Kahoot Review- Ethos, Pathos, Logos
Kahoot Review- Poetic Devices
Grammar Review: Fused Sentences (Run-Ons) and Commas Splices
Poe's The Raven interactive website- click here!
Friday, January 24th- 5th and 6th Hour Exams
Thursday, January 23rd- 3rd and 4th Hour Exams
Wednesday, January 22nd- 1st and 2nd Hour Exams
To access the online Language Arts 10 textbook, go to http://my.hrw.com.
- Log in with the following Username and Password:
- Username: your usual computer login with an “h” added at the end. Example: asmith1234h
- Password: holtstudents
Tuesday, January 21st
Learning Target: Students will be able to demonstrate their mastery of this semester's skills and concepts.
- Review Kahoot
- Discuss written section
- Any questions about the exam?
Homework: Study for exams! Practice applying poetic devices using
- Review Kahoot
- Discuss written section
- Any questions about the exam?
Homework: Study for exams! Practice applying poetic devices using
Monday, January 20th- Martin Luther King Jr. Day (No School)
Friday, January 17th
Learning Target: Students will be able to describe transcendentalist thought in an excerpt from Thoreau's Walden.
- Collect essay revisions and any late work
- Check in and go over exam review
- Final exit slip!
Homework: Study for exams / Enjoy your long weekend!
Upcoming: Tuesday is a review day and Thursday is your exam day
- Collect essay revisions and any late work
- Check in and go over exam review
- Final exit slip!
Homework: Study for exams / Enjoy your long weekend!
Upcoming: Tuesday is a review day and Thursday is your exam day
Thursday, January 16th
Learning Target: Students will be able to demonstrate understanding of their independent reading selections, citing textual evidence and personal connections in their analysis of the text.
- Independent reading: Accountability check
- Work on exam review- Due: Tomorrow
Homework: Finish exam review by start of class tomorrow!
Upcoming: No school Monday / Tuesday- Exam review game
- Independent reading: Accountability check
- Work on exam review- Due: Tomorrow
Homework: Finish exam review by start of class tomorrow!
Upcoming: No school Monday / Tuesday- Exam review game
Wednesday, January 15th
Learning Target: Students will be able to initiate and participate effectively in a collaborative discussion, building on others' ideas and expressing their own clearly and persuasively.
- Socratic Seminar on Emerson's "Self-Reliance" and Thoreau's Walden
- Submit Thoreau sketch notes and check-in any other preparation you did for the discussion
Homework: Read your independent reading book and work on your exam review
Upcoming: All essay revisions are due by FRIDAY in class (staple new copy with highlighted revisions, rubric, and original essay)
- Socratic Seminar on Emerson's "Self-Reliance" and Thoreau's Walden
- Submit Thoreau sketch notes and check-in any other preparation you did for the discussion
Homework: Read your independent reading book and work on your exam review
Upcoming: All essay revisions are due by FRIDAY in class (staple new copy with highlighted revisions, rubric, and original essay)
Tuesday, January 14th
Learning Target: Students will be able to describe transcendentalist thought in an excerpt from Thoreau's Walden.
- Book Hook: Uglies by Scott Westerfeld- Dystopian genre with some loose ties to transcendentalist or Romantic ideals (like The Giver)
- Grammar review
- Work on Walden sketch notes (due Wednesday) and exam review (due Friday) or read your independent reading book
Homework: Finish reading independent reading book before tomorrow's accountability check (150 page minimum) / Work on exam review
Upcoming: Exam Review is due on Friday!
- Open book comprehension check- Walden
- Book Hook: Uglies by Scott Westerfeld- Dystopian genre with some loose ties to transcendentalist or Romantic ideals (like The Giver)
- Grammar review
- Work on Walden sketch notes (due Wednesday) and exam review (due Friday) or read your independent reading book
Homework: Finish reading independent reading book before tomorrow's accountability check (150 page minimum) / Work on exam review
Upcoming: Exam Review is due on Friday!
- Open book comprehension check- Walden
Monday, January 13th
Learning Target: Students will be able to describe transcendentalist thought in an excerpt from Thoreau's Walden.
- Continue sketchnoting Walden selections- Due: Wednesday
- Work on exam review- Due: Friday
Homework: Read your independent reading book!
Upcoming: Independent reading accountability check- Thursday
- Continue sketchnoting Walden selections- Due: Wednesday
- Work on exam review- Due: Friday
Homework: Read your independent reading book!
Upcoming: Independent reading accountability check- Thursday
Friday, January 10th
Learning Target: Students will be able to describe transcendentalist thought in an excerpt from Thoreau's Walden.
- What are sketchnotes?
- Close Reading: Begin sketchnoting Walden selections
- Distribute LA 10 exam review- Due: Next Friday
Homework: Read your independent reading book!
Upcoming: Independent reading accountability check- Thursday
- What are sketchnotes?
- Close Reading: Begin sketchnoting Walden selections
- Distribute LA 10 exam review- Due: Next Friday
Homework: Read your independent reading book!
Upcoming: Independent reading accountability check- Thursday
Thursday, January 9th
Learning Target: Students will be able to describe transcendentalist thought in Emerson's "Self-Reliance."
- Practice quote analysis (one written paragraph)
- Socratic Discussion Preparation: "Self-Reliance"
- Independent reading (Reminder: Accountability check next Thursday!)
Homework: Read your book!
Upcoming: All essay revisions are due by NEXT FRIDAY!
Accountability check next Thursday!
- Practice quote analysis (one written paragraph)
- Socratic Discussion Preparation: "Self-Reliance"
- Independent reading (Reminder: Accountability check next Thursday!)
Homework: Read your book!
Upcoming: All essay revisions are due by NEXT FRIDAY!
Accountability check next Thursday!
Wednesday, January 8th
Learning Target: Students will be able to describe the basic tenets of transcendentalism.
- Discuss "Nature" excerpt and find examples of transcendental thought
- Close reading of Emerson's "Self-Reliance" / Examples of Transcendental thought
- Independent reading (Reminder: Accountability check next Thursday!)
Homework: None / Complete graphic organizer (Examples of Transcendental thought)
Upcoming: Accountability check next Thursday!
- Discuss "Nature" excerpt and find examples of transcendental thought
- Close reading of Emerson's "Self-Reliance" / Examples of Transcendental thought
- Independent reading (Reminder: Accountability check next Thursday!)
Homework: None / Complete graphic organizer (Examples of Transcendental thought)
Upcoming: Accountability check next Thursday!
Tuesday, January 7th
Learning Target: Students will be able to describe the basic tenets of transcendentalism.
- Anticipation guide
- Transcendentalism notes
- Read short Emerson excerpt from Nature (p. 42-43 in the Close Reader)
Homework: Read your book!
Upcoming: Independent reading accountability check at the end of next week
- Anticipation guide
- Transcendentalism notes
- Read short Emerson excerpt from Nature (p. 42-43 in the Close Reader)
Homework: Read your book!
Upcoming: Independent reading accountability check at the end of next week
Monday, January 6th
Learning Target: Students will analyze the cumulative impact of specific word choices on meaning. CCSS.ELA-Literacy.RL.9-10.4
- "Overwrite Ridiculously"- Use a thesaurus to alter a passage, demonstrating how word connotation can affect meaning.
1. Change words to ridiculously over-the-top synonyms, using words that you think college professors want to hear.
Challenge: Whose passage sounds the most ridiculously overwritten?
2. Now, go back and change the passage using words that enhance (not overpower) the original.
- Independent reading
Homework: Read your book!
Upcoming: Begin Transcendentalism Unit, our final unit of Semester 1!
- "Overwrite Ridiculously"- Use a thesaurus to alter a passage, demonstrating how word connotation can affect meaning.
1. Change words to ridiculously over-the-top synonyms, using words that you think college professors want to hear.
Challenge: Whose passage sounds the most ridiculously overwritten?
2. Now, go back and change the passage using words that enhance (not overpower) the original.
- Independent reading
Homework: Read your book!
Upcoming: Begin Transcendentalism Unit, our final unit of Semester 1!
Friday, December 20th
Learning Target: Students will be able to demonstrate command of the conventions of standard English grammar when writing. CCSS.ELA-Literacy.L.9-10.1
- Collect The Crucible Essays
- Exit slip
Homework: Enjoy your break!
Upcoming: Winter Break!
- Collect The Crucible Essays
- Exit slip
Homework: Enjoy your break!
Upcoming: Winter Break!
Thursday, December 19th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the non-fiction article says explicitly as well as inferences drawn from the article. CCSS.ELA-Literacy.RL.9-10.1
- Non-fiction: Ergotism and the Salem Witch Trials
- Mass Hysteria and Conversion Disorder: Le Roy, New York (2012)
- Alternative Theories: PANDAS, fracking, other environmental issues
Homework: Final draft due printed and submitted to turnitin.com by Friday, 12/20!
(Regardless of absence must be submitted to turnitin.com by 12/20 to avoid LATE PENALTY)
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
1) Define: What is ergotism?
2) Identify: What are the symptoms of ergot poisoning?
3) Analyze: Is the author’s argument of whether the grain in Salem might have been contaminated effective? Explain your reasoning with a critique (positive or negative) of the article’s argumentation.
4) Evaluate: Is ergotism a viable explanation for the events surrounding the Salem Witch Trials? What do you think best explains the events of the Salem Witch Trials and why?
Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections (PANDAS)
- Non-fiction: Ergotism and the Salem Witch Trials
- Mass Hysteria and Conversion Disorder: Le Roy, New York (2012)
- Alternative Theories: PANDAS, fracking, other environmental issues
Homework: Final draft due printed and submitted to turnitin.com by Friday, 12/20!
(Regardless of absence must be submitted to turnitin.com by 12/20 to avoid LATE PENALTY)
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
1) Define: What is ergotism?
2) Identify: What are the symptoms of ergot poisoning?
3) Analyze: Is the author’s argument of whether the grain in Salem might have been contaminated effective? Explain your reasoning with a critique (positive or negative) of the article’s argumentation.
4) Evaluate: Is ergotism a viable explanation for the events surrounding the Salem Witch Trials? What do you think best explains the events of the Salem Witch Trials and why?
Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections (PANDAS)
Wednesday, December 18th
Learning Target: Students will be able to demonstrate command of the conventions of standard English grammar when writing. CCSS.ELA-Literacy.L.9-10.1
- Revision/editing process
- Independent reading / Essay conferencing
Homework: Revise essay and print clean copy to submit at the start of class on Friday
Upcoming: Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
- Revision/editing process
- Independent reading / Essay conferencing
Homework: Revise essay and print clean copy to submit at the start of class on Friday
Upcoming: Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
Tuesday, December 17th- Meet in the Media Center
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what Miller says explicitly in The Crucible as well as inferences drawn from the play. CCSS.ELA-Literacy.RL.9-10.1
- Type rough drafts in Media Center- Be sure to print today!
- Distribute editing checklists to those who are done
Homework: Finish typing- Due: Tomorrow at the start of class (printed)
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
- Type rough drafts in Media Center- Be sure to print today!
- Distribute editing checklists to those who are done
Homework: Finish typing- Due: Tomorrow at the start of class (printed)
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
Monday, December 16th- Meet in the Media Center
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what Miller says explicitly in The Crucible as well as inferences drawn from the play. CCSS.ELA-Literacy.RL.9-10.1
- Type rough drafts in Media Center
Homework: Continue working on draft- Due: Wednesday at the start of class (printed)
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
- Type rough drafts in Media Center
Homework: Continue working on draft- Due: Wednesday at the start of class (printed)
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
Friday, December 13th- Wellness Day (1/2 Day)
Thursday, December 12th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what Miller says explicitly in The Crucible as well as inferences drawn from the play. CCSS.ELA-Literacy.RL.9-10.1
- Finish The Crucible
- Plan essay / Find textual evidence / Work on essay template
- Independent reading
Homework: Bring a rough draft of your essay to class on Monday for us to type in the Media Center
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
- Finish The Crucible
- Plan essay / Find textual evidence / Work on essay template
- Independent reading
Homework: Bring a rough draft of your essay to class on Monday for us to type in the Media Center
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
Wednesday, December 11th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what Miller says explicitly in The Crucible as well as inferences drawn from the play. CCSS.ELA-Literacy.RL.9-10.1
- Watch The Crucible
- Plan essay / Find textual evidence / Work on essay template
Homework: Bring 2-3 complete paragraphs to class tomorrow
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
- Watch The Crucible
- Plan essay / Find textual evidence / Work on essay template
Homework: Bring 2-3 complete paragraphs to class tomorrow
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
Tuesday, December 10th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what Miller says explicitly in The Crucible as well as inferences drawn from the play. CCSS.ELA-Literacy.RL.9-10.1
- Watch The Crucible
- Plan essay / Find textual evidence / Work on essay template
Homework: Bring 1-2 complete paragraphs to class tomorrow
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
- Watch The Crucible
- Plan essay / Find textual evidence / Work on essay template
Homework: Bring 1-2 complete paragraphs to class tomorrow
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: We will be in the Media Center on Monday and Tuesday to type our essays
Essay rough draft due Wednesday, 12/18 (PRINTED)
Final draft of essay due Friday, 12/20- Printed AND submitted to turnitin.com
Monday, December 9th
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Act 3/4 Quiz
- Assign formal essay, discuss rubric, and discuss how to write an intro and conclusion for this essay
- Work on essay template- 1-2 draft paragraphs due by Wednesday (depending on organization of your essay)
Homework: Have a great weekend! Be sure to track 6-9 pieces of evidence related to your theme if you have not already done so.
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Essay rough draft due Monday, 12/17
Final draft of essay due Thursday, 12/20- Printed AND submitted to turnitin.com
- Act 3/4 Quiz
- Assign formal essay, discuss rubric, and discuss how to write an intro and conclusion for this essay
- Work on essay template- 1-2 draft paragraphs due by Wednesday (depending on organization of your essay)
Homework: Have a great weekend! Be sure to track 6-9 pieces of evidence related to your theme if you have not already done so.
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Essay rough draft due Monday, 12/17
Final draft of essay due Thursday, 12/20- Printed AND submitted to turnitin.com
Friday, December 6th
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Finish Act 4- Justice in Salem?
- Be sure to track 6-9 pieces of evidence for the ONE theme you chose for your essay (with page numbers)
- Discuss and plan essay organization (by Act, by character, by type of fear, lie, etc.)
Homework: None / Read your independent reading book!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Act 3/4 Quiz on Monday, 12/9 (20 Multiple Choice)
- Finish Act 4- Justice in Salem?
- Be sure to track 6-9 pieces of evidence for the ONE theme you chose for your essay (with page numbers)
- Discuss and plan essay organization (by Act, by character, by type of fear, lie, etc.)
Homework: None / Read your independent reading book!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Act 3/4 Quiz on Monday, 12/9 (20 Multiple Choice)
Thursday, December 5th
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Finish Act 3 and begin Act 4 (final act)
- Justice in Salem?
- Be sure to track 6-9 pieces of evidence for the ONE theme you chose for your essay (with page numbers)
Homework: Read your independent reading book!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Act 3 and 4 Quiz on Monday
- Finish Act 3 and begin Act 4 (final act)
- Justice in Salem?
- Be sure to track 6-9 pieces of evidence for the ONE theme you chose for your essay (with page numbers)
Homework: Read your independent reading book!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Act 3 and 4 Quiz on Monday
Wednesday, December 4th
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Act 2 Quiz
- Begin Act 3 (p. 505-520) and continue tracking evidence on theme sheet
Homework: Read your independent reading book!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Act 3 and 4 Quiz on Monday
- Act 2 Quiz
- Begin Act 3 (p. 505-520) and continue tracking evidence on theme sheet
Homework: Read your independent reading book!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Upcoming: Act 3 and 4 Quiz on Monday
Tuesday, December 3rd
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Finish Act II (p. 491-503)
- Checkpoint: Evidence tracker (You will need 6-9 pieces of evidence for whichever theme you choose for your essay)
- Independent reading
Homework: Review for Act 2 Quiz (7 multiple choice questions) tomorrow!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
- Finish Act II (p. 491-503)
- Checkpoint: Evidence tracker (You will need 6-9 pieces of evidence for whichever theme you choose for your essay)
- Independent reading
Homework: Review for Act 2 Quiz (7 multiple choice questions) tomorrow!
Go to my.hrw.com to access the online textbook. The Crucible begins on p. 458.
Monday, December 2nd
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Brief discussion: Theme of justice in the play (anticipation guide)
- Start Act 2, tracking evidence of key themes as we read (p.480-490)
Homework: Read your independent reading book
Upcoming: Short quiz on Act 2 on Wednesday, 12/4
T- Finish Act 2 / Independent Reading
W- Short Act 2 Quiz (MC) / Start Act 3
TH- Finish Act 3 and being Act 4
F- Finish Act 4
- Brief discussion: Theme of justice in the play (anticipation guide)
- Start Act 2, tracking evidence of key themes as we read (p.480-490)
Homework: Read your independent reading book
Upcoming: Short quiz on Act 2 on Wednesday, 12/4
T- Finish Act 2 / Independent Reading
W- Short Act 2 Quiz (MC) / Start Act 3
TH- Finish Act 3 and being Act 4
F- Finish Act 4
Enjoy your Thanksgiving Break!
Tuesday, November 26th
Learning Target: Students will be able to define "scapegoat" and identify patterns for how/why societies assign blame.
- Collect song analysis assignments and character maps (if not submitted yesterday)
- Scapegoats
- Exit slip
Homework: Have a wonderful Thanksgiving break!
- Collect song analysis assignments and character maps (if not submitted yesterday)
- Scapegoats
- Exit slip
Homework: Have a wonderful Thanksgiving break!
Monday, November 25th
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Act I Quiz (14 multiple choice)
- Collect song analysis assignment / Finish character map- Due: Tomorrow
- Scapegoat video
Homework: Finish character map (if not completed in class)
Character Map
Select a character of your choice from The Crucible and write his or her name on your character map.
Choose either A or B for each of three sections below to to put on your map.
A. List 3 adjectives that describe this character (Level 1)
B. Describe 2-3 actions of this character so far (Level 1)
A. What is the relationship of this character to other characters? (Level 2)
B. What symbol best represents this character’s motivations? (Level 2)
A. Explain: What aspect of your character does your drawing/symbol convey? (Level 3)
B. Explain: What is Miller’s attitude toward this character? How can you tell? Use textual evidence. (Level 3)
- Act I Quiz (14 multiple choice)
- Collect song analysis assignment / Finish character map- Due: Tomorrow
- Scapegoat video
Homework: Finish character map (if not completed in class)
Character Map
Select a character of your choice from The Crucible and write his or her name on your character map.
