Pre-AP Honors 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 (1:26:18)

      1. Watch for your Monologue/Duet 

2. Absent for FFA: Dustin, Alaina, Kayla, Heather, Mollie, Chelsea

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. Conclude movie (1:38:09)

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

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

3. HOMEWORK: 

   1. Study for Final Exam

FINAL EXAM (6/9/21)

1. Semicolon

2. Colon

3. Hyphens & Dashes

4. Parallel Structure

5. NMSI Rhetorical Devices

6. Caesar selected quiz questions

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

Objectives/Standards:

• Oral interpretation

• Interpret universal themes and apply them to contemporary life

• Study craft & structure of poetry

• Interpret & apply metaphor & other figures of speech

Purdue Owl

Q4 Week 8: 5/24-28/2021

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

Monday 

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Discuss Monologue/Duet Rubric

   2. Act V study groups (15 minutes)

      1. Marshal, Abby, Adelle

      2. Elise, Dustin, Chelsea

      3. Alaina, Maya, Heather

      4. Mollie, Kayla, BriLee

   3. Act V Qiz

   4. Choose Monologue/Duet excerpt

Tuesday

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Review Monologue/Duet Rubric

   2. Begin Movie ()

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. Continue Movie (9:18)

      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)

3. Continue The Tragedy of Julius Caesar

3. 1. Practice your monologue or duet

   2. Continue Movie (39:42)

      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. Continue Movie (1:10:24)

      1. Watch for your Monologue/Duet 

3. HOMEWORK: Practice your Monologue/Duet.

Monday 

1. Movie (1:26:18)

FINAL EXAM (6/10/21)

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, Scene (3), Line (197) page 186

   2. Study groups

      1. Dustin, Alaina, Kayla

      2. Elise, Marshall, BriLee

      3. Heather, Adelle, Abigail

      4. Take Act III quiz: Maya, Chelsea, Mollie

   3. When finished, study/practice quietly character lines for Act V Oral Interpretation

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. Complete Act IV Quiz 

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

Wednesday 

1. Guidance to class to discuss Graduation, etc.

Thursday 

2. Journal

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

1. Continue The Tragedy of Julius Caesar

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

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

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 study groups (15 minutes)

      1. Marshal, Abby, Adelle

      2. Elise, Dustin, Chelsea

      3. Alaina, Maya, Heather

      4. Mollie, Kayla, BriLee

   2. Act V Qiz

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. Study groups

      1. Dustin, Marshall, Heather

      2. Alaina, Abigail

      3. Maya, Kayla,

      4. Elise, Chelsea

      5. Mollie, BriLee

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

   3. Act II Quiz 

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

   5. Begin Act III

3. HOMEWORK: 

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

      1. See study guide in Classroom

Tuesday

1. Journal

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

2. Continue The Tragedy of Julius Caesar

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

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

4. SOCIAL PHILOSOPHY Group Meeting 

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

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

Wednesday 

1. Journal

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

1. Continue The Tragedy of Julius Caesar

   1. Act IIi, Scene (1), Line (283) page  122

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

Thursday 

1. Journal

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

2. Continue The Tragedy of Julius Caesar

   1. Act III study groups (15 minutes)

      1. Kayla, Heather, Elise

      2. Abby, BriLee, Dustin

      3. Marshal, Alaina, Adelle

         1. Absent: Mollie, Chelsea, Maya

   2. Act III Quiz

3. HOMEWORK: study/practice 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 (1), Line (1) page  154

3. HOMEWORK: Practice Act IV character lines

Monday

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

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 (232) page 68

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

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

Monday

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

      1. Dustin, Marshall, Heather

      2. Alaina, Abigail

      3. Maya, Kayla,

      4. Elise, Chelsea

      5. Mollie, BriLee

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

3. 1. Act II Quiz

   2. Assign Act III characters

1. 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 (), Line ()

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

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

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

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

Wednesday 

1. Journal

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

1. Continue The Tragedy of Julius Caesar

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

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

Thursday 

1. Journal

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

2. Continue The Tragedy of Julius Caesar

3. 1. Act 1, Scene (), 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 (58)

   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 4 Semester 1, Independent Reading Workshop Response)

   3. Semicolon & Colon (Purdue Owl).

   4. Assertion, Evidence, Commentary, Evidence, Commentary (NMSI "The American Promise" Activity).

      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 "The American Promise" Activity)

      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 "The American Promise" Activity)

   7. Synthesis (Springboard 1.9, Classroom Q3 Weeks Six, Seven, Eight)

   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

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 2: 4/12-16/2021

FOCUS:  Edmentum, SpringBoard Comparative Analysis with Synthesis Project; 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. Conclude Comp. Analysis... Presentations

