º2 Pre-AP GEN ENG 2

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

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

Monday 

1. NO SCHOOL

Tuesday

1. Journal

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

2. "Pandora's Box" activity

Wednesday 

1. Journal

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

1. "Pandora's Box" follow up.

2. Continue The Tragedy of Julius Caesar

   1. Practice Monologue/Duet Rubric (9 minutes)

   2. Conclude Movie (1:37:52)

      1. Watch for your Monologue/Duet 

3. HOMEWORK: 

   1. Practice your Monologue/Duet.

   2. Study for Final Exam

Thursday 

1. Journal

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

4. Continue The Tragedy of Julius Caesar

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

5. HOMEWORK: 

   1. Practice your Monologue/Duet.

   2. Study for Final Exam

6. AFTER-SCHOOL TUTORING (3:00–4:00)

7. 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 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. Finalize duets & monologues

   2. Begin the movie

Tuesday

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Continue Movie (9:56)

      1. Watch for your Monologue/Duet 

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. Practice Monologue/Duet (10 minutes)

   2. Continue Movie (25:52)

      1. Watch for your Monologue/Duet 

2. HOMEWORK: Practice your Monologue/Duet.

Thursday 

1. Climate Survey

2. Journal

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

4. Continue The Tragedy of Julius Caesar

   1. Practice your monologue or duet

   2. Continue Movie (48:30)

      1. Watch for your Monologue/Duet 

5. HOMEWORK: Practiceyour Monologue/Duet.

6. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday 

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Practice your monologue or duet

   2. Continue Movie (1:16:46)

   3. Green-space practice of your Monologue/Duet 

3. HOMEWORK: Perfect your Monologue/Duet.

Monday 

1. Movie (1:37:52)

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. The Tragedy of Julius Caesar

   1. Act IV Quiz

   2. Upon completion, study your Act V character lines.

3. HOMEWORK: 

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

      1. See study guide in Classroom

Tuesday

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Act V, Scene (1), Line (1) 200

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

Wednesday 

1. Guidance to class to discuss Graduation, etc.

2. ACT IV Quiz: Justin, Bethany, Aden study then take/retake during Intervention next period.

Thursday 

3. Journal

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

1. Continue The Tragedy of Julius Caesar

   1. Act V, Scene (5), Line (1) page  230 

   2. Act V study groups (15 minutes)

      1. Zeke, Bethany, Justin

      2. Joleisa, Wayde, Shelby, Trey

      3. Lill, Aden, Sydney

2. HOMEWORK: Open-book/note Act V 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. Discuss Post-Movie Project

   2. Act V Qiz

   3. Students assemble duets & determine monologues

      1. in progress

Monday

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Finalize duets & monologues

   2. Begin the movie

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

Objectives/Standards:

• Oral interpretation

• Interpret universal themes and apply them to contemporary life

• Study craft & structure of poetry

• Interpret & apply metaphor & other figures of speech

Purdue Owl

Q4 Week 6: 5/10-14/2021

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

Monday 

1. Journal

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

2. The Tragedy of Julius Caesar

   1. Begin Act III

3. HOMEWORK: 

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

      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 (2), Line (1) 126

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

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 study groups (15 minutes)

      1. Lill, Bethany, Aden

      2. Trey, Shelby, Joleisa, Justin

      3. Zeke, Wayde, Sydney

   2. Act III Quiz

   3. Study/practice character lines for Act IV Oral Interpretation

2. HOMEWORK: Practice your Act IV character's lines

Thursday 

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 (), Line () page 

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

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday

1. Journal

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

2. Continue The Tragedy of Julius Caesar

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

   2. Act IV, Scene (3), Line (197) page 186

   3. Act IV study groups (15 minutes)

      1. Lill, Bethany, Aden

      2. Trey, Shelby, Joleisa, Justin

      3. Zeke, Wayde, Sydney

         1. Absent: Joleisa

3. HOMEWORK: 

   1. study/practice character lines for Act V Oral Interpretation

   2. Act IV Quiz is Monday, 5/17

Monday

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

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

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 (164) page 62

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 (314) page 74

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. Justin, Sydney

      2. Aden, Joleisa

      3. Lill, Bethany

      4. Trey, Shelby

      5. Zeke, Wayde

   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. Begin The Tragedy of Julius Caesar

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

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

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

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

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

Wednesday 

1. Journal

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

1. Continue The Tragedy of Julius Caesar

   1. Act 1, Scene (1), Line (1) REDO for those in testing yesterday.

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

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

   2. Assign Act II characters

3. HOMEWORK: Practice Act II character lines

   1. Study for Quiz over Act I

   2. Oral Interpretation grades begin next week.

Monday

1. Quiz over Act I

Objectives/Standards:

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

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

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

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

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

Purdue Owl

Q4 Week 3: 4/19-23/2021

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

Monday 

1. Journal

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

2. E.O.C. Review

   1. Parallel Structure (Purdue Owl).

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

   3. Semicolon & Colon (Purdue Owl).

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

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

      2. Works for informational and argumentative responses.

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

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

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

   6. Symbolism (NMSI "Digging" Activity 3)

   7. Synthesis

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

   8. Read test prompts carefully and paraphrase them

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

3. Original sonnet development

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

Tuesday

1. E.O.C. English 2

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday 

1. Journal

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

2. Original sonnet development

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

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

3. HOMEWORK:

   1. Work on Sonnet slide show 

Thursday 

1. Journal

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

2. Original sonnet development

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

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

3. HOMEWORK:

   1. Work on Sonnet slide show

Friday

1. Journal

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

2. Original sonnet development

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

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

3. HOMEWORK:

   1. Original Sonnet is due Monday

Monday of Next Week

1. Journal

2. Original sonnet presentation (voluntary)

3. The Tragedy of Julius Caesar

   1. Pass out books

      1. discuss layout

   2. Assign characters & practice parts

4. HOMEWORK:

   1. Original Sonnet is due by 11:59 tonight

Tuesday of Next Week:

1. SOCIAL PHILOSOPHY Group Meeting 

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

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

Objectives/Standards:

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

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

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

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

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

Purdue Owl

Q4 Week 2: 4/12-16/2021

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

Monday 

1. Journal

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

2. Comparative Analysis with Synthesis Presentations

   1. See PowerSchool for details.

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

   1. Sonnet study (Classroom)

Tuesday

1. Journal

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

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

   1. Continue Sonnet study (Classroom)

      1. review first quatrain of 123 & proceed

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)

      1. #3 couplet; #130, etc.

      2. cover iambic pentameter

3. HOMEWORK:

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

Thursday 

1. Journal

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

2. Conclude Sonnet study (Classroom)

   1. Start #27

   2. Present Mr. Conklin's model

      1. Analyze & discuss

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.

4. HOMEWORK:

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

Coming up:

1. Shakespeare's The Tragedy of Julius Caesar

   1. Pass out No Fear Shakespeare books

Objectives/Standards:

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

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

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

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

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

Purdue Owl

Q4 Week 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. Continue Sonnet study (Classroom)

      1. review first quatrain of 123 & proceed

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)

      1. #3 couplet; #130, etc.

      2. cover iambic pentameter

3. HOMEWORK:

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

Thursday 

1. Journal

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

2. Conclude Sonnet study (Classroom)

   1. Start #27

   2. Present Mr. Conklin's model

      1. Analyze & discuss

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.

4. HOMEWORK:

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

Coming up:

1. Shakespeare's The Tragedy of Julius Caesar

   1. Pass out No Fear Shakespeare books

Objectives/Standards:

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

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

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

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

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

Purdue Owl

Q4 Week 1: 4/5–9/2021

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

Monday 

1. NO SCHOOL

Tuesday 

1. Journal

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

2. Comparative Analysis with Synthesis

   1. Review assignment guidelines (Classroom)

   2. Debrief Dances with Wolves

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

   3. Develop Project

3. HOMEWORK:

   1. Comparative Analysis with Synthesis is due tomorrow.

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

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday 

1. Journal

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

2. Comparative Analysis with Synthesis

   1. Complete Project Development

3. HOMEWORK:

   1. Comparative Analysis with Synthesis is due today.

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

      1. Chapters 4 & 5

Thursday 

1. Journal

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

2. Comparative Analysis with Synthesis

   1. Present Comparative Analysis w/Synthesis Projects

      1. practice with partners

         1. Joleisa & Justin; Aden & Lill; Trey & Shelby; Bethany & Sydney; Zeke & Wade

            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

      1. See PowerSchool for details.

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

   1. Sonnet study (Classroom)

5. HOMEWORK:

   1. Comparative Analysis with Synthesis is due today.

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

Objectives/Standards:

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

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

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

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

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

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

Purdue Owl

Q3 Week 9: 3/22-26/2021

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

Monday (8:50–9:37) 

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 Argument Synthesis Essay guidelines

Tuesday (8:50–9:37) 

1. Journal

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

2. (1:57:43) Movie: Dances with Wolves

   1. See Classroom for revised Comparative Analysis assignment

3. HOMEWORK:

   1. Complete all assigned work for POSSIBLE late credit 

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (8:50–9:37) 

1. Journal

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

2. (1:23:50) Movie: Dances with Wolves

   1. See Classroom for Comparative Analysis assignment

3. HOMEWORK:

   1. Complete all assigned work for POSSIBLE late credit 

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

      1. Chapters 2 & 3

Thursday (8:50–9:37) 

1. Journal

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

2. (44:16) Movie: Dances with Wolves

   1. See Classroom for Comparative Analysis assignment

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (8:50–9:37) 

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 (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..." 