Choose either A or B for each of three sections below to to put on your map.
A. List 3 adjectives that describe this character (Level 1)
B. Describe 2-3 actions of this character so far (Level 1)
A. What is the relationship of this character to other characters? (Level 2)
B. What symbol best represents this character’s motivations? (Level 2)
A. Explain: What aspect of your character does your drawing/symbol convey? (Level 3)
B. Explain: What is Miller’s attitude toward this character? How can you tell? Use textual evidence. (Level 3)
Friday, November 22nd
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Anticipation guide on The Crucible and class discussion of key themes (#6-8)
- Finish reading Act I (p.478-485)
- Assign character map- Due: Tuesday
Homework: Work on two song analysis paragraphs- Due: Monday, 11/25 (printed and submitted to turnitin.com)
M- Act 1 Quiz (14 multiple choice) / Collect 2 paragraph song analysis / Scapegoat
T- Scapegoat
W-F- Thanksgiving Break!
- Anticipation guide on The Crucible and class discussion of key themes (#6-8)
- Finish reading Act I (p.478-485)
- Assign character map- Due: Tuesday
Homework: Work on two song analysis paragraphs- Due: Monday, 11/25 (printed and submitted to turnitin.com)
M- Act 1 Quiz (14 multiple choice) / Collect 2 paragraph song analysis / Scapegoat
T- Scapegoat
W-F- Thanksgiving Break!
Thursday, November 21st
Learning Target: Students will be able to analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.3
- Anticipation guide on The Crucible and class discussion of key themes (#1-5)
- Continue reading Act I (p.466-478)
- Assign character map- Due: Tuesday
Homework: Work on two song analysis paragraphs- Due: Monday, 11/25 (printed and submitted to turnitin.com)
F- Finish Act 1 and take Act 1 Quiz (14 Multiple Choice Questions) / Collect 2 paragraph song analysis
M- Scapegoat
T- Scapegoat
W-F- Thanksgiving Break!
- Anticipation guide on The Crucible and class discussion of key themes (#1-5)
- Continue reading Act I (p.466-478)
- Assign character map- Due: Tuesday
Homework: Work on two song analysis paragraphs- Due: Monday, 11/25 (printed and submitted to turnitin.com)
F- Finish Act 1 and take Act 1 Quiz (14 Multiple Choice Questions) / Collect 2 paragraph song analysis
M- Scapegoat
T- Scapegoat
W-F- Thanksgiving Break!
Wednesday, November 20th
- EDPs with Counselors
Homework: Work on two song analysis paragraphs- Due: Friday, 11/22 (printed and submitted to turnitin.com)
Homework: Work on two song analysis paragraphs- Due: Friday, 11/22 (printed and submitted to turnitin.com)
Tuesday, November 19th
Learning Target: Students will be able to explore their initial perspectives on key themes in The Crucible and connect these themes to relevant historical and modern contexts.
- The Crucible Background Notes
- Cold War clips- Culture of Fear
- Begin reading Act 1 (p. 461-465)
Homework: Work on two song analysis paragraphs- Due: Friday, 11/22 (printed and submitted to turnitin.com)
W- EDPs with Counselors
TH- Continue Act 1 / Assign Character Map- Due: Monday
F- Finish Act 1 and take Act 1 Quiz (14 Multiple Choice Questions) / Collect 2 paragraph song analysis
M- Scapegoat
T- Scapegoat
W-F- Thanksgiving Break!
- The Crucible Background Notes
- Cold War clips- Culture of Fear
- Begin reading Act 1 (p. 461-465)
Homework: Work on two song analysis paragraphs- Due: Friday, 11/22 (printed and submitted to turnitin.com)
W- EDPs with Counselors
TH- Continue Act 1 / Assign Character Map- Due: Monday
F- Finish Act 1 and take Act 1 Quiz (14 Multiple Choice Questions) / Collect 2 paragraph song analysis
M- Scapegoat
T- Scapegoat
W-F- Thanksgiving Break!
Monday, November 18th
Learning Target: Students will be able to select and independently read texts matching the appropriate reading level. CCSS.ELA-Literacy.RL.9-10.10
- Model song analysis paragraph / How to introduce evidence
- Work on two paragraph song analysis
- Independent reading
- Exit slip
Homework: Work on two song analysis paragraphs- Due: Friday, 11/22 (printed and submitted to turnitin.com)
Upcoming: Two paragraph song analysis will be due on Friday, 11/22 (printed AND submitted to turnitin.com)
You will also turn in your annotated song lyrics for 10 points - See assignment sheet and rubric for details
- Model song analysis paragraph / How to introduce evidence
- Work on two paragraph song analysis
- Independent reading
- Exit slip
Homework: Work on two song analysis paragraphs- Due: Friday, 11/22 (printed and submitted to turnitin.com)
Upcoming: Two paragraph song analysis will be due on Friday, 11/22 (printed AND submitted to turnitin.com)
You will also turn in your annotated song lyrics for 10 points - See assignment sheet and rubric for details
The Raven- Interactive Poetic Device Practice
Play Kahoot Review Game! (Click here)
Friday, November 15th
Learning Target: Students will be able to demonstrate understanding of Romanticism and poetic devices.
- Romanticism Test
- When you finish your test, continue working on song annotations or read your independent reading book
Homework: Finish annotating your song before Monday
Upcoming: Song analysis written assignment (to be printed AND submitted to turnitin.com)
- Romanticism Test
- When you finish your test, continue working on song annotations or read your independent reading book
Homework: Finish annotating your song before Monday
Upcoming: Song analysis written assignment (to be printed AND submitted to turnitin.com)
Thursday, November 14th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- Quick review: Repetition, assonance, consonance, alliteration
- Romanticism review
- Model of song/poem analysis and begin lyric annotations
Homework: Prepare for tomorrow's Romanticism Test and bring your independent reading book
Upcoming: Romanticism Test- Friday, 11/15
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven", Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using TPCASTT
- Quick review: Repetition, assonance, consonance, alliteration
- Romanticism review
- Model of song/poem analysis and begin lyric annotations
Homework: Prepare for tomorrow's Romanticism Test and bring your independent reading book
Upcoming: Romanticism Test- Friday, 11/15
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven", Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using TPCASTT
Wednesday, November 13th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- Song of the Open Road- Volvo Ad (Whitman)- How is this Romantic?
- Analyze and discuss Whitman poems: "I Hear America Singing" / "O Captain, My Captain"
- Choose song for song analysis and explain assignment
Homework: Finish today's poetry analysis and choose/print a song to analyze
Upcoming: Romanticism Test- Friday, 11/15
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven", Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using T-PCASTT
- Written song analysis will be due next week (printed AND submitted to turnitin.com)
- Song of the Open Road- Volvo Ad (Whitman)- How is this Romantic?
- Analyze and discuss Whitman poems: "I Hear America Singing" / "O Captain, My Captain"
- Choose song for song analysis and explain assignment
Homework: Finish today's poetry analysis and choose/print a song to analyze
Upcoming: Romanticism Test- Friday, 11/15
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven", Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using T-PCASTT
- Written song analysis will be due next week (printed AND submitted to turnitin.com)
Tuesday, November 12th- Snow Day
Monday, November 11th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- Walt Whitman background
- Dickinson/Whitman poetry analysis
- What is the poet saying? (meaning) What is the poet doing? (poetic devices)
- Independent reading: Set reading goal and begin Quarter 2 book
Homework: Review poetic devices for your test later this week / Start thinking about song that you would like to analyze
Upcoming: Romanticism Test (Thursday, 11/14)
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven,” Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using TPCASTT (one we haven’t read before)
- Walt Whitman background
- Dickinson/Whitman poetry analysis
- What is the poet saying? (meaning) What is the poet doing? (poetic devices)
- Independent reading: Set reading goal and begin Quarter 2 book
Homework: Review poetic devices for your test later this week / Start thinking about song that you would like to analyze
Upcoming: Romanticism Test (Thursday, 11/14)
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven,” Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using TPCASTT (one we haven’t read before)
Friday, November 8th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- Wrap-up "Because I Could Not Stop for Death" analysis
- Apple/FBI Discussion
- Distribute study guides for Romanticism Test
- Book Hook: Salt to the Sea by Ruta Sepetys
Homework: Have a wonderful weekend! Begin preparing for Romanticism Test scheduled for next Thursday
Upcoming: Romanticism Test (Thursday, 11/14)
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven,” Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using TPCASTT (one we haven’t read before)
- Wrap-up "Because I Could Not Stop for Death" analysis
- Apple/FBI Discussion
- Distribute study guides for Romanticism Test
- Book Hook: Salt to the Sea by Ruta Sepetys
Homework: Have a wonderful weekend! Begin preparing for Romanticism Test scheduled for next Thursday
Upcoming: Romanticism Test (Thursday, 11/14)
Matching poetic devices to examples
Multiple choice- Examples of Romanticism and poetic devices in "Dr. Heidegger's Experiment", "Devil & Tom Walker", "The Raven,” Dickinson and Whitman poems
Short Answer- Compare pairs of poetic devices, annotate a poem for poetic devices, analyze a poem using TPCASTT (one we haven’t read before)
Thursday, November 7th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.1
- SAT Prep: Reading (4 questions in 3 minutes)
- Dickinson & analyzing poems (TPCASTT)
- "Because I Could Not Stop for Death"- Emily Dickinson
Homework: Finish paragraph from yesterday if not yet completed (Apple and the FBI) / Bring a new independent reading book on Monday!