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

   1. Sonnet study (Classroom)

4. HOMEWORK:

   1. Complete Edmentum Pathway #10 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. #123 middle of second quatrain

      2. cover iambic pentameter

3. HOMEWORK:

   1. Complete Edmentum Pathway #10 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. Sonnet study (Classroom)

   1. Start #3

3. HOMEWORK:

   1. Complete Edmentum Pathway #10 by 11:59 Friday, 4/16.

Friday

1. Journal

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

2. Sonnet study (Classroom)

   1. Finish #27 (second quatrain)

   2. Present & discuss Mr. Conklin's model

   3. 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

3. 2. Pass out No Fear Shakespeare books

4. HOMEWORK:

   1. Complete Edmentum Pathway #10 by 11:59 tonight, 4/16.

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: Springboard. Comparative Analysis with Synthesis Project. Edmentum.  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. Develop your Comparative Analysis with Synthesis Project (Classroom)

   1. "From Hope..." & The Boy in the Striped Pajamas

3. HOMEWORK: 

   1. Complete Comparative Analysis with Synthesis by class time tomorrow.

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

4.  AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday

1. Journal

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

2. Revise your Comparative Analysis with Synthesis Project (Classroom)

   1. Add a synthesis statement to each slide stating what the content means to you.

3. HOMEWORK: 

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

4. SOCIAL PHILOSOPHY Group Meeting 

   1. Bread & Brew from 3:20–4:20pm

   2. Discussion topic: The Autobiography of Malcolm X  

      1. Chapter 4

Thursday 

1. Journal

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

2. Comparative Analysis with Synthesis Project presentations

   1. Small group

      1. Dustin & Maya; Alaina & Elise; Kayla & Heather; Mollie & Adelle; Marshall & Chelsea; Abigail & BriLee

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

3. HOMEWORK: 

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

Friday

1. Journal

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

2. Comparative Analysis with Synthesis Project presentations

3. 2. Whole class mirroring on ClearTouch screen

4. HOMEWORK: 

   1. Complete Edmentum Pathway #9 by 11:59 tonight.

Monday

1. Journal

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

2. Comparative Analysis with Synthesis Project presentations

4. 2. Maya (concludes), Adelle, Alaina...

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Purdue Owl

Q3 Week 9: 3/22-26/2021

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

Monday (11:13–12:00)

1. Journal

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

2. Springboard 1.10

   1. "From Hope..." recap

3. Film: The Boy in the Striped Pajamas

4. HOMEWORK: 

   1. Complete assigned work for POSSIBLE late credit

Tuesday (11:13–12:00) 

1. Journal

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

2. (1:30:24) The Boy in the Striped Pajamas

   1. See revisions to the Comparative Analysis Synthesis project

3. HOMEWORK: 

4. Complete assigned work for POSSIBLE late credit 

Wednesday (11:13–12:00) 

1. Journal

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

2. (56:36) The Boy in the Striped Pajamas

   1. See reflection document

3. HOMEWORK: 

   1. Comparative Analysis Synthesis project

4. SOCIAL PHILOSOPHY Group Meeting 

   1. First meeting is 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 (11:13–12:00) 

1. () The Boy in the Striped Pajamas

   1. See reflection document

2. HOMEWORK: 

   1. Comparative Analysis Synthesis project

3. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (11:13–12:00) 

4. NO SCHOOL

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 8: 3/15–19/2021

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

Monday (11:13–12:00)

1. Journal

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

2. Springboard 1.9

   1. Peer edit your Synthesis ¶: Maya, Alaina, Chelsea; Marshall, Heather; Dustin, BriLee; Adelle, Kayla; Elise, Abigail, Molly

   2. Check your claim of what society's moral responsibility toward children should be.

   3. Review the content and formatting of your synthesized and embedded quotes from both "Declaration..." and "The Summer..." used as evidence

   4. Read through your commentary to make sure it analyzes how both sources support your claim.

   5. Remember transitional words (Springboard 1.7: Language & Writer's Craft)

3. HOMEWORK: 

   1. Springboard 1.10: Mark & Annotate "Nobel Lecture"

   2. Edmentum Pathway #8 due by 11:59 Friday, 3/19 

Tuesday (11:13–12:00) 

1. Journal

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

2. Springboard 1.10

   1. Discuss "Nobel Lecture"

      1. Complete Making Observations, Returning to the Text

3. HOMEWORK: 

   1. Edmentum Pathway #8 due by 11:59 Friday, 3/19 

Wednesday (11:13–12:00) 

1. Journal

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

2. Springboard 1.10

   1. Mark & annotate As You Read, "From Hope..."

3. HOMEWORK

   1. Edmentum Pathway #8 due by 11:59 Friday, 3/19 

4. SOCIAL PHILOSOPHY Group Meeting 

   1. First meeting is Today, 3/15, 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 (11:13–12:00) 

1. SCHEDULING

2. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (11:13–12:00) 

3. Journal

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

4. Discuss Springboard 1.10

   1. "From Hope...": Making Observations, Returning to the Text

5. HOMEWORK: 

   1. Edmentum Pathway #8 due by 11:59 tonight, 3/19 

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 7: 3/8–12/2021

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

Monday (11:13–12:00)

