologue or duet

   2. Begin Movie ()

      1. Watch for your Monologue/Duet 

5. HOMEWORK: Practice your Monologue/Duet 

6. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Practice your monologue or duet

   2. Continue Movie (24:34)

      1. Watch for your Monologue/Duet 

3. HOMEWORK: Practice (memorize) your Monologue/Duet.

Monday 

1. Movie (51:59)

FINAL EXAM (6/9/21)

1. Semicolon

2. Colon

3. Hyphens & Dashes

4. Parallel Structure

5. NMSI Rhetorical Devices

6. Caesar selected quiz questions

7. Springboard: From On Civil Disobedience; On Women's Right to Vote

Objectives/Standards:

• Oral interpretation

• Interpret universal themes and apply them to contemporary life

• Study craft & structure of poetry

• Interpret & apply metaphor & other figures of speech

Purdue Owl

Q4 Week 7: 5/17-21/2021

FOCUS:  The Tragedy of Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act IV, Scene (3), Line (128) page 176

   2. Act IV study groups (15 minutes)

      1. Autumn, Joey, Justin

      2. Josh H., Rachel, Josh B.

      3. Hayden, Gavin, Riley

      4. Kyleigh, Braden, Dominic

3. HOMEWORK: 

   1. Open-book/note Act IV quiz tomorrow

   2. Practice Act V character lines

      1. See study guide/reading schedule in Classroom

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act IV Quiz

3. HOMEWORK: Open-book/note Act V quiz after study groups.

4. SOCIAL PHILOSOPHY Group Meeting 

   1. at Bread & Brew from 3:20–4:20pm

1. 1. Discussion topic: Chapter 10-11 The Autobiography of Malcolm X 

Wednesday 

1. Guidance to class to discuss Graduation, etc.

Thursday 

2. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

1. Continue The Tragedy of Julius Caesar

   1. Act IV study groups (13 minutes)

      1. Autumn, Joey, Justin

      2. Josh H., Rachel, Josh B.

      3. Hayden, Gavin, Riley

      4. Kyleigh, Braden

      5. RETAKE ACT IV QUIZ

   2. Begin Act V, Scene (1), Line (1) page 200 

2. HOMEWORK: Open-book/note Act III quiz after study groups.

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act V, Scene (1), Line (21) page 202  

Monday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act V, Scene (3), Line (92) page 222 

   2. Act V study groups (15 minutes)

      1. Josh H., Joey, 

      2. Hayden, Dominic

      3. Brayden, Gavin

      4. Kyleigh, Josh B., Autumn

      5. Justin, Riley

   3. Act V Qiz

   4. Begin the movie

COMING UP: Oral Interpretation Monologues (See Antony model video on Digital Media YouTube channel)

Objectives/Standards:

• Oral interpretation

• Interpret universal themes and apply them to contemporary life

• Study craft & structure of poetry

• Interpret & apply metaphor & other figures of speech

Purdue Owl

Q4 Week 6: 5/10-14/2021

FOCUS:  The Tragedy of Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. The Tragedy of Julius Caesar

   1. Retake Act II Quiz 

   2. When finished, study/practice quietly character lines for Act III Oral Interpretation

   3. Begin Act III

3. HOMEWORK: 

   1. Open-book/note Act III quiz after study groups.

      1. See study guide in Classroom

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act III, Scene (1), Line (18)

3. HOMEWORK: Open-book/note Act III quiz after study groups.

4. SOCIAL PHILOSOPHY Group Meeting 

   1. at Bread & Brew from 3:20–4:20pm

1. 1. Discussion topic: Chapter 8 The Autobiography of Malcolm X 

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

1. Continue The Tragedy of Julius Caesar

   1. Act IIi, Scene (1), Line (261) page 120  

2. HOMEWORK: Open-book/note Act III quiz after study groups.

Thursday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act IIi, Scene (3), Line (1) page 150 

   2. Act III study groups (15 minutes)

      1. Autumn, Riley, Braden

      2. Josh H., Gavin, Justin

      3. Hayden, Rachel, Joe

      4. Kyleigh, Josh B

   3. Act III Qiz

   4. Practice Act IV character lines when finished with qiz.

3. HOMEWORK: Practice Act IV character lines.

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

3. 1. See "Detailed Account..." document—links, references

   2. Act IV, Scene (1), Line (1) page 154

3. HOMEWORK: 

   1. study/practice quietly character lines for Act IV Oral Interpretation

Monday

1. Act IV, Scene (3), Line (128) page 176

Objectives/Standards:

• Oral interpretation

• Interpret universal themes and apply them to contemporary life

• Study craft & structure of poetry

• Interpret & apply metaphor & other figures of speech

Purdue Owl

Q4 Week 5: 5/3-7/2021

FOCUS:  The Tragedy of Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. The Tragedy of Julius Caesar

   1. Act I Quiz 

   2. When finished, study/practice quietly character lines for Act II Oral Interpretation

3. HOMEWORK: 

   1. Open-book/note Act II quiz Friday.

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act II, Scene (1), Line (1)

3. HOMEWORK: Open-book/note Act II quiz Friday.

4. SOCIAL PHILOSOPHY Group Meeting 

   1. at Bread & Brew from 3:20–4:20pm

1. 1. Discussion topic: Chapter 7 The Autobiography of Malcolm X 

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

1. Continue The Tragedy of Julius Caesar

   1. Act II, Scene (1), Line (185) page 64 top

2. HOMEWORK: Open-book/note Act II quiz Friday.

Thursday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. See study guide in Classroom

      1. Open with Kami and transfer to notes & organize your info accordingly

   2. Act II, Scene (1), Line (313) page 74 top

3. HOMEWORK: Open-book/note Act II quiz Friday.

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

3. 1. Act II study groups (15 minutes)

      1. Autumn, Josh B, Justin

      2. Josh H., Rachel, Braden

      3. Hayden, Joey, Dominic

      4. Riley, Kyleigh, Gavin

   2. Make sure to cover Act II, Scene (4), Line (41) page 96 top

   3. Act II Quiz

   4. Assign Act III characters

3. HOMEWORK: Practice Act II character lines

   1. study/practice quietly character lines for Act III Oral Interpretation

Monday

1. Continue The Tragedy of Julius Caesar

   1. Revise study-guide page numbers

   2. Act II study groups (15 minutes)

1. 1. 1. Autumn, Josh B, Justin

      2. Josh H., Rachel, Braden

      3. Hayden, Joey, Dominic

      4. Riley, Kyleigh, Gavin

1. 1. RETAKE Act II Quiz

Objectives/Standards:

• Oral interpretation

• Interpret universal themes and apply them to contemporary life

• Study craft & structure of poetry

• Interpret & apply metaphor & other figures of speech

Purdue Owl

Q4 Week 4: 4/26-30/2021

FOCUS:  Original Sonnet Presentations (voluntary); The Tragedy of Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Original sonnet presentations