- SAT Prep: Reading (4 questions in 3 minutes)
- Dickinson & analyzing poems (TPCASTT)
- "Because I Could Not Stop for Death"- Emily Dickinson
Homework: Finish paragraph from yesterday if not yet completed (Apple and the FBI) / Bring a new independent reading book on Monday!
Wednesday, November 6th- Start of Quarter 2!
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.1
- Intro Dickinson & analyzing poems (TPCASTT)
- Non-fiction text: "Was Apple justified in refusing to help the FBI?" / Update / Recent update
- Read and annotate article
- Write one (8-10 sentence) paragraph (claim, evidence, reasoning, and counterargument)
Homework: Finish paragraph if not completed in class
Directions: Construct an argument (about 8-10 sentences) based on today's article.
Was Apple justified in refusing to help the FBI?
Claim
Evidence #1 (from the text)
Reasoning #1 (How/why does this evidence support your claim?)- At least two sentences this time
Evidence #2 (from the text)
Reasoning #2 (How or why does this support your claim?)- At least two sentences this time
***Attempt a counterclaim and rebuttal (concession and refutation) after one of your evidence/reasoning pairs (wherever it makes logically makes the most sense). Put a * next to your counterclaim or label it.
Use the They Say, I Say sentence templates to help construct a sophisticated counterargument, as well as to help introduce evidence and explain your reasoning elsewhere in your paragraph.
- Intro Dickinson & analyzing poems (TPCASTT)
- Non-fiction text: "Was Apple justified in refusing to help the FBI?" / Update / Recent update
- Read and annotate article
- Write one (8-10 sentence) paragraph (claim, evidence, reasoning, and counterargument)
Homework: Finish paragraph if not completed in class
Directions: Construct an argument (about 8-10 sentences) based on today's article.
Was Apple justified in refusing to help the FBI?
Claim
Evidence #1 (from the text)
Reasoning #1 (How/why does this evidence support your claim?)- At least two sentences this time
Evidence #2 (from the text)
Reasoning #2 (How or why does this support your claim?)- At least two sentences this time
***Attempt a counterclaim and rebuttal (concession and refutation) after one of your evidence/reasoning pairs (wherever it makes logically makes the most sense). Put a * next to your counterclaim or label it.
Use the They Say, I Say sentence templates to help construct a sophisticated counterargument, as well as to help introduce evidence and explain your reasoning elsewhere in your paragraph.
Monday, November 4th and Tuesday, November 5th- No School (Professional Development)
Friday, November 1st
Learning Target: Students will be able to select and independently read texts of their choice. CCSS.ELA-Literacy.RL.9-10.10
- Collect essay revisions (optional assignment)
- Independent Reading: Accountability check
- Exit slip
Homework: Pick out a Quarter 2 book! / Enjoy your long weekend!
- Collect essay revisions (optional assignment)
- Independent Reading: Accountability check
- Exit slip
Homework: Pick out a Quarter 2 book! / Enjoy your long weekend!
Thursday, October 31st
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- Discuss poetic terms in each group's assigned stanzas of The Raven
- Watch two interpretations of Poe's "Tell-Tale Heart" and describe using literary and poetic terms- Interpretation 1 / Interpretation 2
- How are the mood and the tone different in each interpretation? What stays the same?
- Independent reading
Homework: Finish independent reading book before tomorrow! Start looking for a book for Quarter 2 :)
Upcoming: Essay Revisions are due by Friday, 11/1 (at the latest)
Staple new copy with all changes highlighted to original essay and rubric. I will not score revisions that fail to follow these directions
Accountability check on Friday, 11/1- Finish your book by Friday!
- Discuss poetic terms in each group's assigned stanzas of The Raven
- Watch two interpretations of Poe's "Tell-Tale Heart" and describe using literary and poetic terms- Interpretation 1 / Interpretation 2
- How are the mood and the tone different in each interpretation? What stays the same?
- Independent reading
Homework: Finish independent reading book before tomorrow! Start looking for a book for Quarter 2 :)
Upcoming: Essay Revisions are due by Friday, 11/1 (at the latest)
Staple new copy with all changes highlighted to original essay and rubric. I will not score revisions that fail to follow these directions
Accountability check on Friday, 11/1- Finish your book by Friday!
Wednesday, October 30th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- SAT: Writing and language section practice (10 questions in 8 minutes)
- Meter & Rhythm: "Triplet flow" / Anapestic / Dactylic / Write your own triplet verse (18+ syllables)
- Independent reading
Homework: Essay revisions are due Friday! / We will have an accountability check on Friday on our independent reading books as well!
Upcoming: All late work and essay revisions are to be turned in on Friday, November 1st at the latest!
- SAT: Writing and language section practice (10 questions in 8 minutes)
- Meter & Rhythm: "Triplet flow" / Anapestic / Dactylic / Write your own triplet verse (18+ syllables)
- Independent reading
Homework: Essay revisions are due Friday! / We will have an accountability check on Friday on our independent reading books as well!
Upcoming: All late work and essay revisions are to be turned in on Friday, November 1st at the latest!
Tuesday, October 29th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- Define "mood" and "tone"
- Edgar Allan Poe: Brief biography clip to set up this week's reading
- Read "The Raven" by Edgar Allan Poe
- Identify poetic terms used
Homework: Read independent reading book! Start looking for a book for Quarter 2 :)
Upcoming: Essay revisions are due on Friday, 11/1 (at the latest). Please highlight all changes you make to your essay and staple this new, highlighted copy on top of your original essay and rubric. If you do not highlight your changes or you are missing your rubric and original essay, your revisions will not be scored.
***Independent reading accountability check on Friday, 11/1 as well!
- Define "mood" and "tone"
- Edgar Allan Poe: Brief biography clip to set up this week's reading
- Read "The Raven" by Edgar Allan Poe
- Identify poetic terms used
Homework: Read independent reading book! Start looking for a book for Quarter 2 :)
Upcoming: Essay revisions are due on Friday, 11/1 (at the latest). Please highlight all changes you make to your essay and staple this new, highlighted copy on top of your original essay and rubric. If you do not highlight your changes or you are missing your rubric and original essay, your revisions will not be scored.
***Independent reading accountability check on Friday, 11/1 as well!
Monday, October 28th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the poem. CCSS.ELA-Literacy.RL.9-10.1
- Define poetic terms
- Book Hooks: New classroom library selections
- Independent reading
Homework: Read independent reading book! Start looking for a book for Quarter 2 :)
Upcoming: Essay revisions are due on Friday, 11/1 (at the latest). Please highlight all changes you make to your essay and staple this new, highlighted copy on top of your original essay and rubric. If you do not highlight your changes or you are missing your rubric and original essay, your revisions will not be scored.
***Independent reading accountability check on Friday, 11/1 as well!
- Define poetic terms
- Book Hooks: New classroom library selections
- Independent reading
Homework: Read independent reading book! Start looking for a book for Quarter 2 :)
Upcoming: Essay revisions are due on Friday, 11/1 (at the latest). Please highlight all changes you make to your essay and staple this new, highlighted copy on top of your original essay and rubric. If you do not highlight your changes or you are missing your rubric and original essay, your revisions will not be scored.
***Independent reading accountability check on Friday, 11/1 as well!
Friday, October 25th
Learning Target: Students will be able to determine the meaning of words and phrases as they are used in the text. CSS.ELA-Literacy.RL.9-10.4
- Comma Quiz (10 questions)
- Romanticism and "The Devil and Tom Walker" paragraph (directions below)
- Independent reading
Homework: Read your independent reading book this weekend!
Upcoming: Accountability check towards the end of next week- Finish your book before then!
- Comma Quiz (10 questions)
- Romanticism and "The Devil and Tom Walker" paragraph (directions below)
- Independent reading
Homework: Read your independent reading book this weekend!
Upcoming: Accountability check towards the end of next week- Finish your book before then!
Thursday, October 24th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.1
- Quick comma practice
- Finish reading "The Devil & Tom Walker" by Washington Irving
- Visual vocab for "The Devil & Tom Walker"
Homework: Bring your independent reading books tomorrow!
Upcoming: Comma Quiz Tomorrow!
Accountability Check for Independent Reading- Week of 10/28-11/1
Visual Vocab
Level 1: Select a word from our list, define it, and provide a quote from the text that uses that word.
Level 2: Create a symbol that represents your word. OR Illustrate your word meaning or the scene in which it occurs.
Level 3: Explain how your symbol/illustration represents/depicts the word meaning. OR Explain how/why the word is significant to the work. Consider why the author chose that specific word choice over others. Does the word have significance or meaning that surprised you or seems important?
- Quick comma practice
- Finish reading "The Devil & Tom Walker" by Washington Irving
- Visual vocab for "The Devil & Tom Walker"
Homework: Bring your independent reading books tomorrow!