1. Journal

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

2. Springboard 1.9

   1. Discuss "Knowledge Quest, Returning to the Text, Data & Statistics"

   2. Mark & Annotate "The Summer Hunger Crisis"

3. HOMEWORK: 

   1. Mark & Annotate "The Summer Hunger Crisis"

   2. Edmentum Pathway #7 due by 11:59 Sunday, 3/14 

Tuesday (11:13–12:00) 

1. Journal

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

2. Springboard 1.9

   1. Work on "The Summer Hunger Crisis"

      1. Knowledge..., Returning..., Working...

3. HOMEWORK: 

   1. Edmentum Pathway #7 due by 11:59 Sunday, 3/14

Wednesday (11:13–12:00) 

1. Journal

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

2. Springboard 1.9 & 1.10

   1. Discuss "The Summer Hunger Crisis" Knowledge..., Returning..., Working...

   2. 1.10: Taking a Stand on Truth and Responsibility

      1. Learning Targets, Preview, Metacognitive Markers, As Your Read

3. HOMEWORK

   1. Mark & Annotate "Nobel Lecture" (10 points)

   2. Edmentum Pathway #7 due by 11:59 Sunday, 3/14

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 (11:13–12:00) 

1. SCHEDULING

2. AFTER-SCHOOL TUTORING (3:00–4:00)

Friday (11:13–12:00) 

3. Journal

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

4. Springboard 1.9

   1. Synthesis ¶

   2. Develop a claim that states society's moral responsibility toward children

   3. Synthesize and embed an excerpted phrase from both "Declaration..." and "The Summer..." as evidence

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

5. Springboard 1.10

   1. Discuss "Nobel Lecture"

      1. Making Observation, Returning to the Text

6. HOMEWORK: 

   1. Edmentum Pathway #7 due by 11:59 Sunday, 3/14

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 6: 3/1–5/2021

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

Monday (11:13–12:00)

1. Journal

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

2. Springboard 1.8

   1. Discuss "On Women's..."

      1. Making Observations, Returning to– Working from the Text

3. HOMEWORK: 

   1. None

Tuesday (11:13–12:00) 

1. Journal

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

2. Springboard 1.8

   1. With a partner, complete "Writing Prompt: Informational" in the response space within the Springboard assignment.

      1. Discuss guidelines & text markings.

      2. Partners: Kayla, Maya; BriLee, Molly; Heather, Marshall, Abigail; Alaina, Elise; Dustin, Chelsea.

3. HOMEWORK: 

   1. "Writing Prompt..."

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (11:13–12:00) 

1. Journal

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

2. Springboard 1.9

   1. Mark "Learning Targets, Preview, As You Read" (6 points)

3. 2. Mark & Annotate "Declaration..." (10 points)

3. HOMEWORK

   1. Mark & Annotate "Declaration..." (10 points)

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 (11:13–12:00) 

1. Journal

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

2. Springboard 1.9

   1. Discuss "Declaration..."

   2. Discuss & practice Grammar & Usage, using Grammarly as a resource 

3. HOMEWORK: 

   1. None

Friday (11:13–12:00) 

1. Journal

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

2. Springboard 1.9

   1. With a partner, complete "Knowledge Quest, Returning to the Text, Data & Statistics"

      1. See Sticky for Data....

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 5: 2/22-26/2021

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

Monday (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

1. Journal

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

2. Springboard 1.7

   1. Complete assigned work for "From On Civil Disobedience"

      1. Late credit

   2. Complete Language & Writer's Craft and Parallelism (6 points: 3 points each)

3. HOMEWORK: 

   1. Complete Edmentum Pathway #5 by 11:59 Thursday, 2/25

Tuesday (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

1. Journal

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

2. Springboard 1.7

   1. Discuss and draft Explain How an Author Builds an Argument (15)

3. HOMEWORK: 

   1. Explain How an Author Builds an Argument by class time Wednesday

   2. Complete Edmentum Pathway #5 by 11:59 Thursday, 2/25

4. AFTER-SCHOOL TUTORING (3:00–4:00)

Wednesday (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

4. Journal

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

5. Springboard 1.7

   1. Breakout Room: Explain How an Author Builds an Argument (15)

6. HOMEWORK: 

   1. Explain How an Author Builds an Argument

   2. Complete Edmentum Pathway #5 by 11:59 Thursday, 2/25

7. HOMEWORK

Thursday (11:13–11:55) 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. Springboard 1.8

   1. Annotate & mark "On Surrender..."

      1. Making Observations, Returning to the Text

   2. Annotate & Mark "On Women's..."

      1. Making Observations, Returning to– Working from the Text

4. HOMEWORK: 

   1. Complete Edmentum Pathway #5 by 11:59 Thursday, 2/25

Friday (11:13–11:55) line Cohorts A & B 

1. NO SCHOOL

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

Objectives/Standards:

• CCSS.ELA-Literacy.RI.9-10.10  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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 4: 2/15-19/2021

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

Monday (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Wednesday (11:13–11:55) 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: "The American Promise" Rhetorical Analysis 

   1. In Breakout Rooms: Maya, Alaina, 

      1. Thesis Statements: make sure to include rhetorical appeals.

      2. Each paragraph's "assertion" (first-sentence claim) must identify Johnson's main rhetorical device used to support his claim.