   1. Any student whose sonnet slide show is complete may present it to the class if they wish.

3. The Tragedy of Julius Caesar

   1. Pass out books

      1. discuss layout

   2. Assign characters & practice parts

4. HOMEWORK: 

   1. Original Sonnet due by 11:59 tonight.

   2. Open-book/note quiz after each Act.

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

   1. Act 1, Scene (), Line ()

3. HOMEWORK: Open-book/note quiz at end of Act I.

4. (POSTPONED TILL NEXT WEEK) SOCIAL PHILOSOPHY Group Meeting 

   1. at Bread & Brew from 3:20–4:20pm

1. 1. Discussion topic: Chapter 7 The Autobiography of Malcolm X 

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

1. Continue The Tragedy of Julius Caesar

   1. Act 1, Scene (), Line ()

2. HOMEWORK: Open-book/note quiz at end of Act I.

Thursday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

3. 1. Act 1, Scene (2), Line (273)

3. HOMEWORK: Open-book/note quiz tomorrow.

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue The Tragedy of Julius Caesar

3. 2. Act 1, Scene (3), Line (1)

   3. Assign Act II characters

3. HOMEWORK: Practice Act II character lines

   1. Study for Quiz over Act I

   2. Oral Interpretation grades begin next week.

Monday

1. Quiz over Act I

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Purdue Owl

Q4 Week 3: 4/19-23/2021

FOCUS:  E.O.C. Review; Sonnet Study; The Tragedy of Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. E.O.C. Review

   1. Parallel Structure (Purdue Owl).

   2. Varied syntax (Classroom, Week 1 Semester 1, Reading Workshop Response; Purdue Owl)

   3. Semicolon & Colon (Purdue Owl).

   4. Assertion, Evidence, Commentary, Evidence, Commentary (NMSI "Digging" Activity 5).

      1. Include transitions between each—for example, additionally, finally, etc.

      2. Works for informational and argumentative responses.

   5. How an author uses rhetoric to advance point of view, purpose, tone (NMSI "Digging" Activity 4)

      1. Tone vs Mood: Tone–author's attitude as expressed through diction; Mood–reader's emotional response to writing

      2. Remember, "rhetoric" is language used to persuade and the "rhetorical situation" is the issue you're writing about and the audience you're attempting to persuade.

   6. Symbolism (NMSI "Digging" Activity 3)

   7. Synthesis

      1. Bringing together Dances with Wolves, Chief Joseph, and Susan B. Anthony to develop one theme

   8. Read test prompts carefully and paraphrase them

      1. Focus on the tasks each requires you to address (nouns and verbs)

3. Original sonnet development

   1. See sonnet study & Mr. Conklin's model for guidance (Classroom)

Tuesday

1. E.O.C. English 2

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Original sonnet development

   1. By now the sonnet should be done and the slide show partially completed.

   2. See sonnet study & Mr. Conklin's model for guidance (Classroom)

3. HOMEWORK:

   1. Work on Sonnet slide show 

Thursday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Original sonnet development

   1. By now the sonnet slide show should be 80% completed.

   2. See Rubric, Sonnet Study, & Mr. Conklin's model for guidance (Classroom)

3. HOMEWORK:

   1. Work on Sonnet slide show

Friday

1. Journal

   1. Four minutes of focus documenting your thoughts (5 points this week)

2. Original sonnet development

   1. The sonnet slide show should be completed during class.

   2. See Rubric, Sonnet Study, & Mr. Conklin's model for guidance (Classroom)

3. HOMEWORK:

   1. Original Sonnet is due Monday

Monday of Next Week

1. Journal

2. Original sonnet presentation (voluntary)

3. The Tragedy of Julius Caesar

   1. Pass out books

      1. discuss layout

   2. Assign characters & practice parts

4. HOMEWORK:

   1. Original Sonnet is due by 11:59 tonight

Tuesday of Next Week:

1. SOCIAL PHILOSOPHY Group Meeting 

   1. at Bread & Brew from 3:20–4:20pm

3. 2. Discussion topic: Chapter 7 The Autobiography of Malcolm X 

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Purdue Owl

Q4 Week 2: 4/12-16/2021

FOCUS:  Edmentum, SpringBoard Comparative Analysis with Synthesis Dances with Wolves; Sonnet Study.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Comparative Analysis with Synthesis Presentations

   1. See PowerSchool for details.

3. Introduction to Shakespeare's The Tragedy of Julius Caesar

   1. Sonnet study (Classroom)

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Begin Introduction to Shakespeare's The Tragedy of Julius Caesar

   1. Sonnet study (Classroom)

      1. complete #123

3. HOMEWORK:

   1. Complete Edmentum Pathway #9 by 11:59 Friday, 4/16.

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Introduction to Shakespeare's The Tragedy of Julius Caesar

   1. Continue Sonnet study (Classroom)

      1. Start #3 first quatrain 

      2. Cover iambic pentameter

3. HOMEWORK:

   1. Complete Edmentum Pathway #9 by 11:59 Friday, 4/16.

4. SOCIAL PHILOSOPHY Group Meeting 

   1. Today at Bread & Brew from 3:20–4:20pm

   2. Discussion topic: Chapter 6 The Autobiography of Malcolm X  

Thursday 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Conclude Sonnet study (Classroom)

   1. Start 130

3. HOMEWORK:

   1. Complete Edmentum Pathway #9 by 11:59 Friday, 4/16.

Friday

1. Journal

   1. Four minutes of focus documenting your thoughts (5 points this week)

2. Conclude Sonnet study (Classroom)

   1. Present and analyze Mr. Conklin's model

   2. Compose your original sonnet

      1. At this point, use the second slide of your template.

3. HOMEWORK:

   1. Complete Edmentum Pathway #9 by 11:59 Tonight, 4/16.

Coming up:

1. Shakespeare's The Tragedy of Julius Caesar

   1. Pass out No Fear Shakespeare books

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Purdue Owl

Q4 Week 1: 4/5–9/2021

FOCUS:  Edmentum, SpringBoard Comparative Analysis with Synthesis Dances with Wolves; ...Julius Caesar.  Assignment grades will decrease by 10% for each day turned in late. 