Upcoming: Comma Quiz Tomorrow!
Accountability Check for Independent Reading- Week of 10/28-11/1
Visual Vocab
Level 1: Select a word from our list, define it, and provide a quote from the text that uses that word.
Level 2: Create a symbol that represents your word. OR Illustrate your word meaning or the scene in which it occurs.
Level 3: Explain how your symbol/illustration represents/depicts the word meaning. OR Explain how/why the word is significant to the work. Consider why the author chose that specific word choice over others. Does the word have significance or meaning that surprised you or seems important?
Wednesday, October 23rd
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.1
- Discuss evidence for "Is it Romantic?" graphic organizer
- Start reading "The Devil & Tom Walker" by Washington Irving
- Introduce visual vocab assignment
Homework: None / Read your independent reading book!
Upcoming: Comma Quiz on Friday!
Accountability Check for Independent Reading- Week of 10/28-11/1
“The Devil & Tom Walker” Visual Vocab
1. Try to determine the meaning of your selected vocab work from context (look back at the sentence where your word was used).
2. Then, define the term (using a dictionary to confirm) and identify the word's part of speech (noun, adjective, verb, etc.)
3. Create a visual vocab word that has each of the following elements:
- Vocab term
- Part of speech (noun, verb, adjective, etc.)
- Definition
- Sentence from “The Devil & Tom Walker” that uses vocab word
- A drawing that depicts the meaning of the word
- Discuss evidence for "Is it Romantic?" graphic organizer
- Start reading "The Devil & Tom Walker" by Washington Irving
- Introduce visual vocab assignment
Homework: None / Read your independent reading book!
Upcoming: Comma Quiz on Friday!
Accountability Check for Independent Reading- Week of 10/28-11/1
“The Devil & Tom Walker” Visual Vocab
1. Try to determine the meaning of your selected vocab work from context (look back at the sentence where your word was used).
2. Then, define the term (using a dictionary to confirm) and identify the word's part of speech (noun, adjective, verb, etc.)
3. Create a visual vocab word that has each of the following elements:
- Vocab term
- Part of speech (noun, verb, adjective, etc.)
- Definition
- Sentence from “The Devil & Tom Walker” that uses vocab word
- A drawing that depicts the meaning of the word
Tuesday, October 22nd
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.1
- Book hooks: Battle of the Books selections
Comma splices and fused sentence practice- Quiz on Friday!
- 2nd read (close read): Find textual evidence of Romanticism in "Dr. Heidegger's Experiment"
- Independent reading / Battle of the Books announcement!
Homework: None / Read your independent reading book
Upcoming: Accountability Check for Independent Reading- Week of 10/28-11/1
- Book hooks: Battle of the Books selections
Comma splices and fused sentence practice- Quiz on Friday!
- 2nd read (close read): Find textual evidence of Romanticism in "Dr. Heidegger's Experiment"
- Independent reading / Battle of the Books announcement!
Homework: None / Read your independent reading book
Upcoming: Accountability Check for Independent Reading- Week of 10/28-11/1
Monday, October 21st
Learning Target: Students will be able to determine a theme or central idea of a text and analyze in detail its development over the course of the text. CCSS.ELA-Literacy.RL.9-10.2
- Quick grammar practice: Comma Splices and Fused Sentences
- Notes: Characteristics of Romanticism
- Read "Dr. Heidegger's Experiment" by Nathaniel Hawthorne
Homework: None / Read your independent reading book
Upcoming: Accountability Check for Independent Reading- Week of 10/28-11/1
- Quick grammar practice: Comma Splices and Fused Sentences
- Notes: Characteristics of Romanticism
- Read "Dr. Heidegger's Experiment" by Nathaniel Hawthorne
Homework: None / Read your independent reading book
Upcoming: Accountability Check for Independent Reading- Week of 10/28-11/1
Friday, October 18th
Learning Target: Students will be able to respond thoughtfully to diverse perspectives, and justify their own views, making new connections in light of the evidence and reasoning presented. CCSS.ELA-Literacy.SL.9-10.1.d
- A few quick additional ethics of AI texts: Bias / CNBC Interview with Sophia / Saudi Citizenship / Open Letter
- Class discussion: Ethics of Artificial Intelligence / Revisit norms for discussion and sentence stems for disagreement
- Collect AI Ethics article and both paragraphs
- Independent reading
Homework: Read your independent reading book! / Have a wonderful weekend!
Sample topics for Friday's discussion: Connect to article as well as the video
- Which design principle for crash decisions seems the most ethical to you and why: to minimize harm, protect the driver over other drivers, treat everyone equally, hand back control to the driver, follow the law, or something else?
- For the crash scenarios we considered, recall the "target" you said the robot car should swerve into. Does your answer change if you or your loved ones were that target, instead of anonymous strangers? What does that say about ethics?
- When an ethics judgement is needed, who should get to decide how robot cars are programmed: engineers/programmers, manufacturers/company executives, government, owner/occupants of the vehicles, the general public, or someone else?
- Connection to "Trolley Problem"
- A few quick additional ethics of AI texts: Bias / CNBC Interview with Sophia / Saudi Citizenship / Open Letter
- Class discussion: Ethics of Artificial Intelligence / Revisit norms for discussion and sentence stems for disagreement
- Collect AI Ethics article and both paragraphs
- Independent reading
Homework: Read your independent reading book! / Have a wonderful weekend!
Sample topics for Friday's discussion: Connect to article as well as the video
- Which design principle for crash decisions seems the most ethical to you and why: to minimize harm, protect the driver over other drivers, treat everyone equally, hand back control to the driver, follow the law, or something else?
- For the crash scenarios we considered, recall the "target" you said the robot car should swerve into. Does your answer change if you or your loved ones were that target, instead of anonymous strangers? What does that say about ethics?
- When an ethics judgement is needed, who should get to decide how robot cars are programmed: engineers/programmers, manufacturers/company executives, government, owner/occupants of the vehicles, the general public, or someone else?
- Connection to "Trolley Problem"
Thursday, October 17th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the non-fiction article says explicitly as well as inferences drawn from the article. CCSS.ELA-Literacy.RL.9-10.1
- SAT Questions (4 min)
- Micro lab protocol based on Tuesday's article/video
- Write second paragraph on the ethics of artificial intelligence from your opposition's point of view
- Prepare for tomorrow's discussion
Homework: Finish writing today's paragraph (you should have two 8-10 sentence paragraphs total for this article)
Tomorrow: Collect AI Ethics article, SAT questions, and both paragraphs
- SAT Questions (4 min)
- Micro lab protocol based on Tuesday's article/video
- Write second paragraph on the ethics of artificial intelligence from your opposition's point of view
- Prepare for tomorrow's discussion
Homework: Finish writing today's paragraph (you should have two 8-10 sentence paragraphs total for this article)
Tomorrow: Collect AI Ethics article, SAT questions, and both paragraphs
Wednesday, October 16th- PSAT (shortened schedule in afternoon)
- Independent reading
- Collect any late essays (or missing pieces from yesterday)
Homework: Finish annotating article and writing paragraph if not completed in class yesterday
- Collect any late essays (or missing pieces from yesterday)
Homework: Finish annotating article and writing paragraph if not completed in class yesterday
Tuesday, October 15th
Learning Target: Students will be able to cite strong and thorough textual evidence to support analysis of what the non-fiction article says explicitly as well as inferences drawn from the article. CCSS.ELA-Literacy.RL.9-10.1
- Collect rubric, essays, and pre-writing (rough drafts and peer edit sheet)
- Comma splices and fused sentences- Exercise 3
- Watch video: Ethical Dilemma of Self-Driving Cars (4 min)
- AoW: "Can Artificial Intelligence be Ethical?" (Op-Ed)
- Construct argument in response to article, including effective counterclaim and rebuttal (8-10 sentences)
Homework: Finish annotating article and writing paragraph if not completed in class today
Construct an argument based on today's article: Can artificial intelligence be ethical?
Claim
Evidence #1 (From the text)
Reasoning #1 (From your brain)
Evidence #2
Reasoning #2
Evidence #3
Reasoning #3
*Attempt a counterclaim and rebuttal (concession and refutation). This may count as one of your evidence/reasoning pairs. Put your counterargument wherever it logically makes the most sense. Use the They Say, I Say sentence templates to help construct a sophisticated counterargument, as well as to help introduce evidence and explain your reasoning elsewhere in your paragraph.
Put a * next to your counterclaim or label it.
- Collect rubric, essays, and pre-writing (rough drafts and peer edit sheet)
- Comma splices and fused sentences- Exercise 3
- Watch video: Ethical Dilemma of Self-Driving Cars (4 min)
- AoW: "Can Artificial Intelligence be Ethical?" (Op-Ed)
- Construct argument in response to article, including effective counterclaim and rebuttal (8-10 sentences)
Homework: Finish annotating article and writing paragraph if not completed in class today
Construct an argument based on today's article: Can artificial intelligence be ethical?
Claim
Evidence #1 (From the text)
Reasoning #1 (From your brain)
Evidence #2
Reasoning #2
Evidence #3
Reasoning #3
*Attempt a counterclaim and rebuttal (concession and refutation). This may count as one of your evidence/reasoning pairs. Put your counterargument wherever it logically makes the most sense. Use the They Say, I Say sentence templates to help construct a sophisticated counterargument, as well as to help introduce evidence and explain your reasoning elsewhere in your paragraph.