      3. Evidence includes embedded, cited excerpt from the speech.

4. HOMEWORK

Thursday (11:13–11:55) Cohort A in person, Cohort B in Google Meet

1. Journal

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

2. Springboard 1.7

   1. Annotate & mark "From On Civil Disobedience"

Friday (11:13–11:55) line Cohorts A & B 

1. Journal

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

2. Springboard 1.7

   1. Complete assigned work for "From On Civil Disobedience"

      1. Respond to annotation comments (when available)

3. HOMEWORK: 

   1. Making Observations, Returning to and Working from the Text.

   2. Complete Edmentum Pathway #4 by 11:59 Sunday, 2/21

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 3: 2/8–12/2021

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

Monday (11:13–11:55) 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: "The American Promise" Rhetorical Analysis 

   1. Complete/Revise Paragraph Frame

   2. Begin "Writing a Rhetorical Analysis"

   3. See the PDF in Classroom Q3 Week Three & open with Kami.

3. HOMEWORK: 

   1. Complete Activity One (9 points)

   2. Rhetorical Analysis is due by class time Tuesday, 2/16.

Tuesday (11:13–11:55) 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 (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

4. Journal

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

5. NMSI: "The American Promise" Rhetorical Analysis 

   1. In Breakout Rooms, read your paragraph frame aloud to your partner.

      1. revise content & syntax.

6. HOMEWORK: Rhetorical Analysis is due by class time Tuesday, 2/16.

Thursday (11:13–11:55) 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: "The American Promise" Rhetorical Analysis 

   1. Listen to Johnson's speech to congress.

   2. Complete Activity Two: Thesis Revision (8 points)

   3. Complete Activity Three: Body Paragraphs (24 points)

3. HOMEWORK: Rhetorical Analysis is due by class time Tuesday, 2/16.

Friday (11:13–11:55) line Cohorts A & B 

1. Journal

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

2. NMSI: "The American Promise" Rhetorical Analysis 

   1. Complete Activity Four: Concluding Paragraph (5 points)

3. HOMEWORK: Rhetorical Analysis is due by class time Tuesday, 2/16.

Monday (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (11:13–11:55) 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: "The American Promise" Rhetorical Analysis 

   1. Revise Rhetorical Analysis

3. Begin Springboard 1.7

   1. "From On Civil Disobedience"

 Monday OnlineCohorts A & B Google Meet Collaboration

1. Journal

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

2. Springboard 1.7

   1. "From On Civil Disobedience"

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 2: 2/1-5/2021

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

Monday (11:13–11:55) Cohort A in person, Cohort B in Google Meet 

1. NO SCHOOL

Tuesday (11:13–11:55) 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. NMSI: "The American Promise" Rhetorical Analysis (47-49)

   1. See the PDF in Classroom & open with Kami.

5. HOMEWORK:

   1. Third Pathway for Edmentum Midterm Assessment is due by Friday, 2/5.

Wednesday (11:13–11:55) 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: "The American Promise" Rhetorical Analysis 

   1. Discuss (47-49)

   2. Begin (50-52)

   3. See the PDF in Classroom & open with Kami.

3. HOMEWORK:

   1. Third Pathway for Edmentum Midterm Assessment is due by Friday, 2/5.

Thursday (10:48–11:40) line Cohorts A & B 

1. Journal

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

2. NMSI: "The American Promise" Rhetorical Analysis 

   1. Complete (50-52)

   2. See the PDF in Classroom & open with Kami.

3. HOMEWORK:

   1. Third Pathway for Edmentum Midterm Assessment is due by Friday, 2/5.

Friday Cohorts A & B Google Meet Collaboration

1. Journal

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

2. NMSI: "The American Promise" Rhetorical Analysis 

   1. Discuss (50-52)

   2. Introduce & complete (53-54)

   3. See the PDF in Classroom & open with Kami.

3. HOMEWORK:

   1. Third Pathway for Edmentum Midterm Assessment is due by tonight, 2/5.

 Monday OnlineCohorts A & B Google Meet Collaboration

1. Journal

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

2. NMSI: "The American Promise" Rhetorical Analysis 

   1. Complete Paragraph Frame

   2. Begin "Writing a Rhetorical Analysis"

   3. See the PDF in Classroom & open with Kami.

3. HOMEWORK:

   1. Fourth Pathway for Edmentum Midterm Assessment is due by Tuesday, 2/9.

   2. Complete NMSI pp. 61-63 by 11:59 tonight.

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q3 Week 1: 1/25-29/2021

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

Monday (11:13–11:55) 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...