Monday 

1. NO SCHOOL

Tuesday

1. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

2. Comparative Analysis with Synthesis

   1. Review assignment guidelines (Classroom)

   2. Debrief Dances with Wolves

      1. Research quotes from the movie (NOT from www.moviequotes.com).

   3. Develop Project

3. HOMEWORK:

   1. Comparative Analysis with Synthesis is due tomorrow.

   2. Complete Edmentum Pathway #8 by 11:59 Friday, 4/9.

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday 

1. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

2. Comparative Analysis with Synthesis

   1. Complete Project Development

3. HOMEWORK:

   1. Comparative Analysis with Synthesis is due today.

   2. Complete Edmentum Pathway #8 by 11:59 Friday, 4/9.

4. SOCIAL PHILOSOPHY Group Meeting 

   1. Today, 3/24, at Bread & Brew from 3:20–4:20pm

   2. Discussion topic: The Autobiography of Malcolm X  (sign out a book from Mr. Conklin at the end of class)

      1. Chapters 4 & 5

Thursday 

1. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

2. Comparative Analysis with Synthesis

   1. Present Comparative Analysis w/Synthesis Projects

      1. practice with partners

         1. Dominic & Riley; Gavin & Braden; Autumn & Hayden;  Josh H. & Rachel; Kyleigh & Josh B.; Joey & Justin

            1. Thematic title slide; 8-10-word synthesis statement; unique slide designs; sequential animations added; legible font (color with background)

3. HOMEWORK:

   1. Comparative Analysis with Synthesis is due today.

   2. Complete Edmentum Pathway #8 by 11:59 Friday, 4/9.

Friday

2. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

3. Comparative Analysis with Synthesis

   1. One last revision

      1. Thematic title slide; 8-10-word synthesis statement; unique slide designs; sequential animations added; legible font (color with background)

   2. Comparative Analysis w/Synthesis Project Presentations

      1. See PowerSchool for details.

4. Introduction to Shakespeare's The Tragedy of Julius Caesar

   1. Sonnet study (Classroom)

5. HOMEWORK:

   1. Comparative Analysis with Synthesis is due today.

   2. Complete Edmentum Pathway #8 by 11:59 tonight, 4/9.

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

• CCSS.ELA-Literacy.RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9?10 text complexity band proficiently, with scaffolding as needed at the high end of the range. by the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9?10 text complexity band independently and proficiently.

Purdue Owl

Q3 Week 9: 3/22-26/2021

FOCUS:  Edmentum, SpringBoard. Email me as you complete late/makeup work. 

Monday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. (2:43:35) Movie: Dances with Wolves

   1. See Classroom for Argument Synthesis Essay guidelines

Tuesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. (2:11:23) Movie: Dances with Wolves

   1. See Classroom for revised Comparative Analysis assignment

3. HOMEWORK:

   1. Complete all assigned work for POSSIBLE late credit 

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. (1:40:37) Movie: Dances with Wolves

   1. See Classroom for Comparative Analysis assignment

3. HOMEWORK:

   1. Complete all assigned work for POSSIBLE late credit 

4. SOCIAL PHILOSOPHY Group Meeting 

   1. Today, 3/24, at Bread & Brew from 3:20–4:20pm

   2. Discussion topic: The Autobiography of Malcolm X  (sign out a book from Mr. Conklin at the end of class)

      1. Chapters 2 & 3

Thursday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. (58:48) Movie: Dances with Wolves

   1. See Classroom for Comparative Analysis assignment

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (8:00–8:47) 

3. NO SCHOOL

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Purdue Owl

Q3 Week 8: 3/15–19/2021

FOCUS:  Edmentum, SpringBoard. Email me as you complete late/makeup work. 

Monday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.8: "On Surrender..." 

   1. Discuss "On Surrender..."

3. HOMEWORK:

   1. Complete Edmentum Pathway #7 by 11:59 Friday, 3/19

Tuesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.8: Oral Interpretation & Discussion of "On Women's..." 

   1. Synthesis ¶ (Classroom Week Eight Response Document)

      1. Develop a claim that defines cultural oppression and states a negative impact.

3. HOMEWORK:

   1. Develop your Synthesis ¶ claim/assertion

   2. Complete Edmentum Pathway #7 by 11:59 Friday, 3/19

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.8: Draft Synthesis ¶ (Classroom Week Eight Response Document)

   2. 1. Develop an assertion, or claim, that defines cultural oppression and states a negative impact.

      2. Synthesize and embed an excerpted phrase from both "On Surrender..." and "On Women's..." as evidence

      3. Your commentary analyzes how both sources support your claim.

3. HOMEWORK:

   1. Complete Edmentum Pathway #7 by 11:59 Friday, 3/19

4. SOCIAL PHILOSOPHY Group Meeting 

   1. Today, 3/17, at Bread & Brew from 3:20–4:20pm

   2. Discussion topic: The Autobiography of Malcolm X  (sign out a book from Mr. Conklin at the end of class)

      1. Chapters 1 & 2

Thursday (8:00–8:47) 

1. SCHEDULING

2. If time permits: Springboard 1.8: Draft Synthesis ¶ (Classroom Week Eight Response Document)

   1. Transfer written content to and discuss the Rubric document.

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Movie: Dances with Wolves

   1. See Classroom for Argument Synthesis Essay guidelines

4. HOMEWORK:

   1. Complete Edmentum Pathway #7 by 11:59 Tonight, 3/19.

   2. Complete Synthesis Paragraph by 11:59 Sunday.

Monday (8:00–8:47) 

3. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

4. (2:43:35) Movie: Dances with Wolves

   1. See Classroom for Argument Synthesis Essay guidelines

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Purdue Owl

Q3 Week 7: 3/8–12/2021

FOCUS:  Edmentum, SpringBoard. Email me as you complete late/makeup work. 

Monday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.7 

   1. "From On Civil Disobedience" 

      1. Complete/Revise "Parallelism" 

      2. Discuss "How an Author Builds an Argument"

         1. copy Mr. Conklin's additional notes

3. HOMEWORK:

   1. "How an Author..." ¶s due by class time Wednesday.

   2. Complete Edmentum Pathway #6 by 11:59 Friday, 3/12

Tuesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.8: "On Surrender... On Women's..." 

   1. Mark pre-reading guidelines; mark & annotate "On Surrender..." 

3. HOMEWORK:

   1. "How an Author..." ¶s due by class time Wednesday.

   2. Complete Edmentum Pathway #6 by 11:59 Friday, 3/12

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.8: "On Surrender... On Women's..." 

   1. Complete "How and Author..."

3. HOMEWORK:

   1. Mark & annotate "On Surrender..." and "On Women's..." 

   2. Complete—Making Observations, Returning to...

   3. Complete Edmentum Pathway #6 by 11:59 Friday, 3/12

4. SOCIAL PHILOSOPHY Group Meeting 

   1. First meeting is today, 3/10, in Room 99 from 3:05–4:05pm

   2. Discussion topic: The Autobiography of Malcolm X  (sign out a book from Mr. Conklin at the end of class)

      1. Foreword, Introduction, Chapter 1

Thursday (8:00–8:47) 

1. SCHEDULING

2. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.8: "On Surrender... On Women's..." 

2. 1. Discuss "On Surrender..." & "On Women's..."—complete Making Observations, Returning to... 