Put a * next to your counterclaim or label it.
Monday, October 14th
Learning Target: Students will be able to respond thoughtfully to diverse perspectives, and justify their own views, making new connections in light of the evidence and reasoning presented. CCSS.ELA-Literacy.SL.9-10.1.d
- Begin new unit on Romanticism: Anticipation guide
- Quick notes: Comma Splices
- Independent reading (20 minutes)
Homework: Print AND submit final essay to turnitin.com before the start of class TOMORROW
You will also submit pre-writing in class tomorrow (typed rough draft, peer-editing checklist)
Rhetorical Situation (click to see visual model):
Exigence: What has compelled this author to write?
Audience: To whom is this author writing or speaking?
Purpose: What effect does the author hope to have on his audience?
- Begin new unit on Romanticism: Anticipation guide
- Quick notes: Comma Splices
- Independent reading (20 minutes)
Homework: Print AND submit final essay to turnitin.com before the start of class TOMORROW
You will also submit pre-writing in class tomorrow (typed rough draft, peer-editing checklist)
Rhetorical Situation (click to see visual model):
Exigence: What has compelled this author to write?
Audience: To whom is this author writing or speaking?
Purpose: What effect does the author hope to have on his audience?
Friday, October 11th- 1/2 Day (PD)
Learning Target: Students will be able to select and independently read texts matching the appropriate reading level. CCSS.ELA-Literacy.RL.9-10.10
- Independent reading (20 min)
- (Essay conferencing as needed)
Homework: Revise drafts before submitting final essay on Tuesday, 10/15. Don't forget to use Grammarly (it's free!)
Upcoming: Final draft of essay is due on Tuesday, October 15th- Must be printed AND submitted to turnitin.com by the start of class Tuesday
- Independent reading (20 min)
- (Essay conferencing as needed)
Homework: Revise drafts before submitting final essay on Tuesday, 10/15. Don't forget to use Grammarly (it's free!)
Upcoming: Final draft of essay is due on Tuesday, October 15th- Must be printed AND submitted to turnitin.com by the start of class Tuesday
Thursday, October 10th
Learning Target: Students will be able to construct an essay analyzing the main idea, supporting evidence, and rhetorical strategies in a significant American speech. CCSS.ELA-Literacy.RL.9-10.2
- MLA format and citation guidelines
- Peer editing process / Check in rough drafts
Homework: Revise drafts before submitting final essay on Tuesday, 10/15. Don't forget to use Grammarly (it's free!)
Upcoming: Final draft of essay is due on Tuesday, October 15th- Must be printed AND submitted to turnitin.com by the start of class Tuesday
- MLA format and citation guidelines
- Peer editing process / Check in rough drafts
Homework: Revise drafts before submitting final essay on Tuesday, 10/15. Don't forget to use Grammarly (it's free!)
Upcoming: Final draft of essay is due on Tuesday, October 15th- Must be printed AND submitted to turnitin.com by the start of class Tuesday
Wednesday, October 9th- Meet in Media Center (White Lab)
Learning Target: Students will be able to construct an essay analyzing the main idea, supporting evidence, and rhetorical strategies in a significant American speech. CCSS.ELA-Literacy.RL.9-10.2
- Type rough draft of four paragraph essay
- Turnitin.com instructions
Homework: Finish rough draft and bring PRINTED copy to school TOMORROW!
Upcoming: Printed rough draft due on Thursday for a grade because we will use part of the hour to revise and edit. A late penalty will be applied if students do not have a complete, printed rough draft at the start of class on Thursday.
- Type rough draft of four paragraph essay
- Turnitin.com instructions
Homework: Finish rough draft and bring PRINTED copy to school TOMORROW!
Upcoming: Printed rough draft due on Thursday for a grade because we will use part of the hour to revise and edit. A late penalty will be applied if students do not have a complete, printed rough draft at the start of class on Thursday.
Tuesday, October 8th
Learning Target: Students will be able to construct an essay analyzing the main idea, supporting evidence, and rhetorical strategies in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- How to write a conclusion paragraph / Analyze student models
- Individual conferencing on essays
- Begin writing conclusion and finish body paragraphs if not yet completed
Homework: Finish rough draft / Meet in Media Center (White Lab) tomorrow
Upcoming: Complete draft (4 paragraphs) due by Wednesday for us to type in the Media Center. Printed rough draft due on Thursday for a grade because we will use part of the hour to revise and edit. A late penalty will be applied if students do not have a complete, printed rough draft at the start of class on Thursday.
- How to write a conclusion paragraph / Analyze student models
- Individual conferencing on essays
- Begin writing conclusion and finish body paragraphs if not yet completed
Homework: Finish rough draft / Meet in Media Center (White Lab) tomorrow
Upcoming: Complete draft (4 paragraphs) due by Wednesday for us to type in the Media Center. Printed rough draft due on Thursday for a grade because we will use part of the hour to revise and edit. A late penalty will be applied if students do not have a complete, printed rough draft at the start of class on Thursday.
Monday, October 7th
Learning Target: Students will be able to construct an essay analyzing the main idea, supporting evidence, and rhetorical strategies in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- How to write a body paragraph / Analyze student models
- Individual conferencing on analysis organizer and thesis statements
- Begin writing two body paragraphs
Homework: Continue working body paragraphs
Upcoming: Complete draft (4 paragraphs) due by Wednesday for us to type in the Media Center. Printed rough draft due on Thursday for a grade because we will use part of the hour to revise and edit. A late penalty will be applied if students do not have a complete, printed rough draft at the start of class on Thursday.
- How to write a body paragraph / Analyze student models
- Individual conferencing on analysis organizer and thesis statements
- Begin writing two body paragraphs
Homework: Continue working body paragraphs
Upcoming: Complete draft (4 paragraphs) due by Wednesday for us to type in the Media Center. Printed rough draft due on Thursday for a grade because we will use part of the hour to revise and edit. A late penalty will be applied if students do not have a complete, printed rough draft at the start of class on Thursday.
Friday, October 4th- Pep Assembly (35 minute classes)
Learning Target: Students will be able to select and independently read texts matching the appropriate reading level. CCSS.ELA-Literacy.RL.9-10.10
- Check in thesis statements
- Independent reading
- Exit slip
Homework: Finish writing introduction paragraph if not completed yesterday in class / Have a wonderful weekend!
Upcoming: Rough draft of all four paragraphs- Due on Wednesday, 10/9
- Check in thesis statements
- Independent reading
- Exit slip
Homework: Finish writing introduction paragraph if not completed yesterday in class / Have a wonderful weekend!
Upcoming: Rough draft of all four paragraphs- Due on Wednesday, 10/9
Thursday, October 3rd
Learning Target: Students will be able to identify main idea, supporting evidence, persuasive appeals, and rhetorical devices in a speech of their choice. CCSS.ELA-Literacy.RL.9-10.2
- Write thesis statements and work on introduction paragraph
- Individual conferencing on speech organizer
- Author Spotlight: Sarah Dessen
Homework: Finish writing introduction paragraph and conduct more research on historical context and speaker if needed
Upcoming: Rough draft of all four paragraphs- Due on Wednesday, 10/9
- Write thesis statements and work on introduction paragraph
- Individual conferencing on speech organizer
- Author Spotlight: Sarah Dessen
Homework: Finish writing introduction paragraph and conduct more research on historical context and speaker if needed
Upcoming: Rough draft of all four paragraphs- Due on Wednesday, 10/9
Wednesday, October 2nd
Learning Target: Students will be able to identify main idea, supporting evidence, persuasive appeals, and rhetorical devices in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- America and Argument Test
- Finish speech graphic organizer by tomorrow
- Independent reading
Homework: Finish speech organizer by tomorrow
Upcoming: Speech Essay
- America and Argument Test
- Finish speech graphic organizer by tomorrow
- Independent reading
Homework: Finish speech organizer by tomorrow
Upcoming: Speech Essay
Tuesday, October 1st
Learning Target: Students will be able to identify the main idea, supporting evidence, and rhetorical strategies in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- Syntax: Excerpt from Down These Mean Streets- Piri Thomas
- Argument Test Review
- Begin analysis of speech you chose and check in your identified claim
Homework: Review for our upcoming test
Upcoming: America & Argument Test
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
- Syntax: Excerpt from Down These Mean Streets- Piri Thomas
- Argument Test Review
- Begin analysis of speech you chose and check in your identified claim
Homework: Review for our upcoming test
Upcoming: America & Argument Test
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
Monday, September 30th
Monday, September 30thLearning Target: Students will be able to identify the main idea, supporting evidence, and rhetorical strategies in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- Discuss Declaration of Independence analysis
- Begin first draft read of selected speeches (for meaning) and write claim at the top of your speech
- Book Hook: Dear Martin by Nic Stone
- Independent reading
Homework: Review for our upcoming test and identify claim in your speech
Upcoming: America & Argument Test
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
- Discuss Declaration of Independence analysis
- Begin first draft read of selected speeches (for meaning) and write claim at the top of your speech
- Book Hook: Dear Martin by Nic Stone
- Independent reading
Homework: Review for our upcoming test and identify claim in your speech
Upcoming: America & Argument Test
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
Friday, September 27th
Learning Target: Students will be able to identify the main idea, supporting evidence, and rhetorical strategies in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- Link to select speech: https://forms.gle/6aygFS43keNpGCWs6
- Declaration of Independence rhetorical analysis
- Independent reading
Homework: Review concepts below for next week's test!