   1. FINAL COPY with stamped envelop due by class time.

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

3. NMSI: Persuasive Appeals

   1. See the PDF in Classroom & open with Kami.

4. HOMEWORK:

   1. First Pathway for Edmentum Midterm Assessment is due by Wednesday, 1/27.

Tuesday (11:13–11:55) 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. Complete Persuasive Appeals

      1. See the PDF in Classroom & open with Kami.

   2. Begin "Analyzing Rhetorical Appeals"

      1. See the PDF in Classroom & open with Kami.

3. HOMEWORK:

   1. NMSI: Complete prompts 1-4 (8 points) and mark and annotate Johnson's speech, "The American Promise" (10 points) due by class time tomorrow.

   2. First Pathway for Edmentum Midterm Assessment is due by Wednesday, 1/27.

Wednesday (10:48–11:40) line Cohorts A & B 

1. Journal

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

2. NMSI

   1. Discus "The American Promise" and prompt responses in "Analyzing Rhetorical Appeals"

      1. See the PDF in Classroom 

Thursday Cohorts A & B Google Meet Collaboration

1. Journal

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

2. NMSI

   1. continue "The American Promise"

      1. See the PDF in Classroom Q3 Week Two

 Friday OnlineCohorts A & B Google Meet Collaboration

1. Journal

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

2. NMSI

   1. Using Persuasive Appeals applied to "The American Promise"

      1. See the PDF in Classroom Q3 Week Two.

3. HOMEWORK:

   1. Edmentum: Complete Pathway #2 (10 points) by 11:59 Sunday.

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q2 Week 9: 1/18-22/2021

FOCUS:  NMSI; 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 (9:30–10:40) 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 (six points this week)

3. NMSI Allusions

   1. Complete the Allusions worksheet, focusing on Historical Allusions.

      1. See my comments, those who worked on it last Friday.

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

   1. See Slides presentation

5. Intervention Study Hall 1:30–3:00

6. HOMEWORK:

   1. Allusions Worksheet is due by 11:59 tonight.

   2. Rough Draft of letter is due in class Friday

Wednesday (10:48–11:40) line Cohorts A & B 

1. Complete Rough Draft

2. Complete outstanding assignments for late credit. 

   1. In-class help session

Thursday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–9:25am

 Friday OnlineCohorts A & B Google Meet Collaboration

1. Journal

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

2. The Assignment You'll Remember...

   1. Revise rough drafts

      1. THE FUTURE IS THE PRESENT, so write as if you know what's happening in 2031: Tell, don't ask.

      2. Heading goes below the Header area.

      3. The letter goes above the rubric.

3. Intervention Study Hall 1:30–3:00

4. HOMEWORK:

   1. FINAL COPY with stamped envelop due by class time Monday.

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

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

Q2 Week 8: 1/11-15/2021

FOCUS:  NMSI; Edmentum.  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 (9:30–10:40) 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 (six points this week)

3. NMSI Rhetorical Devices Worksheet

   1. Quick revisions of the #4s.

4. Edmentum

   1. Midterm Growth Assessment

5. Intervention Study Hall 1:30–3:00

6. HOMEWORK:

   1. NMSI Rhetorical Devices worksheet is due by 11:59 tonight.

   2. Read, highlight & annotate "From On Civil Disobedience" by 11:59 tomorrow (12 points)

Wednesday (10:48–11:40) line Cohorts A & B 

1. Work independently

   1. Complete Midterm Growth Assessment (if necessary)

   2.  Springboard 1.7: "From On Civil Disobedience".

   3. Complete NMSI Rhetorical Devices worksheet for late credit.

Thursday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–9:25am

 Friday OnlineCohorts A & B Google Meet Collaboration

1. Journal

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

2. Students sign in to Kami accounts

   1. Check out operations/capabilities

3. Discuss NMSI "Rhetorical Devices" activity

   1. Rhetorical Devices study & presentation

   2. "The Oz Diet" study

4. Begin the "Understanding Rhetorical Analysis" Unit

   1. Allusions

5. INDEPENDENT ENRICHMENT: Springboard Activity 1.7

   1. Discuss "From On Civil Disobedience" 

      1. Discuss "Returning to the Text" "Working from the Text" 5 & 6 

      2. as well as #7 "Working from...", "...Writer's Craft", Parallelism

6. Intervention Study Hall 1:30–3:00

Objectives/Standards:

• 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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

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 (9:30–10:40) 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 (six points this week)

3. NMSI: Rhetorical Devices Analysis Lesson

   1. See Classroom Q2 Weeks Seven & Eight Assignment details

4. Intervention Study Hall 1:30–3:00

Wednesday (10:48–11:40) line Cohorts A & B 

1. Work independently on Springboard, Edmentum, and NMSI.

Thursday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–9:25am

 Friday OnlineCohorts A & B Google Meet Collaboration

1. Journal

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

2. Complete NMSI "Rhetorical Devices" activity

   1. Rhetorical Devices study & presentation

   2. "The Oz Diet" study

3. Independently, begin Springboard Activity 1.7

   1. Read, Highlight, & Annotate "From On Civil Disobedience" 

      1. Complete"Returning to the Text" "Working from the Text" 5 & 6 

      2. NEXT THURSDAY, 1/14/21: Whole class discusses #7 "Working from...", "...Writer's Craft", Parallelism

4. Intervention Study Hall 1:30–3:00

5. HOMEWORK:

   1. Complete the "Analyzing Rhetorical Analysis..." worksheet by 11:59pm Tuesday, 1/12/21  

Coming up next week:Tuesday 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.9-10.10  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.