3. Synthesis ¶

   1. Develop a claim that states the negative impact of cultural oppression.

   2. Synthesize and embed an excerpted phrase from both "On Surrender..." and "On Women's..." as evidence

   3. Your commentary analyzes how both sources support your claim.

4. HOMEWORK:

   1. Complete Edmentum Pathway #6 by 11:59 Tonight, 3/12

Monday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.8: "On Surrender... On Women's..." 

   1. Discuss "On Women's..."—Writing Prompt: Informational 

3. HOMEWORK:

   1. TBA

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Purdue Owl

Q3 Week 6: 3/1-5/2021

FOCUS:  Edmentum, NMSI, SpringBoard. Email me as you complete late/makeup work. 

Monday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. NMSI 

   1. "Digging"  

      1. You must complete Activities Three & Four to complete Five

      2. Tidy up / Complete NOW.

1. HOMEWORK:

   1. Complete Edmentum Pathway #4 for late credit (-10% per day past due date)

Tuesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.7 

   1. Mark "Learning Targets, Preview, As You Read" (8 points) 

   2. Mark & Annotate "From On Civil Disobedience" (10 points)

2. HOMEWORK:

   1. Mark & Annnotate by 11:59 tonight.

   2. Complete Edmentum Pathway #5 by 11:59 Friday, 3/5

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.7 

   1. Discuss "From On Civil Disobedience" 

      1. Work on "Making Observations, Returning to..., Working from the Text" (9 points)

3. HOMEWORK:

   1. Complete Edmentum Pathway #5 by 11:59 Friday, 3/5

4. SOCIAL PHILOSOPHY Group Meeting 

   1. First meeting is next Wednesday, 3/10, in Room 99 from 3:05–4:05pm

   2. Discussion topic: The Autobiography of Malcolm X  (sign out a book from Mr. Conklin at the end of class)

      1. Foreword, Introduction, Chapter 1

Thursday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.7 

   1. "From On Civil Disobedience" 

      1. Complete "Making Observations, Returning to..., Working from the Text" (9 points)

      2. Complete "Language & Writer's Craft" (4 points)

4. HOMEWORK:

   1. Complete Edmentum Pathway #5 by 11:59 Friday, 3/5

5. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (8:00–8:47) 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Springboard 1.7 

   1. "From On Civil Disobedience" 

      1. Discuss "Working from the Text, Language & Writer's Craft"

      2. Complete "Parallelism" and discuss "How an Author Builds an Argument"

3. HOMEWORK:

   1. Complete Edmentum Pathway #5 by 11:59 tonight, 3/5

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

• CCSS.ELA-Literacy.RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9?10 text complexity band proficiently, with scaffolding as needed at the high end of the range. by the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9?10 text complexity band independently and proficiently.

Purdue Owl

Q3 Week 5: 2/22-26/2021

FOCUS:  Edmentum, NMSI. Email me as you complete late/makeup work. 

Monday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

2. NMSI 

   1. Conclude Rhetorical Devices Presentations.

      1. Riley 

   2. "Digging"  

      1. Activity Four Overview.

      2. Complete "Digging" work for late credit.

1. HOMEWORK:

   1. Complete Activity Four (16) by class time Wednesday.

   2. Complete Edmentum Pathway #4 by 11:59 Thursday, 2/25

Tuesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

2. NMSI 

   1. "Digging"  

      1. Complete "Digging" Activity Four.

2. HOMEWORK:

   1. Complete Activity Four (16) by class time Wednesday.

   2. Complete Edmentum Pathway #4 by 11:59 Thursday, 2/25

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

3. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

4. NMSI 

   1. "Digging"  

      1. Discuss "Digging" Activity Five.

         1. Add a page for the essay: see the + sign at the bottom.

4. HOMEWORK:

   1. Complete Activity Five by 11:59 Sunday, 2/28.

   2. Complete Edmentum Pathway #4 by 11:59 Thursday, 2/25

Thursday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (4 points this week)

2. Seating Chart

3. NMSI 

   1. "Digging"  

      1. Work on "Digging" Activity Five.

5. HOMEWORK:

   1. Complete Edmentum Pathway #4 by 11:59 tonight, 2/25

Friday (8:00–8:42) Online Cohorts A & B 

1. NO SCHOOL

   1. Complete all late and pending work; See this website for details.

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

• CCSS.ELA-Literacy.RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9?10 text complexity band proficiently, with scaffolding as needed at the high end of the range. by the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9?10 text complexity band independently and proficiently.

Purdue Owl

Q3 Week 4: 2/15-19/2021

FOCUS:  Edmentum, NMSI. Email me as you complete late/makeup work. 

Monday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Wednesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

2. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

3. NMSI 

   1. Continue Rhetorical Devices Presentations.

      1. Estella

   2. "Digging"  Discuss Activity Two

      1. annotations & markings of the text

      2. page 25 (16 points).

      3. Begin Activity Three (21 points).

1. HOMEWORK:

   1. Complete Activity Three (21 points).

Thursday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. NMSI 

   1. Continue Rhetorical Devices Presentations.

      1. Bella

   2. "Digging"  Discuss Activity Three

2. HOMEWORK:

   1. Check out Activity Four (14 points).

Friday (8:00–8:42) Online Cohorts A & B 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. NMSI 

   1. POSTPONED till Monday: Conclude Rhetorical Devices Presentations.

      1. Riley (absent)

   2. "Digging"  

   3. Complete all work through Activity Three.

3. HOMEWORK:

   1. Preview/Complete Activity Four.

   2. Complete Edmentum Pathway #3 by 11:59 Sunday, 2/21

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Purdue Owl

Q3 Week 3: 2/8-12/2021

FOCUS:  Edmentum, NMSI. Email me as you complete late/makeup work. 

Monday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Check Springboard Activity 1.6

   1. Discuss progress with "Explain How an Author Builds an Argument"

      1. Revise semicolon & colon sentences

         1. Color code blue

3. NMSI Rhetorical Devices 

   1. Sign in via Kami.

      1. Practice Kami's features.

   2. Pairs/Individuals choose one rhetorical device of three and present it to the class:

      1. introduction

4. HOMEWORK:

   1. NONE

Tuesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. WORKDAY

Wednesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

3. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

4. NMSI Rhetorical Devices Preparation & Presentations: Study a group of them; present just one to the class.

   1. define the device; explain its effect

   2. read the example sentence (without the device if possible); then read the example with it to show contrast.

