Pre-AP 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 (1:01:10)

      1. Watch for your Monologue/Duet 

2. HOMEWORK: 

   1. Practice your Monologue/Duet.

   2. Study for Final Exam

Thursday 

1. Climate Survey

2. Journal

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

3. Continue The Tragedy of Julius Caesar

   1. Continue movie (1:12:19)

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 (1:39:00)

   2. Final Practice Monologue/Duet Rubric (9 minutes)

   3. 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. Act V, Scene (3), Line (66) page  220

   2. Discuss Monologue/Duet Rubric

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 (15 minutes)

      1. Mikayla, Connor, Lucas, Christina

      2. Morgan, Haley, Dylan

      3. James, Cody, Lexie

   2. Act V Quiz

   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. Begin Movie ()

      1. Watch for your Monologue/Duet 

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

Thursday 

1. Climate Survey

2. Journal

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

3. Continue The Tragedy of Julius Caesar

3. 1. Practice your monologue or duet

   2. Continue Movie (16:16)

      1. Watch for your Monologue/Duet 

4. HOMEWORK: Practice your Monologue/Duet.

5. 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. Conclude Movie (43:11)

      1. Watch for your Monologue/Duet 

3. HOMEWORK: Practice your Monologue/Duet.

Wednesday 

1. Movie (1:01:10)

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 (155) page 180

   2. Act IV study groups (15 minutes)

      1. Cody, Haley, James

      2. Lexie, Lucas, Dylan

      3. Mikayla, Connor, Morgan

         1. Complete Act III quiz: Christina

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 study groups (13 minutes)

      1. Cody, Haley, James

      2. Lexie, Lucas, Dylan, Christina

      3. Mikayla, Connor, Morgan

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

3. 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.

2. Continue The Tragedy of Julius Caesar

   1. Act IV study groups (13 minutes)

      1. Lexie, Lucas, Dylan, Christina

      2. Mikayla, Connor, Morgan, James

      3. ABSENT: Cody, Haley

Thursday 

1. Journal

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

2. Continue The Tragedy of Julius Caesar

1. 1. RETAKE ACT IV QUIZ

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

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 (56) page  204

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 (66) page  220

   2. Act V study groups (15 minutes)

      1. Mikayla, Morgan, Connor

      2. Christina, James, Lucas, Dylan

      3. Abesent: Cody, Haley, Lexie

   3. Act V Quiz

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. Begin Act III

3. HOMEWORK: 

   1. Open-book/note Act III quiz upon completion of Act III reading.

      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 (204) 116

3. HOMEWORK: Open-book/note Act III quiz upon completion of Act III reading.

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 (2), Line (163) page  140

   2. Act II study groups (15 minutes)

      1. Lucas, Haley, Connor

      2. Lexie, Morgan, Dylan, Cody

      3. Christina, Mikayla, James

2. HOMEWORK: Open-book/note Act III quiz upon completion of Act III reading.

Thursday 

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Act II Quiz: Mikayla, Cody, Dylan, Haley

   2. Act III Quiz

   3. Study/Practice Act IV character upon completion

   4. Begin Act IV, Scene (), Line () page 

3. HOMEWORK: Practice quietly character lines for Act IV Oral Interpretation

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 (), Line () page 

3. HOMEWORK: Practice Act IV character lines

Monday

1. Act IV, Scene (3), Line (155) page 180

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 (142)

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 (306)

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

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

      1. Lucas, Haley, Connor

      2. Lexie, Morgan, Dylan, Cody

      3. Christina, Mikayla, James

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

3. 1. Act II Quiz

   2. Assign Act III characters

3. HOMEWORK: Practice Act II character lines

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

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. Begin 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 (), Line ()

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. Quiz over Act I

   3. Assign Act II characters

3. HOMEWORK: Practice Act II character lines

   1. Oral Interpretation grades begin next week.

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)

   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. E.O.C. History 

2. Journal

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

3. 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)

4. 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

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

   1. Begin Sonnet study (Classroom)

      1. Complete #123 

         1. iambic pentameter covered

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. Sonnet study (Classroom)

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. Watch Mr. Conklin's model

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. Compose your original sonnet

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

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. Haley & Lexie; James & Cody; Mikayla & Connor; Lucas & Dylan

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

      2. present to class, mirroring on ClearTouch

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. Complete Comparative Analysis w/Synthesis Project Presentations

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 (2:13–3:00) 

1. Journal

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

2. (2:32:35) Movie: Dances with Wolves

   1. See Classroom for revised Comparative Analysis assignment

Tuesday (2:13–3:00) 

1. Journal

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

2. (1:58:03) Movie: Dances with Wolves

   1. See Classroom for Comparative Analysis assignment

3. HOMEWORK:

   1. Complete all assigned work for POSSIBLE late credit 

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (2:13–3:00) 

1. Journal

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

2. (1:24:05) 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 (2:13–3:00) 

1. Journal

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

2. (45:00) Movie: Dances with Wolves

   1. See Classroom for Comparative Analysis assignment

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (2:13–3:00) 

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.