• CCSS.ELA-Literacy.RI.9-10.3  Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• 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.

Teaching Standards:

Purdue Owl

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

FOCUS:  Tidy up

Monday Online Cohorts A & B Google Meet Collaboration

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

2. Journal

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

3. Springboard catch up by completing all asignments.

4. Edmentum

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

5. Holiday Movie

Tuesday Online Cohorts A & B Google Meet Collaboration

1. Journal

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

2. Intervention 9:10–10:00am

3. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B 

1. NO SCHOOL

Thursday Cohorts A & B Google Meet Collaboration

1. NO SCHOOL

 Friday OnlineCohorts A & B Google Meet Collaboration

1. NO SCHOOL

Objectives/Standards:

Teaching Standards:

Purdue Owl

Q2 Week 6: 12/14-18/2020

FOCUS:  Springboard; Edmentum

Monday Cohorts A & B Google Meet Collaboration

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

Tuesday 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 1.6: "Joining the Conversation"

   1. Check responses to annotations.

   2. Discuss "Focus on the Sentence", "Working from the Text" (6), Logical Fallacies (7)

   3. Discuss Language & Writer’s Craft: Colons and Semicolons

   4. Complete "Explain How the Author Builds and Argument"

3. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B Google Meet Collaboration

1. Mandatory Help Session during first period for students with a failing grade, 10:55–11:40

Thursday Cohorts A & B Google Meet Collaboration

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

2. HOMEWORK

   1. Complete your EIGHTH Edmentum Pathway by 11:59 tonight (10 points)

 Friday Cohort B Google Meet Collaboration

1. Journal

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

2. RETURN LIBRARY BOOK(S)

3. Springboard Activity 1.6

   1. Complete Quiz (Classroom Q2 Weeks 5 & 6)

   2. Complete "...Author Builds an Argument" ¶ in the Response box.

4. Springboard Activity 1.7: "Taking a Stand on Justice"

   1. Learning Targets, Preview, As You Read

   2. Annotate and mark the excerpt from On Civil Disobedience (12 points).

      1. Complete "Making Observations" & "Returning to the Text" in Breakout Room when ready.

5. OFFICE HOURS 12:50–3:00

6. HOMEWORK

   1. Language and Writer's Craft....

   2. Parallelism (8)

Monday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00

Objectives/Standards:

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• CCSS.ELA-Literacy.W.9-10.2c  Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

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

• CCSS.ELA-Literacy.L.9-10.2b  Use a colon to introduce a list or quotation.

• 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.

• CCSS.ELA-Literacy.L.9-10.6  Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• 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.

Teaching Standards:

Purdue Owl

Q2 Week 5: 12/7-11/2020

FOCUS:  Springboard; Edmentum

Monday Cohorts A & B Google Meet Collaboration

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

2. HOMEWORK

   1. Complete sixth Edmentum Pathway by 11:59 tonight (10 points)

      1. Cannot verify extent of Tutorial completion

Tuesday 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 1.6: "Joining the Conversation"

   1. Learning Targets

   2. Embedded Assessment 1

   3. Discuss the essay

      1. complete "Making Observations" & "Returning to the Text"

3. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B Google Meet Collaboration

1. NEXT WEEK: Intervention 10:50–11:40

Thursday Cohorts A & B Google Meet Collaboration

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

2. HOMEWORK

   1. Complete seventh Edmentum Pathway by 11:59 tonight (10 points)

      1. Cannot verify extent of Tutorial completion

 Friday Cohort 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 1.6: "Joining the Conversation"

   1. Focus on the Sentence

   2. Working from the Text

   3. Logical Fallacies 

   4. Check Your Understanding: Colons & Semicolons

3. OFFICE HOURS 12:50–3:00

Monday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00

Objectives/Standards:

• CCSS.ELA-Literacy.L.9-10.1b  Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• CCSS.ELA-Literacy.W.9-10.2c  Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

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

• CCSS.ELA-Literacy.L.9-10.2b  Use a colon to introduce a list or quotation.

• 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.