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

   1. Synthesis ¶ (Classroom Week Eight Response Document)

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

3. HOMEWORK:

   1. Develop your Synthesis ¶ claim/assertion

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

1. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (8:50–9:37) 

1. Journal

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

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

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

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

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

3. HOMEWORK:

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

      1. Chapters 1 & 2

Thursday (8:50–9:37) 

1. SCHEDULING

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

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

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (8:50–9:37) 

1. Journal

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

2. Movie: Dances with Wolves

   1. See Classroom for Argument Synthesis Essay guidelines

4. HOMEWORK:

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

   2. Complete Synthesis Paragraph by 11:59 Sunday.

Monday (8:50–9:37) 

3. Journal

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

4. (2:32:35) Movie: Dances with Wolves

   1. See Classroom for Argument Synthesis Essay guidelines

Objectives/Standards:

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

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

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

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

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

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

• 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 (8:50–9:37) 

1. Journal

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

2. Springboard 1.7 

   1. "From On Civil Disobedience" 

      1. Complete/Revise "Parallelism" 

      2. Discuss "How an Author Builds an Argument"

         1. copy Mr. Conklin's additional notes

3. HOMEWORK:

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

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

Tuesday (8:50–9:37) 

1. Journal

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

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

   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 (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..." 

   1. Complete "How and Author..."

3. HOMEWORK:

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

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

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

      1. Foreword, Introduction, Chapter 1

Thursday (8:50–9:37) 

1. SCHEDULING

2. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (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..." 

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

3. Synthesis ¶

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

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

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

4. HOMEWORK:

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

Monday (8:50–9:37) 

1. Journal

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

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

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

3. HOMEWORK:

   1. TBA

Objectives/Standards:

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

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

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

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

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

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

Purdue Owl

Q3 Week 6: 3/1-5/2021

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

Monday (8:50–9:37) 

1. Journal

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

2. NMSI 

1. 1. "Digging"  

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

      2. Tidy up / Complete NOW.

1. HOMEWORK:

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

Tuesday (8:50–9:37) 

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)

1. HOMEWORK:

   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 (8:50–9:37) 

1. Journal

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

2. Springboard 1.7 

   1. Discuss "From On Civil Disobedience" 

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

3. HOMEWORK:

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

      1. Foreword, Introduction, Chapter 1

Thursday (8:50–9:37) 

1. Journal

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

2. Springboard 1.7 

   1. "From On Civil Disobedience" 

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

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

4. HOMEWORK:

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

5. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (8:50–9:37) 

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 (8:50–9:32) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (8:50–9:32) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Wednesday (8:50–9:32) 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. Justin

   2. "Digging"  Discuss Activity Two

      1. annotations & markings of the text

      2. page 25 (16 points).

      3. Begin Activity Three (21 points).

1. HOMEWORK:

   1. Complete Activity Three (21 points).

Thursday (8:50–9:32) 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. Zeke

   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. Joleisa & Sydney

   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 (8:50–9:32) 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 (8:50–9:32) Cohort A in person, Cohort B in Google Meet 

1. Journal

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

2. WORKDAY

Wednesday (8:50–9:32) 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; explain its effect

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

   3. Observe Mr. Conklin's model presentation

      1. Use Kami to mark & annotate your pdf

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. Trey starts

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).

4. 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).

 Wednesday (8:50–9:32) 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.

CSS.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 proficientPurdue Owl

Q3 Week 2: 2/1-5/2021

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

Monday (8:50–9:32) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (8:50–9:32) 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. Check to see if your previous 10th-period edits show in your second-period text.

      1. I need to delete you from 10th-period roster.

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

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

5. HOMEWORK:

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

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

Wednesday (8:50–9:32) 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

Friday (8:50–9:32) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

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

2. Check Springboard Activity 1.6

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

      1. See Annotation Sticky

      2. Revise/Complete accordingly

3. Begin Springboard Activity 1.7

4. HOMEWORK:

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

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

 Monday (8:50–9:32) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

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

2. Continue Springboard Activity 1.7

Objectives/Standards:

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

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

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

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

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

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

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

Purdue Owl

Q3 Week 1: 1/25–29/2021

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

Monday (8:50–9:32) Cohort A in person, Cohort B in Google Meet 

1. Journal

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

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

   1. Keynote presentation

3. HOMEWORK:

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

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

Tuesday (8:50–9:32) 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)

3. HOMEWORK:

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

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

Wednesday (8:50–9:32) Online Cohorts A & B 

1. Journal

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

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

   1. Turn in Final Copy with stamped envelope.

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

3. Springboard Activity 1.6

Thursday (8:50–9:32) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

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

2. Continue Springboard Activity 1.6

 Friday (8:50–9:32) Cohort B In-Person, Cohort A in Google Meet 

1. Journal

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

2. Conclude Springboard Activity 1.6

3. HOMEWORK:

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

Objectives/Standards:

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

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

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

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

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

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

Teaching Standards:

Purdue Owl