Upcoming: America & Argument Test- Tuesday, 10/1
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
- Link to select speech: https://forms.gle/6aygFS43keNpGCWs6
- Declaration of Independence rhetorical analysis
- Independent reading
Homework: Review concepts below for next week's test!
Upcoming: America & Argument Test- Tuesday, 10/1
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
Thursday, September 26th
Learning Target: Students will be able to identify the main idea, supporting evidence, and rhetorical strategies in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- Introduce speech analysis essay assignment (4 paragraphs)- Sample speeches to choose from
- Declaration of Independence- Making sense of the text (use multiple highlighters)
- Syntax: Excerpt from “Chief Red Jacket Rejects a Change of Religion”
Homework: Continue working on DOI analysis / Review concepts below for next week's test!
Upcoming: America & Argument Test- Tentatively set for Tuesday, 10/1
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
- Introduce speech analysis essay assignment (4 paragraphs)- Sample speeches to choose from
- Declaration of Independence- Making sense of the text (use multiple highlighters)
- Syntax: Excerpt from “Chief Red Jacket Rejects a Change of Religion”
Homework: Continue working on DOI analysis / Review concepts below for next week's test!
Upcoming: America & Argument Test- Tentatively set for Tuesday, 10/1
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
Wednesday, September 25th
Learning Target: Students will be able to identify the main idea, supporting evidence, and rhetorical strategies in a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- SAT Prep: Writing & Language Practice (11 questions, 9 minutes)
- Discuss style and rhetorical devices- Patrick Henry speech
- Go over yesterday's quiz
Homework: None / Review concepts below for next week's test!
Upcoming: America & Argument Test- Tentatively set for Tuesday, 10/1
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
F- DOI / Ind. reading
- SAT Prep: Writing & Language Practice (11 questions, 9 minutes)
- Discuss style and rhetorical devices- Patrick Henry speech
- Go over yesterday's quiz
Homework: None / Review concepts below for next week's test!
Upcoming: America & Argument Test- Tentatively set for Tuesday, 10/1
Claim, evidence, reasoning; concession and refutation; ethos, pathos, logos; rhetorical devices (tone, parallel structure, allusion, etc.); application of these concepts within foundational and important contemporary American texts (Henry, DOI, and others)
F- DOI / Ind. reading
Tuesday, September 24th
Learning Target: Students will be able to identify the main idea and supporting evidence of a foundational American text.
- Argument Quiz (10 questions)
- Complete Patrick Henry graphic organizer
- Independent reading / Project Lit announcement and book hooks!
Homework: None / Finish Henry graphic organizer if not completed in class
Upcoming: Our America and the Argument Test is scheduled for next week!
- Argument Quiz (10 questions)
- Complete Patrick Henry graphic organizer
- Independent reading / Project Lit announcement and book hooks!
Homework: None / Finish Henry graphic organizer if not completed in class
Upcoming: Our America and the Argument Test is scheduled for next week!
Monday, September 23rd
Learning Target: Students will be able to identify the main idea and supporting evidence of a foundational American text CCSS.ELA-Literacy.RL.9-10.2
- Patrick Henry: Quick Write
- Henry's "Give me liberty or give me death" guided reading (begin graphic organizer if finished early)
Homework: Prepare for tomorrow's quiz by reviewing claims and counterarguments, persuasive appeals, and rhetorical devices
Upcoming: We will have a short quiz on identifying elements of argument tomorrow and our America and the Argument Test is scheduled for next week
- Patrick Henry: Quick Write
- Henry's "Give me liberty or give me death" guided reading (begin graphic organizer if finished early)
Homework: Prepare for tomorrow's quiz by reviewing claims and counterarguments, persuasive appeals, and rhetorical devices
Upcoming: We will have a short quiz on identifying elements of argument tomorrow and our America and the Argument Test is scheduled for next week
Friday, September 20th
Learning Target: Students will be able to 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.9-10.6
- Listen to Jimmy Valvano speech
- Valvano speech analysis and written response
- Exit slip
Homework: Read your independent reading book / Finish today's speech analysis if not completed in class
Upcoming: We will have a short quiz on identifying elements of argument in a speech next week
- Listen to Jimmy Valvano speech
- Valvano speech analysis and written response
- Exit slip
Homework: Read your independent reading book / Finish today's speech analysis if not completed in class
Upcoming: We will have a short quiz on identifying elements of argument in a speech next week
Thursday, September 19th
Learning Target: Students will be able to respond thoughtfully to diverse perspectives, and justify their own views, making new connections in light of the evidence and reasoning presented. CCSS.ELA-Literacy.SL.9-10.1.d
- Reflect: Did writing and discussing alternate points of view change your mind? Which paragraph has stronger argumentation?
- Revisit norms for discussion and sentence stems for disagreement
- Class discussion on school start times
Homework: None
Upcoming: We will have a short quiz on identifying elements of argument in a speech next week
Respectful Discussion
1. LISTEN
2. Be open to new ideas
3. Find common ground
4. Critique ideas not people
5. Differentiate between opinion and fact
6. Delivery matters- consider your tone, volume, and body language
7. Importance of audience- don't alienate those you are trying to persuade through your tone or diction
8. Consider alternative perspectives
9. Exit discussion with understandings rather than dichotomies
- Reflect: Did writing and discussing alternate points of view change your mind? Which paragraph has stronger argumentation?
- Revisit norms for discussion and sentence stems for disagreement
- Class discussion on school start times
Homework: None
Upcoming: We will have a short quiz on identifying elements of argument in a speech next week
Respectful Discussion
1. LISTEN
2. Be open to new ideas
3. Find common ground
4. Critique ideas not people
5. Differentiate between opinion and fact
6. Delivery matters- consider your tone, volume, and body language
7. Importance of audience- don't alienate those you are trying to persuade through your tone or diction
8. Consider alternative perspectives
9. Exit discussion with understandings rather than dichotomies
Wednesday, September 18th
Learning Target: Students will be able to 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.9-10.6
- Introduce "They Say, I Say" sentence templates
- Shift in perspective: Write a second argument about changing school start times
- Micro lab protocol
Homework: Bring independent reading book and both completed school start time paragraphs to class tomorrow
Tomorrow: Class discussion on this topic
- Introduce "They Say, I Say" sentence templates
- Shift in perspective: Write a second argument about changing school start times
- Micro lab protocol
Homework: Bring independent reading book and both completed school start time paragraphs to class tomorrow
Tomorrow: Class discussion on this topic
Tuesday, September 17th- Sophomore Meeting (Changed to 2nd hour so adjusted schedule)
Learning Target: Students will be able to select and independently read texts matching the appropriate reading level. CCSS.ELA-Literacy.RL.9-10.10
- SAT Preparation: 4 minute practice
- Independent reading and small group book talks
Homework: Finish annotating article and writing paragraph from Monday if you did not finish in class
Upcoming: Class discussion on Thursday!
- SAT Preparation: 4 minute practice
- Independent reading and small group book talks
Homework: Finish annotating article and writing paragraph from Monday if you did not finish in class
Upcoming: Class discussion on Thursday!
Monday, September 16th
Learning Target: Students will be able to 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.9-10.6
- Read and annotate "Letting Teens Sleep in Would Save the Country Roughly $9 Billion a Year" - Washington Post
- Write argument paragraph
- Independent reading (15 min)
Homework: Finish annotating article and writing paragraph if you did not finish in class
Upcoming: Sophomore meeting tomorrow during 3rd Hour!
Should we move school start times an hour later?
(1) Claim: (Answer the question)
(2) Evidence #1 (From the text- Introduce your evidence
(3) Reasoning #1 (From your brain- HOW/WHY does this evidence help you support your claim?)
(4) Evidence #2
(5) Reasoning #2
(6) Evidence #3
(7) Reasoning #3
(8) Attempt a concession and refutation after one of your evidence/reasoning pairs and put a * by it
T- Class Meetings
W- SAT questions / Second paragraph / Micro lab protocol
R- Whole class discussion / Independent reading
F- Valvano speech analysis / Written response using "They Say/I Say" templates
- Read and annotate "Letting Teens Sleep in Would Save the Country Roughly $9 Billion a Year" - Washington Post
- Write argument paragraph
- Independent reading (15 min)
Homework: Finish annotating article and writing paragraph if you did not finish in class
Upcoming: Sophomore meeting tomorrow during 3rd Hour!
Should we move school start times an hour later?
(1) Claim: (Answer the question)
(2) Evidence #1 (From the text- Introduce your evidence
(3) Reasoning #1 (From your brain- HOW/WHY does this evidence help you support your claim?)
(4) Evidence #2
(5) Reasoning #2
(6) Evidence #3
(7) Reasoning #3
(8) Attempt a concession and refutation after one of your evidence/reasoning pairs and put a * by it
T- Class Meetings
W- SAT questions / Second paragraph / Micro lab protocol
R- Whole class discussion / Independent reading
F- Valvano speech analysis / Written response using "They Say/I Say" templates
Friday, September 13th
Learning Target: Students will be able to select and independently read texts matching the appropriate reading level. CCSS.ELA-Literacy.RL.9-10.10
- Write a formal paragraph analysis of Bush's 9/11 speech
- Read, analyze, and discuss Gabourey Sidibe speech
- Exit slip
Homework: Have a great weekend! Continue reading your independent reading book over the weekend to make sure you like it and bring your book on Monday. Feel free to select a different book over the weekend if you are not enjoying your current book.