• 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 8: 3/15–19/2021

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

Monday (2:13–3:00) 

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 Surrender... On Women's..."

3. HOMEWORK:

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

Tuesday (8:50–9:37) 

1. Journal

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

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

3. Finish discussing "On Women's..." 

   1. Synthesis ¶ Writing & Revisions

      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.

1. HOMEWORK:

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

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (2:13–3:00) 

1. Journal

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

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

3. Finish discussing "On Women's..." 

   1. Synthesis ¶ Writing & Revisions

      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.

4. HOMEWORK:

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

5. SOCIAL PHILOSOPHY Group Meeting 

   1. oday, 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 (2:13–3:00) 

1. SCHEDULING

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

   1. Synthesis ¶ Writing & Revisions

      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. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (2:13–3:00) 

1. Journal

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

2. Movie: Dances with Wolves

   1. See Classroom for Essay & Project guidelines

4. HOMEWORK:

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

   2. Complete Synthesis Paragraph by 11:59 Sunday.

Monday (2:13–3:00) 

3. Journal

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

4. (2:32:52) Movie: Dances with Wolves

   1. See Classroom for Essay & Project 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.

• 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 7: 3/8–12/2021

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

Monday (2:13–3:00) 

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 (2:13–3:00) 

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

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (2:13–3:00) 

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 (2:13–3:00) 

1. SCHEDULING

2. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (2:13–3:00) 

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 (2:13–3:00) 

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 (2:13–3:00) 

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 (2:13–3:00) 

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)

3. HOMEWORK:

1. 1. Mark & Annnotate by 11:59 tonight.

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

2. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (2:13–3:00) 

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 (2:13–3:00) 

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)

3. HOMEWORK:

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

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (2:13–3:00) 

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. "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 (2:13–2:55) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (2:13–2:55) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Wednesday (2:13–2:55) 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. Mikayla

   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 (2:13–2:55) 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. Connor

   2. "Digging"  Discuss Activity Three

   3. Begin Activity Four (14 points).

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. Conclude Rhetorical Devices Presentations.

      1. Cody (absent), Dylan

   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.

• 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 3: 2/8-12/2021

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

Monday (2:13–2:55) 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. Explore its features

4. HOMEWORK:

   1. Prepare presentation

Tuesday (2:13–2:55) 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 (2:13–2:55) 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 Rhetorical Devices Preparation & Presentations: Study a group of them; present just one to the class.

   1. define the device; read the example sentence;

   2. read the example; explain its effect.

   3. Observe Mr. Conklin's model presentation

      1. Use Kami to mark & annotate your pdf

3. 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. Lucas

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 (2:13–2:55) 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 (2:13–2:55) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (2:13–2:55) 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 (2:13–2:55) 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 (2:13–2:55) 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 (2:13–2:55) 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 (2:13–2:55) 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. Revise Rough Draft.

3. HOMEWORK:

   1. Final Copy with stamped envelope due by class time Wednesday.

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

Tuesday (2:13–2:55) 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. Revise Rough Draft.

      1. See Required Sentence structures (Purdue Owl)

   2. Turn in Final Copy with stamped envelope.

   3. EXTRA CREDIT: Time Capsule Cover due by class time tomorrow.

3. Begin Springboard Activity 1.6

Wednesday (2:13–2:55) 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. EXTRA CREDIT: Time Capsule Cover due by class time.

3. Continue Springboard Activity 1.6

Thursday (2:13–2:55) 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 Friday, 1/29 (10 points). 

 Friday (2:13–2:55) 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. Annotate and mark Springboard 1.6, "We Need to Talk...."

   2. Complete first Edmentum Pathway for Midterm Assessment by 11:59 tonight, 1/29.

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 Cohort A In-Person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (12:15–1:25) Cohort A In-Person, Cohort B in Google Meet 