• CCSS.ELA-Literacy.L.9-10.6  Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Teaching Standards:

Purdue Owl

Q2 Week 4: 11/30–12/4/2020

FOCUS:  Springboard; Edmentum

Monday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00

2. HOMEWORK

   1. Complete fourth Edmentum 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, four points per week)

2. NMSI

   1. Collaboratively revise according to my comments and questions in Breakout Rooms.

3. Springboard Activity 1.5

   1. Though clunky, "Write a Thesis" needs to be completed in Springboard.

   2. "Finalize Your Essay and Reflect"

4. Springboard Activity 1.6: "Joining the Conversation"

   1. Learning Targets

   2. Embedded Assessment 1

5. OFFICE HOURS 12:50–3:00

Wednesday Online Cohorts A & B Google Meet Collaboration

1. Intervention 10:45–11:40

Thursday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00

2. HOMEWORK

   1. Complete fifth Edmentum Pathway by 11:59 tonight (10 points)

 Friday Cohort 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 1.6: "Joining the Conversation"

   1. Learning Targets

   2. Embedded Assessment 1

3. OFFICE HOURS 12:50–3:00

Monday Cohorts A & B Google Meet Collaboration

1. Intervention 9:10–10:00

Objectives/Standards:

Teaching Standards:

Purdue Owl

Q2 Week 3: 11/23-27/2020

FOCUS:  Springboard; Edmentum

Monday Cohorts A & B Google Meet Collaboration

1. Intervention 10:00–11:10

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. Intervention 10:00–11:10

Objectives/Standards:

Teaching Standards:

Purdue Owl

Q2 Week 2: 11/16-20/2020

FOCUS: NMSI Extension Activity; Edmentum; Springboard 1.5

Monday Cohorts A & B 

1. Journal

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

2. NMSI Extension Activity: Thematic Comparison of Rhetorical Claims through Quotations

   1. Complete Discussion

3. Springboard Activity 1.5

   1. Breakout Rooms: Examining a Multiple-Meaning Word & Developing the Claim

4. HOMEWORK: Complete second Edmentum pathway (10 points)

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

Tuesday Cohorts A & B

1. Journal

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

2. Springboard Activity 1.5

   1. Explain How an Author Builds an Argument

   2. Gather Ideas, Write a Thesis, Craft an Introduction (9 points)

3. Edmentum

   1. Complete work as needed.

4. HOMEWORK by 11:59 tonight: 

   1. Gather Ideas, Write a Thesis, Craft an Introduction (9 points)

   2. Introductory paragraph (See Response Document in Classroom)

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 1.5

   1. Revise intro ¶s in Breakout Rooms

   2. Discuss & compose Body Paragraphs and Incorporate Quotations

      1. Follow C.E.A. format

3. HOMEWORK by 11:59 tonight: 

   1. Body Paragraphs (15 points)

Thursday Cohorts A & B Google Meet Collaboration

1. Journal

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

2. Springboard Activity 1.5

   1. Discuss "Self-Review and Peer Feedback" 

   2. Revise Body Paragraphs ¶s in Breakout Rooms

   3. Discuss "Write the Conclusion" and draft concluding paragraph

3. HOMEWORK: 

   1. Complete the essay

   2. Complete "Finalize Your Essay and Reflect"

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

Friday 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

   1. Complete revisions

3. Edmentum

   1. Complete third Edmentum pathway (10 points)

Monday Cohorts A & B

1. Journal

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

2. TBA

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.W.9-10.2d

• Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• CCSS.ELA-Literacy.W.9-10.2a

• Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• 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).

• 
  

Teaching Standards:

• 1.1, 1.2: Writing Prompt: Informational

• 2.1, 2.2, 2.3: Discuss "Making Observations", "Returning to the Test"

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

• 4.1, 4.2, 4.3, 4.6, 4.7: Springboard standards links, 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: Socratic Seminar Debriefing; NMSI Extension Activity; Edmentum; Springboard 1.5

Monday Cohorts A & B 

1. Journal

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

2. Springboard 1.4: Technology and Communication

   1. Debrief Socratic Seminar 

   2. NMSI Extension Activity: Thematic Comparison of Rhetorical Claims through Quotations

      1. Discuss and develop 

3. HOMEWORK: 

   1. Complete NMSI Extension Activity (20 points)

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

Tuesday Cohorts A & B

1. Journal

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

2. NMSI Extension Activity: Thematic Comparison of Rhetorical Claims through Quotations

   1. compare & Discuss your interpretations in Breakout Rooms

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. Edmentum 

   1. Use the link on the website to access the Edmentum Benchmark Assessment

4. HOMEWORK: 

   1. Complete one pathway

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. NMSI Extension Activity: Thematic Comparison of Rhetorical Claims through Quotations

   1. Revise your document according to Mr. Conklin's revisions

      1. complete response document accordingly

   2. compare & Discuss your interpretations 

4. Edmentum

   1. Discuss pathway issues

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

Friday 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. Share NMSI Extension Activity in Breakout Rooms

   1. Each group pick one personal quote to share & discuss in whole group

3. Springboard Activity 1.5

   1. Examining a Multiple-Meaning Word

   2. Developing the Claim

   3. Explain How an Author Builds an Argument

   4. Gather Evidence, Write a Thesis, Craft an Introduction

   5. Complete Activity 1.5 Formative Assessment

Monday Cohorts A & B

1. Journal

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

2. TBA

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.W.9-10.2d

• Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• CCSS.ELA-Literacy.W.9-10.2a

• Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• 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).