One-Paragraph: How does Bush use persuasive appeals and rhetorical devices to achieve his purpose?
Claim: Start by stating the speech's purpose and what appeals/devices you plan to discuss.
Evidence #1: Give one specific example of parallel structure, logos, etc. in the speech
Reasoning #1: HOW or WHY does Bush use this strategy to achieve his purpose?
Evidence #2: (from the speech)
Reasoning #2 (from your brain)
Attempt a counterclaim and rebuttal (concession and refutation)
Put a * by your counterclaim.
- Write a formal paragraph analysis of Bush's 9/11 speech
- Read, analyze, and discuss Gabourey Sidibe speech
- Exit slip
Homework: Have a great weekend! Continue reading your independent reading book over the weekend to make sure you like it and bring your book on Monday. Feel free to select a different book over the weekend if you are not enjoying your current book.
One-Paragraph: How does Bush use persuasive appeals and rhetorical devices to achieve his purpose?
Claim: Start by stating the speech's purpose and what appeals/devices you plan to discuss.
Evidence #1: Give one specific example of parallel structure, logos, etc. in the speech
Reasoning #1: HOW or WHY does Bush use this strategy to achieve his purpose?
Evidence #2: (from the speech)
Reasoning #2 (from your brain)
Attempt a counterclaim and rebuttal (concession and refutation)
Put a * by your counterclaim.
Thursday, September 12th
Learning Target: Students will be able to construct an paragraph analyzing the main idea, supporting evidence, and rhetorical strategies in a text CCSS.ELA-Literacy.RL.9-10.2
- First 5-10 minutes: Finish yesterday's assignment and find an independent reading book if necessary
- Discuss Bush 9/11 speech as a whole group using graphic organizer to analyze how/why uses these appeals/devices to achieve his purpose
- SAT preparation: Bush 9/11 speech (4 minutes)
- Check-in independent reading book and begin reading (20 minutes)
Homework: None / Select an independent reading book if you have not already
- First 5-10 minutes: Finish yesterday's assignment and find an independent reading book if necessary
- Discuss Bush 9/11 speech as a whole group using graphic organizer to analyze how/why uses these appeals/devices to achieve his purpose
- SAT preparation: Bush 9/11 speech (4 minutes)
- Check-in independent reading book and begin reading (20 minutes)
Homework: None / Select an independent reading book if you have not already
Wednesday, September 11th
Learning Target: Students will be able to 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.9-10.6
- Book Hook: Extremely Loud and Incredibly Close
- Bush 9/11 Address: Annotate for components of argument
- 2nd Read: Identify appeals (ethos, pathos, logos) and rhetorical devices in speech
- Discuss argument, persuasive appeals, and rhetorical devices in Bush 9/11 speech
Homework: Bring your independent reading book tomorrow as well
- Book Hook: Extremely Loud and Incredibly Close
- Bush 9/11 Address: Annotate for components of argument
- 2nd Read: Identify appeals (ethos, pathos, logos) and rhetorical devices in speech
- Discuss argument, persuasive appeals, and rhetorical devices in Bush 9/11 speech
Homework: Bring your independent reading book tomorrow as well
Tuesday, September 10th
Learning Target: Students will be able to 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.9-10.6
- Warm-Up: Identify ethos, pathos, logos, and rhetorical devices in ads
- Share your advertisement with a partner and discuss devices and appeals used
- Write a one-paragraph argument: "Is the advertisement effective?"
- Preview tomorrow's Bush 9/11 speech assignment
Homework: Bring independent reading book tomorrow!
One-Paragraph Argument: “Is the advertisement effective?”
Claim: Start by stating whether the ad is effective in achieving whatever its purpose is.
Evidence #1: Give specific example of humorous tone, logos, etc. in your ad
Reasoning #1: How does this evidence make your ad effective or ineffective? Think about why the company would use that strategy. Consider the audience.
Evidence #2
Reasoning #2
Concession and refutation (counterclaim and rebuttal)
Put a * by your counterargument. ***
1. Facts
2. Humor / 2
3. Story
4. Celebrity Appeal
5. Character Appeal
- Warm-Up: Identify ethos, pathos, logos, and rhetorical devices in ads
- Share your advertisement with a partner and discuss devices and appeals used
- Write a one-paragraph argument: "Is the advertisement effective?"
- Preview tomorrow's Bush 9/11 speech assignment
Homework: Bring independent reading book tomorrow!
One-Paragraph Argument: “Is the advertisement effective?”
Claim: Start by stating whether the ad is effective in achieving whatever its purpose is.
Evidence #1: Give specific example of humorous tone, logos, etc. in your ad
Reasoning #1: How does this evidence make your ad effective or ineffective? Think about why the company would use that strategy. Consider the audience.
Evidence #2
Reasoning #2
Concession and refutation (counterclaim and rebuttal)
Put a * by your counterargument. ***
1. Facts
2. Humor / 2
3. Story
4. Celebrity Appeal
5. Character Appeal
Monday, September 9th
Learning Target: Students will be able to 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.9-10.6
- "The Secret Science of Advertising"
- Advertising examples- Art of persuasion
- Notes: Rhetorical appeals and devices
- Identify rhetorical devices and appeals in advertisement
Homework: Choose an advertisement to analyze in class on Wednesday / Choose an independent reading book
Upcoming: Bring an independent reading book Wednesday through Friday of this week
- "The Secret Science of Advertising"
- Advertising examples- Art of persuasion
- Notes: Rhetorical appeals and devices
- Identify rhetorical devices and appeals in advertisement
Homework: Choose an advertisement to analyze in class on Wednesday / Choose an independent reading book
Upcoming: Bring an independent reading book Wednesday through Friday of this week
Friday, September 6th
Learning Target: Students will understand the purpose and value of multiple perspectives in storytelling. They will also be able to learn more about the cultural backgrounds and individual identities of their classmates. CCSS.ELA-Literacy.SL.9-10.3 / CCSS.ELA-Literacy.RI.9-10.6
- Reading survey / Author Spotlight: Neal Shusterman
- Gallery Walk: Artifacts / Discuss: To what extent are our identities static or flexible over the course of our lives?
- Exit slip
Homework: Choose an independent reading book to bring to class next week / Have a wonderful weekend!
- Reading survey / Author Spotlight: Neal Shusterman
- Gallery Walk: Artifacts / Discuss: To what extent are our identities static or flexible over the course of our lives?
- Exit slip
Homework: Choose an independent reading book to bring to class next week / Have a wonderful weekend!
Thursday, September 5th
Learning Target: Students will understand the purpose and value of multiple perspectives in storytelling. CCSS.ELA-Literacy.SL.9-10.3
- 1st Text: "The House"- Three-draft reading process
- 2nd Text: "Danger of a Single Story"- Chimamanda Ngozi Adiche
- Discuss: What do these two texts teach us? What does this mean for our study of American literature this year?
Homework: Bring an artifact that is a symbolic representation of your identity TOMORROW!
Start looking for an independent reading book for next week!
- 1st Text: "The House"- Three-draft reading process
- 2nd Text: "Danger of a Single Story"- Chimamanda Ngozi Adiche
- Discuss: What do these two texts teach us? What does this mean for our study of American literature this year?
Homework: Bring an artifact that is a symbolic representation of your identity TOMORROW!
Start looking for an independent reading book for next week!
Wednesday, September 4th
Learning Target: Students will be able to determine their baseline knowledge and writing skill level and use this baseline to track their growth over the course of this semester.
- LA 10 Common Pre-Assessment (30 MC)
- Writing sample: Argument
- Finish visual representation of your identity for Friday's class (if not yet complete)
Homework: Brainstorm an artifact that is a symbolic representation of your identity to bring to class on Friday
Upcoming: Bring artifact on Friday
- LA 10 Common Pre-Assessment (30 MC)
- Writing sample: Argument
- Finish visual representation of your identity for Friday's class (if not yet complete)
Homework: Brainstorm an artifact that is a symbolic representation of your identity to bring to class on Friday
Upcoming: Bring artifact on Friday
Tuesday, September 3rd
Learning Target: Students will be able to collaboratively construct norms for classroom discussion.
- Introduction and course overview
- Classroom norms and procedures
- Create class discussion guidelines
- Identity: Choose and visually represent five key parts of your identity
Homework: You and a parent/guardian need to sign the student contract. Deadline: Friday
Upcoming: LA 10 Pre-Assessment (tomorrow)
Thursday: Multiple Perspectives in LA 10
Friday: Bring an artifact that is a symbolic representation of your identity
- Introduction and course overview
- Classroom norms and procedures
- Create class discussion guidelines
- Identity: Choose and visually represent five key parts of your identity
Homework: You and a parent/guardian need to sign the student contract. Deadline: Friday
Upcoming: LA 10 Pre-Assessment (tomorrow)
Thursday: Multiple Perspectives in LA 10
Friday: Bring an artifact that is a symbolic representation of your identity