   3. Observe Mr. Conklin's model presentation

      1. Use Kami to mark & annotate your pdf

5. CLASS/HOMEWORK:

   1. Prepare presentation

Thursday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue Rhetorical Devices Presentations

3. Begin NMSI "Digging"

   1. Activity One

      1. Discuss the prompt

   2. Introduce Activity One (14 points).

4. HOMEWORK:

   1. Complete Activity One (14 points).

Friday (8:00–8:42) Online Cohorts A & B 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue Rhetorical Devices Presentations

   1. Hayden

3. NMSI "Digging"

   1. Discuss Activity One

      1. Read the poem aloud

         1. Annotate and mark the poem according to guidelines (10 points)

         2. Discuss the prompts and complete page 25 (16 points).

      2. Begin Activity Two (14 points).

1. HOMEWORK:

   1. Complete Activity Two (14 points).

Monday (8:00–8:42) Cohort B In-Person, Cohort A in Google Meet 

1. NO SCHOOL

 Tuesday (8:00–8:42) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue NMSI "Digging"

   1. Activity Four

      1. Discuss the prompts 

      2. Complete Activity Three (14 points).

      3. Begin Activity Four (16 points).

3. HOMEWORK:

   1. Complete Activity Four (16 points).

 Wednesday (8:00–8:42) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue NMSI "Digging"

   1. Activity Five

      1. Discuss the prompts & rubric

      2. Complete Activity Five (40 points).

3. HOMEWORK:

   1. Complete Activity Four (40 points).

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

• CCSS.ELA-Literacy.RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9?10 text complexity band proficiently, with scaffolding as needed at the high end of the range. by the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9?10 text complexity band independently and proficiently.

Purdue Owl

Q3 Week 2: 2/1-5/2021

FOCUS:  Edmentum; Springboard. Email me as you complete late/makeup work. 

Monday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

2. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

3. Time Capsule Vote

4. Continue Springboard Activity 1.6

   1. Discuss "From We Need...", completing "Making Observations" and "Returning to the Text".

   2. Complete "Focus on the Sentence" and "Working from the Text" in Breakout Rooms. 

5. HOMEWORK:

   1. Complete today's Springboard assignments by class time tomorrow.

   2. Complete second Edmentum Pathway for Midterm Assessment by 11:59 Friday, 2/5.

Wednesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue Springboard Activity 1.6

   1. Discuss "Focus on the Sentence" and "Working from the Text" as student presents. 

   2. Discuss and complete "Logical Fallacies" and "Language & Writer's Craft"

3. HOMEWORK:

   1. Complete "Language & Writer's Craft" by 11:59 tonight (8 points).

   2. Complete second Edmentum Pathway for Midterm Assessment by 11:59 Friday, 2/5.

Thursday (8:00–8:42) Online Cohorts A & B 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Conclude Springboard Activity 1.6

   1. Discuss and revise "Language & Writer's Craft"

   2. Revise "Focus on the Sentence" and "Working from the Text" in Breakout Rooms. 

   3. Discuss and complete "Explain How an Author Builds an Argument"

      1. See Annotation Sticky

3. HOMEWORK:

   1. Complete "Explain How..." paragraphs by 11:59 Thursday, 2/4 (16 points).

   2. Complete second Edmentum Pathway for Midterm Assessment by 11:59 Friday, 2/5.

Friday (8:00–8:42) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Check Springboard Activity 1.6

   1. Discuss progress with "Explain How an Author Builds an Argument"

      1. See Annotation Sticky

      2. Revise/Complete accordingly

3. Begin Springboard Activity 1.7

4. HOMEWORK:

   1. Complete "Explain How..." paragraphs by 11:59 tonight (16 points).

   2. Complete second Edmentum Pathway for Midterm Assessment by 11:59 TONIGHT, 2/5.

 Monday (8:00–8:42) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue Springboard Activity 1.7

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

• CCSS.ELA-Literacy.RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9?10 text complexity band proficiently, with scaffolding as needed at the high end of the range. by the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9?10 text complexity band independently and proficiently.

Purdue Owl

Q3 Week 1: 1/25–29/2021

FOCUS:  Edmentum; The Assignment You'll Remember, Forget, Remember. Email me as you complete late/makeup work. 

Monday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. The Assignment You'll Remember, Forget, Remember.

   1. Keynote presentation

3. HOMEWORK:

   1. Rough Draft due in Rubric Document by class time Tuesday.

   2. EXTRA CREDIT: Time Capsule Cover due by class time Wednesday.

Tuesday (8:00–8:42) Cohort A in person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. The Assignment You'll Remember, Forget, Remember.

   1. Continue Keynote at brainstorm slide

      1. Develop Rough Draft.

3. HOMEWORK:

   1. Rough draft due by class time Wednesday (15 points).

      1. See Required Sentence structures (Purdue Owl)

   2. EXTRA CREDIT: Time Capsule Cover due by class time Wednesday.

Wednesday (8:00–8:42) Online Cohorts A & B 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. The Assignment You'll Remember, Forget, Remember.

   1. Turn in Final Copy with stamped envelope.

   2. EXTRA CREDIT: Time Capsule Cover due by class time.

3. Springboard Activity 1.6

4. HOMEWORK:

   1. Final Copy with stamped envelope due by class time tomorrow, 1/28.

Thursday (8:00–8:42) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue Springboard Activity 1.6

 Friday (8:00–8:42) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (5 points this week)

2. Continue Springboard Activity 1.6

3. HOMEWORK:

   1. Complete first Edmentum Pathway for Midterm Assessment by 11:59 Sunday, 1/31.

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author?s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Teaching Standards:

Purdue Owl

Q2 Week 9: 1/18–22/2021

FOCUS:  Edmentum; The Assignment You'll Remember, Forget, Remember. Email me as you complete late/makeup work. 

Monday (8:00–9:10) Cohort A In-Person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday Cohort A In-Person, Cohort B in Google Meet 

1. Intervention 9:10–9:25am

2. Intervention Study Hall 1:30–3:00

Wednesday (8:00–8:52) Online Cohorts A & B 

1. Complete outstanding assignments for late credit.

   1. In-class help session

Thursday (8:00–9:10) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (8 points this week)

2. Edmentum: Midterm Growth Assessment

   1. Your goal is to improve your test score to reduce the number of Prescription Pathways assigned after completion.

3. Intervention 9:10–9:25am, 1:25–1:45pm

 Friday Cohort B In-Person, Cohort A in Google Meet 

1. Intervention 9:10–9:25am

2. Intervention Study Hall 1:30–3:00

Monday (8:00–8:42) Cohort A In-Person, Cohort B in Google Meet 

1. The Assignment You'll Remember, Forget, Remember.

2. HOMEWORK:

   1. Rough Draft due by class time Tuesday.

   2. EXTRA CREDIT: Time Capsule Cover due by class time Tuesday.

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author?s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Teaching Standards:

Purdue Owl

Q2 Week 8: 1/10-14/2021

FOCUS:  Springboard 1.5: Explanatory Essay. Remember to email me as you complete late/makeup work. 