1. Intervention 9:10–9:25am

2. Journal

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

3. Edmentum: Midterm Growth Assessment

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

Wednesday (2:06–3:00) Online Cohorts A & B 

1. Complete outstanding assignments for late credit.

   1. In-class help session

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

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

 Friday (12:15–1:25) Cohort B In-Person, Cohort A in Google Meet 

1. Intervention 9:10–9:25am

2. Journal

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

3. The Assignment you'll remember, forget, remember

4. Intervention Study Hall 1:30–3:00

5. HOMEWORK: Rough Draft of Letter is due by class time Monday

Monday (2:06–3:00) Cohort B In-person, Cohort A in Google Meet

1. HOMEWORK:

   1. Rough Draft due by class time Monday.

   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: 1/11-15/2021

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

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

1. Intervention 9:10–9:25am

Tuesday (12:15–1:25) Cohort A In-Person, Cohort B in Google Meet 

1. Intervention 9:10–9:25am

2. Journal

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

3. 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

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

5. Intervention Study Hall 1:30–3:00

6. HOMEWORK: 

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

Wednesday (2:06–3:00) Online Cohorts A & B 

1. Independently draft your Explanatory Essay.

   1. peer edit with a partner of your choice 

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

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

 Friday (12:15–1:25) Cohort B In-Person, Cohort A in Google Meet 

1. Intervention 9:10–9:25am

2. Journal

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

3. Springboard Activity 1.5

   1. Write/revise your Explanatory Essay

      1. Peer edit in Breakout Rooms

4. Intervention Study Hall 1:30–3:00

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

1. Intervention 9:10–9:25am

Tuesday (12:15–1:25) Cohort A In-Person, Cohort B in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (6 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

5. HOMEWORK: 

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

6. Intervention Study Hall 1:30–3:00

Wednesday (2:06–3:00) Online Cohorts A & B 

1. Work independently on Springboard and Edmentum.

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

1. Intervention 9:10–9:25am

2. Edmentum

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

 Friday (12:15–1:25) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

   1. four minutes of focus documenting your thoughts (6 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. Intervention 9:10–9:25am

4. HOMEWORK: 

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

5. 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

Tuesday Online Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00am

2. Journal

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

3. Holiday Movie

4. Springboard catch up by completing all asignments.

5. Edmentum

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

6. 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. 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. 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"

3. Intervention 9:10–10:00am

4. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B 

1. Mandatory Help Session during first period for students with a failing grade, 2:05–2:55

Thursday Cohorts A & B Google Meet Collaboration

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

2. 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. 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 participation

   1. Socratic Seminar 

      1. Complete the reflection (14) afterward. 

5. Springboard Activity 1.5: Analyzing an Argument

   1. Learning Targets, Preview

   2. Examining a Multiple-Meaning Word

   3. Developing the Claim

6. OFFICE HOURS 12:50–3:00

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

2. Edmentum

   1. Complete FIFTH pathway (Late credit)

3. HOMEWORK: 

   1. Edmentum pathway 6 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, five 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. OFFICE HOURS 12:50–3:00

4. HOMEWORK: 

   1. Edmentum pathway 6 by 11:59 tonight

Wednesday Online Cohorts A & B 

1. NEXT WEEK: Mandatory Help Session during 10th period for students with a failing grade, 2:06–3:00

Thursday Cohorts A & B Google Meet Collaboration

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

2. 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. Journal

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

2. Springboard Activity 1.4

   1. Turkle's "Flight from Conversation" 

      1. Participate in the Socratic Seminar

         1. Complete "14. Reflecting on the Seminar"

3. OFFICE HOURS 12:50–3:00

4. Edmentum

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

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 1.5

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.

Teaching Standards:

Purdue Owl

Q2 Week 4: 11/30–/12/42020

FOCUS:  Springboard; Edmentum

Monday Online Cohorts A & B 

1. Intervention 9:10–10:00

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. Join Intervention & Office Hours in Classroom

3. Springboard Activity 1.4

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

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

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

4. Edmentum

   1. Complete fourth pathway (10 points)

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

5. Office Hours  12:50–3:00

6. HOMEWORK: 

   1. Edmentum pathway 4 by 11:59 tonight

Wednesday Online Cohorts A & B 

1. Help Session during 10th period, 2:05–3:00

Thursday Cohorts A & B 

1. Intervention 9:10–10:00

 Friday OnlineCohorts A & B Google Meet 

1. Journal

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

4. Office Hours  12:50–3:00

Monday Online Cohorts A & B 

1. Intervention 9:10–10:00

Tuesday Cohorts A & B Google Meet 

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

   1. Use your 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.

   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. 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. Springboard Activity 1.4: Technology and Communication

   1. Introducting Socratic Seminar

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

Q2 Week 1: 11/9-13/2020

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. Oral Interpretation Project update

1. practice in Breakout Rooms

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

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. 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)

      2. Writing Prompt: Informational

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

3. Springboard Activity 1.3: Technology and Communication

   1. 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)

1. Literary Analysis

   1. Finish drafting your essay

   2. Review the Literary Analysis and Rubric (Classroom)

2. 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

   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 or the required sentence section #3.

   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

1. Journal

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

2. C.E.A.#3

   1. Complete/Revise as is necessary

3. Literary Analysis

   1. Discuss introductory & body & concluding paragraph structure (Classroom)

   2. Begin drafting your essay

   3. Run paragraphs through Grammarly

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. C.E.A. Assignment #3

   1. Revise/Complete submissions on your own as needed

3. Literary Analysis

   1. Begin drafting in Rubric document (Classroom)

   2. Continue drafting your essay

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

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. Literary Analysis

   1. Review the Literary Analysis and Rubric (Classroom)

   2. Continue drafting your essay

3. Oral Interpretation Video Project overview

   1. See Rubric

   2. Watch Mr. Conklin's model video

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