• 
  

Teaching Standards:

• 1.1, 1.2: Writing Prompt: Informational

• 2.1, 2.2, 2.3: Discuss "Making Observations", "Returning to the Test"

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

• 4.1, 4.2, 4.3, 4.6, 4.7: Springboard standards links, 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: Springboard online interactive text; Socratic Seminar; Literary Analysis; 

Monday Cohorts A & B 

1. Journal

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

2. Springboard 1.4: Technology and Communication

   1. Socratic Seminar preparation (NMSI)

      1. See Assignment information in Classroom

      2. Review your notes to McGonigal, Marshall Davis Jones, Turkle, & Calvin Conklin following guidelines in "Introducing the Strategy..." in Springboard Activity 1.4

      3. Group one: Dustin, BriLee, Maya, Adelle, Molly, Heather 

         1. Conduct the seminar (15 minutes)

3. HOMEWORK: 

   1. Literary Analysis is due this Thursday, 11/5/2020

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

Tuesday Cohorts A & B

1. Journal

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

2. Literary Analysis

   1. Set up Header, Heading, Intro ¶ in Rubric document

   2. Peruse & discuss layout document

3. HOMEWORK: 

   1. Literary Analysis is due this Thursday, 11/5/2020

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. Literary Analysis

   1. Discuss Body ¶ 1 in Layout document

3. HOMEWORK: 

   1. Literary Analysis is due this Thursday, 11/5/2020

Thursday Cohorts A & B Google Meet Collaboration

1. Journal

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

2. Literary Analysis

   1. Works Cited Page

      1. Purdue Owl

3. Springboard 1.4: Technology and Communication

   1. Socratic Seminar preparation (NMSI)

      1. Group Two : Alaina, Kayla, Elise, Abigail, Chelsea

         1. Conduct the seminar (15 minutes)

      2. Debrief: "Reflecting on Socratic Seminar..." Springboard 1.4

4. HOMEWORK:

   1. Literary Analysis is due this TONIGHT, 11/5/2020

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

Friday 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 1.5: Analyzing an Argument

   1. Learning Targets, Preview, Examining a Multiple-Meaning Word

Monday Cohorts A & B

1. Journal

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

2. Springboard 1.4: Technology and Communication

   1. NMSI Extension Activity: Thematic Comparison of Rhetorical Claims through Quotations

      1. Discuss and develop 

      2. Share & revise quotation analysis & comparisons in Breakout Rooms

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.W.9-10.2d

• Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• CCSS.ELA-Literacy.W.9-10.2a

• Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• 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).

• 
  

Teaching Standards:

• 1.1, 1.2: Writing Prompt: Informational

• 2.1, 2.2, 2.3: Discuss "Making Observations", "Returning to the Test"

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

• 4.1, 4.2, 4.3, 4.6, 4.7: Springboard standards links, 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: Springboard online interactive text; Independent Reading/C.E.A. 

Monday Cohorts A & B 

1. Journal

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

2. C.E.A. #3 

   1. R.S. #3: hyphen, en–dash em—dash review and revision

   2. See Target Questions for C.E.A. #3

3. HOMEWORK: 

   1. C.E.A. #3 (over the final third of your book) is due by class time Wednesday

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

Tuesday Cohorts A & B

1. Journal

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

2. Springboard 1.4: Technology and Communication

   1. Discuss "Flight from Conversation"

   2. Making Observations, Returning to the Text

   3. Focus on the Sentence

   4. Socratic Seminar 

      1. Complete Working from the Text (11-13)

      2. Discuss in Breakout Rooms

3. HOMEWORK: 

   1. C.E.A. #3 (over the final third of your book) is due tomorrow in class

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. Complete your C.E.A. #3 (over the final third of your book) today

4. HOMEWORK: 

   1. Literary Analysis is due next Wednesday, 11/4/2020

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. Springboard 1.4: Technology and Communication

   1. Socratic Seminar preparation (NMSI)

      1. Discuss reactions to McGonigal, Marshall Davis Jones, Turkle following guidelines discussed in class Tuesday

3. HOMEWORK:

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

Friday 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 1.4: Technology and Communication

   1. Guest Speaker 

      1. Software Engineer, Calvin Conklin, discusses his experience with technology and communication in the real world

         1. Take notes & ask questions as preparation for our Socratic Seminar discussion Monday in class.

Monday Cohorts A & B

1. Journal

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

2. Literary Analysis overview

   1. Discuss structure and Rubric (Classroom)

   2. Begin drafting your essay

3. Springboard 1.4: Technology and Communication

   1. Debrief themes discussed by Friday's speaker

      1. Share memorable quotes

   2. NMSI Extension Activity: Thematic Comparison of Rhetorical Claims through Quotations

4. Literary Analysis 

   1. Discuss progress so far

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.W.9-10.2d

• Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• CCSS.ELA-Literacy.W.9-10.2a

• Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Teaching Standards:

• 1.1, 1.2: Writing Prompt: Informational

• 2.1, 2.2, 2.3: Discuss "Making Observations", "Returning to the Test"

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

• 4.1, 4.2, 4.3, 4.6, 4.7: Springboard standards links, 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 6: 10/19-23/2020