Monday (8:00–9:10) Cohort A In-Person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (8 points this week)

2. Springboard Activity 1.5: Explanatory Essay

   1. Discuss "Write a Thesis" and "Craft an Introduction"

   2. Discuss Rubric (Classroom Q2 Weeks Seven & Eight)

      1. Set up your essay and begin drafting your Explanatory Essay in the Rubric Document

3. Intervention 9:10–9:25am, 1:25–1:45pm

4. HOMEWORK: 

   1. Explanatory Essay is due by 11:59 Friday, 1/15.

   2. Email me about late work completed.

Tuesday Cohort A In-Person, Cohort B in Google Meet 

1. Intervention 9:10–9:25am

2. Intervention Study Hall 1:30–3:00

Wednesday (8:00–8:52) Online Cohorts A & B 

1. Independently draft your Explanatory Essay.

   1. peer edit with a partner of your choice 

Thursday (8:00–9:10) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (8 points this week)

2. Edmentum: Midterm Growth Assessment

   1. Your goal is to improve your test score to reduce the number of Prescription Pathways assigned after completion.

3. Intervention 9:10–9:25am, 1:25–1:45pm

 Friday Cohort B In-Person, Cohort A in Google Meet 

1. Intervention 9:10–9:25am

2. Intervention Study Hall 1:30–3:00

Monday (8:00–9:10) Cohort A In-Person, Cohort B in Google Meet 

1. Edmentum Midterm Test

   1. Your goal is to improve your test score to reduce the number of Prescription Pathways assigned after completion.

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author?s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Teaching Standards:

Purdue Owl

Q2 Week 7: 1/4-8/2021

FOCUS:  Springboard; Edmentum

Monday (8:00–9:10) Cohort A In-Person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (8 points this week)

2. Springboard Activity 1.5

   1. Learning Targets, Preview

   2. Examining a Multiple-Meaning Word & Developing the Claim

   3. Discuss "...How an Author Builds an Argument"

3. Edmentum

   1. You have till 11:59 Thursday to complete EIGHT pathways at 80% or better for late partial credit.

4. Intervention 9:10–9:25am, 1:25–1:45pm

5. HOMEWORK: 

   1. Activity 1.5 "Gather Ideas" & Write a Thesis (10 points)

Tuesday Cohort A In-Person, Cohort B in Google Meet 

1. Intervention 9:10–9:25am

2. Intervention Study Hall 1:30–3:00

Wednesday (8:00–8:52) Online Cohorts A & B 

1. Work independently on Springboard and Edmentum.

Thursday (8:00–9:10) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (two points this week)

2. Springboard Activity 1.5

   1. Complete Examining a Multiple-Meaning Word & Developing the Claim

   2. Complete "Gather Ideas" "Write a Thesis (5 & 6)" & "Craft an Introduction"

3. Edmentum

   1. You have till 11:59 TONIGHT to complete EIGHT pathways at 80% or better for late partial credit.

4. Intervention 9:10–9:25am, 1:25–1:45pm

 Friday Cohort B In-Person, Cohort A in Google Meet 

1. Intervention 9:10–9:25am

2. Intervention Study Hall 1:30–3:00

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.6  Determine an author?s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

• CCSS.ELA-Literacy.RI.9-10.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

• CCSS.ELA-Literacy.W.9-10.2  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• CCSS.ELA-Literacy.RI.9-10.5  Analyze in detail how an author?s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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

Teaching Standards:

Purdue Owl

Q2 Week 6+: 12/21-25/2020

FOCUS:  Tidy up

Monday Online Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am, 12:50–1:40pm

2. Journal

   1. four minutes of focus documenting your thoughts (two points this week)

3. Springboard catch up by completing all asignments.

4. Edmentum

   1. You need to have EIGHT pathways completed at 80% or better to be caught up.

5. Holiday Movie

Tuesday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

2. Intervention 9:10–10:00am

3. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B 

1. NO SCHOOL

Thursday Cohorts A & B Google Meet Collaboration

1. NO SCHOOL

 Friday OnlineCohorts A & B Google Meet Collaboration

1. NO SCHOOL

Objectives/Standards:

Teaching Standards:

Purdue Owl

Q2 Week 6: 12/14-18/2020

FOCUS:  Springboard; Edmentum

Monday Online Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am, 12:50–1:40pm

2. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

3. Springboard Activity 1.4

   1. Turkle's "Flight from Conversation" 

      1. Complete the Socratic Seminar

         1. Gwen, Riley, Autumn, Josh B., Lill, Josh H., Rachel, Nathan, James P.

         2. Complete "14. Reflecting on the Seminar"

4. Edmentum

   1. You need to have SEVEN pathways completed at 80% or better to be caught up.

Tuesday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

2. Intervention 9:10–10:00am

3. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B 

1. Mandatory Help Session during first period for students with a failing grade, 8:00–8:52

Thursday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am, 12:50–1:40pm

2. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

3. RETURN LIBRARY BOOK(S)

4. Springboard 1.4: Socratic Seminar reflection (14)

   1. Last-Chance Socratic Seminar for those who weren't ready last Monday

      1. Set up your Seminar participants and head to Breakout Room 

5. Springboard Activity 1.5: Analyzing an Argument

   1. Learning Targets, Preview

   2. Examining a Multiple-Meaning Word

   3. Developing the Claim

6. Edmentum

   1. Complete EIGHTH pathway by 11:59 tomorrow (10 points)

 Friday OnlineCohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am

2. OFFICE HOURS 12:50–3:00

3. Edmentum

   1. Complete SEVENTH pathway by 11:59 tonight (10 points)

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

2. Springboard Activity 1.5

Objectives/Standards:

1. CCSS.ELA-Literacy.SL.9-10.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

2. CCSS.ELA-Literacy.SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

3. CCSS.ELA-Literacy.SL.9-10.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

4. CCSS.ELA-Literacy.RI.9-10.5:  Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Teaching Standards:

Purdue Owl

Q2 Week 5: 12/7-11/2020

FOCUS:  Springboard; Edmentum

Monday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

2. Springboard Activity 1.4

   1. Turkle's "Flight from Conversation" 

      1. Discuss "Making Observations" and "Returning to the Text".

      2. Discuss and review "Focus on the Sentence", Socratic Seminar, "Working from the Text" (11, 12, 13) in Breakout Sessions 

         1. Check responses to quiz

3. Edmentum

   1. Complete FIFTH pathway (Late credit)

4. HOMEWORK: 

   1. Edmentum pathway SIX by 11:59 tomorrow tonight (10 points)

      1. Cannot verify extent of Tutorial completion

Tuesday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

2. Intervention 9:10–10:00am

3. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B 

1. NEXT WEEK: Mandatory Help Session during first period for students with a failing grade, 8:00–8:52

Thursday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am, 12:50–1:40pm

2. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

3. Springboard Activity 1.4

   1. Turkle's "Flight from Conversation" 

      1. Complete preparation for the Socratic Seminar

         1. Gwen, Riley, Autumn, Josh B., Lill, Josh H., Rachel, Nathan

         2. Complete "14. Reflecting on the Seminar"

4. Edmentum

   1. Complete SEVENTH pathway by 11:59 tomorrow (10 points)

      1. Cannot verify extent of Tutorial completion

 Friday OnlineCohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am

2. OFFICE HOURS 12:50–3:00

3. Edmentum

   1. Complete SEVENTH pathway by 11:59 tonight (10 points)

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, four points per week)

2. Springboard Activity 1.4

   1. Turkle's "Flight from Conversation" 

      1. Complete the Socratic Seminar

         1. Gwen, Riley, Autumn, Josh B., Lill, Josh H., Rachel, Nathan, James P.

         2. Complete "14. Reflecting on the Seminar"

Objectives/Standards:

1. CCSS.ELA-Literacy.SL.9-10.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

2. CCSS.ELA-Literacy.SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

3. CCSS.ELA-Literacy.SL.9-10.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Teaching Standards:

Purdue Owl

Q2 Week 4: 11/30–/12/4/2020

FOCUS:  Springboard; Edmentum

Monday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.4 (check link in Q2 Wk4 Classroom)

   1. Review "Examining Diction" & "Claims and Evidence" (18 points)

   2. Revise/Complete annotations and markings in Turkle's "Flight from Conversation" (12 points)

   3. Collaborate on "Making Observations" and "Returning to the Text" in Breakout sessions.

3. Edmentum

   1. Complete fourth pathway (10 points)

   2. Complete "Making Observations" and "Returning to the Text" by 11:59 Tuesday, tomorrow (10 points)

4. HOMEWORK: 

   1. Edmentum pathway 4 by 11:59 tonight

Tuesday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Intervention 9:10–10:00am

3. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B 

1. Help Session during first period, 8:00–8:52

Thursday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.4

   1. Discuss Turkle's "Flight from Conversation" 

      1. Check"Making Observations" and "Returning to the Text".

      2. Discuss and complete "Focus on the Sentence", Socratic Seminar, "Working from the Text" (11, 12, 13) in Breakout Sessions 

         1. Check responses to quiz

3. Edmentum

   1. Complete fifth pathway (10 points)

 Friday OnlineCohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am

2. OFFICE HOURS 12:50–3:00

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.4: Technology and Communication

   1. Participate in the Socratic Seminar

Objectives/Standards:

1. CCSS.ELA-Literacy.L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

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

3. CCSS.ELA-Literacy.L.9-10.2a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Teaching Standards:

Purdue Owl

Q2 Week 3: 11/23-27/2020

FOCUS:  Springboard; Edmentum

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Complete all Springboard and Edmentum work.

   1. After-school Tutoring today from 3:00-4:00

Tuesday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Access your Pre-AP Classroom via the link on Mr. Conklin's website Home page.

   1. Use your first name.last name + school email as your username and "Forgot Password" if you can't remember last year's Pre-AP password.

3. Complete all Springboard and Edmentum work.

Wednesday Online Cohorts A & B Google Meet Collaboration

1. NO SCHOOL

Thursday Cohorts A & B Google Meet Collaboration

1. NO SCHOOL

 Friday Cohort B Google Meet Collaboration

1. NO SCHOOL

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.4: Technology and Communication

   1. Introducting Socratic Seminar

   2. Working from the Text 11, 12, 13 (12 points)

Objectives/Standards:

Teaching Standards:

Purdue Owl

Q2 Week 2: 11/16-20/2020

FOCUS:  Springboard; Edmentum

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Edmentum Benchmark Assessment

   1. Complete Benchmark Test for late credit.

3. Springboard Activity 1.3: Informational paragraphs; Technology and Communication

   1. Revise/Complete Informational Writing paragraphs

      1. Claim, Evidence, Analysisd revised in Breakout Rooms

   2. After-school Tutoring today from 3:00-4:00

Tuesday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.3: Informational paragraphs; Technology and Communication

   1. Revise Informational Writing paragraphs

      1. Breakout Room:

         1. Claim, Evidence, Analysis of required topics

         2. Embedded, cited excerpts

3. Edmentum

   1. Complete one pathway for Fall 2020 Benchmark Test 

4. HOMEWORK by 11:59 tonight: 

   1. Text markings and annotation stickies for Flight from Conversation (12 points)

   2. Edmentum pathway (10 points)

Wednesday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.4: Technology and Communication

   1. Learning Targets & Preview

   2. Watch Marshall Davis Jones Poetry O.I.

      1. Complete "Examining Diction"

   3. "Claims and Evidence", "As You Read"

3. Edmentum

   1. Complete work as is needed

Thursday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.4: Technology and Communication

   1. S.S.R. Turkle's "Flight from Conversation"

      1. Mark & Annotate the text (12 points)

3. Edmentum

   1. Complete work as is needed

4. After-school Tutoring today from 3:00-4:00

 Friday Cohort B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.4

   1. Complete "Examining Diction" & "Claims and Evidence" (18 points)

   2. Annotate & mark Turkle's "Flight from Conversation" (12 points)

3. Edmentum

   1. Complete second and third pathways (20 points)

4. HOMEWORK: 

   1. Edmentum pathways 2 & 3 by 11:59 Sunday, 11/22/2020

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Complete all Springboard & Edmentum work.

Objectives/Standards:

• Determine the claims of two texts, and analyze how the authors expand these claims and support them with evidence.

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Draw inferences about a multimedia text.

• CCSS.ELA-Literacy.L.9-10.3

• Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• CCSS.ELA-Literacy.SL.9-10.1c

• Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• CCSS.ELA-Literacy.RI.9-10.5

• Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

• CCSS.ELA-Literacy.RI.9-10.8

• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Teaching Standards:

• 1.1, 1.2: Literary Analysis

• 2.1, 2.2, 2.3: C.E.A. embedding & Citi

• 3.2, 3.3, 3.4: Reading Workshop C.E.A., Google Doc edits, Google Meet

• 4.1, 4.2, 4.3, 4.6, 4.7: Classroom, Daily Journals, Google Meet

• 5.1, 5.2, 5.3, 5.4, 5.5: Teach in-person/virtual students simultaneously via Google Meet, all classes everyday.

Purdue Owl

Q2 Week 1: 11/9-13/2020

FOCUS:  Springboard; Oral Interpretation Project; Edmentum

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Locker Assignments

3. Oral Interpretation Project update

   1. practice in Breakout Rooms

4. HOMEWORK: Complete Oral Interpretation video by 11:59 tonight, 11/9/2020

5. After-school Tutoring today from 3:00-4:00

Tuesday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.3

   1. Learning Targets, Preview, As You Read

   2. How to Annotate

   3. S.S.R. "Reality is Broken..."

      1. mark & annotate the text (10 points)

   4. Discuss "Reality..."

      1. Complete Making Observations, Focus on the Sentence, Returning to the Text (15 points)

      2. Working from the Text; Informational Writing

3. HOMEWORK: Complete Oral Interpretation video by 11:59 tonight, 11/9/2020

Wednesday Online Cohorts A & B Google Meet Collaboration

1. NO CLASS (work independently)

2. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

3. Springboard Activity 1.3

   1. "Reality is Broken..."

      1. Working from the Text (9 points)

Thursday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. IMPACT flyer (Classroom stream)

3. Springboard Activity 1.3: Technology and Communication

   1. Discuss McGonigal

      1. Complete "Reality is Broken..." quiz

4. CANCELLED DUE TO CONFERENCES: After-school Tutoring today from 3:00-4:00

 Friday Cohort B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Edmentum sign in

   1. complete Benchmark test by 11:59 Sunday, 11/15/2020

3. Springboard Activity 1.3: Technology and Communication

   1. The rest complete "Reality is Broken..." quiz

   2. Begin Writing Prompt: Informational 

4. HOMEWORK: 

   1. complete Benchmark test by 11:59 Sunday, 11/15/2020

   2. complete Writing Prompt: Informational by class time Monday

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Edmentum Benchmark Assessment

   1. Discuss Pathways procedures

3. Springboard Activity 1.4: Technology and Communication

   1. Learning Targets & Preview

   2. Watch Marshall Davis Jones Poetry O.I.

      1. Complete "Examining Diction"

   3. "Claims and Evidence", "As You Read"

   4. S.S.R. Turkle's "Flight from Conversation"

      1. Mark & Annotate the text (12 points)

Objectives/Standards:

• Determine the claims of two texts, and analyze how the authors expand these claims and support them with evidence.

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Draw inferences about a multimedia text.

• CCSS.ELA-Literacy.L.9-10.3

• Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• CCSS.ELA-Literacy.SL.9-10.1c

• Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• CCSS.ELA-Literacy.RI.9-10.5

• Analyze in detail how an author?s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

• CCSS.ELA-Literacy.RI.9-10.8

• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Teaching Standards:

• 1.1, 1.2: Literary Analysis

• 2.1, 2.2, 2.3: C.E.A. embedding & Citi

• 3.2, 3.3, 3.4: Reading Workshop C.E.A., Google Doc edits, Google Meet

• 4.1, 4.2, 4.3, 4.6, 4.7: Classroom, Daily Journals, Google Meet

• 5.1, 5.2, 5.3, 5.4, 5.5: Teach in-person/virtual students simultaneously via Google Meet, all classes everyday.

Purdue Owl

Q1 Week 8: 11/2-6/2020

FOCUS: Literary Analysis with C.E.A. responses

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Literary Analysis

   1. Continue drafting your essay

   2. Review the Literary Analysis and Rubric (Classroom)

3. HOMEWORK: Complete Literary Analysis by 11:59 Tuesday, 11/3/2020

4. After-school Tutoring today from 3:00-4:00

Tuesday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Mock Election

3. Literary Analysis

   1. Finish drafting your essay

   2. Review the Literary Analysis and Rubric (Classroom)

4. HOMEWORK: 

   1. Complete Literary Analysis by 11:59 TONIGHT, 11/3/2020

   2. Choose Oral Interpretation excerpt by class time tomorrow 

Wednesday Online Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Oral Interpretation Video Project overview

   1. Study/Discuss Rubric

      1. Watch Mr. Conklin's model video

   2. Practice delivering your Oral Interpretation excerpt with partners in Breakout Sessions

3. HOMEWORK: Complete Oral Interpretation video by 11:59 Monday, 11/9/2020

Thursday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Literary Analysis

   1. Works Cited Page

      1. Purdue Owl

   2. Revisions

3. Oral Interpretation

   1. Continue practice 

   2. Attach video recording to the assignment

4. After-school Tutoring today is CANCELLED due to staff meeting.

 Friday Cohort B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. Springboard Activity 1.3

   1. Learning Targets, Preview, As You Read

   2. How to Annotate

   3. S.S.R. "Reality is Broken..."

      1. mark & annotate the text (10 points)

3. HOMEWORK: Complete Oral Interpretation video by 11:59 Monday, 11/9/2020

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. S.S.R. "Reality is Broken..."

   1. Discuss "Reality..."

      1. Complete Making Observations, Focus on the Sentence, Returning to the Text (15 points)

      2. Working from the Text; Informational Writing

3. HOMEWORK: Complete Oral Interpretation video by 11:59 tonight, 11/9/2020

Objectives/Standards:

• Determine the claims of two texts, and analyze how the authors expand these claims and support them with evidence.

• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Draw inferences about a multimedia text.

• CCSS.ELA-Literacy.L.9-10.3

• Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• CCSS.ELA-Literacy.SL.9-10.1c

• Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• CCSS.ELA-Literacy.RI.9-10.8

• Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Teaching Standards:

• 1.1, 1.2: Literary Analysis

• 2.1, 2.2, 2.3: C.E.A. embedding & Citi

• 3.2, 3.3, 3.4: Reading Workshop C.E.A., Google Doc edits, Google Meet

• 4.1, 4.2, 4.3, 4.6, 4.7: Classroom, Daily Journals, Google Meet

• 5.1, 5.2, 5.3, 5.4, 5.5: Teach in-person/virtual students simultaneously via Google Meet, all classes everyday.

Purdue Owl

Q1 Week 7: 10/26-30/2020

FOCUS: Reading with C.E.A. response writing

Monday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. C.E.A. Work

   1. Review hyphen, en-dash, em-dash in Breakout Rooms

      1. Write examples into C.E.A.#3 space

   2. Revise excerpt embedding and citing in C.E.A.#2.

   3. S.S.R. reading book

3. HOMEWORK: Complete C.E.A. #3 for Independent Reading book by 11:59 Tuesday, 10/27/2020

4. After-school Tutoring today from 3:00-4:00

Tuesday Cohorts A & B Google Meet Collaboration

1. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

2. C.E.A. work

   1. Edit C.E.A. required sentence #2 examples containing three parallel phrases

      1. Revise sentences and C.E.A. assignment

   2. Sustained Silent Reading (S.S.R.) your  book and complete C.E.A. #3

3. HOMEWORK: Complete C.E.A. #3 for Independent Reading book by 11:59 TONIGHT, 10/27/2020

Wednesday Online Cohorts A & B Google Meet Collaboration

1. NO CLASS due to professional development for Mr. Conklin

2. Journal

   1. four minutes of focus documenting your thoughts (one point per day, five points per week)

3. C.E.A. Assignment #3

   1. Revise/Complete submissions on your own as needed

4. S.S.R. your book as needed

Thursday Cohorts A & B Google Meet Collaboration